KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRE-PRIMARY SCHOOL CURRICULUM DESIGN

PRE-PRIMARY 2
 First Published 2017

Revised 2024

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, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-096-7

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the aspirations of the
Constitution of Kenya 2010, the Kenya Vision 2030, the National Curriculum Policy 2019, the United Nations Sustainable Development
Goals (SDGs), and the regional and global conventions to which Kenya is a signatory. Towards achieving the mission of basic education, the
Ministry of Education (MoE) has successfully and progressively rolled out the implementation of the Competency Based Curriculum (CBC)
at Pre-Primary, Primary and Junior School levels.

The implementation of Competency Based Curriculum involves monitoring and evaluation to determine its success. After the five-year
implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the achievement of learning
outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya constituted a Presidential Working Party
on Education Reforms (PWPER) in 2022, to address salient issues affecting the education sector. The PWPER made far reaching
recommendations for basic education that necessitated curriculum review. The recommendations of the PWPER, monitoring reports,
summative evaluation of the primary cycle, feedback from curriculum implementers and other stakeholders, led to rationalisation and review
of the basic education curriculum.

The reviewed Pre-Primary Two (PP2) curriculum designs build on competencies attained by learners at Pre-Primary One (PP1). They focus
on pre-literacy, pre-numeracy, motor and cognitive development, and social and emotional skills.

The curriculum designs present National Goals of Education, essence statements, general and specific expected learning outcomes for the
different learning areas, as well as strands and sub strands. The designs also outline suggested learning experiences, suggested key inquiry
questions, core competencies, Pertinent and Contemporary Issues (PCIs), values and assessment rubrics.

It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and efficient
implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION
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PREFACE
The Ministry of Education (MoE) nationally implemented Competency Based Curriculum (CBC) in 2019. Pre-Primary Two (PP2) is the
second level of Pre-Primary school in the reformed education structure as provided for in the Basic Education, Act, 2013. The reviewed PP2
curriculum furthers learning already acquired at Pre-Primary One (PP1).

Therefore, the PP2 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning
to Learn and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands and the
other aspects of the CBC. They also offer several suggested learning resources and a variety of assessment techniques. It is expected that the
designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes for PP2 and prepare them for smooth
transition to Grade One. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting and enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and review (SNE
adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of
education involves thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative
process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF)
2017. The curriculum responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, the Kenya
Vision 2030, the East African Community Protocol, the International Bureau of Education Guidelines and the United Nations Sustainable
Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to facilitate the achievement of the stipulated mandate and implementation of the
Government and Sector (Ministry of Education-MoE) plans. The Institute also receives support from development partners targeting specific
programmes. The PP1 curriculum designs were developed with the support of the World Bank through the Kenya Primary Education Equity in
Learning Programme (KPEELP); a project coordinated by the MoE. Therefore, the Institute is very grateful for the support of the Government of
Kenya, through the MoE and the development partners for policy, resource and logistical support. Specifically, special thanks go to the Cabinet
Secretary in the Ministry-MoE, and the Principal Secretary in the State Department of Basic Education.

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, and educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs), and representatives of various stakeholders for their roles in the development of the PP1 curriculum
designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission (TSC), and the Kenya
National Examinations Council (KNEC) for their support in the process of developing these designs. Finally, we are very grateful to the
Chairperson of the KICD Council, and other members of the Council for the very consistent guidance in the process. We assure all teachers,
parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC at PP2 and the preparation of
learners for transition to Grade One.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
The people of Kenya belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect
for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.
b) Economic Needs
Education should prepare a learner with requisite competencies that support a modern and independent growing economy. This
should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competencies for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

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

4. Promote sound moral and religious values

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

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5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the learner
with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value and respect
own and other people’s culture, as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to
operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this
membership entails.

8. Promote positive attitude towards good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION FOR PRE-PRIMARY
S/No Activity Area Number of Lessons per Week
1. Language Activities 5
2. Mathematical Activities 5
3. Creative Activities 6
4. Environmental Activities 5
5. Religious Activities 3
Pastoral/Religious Instruction Programme 1
Total 25

Note:
The time allocated for each activity area is 30 minutes.

