P3 Thematic Curr 21 November 2007 - Edited

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
Primary School Curriculum
Primary 3
National Curriculum Development Centre

May 2008
NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC), KAMPALA UGANDA
Copyright © NCDC. 2008

P.O. BOX 7002,
KAMPALA – UGANDA
URL: www.ncdc.go.ug
All rights reserved. No part of this syllabus should be reproduced, stored in a retrieval system or
transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise
without the permission of the publisher. No patent liability is assumed with respect to the use of the
information contained herein.
ISBN 978-9970-117-05-5 (Paperback edition)
Published by National Curriculum Development Centre

Cover Designed by NCDC - Kyambogo
ii
ACKNOWLEGEMENT
The National Curriculum Development Centre (NCDC) gratefully acknowledges the efforts, commitment and contributions of the
different Teacher Resource Book panels who worked very tirelessly on the preparations and production of the Teacher Resource
Books.
NCDC would also like to recognise the invaluable advice offered by the District Language Boards during the process of the
development of the Teacher Resources Books.
Special thanks go to the Permanent Secretary, Ministry of Education and Sports for ensuring the timely release of the funds to
support the development of this document.
There is no doubt that the successful completion of this Curriculum could not have been realised without the cooperation and
willingness of all the different institutions:
• The Management of the Teacher’s Colleges and Primary Schools for having permitted their members of staff for longer periods
of absence from duty during the writing sessions.
• The Management of the Primary Schools that allowed NCDC to use their schools for piloting the drafts of the Teacher
Resource Books for the purposes of coming up with a quality book.
• The District Education Officers in the trial districts for the support, supervision and encouragement to the teachers during the
pilot phase.
Last but not least, thanks to all those behind the scenes – groups of people, organisations and individuals who formed part of the
team that worked hard on the preparation and production of this document.
Connie Kateeba
Director, National Curriculum Development Centre - NCDC
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FOREWORD
The Curriculum for Primary One – Primary Three
(P1-P3)
Hon. Geradine Namirembe

Bitamazire (MP)
The failure by a high proportion of the children to attain acceptable levels of proficiency in reading and writing at Primary
Three (3) level is considered to be a barrier to the children’s full enjoyment of their right to education as enshrined in
Section 30 of the Constitution of the Republic of Uganda (1995 Edition). Sector-wide reflection on this phenomenon has
led to identification of challenges which need urgent attention to make schooling more beneficial to the children. The
Ministry commissioned a study which carried out a situational analysis which showed that one of the factors causing
poor learner performance in literacy, numeracy and life skills were the structure of the Primary School Curriculum.
The Curriculum’s emphasis on the acquisition of facts in various subjects at Primary Schools influenced teaching to
focus mainly on recall and other low order cognitive skills. This orientation was further reinforced by leaner assessment
techniques that aimed at grading learners rather than discovering variety in talents to be nurtured and weaknesses to be
remedied.
The study also found out that the involvement of the Ministry of Education and Sports and the Sector Development
Partners in the provision of materials and books to strengthen the teaching and learning activities had a positive effect
on learning effectiveness. These findings were adopted by the sector as key interventions. The study report concerning
the improved structure of the Curriculum made the following basic proposals:
i) the need to focus on rapid development of literacy, numeracy and life skills at lower primary;
ii) the treatment of concepts holistically, under themes of immediate meaning and relevance to the learner; and
iii) the presentation of learning experiences through the media, especially languages in which the learners were
already proficient.
These are the basics that have been presented in the Thematic Curriculum for Lower Primary. Primary One (P1) and
Primary Two (P2)Thematic Curriculum is now ready for full system-wide launching after a successful pilot trial. The
Primary Three (P3) Thematic Curriculum is to take its turn in the pilot to ensure that the learners in Primary Two in 2008
will be exposed to a fully piloted and evaluated Primary Three Curriculum
The procedure of piloting the Curriculum for each class before its launch will be upheld so as to provide a well-phased
and interactive process of involving the teachers and learners in the refinement of the Curriculum being formulated and
implemented with a view to upgrade learner performance.
I urge all Ugandans to give schools the support they need to make this Thematic Curriculum a success by ensuring:
i) early breakthrough to literacy;
ii) mastery of numeracy skills;
iii) empowerment in the use of life skills;
iv) providing a head start to the acquisition of higher order thinking skills; and
v) the development of basic language skills for lifelong learning.
I therefore recommend this Thematic Curriculum for its implementation as a core activity in the on-going reforms of
Education in Uganda. The effective interpretation of this Curriculum by the implementers will be the first step towards
making Uganda’s future generations permanently literate in at least one Ugandan local language. Let all efforts lead
towards the use of the Thematic Curriculum for effective acquisition of literacy, numeracy and other skills needed for
lifelong learning.
Hon. Geraldine Namirembe Bitamazire (MP)

