PRESIDENT’S OFFICE,

REGIONAL ADMINISTRATION AND LOCAL

GOVERNMENT

SCHEME OF WORK

TEACHER`S NAME: ______________________________

SCHOOL`S NAME: _______________________________
SUBJECT: HISTORY
CLASS: FORM TWO
TERM: 1st & 2nd
YEAR: 2023
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

i) Written texts on the social

factors for interactions. ii)
Sketch maps showing
• Quizzes,
interactions among the
questions and answers,
i) To guide the students in groups to read History For people of Africa. iii) Tactile
• class
EVALUATE Describe written sources on and explain the social Secondary maps for visual impaired
presentation, tests,
INTERACTIO Social and factors which gave rise to interactions Schools. students i) Written texts on
Januar monthly evaluation
NS AMONG Economic among the people of Africa. ii) To guide Week 2 2 Students economic factors for
y • project work,
THE PEOPLE Factors for the students to present in class the Book Form interactions. ii) Sketch map
debates, group discussion,
OF AFRICA Interactions findings of each group for further Two. By of Africa showing societies
• observation,
discussions and clarification. T.I.E involved in economic
remedial work, take home
interactions. iii) Written
assignment
sources in Braille

i) Written texts on the social

factors for interactions. ii)
Sketch maps showing
• Quizzes,
interactions among the
iii) To guide the students to draw a map questions and answers,
History For people of Africa. iii) Tactile
of Africa and label the routes used by the • class
EVALUATE Describe Secondary maps for visual impaired
people of Africa iv) To guide the students presentation, tests,
INTERACTIO Social and Schools. students i) Written texts on
in groups to read written sources on and Januar monthly evaluation
NS AMONG Economic Week 4 1 Students economic factors for
explain the economic factors which gave y • project work,
THE PEOPLE Factors for Book Form interactions. ii) Sketch map
rise debates, group discussion,
OF AFRICA Interactions Two. By of Africa showing societies
to the interactions among the • observation,
T.I.E involved in economic
people of Africa. remedial work, take home
interactions. iii) Written
assignment
sources in Braille
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

i) Written texts on the social

factors for interactions. ii)
Sketch maps showing
• Quizzes,
interactions among the
questions and answers,
History For people of Africa. iii) Tactile
• class
EVALUATE Describe Secondary maps for visual impaired
vi) To guide the students to present in presentation, tests,
INTERACTIO Social and Schools. students i) Written texts on
class the group findings for further Januar monthly evaluation
NS AMONG Economic Week 1 1 Students economic factors for
discussion and clarification. vii) To use y • project work,
THE PEOPLE Factors for Book Form interactions. ii) Sketch map
sketch maps to enable the students debates, group discussion,
OF AFRICA Interactions Two. By of Africa showing societies
• observation,
T.I.E involved in economic
remedial work, take home
interactions. iii) Written
assignment
sources in Braille

i) Written texts on the

causes of the Ngoni • Quizzes,
migration. ii) Sketch map of questions and answers,
History For
i) To guide the students in groups to Africa showing Ngoni • class
EVALUATE Secondary
read written sources on and explain the movements northwards. presentation, tests,
INTERACTIO Describe The Schools.
causes of the Ngoni migration. ii) To Februa iii)Tactile maps for visual monthly evaluation
NS AMONG coming of the Week 1 1 Students
guide the groups to present in class ry impaired students Written • project work,
THE PEOPLE Ngoni Book Form
their responses for discussion and texts on the social, political debates, group discussion,
OF AFRICA Two. By
clarification. and economic effects of the • observation,
T.I.E
Ngoni migration. remedial work, take home
assignment

iii) Using a sketch map the teacher

toguide the students to discuss and draw a
sketch map showing the routes used by
the Ngoni during their movements~ i) Written texts on the • Quizzes,
iv) Using the question and causes of the Ngoni questions and answers,
answertechnique r to guide the students History For
migration. ii) Sketch map of • class
EVALUATE to discuss the social,political and Secondary
Africa showing Ngoni presentation, tests,
INTERACTIO Describe The economic effects of the Ngoni migration in Februa Schools.
movements northwards. monthly evaluation
NS AMONG coming of the their places of origin as well as in the Week 1 1 Students
ry iii)Tactile maps for visual • project work,
THE PEOPLE Ngoni societies they conquered. Book Form
impaired students Written debates, group discussion,
OF AFRICA vi) To guide students in groups to read Two. By
texts on the social, political • observation,
about and explain the social, political and T.I.E
and economic effects of the remedial work, take home
economic effects of the Ngoni migration. Ngoni migration. assignment
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