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LEVEL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By end of Pre-Primary Education, the learner should be able to;
1) demonstrate acquisition of literacy, numeracy and communication skills for continuous learning,
2) develop desirable social, moral and religious values for harmonious co-existence,
3) develop creative, innovative and critical thinking skills for problem solving,
4) develop awareness of the immediate environment for learning and enjoyment,
5) develop physically, emotionally and spiritually for self-growth,
6) demonstrate respect and value for own country and diverse cultures for national cohesion,
7) discover their interest and talent for self-fulfillment and contribution to the society.

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ENVIRONMENTAL ACTIVITIES

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ESSENCE STATEMENT
Environmental Activity area in pre-primary entails the study of the relationship between man and his environment. It comprises
of; the local natural environment and its care, social relationships, health practices and safety. This provides opportunities for the
learner to explore, experiment and interact with the immediate environment. This resonates with Vygotsky’s social cultural
development theory which asserts that learning is majorly a social activity. In addition, the learning area will provide
opportunities for the learner to acquire skills and knowledge to; enjoy learning, promote good health, safety, environmental
conservation, and appreciate rich cultural diversity. The pedagogies for pre-primary Environmental Activities are play-based and
nature walk, where children naturally learn through play by engaging in and making sense of environment.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of pre-primary, the learner should be able to:
1. observe proper hygiene and sanitation to promote good health.
2. explore the immediate environment for learning, conservation and enjoyment.
3. apply technological skills for learning and enjoyment within their local environment.
4. demonstrate acquisition of social skills for interpersonal relationship.
5. make appropriate choices for safe interaction with the immediate environment.
6. appreciate the rich and diverse cultural heritage in the local environment.

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SUMMARY OF STRANDS, SUB-STRANDS AND NUMBER OF LESSONS

Strands Sub-Strands Suggested Number of Lessons

1.0 MYSELF 1.1 External body parts 10
1.2 Uses of body parts 12
1.3 Cleaning Nose 5
1.4 Dressing 12
2.0 MY FAMILY 2.1 Foods 10
2.2 Importance of eating food 6
3.0 MY HOME 3.1 Houses at home 10
3.2 Work done at home 10
3.3 Domestic Animals 10
4.0 MY NEIGHBOURHOOD 4.1 Families in our neighbourhood 5
4.2 Buildings in our neighbourhood 10
4.3 Plants 10
5.0 MY SCHOOL 5.1 People in our school 10
5.2 Things in our school 10
5.3 Care for our school 10
5.4 Safety in the environment 10
5.5 Weather condition 10
Totals number of lessons 160

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THEME: MYSELF
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Myself 1.1 External By the end of the The learner is guided to: Why do we have
Body Parts sub-strand, the • mention external body parts, body parts?
• Head learner should be • recite poems on body parts,
• Mouth able to: • sing songs about body parts,
• Nose a) name external • tell stories about external body parts,
• Eyes body parts for • picture read external body parts,
• Legs self-awareness, • draw external body parts,
• Hands b) identify external
• Ears • play games on external body parts,
body parts for
(10 lessons) • model external body parts,
self-awareness,
• work in teams to mount pictures of
c) appreciate one's
external body parts on a chart,
body part for
self-esteem. • paste cut out pictures of external
body parts,
• manipulate digital device to watch
video clips of external body parts
while observing safety.

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Core competencies to be developed:

Communication: learner speaks clearly when naming external body parts.
Values:
• Integrity: learner utilises resources prudently when pasting cut out pictures of external body parts.
• Peace: learner follows laid down rules when playing games on body parts.
Pertinent and Contemporary Issues:
Developmental perspectives: learners develop self-awareness when naming external body parts.
Link to other learning area:
Body parts such as mouth relates well when articulating letter sounds in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.2 Uses of By the end of the Learner is guided to: How do we use body
Body Parts sub-strand, the • recognise external body parts, parts?
• Mouth learner should be • touch as they name body parts,
• Eyes able to: • manipulate digital device to watch
• Legs a) identify uses of videos or picture of external body
• Hands body parts for parts,
• Ears familiarisation, • observe different pictures depicting
b) match body people performing various actions
(12 lessons) parts with their and which body parts are in use,
uses for self- • name uses of body parts,
awareness, • recite poems about uses of the body
c) appreciate parts,
one’s body
• look right, left, right again, hear,
parts for self-
think then cross the road,
esteem.
• play games as they mention uses of
body parts,
• discuss about the uses of body parts
in groups,
• news tell on the uses of body parts,
• role-play on the uses of body parts.

