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REPUBLIC OF KENYA

MINISTRY OF EDUCATION

PRIMARY EDUCATION SYLLABUS

Volume Two

SUBJECTS:

MATHEMATICS, SCIENCE, SOCIAL STUDIES,


CHRISTIAN RELIGIOUS EDUCATION, HINDU
RELIGIOUS EDUCATION & ISLAMIC RELIGIOUS
EDUCATION

KENYA INSTITUTE OF EDUCATION


APRIL 2002

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Fist Published in 2002
Reprinted 2006

© Kenya Institute of Education

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or
transcribed, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher.

ISBN: 9966 – 31 – 528 – 4


Published and printed by Kenya Institute of Education

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INTRODUCTION

This syllabus is an improvement of the existing 8 – 4 – 4 education syllabus. It is available in


two volumes. Volume one contains English, Kiswahili, Mother Tongue, Physical Education
and Creative Arts. Volume two contains Mathematics, Science, Social Studies, Christian
Religious Education, Islamic Religious Education and Hindu Religious Education.

In each subject both the general and the specific objectives have been clarified and the
content spelt out specifically to give guidance to the users.

The issue of overload in the primary curriculum has been addressed by a reduction in the
number of subjects and content in the different subject areas. The reorganization of the
syllabuses has been done in such a way that mastery of the knowledge, skills and attitudes
required at the end of the primary cycle is ensured.

The reduction of subjects and content is intended to ensure that the cost of education on both
the Government and households is significantly reduced. In each subject area, the resources
required for the implementation of the curriculum have been suggested. These resources can
either be improvised or obtained from the local environment. Some teaching /learning
experiences and assessment methods have also been suggested.

In order to be in line with the changing needs of society, the new primary school curriculum
has incorporated vital emerging issues. These include, industrial transformation of the
country, environmental education, health issues like drug abuse and HIV/AIDS pandemic,
gender issues, human rights, child’s rights, moral values and social responsibility.

The rationalization of the primary curriculum has resulted in some new learning areas. Music,
Art and Craft have been integrated into one study area called Creative Arts. This has in
cooperated aspects of Drama, Home Science, Agriculture and Science have been integrated
into the study area called Science – which also include aspects of technology and
environmental education.

Geography History and Civics (GHC) - a combined course will now be taught as Social
Studies. This includes environmental education, civic education and aspects of Business
Education.

The English syllabus has now adopted a thematic approach to teach the various language
skills. The themes are derived from things and situations that learners are likely to interact
with every day life.

NAOMY W. WANGAI
DIRECTOR OF EDUCATION

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NATIOINAL GOALS OF EDUCTION

Education in Kenya should:

1. Foster nationalism, patriotism and promote national unity

Kenya’s people belong to different ethnic groups, races and religions, but these
differences need not divided them. They must be able to live and interact as Kenyans.
It is a paramount duty of education to help the youth acquire this sense of nationhood,
by removing conflicts and by promoting positive attitudes of mutual respect, which
enable them to live together in harmony and foster patriotism in order to make a
positive contribution to the life of the Nation.

2. Promote the social economic, technological and industrial needs for national
development

Education should prepare the youth of the country to play an effective and productive
role in the life of the nation.

a. Social Needs

Education in Kenya must prepare children for the changes in attitudes and
relationships, which are necessary for the smooth process of a rapidly
developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our
youth to adapt to this change.

b. Economic Needs

Education in Kenya should produce citizens with skills, knowledge, expertise


and personal qualities that are required to support a growing economy. Kenya
is building up a modern and independent economy, which is in need of
adequate domestic manpower.

c. Technological and Industrial Needs

Education in Kenya should provide the learners with the necessary skills and
attitude for Industrial development. Kenya recognizes the rapid industrial and
technological changes taking place, especially in the developed world.

We can only be part of this development if our education system deliberately


focused on knowledge, skills and attitudes that will prepare the youth for these
changing global trends.

3. Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual


talents and personality. It should help children to develop their potential, interests and
abilities. A vital aspect of individual development is character building.

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4. Promote sound moral and religious values

Education should provide for the development of knowledge, skills and attitude that
will enhance acquisition of sound moral values and help children to grow up into self-
disciplined, self-reliant and integrated citizens.

5. Promote social equality and responsibility

Education should promote social equality and foster a sense of social responsibility
within an education system, which provides equal education opportunities for all. It
should give all children varied and challenging opportunities for collective activities
and corporate social service, irrespective of gender, ability or geographical
environment.

6. Promote respect for and development of Kenya’s rich and varied cultures

Education should instill in the youth of Kenya an understanding of past and present
cultures and their valid place in contemporary society. The children should be able to
blend the best of traditional values with the changed requirements that, must follow
rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitude towards other


nations

Kenya is part of the international community. It is part of the complicated and


interdependent network of peoples and nations. Education should, therefore, lead the
youth of the country to accept membership in this international community with all
the obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection

Education should inculcate in the youth the value for good health in order to avoid
indulging in activities that will lead to physical or mental ill health. It should foster
positive attitudes towards environmental development and conservation. It should
lead the youth to appreciate the need for a healthy environment.

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OBJECTIVES OF PRIMARY EDUCATION IN KENYA

Primary Education should provide the learner with opportunities to:

1. Acquire literacy, numeracy, creativity and communication skills

2. Enjoy learning and develop desire to continue learning

3. Develop ability for critical thinking and logical judgement

4. Appreciate and respect the dignity of work

5. Develop desirable social standards, moral and religious values

6. Develop into a self-disciplined, physically fit and healthy person

7. Develop aesthetic values and appreciate own and healthy person

8. Develop awareness and appreciation of the environment

9. Develop awareness of and appreciation for the other nations and international
community

10. Instill respect and love for own country and the need for harmonious co-existence

11. Develop individual talents

12. Promote social responsibility and make proper use of leisure time

13. Develop awareness and appreciation of the role of technology in national development.

SUBJECT TIME ALLOCATION


Classes 1 – 3 Classes 4 – 8

1. English 5 7
2. Kiswahili 5 5
3. Mathematics 5 7
4. Science 2 5
5. Social Studies 2 5
6. Religious Education 2 3
7. Mother Toungue 5 –
8. Creative Arts 3 3
9. Physical Education 5 4
10. Pastoral Programmes 1 1
TOTAL 35 40

Note:
Lower Primary Classes will have 35 lessons of 30 minutes each.
Upper Primary Classes will have 40 lessons of 35 minutes each.

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THE KENYA NATIONAL ANTHEM WIMBO WA TAIFA LA KENYA

1. O God of all creation 1. Ee1.MunguEenguvu


Mungu yetu
nguvu yetu
Bless this our land and nation Ilete
IleteBaraka
Barakakwetu
kwetu
Justice be our shield and defender Haki
Hakiiwe
iwengao
ngaonanamlinzi
mlinzi
May we dwell in unity Natukae
Natukaenanaundugu
undugu
Peace and liberty Amani
Amaninanauhuru
uhuru
Plenty be found with our borders Raha
Rahatupate
tupatenanaustawi
ustawi

2. Let one and all arise 2. 2. Amkeni


Amkenindugu
nduguzetuzetu
With hearts both strong and true Tufanye
Tufanyesotesotebidii
bidii
Service be our earnest endeavour Nasi
Nasitujitoe
tujitoekwa
kwanguvu
nguvu
And our homeland of Kenya Nchi
Nchiyetu
yetuyayaKenya
Kenya
Heritage of splendor Tunayoipenda
Tunayoipenda
Firm may we stand to defend Tuwe
Tuwetayari
tayarikuilinda
kuilinda

3. Let all with one accord 3. 3. Natujenge


Natujengetaifa
taifaletu
letu
In common bond united Ee,
Ee,Ndio
Ndiowajibu
wajibuwetu
wetu
Build this our nation together Kenya
Kenyaistahili
istahiliheshima
heshima
And the glory of Kenya Tuungane
Tuunganemikono
mikono
The fruit of our labour Pamoja
Pamojakazini
kazini
Fill every heart with thanksgiving Kila
Kilasiku
sikutuwe
tuwenanashukrani
shukrani

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TABLE OF CONTENTS

Page

Introduction ……………………………………………………………………………. ii
National Goals of Education……………………………………………………………. iii
Objectives of Primary Education……………………………………………………….. vi
Subject time Allocation ………………………………………………………………… vi
The Kenya National Anthem …………………………………………………………... vii

Mathematics…………………………………………………………………………….. 1

Introduction ……………………………………………………………………………… 2
General Objectives ………………………………………………………………………. 3
Standard One ……………………………………………………………………………. 5
Standard Two …………………………………………………………………………… 7
Standard Three ………………………………………………………………………….. 9
Standard Four …………………………………………………………………………… 12
Standard Five …………………………………………………………………………… 16
Standard Six …………………………………………………………………………….. 21
Standard Seven …………………………………………………………………………. 27
Standard Eight ………………………………………………………………………….. 33
Assessment and Examination …………………………………………………………… 36

Science …………………………………………………………………………….. …… 37

Introduction ……………………………………………………………………………… 38
General Objectives ………………………………………………………………………. 39
Standard One ……………………………………………………………………………. 40
Standard Two …………………………………………………………………………… 43
Standard Three ………………………………………………………………………….. 46
Standard Four …………………………………………………………………………… 49
Standard Five …………………………………………………………………………… 53
Standard Six …………………………………………………………………………….. 58
Standard Seven …………………………………………………………………………. 62
Standard Eight ………………………………………………………………………….. 67
Teaching /Learning Experiences ……………………………………………………….. 71
Resources ………………………………………………………………………………. 71
Assessment ……………………………………………………………………………… 71

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Social Studies …………………………………………………………………………… 73

Introduction ……………………………………………………………………………… 74
General Objectives ………………………………………………………………………. 75
Standard One ……………………………………………………………………………. 76
Standard Two …………………………………………………………………………… 79
Standard Three ………………………………………………………………………….. 83
Standard Four …………………………………………………………………………… 86
Standard Five …………………………………………………………………………… 91
Standard Six …………………………………………………………………………….. 98
Standard Seven …………………………………………………………………………. 106
Standard Eight ………………………………………………………………………….. 114
Teaching /Learning Experiences ……………………………………………………….. 122
Evaluation Methods ……………………………………………………………………. 123

Christian Religious Education ……………………………………………………… 124

Introduction ……………………………………………………………………………… 125


General Objectives ………………………………………………………………………. 126
Standard One ……………………………………………………………………………. 127
Standard Two …………………………………………………………………………… 132
Standard Three ………………………………………………………………………….. 137
Standard Four …………………………………………………………………………… 142
Standard Five …………………………………………………………………………… 147
Standard Six …………………………………………………………………………….. 153
Standard Seven …………………………………………………………………………. 159
Standard Eight ………………………………………………………………………….. 166
Teaching /Learning Experiences, Resources and Assessment………………………….. 173

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MATHEMATICS

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INTRODUCTION

Mathematics equips the learner with knowledge and skills which assist in developing logical
thinking, ability to apply the knowledge acquired, analyze situations and make rational
decisions.

This syllabus is designed to meet the general objectives of teaching Mathematics in the
primary schools. For each specific objective, there is corresponding content. These objectives
will guide the teacher in the development of lesson objectives. In order to achieve the
objectives of the syllabus, it is expected that concepts and skills will be developed practically.

The syllabus is presented in form of topics which are developed in such a way that the
knowledge and skills acquired at one level become a prerequisite for the next level. Teachers
should ensure that related topics are covered in the same order as given in the syllabus. They
are also encouraged to make use of locally available materials. In some content areas, there
are “notes” meant to enhance clarity.

The syllabus has suggested methods of assessment which teachers will find useful in
establishing whether the set objectives have been achieved.

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GENERAL OBJECTIVES

By the end of the course, the learner should be able to:

1. Acquire an understanding of numbers and numeration.


Specifically the learner should be able to:
a) Count and group objects
b) Recognize read and write
i. Decimal numbers
ii. Fractions
iii. Decimal fractions
iv. Roman numbers
c) Determine the order of two or more numbers by comparison
d) Use the idea of place value to extend the decimal numbers

2. Develop ability to perform the four basic operations


Specifically the learner should be able to:
a) Add, subtract, multiply and divide numbers
b) Use the relationship between operations to work out mathematical problems
involving:
i. Additional and subtraction
ii. Additional and multiplication
iii. Multiplication and division
c) Identify and use relevant operations in everyday life

3. Develop skills in measurement, approximation and estimation.


Specifically, the learner should be able to:
a) Measure length, area, volume, capacity, mass, time, money and temperature
b) Convert one unit of measure to another of the same kind
c) Identify and use the appropriate unit of measure in a given situation
d) Solve mathematical problems involving various units of measure including speed
and postal rates
e) Estimate measures of quantities as near to actual as possible
f) Approximate numbers by rounding off.

4. Develop spatial concepts and ability to use them


Specifically the learner should be able to:
a) Identify and categorize objects having regular and irregular shapes
b) Identify common properties of various shapes of objects in their environment
c) Apply spatial concepts in making
i. Geometrical constructions
ii. Drawings of maps and plans using suitable scales
d) Apply spatial concepts in everyday life in:
i. Laying out rectangular fields and circular tracks
ii. Planning a farm and planting seedlings according to required spacing
iii. Computing the area of a piece of land from a map

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5. Acquire the techniques of collecting, representing and interpreting data
Specifically the learner should be able to:
a) Identify the relevant data required
b) Collect and record the data
c) Select the most effect way of representing the data
d) Tabulate and graph the data
e) Find the mean, mode and median of a given set of data
f) Read and interpret data
g) Use the information from tables and graphs to decide on the course of action.

6. Develop positive attitudes towards Mathematics and make good use of leisure time
Specifically the learner should be able to:
a) Discover and make patterns
b) Solve magic squares and other related puzzles
c) Make models and toys
d) Play mathematical games and participate in relevant activities such as rhymes
and songs
e) Relate Mathematics to describe experiences in everyday life

7. Develop techniques of investigation and problem solving strategies


Specifically the learner should be able to:
a) Use a practical approach to develop mathematical concepts
b) Read and understand mathematical problems
c) Identify the correct operations and the sequence in which they should be carried
out
d) Carry out operations
e) Check the accuracy of solution obtained

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STANDARD ONE

1.0 NUMBERS Note


Zero is not a counting number and
1.1 PRE-NUMBER hence it should be introduced after
the numeral for number nine
ACTIVITIES
3.0 OPERATIONS
1.2 Specific Objectives
By the end of the topic the learner 3.1 Specific Objectives
Should be able to: By the end of the topic, the learner
a) Group objects according to should be able to:
b) colour, shape, size and texture a) work out addition problems with
c) Pair and match objects sums up to 99 vertically and
d) Order groups of objects horizontally without carrying
according to size b) add up to single digit numbers
without carrying
1.3 Content c) Subtract numbers not exceeding
1.3.1 Sorting, grouping and classifying. 99 vertically and horizontally
1.3.2 Pairing and matching without borrowing
1.3.4 Ordering and sequencing d) add multiples of 10 up to 90
e) subtract multiples of 10 not
2.0 WHOLE NUMBERS exceeding 90
f) identify relationship between
2.1 Specific Objectives addition and subtraction
By the end of the topic the learner g) develop and use patterns in
a) Count numbers from 1 up to 99 addition and subtraction.
b) Order, read and writer symbols
from 0 up to 99 3.2 Content
c) Read and write numbers 1-9 in 3.2.1 Addition as putting together.
words 3.2.2 Basic addition facts.
d) Recognize and identify place 3.2.3 Addition of up to 3 single digit
value of one and tens numbers
e) Count and group in tens up 3.2.4 Addition of numbers with sums not
to ninety. exceeding 99 without carrying
3.2.5 Addition of multiples of 10 with
2.2 Content sums not exceeding 90.
2.2.1 Counting 3.2.6 Subtraction as taking numbers
2.2.2 Writing numbers 1-9 in words 3.2.7 Subtraction of 1- digit numbers
2.2.3 Place value from 2- digit numbers based on
2.2.4 Reading and writing numbers basic addition facts
2.2.5 Counting and grouping in tens 3.2.8 Subtraction of 1- digit numbers
up to ninety. from 2- digit numbers without
borrowing
3.2.9 Subtraction of multiples of 10
3.2.10 Relationship between addition and
subtraction
3.2.11 Number patterns in addition and
subtraction.

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Note
i. For every addition fact there are 4.2 Content
two subtraction facts related to it 4.2.1 Direct comparison of length.
i.e 4.2.2 Measuring length using arbitrary
5+3=8 units
8–3=5 4.2.3 Direct comparison of mass.
8–5=3 4.2.4 Kenya currency coins
4.2.5 Buying and selling
ii. For number patterns, use simple 4.2.6 Direct comparison of capacity
sequences involving basic 4.2.7 Relating daily events to morning,
addition and subtraction facts. noon, evening and night
4.2.8 Days of the week

4.0 MEASUREMENT 5.0 GEOMETRY

4.1 Specific Objectives 5.1 Specific Objectives


By the end of the topic, the By the end of the topic, the learner
learner should be able to: should be able to:
a) Compare and measure length a) recognize and identify straight
using arbitrary units and curved lines
b) Compare mass of objects b) recognize and identify
c) Compare capacity of containers rectangular, triangular and
d) Recognize, identify and use circular shapes.
Kenya currency coins
e) Recognize time and relate it to 5.2 Content
daily events and days of the 5.2.1 Straight and curved lines
week 5.2.2 Rectangles, triangles and circles

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STANDARD TWO

1.0 NUMBERS 2.2 Content


2.2.1 Addition of up to three 3- digit
1.1 WHOLE NUMBERS numbers with one carrying
2.2.2 Addition involving missing
1.2 Specific Objectives numbers.
By the end of the topic the learner 2.2.3 Subtraction of up to 3- digit
should be able to: numbers without borrowing.
a) Count, read and write numbers 2.2.4 Subtraction involving missing
in symbols up to 999 numbers
b) Recognize and identify place 2.2.5 Multiplication as repeated addition.
value up to hundreds 2.2.6 Multiplication of single digit
c) Read and write numbers in numbers by 10.
words up to ninety nine 2.2.7 Division as equal sharing.
2.2.8 Number patterns in addition and
1.2 Content subtraction
1.2.1 Counting
1.2.2 Place value Note
1.2.3 Reading and writing numbers i. Develop the multiplication
and division signs.
2.0 OPERATIONS ii. For number patterns use
simple sequences involving
2.1 Specific Objectives basic addition and subtraction
By the end of the topic, the learner facts
should be able to: .
a) Add numbers up to sums not 3.0 MEASUREMENT
exceeding 999 with one
carrying 3.1 Specific Objectives
b) Subtract up to 3- digit number By the end of the topic, the learner
from up to a 3- digit number should be able to:
without borrowing a) recognize, identify and use the
c) Work out problems involving metre as a unit of measuring
addition and subtraction using length
missing numbers b) measure mass and capacity
d) Multiply numbers up to 5 x 5 using a fixed unit
through counting c) recognize, identify and use
e) Multiply single digit numbers Kenya currency notes and coins
by 10 up to 9 x 10 upto sh.500
f) Divide numbers not exceeding d) work out addition and
25 by numbers not exceeding subtraction involving money in
5 without a remainder shillings and cents without
g) Recognize and identify number carrying or borrowing
patterns involving addition and e) list the days of the week and
subtraction the months of the year in order.
f) read and tell time by the hour

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3.2 Content 4.0 GEOMETRY
3.2.1 The metre as a standard unit
3.2.2 Measuring length using the metre. 4.1 Specific Objectives
3.2.3 Measuring mass using arbitrary By the end of the topic, the leaner
and fixe unit. should be able to:
3.2.4 Measuring capacity using arbitrary a) Recognize and identify
and fixed unit rectangles, squares, triangles,
3.2.5 Kenya currency notes and coins circles and ovals
3.2.6 Addition and subtraction b) Trace and model shapes
involving shillings and cents. c) Make patterns using triangles,
3.2.7 Shopping activities involving rectangles, squares and circles
change and balance
3.2.8 Days of the week and months of 4.2 Content
the year. 4.2.1 Rectangles, squares, triangles,
3.2.9 Time by the hour circlesand ovals
4.2.2 Tracing and modeling shapes
4.2.3 Patterns

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STANDARD THREE

1.0 NUMBERS 3.0 OPERATIONS

1.1 WHOLE NUMBERS 3.1 WHOLE NUMBERS

1.2 Specific Objectives 3.2 Specific Objectives


By the end of the topic the learner By the end of the topic the learner
should be able to: should be able to:
a) count, read and write numbers a) add up to three 3- digit
in symbols up to 9999 numbers with and without
b) read and write numbers in carrying
without and with carrying with b) add up to two 4- digit numbers
words up to 999 carrying with sums not
c) recognize and identify place exceeding 9999
value up to thousands c) subtract up to 4- digit number
d) rank quantities according to up to 4- digit numbers without
Position from 1st to 10th and borrowing
d) multiply 2 single digit numbers
1.3 Content vertically and horizontally
1.3.1 Counting e) recognize and identify division
1.3.2 Place value as repeated subtraction
1.3.3 Reading and writing numbers in f) divide up to 2- digit number
words using basic multiplication facts
1.3.4 Reading and writing numbers in g) identify the relationship
symbols between multiplication and
1.3.5 Ordinal numbers division
h) recognize and identify number
patterns involving addition,
2.0 FRACTIONS subtraction and multiplication

2.1 Specific Objective 3.3 Content


By the end of the topic, the learner 3.3.1 Addition of up to three 3- digit
should be able to recognize, read numbers
and write fractions half, quarter 3.3.2 Addition of up to two 4- digit
and eighth as part of a whole and numbers
as part of a whole and as part of a 3.3.3 Subtraction of up to 4- digit
group numbers
3.3.4 Multiplication of 2 single digit
2.2 Content numbers
2.2.1 Fraction as part of whole 3.3.5 Division as equal sharing and as
2.2.2 Fraction as part of group repeated subtraction
3.3.6 Division of u to 2- digit numbers
by single digit numbers

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3.3.7 Relationship between 5.2 Content
multiplication and division 5.2.1 Length in metres.
3.3.8 Number patterns in addition 5.2.2 Addition and subtraction involving
subtraction and multiplication length in metres
5.2.3 Multiplication and division
Note involving length in metres
(i) Basic multiplication facts
Involve multiplication of Note
1 – digit number by Division involving length in metres
1 – digit number up to 9 x 9 should be restricted to basic facts
ii) For number patterns, use related to multiplication
simple sequences involving
basic addition, subtraction and 6.0 MASS
multiplication facts
6.1 Specific Objective
By the end of the topic, the learner
4.0 FRACTIONS should be able to recognize,
identify and use kilogram as a unit
4.1 Specific Objective of measuring mass
By the end of the topic, the leaner
should be able to add and subtract 6.2 Content
fractions with the same 6.2.1 Kilogram as a standard unit of
denominators involving halves, measuring mass.
quarters and eighths 6.2.2 Measuring mass in kilograms

4.2 Content
4.2.1 Addition and subtraction involving 7.0 CAPACITY
fractions.
7.1 Specific Objectives
5.0 MEASUREMENT By the end of the topic, the leaner
should be able to:
5.1 LENGTH a) recognize and identify the litre
By the end of the topic, the learner as a unit of measuring capacity
should be able to: b) measure capacity in litres and
a) measure length in metres half litres
b) work out addition and c) work out addition and
subtraction involving length subtraction involving litres and
in metres . half litres
c) Work out multiplication and
division involving length in
metres.

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7.2 Content 9.0 TIME
7.2.1 Litre and half litre
7.2.2 Measuring capacity 9.1 Specific Objectives
7.2.3 Addition and subtraction involving By the end of the topic, the learner
litres and half litres should be able to:
a) Convert days into weeks and
vice versa
8.0 MONEY b) Work out addition and
subtraction involving days and
8.1 Specific Objectives weeks with and without
By the end of the topic, the leaner conversions
should be able to: c) Read, write and tell time in
a) Recognize and identify one hours, half hours and quarter
thousand shilling note hours.
b) Work out addition and
subtraction involving money in 9.2 Content
shillings and cents without 9.2.1 Conversion of days into weeks and
conversion vice versa
c) Work out multiplication and 9.2.2 Addition and subtraction involving
division involving money in time
shillings and cents without 9.2.3 Reading, writing and telling time.
conversion
Note
8.2 Content Develop the language of telling
8.2.1 Shopping activities involving time using ‘past’ and ‘to’ the hour
change and balance.
8.2.2 Addition and subtraction involving 10.0 GEOMETRY
money
8.2.3 Multiplication and division 10.1 Specific Objective
involving money By the end of the topic, the leaner
should be able to make patterns
Note involving squares, rectangles,
Division to involve basic circles and ovals.
multiplication facts
10.2 Content
10.2.1 Making patterns involving different
shapes

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STANDARD FOUR

2.2.2 Equivalent fractions


1.0 NUMBERS 2.2.3 Comparing fractions

1.1 WHOLE NUMBERS 3.0 DECIMALS

1.2 Specific Objectives 3.1 Specific Objectives


By the end of the topic, the learner By the end of the topic, the learner
should be able to: should be able to recognize and
a) Recognize and identify place write decimals involving tenths and
value and total value up to hundredths
ten thousands
b) Read and write numbers in 3.2 Content
symbols and in words up to 3.2.1 Place value of decimals
99999 3.2.2 The decimal notation
c) Obtain multiples and factors
(divisors) of given numbers 4.0 OPERATIONS
d) Recognize and identify
numbers divisible by 2, 5 4.1 WHOLE NUMBERS
and 10
e) Recognize and identify even 4.2 Specific Objectives
and odd numbers By the end of the topic, the leaner
should be able to:
1.3 Content a) and up to 5- digit numbers
1.3.1 Place value and total value without and with carrying
1.3.2 Reading and writing numbers in b) subtract up to 5- digit numbers
symbols and in words from up to a 5- digit numbers
1.3.3 Multiples and factors (divisors) of without and with borrowing
numbers c) multiply a 2- digit number by a
1.3.4 Divisibility tests for 2, 5 and 10. 1- digit number without and
1.3.5 Odd and even numbers with carrying
d) multiply a 2- digit number by
2.0 FRACTIONS ten and multiples of ten and
multiples of ten
2.1 Specific Objectives e) divide a 2- digit number by a1
By the end of the topic, the leaner – digit number through
should be able to: repeated subtraction
a) recognize, read and write f) divide numbers with not more
fractions up to twelfths than 3- digits by up to 2- digit
b) recognize, identify and obtain numbers without and with
equivalent fractions remainder
c) compare fractions to determine g) recognize and identify number
‘greater than’ ‘less than’ and patterns involving basic
‘equal to’ operations

2.2 Content
2.2.1 Fraction as part of a whole and part
of a group.

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4.3 Content 6.0 DECIMALS
4.3.1 Addition of up to 5- digit numbers
4.3.2 Subtraction of up to 5- digit 6.1 Specific Objective
numbers By the end of the topic, the learner
4.3.3 Multiplication of a 2- digit number should be able to add and subtract
by a 1- digit number decimals up to two decimal places
4.3.4 Multiplication of a 2- digit number
by ten and multiples of ten 6.2 Content
4.3.5 Division of a 2- digit number by a 6.2.1 Addition and subtraction of
1- digit number through repeated decimals
subtraction.
4.3.6 Division of up to a 3- digit number 7.0 MEASUREMENT
by up to a 2- digit number
4.3.7 Number patterns involving basic 7.1 LENGTH
operations
7.2 Specific Objectives
Note By the end of the topic, the leaner
i) Develop the long form should be able to:
notation of division and relate a) recognize and identify the
it to repeated subtraction. centimeter as a unit of
ii) For number patterns, use measuring length
simple sequences involving b) measure and estimate length in
basic operations in whole metres and centimeters
numbers. c) convert metres to centimeters
and vice versa
5.0 FRACTIONS d) work out addition and subtraction
involving length in metres and
5.1 Specific Objectives centimeters
By the end of the topic, the learner e) work out multiplication and
should be able to: division involving length in
a) add and subtract fractions with the metres and centimeters
same denominator
b) multiply a whole number by a 7.3 Content
fraction 7.2.1 The centimeter as a unit of measuring
c) multiply a fraction by a whole length
number 7.3.2 measuring and estimate length in and
metres
5.2 Content 7.3.3 convert metres to centimeters and vice
5.2.1 Addition of fractions with the same versa
denominator 7.3.4 Addition and subtraction involving
5.2.2 Multiplication of a whole number by a length in metres and centimeters
fraction 7.3.5 Multiplication and division involving
5.2.3 Multiplication of a fraction by a length in metres and centimeters
whole number

5.2 Content
5.2.1 Addition of fractions with the same
denominator
5.2.2 Multiplication of a whole number by
a fraction
5.2.3 Multiplication of a fraction by a
whole number

22  
 
11.0 CAPACITY
8.0 PERIMETER
11.1 Specific Objectives
8.1 Specific Objective By the end of the topic, the leaner
By the end of the topic the should be able to:
learner should be able to work a) measure and estimate capacity
out perimeter of squares and to the nearest litre, half litre and
rectangles quarter litre
b) work out addition and
8.2 Content subtraction involving litre, half
8.2.1 Perimeter as distance all round litre and quarter litre
8.2.2 Perimeter of squares and rectangles
11.2 Content
9.0 AREA 11.2.1 Measuring and estimating capacity
11.2.2 Addition and subtraction involving
9.1 Specific Objective litre, half litre and quarter litre
By the end of the topic, the learner
should be able to compare and 12.0 MASS
measure area of square and rectangles in square units.
12.1 Specific Objectives
9.2 Content By the end of the topic, the learner
9.1 Direct comparison of surfaces should be able to:
9.2 Area of squares and rectangles a) measure and estimate mass to
through counting in unit squares the nearest kilogram, half
9.3 Area of rectangles and squares as kilogram and quarter kilogram
product of the number of rows and b) work out addition and
columns subtraction involving mass in
kilogram, half kilogram and
Note quarter kilogram
Develop the concept of area
through tiling. 12.2 Content
12.2.1 Measuring and estimating mass
12.2.2 Adding and subtracting mass in in
10.0 VOLUME kilograms (kg), half kilogram
(1/2kg) and quarter kilograms(1/4kg)
10.1 Specific Objective
By the end of the topic, the
learner should be able to work out 13.0 MONEY
the volume of cubes and cuboids
13.1 Specific Objectives
10.2 Content By the end of the topic, the leaner
10.2.1 Volume of cubes and cuboids by should be able to:
piling. a) Convert shillings to cents and
10.2.2 Volume of cube and cuboids by vice versa
counting unit cubes in a stack b) Work out basic operations
involving money in shillings
Note and cents
The stacks should be made using cubes c) Carry out shopping activities
and cuboids Involving change and balance

23  
 
13.2 Content 15.0 GEOMETRY
13.2.1 Conversion of shillings to cents
and vice versa 15.1 Specific Objectives
13.2.2 Operations involving shillings and By the end of the topic the learner
cents should be able to:
13.2.3 Shopping activities involving a) recognize and identify the
change and balance angle
b) recognize and draw right angle
14.0 TIME using square corners
c) recognize and identify acute
14.1 Specific Objectives and obtuse angles
By the end of the topic, the learner d) make patterns involving
should be able to: squares, rectangles and
a) Recognize and identify a triangles
minute as a unit of measuring
time 15.2 Content
b) Read and tell time to the 15.2.1 The angle
minutes 15.2.2 The right angle
c) Convert units of time from one 15.2.3 Comparison of angles
unit to another 15.2.4 Acute and obtuse angles
d) Work out problems involving 15.2.5 Making patterns
the calendar in real life
situations 16.0 ALGEBRA

14.2 Content 16.1 Specific Objectives


14.2.1 The minute as a unit of measuring By the end of the topic, the learner
time should be able to use letters to
14.2.2 Reading and telling time to the represent numbers
minute
14.2.3 Conversion of minutes to hours 16.2 Content
hours to days, days to months 16.2.1 Use of letters for numbers
and months to years and vice Use three column tables to include
versa 17.0 TABLES AND GRAPHS
14.2.4 The calendar ‘Number of items’.
17.1 Specific Objectives
By the end of the topic, the learner
should be able to collect and record
simple data in tables.

17.2 Content
17.2.1 Collection of data
17.2.2 Recording data
17.2.3 Making simple tables

Note
Use three column tables to include
‘quantity’ ‘Tally mark’ and
‘Number of items’

24  
 
STANDARD FIVE

1.0 NUMBERS Note


Operations involving Roman
1.1 WHOLE NUMBERS numbers should be avoided

1.2 Specific Objectives 2.0 FRACTIONS


By the end of the topic, the learner
should be able to: 2.1 Specific Objectives
a) Recognize and identify place By the end of the topic, the learner
value and total value up to should be able to:
hundreds of thousand a) simplify fractions by
b) Read and write numbers up to cancellations
999 999 in symbols and in b) convert mixed numbers to
words improper fractions and
c) Round off numbers to the improper fractions to mixed
nearest ten and hundreds numbers
d) Recognize and identify
numbers divisible by 3, 4, 7 2.2. Content
and 9 2.2.1 Simplifying fractions by
e) Recognize and identify prime cancellation
numbers less than one hundred 2.2.2 Conversion of mixed numbers to
f) Determine the greatest common improper fractions and vice versa
divisor (GCD) highest common
factor (HCF) of up to three 3.0 DECIMALS
given numbers
g) Determine the lowest common 3.1 Specific Objectives
multiple (LCM) of up to 3 By the end of the topic, the leaner
given numbers should be able to:
h) Recognize, read and write a) recognize and identify decimals
Roman numbers up to 50 up to thousandths
b) convert fractions to decimals
1.3 Content and decimals to fractions
1.3.1 Place value and total value up to
hundreds of thousands 3.2 Content
1.3.2 Reading and writing numbers up to 3.2.1 Place value up to thousandths
999 999 in words and symbols 3.2.2 Conversion of fractions to decimals
1.3.3 Rounding off numbers to the 3.2.3 Conversion of decimals to fractions
nearest tens and hundreds.
1.3.4 Divisibility tests for 3, 4, 6 and 9. Note
1.3.5 Prime numbers less than 100 Conversion should not involve
1.3.6 Prime factors recurring decimals
1.3.7 Common divisors (factors)
1.3.8 Greatest common divisor (GCD)
1.3.9 Highest common factor (HCF)
1.3.10 Common multiples
1.3.11 Least common multiple (LCM)
1.3.12 Roman numbers up to 50.