• Quizzes,
ASSES questions and answers,
SOCIAL i) To guide the students in groups History For • class
ECONOMIC Understand toread written sources on social Secondary presentation, tests,
Written texts on the
DEVELOPME Social organization and production. Schools. monthly evaluation
Februa meaning of social
NT AND Organization ii) To guide the groups to Week 4 3 Students • project work,
ry organization and
PRODUCTION and present,discuss and clarify the responses Book Form debates, group discussion,
production.
IN PRE Production on the meaning of social organization and Two. By • observation,
COLONIAL production. T.I.E remedial work, take home
AFRICA assignment

• Quizzes,
SOCIAL questions and answers,
History For • class
ECONOMIC i) assign students to read written sources
Understand Secondary presentation, tests,
DEVELOPME on the meaning, origins and practice of
Types of social Schools. Written texts on the monthly evaluation
NT AND communalism in Africa. ii) Using questions
organizations March Week 1 3 Students meaning of communalism • project work,
PRODUCTION and answers the teacher to guide the
and production. Book Form and its characteristics. debates, group discussion,
IN PRE students to explain the meaning and
Communism Two. By • observation,
COLONIAL origins of communalism.
T.I.E remedial work, take home
AFRICA
assignment

• Quizzes,
SOCIAL questions and answers,
History For • class
ECONOMIC
Understand iii) The teacher to use role plays to show Secondary presentation, tests,
DEVELOPME
Types of social how land was controlled, how labour and Schools. Written texts on the monthly evaluation
NT AND
organizations wealth were distributed and how March Week 1 12 Students meaning of communalism • project work,
PRODUCTION
and production. production was conducted under Book Form and its characteristics. debates, group discussion,
IN PRE
Communalism communalism. Two. By • observation,
COLONIAL
T.I.E remedial work, take home
AFRICA
assignment

• Quizzes,
SOCIAL questions and answers,
History For • class
ECONOMIC
i) assign students with written notes on Secondary presentation, tests,
DEVELOPME written texts from the
origin of slavery. ii) guide students Schools. monthly evaluation
NT AND library pictures and
Analyze slavery conduct library research on slavery and March Week 2 1 Students • project work,
PRODUCTION photographs showing how
uses of slaves iii) group students to discuss Book Form debates, group discussion,
IN PRE slaves were obtained
and present their finding Two. By • observation,
COLONIAL
T.I.E remedial work, take home
AFRICA
assignment
Main Specific Period s Teaching & Learning Tools
Competence Competence Teaching Activities Month Week Reference Assessment Tools Remarks

• Quizzes,
SOCIAL questions and answers,
i) guide the students to individually read History For • class
ECONOMIC
texts on meaning and origin of feudalism Secondary written texts on meaning presentation, tests,
DEVELOPME
in africa Schools. and origins of feudalism monthly evaluation
NT AND Analyze
ii)guide students when discussing in March Week 2 1 Students sketch maps showing • project work,
PRODUCTION Feudalism
groups Book Form african societies that debates, group discussion,
IN PRE
iii)use sketch maps to show the societies Two. By practized feudalism • observation,
COLONIAL
that practized feudalism in africa T.I.E remedial work, take home
AFRICA
assignment

. Written sources on
contacts between contacts.
Africa and the Middle . and
Far East. 2.
Wall maps of the Indian
• Quizzes,
Ocean Region (showing
questions and answers,
History For countries surrounding the
• class
Secondary Indian Ocean. I. Written
Describe Early . To guide students to read written sources presentation, tests,
AFRICA AND Schools. sources on commodities and
Contacts with identify and discuss the motives of the monthly evaluation
EXTERNAL March Week 3 1 Students their destinations in the
the Middle East contacts between • project work,
WORLD Book Form Indian . Ocean Region. 2.
and Far East. Africa, the Middle East and Far East . debates, group discussion,
Two. By Sketch maps showing
• observation,
T.I.E sources of commodities and
remedial work, take home
their destinations. Written
assignment
sources on contacts
between Africa and the
Middle and Far East and.
their effects . .
Main Specific Period s Teaching & Learning Tools
Competence Competence Teaching Activities Month Week Reference Assessment Tools Remarks