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Core competencies to be developed:

Self-efficacy: learner know more about self when role playing the uses of body parts.
Values:
Love: learner cares for self and others when singing songs on uses of body parts.
Pertinent and Contemporary Issues:
Developmental perspectives: Learner develops self -awareness when naming external body parts.
Link to other learning area:
Uses of body parts such as ears relates to concepts of attentive listening to stories in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.3 Cleaning By the end of the The learner is guided to: 1. How do we
Nose sub-strand, the • mention items used to clean the nose, clean our nose?
learner should be • identify items used to clean the nose, 2. Why do we
(5 lessons) able to: • sing songs on cleaning nose, clean our nose?
a) name items • recite poems about cleaning the nose,
used to clean • use a clean handkerchief,
the nose in • draw and colour handkerchief
and out of • practice wiping their nose,
school,
• cover their nose while sneezing,
b) wipe the nose
• discuss the importance of cleaning the
appropriately,
nose using a clean handkerchief,
c) acknowledge
the need to • observe videos clips on cleaning the
clean the nose nose,
appropriately. • improvise a handkerchief using suitable
materials.
Core competencies to be developed:
Critical thinking and Problem solving: learner improvises handkerchief using suitable materials.
Values:
Responsibility: learner enhances self-drive when using a clean handkerchief.
Pertinent and Contemporary Issues:
Personal hygiene, as they clean their nose.
Link to other learning area:
Items used to clean the nose relates to new words learnt in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.4 Dressing By the end of the sub- The learner is guided to: How do we
strand, the learner • identify clothes worn in and out of school, dress on
(12 lessons) should be able to: • talk about clothes worn in and out of school, clothes?
a) name clothes worn • team up to sort and group clothes according
in and out of school, to different weather conditions,
b) dress according to • view video clips on clothes worn in and out
different weather of school,
conditions, • read pictures of clothes worn in and out of
c) put on shoes school,
properly in and out • colour drawn pictures of clothes according
of school, to different weather conditions,
d) value one’s clothes • dress and undress dolls,
for self-esteem.
• practice putting on clothes, button and
unbutton shirts and blouses,
• Zip and unzip,
• sing songs on use of reflective materials for
visibility,
• practice putting on shoes, socks, tying shoe
laces.
Core competencies to be developed:
Learning to learn: Learner learns independently when dressing and undressing dolls.

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Values:
Unity: Learner teams up to sort and group clothes according to different weather conditions.
Pertinent and Contemporary Issues:
Child’s rights: Learner understands own rights as one values own clothes.
Link to other learning area:
Dressing and undressing dolls relates to concepts of sorting and grouping in Mathematical Activities.

Suggested Assessment Rubric

Level Exceeds Meets Approaches Below Expectations
Indicator Expectations Expectations Expectations
Ability to identify Name external body Name body parts Name all external body Name external body
external body parts parts, identify their and identify their parts and fails to parts while misses out
with their uses. uses and mention uses. remember all the uses. their uses.
other parts of the
body.
Ability to name Name items used to Name items used to Name all items used to Name items used to
items used to clean clean nose, how to clean nose and able clean nose and able to clean nose while
nose and wipe the wipe the nose and to wipe the nose. wipe the nose on rare struggles to wipe the
nose. explain the reasons. occasion. nose.
Ability to dress and Dress and undress and Dress and undress. Dress all the time and Dress occasionally and
undress. provides clearly once in a while unable to has difficulties to
understanding of undress. undress.
other details.
Ability to put on Put on shoes, tie shoe Put on shoes Put on shoes all the time Put on shoes while
shoes properly and laces with creativity. properly and tie while misses out tying confuses the sides and
tie shoe laces. shoe laces. shoe laces. fails to tie shoe laces.
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THEME: OUR FAMILY