MINISTER OF EDUCATION AND SPORTS
October 2006
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Contents
PAGE
Acknowledgement…………………………………..................………………… iii
Foreword………………………………………………………………..................… iv
Contents.............................................................................................. v
Section A: Introduction 1
1. The National Aims of Education……………………………………………………................ 2
2. The Aims and Objectives of Primary Education……………………………….......................... 2
3. The Organisation of the Primary Curriculum……………………………………....................... 3
3.1 Cycle 1 (P1-3): Basic skills ……………………………………………………............. 3
3.2 Cycle 2 (P4): The transition year …………………………………………..................... 3
3.3 Cycle 3 (P5-7): Subject-based development ……………………………......................... 4
4. The Overall Approach in P1-P3………………………………………………………............. 4

4.1 Learning outcome and competences ……………………………………....................... 4
4.2 Child-centred approach ……………………………………………................................ 5
4.3 The first or familiar language ……………………………………………….................. 5
4.4 Multiple resources ……………………………………………………………............. 5
5. The Organisation of the Thematic Curriculum in P1-P3……………………............................... 6

5.1 The rationale ……………………………………………………………………….... 6
5.2 Content arrangement …………………………………………………………............. 6
5.3 The weekly allocation ………………………………………………………................. 7
6. The Approach to Assessment…………………………………………………………............. 7
Section B: Curriculum Scope and Sequence 8