Written sources on contacts

between contacts. Africa
2. To guide the groups to present and the Middle . and Far
theirresponses in class for discussion and East. 2.
clarification. Wall maps of the Indian
• Quizzes,
3. To use wall maps to show Ocean Region (showing
questions and answers,
theregions involved in these I. The teacher History For countries surrounding the
• class
to guide students individually to read Secondary Indian Ocean. I. Written
Describe Early presentation, tests,
AFRICA AND written sources on commodities which Schools. sources on commodities and
Contacts with monthly evaluation
EXTERNAL were exchanged between Africa and the March Week 3 1 Students their destinations in the
the Middle East • project work,
WORLD Middle and the Far East. Book Form Indian . Ocean Region. 2.
and Far East. debates, group discussion,
2. To guide • students in groups Two. By Sketch maps showing
• observation,
todiscuss and identify major commodities T.I.E sources of commodities and
remedial work, take home
of trade which were exchanged. their destinations. Written
assignment
3. To guide the groups to present sources on contacts
theirfindings in class for discussion and between Africa and the
clarification. Middle and Far East and.
their effects . .

27/03/2023 – 31/03/2023 (MID – TERM ASSESMENT)

31/03/2023 – 11/04/2023 (MID – TERM BREAK)
Written sources on contacts
between contacts. Africa
and the Middle . and Far
East. 2.
1. To guide • students individually Wall maps of the Indian • Quizzes,
toread written sources on the social Ocean Region (showing questions and answers,
History For
effects of - contacts between Africa and countries surrounding the • class
Describe Early Secondary
the Middle and Far East. Indian Ocean. I. Written presentation, tests,
AFRICA AND Contacts with Schools.
2. To guide students in groups sources on commodities and monthly evaluation
EXTERNAL the Middle East April Week 3 1 Students
todiscuss, and summarize the social and their destinations in the • project work,
WORLD and Far Book Form
economic effects of the contacts on Africa. Indian . Ocean Region. 2. debates, group discussion,
East.- Two. By
3. To guide the groups to present Sketch maps showing • observation,
T.I.E
inclass their responses for discussion and sources of commodities and remedial work, take home
clarification their destinations. Written assignment
sources on contacts
between Africa and the
Middle and Far East and.
their effects
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

1. To guide students individually,

toread written sources and identify the
social and economic motives of contacts
between the Portuguese and Africa.
2. To guide students in groups to • Quizzes,
discuss and prepare brief notes on the questions and answers,
History For
social and economic motives of the • class
Secondary
contacts bet•veen the Portuguese and presentation, tests,
AFRICA AND Describe Schools. Written sources on contacts
African societies. monthly evaluation
EXTERNAL Contacts with April Week 3 1 Students between Africa and the
3. To guide the students to • project work,
WORLD Europe. Book Form Portuguese.
presentgroup findings in class for debates, group discussion,
Two. By
discussion and clarification. • observation,
T.I.E
4. To use students to: (a) Identify remedial work, take home
theregions and countries involved. {b} assignment
Trace the voyages of Portuguese explorers
from Europe to the Far East.

1. To guide .students individually,

toconduct library research and make a
summary on the commodities exported
from Africa to Portugal as well as those 7. Wall maps and sketch
imported from Portugal to Africa.
maps on Africa-and Europe
2. To guide the students in groups
and the voyages of
todiscuss the individual findings and make • Quizzes,
discovery. (ii) Draw
summaries of commodities that were questions and answers,
History For sketchmaps and plot the
traded, • class
Secondary voyages of Discovery.
3. To guide students to present presentation, tests,
AFRICA AND Describe Schools. Written sources on the
andclarify in class the group responses monthly evaluation
EXTERNAL Contacts with April Week 4 2 Students major commodities which
raised. 1. To guide students, individually, • project work,
WORLD Europe. Book Form were exchanged during eary
to conduct library research and make debates, group discussion,
Two. By contacts between Africa
notes on the social and economic impact • observation,
T.I.E and Portugal. exported from
ofthe coming of the Portuguese to Africa. remedial work, take home
2. The teacher to guide students in groups Written sources on the
assignment
to present and discuss the social and economic impact of
economic impact of the contacts between contacts between the
Portuguese and Africa. Portugues and Africans.
1.To guide the students to conduct a
Library research and make a summary on
the reasons for
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