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Suggested Key

Experiences Inquiry
Question(s)
2.0 Our 2.1 Foods By the end of the sub-strand, The learner is guided to: 1. Why do we
Family (10 lesson) the learner should be able to: ● talk about different types of eat food?
a) name types of foods eaten food eaten by family 2. What types of
by family members, members, food do you
b) identify different types of ● listen to stories of different eat?
foods for healthy living, types of food eaten by family
c) observe table manners members,
when eating food for ● recite poems on different
good etiquette, types of food eaten by the
d) appreciate different types family members,
of food eaten by the ● wash fruits before eating,
family members. ● draw different types of food
eaten by family members,
● collaboratively match
pictures of fruits eaten by
family members,
● manipulate digital device to
watch video clips on table
manners.

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Core competencies to be developed:

Citizenship: Learner develops active community life skills when naming different types of food eaten by family
members.
Values:
Unity: Learner collaboratively match pictures of fruits eaten by family members.
Pertinent and Contemporary Issues:
Learner support programme: Learner appreciates cultural diversity when singing songs on different types of foods eaten
by family members.
Link to other learning area:
Foods like fruits relates to concepts of counting objects in Mathematical Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.2 Importance By the end of the The learner is guided to: 1. Why do we eat
of Eating Food sub-strand, the • observe different pictures of food?
learner should be different foods for healthy body, 2. How do we clean
(6 lessons) able to: • mention the importance of eating fruits before
a) tell the clean food, eating?
importance of • manipulates digital device to watch
eating food for video clips on the importance of
healthy living, eating food,
b) talk about the • story tell the importance of eating
importance of food,
eating clean • recite poems on the importance of
food, eating food,
c) wash fruits • role-play importance of eating
before eating clean food,
for healthy • sing songs on the importance of
living, eating food,
d) appreciate the
• dramatise on the importance of
importance of
eating food,
eating food.
• picture read importance of eating
food.

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Core competencies to be developed:

Communication: Learner develops skills of speaking audibly when story telling the importance of eating food.
Values:
Responsibility: Learner enhances hygiene skills when washing fruits before eating.
Pertinent and Contemporary Issues:
Communicable and non-communicable diseases: Learner is able to prevent diseases by eating clean food.
Link to other learning area:
Importance of eating food relates to sorting and grouping of different foods in Mathematical Activities

Suggested Assessment Rubric

Level Exceeds Expectations Meets Approaching Below Expectations
Indicator Expectations Expectations
Ability to identify Identifies a variety of Identifies Identifies a few different Identifies (mentions
different food eaten different food eaten by different food food eaten by family one) food eaten by
by family members. family members. eaten by family members. family members.
members.
Ability to tell the Tells the importance Tells the Tells the importance of Tells the importance of
importance of of eating clean food importance of eating clean food with eating clean food
eating clean food. with in-depth details. eating clean food. minimal details. without details.
Ability to practice Very often practices Practices healthy Less often practices Rarely practices
healthy habits when healthy habits when habits when healthy habits when eating healthy habits when
eating food. eating food. eating food. food. eating food.