25  
 
4.0 OPERATIONS 5.2 Content
5.2.1 Addition and subtraction of two
4.1 WHOLE NUMBERS fractions involving renaming of
one fraction
4.2 Specific Objectives 5.2.2 Addition and subtraction of two
By the end of the topic the learner fractions involving renaming of
should be able to: both fractions
a) work out addition and 5.2.3 Addition and subtraction of mixed
subtraction involving up to 6- numbers
digit numbers 5.2.4 Multiplication of mixed numbers
b) multiply numbers by up to 2- by whole numbers
digit numbers with product not
exceeding 999 99 6.0 DECIMALS
c) divide a number with not more
than 4 digits by a 2- digit 6.1 Specific Objectives
number By the end of the topic, the learner
d) recognize and identify patterns should be able to:
involving even, odd and prime numbersa) add and subtract decimals up to
3 decimal places
4.3 Content b) multiply decimals up to 3
4.3.1 Addition and subtraction of up to decimal places by whole
6- digit numbers numbers
4.3.2 Multiplication of 3 single digit c)
numbers 6.2 Content
4.3.3 Multiplication by up to 2- digit 6.2.1 Addition and subtraction of
numbers decimals
4.3.4 Division of up to 4- digit numbers 6.2.2 Multiplications of decimals by
by 2- digit numbers with the whole numbers
divisor less than the dividend
4.3.5 Patterns involving even, odd and 7.0 MEASUREMENT
prime numbers.
7.1 LENGTH
Note
For number patters, use simple 7.2 Specific Objectives
sequences involving even, odd and By the end of the topic, the learner
prime numbers. should be able to:
a) measure length to the nearest
5.0 FRACTIONS metre and centimetre
b) recognize and identify
5.1 Specific Objectives kilometer as a unit of
By the end of this topic, the learner measuring length
should be able to: c) convert metres to kilometres
a) Add and subtract two fractions and kilometers into metres
using LCM d) work out the four basic
b) Add and subtract tow mixed operations involving length in
numbers using LCM kilometers, metres and
c) multiply a mixed number by a centimeters
whole number e) work out perimeter of squares
and rectangles

26  
 
7.3 Content 9.2 Content
9.2.1 Cubic centimeter as a unit of
7.3.1 Measuring length to the nearest measuring volume
metre and centimeter 9.2.2 Volume as a product of number of
7.3.2 Kilometre as a unit of measuring unit cubes in a layer by number of
length layers
7.3.3 Conversion of metres to kilometers 9.2.3 Volume of cubes and cuboids using
and vice versa the formula
7.3.4 Addition and subtraction involving
units of length 10.0 CAPACITY
7.3.5 Multiplication and division
involving units of length 10.1 Specific Objectives
7.3.6 Perimeter of squares and rectangles By the end of the topic, the learner
involving kilometers, metres and should be able to:
centimeters a) recognize and identify the
mililitre (ml) as unit of
8.0 AREA measuring capacity
b) measuring and estimate
8.1 Specific Objectives capacity in mililitres
By the end of the topic, the learner c) convert mililitres to litres and
should be able to: litres into mililitres
a) recognize and identify the d) work out addition and
square metre (m2) and square centimeter (cm 2
) as a unit
subtraction of measuring
involving area
capacity
b) work out area of squares, in litres and mililitres
rectangles and triangles e) work out multiplication and
division involving capacity by
8.2 Content whole numbers.
8.2.1 Square metre and square
centimeter 10.2 Content
8.2.2 Area of squares and rectangles 10.2.1 Mililitre as a unit of measuring
using the formula capacity
8.2.3 Finding area of a triangle as half of 10.2.2 Estimating and measuring capacity
a rectangle practically in mililitres
10.2.3 Conversion of mililitres to litres
9.0 VOLUME and vice versa
10.2.4 Addition and subtraction involving
9.1 Specific Objectives capacity in litres and mililitres
By the end of the topic, the learner 10.2.5 Multiplication and division
should be able to: involving litres and mililitres by
a) recognize and identify the whole numbers
cubic centimeter (cm3) as a unit
of measuring volume 11.0 MASS
b) work out volume of cubes and
cuboids 11.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify the gram
as a unit of measuring mass
b) measuring and estimate mass to
the nearest gram

27  
 
c) convert kilograms to grams and 13.0 TIME
grams into kilograms
d) work out addition and 13.1 Specific Objectives
subtraction involving mass in kilograms
By theand
endgrams
of the topic, the learner
e) work out multiplication and should to able to:
division involving mass in a) estimate time by shadows
kilograms and grams by whole b) read, tell and write time in a.m
numbers and p.m
c) recognize and identify the
11.2 Content second as a unit of measuring
11.2.1 The gram as a unit of measuring time
mass d) convert minutes to seconds and
11.2.2 Measuring and estimating mass to seconds to minutes
the nearest gram e) work out addition and
11.2.3 Conversion of kilograms to grams subtraction involving units of
and vice versa time
11.2.4 Addition and subtraction involving f) work out multiplication and
mass in kilograms and grams division involving units of time
11.2.5 Multiplication involving mass in by whole numbers
kilograms and grams
11.2.6 Division involving mass in 13.2 Content
kilograms and grams by whole 13.2.1 Estimating time by length of
numbers shadow
13.2.2 Reading, telling and writing time in
a.m and p.m
12.0 MONEY 13.2.3 The second as a unit of measuring
time
12.1 Specific Objectives 13.2.4 Conversion of minutes to seconds
By the end of the topic, the learner and vice versa
should be able to: 13.2.5 Addition and subtraction involving
a) prepare bills from given time in hours, minutes and seconds
information 13.2.6 Multiplication and division
b) read, interpret and work out involving units of time by whole
problems involving postal numbers
charges
14.0 GEOMETRY
12.2 Content
12.2.1 Use of bills in buying and selling 14.1 Specific Objectives
12.2.2 Inland postal charges for letters and By the end of the topic the learner
parcels should be able to:
a) measure angles using the unit
angle and the half disc
b) recognize and identify the
degree as a unit of measuring
angles
c) measure angles up to 180O
using a proctactor
d) recognize and identify reflex
angles

28  
 
e) recognize and identify angles b) work out simple equations in
on a straight line one unknown using the beam
f) work out problems involving balance
sum of angles of a triangle
g) state the properties of right- 15.2 Content
angled, isosceles and 15.2.1 Simplifying algebraic expressions.
equilateral triangles 15.2.2 Working out simple equations in
h) draw right-angled and one unknown
equilateral triangles using a
ruler and a protractor 16.0 TABLES AND GRAPHS
i) draw parallel lines using a set
square and a ruler 16.1 Specific Objectives
j) state properties of rectangles By the end of the topic, the learner
and squares should be able to:
k) recognize and identify a) collect and record data using
perpendicular lines tally marks
l) make patterns involving b) represent data in bar graphs
triangles rectangles and squares c) read and interpret bar graphs

14.2 Content 16.2 Content


14.2.1 Unit angle and half disc 16.2.1 Collecting and recording data
14.2.2 The degree as a unit of measuring 16.2.2 Representing data in bar graph
angles 16.2.3 Reading and interpreting bar
14.2.3 The protractor graphs
14.2.4 The reflex angle
14.2.5 Angles on a straight line 17.0 SCALE DRAWING
14.2.6 Perpendicular lines
14.2.7 Sum of angles of a triangle 17.1 Specific Objectives
14.2.8 Properties of right – angled, By the end of the topic, the learner
isosceles and equilateral triangles should be able to:
14.2.9 Parallel lines a) represent length to a given
14.2.10 Properties of squares and scale
rectangles b) convert scale length to actual
14.2.11 Making patterns length and actual length to
scale length
15.0 ALGEBRA
17.2 Content
15.1 Specific Objectives 17.2.1 Linear scale in statement form
By the end of the topic, the learner 17.2.2 Representing actual length with
should be able to: lines
a) simplify algebraic expressions 17.2.3 Conversion of scale lengths to
actual length and vice versa
.

29  
 
STANDARD SIX

1.0 NUMBERS 2.2 Content


2.2.1 Reciprocals
1.1 WHOLE NUMBERS 2.2.2 Squares of fractions
2.2.3 Square roots of fractions
1.2 Specific Objectives
By the end of the topic, the 3.0 DECIMALS
learner should be able to:
a) recognize and identify place 3.1 Specific Objectives
value and total value upto By the end of the topic, the
hundreds of millions learner should be able to:
b) read and write numbers up to a) recognize and identify place
millions in symbols and in value up to 4 decimal places
words given
c) round off numbers to the b) round off a number to a given
nearest thousands number of decimal places
d) recognize and identify c) convert fractions to decimals
numbers divisible by eight with and without recurring
e) identify and work out d) convert decimals to fractions
squares of numbers without involving recurring
f) work out squares of up to decimals.
perfect squares of up to
3- digit numbers 3.2 Content
3.2.1 Place value up to 4 decimal
1.3 Content places
1.3.1 Place value and total value. 3.2.2 Rounding off decimals to a given
1.3.2 Reading and writing numbers up numbers of places.
to millions in symbols and word. 3.2.3 Conversion of fractions to
1.3.3 Rounding off numbers. decimals.
1.3.4 Divisibility test for 8. 3.2.4 Conversion of decimals to
1.3.5 Squares of numbers Fractions
1.3.6 Square roots of perfect squares
4.0 PERCENTAGES
2.0 FRACTIONS
4.1 Specific Objectives
2.1 Specific Objectives By the end of the topic, the
By the end of the topic, the learner should be able to:
learner should be able to: a) recognize and identify
a) recognize and identify percentage as a fraction
reciprocals of numbers b) write percentage using the
b) recognize and identify symbol (%)
squares and square roots of c) convert fractions and
fractions involving perfect decimals to percentage
squares d) convert percentage to
fractions and decimals

30  
 
4.2 Content c) multiply a fraction by a
4.2.1 Percentage as a fraction fraction and mixed numbers
4.2.2 Using the (%) symbol. by a fraction
4.2.3 Conversion of fractions to d) divide a whole number by a
percentage fraction
4.2.4 Conversion of decimals to e) divide a fraction by a fraction
percentage f) work out division involving
4.2.5 Conversion of percentage to mixed numbers
fractions g) recognize and identify
4.2.6 Conversion of percentage to number sequence involving
decimals fractions

5.0 OPERATIONS 6.2 Content


6.2.1 Addition and subtraction of
5.1 WHOLE NUMBERS fractions
6.2.2 Addition and subtraction of
5.2 Specific Objectives fractions and mixed numbers
By the end of the topic, the 6.2.3 Multiplication of fractions by
learner should be able to: fractions
a) add and subtract numbers 6.2.4 Multiplication of mixed numbers
b) multiply numbers by fractions
c) divide up to 5- digit numbers 6.2.5 Division of a whole number by a
by up to 2- digit numbers fraction
d) recognize and identify simple 6.2.6 Division of a fraction by a
number sequence fraction
e) work out problems involving 6.2.7 Division involving mixed
LCM and GCD in real life numbers
6.2.8 Number sequence involving
5.3 Content fractions
5.3.1 Addition and subtraction of
numbers 7.0 DECIMALS
5.3.2 Multiplication of numbers
5.3.3 Division of up to 5- digit 7.1 Specific Objectives
numbers by up to 2- digit By the end of the topic, the
numbers with divisor less then learner should be able to:
the dividend a) add and subtract decimals up
5.3.4 Number sequences to 4 decimal places
5.3.5 Working out problems involving b) multiply decimals with
LCM and GCD products not exceeding 4
decimal places
6.0 FRACTIONS c) divide decimals by whole
numbers and vice versa
6.1 Specific Objectives d) divide a decimal by a decimal
By the end of the topic, the
learner should be able to:
a) add and subtract up to 3
fractions using LCM
b) add and subtract up to 3
mixed numbers using LCM

31  
 
7.2 Content 10.0 AREA
7.2.1 Addition and subtraction of
decimals 10.1 Specific Objectives
7.2.2 Multiplication of decimals by By the end of the topic, the
decimals learner should be able to:
7.2.3 Division of decimals by whole a) recognize and identify area
numbers and hectare as units of
7.2.4 Division of whole numbers by a measuring areas
decimal b) work out area of a triangle, a
7.2.5 Division of a decimal by a square and a rectangle
decimal
11.0 VOLUME
8.0 PERCENTAGES
11.1 Specific Objectives
8.1 Specific Objectives By the end of the topic, the
By the end of the topic, the leaner learner should be able to:
should be able to work out a) recognize and identify cubic
quantities given the percentages
metre (m3) as
and work outa percentages
unit of given quantities
measuring volume
8.2 Content b) convert cubic metre (m3) to
8.2.1 Percentage of quantities cubic centimeter (cm3) and
cubic centimeters to cubic
9.0 MEASUREMENT metre
c) work out problems involving
9.1 LENGTH volume of cubes and cuboids
in cubic metre (m3) and cubic
9.2 Specific Objectives centimeter (cm3)
By the end of the topic, the
learner should be able to: 11.2 Content
a) recognize and identify 11.2.1 Cubic metre (m3) as a unit of
millimeters as a unit of measuring volume
measuring length 11.2.2 Conversion of cubic metres to
b) convert millimeters to cubic centimeters and vice versa
centimeters and centimeters 11.2.3 Volumes of cubes and cuboids
to millimeters
c) recognize and identify pi( π ) 12.0 CAPACITY
as a relationship between
circumference and diameter 12.1 Specific Objectives
d) work out problems involving By the end of the topic, the
circumference of a circle learner should be able to:
a) recognize and identify
9.3 Content deciliter as a unit of
9.3.1 Millimetre as a unit of length measuring capacity.
9.3.2 Conversion of millimeters to b) convert litres to milliliters,
centimeters and vice versa litres to deciliters and
9.3.3 Pi ( π ) as a relationship between deciliters to litres
circumference and diameter, c) work out the four basic
practically operations involving litres,
9.3.4 Circumference of a circle millilitres and deciliters

32  
 
12.2 Content 14.2 Content
14.2.1 Bills in buying and selling
12.2.1 Decilitre (dl) as a unit of measuring 14.2.2 Profit and loss
capacity 14.2.3 Percentage profit and loss
12.2.2 Conversion of mililitres to litres
and litres to deciliters and vice 15.0 POSTAL CHARGES
versa
12.2.3 Addition and subtraction involving 15.1 Specific Objectives
litres, milliliters and deciliters By the end of the topic, the
12.2.4 Multiplication and division learner should be able to work
involving litres, deciltres and out problems involving postal
milliliters charges

13.0 MASS 15.2 Content


15.2.1 International postal charges
13.1 Specific Objectives 15.2.2 Telegrams
By the end of the topic, the 15.2.3 Money orders
learner should be able to:
a) recognize and identify the 16.0 TIME AND SPEED
tonne (t) as a unit of
measuring mass 16.1 Specific Objectives
b) convert tones to kilograms, By the end of the topic, the
kilograms to grams and learner should be able to:
grams to kilograms a) convert units of time from
c) work out problem involving one to another
units of mass b) convert time from one system
to another
c) read and interpret air, bus and
13.2 Content train time tables
13.2.1 Tonne (t) as a unit of measuring d) recognize and identify speed
mass as distance covered in unit
13.2.2 Conversion involving tones (t), time
kilogram (kg) and grams (g). e) work out problems involving
13.2.3 Operations involving tone (t), speed in m/s and km/h
kilogram (kg) and gram (g).
16.2 Content
14.0 MONEY 16.2.1 Converting minutes to seconds
and seconds to minutes
14.1 Specific Objectives 16.2.2 Converting of the 12 hour system
By the end of the topic, the to 24 hours system and24 hour
learner should be able to: system to 12 hour system.
a) work out problems involving 16.2.3 reading and interpreting air, bus
bills in buying and selling and train time tables
b) work out problems involving 16.2.4 Speed in kilometers per hour
profit and loss (km/h) and metres per
c) work out percentage second(m/s)
involving profit and loss 16.2.5 Work out problems involving
speed.

33  
 
17.0 GEOMETRY 19.0 CIRCLES

17.1 LINES 19.1 Specific Objectives


By the end of the topic, the
17.2 Specific Objectives learner should be able to:
By the end of the topic, the a) draw circles using pair of
learner should be able to: compasses
a) draw and bisect lines using a b) recognize and identify a
ruler and a pair of compasses sector as a part of a circle
b) construct perpendicular and c) make patterns using circles
parallel lines using a ruler
and a pair of compasses 19.2 Content
19.2.1 Drawing circles
17.3 Content 19.2.2 Centre, radius and diameter of a
17.3.1 Drawing and bisecting lines circles.
using rulers and pair of 19.2.3 Sectors of circles
compasses 19.2.4 Making patterns
17.3.2 Perpendicular lines
17.3.3 Parallel lines from a point on the 20.0 MODELS
line
20.1 Specific Objectives
18.0 ANGLES By the end of the topic, the
learner should be able to:
18.1 Specific Objectives a) recognize and identify
By the end of the topic, the edges, faces and vertices of
learner should be able to: cubes and cuboids
a) recognize identify and b) make models of cubes and
measure vertically opposite cuboids
and supplementary angles
b) bisect angles a pair of 20.2 Content
compasses and a ruler 20.2.1 Cubes and cuboids
c) construct 90o, 60 o, 120 o, 45 o, 20.2.2 Nets of cubes and cuboids
30 o, 75 o and 15 o using 20.2.3
a ruler Making
and pairmodels
of compasses
d) draw a triangle using a
protractor and a ruler 21.0 ALGEBRA
e) recognize and identify angle
properties of triangles 21.1 Specific Objectives
f) make patterns involving By the end of the topic, the
squares, triangles and rectangles
learner should be able to:
a) simplify algebraic
18.2 Content expressions
18.2.1 Vertically opposite angles b) solve equations in one
18.2.2 Supplementary angles unknown
18.2.3 Construction of 90 o, 60 o, 120 o c) compare quantities using
45 o, 30 o, 75 o and 15 o ‘greater than’, ‘less than’and
18.2.4 Bisecting angles ‘equal to’ symbol
18.2.5 Drawing triangles
18.2.6 Interior and exterior angles of a
triangle
18.2.7 Making patterns

34  
 
22.2 Content 23.2 Content
22.2.1 Use of brackets in algebraic 23.2.1 Tables
expressions 23.2.2 Bar graphs
22.2.2 Simplifying algebraic 23.2.3 Line graphs
expressions 23.2.4 Pie charts
22.2.3 Equations in one unknown 23.2.5 Travel graphs
22.2.4 The symbols greater than (>) and 23.2.6 Working out arithmetic mean
less than (<). 22.2.5 Comparison of quantities using =, > and < symbols

24.0 SCALE DRAWING


23.0 TABLES AND GRAPHS
24.1 Specific Objectives
23.1 Specific Objectives By the end of the topic, the
By the end of the topic, the learner should be able to:
learner should be able to: a) read, interpret and write
a) represent data from tables on linear scales in statement
graphs form
b) read and interpret b) make scale drawing
information, identify and
c) recognize, identify and work 24.2 Content
out arithmetic means of a 24.2.1 Interpreting drawing using linear
given data scale
24.2.2 Reading and writing linear scales
in statement form
24.2.3 Making scale drawings

35  
 
STANDARD SEVEN

1.0 NUMBER d) work out squares and square


roots of decimals
1.1 WHOLE NUMBERS
3.2 Content
1.2 Specific Objectives 3.2.1 Place value and total value
By the end of the topic, the 3.2.2 Conversion of decimals to
learner should be able to: fractions
a) identify place value and total 3.2.3 Conversion of fractions to
value decimals
b) read and write numbers in 3.2.4 Squares of decimals
symbols and in words 3.2.5 Square roots of decimals
c) work out square numbers and involving perfect squares
square roots of perfect
squares 4.0 PERCENTAGE
d) determine numbers divisible
by eleven 4.1 Specific Objectives
By the end of the topic, the
1.3 Content learner should be able to:
1.3.1 Place value and total value. a) convert percentage to fraction
1.3.2 Reading and writing numbers and fraction to percentage
1.3.3 Squares and square roots b) convert decimal to percentage
1.3.4 Divisibility tests for 11. and percentage to decimals

2.0 FRACTIONS 4.2 Content


4.2.1 Conversion of percentage to
2.1 Specific Objective fractions and vice versa
By the end of the topic, the 4.2.2 Conversion of decimals to
learner should be able to work percentage and percentage to
out square and square roots ofdecimal
fractions

2.2 Content 5.0 OPERATIONS


2.2.1 Squares of fractions
2.2.2 Square roots of fractions 5.1 WHOLE NUMBERS
involving perfect squares
5.2 Specific Objectives
3.0 DECIMALS By the end of the topic, the
learner should be able to:
3.1 Specific Objectives a) add, subtract and multiply
By the end of the topic, the whole numbers
learner, should be able to: b) divide whole numbers by up
a) identify place value and total to 3- digit numbers
value of digits in decimals c) work out problems involving
b) convert non-recurring combined operations in
decimals to fractions whole numbers
c) convert fractions to decimals d) recognize and identify
involving non-recurring number sequence involving
decimals whole numbers

36  
 
7.0 DECIMALS
5.3 Content
5.3.1 Addition subtraction and 7.1 Specific Objectives
multiplication involving whole By the end of the topic, the
numbers learner should be able to:
5.3.2 Division involving whole a) work out problems involving
numbers decimals using the four basic
5.3.3 Combined operation in whole operations
numbers b) work out problems involving
5.3.4 Number sequence. combines operations in
decimals
Note
i) Order of operations should 7.2 Content
involve only two operations 7.2.1 Basic operations involving
at a time decimals
ii) Operations involving 7.2.2 Combined operations, in
negative integers should be decimals
avoided
8.0 PERCENTAGE
6.0 FRACTIONS
8.1 Specific Objective
6.1 Specific Objectives By the end of the topic, the
By the end of the topic, the learner should be able to work
learner should be able to: out problems involving
a) work out addition, percentage increase and
subtraction, multiplication decrease.
and division involving
fractions 8.2 Content
b) work out problems involving 8.2.1 Percentage increase
combined operations in 8.2.2. Percentage decrease
fractions
c) recognize and identify 9.0 MEASUREMENTS
number sequence involving
fractions 9.1 LENGTH

6.2 Content 9.2 Specific Objectives


6.2.1 Addition and subtraction By the end of the topic, the leaner
6.2.2 Multiplication and division should be able to:
6.2.3 Combined operations in fractions a) recognize and identify
6.2.4 Number sequence decimeter (dm), decameters
(Dm) and hectometer (hm).
b) convert units of length from
one to another
c) work out perimeter involving
circle, triangle and
quadrilaterals
d) work out problems involving
units of length in real life

37  
 
9.3 Content 11.2 Content
9.3.1 Decimetres (dm), decameters 11.2.1 Cross-sectional area of regular
(Dm) and hectometers (hm) solids.
9.3.2 Conversion of units of length 11.2.2 Volume of cubes and cuboids
9.3.3 Perimeter of shapes 11.2.3 Volume of cylinders through
9.3.4 Working out problems involving piling
perimeter in real life situation. 11.2.4 Volume of cylinders using the
Formula
10.0 AREA
12.0 CAPACITY
10.1 Specific Objectives
By the end of the topic, the 12.1 Specific Objectives
learner should be able to: By the end of the topic, the
a) calculate the area of a circle learner should be able to:
b) work out problems involving a) work out problems involving
area of a circle capacity of cube, cuboids and
c) calculate the area of cylinders
trapeziums and b) recognize and identify the
parallelograms relationship between capacity
d) work out problems involving and volume
area of borders and combined shapes
e) calculate surface area of 12.2 Content
cuboids and cylinders 12.2.1 Capacity of cubes, cuboids and
cylinders
10.2 Content 12.2.2 Relationship between capacity
10.2.1 Working our area of circles and volume
practically
10.2.2 Working out problems involving 13.0 MASS
area of circles using formulae.
10.2.3 Working out area of trapezium 13.1 Specific Objectives
and parallelogram practically. By the end of the topic, the
10.2.4 Area of combined shapes and learner should be able to work
borders out problems involving units of
10.2.5 Working out surface area of mass
cubes, cuboids and cylinders practically
10.2.6 Working out problems involving 13.2 Content
surface area of cubes, cuboids 13.2.1 Mass in grams, kilograms and
and cylinders tones

11.0 VOLUME

11.1 Specific Objectives


By the end of the topic, the
learner should be able to:
a) recognize and identify cross
sectional area of regular
solids
b) work out problems involving
volume of cubes, cuboids and
cylinders

38  
 
14.0 MONEY 16.0 TIME AND SPEED
16.1 Specific Objectives
14.1 Specific Objectives By the end of the topic, the
By the end of the topic, the learner should be able to:
learner should be able to: a) work out problems involving
a) work out problems involving time
discount, and percentage b) work out problems involving
discount air flight, bus and train tables
b) work out problems involving c) convert speed from
commission and percentage kilometers per hour (km/h) to
commission metres per second (m/s) and
c) work out problems involving vice versa
simple interest
d) work out problems involving 16.2 Content
hire purchase 16.2.1 Operations involving units of
e) work out problems involving time
bills in buying and selling 16.2.2 Air flight, bus and train tables
involving time, fare and distance
14.2 Content 16.2.3 Conversion involving units of
14.2.1 Discount and percentage discount speed
14.2.2 Commission and percentage
commission 17.0 TIMPERATURE
14.2.3 Simple interest
14.2.4 Hire purchase 17.1 Specific Objectives
14.2.5 Bills By the end of the topic, the
learner should be able to:
15.0 POSTAL CHARGES a) compare temperature using
hotter, warmer, colder and
15.1 Specific Objectives same as
By the end of the topic, the b) recognize and identify degree
learner should be able to: celcius as a unit of measuring
a) work out problems involving temperature
inland and international postal charges
b) recognize and identify money 17.2 Content
orders and postal orders 17.2.1 Direct comparison of temperature
c) work out problems involving 17.2.2 Degree celcius (oC)
telegrams
18.0 GEOMETRY
15.2 Content 18.1 Specific Objectives
15.2.1 Inland and international postal By the end of the topic, the
charges. learner should be able to:
15.2.2 Money and postal orders a) recognize and identify angle
15.2.3 Writing telegrams properties of parallel lines
15.2.4 Working out telegram charges and quadrilaterals
b) work out problems involving
angle properties of parallel
lines

39  
 
c) construct right angled, 20.0 TABLES AND GRAPHS
isosceles and equilateral
triangles using a ruler and a 20.1 Specific Objectives
pair of compasses By the end of the topic, the
d) construct circles passing learner should be able to:
through vertices of a triangle a) determine appropriate scale
e) recognize and identify for graphs
Pythagorean relationship b) read and interpret tables in
f) make models of cubes, real life situations
cuboids and cylinders c) represent data on bar graphs,
g) make patterns involving pie charts, travel graphs and
rectangles, triangles and circles line graphs
d) read and interpret bar graphs,
18.2 Content pie charts, line graphs and
18.2.1 Parallel lines and transversals travel graphs
18.2.2 Perpendicular bisectors of lines e) work out problems involving
18.2.3 Working out problems involving the mean and the mode
angle properties of parallel lines.
18.2.4 Angle properties of squares, 20.2 Content
rectangles, rhombuses, 20.2.1 Linear scale
parallelograms and trapeziums 20.2.2 Tables involving real life
18.2.5 Construction of triangles situations
18.2.6 Construction of circles 20.2.3 Drawing graphs
18.2.7 Pythagorean relationship 20.2.4 Reading and interpreting graphs
3–4–5 20.2.5 Arithmetic mean and mode.
18.2.8 Net of cubes, cuboids and
cylinders 21.0 SCALE DRAWING
18.2.9 Models of cubes, cuboids and
cylinders 21.1 Specific Objectives
18.2.10 Making patterns By the end of the topic, the
learner should be able to:
19.0 ALGEBRA a) read and write linear scale in
ratio form
19.1 Specific Objectives b) convert linear scale from
By the end of the topic, the statement to ratio form and
learner should be able to: ratio to statement
a) form and simplify algebraic c) work out problems involving
expressions scale drawings.
b) work out the value of
algebraic expressions through 22.2 Content
substitution 22.2.1 Linear scale in ratio form
c) form and solve equations in 22.2.2 Conversion of scale from one
one unknown form to another
d) simplify inequalities in one 22.2.3 Making scale drawing
unknown 22.2.4 Working out problems involving
scale drawing

40  
 
23.0 RATIO AND PROPORTION f) work out problems involving
simple direct and indirect
23.1 Specific Objectives proportions
By the end of the topic, the
learner should be able to: 23.2 Content
a) recognize and identify ratio 23.2.1 Ratio as a fraction
as a fraction 23.2.2 Sharing using ratio
b) interpret and use ratio in 23.2.3 Working out problems involving
sharing ratio using unitary method
c) work out problems involving 23.2.4 Increasing and decreasing
ratio using unitary method quantities using ratio
d) interpret and use ratio in 23.3.5 Direct and indirect proportion
increasing and decreasing 23.3.6 Working out problems involving
quantities simple direct and indirect
e) recognize and identify simple proportion
direct and indirect proportion

41  
 
STANDARD EIGHT

1.0 NUMBERS 2.2 Content


2.2.1 Operations involving whole
1.1 Specific Objectives numbers
By the end of the topic, the 2.2.2 Operations involving fractions
learner should be able to: 2.2.3 Operations involving decimals
a) read and write numbers in 2.2.4 Combined operations
symbols and in words 2.2.5 Percentage increase and decrease
b) work out square roots of 2.2.6 Number sequence
numbers and square roots of
perfect squares Note
c) convert fractions to i) Order of operations should
percentages and percentages involve only two operations
to fractions at a time
d) convert decimals to ii) Operations involving
percentages and percentages negative numbers should be
to decimals avoided

1.2 Content 3.0 MEASUREMENT


1.2.1 Place value and total value
1.2.2 Reading and writing numbers in 3.1 Specific Objectives
symbols and in words By the end of the topic, the
1.2.3 Squares and square roots learner should be able to:
1.2.4 Conversion of fractions to a) work out problems involving
decimals and vice versa units of length
1.2.5 Conversion of fractions to b) work out problems involving
percentage and vice versa area and surface area
1.2.6 Conversion of decimals to c) work out problems involving
percentages and vice versa volume
d) work out problems involving
2.0 OPERATIONS ON NUMBERS units of capacity
e) convert units of capacity to
2.1 Specific Objectives units of volume and units of
By the end of the topic, the volume to units of capacity
learner should be able to: f) work out problems involving
a) Work out problems involving mass
operations on whole numbers g) work out problems involving
b) Work out problems involving percentage profit and loss
operations on fractions h) work out problems involving
c) Work out problems involving bills
operations on decimals i) work out problems involving
d) Work out problems involving discount, percentage
combined operations discount, commission and
e) Work out problems involving percentage commission
percentage increase and j) work out problems involving
decrease hire purchase
f) Work out problems involving k) work out problems involving
number sequence simple interest

42  
 
l) work out problems involving 4.0 GEOMETRY
compound interest using
simple interest per unit time 4.1 Specific Objectives
m) work out problems involving By the end of the topic, the
postal charges learner should be able to:
n) work out problems involving a) construct triangles
time, speed, distance and b) construct circles touching the
average speed three sides of a triangle
o) work out problems involving c) work out problems
temperature in degree celcius Pythagorean relationship
d) construct parallelograms and
3.2 Content rhombuses
3.2.1 Working out problems involving e) work out problems involving
conversion of units of length properties of squares,
3.2.2 Working out problems involving rectangles, parallelograms,
perimeter and circumference. rhombuses and trapeziums
3.2.3 Area of triangle, quadrilaterals f) recognize and identify
circles, combined shapes and triangular and square based
borders pyramids
3.2.4 Surface area of cubes, cuboids g) identify and make nets of
and cylinders pyramid and prisms
3.2.5 Volume of cubes, cuboids, h) make geometrical patterns
cylinders and triangular prisms
3.2.6 Capacity of cubes, cuboids and 4.2 Content
cylinders 4.2.1 Constructing triangles
3.2.7 Conversion of units of capacity 4.2.2 Perpendicular from a point to a
to units of volume and vice verse line
3.2.8 Working out problems involving 4.2.3 Constructing circles
conversion of units of mass 4.2.4 Pythagorean relationships 3 – 4 –
3.2.9 Profit and loss 5, 5 – 12 – 13 and 7 – 24 - 25
3.2.10 Percentage profit and loss 4.2.5 Constructing parallelograms and
3.2.11 Bills rhombuses
3.2.12 Commissions and percentage 4.2.6 Working out problems involving
commissions quadrilaterals
3.2.13 Discount and percentage discount 4.2.7 Faces, edges and vertices of
3.2.14 Hire purchase triangular and square based
3.2.15 Simple interest 4.2.8 Nets of triangular and square
3.2.16 Compound interest based pyramids and prisms
3.2.17 Postal charges 4.2.9 Curved patterns using straight
3.2.18 Time, speed, distance and lines
average speed 4.2.10 Making patterns using
3.2.19 Temperature in degrees celcius quadrilaterals, triangles and
(oC) circles

43  
 
5.0 ALGEBRA 7.0 SCALE DRAWING

5.1 Specific Objectives 7.1 Specific Objectives


By the end of the topic, the By the end of topic, the learner
learner should be able to: should be able to:
a) Form and simplify algebraic a) read and interpret diagrams
expressions drawn to scale
b) Work out the value of b) work out problems involving
algebraic expressions using scale drawing
substitution
c) Form and solve equations in 7.2 Content
one unknown 7.2.1 Reading and interpreting scale
d) Simplify inequalities in one diagrams
unknown 7.2.2 Making scale drawings scale
drawings
5.2 Content 7.2.3 Working out problems involving
5.2.1 Algebraic expressions
5.2.2 Value of algebraic expressions 8.0 RATIO AND PROPORTION
5.2.3 Equations in one unknown
5.2.4 Simplifying inequalities in one 8.1 Specific Objectives
unknown By the end of the topic, the
learner should be able to:
6.0 TABLES AND GRAPHS a) work out problems involving
6.1 Specific Objectives ratio
By the end of the topic, the b) work out problems involving
learner should be able to: simple direct and indirect
a) Draw graphs from given data proportions
b) Read and interpret tables and
graphs 8.2 Content
c) Recognize and identify the 8.2.1 Comparison using ratio
median 8.2.2 Sharing using ratio
d) Work out problems involving 8.2.3 Increasing and decreasing
mean, mode and median quantities using ratio
8.2.4 Simple direct and indirect
6.2 Content proportions
6.2.1 Drawing tables and graphs
6.2.2 Interpreting tables and graphs ASSESSMENT
6.2.3 Median and middle value in a set There is need to continually assess pupils’
of ordered data performance in order to find out whether
6.2.4 Working out problems involving the objectives of the course are being
mean, mode and median. achieved. The assessment will also help
the teacher in finding out which pupils
need further guidance in some areas and
thus organize remedial
work for the weak pupils and extra work
for the bright pupils. The three methods
suggested below will be found useful for
type of assessment.

44  
 
a) Written Exercises performing the activity, whether the
In almost every mathematics lesson, pupil understood the skills being
pupils do written exercises. While learned and whether the finished
making the exercises, teachers should product is what was expected.
give credit for each correct step in the
working in addition to the correct Competencies to be tested
answer. Pupils should therefore be Teachers are advised to take into
encouraged to show all the working consideration the following aspects of
and check on the accuracy of the learning when assessing the pupils work.
answers by using reverse operation(s).
It is important that pupils are taught 1. Knowledge of common mathematical
how to organize their work logically. concepts such as perpendicular,
At the end of the topic/subtopic, divisor, LCM
teachers should give a diagnostic test. 2. Knowledge of specific mathematical
When assessing mastery of facts
mathematical facts using written 3. Understanding of general
exercises, steps in the working may mathematical principles
not be required. 4. Application of general mathematical
principles
b) Oral Exercises 5. Interpretation of information
These exercises are administered contained in charts, graphs and tables.
throughout the lesson. They involve
giving responses orally. Note
The aspect(s) to be tested will depend on
c) Observation the content and the level of the learner.
When pupils are doing a practical
activity such as measurement, EXAMINATION
construction, modeling and pattern At the end of the course, pupils will sit for
making, the teacher should observe the national examination – The Kenya
whether they are using the appropriate Certificate of Primary Education(K.C.P.E).
skills. When giving a mark of the This examination tests whether the
finished work, the teacher should take objectives of the syllabus have been
into account how the pupil was achieved.

45  
 
SCIENCE

46  
 
INTRODUCTION

The learning of Science enables the learners to understand the world around them. Through
Science children acquire knowledge, skills and attitudes which enable them realize that
problems can be solved. The subject enhances self development and also provide ways of
finding out information, testing ideas and developing a creative mind.

Science should be taught by doing or carrying out activities rather than giving facts to
children. The learning and teaching process should be as much as possible be learner-
centered and the teacher should relate the learning experiences to the children’s day to day
life. The teacher should also encourage the children to practice some of the activities done in
school in their homes and communities. Such activities will help the children to develop
skills in maintaining and using the resources found in the environment.

In this syllabus, aspects of Agriculture and Home Science have been incorporated. The
syllabus also addresses emerging issues such as the environment, drug abuse and HIV/AIDS.
Content that is contained in this syllabus is prepared in the form of units which need not be
followed in the same order as presented. In some topics there are hints which guide the
teachers on the details and content required.

The teaching and learning resources should be much as possible be obtained from the local
environment. Other resources can be constructed when the need arises. Suggested assessment
methods have also been included at the end of the syllabus. The teacher may therefore use
any of the methods to assess the learners.