1. To guide .students individually,

toconduct library research and make a
summary on the commodities exported
from Africa to Portugal as well as those
imported from Portugal to Africa.
2. To guide the students in groups
todiscuss the individual findings and make
summaries of commodities that were
• Quizzes,
traded,
questions and answers,
3. To guide students to present History For
• class
andclarify in class the group responses Secondary
Written Sources on the presentation, tests,
AFRICA AND Describe raised. 1. To guide students, individually, Schools.
reasons for the fall of monthly evaluation
EXTERNAL Contacts with to conduct library research and make May Week 1 2 Students
Portuguese rule in East • project work,
WORLD Europe. notes on the social and economic impact Book Form
Africa debates, group discussion,
ofthe coming of the Portuguese to Africa. Two. By
• observation,
2. The teacher to guide students in groups T.I.E
remedial work, take home
to present and discuss the social and
assignment
economic impact of the contacts between
Portuguese and Africa.
1.To guide the students to conduct a
Library research and make a summary on
the reasons for

1. To invite a knowledgeable
historianto give a talk to the class on who
the Dutch were, their country of origin, • Quizzes,
and reasons for their settlement at the students- knowledge arising
questions and answers,
Cape, History For from the presentation. 1.
• class
2. After the talk the to ask Secondary Relevant sketchmaps of
presentation, tests,
AFRICA AND Describe questionson the points raised during the Schools. South Africa and/or Africa
monthly evaluation
EXTERNAL Settlement at presentation. May Week 2 2 Students and Europe.
• project work,
WORLD the Cape. 3. To use sketchmaps of the world Book Form 2. Wall-map of the world.
debates, group discussion,
and Two. By .Written sources on effects-
• observation,
South Africa to consolidate T.I.E Dutch settlement at the
remedial work, take home
4. To guide the students, Cape. —
assignment
individuallyto write a brief summary-of the
reasons for Dutch settlement at the Cape.
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

The teacher to guide the students

individually to read , written sources on
the impact of Dutch settlement at the • Quizzes,
students- knowledge arising
Cape and African reaction to the invasion questions and answers,
History For from the presentation. 1.
and make brief notes on the reacting. • class
Secondary Relevant sketchmaps of
2.To guide students in groups to discuss presentation, tests,
AFRICA AND Describe Schools. South Africa and/or Africa
and summarise the intEvidual findings on Week monthly evaluation
EXTERNAL Settlement at May 4 Students and Europe.
the impact of Dutch settlement at the 3 • project work,
WORLD the Cape. Book Form 2. Wall-map of the world.
Cape and the reaction of the Africans. debates, group discussion,
Two. By .Written sources on effects-
3.To guide their findings in class for • observation,
T.I.E Dutch settlement at the
further disctission and clarification . remedial work, take home
Cape. —
assignment

22/05/2023 – 26/05/2023 (TERMINAL ASSESMENT)

31/05/2023 – 03/07/2023 (FIRST – TERM BREAK)
Written sources on slave
trade in East African Central
and West Africa. 2.
Sketchmaps with routes
used by slave trade in East
• Quizzes,
Africa. Different pictures
questions and answers,
. To guide students in groups to read History For and drawings of showing
Evaluate Slave • class
written sources and find answers to the Secondary various techniques used in
Trade in the presentation, tests,
AFRICA AND following: Schools. getting slaves , Written
Indian Ocean Week monthly evaluation
EXTERNAL . Why the rulers of Oman wanted to JULY 4 Students texts on the social and
Sea- board and 1 &2 • project work,
WORLD dominate the Eastern African coast from Book Form economic effects of slave
TraitsAtlantic debates, group discussion,
the 18th Century. Two. By trade in Africa. • Written,
Slave Trade. • observation,
• T.I.E texts on the psychological
remedial work, take home
effects of slavery on
assignment
Africans. and discuss their I.
Written sources on the
origins and impact of Trans
Atlantic Slave Trade on
Africa.
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