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 THEME: OUR HOME
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
3.0 Our 3.1 Houses By the end of sub- The learner is guided to: 1. Why do we have
Home Found at strand, the learner • tell different houses at home, houses at home?
Home should be able to: • identify houses found at home, 2. What types of
• Toilet a) name houses at • view video clips of houses at home, houses do we
• Latrine home for • observe charts of houses at home, have at home?
• Kitchen familiarity, • draw houses at home,
• Poultry b) identify different • colour drawn pictures of houses at home,
• Granary houses at home,
• model houses at home,
c) tell uses of
(10 lessons) houses found at • paint drawn pictures of houses at home,
home, • sing songs on the uses of houses at home
d) recognise in groups,
various types of • talk about uses of houses at home,
houses at home. • recite poems on the uses of houses at
home,
• collaboratively model a simple house
found at home using clay or plasticine.
Core competencies to be developed:
Learning to learn: Learner models houses in a home and relates to their uses.
Values:
Unity: Learner collaborates with peers to model a simple house found at home using clay or plasticine.
Pertinent and Contemporary Issues:
Environmental education: Learner enhances environmental awareness when identifying houses found at home.
Link to other learning area:
Drawn pictures of houses found at home relates to pattern making in Creative Activities.
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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.2 Work By the end of the sub- The learner is guided to: Why do
Done at strand, the learner • mention work done at home, people work?
Home should be able to: • news tell about different work done at home,
a) name work done at • picture read on different work done at home,
(10 lessons) home for • walk around the school to identify work done
familiarisation, by people,
b) talk about the • discuss about the importance of work done at
importance of work home,
done at home, • sing songs about work done at home,
c) practice work done • recite poems on work done at home,
at home,
• manipulate digital device to watch video clip
d) appreciate work
on work done at home,
done at home for
• imitate work done at home,
self-enjoyment.
• role-play work done by people at home.
Core competencies to be developed:
Creativity and Imagination: Learner enhances creativity and originality through role-playing work done at home.
Values:
Responsibility: Learner enhances hard work when picture reading different work done at home.
Pertinent and Contemporary Issues:
Developmental perspective: Learner enhances ability to make the right choices when role-playing work done at home.
Link to other learning area:
Work done at home enhances and relates to vocabulary of terms used in a home in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.3 Domestic By the end of the The learner is guided to: Why do we
Animals sub-strand, the • observe pictures of domestic animals found at have animals
learner should be home, at home?
(10 lessons) able to: • manipulate digital devices to watch video
a) name domestic clips on domestic animals,
animals at home, • model domestic animals,
b) identify domestic • draw domestic animals,
animals found at • trace images of domestic animals,
home, • cut and paste pictures of domestic animals,
c) care for the • colour drawn pictures of animals,
domestic animals
• take a nature walk to observe domestic
at home,
animals,
d) value domestic
• match and pair pictures of domestic animals,
animals at home.
• sort and group pictures of domestic animals
found at home,
• feed the domestic animal.
Core competencies to be developed:
Digital literacy: Learner manipulates and interacts with digital devices to watch video clips on domestic animals.

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Values:
Love: Learner enhances caring skills when feeding domestic animals.
Pertinent and Contemporary Issues:
Animal welfare education: Learner enhances environmental awareness as they go for a nature walk to observe domestic
animals.
Link to other learning area:
Domestic animals relates to learning about creation in Religious Activities.

Suggested Assessment Rubric

Level Exceeds Meets Approaching Below Expectations
Indicator Expectations expectations Expectations
Ability to identify Identifies and tells Identifies and tells Identifies and tells uses of Identifies and tell uses
houses found at uses of houses at uses of houses at houses at home with of houses at home
home and their home with in-depth home. minimal details. without details.
uses. details.
Ability to practice Practices work done Practices work Practices work done at Practices some work
work done at home at home and clearly done at home home stating some of their done at home with
and state their state their importance stating their importance in the home. difficulty in stating
importance. in the home. importance in the their importance in the
home. home.
Ability to carry out Carries out activities Carries out Carries out activities to Carries out activities to
activities to care for to care for domestic activities to care care for domestic animals care for domestic
domestic animals at animals at home most for domestic at home less keenly. animals at home with
home. keenly. animals at home. prompts.