7. Themes: 9
Theme 1: Our Sub-county / Division …………………………………………............. 9
Theme 2: Livelihood in our Sub-county / Division ………………………...................... 14
Theme 3: Our Environment in our Sub-county / Division ……………........................... 18
Theme 4: Environment and Weather in our Sub-county / Division ….............................. 22
Theme 5: Living Things: Plants in our Sub-county/ Division ……………………......... 26
Theme 6: Living Things: Animals in our Sub-county/Division …………………........... 31
Theme 7: Managing Our Resources in our Sub-county / Division...................................... 35
Theme 8: Keeping Peace our Sub-county / Division ………………………................... 39
Theme 9: Culture and Gender in our Sub-county/Division ……………………............ 43
Theme 10: Our Health in our Sub-county/ Division …………………………………... 47
Theme 11: Basic Technology our Sub- county/ Division ……………………………..... 51
Theme 12: Energy Resources in our Sub- county/ Division ………………………….... 56
8. Religious Education………………………………………………………………………....... 61
a) CRE……………………………………………………………………………………… 61
b) IRE……………………………………………………………………................................. 75
9. Physical Education………………………………………………………………………......... 86
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SECTION A: INTRODUCTION
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1. The National Aims of Education
The Thematic Curriculum takes into account the fact that Primary Education is the first level of formal
education and often the last chance for the majority of Ugandan’s children. Therefore, it has been
prepared to equip learners with basic and vital competences and practical skills that will enable them to
earn a living. In this way, the Thematic Curriculum aims at enabling children contribute to overall
national development.
This Curriculum is designed to address the national aims of education as specifically stated in the
Government White Paper on the Education Policy Review Commission Report (1992). These aims are:
a) to promote understanding and appreciation of the value of national unity, patriotism and cultural
heritage, with due consideration to international relations and beneficial interdependence;
b) to inculcate moral, ethical and spiritual values in the individual and to develop self discipline,
integrity, tolerance and human fellowship;
c) to inculcate into Ugandans a sense of service, duty and leadership for participation in civic, social
and national affairs through group activities in educational institutions and the community;
d) to promote scientific, technical and cultural knowledge, skills and attitudes needed to enhance
individual and national development;
e) To eradicate illiteracy and equip the individual with basic skills and knowledge to exploit the
environment for self-development as well as national development; for better health, nutrition and
family life, and the capacity for continued learning; and
f) to equip the learners with the ability to contribute to the building of an integrated, self sustaining
and independent national economy.
2. The Aims and Objectives of Primary Education
a) To enable individuals to acquire functional, permanent and development literacy, numeracy and
communication skills in English, Kiswahili and, at least, one Uganda language;
b) To develop and maintain sound mental and physical health among learners;
c) To instil the values of living and working cooperatively with other people and caring for others in
the community;
d) To develop and cherish the cultural, moral and spiritual values of life and appreciate the richness
that lies in our varied and diverse cultures and values;
e) To promote understanding and appreciation for the protection and utilisation of the natural
environment, using scientific and technological knowledge and skills;
f) To develop an understanding of one’s rights and civic responsibilities and duties for the purpose of
positive and responsible participation in civic matters;
g) To develop a sense of patriotism, nationalism and national unity in diversity;
h) To develop pre-requisites for continuing education;
i) To acquire a variety of practical skills for enabling one to make a living in a multi skilled manner;
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j) To develop an appreciation for the dignity of work and for making a living by one’s honest effort;
k) To equip the child with the knowledge, skills and values of responsible parenthood;
l) To develop skills in management of time, finance, as well as respect for private and public
property;
m) To develop the ability to use the problem-solving approach in various life situations; and
n) To develop discipline and good manners.
3. The Organisation of the Primary Curriculum
The P3 Curriculum is part of the planned Primary School Curriculum which is divided into three clear
cycles, each with its own structure of knowledge, skills and learning outcomes specified in terms of the
type and level of skills to be achieved.
3.1 Cycle 1 (P1-3): Basic skills
A thematic approach has been used as the organising principle for arranging the competences and
knowledge content in P1-3. The themes selected are those that are relevant to children, reflecting their
everyday interests and activities as well as the national educational aims and objectives.
All learning materials used in these three years will be provided in the language of instruction. Any
written work that is used for assessment purposes, apart from assessment of English language
competences for non-English medium schools, will also be in the local language. When the mix of
languages in a school is such that there is no predominant local or area language, the Curriculum will
be delivered and assessed in English.
The major expected learning outcomes of this cycle are that children will develop:
• basic literacy, mathematics concepts, and life skills and values, in a first language or familiar
language, at a level that will enable the child to mature and be prepared for further learning;
• sufficient skills in English to act as a basis for developing English as the medium of instruction in
the Upper Primary Cycle;
• an appreciation of their culture and the roles they can play in the society.
3.2 Cycle 2 (P4): The transition year
This will be a single year in which children will change from a theme-based to a subject-based
curriculum and gradually from their local language to English as a language of instruction. The
emphasis will be on rearranging content, concepts and skills rather than introducing new content or
concepts. Thus, the organising principle will then be subject-based. Written materials and all
assessment will be in simple English, except for Local Language which will be taught as a subject.
The aims of this cycle will be to enable children achieve