47  
 
GENERAL OBJECTIVES

By the end of the course, the learner should be able to:

Develop ability to observe and explore the environment

1. Develop manual and mental skills for rational decision making

2. Develop creativity and critical thinking in addressing new and emerging challenges

3. Develop and use appropriate skills and technologies for solving problems

4. Develop positive attitudes towards self and the environment

5. Manage and conserve the available resources

6. Improve the body physical fitness and maintain good health

7. Identify and utilize opportunities for productive work in the school, home and community

8. Acquire basic scientific knowledge

9. Develop interest in science and science related careers

48  
 
STANDARD ONE

UNIT 1.0: HUMAN BODY UNIT 3.0: PLANTS


TOPIC 3.1
TOPIC 1.1: Parts of the human i) Plants in the locality
Body
ii) Parts of a plant
iii) Edible plants
1.2 Specific Objectives
By the end of this topic, the 3.2 Specific Objectives
learner should be able to: By the end of the topic, the
a) Name some external parts of learner should be able to:
the human body a) name some plants found in
b) Identify some external parts the locality
of the human body. b) identify main part of a plant
c) identify some edible plants
1.3 Content and the parts that can be
1.3.1 External body parts eaten by human beings
• head (eye, ear, nose, hair,
• mouth) 3.3 Content
• neck 3.3.1 Different plants in the locality
• chest 3.3.2 Main parts of a plant
• arm (hand, elbow, finger and 3.3.3 Edible parts of a plant
finger nail)
• leg (knee, foot, toe nails). UNIT 4.0: WEATHER

UNIT 2.0: HEALTH EDUCATION TOPIC 4.1: Weather Changes

TOPIC 2.1: Hygiene 4.2 Specific Objectives


By the end of the topic, the
2.2. Specific Objective learner should be able to:
By the end of the topic, the a) observe weather
learner should be able to clean b) identify weather changes
own body.
4.3 Content
2.3 Content 4.3.1 Observe weather
2.3.1 Cleaning the following body 4.3.2 Weather changes
parts • sunny
• head • cloudy
• nose • windy
• teeth • rainy
• hands • calm
• legs

2.3.2 Cleaning the whole body

Hint: Pupils should not share personal


items

49  
 
UNIT 5.0: ANIMALS Hint: Tap is not a source of
water
TOPICS 5.1:
i) Animals in the locality 6.3.2 Uses of water
ii) External parts of big • drinking
animals • washing
• cooking
5.2 Specific Objectives • watering plants and animals
By the end of the topic, the
learner should be able to: UNIT 7.0: SOIL
a) name some animals in the
locality TOPIC 7.1: Playing with soil
b) identify external parts of
big animals 7.2 Specific Objectives
By the end of the topic, the
5.3 Content learner should be able to
5.3.1 Animals in the locality manipulate soil.
5.3.2 External parts of big animals
• ear 7.3 Content
• mouth 7.3.1 Playing with soil
• eye • feeling soil (smooth, rough)
• nose • drawing on soil
• leg • filing and emptying
• tail containers with soil
• horn
UNIT 8.0: FOODS
UNIT 6.0: WATER
TOPIC 8.1: Foods eaten in the
TOPICS 6.1: community

i) Sources of water 8.2 Specific Objectives


ii) Uses of water By the end of the topic, the
learner should be able to
identify different types of foods
6.2 Specific Objectives eaten in the community.
By the end of the topic, the
learner should be able to: 8.3 Content
a) name sources of water 8.3.1 Foods eaten in the community
b) identify some uses of water

6.3 Content
6.3.1 Sources of water
• rain
• river
• well
• dam
• lake
• ocean

50  
 
UNIT 9.0: ENERGY UNIT 10.0: PROPERTIES OF
MATTER
TOPICS 9.1:
i) Light TOPIC 10.1: Presence of air
ii) Sound
10.2 Specific Objective
9.2 Specific Objectives By the end of the topic, the
By the end of the topic, the learner should be able to
learner should be able to: demonstrate the presence of air.
a) identify sources of light
b) identify sources of sound 10.3 Content

9.3 Content 10.3.1 Presence of air


9.3.1 Sources of light • around us
• sun • in containers
• fire
• torch UNIT 11.0: MAKING WORK
• candle EASIER
• lamp
• electricity TOPICS 11.1:
• fire fly /glow worm i) Making wheels
• matches ii) Using wheels

9.3.2 Sources of sound 11.2 Specific Objectives


By the end of the topic, the
• animal
learner should be able to:
• drum
a) make wheels
• bell b) use wheels
• whistle
• vehicle 11.3 Content
11.3.1 Making wheels
11.3.2 Using wheels

51  
 
STANDARD TWO

UNIT 1.0: HUMAN BODY 2.3.2 Cleaning the classroom, the


compound and disposing refuse
TOPICS 1.1: appropriately
i) Senses 2.3.3 Proper use of latrines and
ii) Sense organs UNIT toilets

1.2 Specific Objectives 3.0: PLANTS


By the end of the topic, the
leaner should be able to: TOPICS 3.1:
a) name the sense organs i) Germination of seeds
b) identify things using the ii) Care of plants
sense organs iii) Different types of
leaves
1.3 Content
1.3.1 Sense of: 3.2 Specific Objectives
• smell By the end of the topic, the
• taste learner should be able to:
• touch a) plant seeds
• sight b) observe germinating seeds
• hearing c) care for plants in the
locality
1.3.2 Use of sense organs d) identify different types of
leaves.
UNIT 2.0: HEALTH
EDUCATION 3.3 Content
3.3.1 Planting seeds
TOPIC 2.1 Hygiene 3.3.2 Caring for plants
• weeding (uprooting weeds)
2.2 Specific Objectives • watering
By the end of the topic, the
learner should be able to: 3.3.3 Different types of leaves
a) clean their personal items (colour, size, shape, texture)
b) clean the classroom and
compound and dispose Hint: Conditions and stages
refuse appropriately. of germination not required
c) use latrine and toilets
properly

2.3 Content
2.3.1 Personal items and their uses
• handkerchief
• socks
• toothbrush
• comb
• hair brush

52  
 
UNIT 4.0 WEATHER 5.3 Content
5.3.1 Animals kept at home such as
TOPICS 4.1: cattle, goat, sheep, pig, poultry,
i) Weather symbols fish, camel, donkey, cat, dog
ii) Effects of weather and horse
changes on way of 5.3.2 Wild animals such as lion,
dressing ostrich, crocodile, fish, giraffe,
snake, eagle and hare
4.2 Specific Objectives 5.3.3 Useful animals such as cattle,
By the end of this topic, the goat, poultry, cat, fish, dog and
learner should be able to: donkey
a) draw simple weather 5.3.4 Harmful animals such as snake,
symbols mosquito, rat, termite, tick and
b) state effects of weather flea
changes on ways of
dressing. UNIT 6.0 WATER

4.3 Content TOPIC 6.1: Separating things


4.3.1 Weather symbols for: from water
• sunny
• windy 6.2 Specific Objective
• calm By the end of the topic, the
• cloudy learner should be able to
• rainy separate things from muddy
water using a clean piece of
4.3.2 Effects of weather changes on cloth.
way of dressing – when cold,
hot or rainy 6.3 Content
6.3.1 Separating things from muddy
UNIT 5.0 ANIMALS water using a clean piece of
cloth.
TOPICS 5.1:
i) Animals kept in UNIT 7.0: SOIL
ii) Wild animals
iii) Useful animals TOPIC 7.1: Modeling with soil
iv) Harmful animals home

5.2 Specific Objectives 7.2 Specific Objective


By the end of the topic, the By the end of the topic, the
learner should be able to: learner should be able to model
a) identify animals kept at familiar items using soil.
home
b) identify wile animals 7.3 Content
c) identify useful animals 7.3.1 Modeling familiar items such
d) identify harmful animals as animals, toys, cups and
letters

53  
 
UNIT 8.0 FOODS 10.2 Specific Objectives
By the end of the topic, the
TOPIC 8.1: Handling food leaner should be able to:
a) observe and identify effects
8.2 Specific Objective of moving air
By the end of the topic, the b) state uses of moving air
learner should be able to handle c) make and fly kites
food hygienically.
10.3 Content
8.3 Content 10.3.1 Moving air
10.3.2 Effects of moving air
8.3.1 Handling food • blowing soil away
• cleaning of hands • blowing roofs off
• cleaning food (raw food) • felling trees
• cleaning utensils 10.3.3 Uses of moving air
• winnowing
UNIT 9.0: ENERGY • sailing boats and canoes
• windmill
TOPICS 9.1: 10.3.4 Making and flying kites
i) Light
ii) Sound UNIT 11.0: MAKING WORK
EASIER
9.2 Specific Objectives
By the end of this topic, the TOPICS 11.1:
learner should be able to: i) Wheels
a) make shadows using ii) Rollers
various objects
b) produce sound by plucking 11.2 Specific Objectives
c) produce sound by hitting an By the end of the topic, the
object learner should be able to:
a) make and use wheels of
9.3 Content different shapes
9.3.1 Making shadows b) identify the best shape for a
9.3.2 Producing sound by plucking wheel
9.3.3 Producing sound by hitting on c) use rollers
object
11.3 Content
UNIT 10.0: PROPERTIES OF 11.3.1 Making wheels of different
MATTER shapes
11.3.2 Identifying the best shape for a
TOPICS 10.1: wheel
i) Effects of moving air 11.3.3 Rollers
ii) Uses of moving air • pencils
iii) Making and flying kites • maize stalks
• maize cobs
• round sticks

54  
 
STANDARD THREE

UNIT 1.0: HUMAN BODY 2.3 Content


2.3.1 Requirements for good health
TOPICS 1.1: • food
i) Sense of sight • rest
• sleep
ii) Gestures UNIT • exercise
• medical care
1.2 Specific Objectives 2.3.2 cleaning latrines, toilets and
By the end of this topic, the urinals.
learner should be able to:
a) use sight to compare UNIT 3.0 PLANTS
distance and size of objects
b) compare the strength of eye TOPICS 3.1:
c) use gestures to i) Plants in different
communicate habitats
ii) Uses of plants to
1.3 Content human beings
1.3.1 Sense of sight
• far /near 3.2 Specific Objectives
• big small By the end of this topic, the
• the strength of eyes learner should be able to:
a) identify plants in different
1.3.2 Facial and body gestures habitats
appropriate in the community b) discuss uses of plants to
beings human beings

UNIT 2.0: HEALTH EDUCATION 3.3 Content


3.3.1 Plants in different habitants in
TOPICS 2.1: the locality
i) Good health
ii) Cleaning latrines, toilets 3.3.2 Uses of plants to human (food,
and urinals clothes, paper, baskets,
furniture, tea, coffee, cocoa,
2.2. Specific Objectives medicine, shade, fencing and
By the end of the topic, the beauty)
learner should be able to:
a) identify the requirements of
good health
b) clean latrines, toilets and
urinals

55  
 
4.0: WEATHER 5.3.2 Ways of caring for animal at
home
TOPICS 4.1: • Watering
i) Weather changes • Feeding
ii) Effects of weather • housing
changes farming on
activities UNIT 6.0 WATER

4.2 Specific Objectives TOPICS 6.1:


By the end of this topic, the i) Transporting water
learner should be able to: ii) Making water safe for
a) observe weather changes drinking
b) record weather changes iii) Storing clean water for
using symbols drinking
c) describe farming activities
during dry and rainy 6.2 Specific Objectives
seasons By the end of this topic, the
learner should be able to:
4.3 Content a) name different ways of
4.3.1 Observing and recording transporting water
weather changes b) describe some ways of
4.3.2 Farming activities during dry making water safe for
and rainy seasons (crop drinking
growing and animal rearing c) store clean water for
only) drinking

UNIT 5.0 ANIMALS 6.3 Content


6.3.1 Means of transporting water
TOPICS 5.1: • cans
i) Behaviour of small animals
• animals
ii) Care of animals at • tankers
home • pipes

5.2 Specific Objectives 6.3.2 Making water safe for drinking


By the end of the topic, the • filtering
learner should be able to: • boiling
a) observe the behavior of 6.3.3 Storing clean water for
small animals drinking
b) care for animals at home.

5.3 Content
5.3.1 Behaviour of small animals
• movement (walking,
flying,crawling,
hopping/leaping,
swimming)
• protection (coiling, running
off, hiding in shells, bitting,
flying off, stinging).

56  
 
UNIT 7.0: SOIL UNIT 9.0: ENERGY

TOPIC 7.1: Modelling using TOPICS 9.1


different soils i) Light
ii) Sound
7.2 Specific Objectives
By the end of the topic, the 9.2 Specific Objective
learner should be able to: By the end of this topic, the
a) identify the different types learner should be able to:
of soils a) reflect light
b) model using different soils b) identify the direction of
sound
7.3 Content c) identify the meaning of
7.3.1 Types of soils special sounds
• clay
• loam 9.3 Content
• sand 9.3.1 Reflection of light
7.3.2 Modelling using different soils 9.3.2 Direction of sound
7.3.3 Identifying the best soil for • sound moves in all
modelling directions
9.3.3. Special sounds
UNIT 8.0: FOODS • hooting
• ambulance siren
TOPIC 8.1: Good behavior when • screaming
having meals • ringing of a bell
• fire engine siren
8.2 Specific Objective 9.3.4 Measuring of temperature in
By the end of the topic, the degrees Celsius (oC)
learner should be able to
practice good behavior when UNIT 10.0having meals
PROPERTIES OF
MATTER
8.3 Content
8.3.1 Good behavior when having TOPICS 10.1
meals i) Air in soil
• not talking with food in ii) Air in water
mouth
• chewing food with mouth 10.2 Specific Objectives
closed By the end of the topic, the
• eating reasonable quantities learner should be able to:
of food at a time a) demonstrate presence of air
• chewing food properly in soil
before swallowing b) demonstrate presence of air
in water

10.3 Content
10.3.1 Air in soil
10.3.2 Air in water

57  
 
STANDARD FOUR

UNIT 1.0: HUMAN BODY 2.2 Specific Objective


By the end of the topic, the
TOPIC 1.1: Teeth learner should be able to:
a) describe the care of teeth
1.2 Specific Objectives b) state problems related to
By the end of the topic, the teeth
learner should be able to: c) identify requirements for
a) identify the different types maintaining strong teeth
of teeth d) state the meaning of HIV
b) state the functions of and AIDS
different types of teeth e) explain the cause of HIV
c) describe shedding of teeth and AIDS

1.3 Content 2.3 Content


1.3.1 Types of teeth 2.3.1 Care of teeth
• incisors 2.3.2 Problems related to teeth
• canines • bad smell
• premolar • bleeding gums
• molars • cavities (holes)
• tooth decay
1.3.2 Functions of different types of 2.3.3 Requirements for maintaining
teeth strong teeth
1.3.3 Shedding of teeth 2.3.4 Meaning of HIV and AIDS
• deciduous 2.3.5 Cause of HIV and AIDS
• permanent
Hint: A toothbrush should not
Hint: Internal structure of the tooth be shared.
not required
UNIT 3.0 PLANTS
UNIT 2.0 HEALTH
EDUCATION TOPICS 3.1:
i) Types of crops
TOPIC 2.1: ii) Weeds
i) Teeth
ii) Meaning and cause of 3.2 Specific Objectives
HIV and AIDS By the end of the topic, the
learner should be able to:
a) identify different types of
crops
b) identify weeds in the
locality
c) explain how weeds are
controlled

58  
 
3.3. Content UNIT 5.0: ANIMALS
3.3.1 Types of crops
• Food crops (cereals TOPICS 5.1:
legumes, vegetables, fruits, i) Characteristics of animals
tuber crops) ii) Farm animals and their
• Cash crops (beverage crops, products
fibre crops, oil crops)
3.3.2 Weeds in the locality such as 5.2 Specific Objectives
black jack, sodom apple, By the end of the topic, the
pigweed, wandering jew, learner should be able to:
mexican marigold and oxalis a) state characteristics of
3.3.3 animals
Hint: Use local and common b) classify farm animals
names of weeds only according to their products
3.3.3 Control of weeds
• (uprooting, digging out) 5.3 Content
5.3.1 Characteristics of animals(feed,
move from place to place,
UNIT 4.0 WEATHER AND remove waste, grow,
THE SKY reproduce, react to changes in
the surrounding, die)
TOPICS 4.1: 5.3.2 Classification of farm animals
i) The sky according to their products
ii) Types of clouds • poultry (layers and broilers)
• cattle (beef and dairy)
4.2 Specific Objectives • sheep (wool and mutton)
By the end of the topic, the • goats (dairy and mutton)
learner, should be able to: Hint: Specific breeds of
a) observe the sky at different animals not required
times of day and night and
record the observations UNIT 6.0: WATER
b) identify types of clouds
TOPICS 6.1:
4.3 Content i) Uses of water
4.3.1 The sky at different times of ii) Storing water
day and night (sun, moon, other
stars, clouds) 6.2 Specific Objectives
Hint: Names of stars and By the end of this topic, the
constellations not learner should be able to:
required. a) describe the uses of water
4.3.2 Types of clouds (cumulus, b) identify different ways of
nimbus) storing water

6.3 Content
6.3.1 Uses of water at home, in the
farm, for recreation, in
industries and for transport
6.3.2 Storing water ways of storing
water(in tanks, drums, pots,
buckets, and in dams)

59  
 
UNIT 9.0: ENERGY
UNIT 7.0: SOIL
TOPICS 9.1:
TOPIC 7.1: Composition of soil i) Light
ii) Heat
7.2 Specific Objectives
By the end of the topic, the 9.2 Specific Objectives
learner should be able to: By the end of the topic, the
a) investigate the composition learner should be able to:
of soil a) describe uses of light
b) explain the composition of b) describe the importance of
soils proper lighting in a house
c) identify sources of heat
7.3 Content d) explain uses of heat.
7.3.1 Composition of soil (mineral
particles, living organisms, 9.3 Content
organic matter, water 9.3.1 Uses of light
and air) 9.3.2 Importance of lighting a house
such as (to see clearly, safety,
discourage pests, read
UNIT 8.0: FOODS AND comfortably)
NUTRITION 9.3.3 Ways of lighting a house such
as (windows, translucent roofs,
TOPICS 8.1: artificial lighting)
i) Food groups 9.3.4 Sources of heat such as sun,
ii) Balanced diet fire, electricity and gas
9.3.5 Uses of heat such as cooking,
8.2 Specific Objectives warming, ironing and drying
By the end of this topic, the
learner should be able to:
a) identify the three basic food
groups
b) classify locally available
foods into the three food
groups
c) describe what makes up a
balanced diet.

8.3 Content
8.3.1 Basic food groups
• body building foods
• energy giving foods
• protective foods
8.3.2 Classification of locally
available foods
8.3.3 Balanced diet

60  
 
UNIT 10.0: PROPERTIES OF UNIT 11.0: MAKING WORK
MATTER EASIER

TOPICS 10.1: TOPIC 11.1: Simple tools


i) Floating and sinking
ii) Pressure in liquids 11.2 Specific Objectives
By the end of the topic, the
10.2 Specific Objectives learner should be able to:
By the end of the topic, the a) use simple tools safely
learner should be able to: b) describe how to maintain
a) investigate floating and simple tools
sinking
b) investigate factors that 11.3 Content
affect floating and sinking 11.3.1 Safe use of simple tools such as
c) demonstrate the hammer, saw, jembe, panga,
relationship between knife and bottle
pressure and depth in opener
liquids. 11.3.2 Maintaining simple tools
• cleaning after use
10.3 Content • sharpening cutting tools
10.3.1 Floating and sinking • oiling /greasing
• objects which float • proper use of tools
• objects which sink • proper storage
10.3.2 Factors affecting floating and
sinking (size, shape, type of Hint: Maintenance of a
material) particular tool is not
10.3.3 Pressure in liquids water required

61  
 
STANDARD FIVE

UNIT 1.0: HUMAN BODY 1.3.4 Functions of:


• teeth
TOPICS 1.1: • oesophagus
i) Breathing system • stomach
ii) Digestive system • small intestine
• large intestine
1.2 Specific Objectives
By the end of the topic, the Hint: Functions of liver and
learner should be able to: pancreas not required.
a) identify the main parts of Details of names,
the breathing system functions and process of
b) state the functions of the enzymes also not
parts of the breathing required.
system
c) identify the main parts of UNIT 2.0: HEALTH
the digestive system EDUCATION
d) state the functions of
various system TOPICS 2.1:
i) Proper use and
1.3 Content storage of medicine
1.3.1 Breathing system: ii) Safety when handling
• nose chemicals
• trachea iii) Modes of transmission
• bronchus of HIV
• lungs iv) Stages of HIV
• diaphragm infection
1.3.2 Functions of:
• nose 2.2 Specific Objectives
• trachea By the end of the topic, the
• lungs learner should be able to:
• diaphragm a) describe the proper use and
1.3.3 Digestive system: storage of medicine
• mouth (teeth and tongue) b) describe safety measures
• oesophagus when handling chemicals
used in the home
• stomach
c) identify the mode of
• small intestine
transmission of HIV
• liver d) name the stages of
• pancreas development of HIV
• large intestine
• rectum 2.3 Content
• anus 2.3.1 Proper use and storage of
medicine
2.3.2 Safety when handling
chemicals used in the home
2.3.3 Modes of transmission of HIV
2.3.4 Stages of HIV infection

62  
 
UNIT 3.0 PLANTS 4.3 Content
4.3.1 Different weather instruments
TOPICS 3.1: and their uses
i) Classification of plants • raingauge
ii) Functions of external • windvane
parts of a plant • windsock
iii) Types of roots • liquid and air thermometers
3.2 Specific Objectives 4.3.2 Making the different weather
By the end of the topic, the instruments
learner should be able to: 4.3.3 Using weather instruments
a) classify plants into green
and non-green UNIT 5.0 ANIMALS
b) classify plants into
flowering and non- TOPIC 5.2: Classifying animals
flowering 5.3 Specific Objectives
c) state the functions of the By the end of the topic, the
external parts of a plant learner should be able to:
d) identify different types of a) explain the meaning of
roots vertebrates and
invertebrates
3.3 Content b) classify vertebrates and
3.3.1 Classification of plants into: give examples of each
• green and non-green plants group
• flowering and non- b) observe and list some
flowering plants characteristics of the groups
of vertebrates
3.3.2 Functions of external parts of a c) name some common
plant (root, stem, leaf, flower, invertebrates
fruit)
3.3.3 Types of roots (tap roots, 5.3 Content
fibrous roots) 5.3.1 Meaning of:
• vertebrates
Hints: Structure and biological • invertebrates
names of specific plants 5.3.2 Classification of vertebrates
not required • amphibians
• fish
UNIT 4.0: WEATHER
• reptiles
• birds
TOPIC 4.1: Weather instruments
• mammals
4.2 Specific Objectives 5.3.3 Main characteristics of each
By the end of this topic, the group of vertebrates
learner should be able to: • amphibians
a) identify different weather • fish
instruments • reptiles
b) state the use of different • birds
weather instrument • mammals
c) construct and use different
weather instruments

63  
 
5.3.4 Common invertebrates 7.2 Specific Objectives
• invertebrates such as By the end of the topic, the
insects, ticks, spiders, leaner should be able to:
mites, spiders, mites, a) state nutrients found in food
worms, snails, slugs, b) state the importance of
millipedes, centipedes and water
crabs c) identify some nutritional
Hint: Details of classification, deficiency diseases, their
biological names, other causes, signs, symptoms
classes of invertebrates and their prevention
and their examples,
internal structure, life 7.3 Content
cycle and mode of life 7.3.1 Nutrients found in food
not required • carbohydrates
• fats and oils
UNIT 6.0: SOIL • proteins
• vitamins
TOPICS 6.1: • minerals
i) Soil texture 7.3.2 Importance of water and fibre
ii) Properties of soil in a diet
7.3.3 Nutritional deficiency disease
6.2 Specific Objectives • Kwashiorkor
By the end of the topic, the • Marasmus
learner should be able to:
• Anaemia
a) explain the term soil texture
• Rickets
b) investigate the physical
properties of soil
UNIT 8.0: ENERGY
6.3 Content
TOPICS 8.1:
6.3.1 Soil texture
i) Sound
• fine /smooth such as clay ii) Heat
• coarse/rough such as sand
6.3.2 Physical properties of soil 8.2 Specific Objectives
• drainage /water retention By the end of the topic, the
• capillarity (rising up of learner should be able to:
water in soil) a) identify different types of
sound
Hint: Reasons for rising not b) demonstrate pollution from
required sound
c) state the effects of pollution
UNIT 7.0: FOODS AND from sound
NUTRITION d) investigate methods of heat
transfer
TOPICS 7.1: e) classify good and poor
i) Nutrients in food conductors of heat and their
ii) Nutritional deficiency uses
diseases

64  
 
8.3 Content 9.3 Content
8.3.1 Types of sound 9.3.1 State of matter
• load and soft • solid
8.3.2 Pollution from sound (noise) • liquid
• effects such as damaging • gas
the ear drum and irritation 9.3.2 Characteristics of matter
8.3.3 Heat transfer • shape
• condensation • volume
• convection • mass
• radiation 9.3.3 Effects of heat on matter
8.3.4 Good and poor conductors of increasing and decreasing
heat temperature.
8.3.5 Uses of good and poor • change of state (solid-
conductors of heat liquid- gas)
• melting
UNIT 9.0: PROPERTIES OF • evaporation
MATTER • conduction
• freezing
TOPIC 9.1: • expansion of and
i) States of matter contraction of matter
ii) Characteristics of 9.3.4 Measurement of temperature in
matter degrees celsius (oC)
iii) Effects of heat on
matter
UNIT 10.0: MAKING WORK
9.2 Specific Objectives EASIER
By the end of the topic, the
learner should be able to: TOPIC 10.1: Balancing
a) list the state of matter
b) identify characteristics of 10.2 Specific Objectives
matter By the end of the topic, the
c) investigate effects of heat learner should be able to:
on matter a) balance another pupil at
d) measure temperature in different points on a see-
degrees celsius (oC) saw
b) make and use a simple
beam balance

10.3 CONTENT
10.3.1 Balancing on a see-saw
10.3.2 Making and using a simple
beam balance to compare mass
of different materials

65  
 
STANDARD SIX

UNIT 1.0: HUMAN BODY c) identify other immunizable


diseases
TOPIC 1.1: d) state the importance of HIV
i) Reproductive system testing
ii) Physical changes during e) state the effects of HIV and
adolescence AIDS infection on an
individual, family and
1.2 Specific Objectives nation.
By the end of the topic, the
learner should be able to: 2.3 Content
a) identify some parts of the 2.3.1 Common communicable
reproductive system diseases
b) state functions of some • tuberculosis
parts • malaria
of the reproductive system 2.3.2 Immunization schedule for
c) describe physical changes infants
during adolescence 2.3.3 Other immunizable diseases
2.3.4 Importance of HIV testing
1.3 Content 2.3.5 Effect of HIV on an individual,
1.3.1 Parts of the reproductive family and nation
system Hint: For immunizable
• female (ovary, oviduct, diseases, details, of the
uterus, vagina) causes, signs and
• male (testis, urethra, penis) symptoms are not
1.3.2 Functions of some parts of the required.
reproductive system
1.3.3 Changes during adolescence UNIT 3.0 PLANTS
• physical changes (male and
female) TOPIC 3.1: Growth and
reproduction in plants
UNIT 2.0: HEALTH
EDUCATION 3.2 Specific Objectives
By the end of the topic, the
TOPICS 2.1: learner, should be able to:
i) Common communicable a) draw and label parts of a
diseases flower;
ii) HIV testing b) describe pollination and
fertilization
2.2 Specific Objectives c) draw and label parts of a
By the end of the topic, the seed
learner, should be able to: d) investigate conditions
a) describe cause, sign, necessary for germination.
symptoms and prevention
of common communicable
diseases
b) describe the immunization
schedule for infants

66  
 
3.3 Content 5.3 Content
3.3.1 Parts of a flower 5.3.1 Animal feeding
3.3.2 Pollination • types of animal feeds such
• meaning, types and agents as pastures, fodder crops, com
3.3.3 Fertilization /concentrates
• meaning and fusion 5.3.2 Methods of grazing
3.3.4 Parts of a seed • rotational grazing (strip,
• monocot seed paddocking, tethering)
• dicot seed • zero grazing /stall feeding
3.3.5 Conditions necessary for • herding
germination 5.3.3 Constituents of a balanced diet
• carbohydrates
UNIT 4.0: WEATHER AND • proteins
THE SOLAR
• fats and oils
SYSTEM
• minerals
TOPIC 4.1: Solar system • vitamins
• water
4.2 Specific Objectives
By the end of the topic, the
learner should be able to: UNIT 6.0: WATER
a) name the nine planets in the
solar system TOPIC 6.1: Water borne diseases
b) model the solar system
6.2 Specific Objectives
4.3 Content By the end of the topic, the
4.3.1 Solar system learner should be able to:
(the nine planets and the sun) a) explain meaning of water
borne diseases
UNIT 5.0: ANIMALS b) name some water borne
diseases
TOPIC 5.1: Animal feeding d) list the cause, signs and
5.2 Specific Objectives symptoms of some water
By the end of this topic, the borne diseases
learner should be able to: e) describe preventive
a) identify types of feeds for measures for some water
livestock borne disease.
b) describe the different
grazing methods 6.3 Content
c) list the composition of a 6.3.1 Meaning of water borne
balanced diet in animal diseases
feeding 6.3.2 Water borne diseases
• Cholera
• Typhoid
• Bilharzia

67  
 
Hint: Cause to be confined to tiny UNIT 8.0: FOODS AND
living things in water. NUTRITIION
General and specific names
of causative agents not TOPIC 8.1: Food preservation
required. Life cycle of the
fluke is also not required. 8.2 Specific Objective
By the end of this topic, the
6.3.3 Signs and symptoms of water learner should be able to
borne diseases describe traditional and modern
6.3.4 Preventive measures for some methods of preserving food
water borne diseases such as
• boiling water 8.3 Content
• proper treatment of water 8.3.1 Traditional and modern
• wearing protective clothing methods of preserving food
when handling stagnant • smoking
water • drying
• proper sanitation • use of low temperature
• proper hygiene • canning
• use of honey
UNIT 7.0: SOIL • salting
• proper storage
TOPIC 7.1: Soil erosion
UNIT 9.0: ENERGY
7.2 Specific Objectives
By the end of the topic, the TOPIC 9.1: Light
learner should be able to:
a) explain soil erosion and its 9.2 Specific Objective
agents By the end of this topic, the
b) identify types of soil learner should be able to:
erosion a) describe how light travels
b) identify transparent,
7.3 Content translucent and opaque
7.3.1 Meaning of soil erosion materials
7.3.2 Agents of soil erosion c) demonstrate reflection of
• Wind light
• Water d) investigate refraction of
7.3.3 Types of soil erosion light
• splash
• sheet 9.3 Content
• rill 9.3.1 How light travels
9.3.2 Transparent, translucent and
• gulley
opaque materials
9.3.3 Reflection of light
9.3.4 Reflecting light using a source
of light and a smooth shiny
surface

68  
 
9.3.5 Refraction of light drinks, fire extinguisher-
9.3.6 Apparent bending of light in air putting our fires,)
and water (using a rular or • Nitrogen (used by legumes
pencil). to make proteins)
9.3.7 Demonstration on making a • Inert gases (in electric bulbs
rainbow. and tubes)
Hint: Names of rays and
angles not required UNIT 11.0: MAKING WORK
EASIER
UNIT 10.0 PROPERTIES OF
MATTER TOPICS 11.1:
i) Movement
TOPIC 10.1: Composition of air ii) Force
10.2 Specific Objectives 11.2 Specific Objectives
By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) name the components of air a) move objects and stop
b) state some uses of air. moving objects
b) state what force is
10.3 Content
10.3.1 Composition of air 11.3 Content
• Nitrogen – 78% 11.3.1 Movement
• Oxygen – 21% • moving objects
• Carbon dioxide – 0.03% • stopping objects from
• Inter gases – 0.97% moving
10.3.2 Uses of air 11.3.2 Force
• Oxygen (breathing, • meaning of force
burning, germination) • units of force (Newton)
• Carbon dioxide (making Hint: Calculations not
plant food, preserving soft required

69  
 
STANDARD SEVEN

UNIT 1.0: HUMAN BODY UNIT 2.0: HEALTH


EDUCATION
TOPIC 1.1: Circulatory system TOPIC 2.1:
i) Drug abuse
1.2 Specific Objectives ii) Myths and
By the end of this topic, the misconception on HIV
learner should be able to: and AIDS
a) identify parts of the iii) Care and support of
circulatory system those infected by HIV.
b) describe the components of
blood and their functions 2.2 Specific Objectives
c) identify types of blood By the end of the topic, the
vessels and their functions learner should be able to:
d) describe the structure and a) explain what a drug is
function of the heart b) explain drug misuse and
abuse
1.3 Content c) describe health social
1.3.1 Parts of the circulatory system effects of drug and abuse
• heart d) dispel myths and
• blood misconception about HIV
and AIDS
• blood vessels e) care and support for people
1.3.2 Blood components and
infected by HIV.
functions
• plasma 2.3 Content
• red blood cells 2.3.1 Meaning of a drug
• white blood cells 2.3.2 Misuse of drugs
• platelets 2.3.3 Drug abuse
1.3.3 Types of blood vessels and • meaning of drug abuse
their functions • commonly abused drugs
• arteries such as tobacco, alcohol,
• veins miraa (khat), bhang,
• capillaries mandrax, cocaine and
1.3.4 Structure and functions of the inhalants (petrol and glue)
heart Hint: Details of nature,
• auricles source, chemistry and
composition of drug not
• ventricles
required.
• vessels (aorta, venacava,
valves, pulmonary vein, 2.3.4 Effects of drug abuse
pulmonary artery)
• health effects such as poor
health, lack of
Hint: Details of structure and names
concentration, impaired
of other specific blood vessels
judgement, loss of
not required
consciousness (blackout),
addiction, fits, withdrawal,

70  
 
coma/death and poor health UNIT 4.0: PLANTS
of the unborn babies
• social effects such as health TOPICS 4.1:
conflicts, drug induced i) Interdependence
accidents, dropping out of between plants and
school, truancy, fighting, animals
loss of income and rape ii) Crop pests
2.3.5 Myths and misconceptions
about HIV and AIDS 4.2 Specific Objectives
2.3.6 Care and support of people By the end of the topic, the
infected by HIV such as: learner should be able to:
• love and care a) explain interdependence
• adequate nutrition between plants
• hygiene b) explain interdependence
between plants and animals
• medical care
c) explain what a food chain is
d) explain meaning of crop
UNIT 3.0 ENVIRONMENT
pests
e) identify some crop pests,
TOPICS 3.1:
their effects and control
i) Meaning of environment
measures
ii) Components of the
environment
4.3 Content
4.3.1 Interdependence between
3.2 Specific Objectives
plants
By the end of this topic, the
learner should be able to: • support
a) state the meaning of • plants that use others as
environment habitat
b) name major component of • shade
the environment Hint: Names of plants not
required
3.3 Content 4.3.2 Interdependence between
3.3.1 Meaning of environment plants and animals
• food
3.3.2 Components of the • oxygen
environment • carbon dioxide
• water • shelter
• soil • pollination
• air • medicines
• plants • nutrients
• animals • animal waste
• decomposition on death
4.3.3 Food chain
• meaning
• examples
Hint: Maximum 4 (four)
member chain only

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4.3.4 Crop Pests 5.3 Content
• meaning of a pest 5.3.1 Meaning of parasites
• types of pests 5.3.2 Livestock parasites
- field pests (aphids, • external parasites such as
cutworms, stalk borers, ticks, fleas and tsetse flies
weaver birds) • internal parasites such as
- storage pests (rodents, roundworms, tapeworms
weevils, white-ants) tapeworms and liver flukes
Hint: Discuss name of pest
and part of crop Hint: Feature, structure and
attacked only. life cycles not required
5.3.3 Effects of parasites on livestock
4.3.5 Effects of pests on crops • poor health
• lower yields • Anemia
• reduced quality of produce • irritation
• transmit diseases to crops • poor quality products
• cause diseases to consumers 5.3.4 Control of livestock
4.3.6 Control measures • rotational grazing
• scaring • dipping
• trapping • spraying
• hand picking • deworming
• weeding Hint: Details of methods and
• spraying structures not required.
• pruning
5.3.5 Methods of controlling human
UNIT 5.0 ANIMALS intestinal worms such as
• proper sanitation
TOPICS 5.1: • proper washing of foods
i) Livestock parasites that are eaten raw
ii) Human intestinal worms • proper cooking of food
• regular deworming
5.2 Specific Objectives Hint: Details of features,
By the end of this topic, the structure and life cycles
learner should be able to: of the worms not
a) name some external and required
internal parasites
b) state the effects of parasites UNIT 6.0: WATER
on livestock
c) control some livestock TOPICS 6.1:
parasites i) Water pollution
d) control some human ii) Effects of water pollution
intestinal worms iii) Water conservation

6.2 Specific Objectives


By the end of this topic, the
learner should be able to:
a) state how water gets
polluted

72  
 
b) describe effects of water 7.3.3 Types of manures (green, farm
pollution yard and compost manures)
c) identify ways of controlling 7.3.4 Advantages and disadvantages
water pollution of manure and fertilizers
d) describe ways of
conserving water UNIT 8.0: ENERGY
e) appreciate the importance
of conserving water TOPIC 8.1: Electricity

6.3 Content 8.2 Specific Objectives


6.3.1 Water pollution By the end of this topic, the
• meaning learner should be able to:
a) name sources of electricity
• ways in which water is b) make a simple circuit
polluted c) investigate good and poor
6.3.2 Effects of water pollution conductors of electricity
• on plant d) identify electrical
• on animals appliances in homes and
• on soil their uses
6.3.3 Ways of conserving water e) describe safety measures
• harvesting when dealing with
• recycling electricity
• re-using f) demonstrate safety
• using water sparingly measures when there is
lightning
• mulching /shading
• storing water in dams 8.3 Content
8.3.1 Sources of electricity
UNIT 7.0: SOIL
• Batteries (torch and car
battery)
TOPIC 7.1: Soil fertility
• Bicycle dynamos
7.2 Specific Objectives • Hydro-electric generators
By the end of this topic, the • Petrol and diesel-driven
learner should be able to: generators
a) explain the meaning of • Geothermal generators
fertilizer • Wind-driven turbines
b) classify fertilizers into • Solar energy (panels)
straight and compound Hint: Details of the processes
c) identify different types of involved in the
manures production of electricity
d) state the advantages and not required
disadvantages of manures 8.3.2 Simple electric circuit
and fertilizers 8.3.3 Good and bad conductors of
electricity
7.3 Content 8.3.4 Electrical appliances at home
7.3.1 Meaning of fertilizer and their uses
7.3.2 Types of fertilizers • an iron
• straight fertilizers • radio
• compound fertilizers • television
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• cooker 9.3.2 Mixing liquids (water,
• electric kettle kerosene, fresh milk and
cooking oil)
8.3.5 Safety when dealing with 9.3.3 Magnetic and non-magnetic
electricity materials
• not touching switches with 9.3.4 Separating mixtures
wet hands • winnowing
• not putting sticks, pencils • sieving
and wires in sockets • picking
• not overloading sockets • filtering
8.3.6 Lighting and safety measures • decanting
• fitting lighting arresters • use of magnets
• avoid walking in open • evaporation
fields when it is raining
• not sheltering under trees UNIT 10.0: MAKING WORK
when raining EASIER

UNIT 9.0: PROPERTIES OF TOPICS 10.1:


MATTER i) Friction
ii) Parts of a lever
TOPICS 9.1:
i) Dissolving solids in 10.2 Specific Objectives
water By the end of this topic, the
ii) Mixing liquids learner should be able to:
iii) Magnetic and non- a) investigate friction
magnetic materials b) state advantages and
iv) Separating mixtures disadvantages of friction
c) demonstrate ways of
9.2 Specific Objectives reducing and increasing
By the end of the topic, the friction
learner should be able to: d) identify positions of
a) identify solids that dissolve fulcrum, load and effort in
and those that do not different levers
b) identify liquids which mix
and those that don’t mix 10.3 Content
c) identify magnetic and non- 10.3.1 Meaning of friction
magnetic materials 10.3.2 Advantages and disadvantages
d) separate mixtures of friction
10.3.3 Increasing and reducing
9.3 Content friction.
9.3.1 Dissolving solids in water 10.3.4 Position of the fulcrum, load
(sugar, salt, sand, flour) and effort in the following
levers when in use
• claw hammer
• crowbar
• wheelbarrow, spade