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 THEME: OUR NEIGHBOURHOOD
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Our 4.1 Families in By the end of the sub- The learner is guided Who is our
Neighbourhood Our strand, the learner ● mention families in the neighbour?
Neighbourhood should be to: neighbourhood,
a) name families in ● identify their neighbours in the
(5 lessons) the neighbourhood class, school, and their home,
for harmonious ● sing songs about their immediate
living, neighbours in class and in their
b) talk about the home,
importance of ● dramatise families in the
families in our neighbourhood,
neighbourhood, ● discuss about the importance of
c) appreciate the families in the neighbourhood,
families in the ● sing songs about family members in
neighbourhood for the neighbourhood,
harmonious living. ● recite poems on the families in the
neighbourhood.
Core competencies to be developed:
Communication: Learner develops speaking skills when talking about families in the neighbourhood.
Values:
Respect: Learner respects others when dramatising families in the neighbourhood.
Pertinent and Contemporary Issues:
Social cohesion: Learner enhances cohesion when reciting poems on families in the neighbourhood.
Link to other learning areas:
Families in the neighbourhood relates to the concepts of loving your neighbourhood in Religious Activities.
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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.2 Buildings in By the end of the sub- The learner is guided to: Why do we
the strand, the learner • identify buildings in the neighbourhood, have buildings
Neighbourhood should be able to: • read pictures of buildings found in the in the
a) name different neighbourhood, neighbourhood?
buildings in the • talk about uses of buildings in the
(10 lessons) neighbourhood, neighbourhood,
b) talk about the • manipulate digital device to watch video clips
uses of buildings of buildings in the neighbourhood,
in neighbourhood, • observe charts of buildings at our
c) appreciate neighbourhood,
buildings in the • draw buildings in the neighbourhood,
neighbourhood.
• team up with peers to construct simple
structures of buildings,
• buy and sell in the shop corner,
• match and pair items sold in the market.
Core competencies to be developed:
Citizenship: Learner develops sense of belonging when identifying the buildings in the neighbourhood and their uses.
Values:
Unity: learner teams up with peers to construct simple structures of buildings found in the neighbourhood.
Pertinent and Contemporary Issues:
Financial literacy: Learner practices buying and selling in the shop corner.
Link to other learning area:
Buildings found in the neighbourhood relates to places of worship in Religious Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.3 Plants By the end of sub-strand, The learner is guided to: Why do we have
• Leaves the learner should be able • mention external parts of a plant, plants?
• Flower to: • identify parts of a plant,
• Stem a) name parts of plant in • observe different parts of a plant,
(10 lessons) the immediate • manipulate different parts of a
environment, plant from the local
b) observe plants in the environment,
immediate • picture read on parts of a plant
environment, from charts,
c) talk about the uses of • discuss the uses of plants such as
plants in the food, beautify and shade,
immediate
• mount flowers on charts,
environment,
• display mounted pictures of parts
d) care for the plants in
of a plant on the wall,
the immediate
environment, • sort and group flowers of
e) value plants in the different colours,
immediate • paste pictures cut-outs of parts of
environment. a plant,
• manipulate digital device to
watch and listen to video clips on
parts of plant,
• water the plants found in the
immediate environment.
Core competencies to be developed:
Learning to learn: Learner develops concepts of parts of a plant when exploring and manipulating them.
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Values:
Responsibility: Learner enhances accountability and care for plants within the immediate environment.
Pertinent and Contemporary Issues:
Environmental education: Learner enhances environmental awareness when taking a nature walk round the school
garden.
Link to other learning area:
Concepts of plants such as parts of plants (leaf) relates to concepts of leaf printing in Creative Activities

Suggested Assessment Rubric

Level Exceeds Meets Expectations Approaching Below Expectations
Indicator Expectations Expectations
Ability to identify Identifies families in Identifies families in Identifies families in the Identifies families in
families in the the neighbourhood the neighbourhood. neighbourhood with the neighbourhood
neighbourhood. with in-depth details. minimal details. without details.
Ability to talk Talks about the Talks about the Talks about some Hardly talks about
about the importance of importance of importance of families in families in the
importance of families in the families in the the neighbourhood. neighbourhood.
families in the neighbourhood neighbourhood.
neighbourhood. confidently.
Ability to name Most precisely names Names buildings and Names buildings and Names buildings and
buildings and their buildings and their their uses in our their uses in our their uses in our
uses in our uses in our neighbourhood. neighbourhood less neighbourhood
neighbourhood. neighbourhood. precisely. imprecisely.
Ability to take care Always takes utmost Takes care of plants Occasionally takes care Rarely takes cares of
of plants in the care of plants in the in the environment. of plants in the plants in the
environment. environment. environment. environment.