• English skills, both oral and written, to a level in which learning can take place in English across all
subjects;
• build on the content, knowledge and competences already acquired through the theme-based
curriculum but now transferred to a subject-based framework; and
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• apply the developed concepts, skills and ability to think creatively.
3.3 Cycle 3 (P5-7): Subject-based development
This cycle will be similar to the current Curriculum, in which the concepts, knowledge and skills are
arranged in subjects. Primary School subject syllabuses will align with and lay a good foundation for
Secondary School subject syllabuses.
The aims of this cycle will remain the same as those already expressed in the current curriculum for
Upper Primary, including preparing learners for:
• secondary education
• the world of work
• scientific and technical application of knowledge
• life skills and values
4. The Overall Approach in P1-3
4.1 Learning Outcomes and Competences
The Thematic Curriculum consists of learning outcomes that are derived from the general aims of
education. The learning outcomes describe what the child is expected to know, understand and do in
relation to each theme. The themes have been selected not only as a means of organising the
Curriculum but are in themselves important aspects of daily life that children in Uganda need to be
aware of and responsive to.
Learning outcomes define the overall direction of the teaching and learning process. They do not
contain specific learning objectives 1 that can be assessed. However, they are achieved through
competences. Competences describe the genuine abilities of the child to demonstrate that they have
understood the concepts and have acquired clearly measurable skills 2. Competences emphasise the
transfer of learning.
Teachers need not be too concerned with the difference between a competence and a skill. In this
Curriculum, the idea of competence includes the idea of skill but extends it to wider levels of
operations. When a child is competent in a particular area of learning, he/she has not only mastered
the ability to carry out an action but also knows why he/she is doing that action and when to employ
it. Acquiring a competence is not only about learning a particular behaviour; it is also about
understanding and applying it. It is therefore more in keeping with the overall purpose of a child-
centred approach.
The following diagram shows the relationship between Aims, Learning Outcomes and Competences.
Learning Outcomes are derived from Aims, while Competences are derived from Learning Outcomes.
1
The thematic curriculum does not use the term “objectives” as an organising principle. While all teaching has
objectives, the thematic curriculum has chosen a competence-based approach rather than an objective-based approach.
This is based on the belief of the curriculum planners that objectives refer more to the teaching process rather than the
learning process.
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The curriculum does not label or describe concepts. However, all educators should be aware of the key concepts that
children should learn. A concept can be defined as an idea that contains a process or a function. Examples of concepts
include the concepts of “number”, “plants”, and “song”.
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AIM
Learning Outcome Learning Outcome
Competence Competence Competence Competence
4.2 A child-centred approach
In Thematic Curriculum, a child is at the centre of learning. This can be illustrated in many ways. The
use of themes brings the Curriculum closer to the child. The themes have been selected on the basis
that they are close to the child’s interests and experience and reflect more closely the way in which the
child views the world. The content, concepts and skills of subjects such as Science and Social Studies
have been rearranged within themes that are familiar to young children’s experiences.
The recommended teaching methodology emphasises the child’s activities rather than the teacher’s.
The child-centred approach in P1-3 is also supported by the use of the child’s first or familiar language
as the medium of instruction.
It encourages the participation and performance of all children including those with special needs. It is
expected that children will be active participants in their own learning by exploring, observing,
experimenting and practising, rather than being passive receivers (doing what they are told to do). As a
result, a significant amount of class time should be taken up by activities that involve group or pair
work or individual children working independently of the teacher. Children at this age are still learning
through play. The Thematic Curriculum is flexible and not exhaustive; it requires the teacher to prepare
a variety of appropriate activities that will motivate and enhance children’s participation in their
learning.
4.3 The first or familiar language
Wherever possible, the child should learn in his/her home language or at least a language that is
familiar to the child. The Thematic Curriculum is based on evidence that literacy is achieved at a much
faster speed when it is acquired in a language in which the child already has a strong oral command.
For children with hearing impairment, this should be in sign language while those with visual
impairment will use brails.
4.4 Multiple resources
This curriculum provides the child with a rich and varied literacy environment. The approach
emphasises the need for and use of a range of varied learning resources including flash cards,
word/sentence cards, wall charts, work cards, simple readers (both fiction and non-fiction) and the
children’s own written work and brailed materials for children with visual impairment.
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5. The Organisation of the Thematic Curriculum in P1-3
5.1 The rationale
The organisation of Thematic Curriculum reflects the way young children understand the world
around them and the type of knowledge and skills they need to acquire. Young children cannot be
expected to understand the boundaries between different subjects, nor are the skills they need on
entering school necessarily reflected by traditional subject labels. By adopting themes related to the
child’s own experiences, the thematic curriculum enables the child to understand and develop the skills
necessary to study topics related to their interest.
In terms of content, this Curriculum covers many of the same areas as the 1999 curriculum (Vols. I
and II), but the content and target competences are arranged around a number of different themes that
have been selected as central to the interests and needs of the child.
The selection of themes was based on a variety of criteria, including:
a) intrinsic interest and value to the child;