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STANDARD EIGHT

UNIT 1.0: HUMAN BODY Hint: Names of blood vessels


not required
TOPICS 1.1:
i) Reproduction in human UNIT 2.0: HEALTH
beings EDUCATION
ii) Excretory system
TOPIC 2.1:
1.2 Specific Objectives i) Sexually transmitted
By the end of this topic, the infections
learner should be able to: ii) Control of HIV and
a) explain fertilization in AIDS
human beings
b) discuss the development of 2.2 Specific Objectives
the foetus By the end of this topic, the
c) describe the process of birth learner should be able to:
d) identify the main excretory a) explain the meaning of
organs and their waste sexually transmitted
products infection
b) give examples of sexually
1.3 Content: transmitted infections
1.3.1 Fertilization c) describe cause and
1.3.2 Foetal development prevention of some sexually
• zygote transmitted
• embryo d) identify control measures
• foetus for HIV and AIDS
Hint: Include the functions of
placenta, umbilical cord 2.3 Content
and amniotic fluid 2.3.1 Meaning of sexually
1.3.3 Process of birth transmitted infections (STI’s)
1.3.4 Excretory organs and waste 2.3.2 STI’s, cause signs, symptoms
products and prevention of:
• skin (epidermis, dermis, • Syphilis
sweat glands, waste • Gonorrhea
product-sweat) • Chancroid
• lungs (nose, trachea, waste Hint: Details of causative
product-carbon dioxide) organism not required
Hint: Details of the structure 2.3.3 Control measures for HIV and
of the lung, alveoli, AIDS such as:
exchange of gases not • creating public awareness
required. on HIV/AIDS
• kidney (external appearance • campaigns through various
of kidney, urethra, bladder, media
uretha urine) waste product-
• mass education
• Voluntary Counselling and
testing

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UNIT 3.0: PLANTS
4.3 Content
TOPICS 3.1: 4.3.1 Feeding habits of mammals
i) Adaptations of plants (two examples of each)
ii) Crop diseases • herbivores
• carnivores
3.2 Specific Objectives • omnivores
By the end of the topic, the Hint: Structures of jaws and
learner should be able to: dental formula not
a) explain how plants are required.
adapted to their 4.3.2 Adaptation of beaks of birds to
environments feeding
b) identify signs of unhealthy • grain eater (chicken)
crops
• filter feeder (duck)
c) state effects of crop
diseases • flesh eater (eagle, hawk)
• nectar feeder (sunbird)
3.3 Content 4.3.3 Movement
3.3.1 Adaptations of plants to their • lying (presence of wings
environment and streamlined body)
• dry areas • swimming (fins, webbed
• wet areas feet and streamlined body)
3.3.2 Signs of unhealthy crops • hopping and leaping(strong
diseases hind legs)
• stunted growth 4.3.4 Signs of ill health in livestock
• discolouration on growing • stunted growth
leaves, ears, stem • loss of weight
• curled leaves • reduced yields
• wilting • rough coat
• spot /streaks • coughing
3.3.3 Effects of crop diseases • blood in stool
• lower yields 4.3.5 Effects of livestock
• reduced quality produce • lower yields
• reduced quality produce
UNIT 4.0: ANIMALS • lower yields
• reduce quality of products
TOPICS 4.1: • transmission of diseases to
i) Adaptation of animals human beings
ii) Livestock diseases
• death
4.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain how animals adopt
to the environment
b) identify signs of ill health in
livestock
c) State effects of ill health

76  
 
UNIT 5.0: WATER
6.3 Content
TOPICS 5.1: 6.3.1 Meaning of soil pollution
i) Soft and hard water 6.3.2 Effects of soil pollution
ii) Softening hard water • on plants
• on animals (small animals
5.2 Specific Objectives in soil and bacteria)
By the end of this topic, the 6.3.3 Meaning of soil conservation
learner should be able to: 6.3.4 Soil conservation methods
a) state the difference between • avoid excess use of
soft and hard water fertilizers and pesticides
b) investigate disadvantages of • avoid dumping of industrial
hard water waste on soil
c) soften hard water by boiling
• avoid burning vegetation
cover
5.3 Content
5.3.1 Difference between soft and • mulching
hard water (lathering only) • cover crops
5.3.2 Disadvantages of hard water • terracing
5.3.3 Softening hard water by boiling • countour farming
• tree planting
UNIT 6.0: ENVIRONMENT • gabions
• controlled grazing /proper
TOPICS 6.1: stocking
i) Soil pollution 6.3.5 Ways in which air is polluted
ii) Soil conservation
• smoking cigarettes
iii) Air pollution
• burning tyres and plastic
6.2 Specific Objectives materials
By the end of this topic, the • gases from vehicle exhausts
learner should be able to: • spraying farm chemicals
a) explain meaning of soil • aerosol sprays
pollution • industrial waste gases
b) describe the meaning of soil 6.3.6 Effects of air pollution
conservation • on plants
c) explain the meaning of soil • on animals
conservation • on non-living
d) describe soil conservation things(damaging roofs
methods made of corrugated iron
e) practice soil conservation sheets)
f) describe how air gets 6.3.7 Ways of controlling air
polluted pollution
g) state effects of air pollution • not smoking cigarettes
h) identify ways in which air • not burning tyres and
pollution can be controlled plastic materials
i) appreciate the need to • driving vehicles with well
maintain and use the maintained engines
resources in the
• reducing use of farm
environment wisely
chemicals

77  
 
• avoiding use of harmful UNIT 8.0: ENERGY
aerosol sprays
• treating waste industrial TOPICS 8.1:
gases to make them safe i) Meaning of energy
ii) Transformation of energy
UNIT 7.0: FOOD AND iii) Conservation of energy
NUTRION
8.2 Specific Objectives
TOPICS 7.1: By the end of this topic, the
i) Nutritional learner should be able to:
requirement for a) explain what energy is
special groups b) describe the different types
ii) Food poisoning of energy
c) describe transformation of
7.2 Specific Objectives energy
By the end of this topic, the d) state methods of conserving
learner should be able to: energy
a) identify nutritional e) appreciate the need to
requirements for special conserve energy
groups
b) name causes of food 8.3 Content
poisoning 8.3.1 Meaning of energy
c) prevent food poisoning 8.3.2 Different types of energy
• chemical
7.3 Content • heat
7.3.1 Nutrition for pregnant and • light
lactating mothers • magnetic
7.3.2 Nutrition for infants value of
• electricity
breast milk
7.3.3 Nutrition for people with • sound
HIV/AIDS
7.3.4 Causes of food poisoning 8.3.3 Transformation of energy
• chemicals • electric circuit
• micro-organisms(bacteria, • food
viruses) • burning fuels
Hint: Details of procedures • radio
and names of chemical, • simple electromagnet
and other poisoning 8.3.4 Methods of conserving energy
agents not required • using energy sparingly
7.3.5 ways of preventing food • using energy efficient
poisoning devices
• using renewable energy
(wind, sun, biogas, planting
trees)

78  
 
UNIT 9.0: MAKING WORK RESOURCES
EASIER Real items
TOPIC 9.1: Simple machines - Living things – plants and animals
- Non-living things such as
9.2 Specific Objectives • Metals- batteries, wires nails and
By the end of this topic, the tins
learner should be able to: • Non-metals- wood, charcoal,
a) investigate how inclined plastics, rubber, paper, glass,
planes make work easier fibres, soap bulbs and candles
b) investigate how single fixed • Liquids – water, ink, milk,
pulleys make work easier kerosene
9.3 Content • Posters
9.3.1 Inclined planes • Charts
• Ladder • Pictures
• Staircase • Photographs
• A road winding up a hill • Audio tapes
9.3.2 Single fixed pulley • Video tapes
• Uses of single fixed pulleys • Films
such as on the flag post • Environment
• Guest speakers
TEACHING /LEARNING
EXPERIENCES ASSESSMENT
• Observation Continuous assessment of the pupils is
necessary during the coverage of the
• Demonstration
Science course. This will enable the
• Discussion teacher to identify the slow and quick
• Question and answer learners and offer the assistance
• Drawing required. The assessment will also tell the
• Practicals teacher whether or not the objectives of the
• Projects course are being achieved.
• Visits
• Nature walks
Some of the methods that the teacher can
• Modeling use to assess pupils are:
NB: Learners should be more exposed to
carry out most of the activities so
that they can gain such scientific
skills such as
• Observation
• Classifying
• Estimating Measuring
• Predicting
• Recording
• Analysing, interpreting and
organizing data
• Identifying variables
• Designing experiments

79  
 
1. Observation 2. Oral questioning
The teacher observes pupils at work The teacher should carefully plan
either individually or in groups. This questions to ask pupils. These should
method is the most common in lower include recall type as well as higher
primary classes where pupils have not level of thinking e.g. reasoning and
learnt how to write. The teacher evaluation questions.
should also assess the finished
products made by pupils and award 3. Written Test /Examination
marks. Through observation, the The teacher should always mark
teacher can also tell which skills pupil’s written work and go over the
pupils have acquired. Observation corrections with them.
should also be done by the teacher to
check on the pupils development of 4. Project Work
attitudes This should be assessed by the teacher
and marks awarded to groups or
individuals.

Whatever method of assessment the


teacher uses, he/she should always
have the child at the centre of his /her
planning.

80  
 
SOCIAL STUDIES

81  
 
INTRODUCTION

Social Studies is the study of people and the environment in which they live. The
environment contains resources that enable people to survive. As the people live and work
together, they establish systems to facilitate relationship. Social Studies therefore, provides
opportunities for learners to understand their environment and participate effectively in its
activities. The course aims at providing the learners with knowledge, skills, desired attitudes
and values, necessary in preparing them to live appropriately in the physical and social
environments. These also enables them to live as informed, knowledgeable and participating
members of their local communities, nation and the world. Social Studies provides the
learners with opportunity to appreciate the changing environment in which they live and
realization of own place, privileges, rights and responsibilities as citizens. The knowledge
gained exposes the learner to a broad variety of opinions and lifestyles. This process therefore
facilitates the formulation, affirmation or reassessment of beliefs.

It is hoped that through Social Studies, the learners will be able to understand the relationship
between causes and effects of various social issues. The course aims at facilitating the
learners to have respect for duty and public property which will in turn enable them to live
and work in harmony. The detailed study of the physical environment and the resources
therein, aims at making the learners understand and appreciate the need for and importance of
environmental conservation.

Social Studies attempts to explain to the learners their relationship with other people,
institutions and their environment. The learner live in a family, play in a peer group, and
make decisions about how they will relate with other people. The course also provides the
learners with skills for productive problems solving, decision making, assessing issues and
making of balanced value judgement.

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GENERAL OBJECTIVES

1. By the end of the course, the learner should be able to:

2. Recognize and appreciate the family as an important social institution

3. Understand, use and manage the immediate environment for individual and national
development

4. Develop awareness of the evolution of man and appreciate the stage of human
development

5. Acquire knowledge of and show appreciation for the historical background of our
communities

6. Acquire knowledge of and show appreciation for desirable values

7. Acquire knowledge of available natural resources and demonstrate ability and


willingness to utilize them properly

8. Understand the structure and functions of the government of Kenya and demonstrate
ability to participate in it operation

9. Understand and appreciate the rights of the individual and responsibility to the
attainment of social justice

10. Identify, understand and respect own and other people’s culture

11. Recognize and understand the need for and importance of interdependence of people
and nations

12. Acquire knowledge and skills necessary to understand and analyse population issues
which affect the quality of life of the people of Kenya

13. Understand and show appreciation for the love for and loyalty to the nation

14. Be willing and able to resolve disputes in and out of school

15. Understand and promote awareness and importance of democracy in society

16. Identify and promote economic activities in the society

17. Understand and use map reading skills to interpret information

83  
 
STANDARD ONE

THEME: LIVING TOGETHER IN UNIT: 2.0: OUR FAMILY


OUR HOME AND
SCHOOL 2.1 Specific Objectives
By the end of this topic, the
UNIT 1.0: OUR HOME learner should be able to:
a) give the meaning of a family
1.1 Specific Objectives: b) state different types of
By the end of this topic, the family
learner should be able to: c) name members of each type
a) state what a home is of family
b) list different types of houses d) state how family members
c) name materials used in building relate to each other
houses e) identify roles and
d) identify different part of a responsibilities of family
house members
e) state the uses of different parts f) appreciate the contributions
of a house of family members in
f) list things found in each part of sharing our responsibilities
a house g) identify celebrations in the
g) state the importance of house family
h) name dangerous things in the
home 2.2 Content
i) state the uses of different types 2.2.1 Meaning of family
of implements in the home 2.2.2 Types of families
j) identify ways of keeping 2.2.3 Members of a family
dangerous things in the home 2.2.4 How family members relate with
safely one another
k) suggest safe methods of 2.2.5 Roles and responsibilities of
handling fire family members
2.2.6 Family celebrations
1.3 Content
1.2.1 A home UNIT 3.0: OUR FAMILY NEEDS
1.2.2 Types of houses found in different AND CHILD RIGHTS
places
1.2.3 Materials used in building houses 3.1 Specific Objectives
1.2.4 Parts of a house and their uses By the end of this topic, the
1.2.5 Importance of houses learner should be able to:
1.2.6 Implements in the home a) list family needs
1.2.7 Safety in the home b) state ways of meeting family
needs
c) state the problems faced in
meeting family needs
d) appreciate the efforts of family
members in meeting family
needs

84  
 
e) suggest possible ways of h) appreciate the importance of
solving the problems faced in keeping their home clean and
meeting family needs safe
f) state the importance of basic
needs to a child 4.2 Content
g) explain the importance of 4.2.1 Animals – Pets, livestock
being loved by family 4.2.2 Things found in the house
members 4.2.3 What the family members so to
h) state the importance of earn a living
expressing their opinion 4.2.4 Care of family possessions
i) appreciate the love from 4.2.5 Keeping our home clean and safe
family members
j) state the importance of good UNIT: 5.0: OUR SCHOOL
behavior in the family
k) list the rights of a child 5.1 Specific Objectives
By the end of this topic, the
3.2 Content learner should be able to:
3.2.1 Family needs a) give the name of the school
3.2.2 How to meet family needs b) state when their school was
3.2.3 Problems/challenges in meeting started
family needs c) appreciate the development
3.2.4 Solutions to the of their school
challenges/problems d) identify the symbols of their
3.2.5 Care and handling of children in school
the family e) appreciate the importance of
3.2.6 Good behavior in the family the symbols of their school
3.2.7 Child rights f) identify the different groups
of people in the school
UNIT 4.0: OUR FAMILY people in the school
POSSESSIONS g) state the different roles of
people in the school
4.1 Specific Objectives h) identify the position of their
By the end of this topic, the classroom in relation to
learner should be able to: other classes
a) name the types of animals i) draw the seating
owned by the family arrangement of the class
b) list the things found in the j) name other things found in
house their classroom
c) identify ways in which k) identify different members
families earn their living of their class
d) identify other family l) state the class rules
possessions m) appreciate the importance of
e) state the importance of family class rules
possessions n) identify the roles of
f) state ways of caring for family members of their class
possessions o) state ways of keeping their
g) identify ways of keeping their classroom clean
home clean and safe p) appreciate the importance of
keeping their class clean

85  
 
q) state different ways of taking UNIT 6.0: SAFETY ON THE WAY
care of things in their TO AND FROM
classroom SCHOOL
r) appreciate the need for
taking care of things in their 6.1 Specific Objectives:
classroom By the end of the topic, the learner
s) identify parts of class should be able to:
timetable a) state how to use the road
t) state the importance of the safely
class timetable b) demonstrate safe use of the
u) appreciate the importance of road
a class timetable c) identify the dangers of
accompanying strangers
5.2 Content d) state the dangers of talking
5.2.1 Name the school, history of the to strangers
school,
5.2.2 Symbols of the school and their 6.2 Content
importance 6.2.1 Different ways of travelling to
5.2.3 Our school routine school
5.2.4 The people in the school and their 6.2.2 How to use the road safely
roles 6.2.3 Dangers of talking and
5.2.5 Our classroom accompanying strangers
5.2.6 Members of our class
5.2.7 Seating arrangement UNIT 7.0: IMPORTANT
5.2.8 Class rules FEATURES ON THE
5.2.9 Our roles as members of our class WAY TO SCHOOL
5.2.10 Keeping our classroom clean
5.2.11 Taking care of things in our 7.1 Specific Objectives:
classroom By the end of this topic, the
5.2.12 The class timetable learner should be able to:
a) identify important features on
their way to school
b) list the identified features
c) state the importance of the
features to the people living
near them

7.2 Content
7.2.1 Features seen along the way
7.2.2 Importance of the features to the
people living near them

86  
 
STANDARD TWO

THEME: LIVING TOGETHER IN UNIT 3.0: ACTIVITIES IN THE


OUR SCHOOL AND SCHOOL
OUR
NEIGHBOURHOOD 3.1 Specific Objectives
By the end of this topic, the
UNIT 1.0: OUR SCHOOL learner should be able to:
a) appreciate the need to learn
1.1 Specific Objectives: b) list different ways of playing
By the end of this topic, the c) state the importance of playing
learner should be able to: d) name the games that take
a) state where the school is found place in school
b) point the direction of his/her e) list ways of keeping the school
home from the school clean
c) name buildings found in the f) participate in cleaning of the
school school
d) name the identify things found g) state ways of keeping order in
in the school the school

1.2 Content 3.2 Content


1.2.1 Location of the school e.g. valley 3.2.1 Learning
of plains 3.2.2 Playing
1.2.2 Direction of home from the school 3.2.3 Keeping the school clean
1.2.3 Buildings in the school 3.2.4 Ways of keeping order in the
1.2.4 Things found in the school school

UNIT 2.0: OUR SCHOOL UNIT 4.0: OUR NEEDS AT


ENVIRONMENT SCHOOL

2.1 Specific Objectives 4.1 Specific Objectives:


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) state the difference between a a) name the items required at
map and a picture school for learning
b) describe how the land of the b) state their need at school
school is c) state the sources of their needs
c) describe the weather in the school
experienced around the school d) state the problems experienced
in trying to meet their needs at
2.2 Content school
2.2.1 Difference between a map and a e) state solutions to problems
picture experienced in meeting their
2.2.2 Map of the school needs at school
2.2.3 How the land of the school is f) state ways of caring for school
2.2.4 The weather experienced around the
school
property
g) appreciate the need to take care
of school property

87  
 
4.2 Content 6.2 Content
4.2.1 Requirements at school 6.2.1 Names of pupils, teachers and
4.2.2 Our needs at school workers
4.2.3 Sources of school requirements 6.2.2 The school population
4.2.4 Problems faced in meeting school 6.2.3 Our role as pupils of the school
needs 6.2.4 Role of teachers and workers
4.2.5 Solutions to these problems 6.2.5 The role of the school committee
4.2.6 Care of our school property

UNIT 5.0: SAFE TRAVEL TO AND UNIT 7.0: CHILD PROTECTION


FROM SCHOOL
7.1 Specific Objectives
5.1 Specific Objectives By the end of this topic, the
By the end of this topic, the learner should be able to:
learner should be able to: a) identify rights of a child
a) state ways of riding a bicycle b) identify ways of child abuse at
safely home and school
b) state the basic road signs c) appreciate the problems
c) appreciate the importance of associated with child abuse
basic road signs d) state ways of protecting a
d) state the dangers to be avoided child from abuse
on the road
7.2 Content
5.2 Content 7.2.1 Child Rights
5.2.1 How to ride a bicycle safely 7.2.2 Types of child abuse in the home
5.2.2 Basic road signs 7.2.3 Types of child abuse in the school
5.2.3 Dangers to be avoided on the road 7.2.4 Ways of providing child
• strangers protection
• dangerous animals, insects,
plants UNIT 8.0: OUR SCHOOL
NEIGHBOURHOOD
UNIT 6.0: OUR SCHOOL
COMMUNITY 8.1 Specific Objectives:
By the end of this topic, the
6.1 Specific Objectives learner should be able to:
By the end of this topic, the a) name physical features around
learner should be able to: the school
a) give names of pupils, teachers b) identify communities living in
and workers in the school the school neighbourhood
b) state the number of the people c) identify types of dwellings
in the school and the materials used
c) state the role of pupils in the d) list needs of the people living
school around the school
d) state the role of the teachers e) state how people around the
and workers in the school school meet their need
e) state the role of the school f) state various ways in which
committee in the school their school relates with the
community

88  
 
g) state social activities in the
school neighbourhood UNIT 9.0 RESOURCES IN THE
h) state the administrative unit in LOCATION
their location
i) appreciate the role of 9.1 Specific Objectives:
administration in the location By the end of this topic, the
j) state the hierarchy of learner should be able to:
administration in their location a) list the main resources found
in their location
8.2 Content b) name the main economic
8.2.1 Physical features around the activities in the location
school c) state the proper use of
8.2.2 Communities in the school resources
neighbourhood d) name commercial centres in
8.2.3 Types of dwellings and materials their location
used
8.2.4 Needs of the people 9.2 Content
8.2.5 How people meet their needs 9.2.1 The main resources in the location
8.2.6 How the school related with the 9.2.2 The main economic activities in
community the location
8.2.7 Social activities 9.2.3 Proper use of recourses
8.2.8 Administrative units 9.2.4 Commercial centres in the
8.2.9 Role and hierarchy of location
administration in the location

89  
 
STANDARD THREE

THEME: LIVING TOGETHER IN d) state how weather affects


THE DISTRICT human activities, animals and
plants
UNIT 1.0: PHYSICAL e) list ways of protecting
ENVIRONMENT ourselves from bad weather
f) state the seasons of the year
1.1 Specific Objectives: experienced in the district
By the end of this topic, the g) state how different seasons
learner should be able to: affect the human activities in
a) state the use of compass points the division /district
b) give direction of different
places and features in their 2.2 divisions and district by the
Content
use of compass points 2.2.1 Meaning of weather
c) name the four cardinal points 2.2.2 Elements of weather: rain,
of the compass sunshine, wind and clouds
d) describe the position of the 2.2.3 Changes in weather
division and district 2.2.4 Effects of weather on human
e) name and locate the physical activities, animals and plants
features found in the division 2.2.5 Ways of protecting ourselves from
and district bad weather
f) list the importance of the 2.2.6 Seasons of the year
physical features to the people 2.2.7 Effects of seasons on human
of the division and district activities
g) appreciate the importance of
the physical features UNIT 3.0: COMMUNITIES LIVING
IN THE DISTRICT
1.2 Content
1.2.1 Direction – 4 Cardinal Points 3.1 Specific Objectives:
1.2.2 Use of compass points By the end of this topic, the
1.2.3 Position of their division and learner should be able to:
district a) list down the language groups
1.2.4 Physical features in the division found in the district
and district b) narrate their stories or origin
1.2.5 Importance of physical features to c) identify the culture of the
the people people in the district
d) state different ways in which
UNIT 2.0: WEATHER AND people in the district depend
SEASONS IN THE on one another
DISTRICT
3.2 Content
2.1.1 Specific Objectives: 3.2.1 Main language groups in the
By the end of this topic, the district
learner should be able to: 3.2.2 Their stories of origin
a) state the meaning of weather 3.2.3 Their culture
b) list the elements of weather 3.2.4 Interdependence among people
c) state weather changes in their
division district

90  
 
UNIT 4.0: OUR NEED IN THE 5.2 Content
DISTRICT 5.2.1 Administrative units
5.2.2 Heirarchy of leaders
4.1 Specific Objectives 5.2.3 Role of leaders in administration
By the end of this topic, the 5.2.4 Role of the community in
learner should be able to: administration
a) name the types of needs in the 5.2.5 Importance of law and order
district
b) state how the needs in the UNIT 6.0: RESOURCES AND
district are met ECONOMIC
c) state the difficulties ACTIVITIES
experienced in meeting our
needs 6.1 Specific Objectives:
d) appreciate the efforts being By the end of this topic, the
made to solve these problems learner should be able to:
e) suggest ways of protecting a) list resources found in the
children from abuse district
b) suggest proper use of
4.2 Content resources
4.2.1 Our needs in the district c) state ways in which resources
4.2.2 How we meet our needs are misused
4.2.3 Difficulties in meeting our needs d) state the effect of misusing
4.2.4 Efforts in solving these problems resources
4.2.5 Protection of children against e) appreciate the importance of
abuse in the home and school conserving resources
f) state the importance of
UNIT 5.0: ADMINISTRATION conserving resources
IN THE DISTRICT g) identify main economic
activities practiced in the
5.1 Specific Objectives district
By the end of this topic, the h) appreciate importance of
learner should be able to: economic activities in the
a) name the administrative units district
in the district i) name the main commercial
b) name the leaders of the centres in the district
administrative units j) locate the main commercial
c) describe the hierarchy of centres
leaders in administration k) identify the main means of
d) state and appreciate the role of travel in the district
leaders in administration
e) state and appreciate the role of
the community in
administration
f) appreciate the importance of
law and order in society
g) demonstrate respect for the
law and order

91  
 
6.2 Content UNIT 7.0: CARING FOR THE
6.2.1 Resources in the district ENVIRONMENT
6.2.2 Proper use of resources
6.2.3 Misuse of resources 7.1 Specific Objectives:
6.3.4 Effects of misusing our resources By the end of this topic, the
6.2.5 Importance of conserving learner should be able to:
resources a) state ways in which people
6.2.6 Economic activities in the district with special needs should be
6.2.7 Benefits of economic activities cured for
6.2.8 Commercial centres in the district b) state the importance of caring
6.2.9 Main means of travel in the for water sources
district c) list proper ways of using water
d) state how water sources may
be protected
e) state how vegetation should be
cared for
f) list ways in which animals
should be cared for

7.2 Content
7.2.1 Caring for people with special
need
7.2.2 Caring for water sources
7.2.3 Caring for vegetation
7.2.4 Caring for animals

92  
 
STANDARD FOUR

THEME: LIVING TOGETHER IN 1.2 Content


OUR PROVINCE 1.2.1 Position, size and shape of our
province
UNIT 1.0: PHYSICAL 1.2.2 Eight compass points
ENVIRONMENT 1.2.3 Districts making up our province
1.2.4 Main physical features
1.1 Specific Objectives: 1.2.5 Importance of physical features
By the end of this topic, the 1.2.6 Main types of vegetation
learner should be able to: 1.2.7 Importance of vegetation
a) describe the position of the 1.2.8 Elements of weather -
province temperature, winds, rainfall
b) estimate the size of the 1.2.9 Weather measuring instruments –
province wind vane, thermometer and rain
c) draw the map of the province gauge
d) name the eight compass points 1.2.10 Simple records of weather,
e) draw the eight compass points weather charts
f) use the eight compass points 1.2.11 Influence of weather on human
to describe the position of activities
places
UNIT 2.0: PEOPLE AND
g) name the districts in the
POPULATION
province
h) identify and locate the major 2.1 Specific Objectives:
physical features in the By the end of this topic, the
province learner should be able to:
i) appreciate the importance of a) identify the main language
physical features groups in the province
j) identify the main types of b) identify the settlement areas of
vegetation the language groups
k) locate the main vegetation in c) identify the districts where the
the map of the province language groups in the
l) state the importance of province are found
vegetation d) describe population
m) list the main elements of distribution in the province
weather e) identify factors that influence
n) use the weather instruments to population distribution in the
record weather province
o) collect /observe, measure and f) identify the great name in the
record weather province
p) use weather data to interpret g) appreciate the contribution of
weather great names in the society
q) make simple records of
weather
r) state how weather influence
human activities

93  
 
2.2 Content n) state types of families
2.2.1 Main language groups in the o) draw the family tree
province p) identify roles and
2.2.2 The districts in which the responsibilities of family
language groups are found members
2.2.3 Population distribution in the
province 3.2 Content
2.2.4 Factors influencing population 3.2.1 Moral laws
distribution 3.2.2 Culture
2.2.5 Great names in the province in the 3.2.3 Ceremonies and festivals
past and present 3.2.4 Medicine and health: traditional
2.2.6 Contribution of the great mass medical practices, famous
medicine people and their role in
UNIT 3.0: SOCIAL RELATIONS society
AND CULTURAL 3.2.5 Traditional prophets and rain
ACTIVITIES makers
3.2.6 Working together for the benefit
3.1 Specific Objectives of the community
By the end of this topic, the 3.2.7 The family
learner should be able to: • Types of families
a) identify the moral laws in the • The family tree
society
• Roles and responsibilities of
b) explain how moral laws were
family members
used in moulding the society
c) appreciate the importance of UNIT 4.0: RESOURCES AND
moral laws in society ECONOMIC
d) describe the culture of the ACTIVITIES
people in the province
e) identify the various 4.1 Agriculture
ceremonies and festivals held
in the province 4.1.1 Specific Objectives
f) appreciate the role of the By the end of this topic, the
ceremonies and festivals in the learner should be able to:
province a) name the cash crops and food
g) name the famous medicine crops grown in the province
people in the province b) state where the crops are
h) identify and appreciate the grown
role played by traditional medicine people
c) state the uses of the crops
i) name the prophets and rain- d) outline the contribution of the
makers in the province crops to the economy
j) identify and appreciate the e) identify areas where beef,
role played by the prophets and rain-makers
dairy and poultry farming are
k) identify activities in which practiced
people work together in the f) state the importance of beef,
community dairy and poultry farming
l) state the importance of
working together
m) appreciate the importance of
working together

94  
 
4.1.2 Content 4.3.2.3 Wildlife conservation
4.1.2.1 The main cash and food crops measures
4.1.2.2 Beef farming 4.3.2.4 Tourist attractions
4.1.2.3 Dairy farming Importance of tourism
4.1.2.4 Poultry farming
4.4 Industries
4.2 Forestry
4.4.1 Specific Objectives:
4.2.1 Specific Objectives: By the end of this topic, the learner
By the end of this topic, the should be able to:
learner should be able to: a) name and locate the traditional
a) identify types of forests industries
b) locate the major forests b) name products made from
c) state the uses of trees traditional industries
d) state the importance of c) state the reasons that led to the
conserving forests establishment of jua kali
e) develop a sense of industries
responsibility for conserving d) name products made from jua
forests kali industries

4.2.2 Content 4.4.2 Content


4.2.2.1 Types of forests 4.4.2.1 Traditional Industries
4.2.2.2 Distribution of forests 4.4.2.2 Jua Kali industries
4.2.2.3 Uses of trees
4.2.2.4 Deforestation 4.5 Trade
4.2.2.5 Forest conservation measures
4.5.1 Specific Objectives
4.3 Wildlife and Tourism By the end of this topic, the
learner should be able to:
4.3.1 Specific Objectives: a) describe traditional forms of
By the end of this topic, the trade
learner should be able to: b) state the items of trade used
a) identify the various types of in traditional trade
wild animals and birds found c) describe the inter- community
in their province trade in the province
b) name and locate the major d) name the major trading
game parks centres and towns
c) explain the importance of e) identify problems facing
wildlife trade in the province
d) identify wildlife conservation
measures 4.5.2 Content
e) name major tourist attractions 4.5.2.1 Traditional forms of trade and
f) state the importance of items of trade
tourism 4.5.2.2 Inter-community trade and
markets established
4.3.2 Content 4.5.2.3 Major trading centres and towns
4.3.2.1 Types of animals and birds in the province
4.3.2.2 Major game parks – national 4.5.2.4 Problems facing trade in the
parks, national reserves Province

95  
 
4.6 Transport and Communication

4.6.1 Specific Objectives: 5.2.3 Responsibilities of good citizens


By the end of this topic, the
learner should be able to: UNIT 6.0: DEMOCRACY AND
a) state the traditional forms of HUMAN RIGHTS
transport
b) describe modern forms of 6.1 Specific Objectives:
transport By the end of this topic, the
c) identify major road signs learner should be able to:
d) state causes of road accidents a) define democracy
e) suggest ways of preventing b) explain the importance of
road accidents democracy
f) list the traditional forms of c) appreciate the importance of
communication democracy
g) list the modern forms of d) identify types of human rights
communication e) demonstrate respect for
human rights
4.6.2 Content
4.6.2.1 Traditional forms of transport 6.2 Content
4.6.2.2 Modern forms of transport 6.2.1 Meaning of democracy
4.6.2.3 Road Safety 6.2.2 Importance of democracy
4.6.2.4 Traditional forms of 6.2.3 Human Rights
communication
4.6.2.5 Modern forms of communication UNIT 7.0: LAW, PEACE AND
RECONCILIATION
UNIT 5.0: CITIZENSHIP
7.1 Specific Objectives:
5.1 Specific Objectives By the end of this topic, the
By the end of this topic, the leaner should be able to:
learner should be able to: a) state the importance of law
a) state how one can become a and order
Kenyan citizen b) state the importance of peace
b) identify elements of good in the society
citizenship c) state causes of conflict in
c) demonstrate traits of a good society
citizen d) suggest ways of resolving
d) identify responsibilities of conflicts in and out of school.
good citizens
7.2 Content
5.2 Content 7.2.1 Importance of law and order
5.2.1 Requirements for one to become 7.2.2 Importance of peace in society
a Kenyan citizen 7.2.3 Causes of conflicts
5.2.2 Elements of good citizenship 7.2.4 Resolving conflicts

96  
 
UNIT 8.0: THE GOVERNMENT e) list the types of society
OF KENYA services available in their
province
8.1 Specific Objectives: f) state the importance of
By the end of this topic, the society services
learner should be able to: g) state the problems
a) outline the administrative encountered in the provision
structure in the province of social services
b) state the role of
administration officers 8.2 Content
c) state the importance of 8.2.1 Administration in the province
administration 8.2.2 Role and importance of
d) appreciate the role of administration
administration in society 8.2.3 Social services in the province
8.2.4 Problems encountered in the
provision of social services

97  
 
STANDARD FIVE

THEME: LIVING TOGETHER IN 1.2.2 Content


OUR COUNTRY KENYA 1.1.2.1 Main physical features of Kenya
1.1.2.2 Relief regions
UNIT 1.0: THE PHYSICAL 1.1.2.3 Influence of physical features on
ENVIRONMENT human activities

1.1 Position, size and shape of 1.3 Climate


Kenya
1.3.1 Specific Objectives:
1.1.2 Specific Objectives: By the end of this topic, the
By the end of this topic, the learner should be able to:
learner should be able to: a) explain the difference
a) draw a map of Kenya between weather and climate
b) describe the position of b) measure and record rainfall,
Kenya in relation to her temperature and wind
neighbours c) explain the factors that
c) stat the area of Kenya influence the climate of
d) describe the shape of Kenya Kenya
e) identify elements of a map d) identify and locate climatic
and use them appropriately regions of Kenya
f) use 16 compass points to e) explain the influence of
describe direction of places climate on human activities
g) draw the 16 compass points f) identify factors influencing
climate change
1.1.3 Content g) explain the impact of climate
1.1.3.1 Elements of a map (title , change on human activities
direction, frame, key, scale and
their uses) 1.3.2 Content
1.1.3.2 16 compass points e.g. N, NNE, 1.3.2.1 Weather and climate
NE, E 1.3.2.2 Measuring and recording
weather elements – rainfall,
1.2 Physical features temperature, winds
1.2.1 Specific Objectives: 1.3.2.3 Factors influencing climate
By the end of this topic, the 1.3.2.4 Climatic regions
learner should be able to: 1.3.2.5 Influence of climate on human
a) name and locate the main activities
physical features found in 1.3.2.6 Factors influencing climate
Kenya change
b) identify and describe the 1.3.2.7 Impact of climate change on
relief regions of Kenya human activities
c) explain the influence physical
features have on human
activities
d) appreciate how physical
features affect the people
living near them

98  
 
1.4 Vegetation 2.2 Content
1.4.1 Specific Objectives 2.2.1 Main language groups - Bantu,
By the end of this topic, the Nilotes, Cushites, other groups
learner should be able to: 2.2.2 Origin, migration and settlement
a) identify the types of of the language groups
vegetation in Kenya 2.2.3 The population of Kenya
b) locate the types of vegetation 2.2.4 Population Distribution
c) state the importance of 2.2.5 Sources of population data
vegetation 2.2.6 Importance of population data

1.4.2 Content UNIT 3.0: SOCIAL RELATIONS


1.4.2.1 Types of vegetation AND CULTURAL
1.4.2.2 Importance of vegetation ACTIVITIES

UNIT 2.0: PEOPLE AND 3.1 Specific Objectives:


POPULATION By the end of this topic, the
learner should be able to:
2.1 Specific Objectives: a) describe traditional form of
By the end of this topic, the education in society
learner should be able to: b) identify cultural artifacts
a) name and classify the main c) explain the significance of the
language groups in Kenya cultural artifacts
b) name other communities d) identify other aspects of our
found in Kenya culture that need to be
c) describe the origin of the preserved
language groups e) explain the meaning of age-
d) indicate the migration routes sets and age-groups
of the language group f) explain the composition of
e) identify the settlement of the age-sets and age-group
language groups g) list the functions of age-sets
f) describe the structure and and age-groups
composition of the population h) identify how Kenyan
of Kenya communities interact at
g) describe the structure and present
composition of the population i) identify how Kenyan
of Kenya communities interact at
h) describe the distribution of present
population in Kenya j) appreciate the
i) identify factors influencing interdependence among
population distribution communities in society
j) identify sources of
population data in Kenya 3.2 Content
k) explain the importance of 3.2.1 Education – Traditional (in-
population data formal) education
3.2.2 Cultural artifacts and their
significance
3.2.3 Aspects of our culture that need
to be preserved