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THEME: OUR SCHOOL
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
5.0 Our 5.1 People in By the end of sub The learner is guided to: 1. Why do we have
School Our School strand, the learner • mention people found at school, people in school?
should be able to: • walk round the school to identify 2. Why do people
(10 lessons) a) name people people and the work they do, work in school?
working in the • mention work done by people in
school for school,
familiarisation, • news tell about work done by
b) talk about work people at school,
done by different • role-play work done by people at
people in the school,
school, • sing songs about work done by
c) appreciate the people in the school,
people working in • colour drawn picture of a driver,
the school for
• mounting pictures of school
harmonious
drivers.
living.

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Core competencies to be developed:

Communication: Learner enhances listening when news telling about people found in school.
Values:
Patriotism: Learner develops sense of responsibility to the school community when news telling about work done by
people found in school.
Pertinent and Contemporary Issues:
Social cohesion and Nationalism: Learners enhance living together in harmony as they sing songs about work done by
people in the school.
Link to other learning area:
People in our school relates to counting in Mathematical Activities.

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Strand Sub-Strand Specific Suggested Learning Experiences Suggested Key
Learning Inquiry Question(s)
Outcomes
5.2 Things in By the end of the The learner is guided to: 1. Why do we have
Our School sub-strand, the • identify things found at school, schools?
learner should be • walk round the school identifying the 2. Why do we have
(10 lessons) able to: things found at school, play materials at
a) name things • mention the things found at school, school?
found in • manipulate digital device to watch
school for video clips on things found at school,
familiarisatio • news tell about things found at school,
n, • tell the uses of things found at school,
b) talk about • use things found in school properly,
uses of things
• sing songs about things found at school,
found at
• draw things found at school,
school,
c) recognise the • colour drawn picture of a flag,
things found • recite poems on things found at school,
at school, • model things found at school,
d) appreciate the • match and pair things found at school.
things found
at school.

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Core competencies to be developed:

Learning to learn: Learner develops concepts of uses of things found at school when modelling them.
Values:
Patriotism: Learner develops sense of nationalism when colouring the National flag.
Pertinent and Contemporary Issues:
Financial literacy: Learners learn to use economic resources properly as they use things found in school.
Link to other learning area:
National flag in school can be used to learn colours in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.3 Care for By the end of the sub- Learner is guided to: 1. Why do we
School strand, the learner should be • mention items used to clean the need a clean
Environment able to: school environment, environment?
a) name items used to • touch the items used to clean the 2. How do we
(10 lessons) clean the school school environment, clean the
environment for healthy • talk about the importance of living in school
living, a clean environment, environment?
b) identify waste materials • clean different areas in the school
and items that require compound by picking litter,
disposal in the school • take a walk to litter disposal areas
environment, and shown how to dispose litter
c) dispose waste materials properly,
appropriately from the • draw materials used for cleaning the
school environment, environment,
d) embrace living in a
• improvise cleaning materials (dust
clean environment.
bin, sweeping brooms),
• clean working areas after every
activity,
• sing songs on cleanliness as they
collect litter,
• recite poems while cleaning working
areas.

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Core competencies to be developed:
Critical thinking and Problem solving: Learner explores solutions to problems by improvising cleaning materials.
Values:
Responsibility: Learner fosters self-drive in cleaning working areas after every activity.
Pertinent and Contemporary Issues:
Personal hygiene: Learner picks litter and cleans up a working place to maintain a clean environment.
Link to other learning areas:
Care for the environment relates to cleaning routine in Mathematics Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.4 Safety in By the end of sub-strand, The learner is guided to: 1. Why do you
the the learner should be • mention dangerous objects, observe
Environment able to: • draw and colour dangerous objects, safety?
a) identify dangerous • manipulate digital device to watch 2. When do you
(10 lessons) objects in the school video clips on dangerous activities observe
environment, done at school by learners, safety?
b) talk about dangerous • tell what to do when they meet
activities and places strangers,
in school, • handle different materials
c) identify strangers in appropriately for safety,
the school • mapping out foot paths with feet-
environment, shaped stickers along the ground
d) tell what to do when surface in the school,
dealing with
• manipulate digital devices to watch
strangers for safety,
video clips showing dangerous places,
e) acknowledge the
objects and activities,
need for safety in the
• properly use facilities in the school
school environment.
environment,
• recite poems related to road safety.