Why Sultan Said of Oman moved his

capital to Zanzibar in 1840.
• Why the Oman Arab rulers
expandedclove and coconut plantations in
Zanzibar.
• Why Sultan Said encouraged
Arabsettlement in Zanzibar.
2. To guide the groups to
present,discuss. and clarify their findings
in. class. Written sources on slave
3. To should use sketch maps trade in East African Central
showingthe routes used by different parts and West Africa. 2.
of Africa in order to consolidate Sketchmaps with routes
studentsknowledge. 1. To guide students used by slave trade in East
• Quizzes,
in groups to read written sources, study Africa. Different pictures
questions and answers,
pictures and drawings discuss and History For and drawings of showing
Evaluate Slave • class
criticize.the techniques used to get slaves. Secondary various techniques used in
Trade in the presentation, tests,
AFRICA AND 2. To guide the groups to present in class Schools. getting slaves , Written
Indian Ocean Week 3- monthly evaluation
EXTERNAL their findings for further discussion and July 4 Students texts on the social and
Sea- board and 4 • project work,
WORLD clarification. I. The teacher to invite a Book Form economic effects of slave
TraitsAtlantic debates, group discussion,
historian to give a talk on the social and Two. By trade in Africa. • Written,
Slave Trade. • observation,
economic consequences of slave trade on T.I.E texts on the psychological
remedial work, take home
African societies. effects of slavery on
assignment
2. .To guide students in groups Africans. and discuss their I.
todiscuss the effects of slave trade given Written sources on the
by the guest speaker and prepare a origins and impact of Trans
summary. Atlantic Slave Trade on
3. To guide the groups to Africa.
present,discuss and clarify their responses
in class. .1. The teacher to guide the
students to read written sources on the
psychological effects of slavery on
Africans.
2. To guide the students in groups to
discuss individual findings
Main Specific Period s Teaching & Learning Tools
Competence Competence Teaching Activities Month Week Reference Assessment Tools Remarks

sometime before introducing this topic the

teacher to assign students to read and
written sources on the meaning of • Quizzes,
industrial capitalism. questions and answers,
History For
2. -To guide the students in questions and • class
Secondary . Written sources on the
Evaluate meaning of industrial capitalism 1. T0 presentation, tests,
Schools. meaning of industrial
INDUSTRIAL Demands of guide the students in- groups using Week monthly evaluation
August 2 Students capitalism 1.spoken sources
CAPITALISM Industrial written sources to read, discuss and make 1 • project work,
Book Form on the demands of
Capitalism debates, group discussion,
1 brief notes on why Europe experienced Two. By industrial capitalism
• observation,
• increasing demands for agricultural raw T.I.E
remedial work, take home
materials, markets, slaves and ivory from
assignment
Africa in the 19th century.

• Quizzes,
questions and answers,
History For • class
Secondary 2. Sketch maps showing presentation, tests,
Evaluate
2. To guide the groups of students to Schools. areas where commercial monthly evaluation
INDUSTRIAL Demands of
present their - responses in class for August Week 2 2 Students agriculture was established • project work,
CAPITALISM Industrial
discussion and Book Form and the types of crops debates, group discussion,
Capitalism
Two. By grown. - • observation,
T.I.E remedial work, take home
assignment

. To guide students, individually, to do

library research on the names, sponsors
and the roles of the following agents of
industrial capitalism in different regions in
Africa:
1. Literature on the roles of • Quizzes,
• Explorers • Missionaries • Traders •
the agents of industrial questions and answers,
Associations • Companies History For
capitalism in Africa in the • class
2 . To guide the students in groups. to Secondary
capitalism 19th century. 2. presentation, tests,
Describe Agents discuss their _ findings and wrjte notes of Schools.
INDUSTRIAL Sketchmaps showing monthly evaluation
of industrial each category of the agents. . The teacher August Week 3 2 Students
CAPITALISM important routes used by • project work,
capitalism: to guide the groups to present their Book Form
the agents of industrial debates, group discussion,
findings in class for further discussion and Two. By
capitalism, missionary • observation,
clarification and summarize them on the T.I.E
centers and the areas where remedial work, take home
board.
European trading assignment
4. To guide students to draw sketch maps
showing the routes used by the agents,
missionary centers established and the
areas where the different trading
companies operated in Africa.
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

24/08/2023 – 31/08/2023 (MID-TERM ASSESMENT)

01/09/2023 – 18/09/2023 (MID TERM BREAK)

1. Using written sources to
guidestudents in groups to read discuss
and summarize the social and economic
reasons for the abolition of slave trade.
2. To guide the students to
• Quizzes,
presenttheir responses in class for
questions and answers,
discussion and clarification. History For Written sources on the
• class
3. To guide the students to Secondary social and economic
presentation, tests,
Describe conduct adebate for assessing the Schools. .reasons for the abolition of
INDUSTRIAL Septe Week monthly evaluation
Abolition of genuineness of the reasons given for the 4 Students slave trade. Written sources
CAPITALISM abolition of slave trade. 1. Using written mber 3&4 • project work,
Slave trade. Book Form on the tactics used in the
sources to guide the students in groups to debates, group discussion,
Two. By process of abolishing slave
read, discuss, assess and make notes on • observation,
T.I.E trade. •
the tactics used in the process of abolition remedial work, take home
of slave trade. assignment
2. To guide the groups to present their
responses: in class for discussion and
clarification.