b) appropriateness to the child’s age and environment, including the conceptual difficulties;
c) exploitability across subject areas - use of relevant content, skills and competences of different
subjects across the Curriculum.
Thematic Curriculum avoids the overlaps and repetition in content that often occurred under the
subject-based curriculum. For example, in the former Curriculum a topic such as ‘hygiene’ occurred in
three different subjects, namely Science, Social Studies and English.
The 12 themes selected for P3 have been sub-divided into 36 sub-themes. Each sub-theme provides a
basis for organising one week’s teaching and learning.
The Curriculum gives priority to the development of literacy skills, Mathematics concepts, life skills
and values.
5.2 Content arrangement
The Curriculum for each year is arranged in a matrix. The themes are presented horizontally while the
crucial learning areas are presented as vertical strands. The matrix shows how the competences that
relate to the different learning outcomes are developed as the child moves from one theme to another.
The life skills and values are presented as a vertical strand so that teachers can relate specific life skills
and values to each theme and sub-theme. However, it is not intended for teachers to focus on life skills
and values as specific learning areas in the same way as the other strands.
Physical Education (PE) and Religious Education (RE) are not included in the thematic organisation.
Instead, both PE and RE have retained their frameworks from Volume II of the 1999 Primary School
Curriculum. This is in response to the views of parents and communities who felt that the existing RE
Curriculum was still valuable and balanced. Religious Education is essentially an attitude- and value-
based subject rather than involving competence development. However, the scope and sequence for
IRE and CRE have been organised under 12 content areas, to correspond with the teaching timetable
of the 12 themes. On occasions, there are opportunities for linking the content and values of the RE
Curriculum to the Thematic Curriculum, and these have been indicated.
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In the Oral Literature lessons, children have a chance to explore their own local culture and to develop
a feel for the structure and potential of their own language.
5.3 The weekly allocation of periods
The number of periods for each strand of the P3 thematic curriculum is as follows:
Strand No. of periods