99  
 
3.2.4 Age-sets and Age-groups o) explain the problems facing
3.2.5 Interaction among Kenyan pastoral farming
communities p) state new development in
pastoral farming areas
UNIT 4.0: RESOURCES AND
ECONOMIC 4.1.2 Content
ACTIVITIES 4.1.2.1 Traditional forms of agriculture
- shifting cultivation, bush
4.1 Agriculture fallowing
4.1.2.2 Subsistence crops in Kenya
4.1.1 Specific Objectives: maize, beans, potatoes, bananas,
By the end of this topic, the vegetables, sorghum, cassava
learner should be able to: 4.1.2.3 Cash crop in Kenya: tea, flowers,
a) describe how traditional wheat, pyrethrum
methods of farming were 4.1.2.4 Irrigation farming in Mwea
used in food production Tebere and Perkerra Irrigation
b) identify some of the schemes
subsistence crops grown in 4.1.2.5 Beef farming
Kenya 4.1.2.6 Dairy farming
c) identify the conditions 4.1.2.7 Poultry farming
influencing the growth of 4.1.2.8 Pastoral
cash crops farming
in Kenya
d) recognize the uses and
importance of growing cash 4.2 Mining
crops
e) name and locate areas where 4.2.1 Specific Objectives:
the cash crops are grown By the end of this topic, the
f) explain how irrigation is learner should be able to:
carried out in Mwea Tebere a) identify and locate the major
and Perkerra irrigation minerals of Kenya
schemes b) describe the methods of
g) identify the benefits of mining the minerals
irrigation farming c) state the uses of the minerals
h) state the problems facing d) appreciate the importance of
farmers in the irrigation the minerals
schemes e) state the effects of mining on
i) identify conditions and the environment
methods under which dairy,
beef and poultry farming are 4.2.2 Content
carried out 4.2.2.1 Distribution of major minerals –
j) identify areas where beef, soda ash, fluorspar, diatomite,
dairy and poultry faming limestone, salt
k) state problems facing beef, 4.2.2.2 Mining methods
dairy and poultry farming 4.2.2.3 Uses of the minerals
l) state the benefits of beef, 4.2.2.4 Contribution to economy
dairy and poultry farming 4.2.2.5 Effects of mining on the
m) identify areas where pastoral environment
farming is taking place
n) list conditions favouring
pastoralism

100  
 
4.3 Fishing 4.5 Wildlife and Tourism

4.3.1 Specific Objectives: 4.5.1 Specific Objectives


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) identify and name the major a) name and locate the national
fishing grounds parks and national reserves in
b) name the types of fish caught Kenya
c) describe the methods of b) explain the importance of
fishing wildlife
d) list fish preservation methods c) identify the problems facing
e) explain the importance of wildlife
fisheries d) appreciate the efforts being
f) identify problems facing taken to conserve wildlife
fisheries e) identify the main tourist
attractions
4.3.2 Content f) explain the importance of
4.3.2.1 Fishing grounds tourism
4.3.2.2 Types of fish caught g) identify problems associated
4.3.2.3 Methods of fishing with tourism
4.3.2.4 Fish preservation methods
4.3.2.5 Importance of fisheries 4.5.2 Content
4.3.2.6 Problems facing fisheries 4.5.2.1 Major National Parks and
National Reserves
4.4 Forestry 4.5.2.2 Importance of wildlife
4.5.2.3 Problems facing wildlife
4.4.1 Specific Objectives: 4.5.2.4 Wildlife conservation measures
By the end of this topic, the 4.5.2.5 Tourist attractions
learner should be able to: 4.5.2.6 Importance of tourism
a) name and locate types of 4.5.2.7 Problems associated with tourism
forests in Kenya
b) state the importance of forests 4.6 Trade
c) state the problems facing 4.6.1 Specific Objectives:
forests in Kenya By the end of this topic, the
d) explain the effects of learner should be able to:
deforestation in Kenya a) identify different business
e) identify forest conservation opportunities available in
measure Kenya
b) state the importance of trade
4.4.2 Content
4.4.2.1 Types of Forests 4.6.2 Content
4.4.2.2 Distribution of forests 4.6.2.1 Business opportunities in Kenya
4.4.2.3 Importance of forests 4.6.2.2 Importance of trade
4.4.2.4 Problems facing forests
4.4.2.5 Effects of deforestation
4.4.2.6 Forest conservation measures

101  
 
4.7 Industries f) identify modern forms of
communication
4.7.1 Specific Objectives
By the end of this topic, the 4.8.2 Content
learner should be able to: 4.8.2.1 Forms of transport- traditional
a) identify factors influencing and modern
location of industries 4.8.2.2 Road Safety
b) identify different types of 4.8.2.3 Forms of communication –
industries and their location traditional and modern
c) give reasons for the
establishment of Jua Kali 4.9 Urbanization
industries
d) state benefits from industries 4.9.1 Specific Objectives:
e) state problems facing Jua By the end of this topic, the
Kali industries learner should be able to:
f) state the problems facing a) state the factors influencing
industries in Kenya growth of towns
g) identify the effect of b) state functions of major
industries on the environment towns
c) state the problems facing
4.7.2 Content urban centers
4.7.2.1 Factors influencing location of d) appreciate the efforts being
industries made to solve problems in
4.7.2.2 Types of industries: urban centres
• Manufacturing
4.9.2 Content
• Processing
4.9.2.1 Factors influencing growth
• Assembly 4.9.2.2 Major towns of Nairobi,
• Service Mombasa, Kisumu, Eldoret,
Thika
4.7.2.3 Jua Kali industries 4.9.2.3 Problems facing urban centres
4.7.2.4 Benefits from industries 4.9.2.4 Ways of solving problems of
4.7.2.5 Problems facing industries urban centres
4.7.2.6 Effect of industries on the
environment UNIT 5.0: POLITICAL
DEVELOPMENTS AND
4.8 Transport and Communication SYSTEMS
4.8.1 Specific Objectives:
By the end of this topic, the 5.1 Specific Objectives
learner should be able to: By the end of this topic, the
a) describe traditional forms of learner should be able to:
transport a) identify and appreciate the
b) identify and describe modern role of traditional leaders
forms of transport b) describe traditional forms of
c) state causes of road accidents government
d) suggest ways of reducing c) appreciate the role of
road accidents traditional governments in
e) identify and describe society
traditional forms of
communication

102  
 
d) explain the establishment of 5.2.5 Political movement and
colonial rule associations
e) describe colonial Kenya African Study Union
administration in Kenya Kenya African Union
f) state effects of colonial rule MAU MAU Movement
in Kenya Kenya African National Union
g) describe the response of the Kenya African Democratic
Africans to colonial rule Union African Peoples’ Party
h) appreciate African’s response 5.2.6 Attainment of Independence
to colonial rule Lancaster House Conference
i) recognize and explain the role Attainment of Madaraka
of political movements and Becoming a Republic
associations in the 5.2.7 Political
struggle development in Kenya
for independence
since 1963
j) appreciate the role of early
leaders in the struggle for
UNIT 6.0: CITIZENSHIP
independence
k) explain the events leading to 6.1 Specific Objectives:
attainment of independence By the end of this topic, the
l) explain how Kenya became a learner should be able to:
Republic a) identify rights and
m) identify and explain the responsibilities of Kenyan
political development the has taken plane in Kenya since independence
citizens
n) Appreciate the political b) explain the importance of
development that has taken place in Kenya since
good citizenship independence.
c) identify and recognize
5.2 Content symbols of the Kenya nation
5.2.1 Prominent leaders in traditional
Kenyan societies 6.2 Content
• Masaku 6.2.1 Rights and responsibilities of
• Sakawa citizens
• Samoei 6.2.2 Importance of good citizenship
• Mekatilili 6.2.3 Symbols of the Kenya Nation

5.2.2 Traditional forms of government UNIT 7.0: DEMOCRACY AND


• The Abawanga HUMAN RIGHTS
• The Ameru
7.1 Specific Objectives
5.2.3 How Kenya became a nation By the end of this topic, the
learner should be able to:
• Establishment of colonial rule
a) name different types of
• Colonial administration democracy
• Effects of colonial rule b) appreciate the importance of
democracy
5.2.4 African response to colonial rule
Resistance – The Nandi,
Ababukusu
Collaboration – Mumia, Waiyaki

103  
 
7.2 Content UNIT 9.0: THE GOVERNMENT OF
7.2.1 Types of democracy KENYA
7.2.2 Importance of democracy
9.1 Specific Objectives:
UNIT 8.0: LAW, PEACE AND By the end of this topic, the
RECONCILIATION learner should be able to:
a) explain the process through
8.1 Specific Objectives: which the constitution takes
By the end of this topic, the to be made, amended and
learner should be able to: reviewed
a) appreciate the importance of b) describe the composition and
the law and order in society functions of the Electoral
b) identify the effects of Commission of Kenya
lawlessness in society c) describe the composition and
functions of the three arms of
8.2 Content the government
8.2.1 Importance of law and order d) identify the role of
8.2.2 Factors undermining law and government in society
order e) list sources of government
8.2.3 Effects of lawlessness in society revenue
f) describe the hierarchy and
role of the provincial
administration
g) appreciate the role of
administration in the country

9.2 Content
9.2.1 The Kenya Constitution
9.2.2 Electoral Commission of Kenya
9.2.3 Arms of the government
9.2.4 Role of the government in
Society
9.2.5 Sources of government revenue
9.2.6 Administration in the country

104  
 
STANDARD SIX

THEME: LIVING TOGETHER IN c) state the importance of


EASTERN AFRICA physical features
d) identify and locate relief
UNIT 1.0: PHYSICAL regions
ENVIRONMENT
1.2.2 Content
1.1 Location 1.2.2.1 Major physical features
1..2.2.2 The formation of the Rift Valley,
1.1.1 Specific Objectives: mountains and plateau
By the end of this topic, the 1.2.2.3 Importance of physical features
learner should be able to: 1.2.2.4 Relief regions
a) name the countries
neighbouring Kenya 1.3 Climate
b) locate the countries
neighbouring Kenya 1.3.1 Specific Objectives:
c) interpret the use of scale, By the end of this topic, the
colour and compass learner should be able to:
directions on maps a) identify and describe the
d) interpret and use longitudes climatic regions of E. Afirca
and latitudes b) explain factors influencing
e) state the size of the climate
neighbouring counties c) identify weather measuring
f) describe the shape of the instruments
countries d) practice the recording of
g) locate and describe features weather
and human activities on a e) explain how climate
map influences human activities
f) identify and describe the
1.1.2 Content factors influencing climate
1.1.2.1 Countries neighbouring Kenya change
1.1.2.2 Interpreting features, human g) explain how climate change
activities on a map, using scale, may affect human activities
compass and colour
1.1.2.3 Longitudes and Latitudes 1.3.2 Content
1.1.2.4 The countries of Eastern Africa 1.3.2.1 Climatic regions of Eastern
1.1.2.5 Position, size and shape of Africa
Eastern African 1.3.2.2 Factors influencing climate
1.3.2.3 Weather instruments - barometer,
1.1. Physical features anemometer
1.3.2.4 Weather recording – time of
1.2.1 Specific Objectives: observation and measurement
By the end of this topic, the 1.3.2.5 Influence of climate on human
learner should be able to: activities
a) name and locate major 1.3.2.6 Factors influencing climate
physical features change
b) describe the formation of 1.3.2.7 Impact of climate change on
some physical features human activities

105  
 
1.4 Vegetation 3.1.2 Content
3.1.2.1 History of the school
1.4.1 Specific Objectives: 3.1.2.2 Routine of the school
By the end of this topic, the 3.1.2.3 The role of the school in
learner should be able to: community development
a) identify and classify the man
language groups 3.2 The Family
b) trace the migration routes and
explain the reasons for 3.2.1 Specific Objectives:
migration By the end of this topic, the
c) identify the settlement of the learner should be able to:
main language groups a) identify needs of family
d) explain the factors members
influencing population b) identify roles and
distribution responsibilities of family
e) describe the distribution of members
population
f) identify factors influencing 3.2.2 Content
population growth 3.2.2.1 Needs of family members
g) explain the impact of rapid 3.2.2.2 Roles and responsibilities of
population growth on family members
resources
3.3 The Clan System
2.2. Content
2.2.1 Major language groups 3.3.1 Specific Objectives:
2.2.2 Migration and settlement of By the end of this topic, the
major language group learner should be able to:
2.2.3 Population distribution a) explain the formation of clan
2.2.4 Factors influencing population b) identify functions of clans
growth
2.2.5 Impact of rapid population 3.3.2 Content
growth on resources 3.3.2.1 Formation of clans
3.3.2.2 Functions of clans
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL UNIT 4.0: RESOURCES AND
ACTIVITIES
ECONOMIC ACTIVITIES
3.1 The school
4.1 Agriculture
3.1.1 Specific Objectives:
By the end of this topic, the 4.1.1 Specific Objectives
learner should be able to: By the end of the topic, the
a) recite the history of the learner should be able to:
school a) state the conditions of growth
b) describe the school routine of major cash crops
c) state and appreciate the role b) identify where the crops are
of the school in community grown
development c) identify contribution of cash
crops to the economy

106  
 
d) identify areas where beef f) describe the effects of mining
farming is carried out on the environment
e) state problems facing beef
farming 4.2.2 Content
f) state the contribution of beef 4.2.2.1 Distribution of major minerals –
farming to the economy Copper in Uganda, Diamonds in
g) state the factors influencing Tanzania, Salt in Kenya
pastoralism 4.2.2.2 How the above minerals are
h) identify the areas where mined
pastoralism is taking place 4.2.2.3 Uses of minerals
i) state problems facing 4.2.2.4 Contribution of the minerals to
pastoralism the economy
j) state developments taking 4.2.2.5 Problems associated with mining
place in pastoral areas 4.2.2.6 Effects of mining on the
environment
4.1.1 Cash crop farming
4.3 Forestry
• Coffee growing in Kenya and
Ethiopia 4.3.1 Specific Objectives:
• Maize growing in Kenya and By the end of this topic, the
Tanzania learner should be able to:
• Banana growing in Kenya a) locate the major forests in
and Uganda Eastern Africa
• Sisal growing in Kenya and b) state the importance of forests
Tanzania c) identify problems facing
• Sugar cane growing in Kenya forests
and Sudan d) discuss and appreciate the
efforts being made to
4.1.2 Beef farming in Kenya and conserve forests
Tanzania
4.1.3 Pastoralism in Kenya and 4.3.2 Content
Uganda 4.3.2.1 Distribution of forests in Eastern
Africa
4.2 Mining 4.3.2.2 Importance of forests
4.3.2.3 Problems facing forests
4.2.1 Specific Objectives: 4.3.2.4 Forest conservation efforts
By the end of this topic, the 4.4. Fishing
learner should be able to: 4.4.1 Specific Objectives:
a) identify the location of the By the end of this topic, the
minerals learner should be able to:
b) describe how the minerals are a) identify the inland fishing
mined areas in Kenya, Uganda and
c) explain the use of the Tanzania
minerals b) identify main fishing grounds
d) state the contribution of the c) identify types of fish caught
minerals to the economy d) state the problems facing
e) state the problems associated inland fishing
with mining

107  
 
e) explain the problems facing 4.6 Transport and Communication
sea fishing in Kenya and
Tanzania 4.6.1 Specific Objectives:
f) state the contribution of By the end of this topic, the
fisheries to the economy learner should be able to:
a) identify the development of
4.4.2 Content transport systems in the
4.4.2.1 Inland fishing in Uganda and region
Tanzania, Kenya b) state the problems facing
4.4.2.2 Sea fishing in Kenya and Tanzania transport in the region
4.4.2.3 Contribution of fishing to the c) trace the development of
economy communication in the region
d) state problems facing
4.5 Trade communication
e) identify benefits of improved
4.5.1 Specific Objectives: transport and communication
By the end of this topic, the system in the region
learner should be able to:
a) identify factors influencing 4.6.2 Content
trade in the region 4.6.2.1 Development of forms of
b) state the forms of trade in the transport
region 4.6.2.2 Problems facing transport
c) state the items of trade in 4.6.2.3 Development of communication
region in the region
d) state the imports and exports 4.6.2.4 Problems facing communication
to and from the region 4.6.2.5 Benefits of improved transport
e) state the problems facing and communication systems
trade in the region
4.7 Industries
f) state the benefits of trade in
4.7.1 Specific Objectives
the region
By the end of this topic, the
learner should be able to:
4.5.2 Content
4.5.2.1 Factors influencing trade a) trace industrial development
4.5.2.2 Forms of trade in the region
4.5.2.3 Items of trade b) identify the importance of
4.5.2.4 Imports to and exports from the industries
region c) state the problems facing
4.5.2.5 Benefits of trade industries
4.5.2.6 Problems facing trade d) explain the impact of
industries on the environment

4.7.2 Content
4.7.2.1 Industries development in the
region
4.7.2.2 Importance of industries
4.7.2.3 Problems facing industries in the
region
4.7.2.4 Impact of industries on the
environment

108  
 
4.8 Wildlife and Tourism UNIT 5.0: POLITICAL
DEVELOPMENT AND
4.8.1 Specific Objectives: SYSTEMS
By the end of this topic, the
learner should be able to: 5.1 Traditional forms of government
a) Locate major game parks in
Eastern Africa 5.1.1 Specific Objectives
b) Discuss and appreciate the
By the end of this topic, the
wildlife conservation
learner should be able to:
measures being carried out
a) describe some traditional
c) identify the main tourist
forms of government in
attractions in the region
Eastern Africa
d) state the benefits of tourism
b) appreciate the role of
e) state the problems facing traditional forms of
tourism government in society
f) discuss possible solutions to
the problems facing tourism 5.1.2 Content
5.1.2.1 Buganda
4.8.2 Content 5.1.2.2 Nyamwezi
4.8.2.1 Major game parks
4.8.2.2 Wildlife conservation measures 5.2 Early visitors to Eastern Africa
4.8.2.3 Tourist attractions
4.8.2.4 Benefits of tourism 5.2.1 Specific Objectives:
4.8.2.5 Problems facing tourism By the end of this topic, the
4.8.2.6 Possible solutions to the learner should be able to:
problems facing tourism a) identify the origin of the early
visitors to Eastern Africa
4.9 Urbanization b) explain the effects of the
4.9.1 Specific Objectives early visitors to Eastern
By the end of this topic, the Africa
learner should be able to:
a) state functions of major towns 5.2.2 Content
in Eastern Africa 5.2.2.1 Explorers
b) identify problems facing urban 5.2.2.2 Traders
centers 5.2.2.3 Missionaries
c) appreciate the efforts being
made to solve problems in 5.3 Establishment of colonial rule
urban centers
5.3.1 Specific Objectives:
4.9.2 Content By the end of this topic, the
4.9.2.1 Major towns - Nairobi, learner should be able to:
Mombasa, Kampala, Juja, Dar-
a) describe the scramble and
es-Salam, Dodoma, Arusha,
partition of Eastern Africa
Addis Ababa
b) explain the reasons for the
4.9.2.2. Problems facing urban centers
scramble
4.9.2.3 Efforts being made to solve
problems in urban centers c) describe the establishment of
colonial rule in Eastern
Africa

109  
 
5.3.2 Content 5.6 Struggle for Independence in
5.3.2.1 Scramble for and partition of Tanzania
Eastern Africa
5.3.2.2 Reasons for the scramble 5.6.1 Specific Objectives:
5.3.2.3 Partition of Eastern Africa By the end of this topic, the
5.3.2.4 Establishment of colonial rule learner should be able to:
a) describe the struggle for
5.4 Colonial systems of independence in Tanzania
Administration b) appreciate the efforts made in
the struggle for independence
5.4.1 Specific Objectives in Tanzania
By the end of this topic, the c) identify the member countries
learner should be able to: of the regional bodies
a) describe the colonial system d) state problems facing
of administration in Kenya regional bodies
b) describe the German rule in
Tanganyika 5.9.2 Content
5.9.2.1 East African Community(EAC)
5.4.2 Content 5.9.2.2 Inter Governmental Authority on
5.4.2.1 The British in Kenya Development(IGAD)
5.4.2.2 The Germans in Tanganyika 5.9.2.3 Common Market for Eastern and
Southern Africa(COMESA)
5.5 African response to colonial
rule 5.6.2 Content
5.6.2.1 Events in the struggle for
5.5.1 Specific Objectives: independence
By the end of this topic, the 5.6.2.2 Attainment of independence
learner should be able to:
a) describe the response of the 5.7 Life and contribution of
Africans to colonial rule prominent leader
b) appreciate African response
to colonial rule 5.7.1 Specific Objectives
By the end of this topic, the
5.5.2 Content learner should be able to:
5.5.2.1 Resistance a) Describe the life and
• Kabaka Mwanga contributions of some
• Maji Maji uprising prominent leaders in the
region
5.5.2.2 Collaboration b) Appreciate the contributions
• Kabaka Mutesa I made by the leaders
• Karuri wa Gakure
5.7.2 Content
5.7.2.1 Haile Sellasie
5.7.2.2 Julius Nyerere

110  
 
5.8 Present system of government UNIT 7.0: DEMOCRACY AND
in Uganda HUMAN RIGHTS

5.8.1 Specific Objectives: 7.1 Specific Objectives:


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) Describe the system of a) identify types of Human
government in Uganda Rights
b) Compare the system of b) explain the importance of
government in Uganda and Kenya Human Rights
c) appreciate and demonstrate
5.8.2 Content respect for Human Rights
5.8.2.1 The system of government in
Uganda 7.2 Content
5.8.2.2 Comparison between the 7.2.1 Classification of Human Rights
government of Uganda of 7.2.2 Importance of respecting Human
Uganda and Kenya Rights
7.2.3 Abuse of Human Rights
5.9 Regional Co-operation
UNIT 8.0: LAW, PEACE AND
5.9.1 Specific Objectives: RECONCILIATION
By the end of this topic, the
learner should be able to: 8.1 Specific Objectives:
a) Explain the formation of By the end of this topic, the
different regional bodies learner should be able to:
b) Identify the objectives of the a) Identify factors that promote
regional bodies peace in society
b) State factors that undermine
UNIT 6.0: CITIZENSHIP peace
c) State the importance of peace
6.1 Specific Objectives d) Appreciate the need for peace
By the end of this topic, the in society
learner should be able to:
a) state the role of citizens in the 8.2 Content
government and civic life 8.2.1 Factors promoting peace
b) identify importance of good 8.2.2 Factors undermining peace
relations in society 8.2.3 Importance of peace
c) appreciate the importance of
good relations in society

6.2 Content
6.2.1 Role of citizens in the
government and civic life
6.2.2 Importance of good relations in
society

111  
 
UNIT 9.0: THE GOVERNMNET OF h) state types of local authorities
KENYA i) explain how elections are
conducted to elect officers in
9.1 Specific Objectives: local authorities
By the end of this topic, the j) identify functions of local
learner should be able to: authorities
a) State the major elements of k) identify the national
the Kenya Constitution philosophies
b) Appreciate and show respect k) appreciate the objectives of
for the Kenya Constitution the national philosophies
c) State the requirements of
candidates in national 9.2 Content
elections 9.2.1 The Kenya Constitution
d) Describe the electoral process 9.2.2 Electoral process in Kenya
in Kenya 9.2.3 Formation of government
e) Appreciate the role of the 9.2.4 Arms of the Government
Electoral Commission in 9.2.5 Local authorities
conducting national elections 9.2.6 National philosophies of Kenya –
f) Describe how government is Harambee, African Socialism,
formed Nyayoism
g) Describe the composition and
functions of the three arms of
the government

112  
 
STANDARD SEVEN

THEME: LIVING TOGETHER IN 1.2.2 Content


AFRICA 1.2.2.1 Distribution of main physical
UNIT 1.0: PHICIAL features
ENVIRONMENT 1.2.2.2 Formation of mountains and
lakes
1.1 Location 1.2.2.3 Relief regions of Africa

1.1.1 Specific Objectives: 1.3 Climate


By the end of this topic, the 1.3.1 Specific Objectives
learner should be able to: By the end of this topic, the
a) Name and locate the learner should be able to:
countries of Africa on the a) identify and explain the
map factors that influence
b) Describe the position, shape climate of region
and size of Africa b) name and locate climate
c) Identify the major longitudes regions of Africa
and latitudes c) describe the climatic
d) Indicate the positions of regions of Africa
longitudes and latitudes d) explain the seasons
e) Describe rotation of the earth experienced in Africa
and revolution of the earth e) explain how climate
f) Identify the effects of rotation influence human activities
of the earth on time f) state the factors
g) Read and interpret maps influencing climate change
g) state the impact of climate
1.1.2 Content change on human activities
1.1.2.1 Position, shape and size of the
countries of Africa 1.3.2 Content
1.1.2.2 Longitudes, Latitudes, Time 1.3.2.1 Factors influencing climate
1.1.2.3 Rotation and Revolution of the 1.3.2.2 Climatic regions
Earth 1.3.2.3 Seasons
1.1.2.4 Map reading and interpretation 1.3.2.4 Influence of climate on human
activities
1.2 Physical Features 1.3.2.5 Factors influencing climate
change
1.2.1 Specific Objectives: 1.3.2.6 Impact of climate change on
By the end of this topic, the human activities
learner should be able to:
a) Identify and locate the main
physical features of Africa
b) Describe the formation of
mountains and lakes
c) Identify and describe the
relief regions of Africa

113  
 
1.4 Vegetation
2.2 Content
1.4.1 Specific Objectives: 2.2.1 Distribution of major language
By the end of this topic, the groups
learner should be able to: 2.2.2 Interaction among communities
a) Name and locate different 2.2.3 Africa’s population, distribution
types of vegetation 2.2.4 Factors affecting growth and
b) Describe the characteristic of distribution of population
the different types of 2.2.5 Problems of population growth
vegetation
c) Identify factors influencing UNIT 3.0: SOCIAL RELATIONS
vegetation distribution AND CULTURAL
d) Explain the factors which ACTIVITIES
influence the distribution of
vegetation 3.1 The School
3.1.1 Specific Objectives:
1.4.2 Content By the end of this topic, the
1.4.2.1 Types and characteristics of learner should be able to:
vegetation a) describe the school
1.4.2.2 Factors influencing vegetation administration
distribution b) state the role of
administration in the school
UNIT 2.0: PEOPLE AND c) state the contribution of the
POPULATION community in school
development
2.1 Specific Objectives: d) appreciate the contribution of
By the end of this topic, the the community in the
learner should be able to: development of the school
a) name and classify major
language groups in Africa 3.2.1 Content
b) locate the areas where the 3.2.1.1 School Administration
language groups are found on 3.2.1.2 The role of the community in the
the map school development
c) state various ways through
which communities among 3.2 The Family
communities 3.2.1 Specific Objectives:
d) state benefits of interaction By the end of this topic, the
among communities learner should be able to:
e) list factors influencing a) state rights and
population distribution responsibilities of family
f) identify the densely and members
sparsely populated areas b) define the institution of
g) list the factors affecting marriage
growth and distribution of c) state the importance of the
population institution of marriage
h) state problems of population d) appreciate the importance of
growth the institution of marriage
i) appreciate the problems of
population growth

114  
 
3.2.2 Content 4.3 Multi-Purpose River Projects
3.2.2.1 Rights and responsibilities of
family members 4.3.1 Specific Objectives:
3.2.2.2 The Institution of Marriage By the end of this topic, the
3.2.2.3 Importance of marriage learner should be able to:
a) state the reasons for
UNIT 4.0: RESOURCES AND establishment of multi-
ECONIMIC ACTIVITIES purpose projects
b) identify the location of the
4.1 Agricultural Development multi-purpose projects
c) state the benefits of multi
4.1.1 Specific Objectives: purpose projects
By the end of this topic, the d) identify the problems
learner should be able to: experienced in developing
a) state the factors influencing multi-purpose projects
the growth of some crops e) appreciate the contribution of
b) locate areas where these multi- purpose projects to the
crops are grown economy
c) identify uses of the crops
d) state the conditions favouring 4.3.2 Content
pastoral farming 4.3.2.1 Aswan High Dam
e) state the benefits from 4.3.2.2 Volta River Scheme
pastoral farming 4.3.2.3 River Tana Projects
f) identify problems being 4.3.2.4 Kariba Dam
experienced by pastoralists
g) identify new development 4.3 Forestry
taking place in pastoral
h) appreciate the development 4.4.1 Specific Objectives:
taking place in pastoral By the end of this topic, the
farming areas learner should be able to:
a) identify the distribution of
4.2 Content forests in Africa
4.2.1 Crop farming c) state the contribution of
• Cocoa in Ghana forests to the economy
• Cloves in Tanzania c) identify problems facing
forests in Africa
• Pyrethrum in Kenya
4.4.2 Content
4.2.2 Pastoral farming among
4.4.2.1 Distribution of forests in Africa
• The Maasai 4.4.2.2 Contribution of forests to
• The Fulani economy
• The Tswana 4.4.2.3 Problems facing forests

115  
 
4.5 Mining 4.7 Fishing
4.5.1 Specific Objectives:
By the end of this topic, the 4.7.1 Specific Objectives:
learner should be able to: By the end of this topic, the
a) describe how the minerals are learner should be able to:
extracted a) identify the major fishing
b) list various uses of the grounds
minerals b) describe the different
c) identify the contribution of methods of fishing used
the minerals to the economy c) identify the importance of
fisheries to the economy
4.5.2 Content d) appreciate the contribution of
4.5.2.1 Petroleum in Nigeria fisheries to the economy
4.5.2.2 Copper in Zambia e) state the problems being
4.5.2.3 Gold in South Africa experienced in fisheries
4.5.2.4 Soda Ash in Kenya
4.7.2 Content
4.6 Industrial Development 4.7.2.1 Fishing grounds
4.7.2.2 Fishing methods
4.6.1 Specific Objectives: 4.7.2.3 Contribution of fishing to
By the end of this topic, the economy
learner should be able to: 4.7.2.4 Problems facing fisheries
a) identify factors of industrial
development in South Africa 4.8 Trade
and Kenya
b) state the contribution of rapid 4.8.1 Specific Objectives:
industrial development to By the end of this topic, the
South Africa and Kenya learner should be able to:
c) state the problems a) list items of trade in the
experienced due to rapid regions
industrial development region b) identify the forms of
to the rest of the exchange in regional trade
c) state the problems being
4.6.2 Content experienced in regional trade
4.6.2.1 Rapid industrial development in d) identify the benefits of
South Africa and Kenya regional trade
4.6.2.2 Contribution of industries to e) list the exports from the
economy world
4.6.2.3 Problems arising from rapid f) identify the imports from the
industrialization rest of the world

116  
 
4.9 Transport and 4.11 Urbanization
Communications
4.11.1 Specific Objectives:
4.9.1 Specific Objectives: By the end of this topic, the
By the end of this topic, the learner should be able to:
learner should be able to: a) locate the major towns and
a) describe the transport cities in Africa
network in Africa b) identify the capital cities of
c) explain the advantages and Africa
disadvantages of the different
forms of transport 4.11.2 Content
c) state problems facing 4.11.2.1 Major cities and towns of Africa
transport in Africa 4.11.2.2 Capital cities of Africa
d) state the new development in
communication systems in 4.12 Challenges to African
Africa Economies

4.9.2 Content 4.12.1 Specific Objectives:


4.9.2.1 Transport network in Africa By the end of this topic, the
4.9.2.2 Advantages and disadvantages of learner should be able to:
different forms of transport a) identify and explain the
4.9.2.3 Problems facing transport in challenges facing
Africa b) describe the effect of the
4.9.2.4 Development of communication challenges on African
systems in Africa economies
c) suggest possible solutions to
4.10 Tourism Africa’s challenges
d) appreciate the efforts being
4.10.1 Specific Objectives: made to deal with Africa’s
By the end of this topic, the development challenges
learner should be able to:
a) identify main tourist 4.12.2 Content
attractions 4.12.2.1 Challenges facing African
b) list the main tourists economies
destinations 4.12.2.2 Effect of the challenges to Africa
c) state the contribution of economies
tourism to the economy 4.12.2.3 Solutions to African’s
d) state the challenges facing development challenges
tourism in Africa

4.10.2 Content
4.10.2.1 Main tourist attractions in Africa
4.10.2.2 Contribution of tourism to the
economy
4.10.2.3 Challenges facing tourism

117  
 
UNIT 5.0: POLITICAL 5.3.2 Content
DEVELOPMENTS AND 5.3.2.1 Resistance
SYSTEMS • Abagusii,
• Samore Toure
5.1 Traditional forms of
government 5.4 Colonial Administration in
Africa
5.1.1 Specific Objectives
By the end of this topic, the 5.4.1 Specific Objectives:
learner should be able to: By the end of this topic, the
a) describe traditional forms of learner should be able to:
government among selected a) describe some colonial
b) describe the political, social systems of administration in
and economic organization of Africa
some selected communities b) state the effects of colonial
rule in Africa
5.1.2 Content
5.1.2.1 The Khoisan – (Khoikhoi, The 5.4.2 Content
San) 5.4.2.1 Different systems of colonial
5.1.2.2 Old Ghana administration
5.4.2.2 Belgians in Congo
5.2 Scramble for and Partition of 5.4.2.3 French in Senegal
Africa 5.4.2.4 Portuguese in Mozambique
5.4.2.5 Effects of colonial rule
5.2.1 Specific Objectives:
By the end of this topic, the 5.5 Struggle for Independence
learner should be able to:
a) give reasons for the scramble 5.5.1 Specific Objectives:
of Africa By the end of this topic, the
b) describe the partition of learner should be able to:
Africa a) describe the struggle for
independence in some
5.2.2. Content African countries;
5.2.2.1 Reasons for the Scramble b) appreciate the efforts made in
5.2.2.2 Partition of Africa the struggle for independence

5.3 African Response to the 5.5.2 Content


Scramble and Partition 5.5.2.1 Chana
5.5.2.2 Zimbabwe
5.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe how Africans
reacted to the scramble and
partition of Africa
b) appreciate the response of
Africans to the scramble and
partition

118  
 
5.6 Life and contributions of e) identify problems that faced
prominent African leaders the OAU
f) explain why African
5.6.1 Specific Objectives: countries formed the African
By the end of this topic, the Union
learner should be able to: g) outline the objective of the
a) describe the life and African Union
contributions of some African
leaders 5.8.2 Content
b) appreciate the contribution of 5.8.2.1 The Organization of African
African leaders of their Unity (OAU)
countries 5.8.2.2 The African Union (AU)

5.6.2 Content UNIT 6.0: CITIZENSHIP


5.6.2.1 Nelson Mandela
5.6.2.2 Gemal Abdel Nassar 6.1 Specific Objectives:
5.6.2.3 Leopold Senghor By the end of this topic, the
learner should be able to:
5.7 Present system of government a) state the elements of good
in Swaziland citizenship
b) appreciate the role in working
5.7.1 Specific Objectives: in the community
By the end of this topic, the
learner should be able to: 6.2 Content
a) describe the present system of 6.2.1 Elements of good citizenship
government in Swaziland 6.2.2 Collective responsibility
b) compare the systems of
government in Kenya and UNIT 7.0: DEMOCRACY AND
Swaziland HUMAN RIGHTS
7.1 Specific Objectives:
5.7.2 Content By the end of this topic, the
5.7.2.1 The system of government in learner should be able to:
Swaziland a) state their responsibilities in a
5.7.2.2 Comparison of the system of democracy
government in Swaziland and b) appreciate their
Kenya responsibilities in democracy
c) state the benefits of
5.8 Organization of African Unity democracy
(OAU) / African Union d) state the importance of
respecting Human Rights
5.8.1 Specific Objectives: e) demonstrate a sense of
By the end of this topic, the responsibility in respect for
learner should be able to: Human Rights
a) describe the formation of the
Organization of African 7.2 Content
Unity 7.2.1 Responsibilities of an individual
b) list the members of OAU in democracy
c) state the functions of OAU 7.2.2 Benefits of democracy
d) outline the achievement of 7.2.3 Importance of Human Rights
OAU
119  
 
UNIT 9.0: THE GOVERNMENT OF
UNIT 8.0: LAW, PEACE AND KENYA
RECONCILIATION
9.1 Specific Objectives:
8.1 Specific Objectives: By the end of this topic, the
By the end of this topic, the learner should be able to:
learner should be able to: a) state the elements of the
a) state factors that cause Kenya Constitution
conflicts in society b) show respect for the
b) state ways of resolving constitution
disputes c) identify the role of citizens in
c) demonstrate ability and the electoral process
willingness to resolve their d) state the effects of none
own disputes in and out of participation of people in
school. elections
e) identify the role of citizens in
8.2. Content the government
8.2.1 Causes of conflict in society f) appreciate their role in the
8.2.2 Ways of resolving disputes government as Kenya citizens
g) identify the responsibility of
the government to the citizens
h) appreciate the efforts being
made by the government in
carrying out is responsibility

9.2 Content
9.2.1 The Kenya Constitution
9.2.2 The Electoral Process
9.2.3 Role of citizens in the
government
9.2.4 Responsibility of the government
to the citizens