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Core competencies to be developed:

Digital literacy: Learner manipulates digital devices to watch video clips showing dangerous places, objects and
activities.
Values:
Integrity: Learner develops discipline when cleaning working areas after an activity.
Pertinent and Contemporary Issues:
• Safety and Security: Learner enhances safety and security when able to identify strangers and knowing what to do
when in contact with a stranger.
• Disaster and risk reduction: Learner identifies safe places and activities in the school.
Link to other learning area:
Safety issues can be reinforced when learners carry out stretches in Creative Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.5 Weather By the end of the The learner is guided to: Why do we need
sub-strand, the • identify weather symbols on weather rain and sun?
learner should be able chart,
(10 lessons) to: • sing songs about weather conditions,
a) talk about • recite poems and rhymes about
different weather weather conditions,
conditions, • draw different weather conditions,
b) observe weather • colour drawn pictures of different
conditions in the weather conditions,
immediate • paint different weather conditions,
environment, • paste weather cut-out on a wall or a
c) appreciate chart,
different weather
• manipulate digital device to watch
conditions in the
video clips of different weather
environment.
conditions.

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Core competencies to be developed:

Communication: Learner develops speaking skills when talking about activities associated with different weather
conditions.
Values:
Respect: Learner takes turns in talking about activities associated with different weather conditions.
Pertinent and Contemporary Issues:
Environmental education and climate change: Learner talks about different weather conditions.
Link to other learning area:
Weather conditions relates to matching and pairing weather symbols in Mathematical Activities.

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Suggested Assessment Rubrics
Level Exceeds Meets Approaching Below Expectations
Indicator Expectations expectations Expectation
Ability to identify Identifies work done Identifies work Identifies work done by Identifies work done by
work done by by people in school done by people in people in school with people in school without
people in school. with in-depth details. school. minimal details. details.
Ability to observe Always observes Observes safety Occasionally observes Rarely observes safety
safety measures safety measures when measures when safety measures when measures when using
when using things using things found in using things found using things found in things found in school.
found in school. school. in school. school.
Ability to Very often disposes Disposes waste in Less often disposes Rarely disposes waste in
appropriately waste appropriately. the immediate waste in the immediate the immediate
dispose waste. environment environment environment
appropriately. appropriately. appropriately.
Ability to observe Always observes Observes safety Occasionally observes Rarely observe safety
safety precautions safety precautions precautions when safety precautions when precautions when using
when using objects, when using objects, using objects, using objects, places and objects, places and
places and in places and in dealing places and in dealing with strangers in dealing with strangers in
dealing with with strangers in the dealing with the immediate the immediate
strangers. immediate strangers in the environment. environment.
environment. immediate
environment.
Ability to observe Observes different Observes different Observes different Observe different
different weather weather conditions in weather conditions weather conditions in the weather conditions in
conditions in the the immediate in the immediate immediate environment the immediate
immediate environment most environment. less keenly. environment with cues.
environment. keenly.

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SUGGESTED RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES
Suggested Learning Resources Suggested Assessment Methods

• Approved curriculum support materials • Observation

• Resources from local Environment (home and school) • Aural questions
• Stationery • Oral question
• Digital devices • Written tests
• Manilla Papers • Self-assessment
• Drawing materials • Peer assessment
• Clay soil/ plasticine • Projects
• Water
• Plastic bottles
• Pictures or picture cut-outs /Newspaper cuttings/Photographs
• Flash Cards
• Charts
• Crayons
• Realia

Assessment Tools
• Observation schedule
• Checklists
• Rating scales
• Rubrics
• Questionnaires
• Project

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 • Journals
• Portfolio
• Oral or Aural Questions
• Learner’s profile
• Anecdotal Records
• Written Assessment

Non-formal Activities that support learning

• Games and sports
• Clubs and societies
• Other school events

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