Oral Literature 4
Mathematics 9
Literacy I 6
Literacy II 6
English 10
Creative Performing Arts (CPA)
- Music 3
- Art and Crafts 2
PE 5
RE 3
Library 2
TOTAL 50 periods
Schools should observe the following when planning a timetable:

• Literacy I and Literacy II lessons should follow one another.
• Music, Art and Crafts are combined under Creative Performing Arts (CPA), with 3 periods for
Music and 2 for Art and Crafts.
• Oral Literature has 4 periods per week.
6. The Approach to Assessment
Assessment is part and parcel of the teaching and learning process in the Thematic Curriculum. It is
essential that all competences, whether oral, written or practical, are assessed. Assessment is intended
to find out whether the child is genuinely learning and what action that need to be taken to support the
child. The Thematic Curriculum emphasises ‘continuous assessment’.
Further description of the assessment methodology is given in the Teacher’s Guide.
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SECTION B: CURRICULUM SCOPE AND SEQUENCE
8
TERM 1
Theme 1: Our Sub-county/Division

Expected learning outcome: The child understands different ways of locating places and appreciates the various social groups in the Sub-County/Division.
Sub-theme / Content Mathematics Literacy Competences English (non-medium) Competences Creative Performing Arts Life Skills and
Competences Values
1.1 Name and location • Counting 0-999 LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing • Effective
of our Sub-county / • Forming sets • Talking about the background of the Revision of vocabulary from P2: songs about our sub- communication
Division • Naming sets sub-county On, in, door, behind, in front of, near, county / division • Critical thinking
• Name of • Drawing sets • Distinguishing between map and a cupboard, book, table, at the side of • Singing Uganda • Creative thinking
- our sub-county / • Recording sets picture New vocabulary: North, East, West, National Anthem (first • Mobility and
division • Identifying the • Identifying the cardinal points of a South, opposite, right, above, sunrise, stanza/verse) orientation
empty set by compass (South, West, East, North) sunset, sub-county, division • Listening to different (SNE)
• Difference between symbols Ø, { } • Locating parishes neighbouring sub- pitches of musical • Friendship-
map and picture • Constructing a counties / division using a map of STRUCTURES instruments formation
• Compass direction compass – North, the sub-county / division • Where is the …(book/table)? • Moving according to
- cardinal points South, East and • Identifying different places on the - The … is (near, on, in, opposite) the rhythm of known • Social
(ENWS) West map of the sub-county / division house/tree. song awareness
• Location (position of • Locating different • Asking and answering questions - It is (near, on, in ,opposite) the • Tracing and colouring • Appreciation
our sub-county / places in the …(table /cupboard/door). cut out maps of the • Identity
division in relation to school using the READING/ TACTILE • Is the … (house/tree) .....(near, in, sub-county / division • Cooperation
neighbouring parishes compass rose • Reading the names of the sub- opposite)the ....(church, school)? • Recognising colours • Sharing
• Estimating county/division, parishes and - Yes, it is. • Colouring shapes
distance neighbouring sub-counties - No, it is not.
• Reading sentences • Where does the sun (rises, set)?
• Reading the map and pictures of the - It … (rises, sets) in the …
school (East/West).
• Recognising capital letters • What direction is the … (church,
mosque)?
WRITING/ BRAILLING - The … (church, mosque) is in the …
• Writing the name of the sub-county / (North, West).
division - It is in the ..... (East/West).
• Drawing a map and a picture of the • Obey commands
school • Turn … (left, right, north, east,).
• Writing capital letters correctly - I am turning to the … (left, right,
North).
• Labelling maps and pictures
• Do not turn … (left, right).
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Competences Values
LISTENING AND SPEAKING