120  
 
STANDARD EIGHT

THEME: LIVING TOGETHER IN 1.3 Climate


KENYA AND THE
WORLD 1.3.1 Specific Objectives:
By the end of this topic, the
UNIT 1.0: PHYSICAL learner should be able to:
ENVIRONMENT a) name and describe
traditional methods of
1.1 Map reading weather observation
b) observe, measure and record
1.1.1 Specific Objectives: weather elements
By the end of this topic, the c) identify and describe factors
learner should be able to: influencing climate change
a) identify and use symbols to d) explain the impact of climate
read and interpret a map change on human activities
b) calculate the area of given
areas /regions 1.3.2 Content
c) measure distances 1.3.2.1 Traditional weather observation
represented on maps 1.3.2.2 Modern weather observation,
d) describe direction of places recording and measurement
using compass points 1.3.2.3 Factors influencing climate
change
1.1.2 Content 1.3.2.4 Impact of climate change on
1.1.2.1 Symbol human activities
1.1.2.2 Area
1.1.2.3 Distance UNIT 2.0: PEOPLE AND
1.1.2.4 Direction POPULATION
1.1.2.5 Colour
1.1.2.6 Scale 2.1 Evolution of Early Mass

1.2 Physical Features 2.1.1 Specific Objectives:


By the end of this topic, the
1.2.1 Specific Objectives: learner should be able to:
By the end of this topic, the a) trace the evolution and
learner should be able to: development of Early Man
a) explain effects of physical b) name and locate pre-historic
features on human activities sites in Eastern Africa
b) appreciate the effect of
physical features on human 2.1.1.1 Content
activities 2.1.1.2 Early, Middle and Late Stone
Age
1.2.2 Content 2.1.1.3 Pre-historic sites in East Africa
1.2.2.1 Effect of physical features on
Human activities

121  
 
2.2 Type of Migrations 2.5 Ways of managing population

2.2.1 Specific Objectives: 2.5.1 Specific Objectives:


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) state reasons for the different a) identify ways of managing
types of migrations population growth
b) state effects of the migrations c) explain ways of managing
population growth
2.2.2 Content
2.2.2.1 Rural – urban migration 2.5.2 Content
2.2.2.2 Urban – rural migration 2.5.2.1 Ways of managing slow
2.2.2.3 Rural – rural migration population growth
2.2.2.4 Urban – urban migration 2.5.2.2 Ways of managing rapid
2.2.2.5 Migration into and from Kenya population growth

2.3 Factors influencing population 2.6 Population of Kenya


growth 2.6.1 Specific Objectives:
By the end of this topic, the
2.3.1 Specific Objectives: learner should be able to:
By the end of this topic, the a) describe the structure and
learner should be able to: composition of the population
a) identify factors influencing of Kenya
population growth b) compare the population of
b) explain factors influencing Kenya with that of Germany
population growth and India

2.3.2 Content 2.6.2 Content


2.3.2.1 Factors leading to slow 2.6.2.1 The population of Kenya
population growth 2.6.2.2 Comparison of the population of
2.3.2.2 Factors leading to rapid Kenya with that of Germany and
population growth India

2.4 Problems of population growth UNIT 3.0: SOCIAL RELATIONS


AND CULTURAL
2.4.1 Specific Objectives: ACTIVITIES
By the end of this topic, the
learner should be able to: 3.1 The School
a) identify problems of
population growth 3.1.1 Specific Objectives:
b) explain problems of fast and By the end of this topic, the
slow population growth learner should be able to:
a) explain how schools are
2.4.2 Content managed
2.4.2.1 Problems of slow population b) explain the role of pupils in
growth school management
2.4.2.2 Problems of rapid population c) explain the role of the school
growth in the society

122  
 
3.1.2 Content g) explain the effects of settler
3.1.2.1 How schools are managed farming in Kenya
3.1.2.2 The role of pupils in school h) state the reasons for
management establishment of settlement
3.1.2.3 Role of the school in society schemes in Kenya
i) identify settlement schemes
3.2 The Family in Kenya
j) state the benefits of
3.2.1 Specific Objectives: settlement schemes
By the end of this topic, the k) state the problems facing
learner should be able to: settlement schemes
a) identify and appreciate l) name the crops grown in the
different marriage systems; irrigation schemes
b) respect and appreciate the m) describe the irrigation
rights and obligations of an individualmethods
within the family
used in theand society;
scheme
c) explain their role in n) state the contribution to the
succession and inheritance of economy of the irrigation
family property schemes
d) appreciate succession and o) explain problems facing
inheritance of family wealth irrigation farming in Kenya
p) explain the meaning of
3.2.2 Content horticulture
3.2.2.1 Different marriage systems
q) state the contribution of
3.2.2.2 Rights and Responsibilities in
horticulture farming to the
marriage
economy
3.2.2.3 Succession and inheritance
r) state the problems facing
UNIT 4.0: RESOURCES AND horticulture farming in Kenya
ECONOMIC s) compare horticulture farming
ACTIVITIES in Kenya and the Netherlands
t) identify fish farming areas in
4.1 Agriculture Kenya
u) name the types of fish caught
4.1.1 Specific Objectives: v) compare fish farming in
By the end of this topic, the Kenya and Japan
learner should be able to:
a) describe the traditional forms 4.1.2 Content
of agriculture 4.1.2.1 Traditional agriculture
4.1.2.2 Settler farming in Kenya
b) name the subsistence crops
4.1.2.3 Settlement scheme in Kenya
grown in traditional
4.1.2.4 Irrigation farming – Mwea
agriculture
Tebere, Perkerra, Ahero
c) state the farming methods Irrigation schemes
used in traditional agriculture 4.1.2.5 Horticultural farming
d) explain ways of food storage 4.1.2.6 Fish farming measures
in traditional agriculture
e) identify the areas where
settler farming was practiced
f) describe the methods of
farming in settler farming

123  
 
4.2 Mining 4.3.2.4 Forest conservation

4.2.1 Specific Objectives: 4.4 Soils


By the end of this topic, the
learner should be able to: 4.4.1 Specific Objectives:
a) locate the distribution of the By the end of this topic, the
minerals learner should be able to:
b) describe ways of extracting a) identify and locate the major
minerals soil types in Kenya
c) describe uses of the minerals b) state the uses of soils
d) state the problems associated c) state types of soil erosion
with mining d) state the causes of soil
e) state the effects of mining on erosion in Kenya
the environment e) state the effects of soil
f) state the contribution of erosion on human activities
minerals to the economy f) identify and describe soil
conservation measures
4.2.2 Content
4.2.2.1 Distribution of soda ash, 4.4.2 Content
fluorspar, limestone, diatomite, 4.4.2.1 Distribution of major soil types
gemstone, sand, marble, e.g. volcanic, black cotton,
salt sandy, alluvial soil
4.2.2.2 Extraction and uses of the 4.4.2.2 Uses of soils
minerals 4.4.2.3 Types of soil erosion
4.2.2.3 Contribution of minerals to 4.4.2.4 Causes of soil erosion
economy 4.4.2.5 Effects of soil erosion on human
4.2.2.4 Effects of mining on the activities
environment 4.4.2.6 Soil conservation measures

4.3 Forestry 4.5 Wildlife and Tourism

4.3.1 Specific Objectives: 4.5.1 Specific Objectives:


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) identify and locate forest in a) name and locate major game
Kenya parks
b) explain problems facing b) state the importance of
forests in Kenya wildlife
c) state the effects of c) identify problems facing
deforestation in Kenya wildlife
d) explain how forests are being d) explain how wildlife is being
conserved conserved
e) appreciate the need to e) develop a sense of
conserve forests responsibility for conserving
wildlife
4.3.2 Content f) identify major tourist
4.3.2.1 Distribution of forests attractions
4.3.2.2 Problems facing forests g) state the importance of
4.3.2.3 Effects of deforestation tourism

124  
 
h) highlight main problems 4.6.2.4 Importance of industries and its
facing tourism contribution to the economy
i) identify the main problems 4.6.2.5 Problems facing industries
associated with tourism 4.6.2.6 Effect of industries on the
environment
4.5.2 Content
4.5.2.1 Major game parks 4.7 Urbanization
4.5.2.2 Importance of wildlife
4.5.2.3 Problems facing wildlife 4.7.1 Specific Objectives
4.5.2.4 Wildlife conservation measures By the end of this topic, the
4.5.2.5 Major tourist attractions learner should be able to:
4.5.2.6 Importance of tourism a) explain factors influencing
4.5.2.7 Problems facing tourism growth of towns
b) locate the major towns in
4.6 Industries Kenya
c) identify the functions of the
4.6.1 Specific Objectives: major towns in Kenya
By the end of this topic, the d) identify problems facing
learner should be able to: urban centers
a) explain factors influencing e) appreciate the attempts being
industrial location made to solve the problems in
b) name types of industries urban centres
c) give examples of the types of
industries 4.7.2 Content
d) identify the reasons for 4.7.2.1 Factors influencing growth of
establishing Jua Kali towns
industries 4.7.2.2 Functions of major towns –
e) explain benefits of Jua Kali Nairobi, Mombasa, Kisumu,
industries Nakuru, Thika, Malind
f) highlight problems 4.7.2.3 Problems facing urban centres
g) experienced by Jua Kali 4.7.2.4 Attempts to solve problems
industries facing urban centres
g) explain the contribution of
industries to the economy 4.8 Co-operatives
h) explain problems facing 4.8.1 Specific Objectives:
industries By the end of this topic, the
i) explain the impact of learner should be able to:
industries on the environment a) identify types of agricultural
cooperatives
4.6.2 Content b) explain the functions of
4.6.2.1 Factors influencing industrial agricultural cooperatives
location c) state benefits of agricultural
4.6.2.2 Types of industries - cooperatives
Manufacturing, Processing, d) appreciate the benefits of
Assembly, Services agricultural cooperatives
4.6.2.3 Jua Kali Industries – reasons for e) explain problems facing
establishment, problems being agricultural cooperative
experienced, benefits

125  
 
4.8.2 Content 4.10 Trade
4.8.2.1 Types of agricultural
co-operatives 4.10.1 Specific Objectives:
4.8.2.2 Functions of agriculture By the end of this topic, the
co-operatives learner should be able to:
4.8.2.3 Benefits from agricultural a) identify and appreciate the
co-operatives role of government in trade
4.8.2.4 Challenges facing agricultural b) identify exports from Kenya
co-operatives c) name the imports to Kenya
d) explain the importance of
4.9 Transport and trade
Communications
4.10.2 Content
4.9.1 Specific Objectives: 4.10.2.1 Role of government in trade
By the end of this topic, the 4.10.2.2 Exports from Kenya
learner should be able to: 4.10.2.3 Importance of trade
a) demonstrate first aid skills
b) identify form of UNIT 5.0: POLITICAL
communications systems DEVELOPMENT AND
c) identify forms of transport SYSTEMS
systems
d) state functions transport 5.1 Activities of Early Political
systems Associations in Kenya up
e) describe problems facing to1939
transport systems
f) identify the major road signs 5.1.1 Specific Objectives:
By the end of this topic, the
g) explain causes of road
learner should be able to:
accidents
a) identify early political
h) suggest ways of preventing
associations in Kenya up to
road accidents
1939
i) state functions of
b) appreciate the role of the
communication systems
early political associations to
j) identify problems facing Kenya’s political
communication systems development
c) describe the role played by
4.9.2 Content
selected early political
4.9.2.1 Forms and functions of transport
associations in the struggle
4.9.2.2 Problems facing the different
for independence
forms of transport
4.9.2.5 Problems facing communication
5.1.2 Content
systems
5.1.2.1 East African Association
5.1.2.2 Young Kikuyu Association
5.1.2.3 Kikuyu Central Association
5.1.2.4 Kavirondo Tax Payers Welfare

126  
 
5.2 The Legislative Council 5.4 Attainment of Independence
(Legco) 5.4.1 Specific Objectives:
By the end of this topic, the
5.2.1 Specific Objectives: learner should be able to:
By the end of this topic, the a) describe the events that led to
learner should be able to: the attainment of
a) explain the role of Legco in independence;
the struggle for independence b) explain how Kenya got
the Legco Madaraka and become a
b) identify African members to Republic

5.4.2 Content
5.2.2 Content 5.4.2.1 Events leading to attainment of
5.2.2 The role of the Legco in the Independence
struggle for independence 5.4.2.2 The attainment of Independence
5.2.3 Nomination and election of 5.4.2.3 Kenya becoming a Republic
African members to the Legco
5.5 Political Developments in
5.3 Struggle for Independence – Kenya since 1963
(Political associations and
Movements after 1945) 5.5.1 Specific Objectives
By the end of this topic, the
5.3.1 Specific Objectives: learner should be able to:
By the end of this topic, the a) identify major political
learner should be able to: developments and events
a) name founder members of since 1963
political associations and b) appreciate the political
movements; changes taking place in
b) explain the role of political Kenya
associations in the struggle
for independence; 5.5.2 Content
c) identify the effects of 2nd 5.5.2.1 Major political events since
World war on the struggle for independence
independence 5.5.2.2 Major political developments
since independence
5.3.2 Content
5.3.2.1 Second World War 5.6 Life and Contributions of
5.3.2.2 Kenya African Study Union Prominent Kenyans
5.3.2.3 Kenya African Union
5.3.2.4 MAU MAU Movement 5.6.1 Specific Objectives:
5.3.2.5 Kenya African National Union By the end of this topic, the
5.3.2.6 Kenya African Democratic learner should be able to:
Union a) describe the life and
5.3.2.7 African People’s Party contributions of some
Association prominent leaders in Kenya
b) appreciate the contributions
of prominent leaders to the
nation

127  
 
5.6.2 Content 6.2 Content
5.6.2.1 Mzee Jomo Kenyatta 6.2.1 Importance of good citizenship
5.6.2.2 Daniel Arap Moi 6.2.2 Loss of Kenya Citizenship
5.6.2.3 Oginga Odinga
UNIT 7.0: DEMOCRACY AND
5.7 International Co-operation HUMAN RIGHTS

5.7.1 Specific Objectives: 7.1 Specific Objectives:


By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) describe formation of the a) state types of democracy
U.N. b) identify the political parties in
b) identify the agencies and the Kenya and their policies
functions of the U.N. c) identify the role of political
c) highlight and appreciate the parties in democracy
achievements of the U.N. d) state the benefits of
d) state the failures of the U.N. democracy
e) explain problems facing the e) state Human Rights
U.N f) appreciate the Bill of Rights
f) describe the formation of the
commonwealth 7.2 Content
f) state the functions to the 7.2.1 Types of democracy
Commonwealth 7.2.2 Political Parities in Kenya and
g) describe the achievements of their policies
the Commonwealth 7.2.3 The role of political parties in a
h) identify the failures of the Democracy
Commonwealth 7.2.4 Benefits of democracy
7.2.5 The Bill of Rights
i) state problems facing the
Commonwealth
UNIT 8.0: LAW, PEACE AND
RECONCILIATION
5.7.2 Content
5.7.2.1 The United Nation (UN)
8.1 Specific Objectives:
5.7.2.2 The Commonwealth
By the end of this topic, the
learner should be able to:
UNIT 6.0: CITIZENSHIP
a) identify symbols of national
6.1 Specific Objectives: unity
By the end of this topic, the b) state factors that promote
learner should be able to: national unity
a) explain the importance of c) explain the importance of
good citizenship national unity
b) explain conditions under d) identify factors undermining
which one can lose his/her national unity
citizenship
8.2 Content
8.2.1 Symbols of National Unity
8.2.2 Factors promoting National
Unity
8.2.3 Importance of National Unity

128  
 
8.2.4 Factors undermining National t) appreciate the need for
Unity national defence
u) explain the role of national
UNIT 9.0: THE GOVERNMENT OF defence in maintaining law
KENYA and order defence

9.1 Specific Objectives: 9.2 Content


By the end of this topic, the 9.2.1 The Kenya Constitution
learner should be able to: 9.2.2 Formation of a government
a) describe the process of 9.2.3 Loss of a Parliamentary seat
making, amending and 9.2.4 Conducting National Elections
reviewing Kenya’s 9.2.5 Participation of citizens in the
Constitution government and civic life
b) explain the process of 9.2.6 The Arms of the government
forming a government • Executive
c) explain how one may lose a • Legislature
seat of parliament • Judiciary
d) describe the process of
national elections 9.2.7 Sources of government revenue
e) state ways of participating in 9.2.8 Forms of government
government and civic life expenditure
f) appreciate the importance of 9.2.9 Local Authorities
taking part in civic life 9.2.10 National Defence
g) describe the composition and
functions of the cabinet and TEACHING /LEARNING
civil servants RESOURCES
g) name officials of the .
legislature Thei)following are some
describe of the resources
the process a
of legislature
j) state the functions of teacher can use:
parliament • Resource persons
k) describe the judicial system • Photographs
l) appreciate the need for an • Relevant maps
independent judicial system • Pictures
l) list sources of government • Pupils books
revenue
• Teachers Handbook
m) explain how the government
spends its money • Local Environment
n) name types of local • Relevant test books
authorities • Newspaper cuttings
o) describe the process of • Relevant magazines
election of officers in local • Radio
authorities • Atlases
p) identify functions of local • Charts
authorities • Models
q) explain the relationship • Libraries
between the government and
• Teacher Advisory Centres
local authorities
s) identify organs of national • Recorded materials
• Museum

129  
 
• Historical sites Observation:
• Regalia Learning outcomes can be assessed as the
teacher observes the performance of
learners in the course of learning. It is a
SUGGESTED EVALUATION METHODS good measure of the pupils acquisition of
skills and their change of attitude.
The following assessment procedures can be
used by the teacher to assist the teacher in Oral Questions:
finding out the extent to which pupils have The teacher can use oral questions in the
acquired knowledge and skills, and developed course of the lesson. The immediate
desired attitudes and values. It is advisable that different modes of assessment be used duri
response of the learners helps the teacher
Tests: to gauge the performance and ability of the
At the end of each unit /topic, the teacher learners. The nature of the pupil’s
should administer a teacher made test to gauge responses helps the teacher to vary the
and monitor the learning ability of the pupils. presentation technique.
Test should also be given after short
intervals of a month, term of the pupils. Quizzes:
Any test should contain items on the Quizzes are best administered after two or
learning areas covered if it will give the three lessons or a topic to help the teacher
true picture of the pupils’ performance. know whether the pupils have understood
the information given to them. A quiz may be
Projects: a list of questions asking for true or false
answers, multiple choice questions, filling in
Projects such as models, maps, research,
blanks or short answer questions.
once assigned must be evaluated and
pupils given grades Written assignments:
The teacher may from time to time ask the
pupils to go and find out more about certain
issues either from their parents of members of
the community. In order for assignments to
have impact and betaken seriously by the
pupils, the teacher must make and grade them.
Where the pupils’ book contains ‘work to do’,
t he teacher can ask the pupils to carry out the
exercise, and the teacher marks it.

130  
 
CHRISTIAN RELIGIOUS
EDUCATION

131  
 
INTRODUCTION

GUIDING THEMES OF THE SYLLABUS

There are three major themes for each year of this syllabus:

1. God’s revelation of Himself through the child’s experience


2. The child’s response to God in faith and love in his/her everyday life
3. The development of the child’s relationship with other people and with God

These three themes emphasize the belief that it is God who initiates faith by revealing
Himself to human beings; that they are free to respond to God’s self-revelation, and that if
they so respond then the development of their faith will lead to a deeper relationship with
God and others.

For each unit the following terms are used:

Theme: The major idea


Sub-theme: The specific part of the theme to be covered in the unit
Objective (s): What the learner will be able to achieve cognitively.
Attitude /value: What the affective /personal response of the learner might be
Content: Brief definition of the sub-theme.

TERM I: God’s revelation of Himself through the child’s experience:


• Creation
• The Bible
• Easter

TERM II: The child’s response to God in faith and love in his/her everyday lives:
• The Church
• The teachings of Jesus Christ
• Pentecost

TERM III: The development of the child’s relationship with God and with other
people:
• Neighbours
• Discipleship
• Christmas

Note: In lower primary the sub-theme Christmas takes the place of Easter in term I and
Easter takes the place of Christmas in term III

The frame work of the syllabus is planned in such a way that the same major themes are
presented in every class. Each of the major themes is divided into sub-themes which are
explored in various units. These units are further broken down into lessons. However, in each
successive class, the themes are explored in more details.

132  
 
APPROACH OF THE SYLLABUS

The primary Christian Religious Education Syllabus is designed in a way that enable the
teacher to adopt a life-approach method of teaching. This approach begins with actual day-to-
day experiences and helps the learners to discover their religious significance in relation to
the Christian faith. The syllabus thus encourages a child – centred approach to the teaching of
CRE. It is intended that the teacher will use the children’s interests and experiences while
teaching. This means that activities chosen to explain religious truths and values should be
selected and organized according to the children’s age and level of mental development.

GENERAL OBJECTIVES

By the end of the Primary cycle, the learner should be able to:

1. Come to a vivid awareness and knowledge of God as He reveals Himself through human
experiences, creation, the Christian community, the scriptures (the Bible) and most fully
through the person of Jesus Christ and the Holy Spirit living with us today.

2. Respond to God in faith as a new person in Jesus Christ with reverence, repentance,
worship, hope, service and witnessing love.

3. Live with others in the home, the school, the local and world community, in relationships
based on understanding, trust, friendship, concern, justice and love.

4. Accept the environment as God-given and their responsibility to respect, conserve and
develop it

5. Appreciate individual talents as God-given and use them for self and national
development.

6. Deal with emerging social issues responsibly guided by sound understanding of religious
and moral standards

7. Accept and honour himself /herself as God’s creation

8. Develop awareness and appreciation for Traditional African Religious Heritage.

133  
 
STANDARD ONE

TERM I: SUB-THEME: THE BIBLE

THEME: REVELATION UNIT 3.0: THE HOLY BIBLE

SUB-THEME: CREATION 3.1 SPECIFIC OBJECTIVES


By the end of the unit, the learner
UNIT 1.0: MYSELF should be able to:
a) identify the Bible from other
1.1 SPECIFIC OBJECTIVES books
By the end of the unit, the learner b) say a memory verse from the
should be able to: Bible
a) tell her/her name c) respect the Bible as the word
b) mention parts of the body and of God
their functions d) handle the Bible with care
c) thank God for creating
him/her 3.2 CONTENT
d) appreciate parts of the body
3.2.1 The Holy Bible as God’s written
1.2 CONTNET message (1 Samuel3:1-4), 2
1.2.1 My name (1 Samuel 3:10) Timothy 3:16-17)
1.2.2 Parts of the body (Genesis 1:26-27; 3.2.2 The Holy Bible as a guide in our
2:7, Isaiah 64:8, Psalms 47:1, 1 daily lives (Psalms119:105,
Corinthians 12:14-26)
Matthew 22:37-40)
3.2.3 Handling the Bible “All the above
UNIT 2.0: MY FAMILY will apply”

2.1 SPECIFIC OBJECTIVES UNIT 4.0: GOD’S LOVE FOR US


By the end of the unit, the learner
should be able to: 4.1 SPECIFIC OBJECTIVES
a) mention members of his/her By the end of the unit, the learner,
family should be able to:
b) state how he/she relates to a) mention the gift he/she
his/her family members receives from God
c) respect members of his/her b) name the gifts he/she give to
family others
d) thank God for giving him/her c) tell the story of the visit of the
a family wise men to the baby Jesus
Christ
2.2 CONTENT d) state the importance of
2.2.1 Members of my family (Exodus Christmas
20:12, Genesis 37:3-15, 12-14, e) thank God for the gift of Jesus
25-28) Christ
2.2.2 How I relate to my family(1 John f) desire to worship God like the
3:18, Exodus 20:12, Ephesians 6:1- wise men
3, Genesis45:1-4, 12-15) g) share gifts with others

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h) exercise caution when
receiving gifts from others 6.2 CONTENT
6.2.1 The Lord’s Prayer (Matthew 6:9-
4.2 CONTENT 13 and Luke 18:1)
4.2.1 Jesus Christ as God’s greatest gift
(John 3:16, Isaiah 9:6-7, SUB-THEME: CHRISTMAS
Matthew 1:18-24)
4.2.2 Giving gifts to others (Ephesians
4:31-32, 2Corinthians 9:7) SUB-THEME: THE TEACHINGS OF
4.2.3 The importance of Christmas JESUS
(Luke 1:26-38; 2:1-20)
4.2.4 Visit of the wise men to baby Jesus UNIT 7.0: OBEDIENCE
(Matthew 2:1-12)
4.2.5 Accepting gifts from others 7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
TERM II a) state the meaning of obedience
b) state occasions when Jesus
THEME: RESPONSE Christ obeyed His parents
c) mention occasions when
SUB-THEME: THE CHURCH he/she has obeyed and
disobeyed parents
UNIT 5.0: THANKFULNESS d) state the rules at home
e) state the rules at school
5.1 SPECIFIC OBJECTIVES f) obey rules
By the end of the unit, the learner g) be ready to obey his/her
should be able to: parents
a) describe how he/she spend
his/her holidays 7.2 CONTENT
b) state how Hannah showed 7.2.1 Meaning of obedience (1Samuel
gratitude to God 16:19-22, Psalms 128:1)
c) appreciate the importance of 7.2.2 Jesus Christ obeyed (John 4:34,
holidays Hebrews 5:8-9)
d) thank God for His gifts 7.2.3 Honouring parents (Exodus
20:12, Ephesians 6:1-3,
5.2 CONTENT Colossians 3:20)
5.2.1 The holidays 7.2.4 Rules at home and in school
5.2.2 Hannah shows gratitude(1 Samuel (Romans 13:1)
1; 2:18-21, 26) 7.2.5 Obedience at school (Titus 3:1,
5.2.3 Showing gratitude for God’s gift Proverbs 23:12)
(Ephesians5:20, 2 Corinthians
9:15, Colossians 3:15-17) UNIT 8.0: WORK
UNIT 6.0: PRAYER 8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
6.1 SPECIFIC OBJECTIVES should be able to:
By the end of this topic, the
a) state some activities that Jesus
learner should be able to:
Christ carried out
a) recite the Lord’s prayer
b) desire to say the Lord’s b) mention some duties a child
prayer always can do at home and school

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c) list the things that the faithful 9.2 CONTENT
servant did 9.2.1 The early life of Jesus Christ; at
d) desire to follow examples of home (Luke 2:51) in the Temple
Jesus Christ as a worker (Luke 2:41-49; 2:51)
e) enjoy working 9.2.2 The public ministry of Jesus
Christ;
8.2 CONTENT - baptism (Matthew 3:13-17)
8.2.1 Activities of Jesus Christ (John - first followers (John 1:35-42,
5:17; 17:4, Matthew13:53-58) Matthew 4:18-22, Luke 5:1-11)
8.2.2 Duties of a child at: - choosing the twelve (Mark
- home (Exodus 2:16-19), Genesis 3:13, Matthew 9:9-13, John
37:12-14) 1:43-50, Luke 6:12-13)
- school (Daniel 1:3-4) 9.2.3 Jesus Christ’s visit to a home
8.2.3 Being a faithful servant (Matthew (Luke 4:38-40)
25:14-30) 9.2.4 Jesus Christ prays (Mark (1:35-39,
Luke 22:39-46)
SUB-THEME: PENTECOST 9.2.5 Jesus Christ forgives (Mark 2:1-
12, Matthew 6:12)
UNIT 9.0: JESUS CHRIST THE SON
OF GOD
TERM III:
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner THEME: RELATIONSHIP
should be able to:
a) tell the story of the birth of SUB-THEME: NEIGHBOURS
Jesus Christ
b) state some activities Jesus UNIT 10.0: ACCEPTANCE AND
Christ did at home TRUST
c) state what happened when
Jesus Christ visited the temple 10.1 SPECIFIC OBJECTIVES
d) name the first followers of By the end of the unit, the learner
Jesus Christ should be able to:
e) mention why Jesus Christ a) name the people who visit
chose the twelve disciples his/her home
f) tell the story of how Jesus b) state difference and similarities
Christ visited the home of of family members
Simon Peter’s mother-in-law c) give reasons why he/she trusts
g) mention an occasion when God
Jesus Christ prayed d) be ready to welcome visitors
h) tell the story of Jesus Christ e) accept all members of the
healing the paralyzed man family
i) desire to be a follower of Jesus f) desire to be trusted by others
Christ g) trust in God

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10.2 CONTENT SUB-THEM: DISCIPLESHIP
10.2.1 Visitors to our home(Hebrew
13:1-2) UNIT 12.0: FRIENDSHIP
10.2.2 Differences and similarities in
family members (1 12.1 SPECIFIC OBJECTIVES
Corinthians12:4-26, Philippians2: By the end of the unit, the learner
1-5, Matthew 7:12) should be able to:
10.2.3 Accepting members of my family a) name his/her friends
(Philippians 4:13) b) list the things he/she does with
10.2.4 Bible reference friends
10.2.5 Trusting God and other(2 c) mention people at home who
Corinthians 1:9b, Psalms 40:3-5; are his/her friends
118:8-9) d) mention ways in which he/she
can become a friend of God
UNIT 11.0: CONCERN AND e) thank God for his/her friends
SHARING f) rejoice in God’s friendship
11.1 SPECIFIC OBJECTIVES 12.2 CONTENT
By the end of the unit, the learner 12.2.1 Names of my friends
should be able to: 12.2.2 Things I do with my friends at
a) mention things that he /she can home and at school (Luke 11:5-8,
share Job 6:14)
b) state how the little boy shared 12.2.3 People at home as friends
his lunch (Genesis 45:1-15)
c) tell the story of Tabitha 12.2.4 God as our friend (James 2:23b,
d) state how Jesus Christ John 15:13-15, 1 John 5:1-5,
responded to the needs of the Psalms 25:14)
hungry crowd
e) share with others willingly SUB-THEME: EASTER
f) imitate Jesus Christ’s concern
for the needy. UNIT 13.0: JESUS THE SON OF
GOD
11.2 CONTENT
11.2.1 Sharing (Acts 4:32-35, Acts20:35, 13.1 SPECIFIC OBJECTIVES
James 2:14-17) By the end of the unit, the learner
11.2.2 The little boy who shared his food should be able to:
(John 6:8-13) a) state the meaning of Easter
11.2.3 Story of Tabitha (Acts 9:36-42) b) identify Jesus as a friend of
11.2.4 Jesus Christ’s concern for others children
(Luke 8:40-42, 49-56)
c) repeat the memory verse that
says “Jesus Christ died for us”
d) desire to be a friend of Jesus
Christ

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13.2 CONTENT
13.2.1 Meaning of Easter 13.2.3 The death and resurrection of
(Luke 22:14-20) Jesus Christ (Mark 15:33-47;
13.2.2 Jesus Christ a friend of children 16:1-8)
(Matthew 19:13-15, John 15:14)

138  
 
STANDARD TWO

TERM I: g) appreciate his/her schoolmates


and others
THEME: REVELATION g) practice the values he/she
learns at school
SUB-THEME: CREATION
2.2 CONTENT
UNIT 1.0: THE HOME 2.2.1 School Community
COMMUNITY - teachers (Proverbs 16:20;
2:1-6)
1.1 SPECIFIC OBJECTIVES - schoolmates (Psalms 133:1)
By the end of the unit, the learner - others
should be able to: - their responsibilities as children
a) name members of the (1 Samuel 2:26,
extended family Ephesians 6:11)
b) state what his/her relatives do - important values and attitudes
for him/her learned at school
c) identify his /her neighbours (Proverbs 9:10-12, 21:11)
d) appreciate his/her relatives
e) love his/her neighbours UNIT 3.0: THE ENVIRONMENT
3.1 SPECIFIC OBJECTIVES
1.1.1 CONTENT By the end of the unit, the learner
1.1.2 Home community (Psalms 127:3- should be able to:
5, Proverbs 23:22) a) name some plants, insects,
1.1.3 Relatives (1 John 3:17, animals and birds found in
Ruth 1:1-22) his/her area
1.1.4 Neighbours (Romans 12:10,1 Peter b) appreciate plants, insects,
3:8, Mark 12:31, Luke 10:27, animals and birds as God’
Proverbs 3:28) creation.