• Quizzes,
questions and answers,
1. To guide the students in groups to read History For • class
written sources, discuss and explain the Secondary presentation, tests,
Written sources. on the
Describe social and economic effects of the Schools. monthly evaluation
INDUSTRIAL Octobe social and economic effects
Abolition of abolition o f -slave trade. 2. To guide the Week 1 2 Students • project work,
CAPITALISM r of the abolition of slave
Slave trade students to present group responses in Book Form debates, group discussion,
trade. slave trade
class for further discussion an d Two. By • observation,
clarification. T.I.E remedial work, take home
assignment
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

To guide students in groups, to find out

from written sources. why the British were
interested Cape of South in the Africa.
2. To guide the groups to present their
findings in class for discussion and
clarification.
1. To guide students, individually,
tofind out from written sources the tactics
used by the British to occupy the Cape. -Written texts on the
2. To guide the Students in groups British occupation of the
todiscuss and compile notes on the tactics Cape. . Literature on the • Quizzes,
used by British to occupy the Cape. reasons for and negative questions and answers,
History For
the students to present the findings of effects of the Boer trek. 2. • class
Describe Secondary
each group in class for discusSions and Pictures and sketch maps - presentation, tests,
British Schools.
INDUSTRIAL clarification. 1. To guide students in Octobe on the Boer trek and the monthly evaluation
Occupation of Week 1 2 Students
CAPITALISM groups, to conduct library research and r African societies I. Written • project work,
South Africa via Book Form
find out the reasons why the Boers texts on the effects of the debates, group discussion,
the Cape. Two. By
moved northwards after the British Boer trek. 2. Sketch maps • observation,
T.I.E
occupation of the Cape. and pictures on the Boer remedial work, take home
2. To guide the groups to present trek and on the African assignment
theirresponses in class for discussion and societies which
clarification. encountered the. Boers.
3. Using sketch maps and pictures
t toguide the students to trace the routes
followed by the Boers and locate the
.African societies which encountered the
Trek Boers. involved.
Main Specific Period Teaching & Learning Tools
Competence Competence Teaching Activities Month Week s Reference Assessment Tools Remarks

-Written texts on the

British occupation of the
Cape. . Literature on the
• Quizzes,
reasons for and negative
questions and answers,
1. The teacher to guide the students, in History For effects of the Boer trek. 2.
• class
Describe groups, using pictures and written Secondary Pictures and sketch maps -
presentation, tests,
British sources, to read, discuss and make brief Schools. on the Boer trek and the
INDUSTRIAL Octobe monthly evaluation
Occupation of notes on the negative effects of the Boer Week 2 2 Students African societies I. Written
CAPITALISM r • project work,
South Africa via trek on African communities. the groups Book Form texts on the effects of the
debates, group discussion,
the Cape. to present their responses in class for Two. By Boer trek. 2. Sketch maps
• observation,
further discussion and clarification. T.I.E and pictures on the Boer
remedial work, take home
trek and on the African
assignment
societies which
encountered the. Boers.

-Written texts on the

British occupation of the
Cape. . Literature on the
• Quizzes,
reasons for and negative
questions and answers,
1. The teacher to guide the students, in History For effects of the Boer trek. 2.
• class
Describe groups, using pictures and written Secondary Pictures and sketch maps -
presentation, tests,
British sources, to read, discuss and make brief Schools. on the Boer trek and the
INDUSTRIAL Octobe monthly evaluation
Occupation of notes on the negative effects of the Boer Week 3 2 Students African societies I. Written
CAPITALISM r • project work,
South Africa via trek on African communities. the groups Book Form texts on the effects of the
debates, group discussion,
the Cape. to present their responses in class for Two. By Boer trek. 2. Sketch maps
• observation,
further discussion and clarification. T.I.E and pictures on the Boer
remedial work, take home
trek and on the African
assignment
societies which
encountered the. Boers.

NECTA EXAMS

END OF YEAR BREAK 07/12/2023