UNIT: 2.0 : THE SCHOOL 3.2 CONTENT


COMMUNITY 3.2.1 Plants, insects, animals and birds
(Genesis 1:11-12; 20-25,
2.1 SPECIFIC OBJECTIVES Psalms 50:10)
By the end of the unit, the learner
should be able to:
a) name his/her teachers
b) state what the teachers do for
him/her
c) state the responsibilities of
children to themselves,
parents, teachers, friends
and other people
d) mention the things he/she does
with his/her schoolmates
e) state the value and attitudes
he/she learns in school
f) respect his/her teachers

139  
 
SUB-THEME: THE BIBLE TERM II

UNIT 4.0: THE COMPOSITION OF THEME: RESPONSE


THE BIBLE
SUB-THEME: THE CHURCH
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner UNIT 6.0: THANKFULNESS
should be able to:
a) name some books of the Old 6.1 SPECIFIC OBJECTIVES
and New Testament By the end of the unit, the learner
b) desire to read the Bible should be able to:
a) state ways in which he/she can
4.2 CONTENT give thanks at home, school
4.2.1 The books of the Bible and the community
(2 Timothy 3:16, 17) b) be thankful at all times
4.2.2 The need to read the Bible
(Hebrews 4:12, Romans 15-4) 6.2 CONTENT
6.2.1 Giving thanks at home, school and
SUB-THEME: CHRISTMAS in the community (Luke17:11-19),
Ephesians 5:20,
UNIT 5.0: JESUS’ LOVE AND Thessalonians 5:18, 1
CARE 2 Corinthians 9:7, Psalms
8:1-9, Philippians 1:3-5)
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner SUB-THEME: THE CHURCH
should be able to:
a) name the things he/she does UNIT 7.0: PRAYER AND WORSHIP
on his/her birthday
b) tell the story of the birth of 7.1 SPECIFIC OBJECTIVES
Jesus Christ By the end the unit, the learner
c) mention how the birthday of should be able to:
Jesus Christ is celebrated a) mention ways of praising God
today b) recite a prayer for his/her
d) appreciate Jesus Christ as a needs
gift from God b) state how he/she prays for the
country
5.2 CONTENT c) list different ways of
5.2.1 How we celebrate our birthdays worshipping God
5.2.2 The birth of Jesus d) desire to pray for himself/
(Luke 2:1-7, Isaiah 9:6-7) herself and the country
5.2.3 Visitors who came to see Jesus f) thank God for the country
Christ (Matthew 2:1-12) g) rejoice when worshipping
5.2.4 How the birthday of Jesus Christ God.
is celebrated today

140  
 
7.2 CONTENT SUB-THEME: TEACHINGS OF
7.2.1 Different ways of worshipping JESUS CHRIST
God (Psalms 92:1; 117,
2 Samuel 6:1-5) UNIT 9.0: HELPFULNESS
7.2.2 Praying to God (Mark 11:24,
Matthew 6:7-13, 9.1 SPECIFIC OBJECTIVES
Ephesians 1:15-19a) By the end of the unit, the learner
7.2.3 Praying for ourselves should be able to:
(Luke 22:41, Philippians 4:6) a) tell the story of Jesus Christ at
7.2.4 Praying for our country the wedding in Cana
(Psalm 18:14-18) b) identify ways of helping the
needy
SUB-THEME: TEACHING OF c) desire to help the needy
JESUS CHRIST
9.2 CONTENT
UNIT 8.0: TRUST AND 9.2.1 Jesus Christ helps at the wedding
OBEDIENCE party in Cana (John2:1-11)
9.2.2 Helping the needy
8.1 SPECIFIC OBJECTIVES (Mark 1:29-32;
By the end of the unit, the learner 7:31-35, Luke 5:17-20,
should be able to: John 5:1-10, 14-18)
a) give reasons why he/she trusts 9.2.3 Helping others
his/her parents (Romans 12:16, Luke 10:29-37)
b) identify ways in which God is
kind to us SUB-THEME: PENTECOST
c) state ways in which he/she can
please his/her parents UNIT 10.0: KNOWING JESUS
d) trust and obey his/her parents CHRIST
e) desire to please God
10.1 SPECIFIC OBJECTIVES
8.2 CONTENT By the end of the unit, the learner
8.2.1 Trust at home should be able to:
(Matthew 21:28 31a) a) mention ways he/she can
8.2.2 Trusting God respond to Jesus Christ
(1Samuel 1:19-11 20, 27, 28; b) tell the story of the walk to
2:11, Matthew 6:26) Emmaus
8.2.3 Obedience at home c) tell the story of Zaccheaus
(Ephesians 6:1, 2) d) state how the disciples
8.2.4 Obeying God (Psalms 112:1, responded to Jesus Christ
Genesis 12:1-9) e) state how different people
responded to Jesus Christ
f) desire to make the right
responses to Jesus Christ

141  
 
10.2 CONTENT 11.2.5 Fairness (Genesis 37:12-35,
10.2.1 Knowing Jesus Christ 1 Kings 21)
(Luke 18:35-43,
Luke 18:26-31, 35-39) SUB-THEME: DISCIPLESHIP
10.2.2 Responding to Jesus Christ
10.2.3 A walk to Emmaus UNIT 12.0: CONCERN AND
(Luke 24:13-35) SHARING
10.2.4 Zaccheaus (Luke 19:1-9)
10.2.5 Response of the disciples to Jesus 12.1 SPECIFIC OBJECTIVES
Christ (John 1:43-49, By the end of the unit, the learner
Mark 8:27-29) should be able to:
10.2.6 Response of other people to Jesus a) state the ways in which he/she
Christ (John 6:1-2, 24) can help people in need
b) tell the story of Elisha and the
rich woman from Shunem
TERM III c) state how the early Christians
shared their possessions
THEME: RELATIOINSHIP d) mention how possessions were
shared in traditional African
SUB-THEME: NEIGHBOURS society
e) name voluntary agencies that
UNIT 11.0: CHRISTIAN VIRTUES care for the needy
f) identify with the needy
11.1 SPECIFIC OBJECTIVES
g) appreciate the work of
By the end of the unit, the learner
voluntary agencies
should be able to:
h) be willing to share his/her
a) give examples of occasions
possessions with others
when God keeps His promises
b) give reasons why he/she 12.2 CONTENT
should be honest at home, 12.2.1 Concern for the needy
school and community (Matthew 25:4)
c) state ways he/she can be fair at 12.2.2 The rich woman from Shunem
home, school and community (2Kings 4:8-17)
d) rejoice in God’s love 12.2.3 The way the early Christians
e) thank God for loving him/her shared their possessions
f) rely on God always (Acts 4:32-37)
g) be honest 12.2.4 Sharing possessions in traditional
h) be fair African society
12.2.5 The role of voluntary agencies
11.2 CONTENT 13.2.2 The readiness to care for others
11.2.1 Examples of occasions when God (Acts 3:1-16)
keeps His promises
(Matthew 5:33-37, Genesis
18:1-15; 21:1-8)
11.2.2 Acceptance (John 13:20,
Luke:11-24)
11.2.3 Trust (Matthew 21:28-31a)
11.2.4 Honesty (Ephesians 4:15,
Acts 5:1, Exodus 20:16)

142  
 
SUB-THEME: EASTER 13.2 CONTENT
13.2.1 Jesus’ care for the needy;
UNIT 13.0: JESUS CHRIST CARES - the blind (Mark 10:46-52)
FOR THE NEEDY - the tem leapers
(Luke 17:12-19)
13.1 SPECIFIC OBJECTIVES - Jairus’ daughter
By the end of the unit, the learner (Luke 8:40-56)
should be able to: - widow of Nain
a) tell how Jesus Christ cared for (Luke 7:11-15)
the needy
b) be willing to care for others

143  
 
STANDARD THREE

TERM I: 2.2 CONTENT


2.2.1 Worshipping God at home
THEME: REVELATION (Psalms 92:1-2,
Deuteronomy 6:4-9, 1
SUB-THEME: CREATION Thessalonians5:16-17)
2.2.2 Worshipping God in church
UNIT 1.0: CARE FOR THE (1 Samuel 1:21-28, Luke2:41-42)
ENVIRONMENT 2.2.3 Observing the Lord’s Day/
Sabbath (Genesis 2:1-3,
1.1 SPECIFIC OBJECTIVES Exodus 20:8-11)
By the end of the unit, the learner
should be able to: UNIT 3.0: TRADITIONAL WORSHIP
a) state ways in which he/she can
use plants 3.1 SPECIFIC OBJECTIVES
b) list ways in which he/she can By the end of the unit, the learner
care for animals and trees should be able to:
c) state how God cares for His a) state the names of God in
creation traditional African society
d) care for the environment b) mention occasions when
willingly prayers were said in traditional
African society
1.2 CONTENT c) state the difference and
1.2.1 Caring for plants similarities in worship
(Genesis 1:11, Psalms 104:13-14) between traditional African
1.2.2 Caring for animals society and Christianity
(Genesis 1:20-24, d) appreciate worship of God
Psalms 148:7-10)
1.2.3 How God cares for His creation 3.2 CONTENT
(Matthew 6:25-34) 3.2.1 Names of God in traditional
African society
UNIT 2.0: THE CHRISTIAN (Exodus 3:13-15,
COMMUNITY Matthew 1:20-23)
3.2.2 Worship in traditional African
2.1 SPECIFIC OBJECTIVES society (Deuteronomy 6:4-9,
By the end of the unit, the learner Exodus 23:14-19,
should be able to: Numbers15:17-21; 29:12-16)
a) mention ways of worshipping 3.2.3 Difference and similarities of
God at home and church worship in traditional African
b) tell how he/she observes the society and Christianity
Lord’s Day/Sabbath
c) respect the Lord’s
Day/Sabbath
d) worship God always

144  
 
SUB-THEME: THE BIBLE e) mention ways in which he /she
can share with others at
UNIT 4.0: THE BIBLE STORIES Christmas
f) share the joy of Christmas
4.1 SPECIFIC OBJECTIVES willingly
By the end of the unit, the learner g) thank God for the gift of Jesus
should be able to: Christ
a) name the patriarchs
b) tell the story of David and 5.2 CONTENT
Goliath in relation to courage 5.2.1 Meaning of Advent
c) tell the story of Lydia in 5.2.2 Getting ready for the Advent
relation to kindness (Luke 3:4-6)
d) tell the story of the birth of 5.2.3 Sharing the joy of Christmas
Jesus in relation to love (Luke 2:10)
e) appreciate the work of the 5.2.4 The story of the birth of Jesus
patriarchs Christ
f) show courage (Matthew 1:18-24, Luke 2:1-20)
5.2.5 What we can share during
g) practice kindness
Christmas
h) thank God for His love

4.2 CONTENT TERM II:


4.2.1 Names of the patriarchs Abraham,
Isaac, Jacob, Joseph, Moses (Hebrews
THEME: 11:17-24,
RESPONSE
Matthew 1:16-18, Exodus 3:15)
4.2.2 The story of David and Goliath SUB-THEME: THE CHURCH
(1 Samuel 17:41-54)
4.2.3 The story of Lydia UNIT 6.0: THE WORSHIPPING
(Acts 16:11-15) COMMUNITY
4.2.4 The birth of Jesus Christ
(Matthew 1:20-23, 6.1 SPECIFIC OBJECTIVES
Hebrews 1:1-2, John 3:16) By the end of the unit, the learner
should be able to:
SUB-THEME: CHRISTMAS
a) state different ways of
worshipping God at home
UNIT 5.0: THE BIRTH OF JESUS
b) mention how he/she Worships
CHRIST
God at home
5.1 SPECIFIC OBJECTIVES c) state how he/she worships
By the end of the unit, the learner God in the church
should be able to: d) be kind to others
a) state the meaning of Advent e) be thankful to God
b) state ways in which he/she can f) appreciate different ways of
prepare for the Advent worship
c) state how he/she can share the g) desire to worship God always
joy of Christmas
d) tell the story of the birth of
Jesus Christ

145  
 
6.2 CONTENT SUB-THEME: PENTECOST
6.2.1 Ways of worshipping God:
giving thanks UNIT 8.0: SPIRIT FILLED PEOPLE
(1 Thessaloanians 5:18,
Psalms 100:4) praising Him 8.1 SPECIFIC OBJECTIVES
(Exodus 15:1-8, 2 Samuel 6:14, By the end of the unit, the learner
15, Psalms 104:33, 47:1-9) should be able to:
doing good actions a) state the promise that Jesus
(Matthew7:9-12, Ephesians 4:32, Christ gave to His followers
1 Kings 17:8-24) forgiving other just before He ascended to
(Matthew 6:14-15, Psalms 32:5) heaven
praying (Psalms 4:8, b) mention how the disciples
Daniel 6:11-24) prepared for the coming of the
6.2.2 Worshipping God at home and at Holy Spirit
church (Psalms 34:18; 47:1-9, c) state what happened on the
Matthews 28:20) day of Pentecost
d) state what the Holy Spirit does
UNIT 7.0: RESPONSIBILITY AND in his/her life
SERVICE e) recognize the work of the
Holy Spirit in his/her life
7.1 SPECIFIC OBJECTIVES f) lead a Spirit filled life
By the end of the unit, the learner
should be able to: 8.2 CONTENT
a) mention God given abilities 8.2.1 The promise of the Holy Spirit by
b) give qualities of a good Jesus Christ (John 14:16; 16:6-7)
servant 8.2.2 How the disciples prepared for the
c) state responsibilities of coming of the Holy Spirit
teachers, parents and children - patience (Acts 1:2-5)
d) use his/her abilities to serve - praying together (Acts2:1-4)
God 8.2.3 Day of Pentecost (Acts 2:1-4)
e) desire to be a good leader 8.2.4 The Holy Spirit gives
- courage (Acts 2:14-21)
7.2 CONTENT - strength (Acts 2:43-44,
7.2.1 God given abilities 46-47, 4:23-31)
(Matthew 25:14-28) - ability to share (Acts 2:44-47,
7.2.2 Responsibilities of children, Acts 20:35)
teachers and parents
(Ephesians 6:1-4, Luke 4:22, 3
7.2.3 Qualities of a good leader
- helper and willing to
serve(Matthew 24:45-50,
Mark 10:17-22, Luke 17:7-10
Romans 12:1-2)
- does not steal (Mark 10:19)
- not afraid to tell the truth
(Luke 15: 11-24)
- does not cheat
(1Thessalonians 4:6)

146  
 
TERM III SUB-THEME: DISCIPLESHIP

THEME: RELATIONSHIP UNIT 10.0: FAIR DEALING

SUB-THEME: NEIGHBOURS 10.1 SPECIFIC OBJECTIVES


By the end of this unit, the learner
UNIT 9.0: TOLERANCE AND should be able to:
FORGIVENESS a) state the meaning of fairness
b) state how people can act fairly
9.1 SPECIFIC OBJECTIVES c) state what makes people act
By the end of the unit, the learner unfairly
should be able to: d) give ways in which he/she can
a) state how it feels to be put right what is unfair
unforgiving e) state reasons why people cheat
b) state how God judges the f) state why Joseph’s brothers
unforgiving acted unfairly
c) mention ways in which people g) describe how Joseph behaved
were forgiven in traditional as a slave
d) name those who are forgiven h) describe the behavior of
by God Joseph towards his brothers
e) state why it is important to be i) state how he/she should
tolerant behave towards those who are
f) state how it feels to be unfair
forgiven j) be willing to act fairly
g) appreciate forgiveness k) avoid cheating
h) forgiven those who wrong l) forgive those who wrong
him/her him/her as Joseph did
i) be willing to be tolerant
10.2 CONTENT
9.2 CONTENT 10.2.1 Meaning of fairness
9.2.1 How it feels to be unforgiving 10.2.2 Ways of acting fairy
(Psalms 51:1-4) 10.2.3 Reasons why people act unfairly
9.2.2 How God judges the unforgiving (1Kings 21:1-19)
(Matthew 18:21-35) 10:2:4 How unfairness can be corrected
9.2.3 Ways people were forgiven in 10.2.5 Reasons why people cheat
traditional African society (Genesis 12:11-14)
9.2.4 Who is forgiven by God 10.2.6 The story of Joseph and his
(Matthew 6:12-15, 1 John 1:8-9, brothers;
Luke 18:9-14) - why his brothers acted unfairly
9.2.5 Meaning of tolerance (Genesis 37:1-36)
(Matthew 7L1-15) - how he behaved as a slave
9.2.6 Importance of tolerance (Genesis 40:1-23)
(Romans 5:3-4) - how he behaved towards his
9.2.7 How it feels to be forgiven brothers
(Psalms 32:1) (Genesis 42:1-24,45:1-28)
10.2.7 How we should behave towards
others (Micah 6:8)
- those who are fair to us
- those who are unfair to us

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e) state the meaning of
SUB-THEME: EASTER resurrection
f) appreciate the death of Jesus
UNIT 11.0: DEATH AND Christ
RESURRECTION g) celebrate the resurrection of
OFJESUS Jesus Christ

11.1 SPECIFIC OBJECTIVES 11.2 CONTENT


By the end of this unit, the learner 11.2.1 Joy and sorrow in life
should be able to: (Philippians 4:4-6,
a) state occasions of joy and Psalms23:4, John 16:19-20)
sorrow in his/her life 11.2.2 Judas Iscariot betrays Jesus Christ
b) name the person who betrayed (Luke 22:3-6, 21-23, 47-53)
Jesus Christ 11.2.3 The people who condemned Jesus
c) name the people who Christ(Matthew 27:15-26)
condemned Jesus Christ 11.2.4 Simon of Cyrene helps Jesus
d) describe how Simon of Cyrene Christ (Luke 23, 26-42)
helped Jesus Christ 11.2.5 Meaning of the resurrection of
Jesus Christ(Luke 24:33-43)

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STANDARD FOUR

TERM I SUB-THEME: THE BIBLE

THEME: REVELATION UNIT 2.0: JESUS CHRIST OUR


LEADER
SUB-THEME: CREATION
2.1 SPECIFIC OBJECTIVES
UNIT 1.0: JESUS AND By the end of the unit, the learner
CREATION should be able to:
a) list the qualities of a good
1.1 SPECIFIC OBJECTIVES leader
By the end of the unit, the learner b) explain how Jesus Christ
should be able to: obeyed His father
a) state the effects of weather in c) describe how Jesus Christ
his/her life used His power and authority
b) state the effects of water on to cleanse the temple
his/her life d) state how Jesus Christ showed
c) explain the power of Jesus His power to forgive win and
Christ over nature as heal the sick
illustrated in the miracles e) state what Jesus Christ told
d) state how he/she responds to His disciples to do when He
Jesus Christ sent them out
e) appreciate the Jesus Christ has f) list the qualities of Jesus
power over Nature Christ as a perfect leader
f) thank God for Jesus Christ g) state how he/she can accept
g) desire to follow Jesus Christ the authority of Jesus Christ
h) explain the responsibility of
1.2 CONTENT church leaders to the people
1.2.1 Effects of weather and water i) give reasons for following
(Genesis 7:11-24, Jesus Christ
Numbers 20:2-6, j) mention the difficulties that
Psalms 104:10-14) are experienced when
1.2.2 Miracles of Jesus Christ; following Jesus Christ
- the feeding of the five k) admire good leaders
thousand people (John 6:1-13) l) strive to be good leaders
- the raising of Lazarus m) imitate Jesus Christ in His
(John 11:38-44) obedience to God His father
- the miraculous catch of fish n) report church leaders
(Luke 5:3-12) o) desire to follow Jesus Christ
- the calming of the storm
(Luke 8:22-25)
- walking on water
(John 6:16-21)
1.2.3 Response to the power of Jesus
Christ (John 1:3)

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2.2 CONTENT 3.2 CONTENT
2.2.1 Qualities of a good leader 3.2.1 Meaning of unselfishness
(1Timothy 3:1-7) (1 Samuel 1:9-18, John15:13)
2.2.2 Jesus Christ; 3.2.2 Selfishness;
- obeying God the father (John - people who are selfish
7:17, Matthew 3:13-17) (Mark 10:17-23, cleaning the temple
- forgiving sin (Luke 5:17-25) Matthew 26:14)
- sending out the twelve - how selfishness stops us from
disciples (Luke 9:1-6) being kind
- the perfect leader (Galatians 5:13, 19-23)
(Micah 3:1-4, 1 3.2.3 Jesus Christ saves;
Timothy 3:1-13) - the garden of
Gethsemane(Luke 22: 39-44)
2.2.3 Accepting the authority of Jesus - His suffering, death and
Christ resurrection
- the responsibility of church (Matthew27:34-50)
leaders (Mark 8:1-9) - He overcame evil through His
- following Jesus Christ (1 John death (John 11:25-26)
4:18, Mark 9:14-29) 3.2.4 How we respond to Jesus’
salvation (John 15:13,
Galatians 5:22-23)
SUB-THEME: EASTER 3.2.5 Jesus Christ the Good Shepherd
(John 10:11-16)
UNIT 3.0: JESUS OUR SAVIOUR

3.1 SPECIFIC OBJECTIVES TERM II:


By the end of the unit, the leaner
should be able to: THEME: RESPONSE
a) state what it means to be
unselfish SUB-THEME: THE CHURCH
b) state which people are selfish
c) state how selfishness stops us UNIT 4.0: FOLLOWING JESUS
from being kind CHRIST AS A LEADER
d) explain how unselfishness set
us free 4.1 SPECIFIC OBJECTIVES
e) describe how difficult it was By the end of the unit, the learner
for Jesus Christ in the garden should be able to:
of Gethsemane a) give examples of how a good
f) explain how Jesus Christ was leader serves people
unselfish through His b) state the kind of service he/she
suffering, death and can give at home, school,
resurrection community and the nation
g) state how he/she can respond c) explain different kinds of
to Jesus Christ as the savior service offered by Jesus Christ
h) develop unselfish behaviour d) give reasons why he/she
i) appreciate the unselfish acts of should serve others
Jesus Christ e) be grateful to God for the
j) thank God for Jesus Christ good leaders He has given us

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f) be eager to serve in the home, 5.2 CONTENT
school, community and nation 5.2.1 Making our choice as Christians
g) desire to follow the example (Genesis 3:1-24)
of Jesus Christ 5.2.2 Choices made by:
h) desire to serve others - Abraham and Isaac
(Genesis 22:1-13)
4.2 CONTENT - Moses (Exodus 3:2-15;
4.2.1 How good leaders serve us 4:1-17)
(1 Timothy 3:1-13) - Ruth (Ruth 1:3-18)
4.2.2 Service; (1 Peter 2:21) - Solomon (1 Kings 3:1-14)
- at home - Levi (Luke 5:27-32)
- at school - Ananias and Saphira
- in the community (Acts 5:1-11)
- in the nation - Jesus Christ during the
- in the church (1 Samuel 3:1) temptations (Luke 4:1-12)
5.2.3 Choosing to belong to the family
4.2.3 Jesus Christ; of Jesus Christ(Ephesians 6:1-6)
- washing the disciples’ feet
(John 13:5-17)
- teaching His disciples SUB-THEME: PENTECOST
(Luke 8:18-22; 11:38-41,
John 21:15-19) UNIT 6.0: CHRISTIAN
- healing the centurions’ Servant COMMUNITIES IN
(Matthew 8:5-13) KENYA

SUB-THEME: THE TEACHINGS OF 6.1 SPECIFIC OBJECTIVES


JESUS CHRIST By the end of the unit, the learner
should be able to:
UNIT 5.0: CHOOSING TO BELONG a) name some of the Christian
communities in his/her area
5.1 SPECIFIC OBJECTIVES b) state the different types of
By the end of the unit, the learner work done by Christian
should be able to: communities in Kenya
a) state occasions when he/she c) describe the life of the early
has chosen to obey and church
disobey d) appreciate the different
b) state how different people in Christian communities in
the Bible made their choices Kenya
c) list the losses of not belonging e) appreciate the work done by
to a family the Christians in Kenya
d) desire to seek God’s guidance f) thank God for Christians in the
in making choices in his/her early church
life g) desire to be members of the
e) desire to make correct choices Christian community
in his/her life
f) desire to belong to the family
of God.

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6.2 CONTENT
6.2.1 Christian communities in Kenya; 7.2.3 Benefits of sharing work
- what they are (Acts 11:26; (Acts 4:32-37)
13:1; 18:22-23) 7.2.4 Serving others (Luke 10:29-37,
- their work (Matthew 25:34-40, Deuteronomy 24:19-21)
Mark 9:14-29, Acts 1:8) 7.2.5 Exploitation of children
6.2.2 The early church through work
(Acts 2:41-46; 4:32-35; 11:27-30) 7.2.6 Types of voluntary services
6.2.3 Christian sacred places (Matthew 9:35-38, Acts 4:32-37)
(Mark 11:15-17)
SUB-THEME: DISCIPLESHIP
TERM III
UNIT 8.0: PEACE
THEME: RELATIONSHIP
8.1 SPECIFIC OBJECTIVES
SUB-THEM: NEIGHBOUR By the end of the unit, the learner
should be able to:
UNIT 7.0: SHARING AND a) state the meaning of peace
VOLUNTARY SERVICES b) describe ways peace was
expressed in traditional
7.1 SPECIFIC OBJECTIVES African society
By the end of the unit, the learner c) state the teaching of Jesus
should be able to: Christ on peace
a) state the importance of sharing d) mention ways of promoting
work peace with God, oneself and
b) state how work was shared in others
traditional African community e) desire to be at peace with God,
c) give reasons why children oneself and others
should not be exploited
through work 8.2 CONTENT
d) mention different ways of 8.2.1 Meaning of peace (John 14:27)
serving others 8.2.2 Expression of peace in traditional
e) give examples of voluntary African society
work 8.2.3 Teachings of Jesus Christ on peace
f) desire to serve others (John 14:1-3; 20:19)
g) give thanks for voluntary 8.2.4 Being at peace with;
services - God (2 Thessalonians 3:16,
h) desire to work with others Romans 5:1, Psalms 29:11,
Colossians 1:20) oneself
7.2 CONTENT (Luke 18:9-13)
7.2.1 Importance of sharing - others. (2 Corinthians 13:11,
work(Galatians 6:2, Matthew 5:9, Ephesians 2:14-
Luke 9:1-2,6, 15 Romans 12:18)
Samuel 2:18-20, Acts 6:2-3) - Agencies that work for peace
- at home
- at school
7.2.2 Sharing work in Traditional
African community

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SUB-THEME: CHRISTMAS e) desire to be at peace

UNIT 9.0: THE BIRTH OF THE 9.2 CONTENT


PRINCE OF PEACE 9.2.1 Peace;
- at home (Ephesians4:32-32)
9.1 SPECIFIC OBJECTIVES - at school
By the end of the unit, the learner - in the community
should be able to: 9.2.2 The promise of the prince of peace
a) state ways of expressing peace (Isaiah 7:14; 9:6, Micah 5:2,
at home, school and in the Matthew 1:18-23; 2:1-11,
community John 14:27)
b) state the promises made about 9.2.3 The Prince of Peace;
the Messiah by Prophet Isaiah - annunciation of (Luke1:26-38)
c) narrate the story of the birth of - birth (Luke 2:1-14)
Jesus Christ
d) be grateful to God for sending
Jesus Christ with others

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STANDARD FIVE

TERM I: 1.2.5 Effects of irresponsible boy/girls


relationship;
THEME: REVELATION - teenage pregnancy
- STIs
SUB-THEME: CREATION - HIV/AIDs
UNIT 1.0: GROWING UP IN - child abuse
CHRIST - school dropouts
1.2.6 Living what we believe
1.1 SPECIFIC OBJECTIVES (Acts 6:8-9)
By the end of the unit, the learner
should be able to: SUB-THEME: THE BIBLE
a) explain the role of boys and
girls UNIT 2.0: THE TEN
b) explain how we are COMMANDMENTS
wonderfully made
c) state the traditional view of 2.1 SPECIFIC OBJECTIVES
boy/girl relationship By the end of the unit, the learner
d) describe the Christian teaching should be able to:
of boy/girl relationships
a) write down the ten
e) write down the effects of commandments
irresponsible boy/girls b) recite the ten commandments
relationship c) give ways of putting God first
f) explain how growth in d) list ways of showing respect to
Christian faith affects the daily his/her mother and father
life of a Christian e) identify who his/her
g) appreciate the fact that we are neighbours are
wonderfully made f) state how he/she can relate
h) strive to lead a righteous life well with his/her neighbours
i) thank God for who he/she is g) maintain good relationship
with his/her neighbours
1.2 CONTENT h) respect his/her parents
1.2.1 We are wonderfully made i) thank God for his/her parents
(Psalms 139:13-15, j) honour God
Genesis 1:26-27)
1.2.2 Gender roles (Galatians 3:28) 2.2. CONTENT
1.2.3 Growing to maturity 2.2.1 The Ten Commandments:
(Ephesians 4:13-14) (Exodus 20:1-17)
- Physical growth - worship no god but me
(1 Timothy 4:12, (Exodus 20:3, Luke 4:5-8)
Ecclesiastes 2:1-8; 11:9-10) - make no images and do not
- Emotional growth how to any idol (Exodus 20:4)
(Galatians 5:22, - do not use my name for evil
1 Corinthians 13:11) purposes (Exodus 20:7,
1.2.4 Boy/girls relationships Matthew 5:33-37)
traditional African view - observe the Sabbath and keep
Christian teaching it holy (Exodus 20:12)

154  
 
- respect your father and mother 19:25; 21:2; Luke 22:19, Mark
(Luke 2:51-52, Exodus 20:12) 5:21-42; 3:17 Matthew 4:21-23;
- do not commit adultery 10:1-4; 26:56; 27:56,
(Exodus 20:14) Acts 3:1-4; 22; 5:17-20; 12:2)
- do not steal (Exodus 20:15) 3.2.4 Covenant in relation to:
- do not accuse anyone falsely - Moses (Exodus 19:1, 4-7; 16-
(Exodus 23:1-3, 6, 8, Matthew 17; 25:1-7; 24:4-8)
5:33-37) - Jeremiah (Jeremiah 11:1-11;
- do not covet other people's 31:29-34)
property (1Kings 21:1-29, - 20:17)
Exodus Jesus Christ (Matthew 5:17,
2.2.2 The greatest commandment; 21, 22, 27, 28, 43, 44; John
(Matthew 22:36-40) 10:10; 13:34; 15:14, Luke
- Love the Lord your God with 22:14-20, Acts 2:1-4,11)
all your heart, with all your 3.2.5 How Jesus Christ give new life
soul and with all your mind. (John 2:1-10, 15:14,
- Love your neighbour as you Exodus 24:4-8, Luke 9:57-67)
love yourself (Luke 6:27-36; 3.2.6 How a Christian lives the new life
10:25-37 Romans 13:8-10) (John 13:34)
3.2.7 Challenge of living a new life
SUB-THEME: EASTER (John 13:2-5, Luke 9:57-67)

UNIT 3.0: NEW LIFE IN CHRIST


TERM II
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner THEME: RESPONSE
should be able to:
a) state ways of enjoying life SUB-THEME: THE CHURCH
b) describe what new life is
c) explain how John the disciple UNIT 4.0: EXPRESSING OUR
experienced new life in Christ FAITH
d) write down the part played by
Moses in uniting the people of 4.1 SPECIFIC OBJECTIVES
God By the end of the unit, the learner
e) write down what Jeremiah should be able to:
said about the new covenant a) List the truths in the Apostles’
f) explain how Jesus Christ give creed
new life b) State the meaning of each
g) state how a Christian should truth in the Apostles’ creed
live a new life c) Recite the Apostles’ Creed
h) state the challenge met by d) Believe the truths of the
Christians in the new life Apostles’ creed
i) desire to lead a new life in e) Accept the truths of the
Christ Apostles’ creed

3.2 CONTENT
3.2.1 Enjoying life with others
(John 2:1-10)
3.2.2 New life (John 15:14)
3.2.3 New life experienced by John the
disciple of Christ (John 16:14;
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4.2 CONTENT SUB-THEME: PENTECOST
4.2.1 The Apostle’s creed(Acts 2:42 ,
Genesis 1:1-15, John 3:16; 6:47; UNIT 6.0: ROLE OF THE HOLY-
16:13; 17:3, Acts 1:1, Corinthians SPIRIT
6:19; 15:20, Titus 3:5, Galatians
3:28; 5:22; 14:1-13) 6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
SUB-THEME: TEACHING OF should be able to:
JESUS a) list the gifts of the Holy Spirit
b) state the fruits of the Holy
UNIT 5.0: LIVING AS A WITNESS Spirit
TO THE FAITH c) distinguish between the gift
and the fruits of the Holy
5.1 SPECIFIC OBJCTIVES Spirit
By the end of the unit, the learner d) desire to lead a Spirit guided
should be able to: life
a) state the meaning of a true e) appreciate the gifts and the
witness fruits of the Holy Spirit
b) state who a true Christina f) respond to the working of the
witness is Holy Spirit in his/her life
c) state ways of loving his/her
enemies 6.2 CONTENT
d) identify ways of bearing true 6.2.1 Gifts of the Holy Spirit;
witness (1 Corinthians 12:1-11)
e) love his/her enemies - preaching
f) desire to be a true witness - spiritual language
- interpreting spiritual language
5.2 CONTENT - knowledge
5.2.1 Christian witness; - faith
- meaning of Christian witness - healing
(John 1:29-34) - working miracles
- when people pretend - speaking God’s message
(Luke 20:20-26)
- standard of judging a true 6.2.2 Fruits of the Holy Spirit
witness (1 John 4:1-3, (Galatians 5:22,23,
1 Peter 2:1-3; Ephesians 4:32;)
1 Corinthians3:4- 8) - love
- knowing when people pretend - joy
(Matthew 26:47-50)
- peace
- true happiness (Matthew5:4,5)
- patience
- loving your enemies and doing
- kindness
good to them
(Matthew 5:43-47) - goodness
- not to condemn others - faithfulness
(John 8:1-11) - humility
- bearing true witness - self-control
(Matthew 7:24-27)

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6.2.3 The role of the Holy Spirit in the 7.2 CONTENT
life of a Christian(Galatians 5:16- 7.2.1 Vice that cause conflict; anger,
18, Luke6:35; 8:43-48, John 14-26; envy, dislike, fear
16:12-15) (1 Samuel 18:6-9)
7.2.2 Coping with conflict;
- overcoming anger (Romans
TERM III: 7:15; 12:17-19, Ephesians
4:26; Galatians 5:17)
THEME: RELATIONSHIP - overcoming envy overcoming
dislike (Ephesians 4:26)
SUB-THEME: NEIGHBOURS - overcoming fear (Psalms 62:8,
Genesis 28:10-22, Isaish
UNIT 7.0: COPING WITH 41:10)
CONFLICT - obeying authority (Genesis
3:1-6; 20-24, Romans 13:1-3)
7.1 SPECIFIC OBJECTIVES - seeing the good in others
By the end of the unit, the learner (Luke 6:37-42, Genesis 1:27,
should be able to: Romans 3:23)
a) state the meaning of conflict - help of the Holy Spirit
b) list vices that cause conflict in (Galatians 5:22-23)
our lives 7.2.3 Jesus Christ loves us
c) explain various ways he/she (Luke 18:15-17; 11:9)
can overcome vices that cause
conflict SUB-THEME: DISCIPLESHIP
d) explain ways he/she can cope
with conflict UNIT 8.0: GOOD RELATIONSHIPS
e) state the importance of
listening and sharing with one 8.1 SPECIFIC OBJECTIVES
another By the end of the unit, the learner
f) explain how he/she can should be able to:
overcome conflict with the
a) describe how good
help of the Holy Spirit
relationships are developed
g) state ways in which he/ she
knows that Jesus loves b) explain how trust is developed
him/her c) state obstacle to good
h) describe how his/her relationships
relationship with God helps d) state what threatens good
him/her cope with conflict in relationships
life e) explain how good
i) avoid conflict in his/her life relationships were developed
j) desire to have self control in traditional African society
k) trust in God f) narrate the story of David and
l) desire to overcome conflict Jonathan
through prayer g) state what threatens good
m) listen to and share with one relations with God
another h) describe how Jesus Christ and
Peter related to each other
i) explain how Christians can
develop good relationships in
the community

157  
 
j) list qualities of a good friend b) state Christian deeds that bring
k) desire to develop good light to the world
relationship with God and c) describe how Jesus Christ
others attracts people to Himself
k) appreciate the relationship d) mention how Christians attract
between Jonathan and David others to Jesus Christ
m) thank God for good friends e) explain how Jesus Christ helps
us to see the truth
8.2 CONTENT f) describe how Jesus Christ
8.2.1 Developing good relationship with brings light to us
others; g) mention how Christians can
- how good relationships are overcome fear
developed h) narrate the story of Paul and
- how trust is developed Silas
- obstacles and threats(2 i) describe how he/she can
Timothy 3:1-15) attract others to Jesus Christ
8.2.2 Good relationship in traditional j) rejoice in the birth of Jesus
African communities Christ
8.2.3 The story of Jonathan and David k) desire to attract others to Jesus
(1 Samuel 19:4-6; 20:42; 20:24) Christ
8.2.4 Good relationship with God;
l) appreciate Jesus Christ as the
- what threatens it light of the world
(Acts 8:1-3, 9:1-19)
- story of Jesus and Peter 9.2 CONTENT
(Luke 22:54-62) 9.2.1 Wise men find Jesus Christ
- life of Christians in the (Matthew 2:9-12, Luke2:25-32)
community 9.2.2 Christian deeds that bring light to
8.2.5 Qualities of a good the world (1 Peter 2:9-10, Romans
friend(Proverbs 17:17, 13:12-14, Ephesians 5:8-11)
Romans12:9-13) 9.2.3 How Jesus Christ attracts people
to himself (John6:1-13; 1:9)
9.2.4 How Christians attract others to
SUB-THEME: CHRISTMAS Jesus Christ(Matthew 5:16)
9.2.5 How Jesus Christ helps us to see
UNIT 9.0: JESUS THE LIGHT OF the truth (Mark 4:3-1013-20)
THE WORLD 9.2.6 How Jesus Christ brings life (John
8:12; 14:6, Matthew11:28)
9.1 SPECIFIC OBJECTIVES 9.2.7 How Jesus Christ helps us to
By the end of the unit, the learner overcome fear (Luke 2:8-14)
should be able to: 9.2.8 The story of Paul and Silas
a) narrate the story of the visit of (Acts 16:22-28)
the wise men to Jesus Christ

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STANDARD SIX

TERM I: SUB-THEME: THE BIBLE

THEME: REVELATION UNIT 2.0: NEW LIFE IN THE


COMMUNITY
SUB-THEME: CREATION
2.1 SPECIFIC OBJECTIVES
UNIT 10: THE CREATION OF By the end of the unit, the learner
HUMAN BEINGS should be able to:
a) state what new life is
1.1 SPECIFIC OBJECTIVES b) describe the occasions that
By the end of the unit, the learner mark new life in traditional
should be able to: African society
a) narrate the Biblical creation c) explain what new life means
stories for Christians
b) describe the fall of human d) list what God shares with us in
beings the new life
c) tell some creation stories from e) mention ways Christians share
traditional African society with others
d) state the authority given to f) state how the ancestors
human beings over creation served their clans
e) write down ways of g) explain how the ancestors
responding to God’s creation shared their possessions
f) appreciate God’s creation h) explain how Christians share
their possessions
g) care for God’s creation
i) desire to share the new life
h) appreciate the traditional with others
African stories of creation. j) desire to share his/her
possessions with others
1.2 CONTENT k) be willing to share his/her
1.2.1 Stories of creation in the Bible, talents with others
- creation of human beings
(Genesis 1:26-28; 2:5-25; 5:1, 2.2 CONTENT
Psalms 139:14, Matthew 19:4) 2.2.1 New life in traditional African
- the fall of human beings society
(Genesis 3:1-14)
- authority given to human 2.2.2 New life in Christianity
beings over creation (Ephesians 4:17-32,
(Genesis 1:28-30) 2 Corinthians 5:17)
1.2.2 Creation stories in traditional
African society 2.2.3 How we give our lives to God
1.2.3 How we respond to God’s (Genesis 12:1-9, Malachi 3:8-12)
creation (Psalms 104:5-9; 24-26)
2.2.4 God sharing with us new life
(Titus 3:4-8)

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2.2.5 Christians sharing with others l) appreciate the celebration of
(Acts 6:1-6; 2:44-47; 4: 4:34-35, the Lord’s supper
Hebrews 13:15-18, m) repent and forgive willingly
James 2:14-17) n) practice values required in the
breaking of bread
2.2.6 How our ancestors served the clan
(Hebrews 13:1, Genesis 11:26-29) 3.2 CONTENT
3.2.1 The importance of sharing a meal
2.2.7 How our ancestors shared their (Luke 19:1-10)
possessions 3.2.2 The meaning of Passover
(Exodus 12:21-28)
2.2.8 How Christians share talents/skills 3.2.3 What Jesus Christ said and did
with others (Ephesians 4:11) during the last supper
(Luke 22:17-19)
2.29 How Christians share their new 3.2.4 Why we remember the death and
life with Jesus Christ resurrection of Jesus Christ (1
(Matthew 25:33-40) Corinthians 11:23-26, Luke 24:1-9)
3.2.5 How the communion is shared (1
SUB-THEME: EASTER Corinthians 11:23-26,
Acts2:42-47, John 6:1-14)
UNIT 3.0: BREAKING THE BREAD 3.2.6 Getting ready for the second
coming of Jesus Christ
3.1 SPECIFIC OBJECTIVES (2 Peter 3:10-15)
By the end of the unit, the learner 3.2.7 The meaning of repentance and
should be able to: forgiveness (Luke 15:11-32)
a) write down the importance of 3.2.8 Celebrating the breaking of bread
sharing a meal (1 Corinthians 11:23-26)
b) state the meaning of Passover 3.2.9 Values required during the
c) narrate what Jesus Christ did breaking of break (Acts 2:42-47)
during the last supper
d) state reasons why Christians
celebrate the death and
resurrection of Jesus Christ
e) state how the communion is
shared
f) state how he/she can prepare
for the second coming of Jesus
Christ
g) write down the meaning of
repentance and forgiveness
h) explain how the celebration of
the breaking of bread is done
i) list the values required during
the breaking of the bread
j) desire to share a meal with
others
k) look forward to the second
coming of Jesus Christ

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TERM II
4.2.2 Why Christians should care for
THEME RESPONSE people with special needs (James
2:14-17)
SUB-THEME: THE CHURCH
SUB-THEME: THE TEACHINGS OF
UNIT 4.0: CHRISTIANS JESUS CHRIST
SUPPORTING PEOPLE
WITH SPECIAL NEEDS UNIT 5.0: LIVING A RESPONSIBLE
LIFE
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner 5.1 SPECIFIC OBJECTIVES
should be able to: By the end of the unit, the learner
a) name people with special should be able to:
needs a) describe his/her interests and
b) state how Christians support abilities
people with special needs b) state his/her own acceptable
c) give reasons why Christians character traits and less
should support people with acceptable traits
special needs c) state ways he/she can express
d) tolerate people with special feelings of worth
needs d) state how others regard
e) be willing to support people him/her
with special needs e) state how he/she can behave
f) be patient with the people with responsibly at home and in
special needs public
f) describe importance of
4.2 CONTENT following instructions
4.2.1 Christians supporting people with g) explain how he/she can
special needs: develop goal seeking behavior
h) respect authority
- visually impaired
i) appreciate himself/herself
(John 9:1-12)
j) set clear goals
- physically handicapped k) respect others
(Acts 3:1-10) l) respect his/her property and
- hearing impaired that of others
(Mark 7:31-35,37) m) make and maintain friendship
- mentally handicapped
(Matthew 8:28-34) 5.2 CONTENT
- behaviorally and emotionally 5.2.1 Acquiring self awareness /self
disturbed worth (Isaiah 43:4)
- those with communication 5.2.2 Identifying interests and abilities
disorders (Matthew 9:32-33) (1 Peter 4:10-11, 1 Corinthians
- orphans (Deuteronomy 26:12, 12:4-11, Matthew 25:14-30,
James 1:27, Jeremiah 7:5-6) Exodus 35:30-35)
- the poor (Psalms 41:1)
- people living with HIV/AIDS 5.2.3 Character traits needed for
(Mark 1:34) acceptance by others (Galatians 5:22
- street children (Jeremiah7:5-6) 5.2.4 Acceptance feelings of worth
- refugees (Mark 2:1-12) (Isaiah 43:4)

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5.2.5 Acquiring socially responsible 6.2 CONTENT
behavior (1 Peter 2:1-5, Ephesians 6.2.1 Gifts and fruits of the Holy Spirit
4:25-32, John 15:11-15, Galatians (1 Corinthians 12:4-11,
5:23-26, Colossians 3:20, Romans Galatians 5:22-23)
13:1-5, Matthew 5:14-16) 6.2.2 Story of Gideon
- at home (Judges 6:11-16; 7:13; 7:16-22)
- in public 6.2.3 Response of Paul to the Holy Spirit
5.2.6 Developing goal seeking Behavior (Acts 16:6-10, 18:9-11, 20:22-24)
(Matthew 25:14-30) 6.2.4 How the Holy Spirit led the writers
5.2.7 Developing Life Skills; of the Bible (2 Timothy 3:14-17)
- assertiveness 6.2.5 Using the Bible as our guide;-
- decision making Story of Philip and the Ethiopian
- critical thinking Eunuch (Acts8:26-40)
- creative thinking 6.2.6 Charismatic renewal in the church
in Kenya (John 1:12, Acts 5:32,
- how to listen and respond
Luke 11:13)
6.2.7 The Holy Spirit in the life of a
Christian (2 Peter 1:2-4,
SUB-THEME: PENTECOST
John16:42; 16:150, 1 Peter 2:1-5,
Acts 13:1-4)
UNIT 6.0: BEING LED BY THE
6.2.8 Unity in the church
HOLY SPIRIT
(Ephesians 4:3-6)
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
TERM III
should be able to:
a) list the fruits and the gifts of THEME: RELATIONSHIP
the Holy Spirit
b) tell the story of Gideon SUB-THEME: NEIGHBOURS
c) explain how Paul responded to
the Holy Spirit UNIT 7.0: GOD’S PEOPLE COME
d) explain how the Holy Spirit TOGETHER
guided the writers of the Bible
e) narrate the story of Philip and 7.1 SPECIFIC OBJECTIVES
the Ethiopian Eunuch By the end of the unit, the learner
f) describe the charismatic should be able to:
renewal in Kenya a) mention the differences among
g) state how the Holy Spirit has pupils in class
led to the unity in the church b) state differences in the local
h) desire to be led by the Holy community
Spirit c) explain how he/she can
i) read the Bible daily overcome various social
j) use the Bible as his/her guide barriers in life
k) appreciate the charismatic d) state how he/she accepts the
renewal in the church today need people in society
e) state how we are all equal
before God
f) explain the role of the church
in uniting people

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g) be grateful to God for THEME: RELATIONSHIPS
individual differences
h) accept differences among SUB-THEME: DISCIPLESHIP
pupils in class
i) accept that in spite of ethnic UNIT 8.0: DIGNITY OF WORK
difference it is important to
live together in peace 8.1 SPECIFIC OBJECTIVES
j) appreciate the effort made by By the end of the unit, the learner
the church to unite people should be able to:
k) respect each other and other a) define work
religions b) give reasons why people work
l) realize that we are all equal today and in traditional
before God. African society
c) explain why God wants
7.2 CONTENT him/her to work
7.2.1 Differences in class d) explain how work is divided at
(Psalms 139:13-18) home
7.2.2 How different we are in our local e) describe various forms and
communities; effects of child labour
f) describe how people work in
- ethnic (Romans 12:4-10)
the community and in the
- racial (Galatians 3:28, nation
John 4:7-9) g) explain the importance of
- wealth (Luke 16:19-31; manual work
18:24-25) h) state what it means to work for
- poverty (Romans 15:26-29) God
- religion Corinthians 10: 32-33) i) work willingly
- nationality (1 Corinthians 1:29- j) appreciate the various types of
31, 9:19-21) work done by people
7.2.3 Accepting the needy people k) develop positive attitude
(Luke 17:11-19, 10:25-37, toward work
James 2:5-9,14-18)
7.2.4 We are all equally important before 8.2 CONTENT
God 1 Corinthians 12: 14-20, 8.2.1 Definition 3:12,
James 2:1-4) Genesis 2:1-3; 2:15)
7.2.5 Role of the church in uniting 8.2.2 Reasons why people work today
people (Psalms 133:1-3, John17:9- and in traditional African society
11, James 4:11-12) 8.2.3 Reasons why God wants us to
work (John 4:40-44; 5:17,
Romans 12:6-8, John 9:4,
Matthew 4:18-22)
8.2.4 Division of work at home
(1 Thessalonians 4:11-12;
2 Thessalonians 3:10-12,
Colossians 3:23)
8.2.5 Forms of child labour
(2 Kings 5:2)
8.2.6 Effects of child labour (Acts16:16)
8.2.7 Working in the community
(2 Thessalonians 3:6-13)

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8.2.8 Working for the nation life
(Romans 13:6-8) i) develop Christian hope
8.2.9 Dignity of manual work j) develop a sure hope in Jesus
(2 Thessalonians 3:7-8, Christ
Genesis 4:2, Act 18: 1-4) k) desire to live a holy life in the
8.3.0 Attitudes towards work hope of eternal life
(Luke 18:9-14) l) seek God’s purpose in his/her
8.3.1 What it means to work for God life
(Romans 16:1-2,6)
9.2 CONTENT
9.2.1 Our hopes;
SUB-THEME: CHRISTMAS - after primary school
(Romans 8:23-25,28)
UNIT 9.0: THE HOPE OF THE - future adult life
WORLD (Psalms 138:7-8,
Jeremiah 29:10-14)
9.1 SPECIFIC OBJECTIVES 9.2.2 How we overcome disappointment
By the end of the unit, the (1 Corinthians 13:9-13)
learner should be able to: 9.2.3 Jesus Christ the hope of the world;
a) state what his/her hopes are - the wise men hope for the King
b) explain what his/her future (Matthew 2:1-23)
hopes are - a sure hope for human kind
c) state how he/she overcomes (Matthew 1:18-22, Romans
disappointment 15:12, John 17: 25-26)
d) describe what a Christian - what a church hopes for
hopes for (John 3:16)
e) state the hopes of the wise 9.2.4 Our ambitions in life
men (Micah 6:6-8)
f) explain how God is a sure 9.2.5 Jesus Christ’s hope of eternal life
hope for human kind (John 3:16; 3:36)
g) state the purpose God the 9.2.6 Eternal life home it is received (1
Father has for his/her life Corinthians15:12, 21, 35, 42-44)
h) give the meaning of eternal 9.2.7 Life after death

164  
 
STANDARD SEVEN

TERM I 1.2.4 Improvement of abilities;


- at school
THEME: REVELATION (1 Corinthians12:4-10)
- at work
SUB-THEME: CREATION (1 Corinthians12:4-10,
John 13:12-15,
UNIT 1.0: GOD GIVEN TALENTS/ Exodus 36:1-2)
ABILITIES AND THEIR 1.2.5 The work of Christians for God
USES (Exodus 5:2-4, Jeremiah1:4-8,
Acts 18:24-28)
1.1 SPECIFIC OBJECTIVES 1.2.6 Values acquired in Education (2
By the end of the unit, the learner Timothy 1:6; 2:5-6, 15, Proverbs
should be able to: 2:1-4)
a) state what talents are
b) mention the use of talents at
home and at school SUB-THEME: THE BIBLE
c) state how he/she can use
talents during free time UNIT 2.0: THE SERMON ON THE
d) state what abilities are MOUNT
e) state how he/she can improve
his/her abilities at school and 2.1 SPECIFIC OBJECTIVES
at work By the end of the unit, the learner
f) tell how Christian cooperate should be able to:
with God a) state the difference between
g) list the values he/she acquires secular and Christian values
in using talents and abilities b) list Christian values given in
h) desire to use his/her abilities the sermon on the mount
well c) explain how Christian values
from the sermon on the mount
i) appreciate the talents he/she
are demonstrated in the life of
has.
a Christian
d) give reasons why a Christian
1.2 CONTENT
should be just
1.2.1 Meaning of talents
e) explain how forgiveness and
(1 Samuel 16:14-23)
reconciliation is a sign of
1.2.2 Their use; (Matthew 25:14-30)
loving our enemies
- at home f) state ways in which he/ she
- at school can promote peace and
(1 Corinthians 12:4-7) contentment
- during free time g) explain the importance of
(1 Peter 4:10-11) prayer and fasting in Christian
1.2.3 Meaning of abilities living
(Exodus 35:31-3) h) list down living values
acquired in education
i) describe ways in which a
Christina can live a life of
integrity

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j) desire to live a pious life SUB-THEME: EASTER
k) appreciate Christian values
UNIT 3.0: ETERNAL LIFE
2.2 CONTENT
2.2.1 Christian value versus secular 3.1 SPECIFI OBJECTIVES
values (Matthew 5:1-11) By the end of the unit, the learner
2.2.2 Christian values from the sermon should be able to:
on the mount (Matthew 6:1-4); a) state what eternal life is
poverty (Matthew 5:3) b) explain how eternal life is the
mercy and charity way of holiness
(1 Corinthians 15:58) c) state how eternal life is the
humility (Matthew 5:5) way of faith
purity (Matthew 5:8, d) explain how eternal life is the
27-28,Philippians 1:9-11) way of love
2.2.3 Discernment, judgement and e) describe how eternal life is the
justice in Christian life (Matthew way of joy
7:1-15, Proverbs f) describe how eternal life is
2.2.4 Forgiveness and reconciliation the way of hope
(Matthew 5:43-48) g) state how eternal life is way of
2.2.5 Peace and contentment (Matthew justice
6:25-31, Romans 12:18, John h) explain how eternal life is the
14:27, Matthew 5:23-24) way of purposeful suffering
2.2.6 Prayer and fasting i) explain how eternal life is
(Matthew 6:5-16, Ephesians 6:18, living forever in love
Matthew 6:16-18, Isaiah 58:3-7)
j) describe traditional African
2.2.7 True riches (1 Timothy 6:6) beliefs on life after death
2.2.8 Integrity (Matthew 6:19-21, 1 k) desire to experience the joy of
Corinthians 10:21, eternal life
2 Corinthians 8:21) l) appreciate the traditional
2.2.9 Living values acquired in view on life after death
education;(1 Timothy 6:20, 2
Timothy 4:12) 3.2 CONTENT
- honesty 3.2.1 Meaning of eternal life
- coorperation (John 6:47; John 17:3)
- respect 3.2.2 Eternal life as a way of;
- obedience - Holiness (1 Peter 1:13-16,
- self-discipline 2 Peter 3:11)
- sharing (2 Corinthians 9:7) - faith (Mark 11:22-240
- joy (Luke 10:20,
Philippians 4:4-60
- love (John 3:16; 15:13,
1 Peter 1:22)
- hope (1 Thessalonians
4:13-18)
- justice (2 Samuel 12:1-6,
Psalms 82:3)
- purposeful suffering (1 Peter
4:12-16, John 15:18-21, Acts
7:57-60, 8:1-13)

166  
 
3.2.3 Living forever in love 4.2.3 Christian service to;
(John 14:1-4, 18-21) - neighbor (Luke 10:27)
3.2.4 Traditional African beliefs on life - employer (Ephesians 6: 6-8)
after death - the church (Romans12:9-21)
- the nation (Titus 3:8)
4.2.4 Causes of child labour
4.2.5 Child rights concerning child
TERM II labour (Ephesians 6:4)
4.2.6 Working for God;
THEME: RESPONSE - Commitment (Luke 9:23-26,
Romans 12:11, I Samuel3:1)
SUB-THEME: THE CHURCH - being creative
(1 Corinthians 12:4-7)
UNIT 4.0: FAITH AND WORK
- developing self-esteem in
ourselves and others (Matthew
4.1 SPECIFIC OBJECTIVES
6:26, 2, Timothy 4:12)
By the end of the unit, the learner
should be able to: - developing sense of
responsibility
a) state the meaning of faith and
(1 Peter 4:10-11)
work
b) give reasons why he/she
should work SUB-THEME: THE TEACHINGS OF
c) explain how a Christian can JESUS
offer services to a neighbor
employer, church and nation UNIT 5.0: CHRISTIANS IN ACTIOIN
d) describe causes of child labour IN EDUCATION AND
e) explain what it means to be DEVELOPMENT
committed to God’s work
f) describe how he/she can be 5.1 SPECIFIC OBJECTIVES
creative in life By the end of the unit, the learner
g) describe what is meant by self- should be able to:
esteem a) describe the contribution of
h) desire to work the early missionaries
i) appreciate work done by b) describe the activities of the
others church in education
j) develop self-esteem in c) name development projects of
himself/herself and others the church
k) appreciate the work he/she can d) describe the work of a
do with the talents God has Christian training centre
given him/her e) appreciate the contribution of
the church in education and
4.2 CONTENT development
4.2.1 Meaning of faith and work f) desire to work together with
(Colossians 3:23, James 2:14-18) other Christians
4.2.2 Reasons for working;
(2 Thessalonians 3:6-10,
Acts 18:3)

167  
 
5.2 CONTENT 6.2 CONTENT
5.2.1 The church in education; 6.2.1 Church and health care;
- the early missionary - training medical personnel
contribution (Mark 16:15-18, Luke 9:1-6)
(Matthew 28:19-20) - mobile clinic service
- the early church schools (Luke 9:6)
- formal and non formal - community health
education programmes (Luke 9:6)
- special education (John 9:1-3)
- youth education programmes 6.2.2 Church in training;
(Ecclesiastes 12:1-5) - the clergy
(Matthew 4:18-22,
5.2.2 Church and development; 2 Timothy 2:1-20
- in farming (Genesis 1:28, 31) - the laity (Acts 6:1-6)
- international involvement (2
Corinthians 8:1-4) 6.2.3 Church and social welfare
- Christian training centre (Acts 2:43-47; 4:32);
(2 Thessalonians 3:6-10) - care for the aged
i) rural (Matthew 25:41-45)
ii) industrial - care for the orphans
(James 1:27)
- relief services
SUB-THEME: THE TEACHINGS OF (1 Corinthians 16:1-3)
JESUS - care for refugees
(Matthew 25:35-36
UNIT 6.0: CRISTIANS IN ACTION 6.2.4 Christians working together
IN HEALTH CARE AND (John 17:20-23)
SOCIAL WELFARE

6.1 SPECIFIC OBJECTIVES TERM III


By the end of the unit, the learner
should be able to: THEME: RELATIONSHIPS
a) describe the activities of the
church in health care SUB-THEME: NEIGHBOURS
b) describe the work of the
church in training the clergy UNIT 7.0: FRIENDSHIP AND LOVE
and laity
c) describe activities of the 7.1 SPECIFIC OBJECTIVES
church in taking care of the By the end of the unit, the learner
social welfare of the needy should be able to:
d) explain the involvement of a) state what emotions are
Christians in the church in b) describe ways of coping with
Africa emotions
e) appreciate the contribution of c) explain how he /she can accept
the church in health care and himself/herself and others
social welfare d) describe ways of maintaining
f) desire to be an active friendship
Christian e) state the activities he/she does
happily with others

168  
 
f) state what he/she can do to 7.2.8 Effects of good and bad
contribute to a happy family relationships in the family(John
g) state how parents contribute 11:1-27, Luke 15:11-24,
towards a happy home Ephesians 4:26)
h) describe the effects of a good 7.2.9 Christ our example
and bad relationships in the (Mark 15:1-15, 1 John 4:7-8)
family
i) describe how Jesus Christ is
an example in loving family SUB-THEME: DISCIPLESHIP
members
j) desire to control his/her UNIT 8.0: CIVIC RESPONSIBILITY
emotions
k) accept himself/herself and 8.1 SPECIFIC OBJECTIVES
others By the end the unit, the learner
should be able to:
l) desire to develop true
a) state the meaning and purpose
friendship
of authority in the society
m) desire to promote good b) state ways of showing respect
relationships in the home to people in authority
n) appreciate the work of parents c) explain how love, peace and
o) follow the example of Jesus unity help us to build a better
Christ society
d) explain how he/she cares for
7.2 CONTENT personal and public property
7.2.1 Emotions; e) state the activities carried out
- what they are during the harambee youth
(1 Samuel 17:28-30; week
John 11:35) f) explain how Christian
- how to cope with them festivals are celebrated
(Ephesians 4:26-32) g) explain ways in which
7.2.2 How to accept ourselves and Christians can help others
others (John 7:24, learn how to read
1 Corinthians 13:4-7) h) list activities in the community
7.2.3 Friendship; which Christians can do
- mutual respect i) describe how national days are
(Galatians 5:13-15) celebrated
- wanting the best for others j) respected people in authority
(1 Corinthians 13:4-7) k) participate in nation building
- tolerance and patience l) take care of his/her property
(Genesis 29:15-29) and that of others
7.2.4 Necessity of loyal, openness and m) thank God for the work of the
trust (1 Samuel 20:1-23) church in community and
7.2.5 Sharing activities with others nation building
(Ecclesiasts 12:13, 14, n) thank God for the nation
Acts 2:46-47)
7.2.6 Contribution of parents in making a
happy home (1 Samuel 2:18-19)
7.2.7 Contribution of children in making
a happy home
(Luke 2:51-52, Colossians 3:20)

169  
 
8.2 CONTENT d) state the purpose of God for
8.2.1 Meaning and purpose of authority every child
(Luke 22:24-27) e) describe the life of Jesus
8.2.2 Respect for people in authority Christ as a refuge in Egypt
(Titus 3:1, Romans 13:1-7) f) state what the hope of Jesus
8.2.3 Building of a better society Christ were as a refugee in
through love, peace and unity Egypt
(Romans 13:1-7, Colossians
g) state
3:12-15)
what the hopes of Jesus
8.2.4 Care for personal and public Christ are for human kind
property (Exodus 20:13, 15, 17) h) give reasons why Jesus Christ
8.2.5 Activities of the harambee youth was born
week (Ephesians 4:2, 15-16) i) state the different ways of
8.2.6 Christian obligation towards celebrating Christmas
strangers (Matthew 25:35,38, 40, j) rely on God to overcome fear
Hebrews 13:1-3) k) appreciate their hope in God’s
8.2.7 Helping in literacy work promises
(Proverbs 4:13) l) thank God for Jesus Christ
8.2.8 Our role in community work m) trust in God for the future
(Philippians 2:1-5)
8.2.9 Celebrating the national days and 9.2 CONTENT
Christian festivals (Leviticus 9.2.1 Our fears;
23:39-44) - what they are (John 16: 16-21)
- overcoming fear by relying on
SUB-THEME: CHRISTMAS God (Isaiah 41:10,
Psalms 34:4)
UNIT 9.0: GOD’S PURPOSE FOR 9.2.2 Careers in adult life
EVERY CHILD (Ephesians 1:15-18)
9.2.3 Purpose of God for every
9.1 SPECIFIC OBJECTIVES child(Jeremiah 29:11,
By the end of the unit, the Philippians2:13-15, 2 Timothy 1:7)
learner should be able to: 9.2.4 Jesus Christ as a refuge in Egypt
a) state what his/her fear are (Matthew 2:13-14)
b) explain how he/she can 9.2.5 The hope of Jesus Christ for
overcome fear human kind (Luke 4:16-19)
c) describe what career he/she 9.2.6 Reasons for the birth of Jesus
wishes to engage in, in adult Christ (Matthew 1:21)
life 9.2.7 Ways of celebrating Christmas
(Luke 2:8-20)

170  
 
STANDARD EIGHT

TERM I 1.2.3 Effects of drugs on human body


(Genesis 9:24)
THEME: REVELATION 1.2.3 Sexual misuse (Romans 1:24-27,
1 Corinthians 6:9-11,
SUB-THEME: CREATION Galatians 5:19);
- prostitution (Hosea 2:5-7,
UNIT 1.0: GOD’S HELP AND SELF- Exodus 20:14, 2 Samuel11:2-
HELP 15, John 4:16)
- homo sexuality (Leviticus
1.1 SPECIFIC OBJECTIVES 18:22; 20:13, Romans1:24-27)
By the end of the unit, the learner - rape (Genesis 9:24)
should be able to: - incest (1 Corinthians 5:1-21)
a) describe how the body is the - adultery (2 Samuel 11:2-15,
temple of God Exodus 20:14)
b) name various drugs - fornication
c) describe how each of the drugs 1.2.5 Effects of sexual misuse
is misused (Deuteronomy 28:20-22);
d) explain how alcohol is abused - STIs
e) give the effects of drugs on the - HIV and AIDS
human body - early pregnancy
f) state types of sexual misuse - school drop-outs
and their effects - early marriages
g) explain the effects of misuse - death
of the environment by human - abortion
kind
- guilt
h) describe the traditional
- stress
African community view on
1.2.6 Misuse of natural resources;
use and misuse of God’s
creation - cutting trees
i) explain the Christian teaching - mining
on the use and misuse of - pollution
God’s 1.2.7
creation of traditional African society
View
j) desire to live a holy life on use and misuse of God’s
creation
k) respect his/her body
1.2.8 Christian teaching on use and
l) conserve the environment misuse of God’s creation(Genesis
m) appreciate his/her body 1:11, 12, 26-29, Psalms 8:6-8)
n) appreciate the environment 1.2.9 How to respond to the misuse of
o) avoid taking drugs God’s creation (Psalms 104: 16-17)

1.2 CONTENT
1.2.1 The body is the temple of God
Romans 12:1-3,1 Corinthians
6:13, 19-20
1.2.2 Various drugs and how they are
abused (Ephesians 5:18)

171  
 
SUB-THEME: THE BIBLE 2.2.4 Respect for the life of the born and
the unborn (Psalm 139:13-16)
UNIT 2.0: CHRISTIANITY AND 2.2.5 Concepts of God in traditional
TRADITIONAL African society and Christianity
AFRICAN HERITAGE (John 1:3; 6:35; 8:12; 4:6; 15:5,
Matthew 6:9)
2.1 SPECIFIC OBJECTIVES 2.2.6 Response to God in traditional
By the end of the unit, the learner African society (Isaiah 1:18-20;
should be able to: 9:6-7, Jeremiah 31:28-31)
a) narrate stories of creation in 2.2.7 Ways of reconciling with God in
traditional African traditional African society
communities 2.2.8 Similarities between Christianity
b) state how the unborn, the and traditional African beliefs and
living the living-dead and the customs(Hebrew 1:1, Matthew
ancestors are related to each 5:17, Exodus 34:10-28)
other 2.2.9 Differences between Christianity
c) describe how each of the drugs and traditional beliefs and customs
is misused (Exodus20:3-5, Hebrews 10:8-10)
d) explain how alcohol is abused
e) give the effects of drugs on the SUB-THEME: EASTER
human body
f) state some ways in which UNIT 3.0: JESUS CHRISTS
African people responded to VICTORY OVER PAIN
the creator AND SUFFERING
g) explain how reconciliation
3.1 SPECIFIC OBJECTIVES
with God was done in
By the end of the unit, the learner
traditional African society
should be able to:
h) describe similarities and a) list causes of suffering
differences between b) mention types of suffering
Christianity and traditional c) explain various kinds of
African customs and beliefs physical suffering
i) desire to protect life d) identify various kinds of
j) appreciate various concepts of mental suffering
God e) state various kinds of
k) appreciate spiritual life of emotional suffering
African people f) explain reasons for Jesus
Christ’s suffering
2.2 CONTENT g) describe how Christians can
2.2.1 African stories of creation triumph over pain through the
(Genesis 1:4-13,27) help of the Holy Spirit
2.2.2 Relationship between the unborn, h) list some purpose of suffering
the living, the living dead and the i) mention kinds of suffering that
ancestors (Matthew 1:1-17, GenesisChristians
13:14-18; undergo
50:24-25)today
2.2.3 Difference between continuity of j) appreciate that pain and
life in African tradition and suffering have a purpose
Christianity k) strive to prevent suffering
(1 Thessalonians 4:4-17, 1 l) appreciate the leading power
Corinthians 15) of the Holy Spirit

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m) appreciate that by sharing in e) state the importance of self-
the sufferings of Christ, he/she denial in relation to serving
will share in His resurrection others
n) pray for Christians undergoing f) state the importance of
suffering having a living faith
o) be ready to suffer for Jesus g) describe the relationship
Christ between prayer and fasting
h) appreciate that God answers
3.2 CONTENT prayers
3.2.1 Causes of suffering i) appreciate fasting as a means
(John 9:1-5, Luke 5:17-26) of bringing one near to God
3.2.2 Pain and suffering; j) desire to serve God and
(John 19:1-3; Mark 5:1-10, fellow human beings
Luke 16:19-21, Job 2:1-10) k) live the Christian faith
- mental
- physical 4.2 CONTENT
- emotional 4.2.1 Prayer
3.2.3 Jesus Christ triumphs over pain and (John 17:21, Acts 3:1,
suffering (1 Peter 2:6-21, Isaiah Luke 18:9-14);
53:3-5; 20:1-10, Luke 23:26-49; - meaning
24:1-12) - private and public
3.2.4 Purpose of suffering (Luke 5:15, 16, Acts 2:40-42)
(1 Peter 3:18-22; 4:12-19) - answers to prayers (John 15:7,
3.2.5 Martyrdom 1 Samuel 28:1-20)
(Act 7:54-60, 12:1-5) 4.2.2 Difference between prayers and
3.2.6 Christian suffering today magic (Acts 8:9-13, 13, 18-22)
(2 Corinthians 1:5) 4.2.3 Relationship between fasting and
prayer (Matthew 6:16-18)
4.2.4 Self denial in services to others
TERM II (Mark 8:34-35)
4.2.5 Faith in daily action
THEME: RESPONSE (Romans12:1-2,
Hebrews 11:1-3, 8-12)
SUB-THEME: THE CHURCH 4.2.6 Meaning of a living faith
(James 2:14-17; 5:16)
UNIT 4.0: LIVING THE
CHRISTIAN FAITH

4.1 SPECIFIC OBJECTIVES


By the end of the unit, the learner
should be able to:
a) state the meaning of prayer
b) explain how prayers can be
made in private and public
c) state the different response
given by God in our prayers
d) explain the difference between
prayer and magic

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TERM II 5.2.2 Social problems;
- nepotism (Matthew 12:46-50,
THEME: RESPONSE Mark 10:35-37)
- tribalism (John 4:5-10)
SUB-THEME: THE TEACHING OF - corruption (Luke 19:1-10)
JESUS - mismanagement of resources
(1 Corinthians3:16-17)
UNIT 5.0: SOCIAL PROBLEMS i) natural
AND CHRISTIAN ii) human
VALUES 5.2.3 Upholding Christian values in our
lives (Ephesians 4:15)
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the leaner SUB-THEME: PENTECOST
should be able to:
a) state ways in which one can UNIT 6.0: JESUS FREES AND
practice justice COMMANDS
b) explain the importance of
fairness in his/her daily life 6.1 SPECIFIC OBJECTIVES
c) give reasons why a Christian By the end the unit, the learner
should be honest should be able to:
d) describe effects of corruption a) state how he/she makes use of
in the society personal freedom
e) explain how nepotism destroys b) explain how Jesus Christ
good relationship showed His obedience of God
f) explain what happens when c) describe how Jesus Christ
resources are mismanaged showed His loyalty to His
g) apply Christian value in father
his/her life d) explain how Jesus Christ
h) avoid corruption, injustices reacted to Jewish authority
and nepotism e) state ways in which he/ she
i) desire to apply Christian reacts to authority
principles in his/her life f) describe how he/she relates to
parents and the community
j) use Christian values when
g) explain the teachings of Jesus
dealing with social problems
Christ on freedom
h) desire to achieve true freedom
5.2 CONTENT
i) express loyalty to the state
5.2.1 Christian values
j) respect his/her parents
(Amos 5:10-11; 14-15);
- justice (Jeremiah 22:3, Micah 6.2 CONTENT
7:2-4, Amos 8:4-6, 6.2.1 Meaning of Christian freedom
James 5:1-6) (Galatians 5:1, 13)
- fairness (Genesis 37:25-36, 6.2.2 Jesus Christ shows His obedience
John 8:2-11) to God (Luke 22:46-49)
- honesty (Proverbs 12:17) 6.2.3 Jesus Christ’s reaction towards
- integrity (2Kings 5:20- freedom (John 8:31-34)
27,Ecclesiastes 7:7, Proverbs 6.2.4 Jesus Christ’s respect for authority
10:10 Matthew 22:16) (Matthew 22:15-22;23:1-3)

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6.2.5 Personal freedom in relation to; o) appreciate the Christian
- ourselves teaching on the marriage
(1Corinthians 6:12; 8:9-13,
1 Peter 2:16) 7.2 CONTENT
- authority (Titus 3:1-2) 7.2.1 Types of families
- parents (Luke 2:51-52) (Ephesians 5:31-33);
- community - nuclear
6.2.6 Loyalty to the state (Romans 13:1) - extended
7.2.2 Factors to consider when choosing
a marriage partner (Proverbs
19:14, 31 Matthew 1:18-25)
TERM III 7.2.3 Marriage; (Genesis 2:18-24)
- benefits of a Christian
THEME: RELATIONSHIPS marriage (Mark 10:9)
- factors to consider when
SUB-THEME: NEIGHBOURS getting married
(Genesis 24:1-19)
UNIT 7.0: THE FAMILY AND - essential needs of family
MARRIAGE - obstacles to a good marriage
- traditional African view on
7.1 SPECIFIC OBJECTIVES love and marriage
By the end of the unit, the learner - traditional African view on
should be able to: love and marriage
a) state the different types of - Christian teaching on love and
families marriage
b) state the factor considered (Matthew 19:1-12;
when choosing a marriage partner Ephesians 5:22, 28,
c) state factor to consider when 1Corinthians 7; 13:4-7)
getting married 7.2.4 Qualities of a good parent
d) mention advantages of a (Psalm 127:3, Matthew 19:13-14,
Christian marriage Proverbs 6:6-11; 9:18; 29:17)
e) describe the essential needs of 7.2.5 Qualities of a good child
a family (Ephesians 6:1-3)
f) discuss what undermines a
good marriage relationship
g) state qualities of a good parent UNIT 8.0: RESPONDING TO
h) list the qualities of a good CHRIST’S CALL
child
i) state the traditional African 8.1 SPECIFIC OBJECTIVES
j) view of love and marriage By the end of the unit, the learner
j) explain the Christian teaching should be able to:
on love and marriage a) state the meaning of
k) appreciate his/her family discipleship
structure b) describe the teachings of Jesus
l) desire to form good Christ on discipleship
relationships in the family c) explain how loving one
m) appreciate his/her parents another demonstrates
n) portray good behaviour discipleship

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d) state the importance of loving SUB-THEME: CHRISTMAS
others
e) explain the place of wealth in SUB-THEME: DISCIPLESHIP
Christian discipleship
f) list ways in which wealth is UNIT 9.0: LEISURE
misused in Christian
discipleship today 9.1 SPECIFIC OBJECTIVES
g) distinguish between the work By the end of the unit, the learner
of an evangelist and a witness should be able to:
h) desire to be disciples of Jesus a) state the meaning of leisure
Christ b) state different kinds of leisure
i) serve others willingly c) list leisure activities in
traditional African society and
j) deny himself /herself for the
in modern society
sake of Jesus Christ
d) describe the importance of
k) love other people leisure in his/her personal
l) appreciate the work of growth
evangelists and witnesses in e) explain the importance of
the church today leisure in a family
f) describe the use of leisure in
8.2 CONTENT cultural development
8.2.1 Meaning of discipleship g) name Christian activities they
(Acts 28:16-20, Matthew 4:18, can do during leisure
Luke 9:1-9, Acts 7:54-60) i) write down the destructive
- teachings of Jesus Christ on elements in some leisure
discipleship (Matthew 5:44, activities
Luke 9:57-62) j) state the difference between
- abiding in the vine leisure and unemployment
(John 15:7, Romans 8:1) k) discus how to make proper use
- loving one another (John 3:16, of leisure time
1 Corinthian 13:1; 1 John 2:11) l) appreciate leisure
- serving one another m) desire to make proper use of
(John 13:4-5, 14) time for leisure
- denying oneself (Mark 8:24) n) avoid destruction leisure
- the place of wealth in Christian o) appreciate the importance of
discipleship today leisure in a family
(Proverbs 30:8-9, p) desire to develop certain skills
Mark10:17-22) during their leisure
- misuse of wealth in Christian q) vary leisure activities.
discipleship today
(Micah 3:5, 11)
8.2.2 Role of evangelists and witnesses
(Matthew 28:19-20, Act 1:8,
Ephesians 4:11-12)

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9.2 CONTENT SUGGESTED TEACHING
9.2.1 Meaning of leisure /LEARNING RESOURCES
(Ecclesiastes 3:1-8) 1. The Good News Bible
9.2.2 Leisure today and in traditional 2. Charts
African communities 3. Pictures
9.2.3 Uses of leisure; 4. Clay/plasticine
- for personal growth 5. Flash cards
(1 Samuel 16:23) 6. Post cards /letters
- to be with the family 7. Real objects (A cross) models
- for cultural development 8. Paper
9.2.4 Christian activities during leisure 9. Drawing tools
(Genesis 2:1-2, Exodus 20:8-11,
10. Models
Luke 1:39-45)
9.2.5 Misuse of leisure 11. Resource and persons
(Genesis 9:20-25)
9.2.6 Leisure and unemployment RATIONALE
(2 Thessalonians 3:6-12) To make the lesson explanations clear and
easy to understand

LOWER PRIMARY – STANDARD 1-3 SUGGESTED ASSESSMENT


METHODS
SUGGESTED TEACHING 1. Oral questions
/LEARNING EXPERIENCES 2. Observation
1. Singing
2. Question and answer At this stage learners should not be
subjected to rigorous assessment activities.
3. Role-play
4. Practical work
5. Story-telling UPPER PRIMARY 4-8
6. Chanting
7. Drawing SUGGESTED TEACHING/
8. Miming LEARNING EXPERIENCES
9. Recitation 1. Singing
10. Nature walk 2. Nature walk
11. Modelling 3. Story telling
12. Imitation 4. Group discussion
5. Dramatization
6. Drawing
RATIONALE 7. Role pay
The learners at this stage understand more 8. Question and answer
from what they see and do then what they
9. Recitation
hear. The question and answer method
provokes the learners thinking and 10. Visits
encourages them to participate in the 11. Field trips
lesson. Learners are active and creative 12. Mining
that will keep them alert. Their attention 13. Practical work
span is also low therefore, they need 14. Project
activities that are simple and enjoyed to 15. Reading
keep them busy. 16. Exposition

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RATIONALE 16. Working tools
• The learners at this stage have 17. Toys
acquired enough vocabulary to allow 18. Musical instruments
for expression through group 19. Games equipment
discussion
• They have also acquired a reasonable NOTE:
amount of writing and reading skills. Teachers are free to improvise learning
• The learners are more adventurous resources according to the local needs of
and therefore would like to interact the teaching /learning process.
more with the environment
warranting nature walks, field trips SUGGESTED ASSESSMENT
and visits. METHODS
• they are able to remember what is 1. Written questions
learnt and can apply theoretical 2. Oral questions
knowledge in real life situations 3. Observation
• The learners are more creative and 4. Checklists
can explore this creativity through 5. Projects
drawing, dramatization, role play,
singing. RATIONALE
• They have developed a high sense of • Enables learners to practically apply
responsibility to allow for projects, knowledge and attitudes gained to
and practical work. class.
• The experiences enable the teacher to • Learners are able to participate actively
vary teaching methods in order to in the teaching/learning process
make learning more interesting • The encourage self initiative in the
• Learners are mature enough to join teaching /learning process
high school and so exposition method • Encourages inter-disciplinary approach
of teaching prepares them for the next in learning
level.

SUGGESTED TEACHING
/LEARNING RESOURCES
1. The Good News Bible
2. Real objects
3. Pictures
4. Charts
5. Drawing tools
6. Paper
7. Resource persons
8. Hymn Books
9. Posters
10. Newspaper cuttings
11. Glue /paste
12. Flash cards
13. Rulers
14. Cutting tools
15. Roll of papers

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