• Describing pictures
• Demonstrating and talking about the
directions
• Giving and obeying commands e.g.
turn left at the gate / near the
mosque
• Acting dialogues
• Reciting a rhyme about compass
points
• Answering questions about the
passages
READING/TACTILE
• Reading the passage about our sub-
county / division
• Reading questions about the
passages
• Spelling words
• Reading a rhyme about compass
points – North, East, West, South
WRITING/BRAILLING
• Completing sentences
• Answering comprehension
questions
1.2 Physical features of • Comparing sets LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing • Effective
our Sub-county / • Counting in 10s • Naming physical features river, hill, valley, pond, mountain, fish (v), songs about physical communication
Division from 0 to 990 • Describing physical features graze (v), well, spring, along, up the, features • Problem-solving
• Physical features, • Counting in 2s • Discussing importance of physical down the, across from • Playing percussion • Critical thinking
land forms e.g. hills, and 5s from 0 to features instruments • Creative thinking
valleys, lakes, rivers, 100 • Telling direction using compass STRUCTURES • Dancing: traditional
swamps, ponds, • Identifying place points • Where is … (hill, valley)? dance • Appreciation
mountains. value of 10s and • Listening and retelling stories about - The … (hill, valley) is in the … (East, • Care
• Position of physical 100s physical features and landmarks West) • Drawing and • Belonging
features using • Drawing cardinal • Asking and answering questions • Is the .......hill/valley/river) .... (along, colouring physical • Social
direction of the compass points • Explaining why a compass is used across, up, down) the ..... features awareness
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Competences Values
compass and body • Observing and (spring/mountain/well)? • Concern
(sunrise, sunset, labelling cardinal READING/ TACTILE - The ... is (along, across, up the, • modelling physical • Responsibility
behind and front) compass points • Reading names of physical features down the)......... features
• Importance of • Reading 2-3 sentences describing - It is ..... (open, along, across) the ...
physical features, e.g. each physical feature • Where do we get … (fish, water)?
fishing, grazing • Reading short stories about physical - We get … (fish, water) from ....
• Field trip features. (rivers, lakes, ponds).
• Identifying more capital letters.
WRITING/ BRAILLING • Telling stories about the physical
• Writing names of physical features features
• Writing descriptions of physical • Asking and answering questions
features about the story
• Writing patterns and sentences • Listening to and solving puzzles
legibly and neatly. • Reciting rhymes
• Writing sentences with emphasis on •
punctuation marks. READING/TACTILE
• Reading puzzles
• Spelling words
WRITING/BRAILLING
• Writing sentences about objects,
physical features and pictures
• Asking and answering questions
1.3 People in our Sub- • Reading number LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing • Decision making
county / Division symbols 0-999 • Naming people by tribe and clan chairperson, secretary, office, parish, songs about people • Effective
• Tribes and clans • Writing number • Listening to and retelling stories leader, children, parent(s), teacher, in our sub- communication
• Administrative set up symbols 0-999 about the clan’s origins police, army, teach, preach, friend, county/division • Negotiation
and types of leaders: • Drawing a simple • Describing the administrative set-up member • Making percussion • Non-violent
- political e.g. LC, map of the school • Asking and answering questions instruments conflict
- cultural (chiefs) playground, about the roles of different leaders STRUCTURES • Dancing resolution
• Roles of leaders e.g. indicating • Role-playing the roles of different • What does a … (policeman/ • Interpersonal
- settling disputes direction and leaders teacher) do? • Drawing simple story relationship
- guiding and distance using - A … (policeman, teacher) … sequence about • Problem-solving
counselling non standard READING / TACTILE (teaches, keeps law and order). people and their • Self awareness
- organising meetings measures • Reading names of tribes and clans - He/she … (keeps law and order/ activities • Empathy
- planning for • Reading a short text on roles of teaches). • Modelling with clay,
development leaders • Where is the … (chairperson, paper mache, • Endurance
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Competences Values
• Rearranging sentences to form a policeman)........? Plasticine • Concern
story - The … (policeman, chairperson) is • Appreciation
in the … (office, road). • Respect
WRITING / BRAILLING - He/she … (is) in the … • Acceptance
• Writing names of tribes and clans (office/valley). • Responsibility
• Writing a story from jumbled • What do you do everyday? • Honesty
sentences - I … (teach, preach) everyday. • Leadership
• Writing short stories about the tribes • Trustworthiness
or clan’s origins (legends of the LISTENING AND SPEAKING
• Sharing
tribes) • Acting dialogues / conversation
• Kindness
• Writing patterns and sentences / • Reciting rhymes
• Unity
stories • Identity
• Writing sentences with emphasis on READING/TACTILE
• Courage
punctuation marks • Spelling words
• Sympathy
• Reading short stories
• Reading sentences describing
people and what they do
about the story
WRITING/BRAILLING
• Writing sentences describing
pictures
• Writing short stories
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Suggested Assessment Guidelines for Theme 1
Mathematics • Count from 0 to 999.
• Form sets.
• Name different sets.
• Draw the symbols of an empty set.
• Identify place values of 10s and 100s.
• Read number symbols 0-999.
• Write number symbols 0-999.
Literacy • Describe different places in the sub-county/division, using landmarks.

• Tell differences and similarities between a map and a picture.
• Locate the sub-county/division headquarters on a map.
• Label the four cardinal points on a compass accurately.
• Explain why a compass is used.
• Write uses of physical features in the sub-county/division.
• Re-write jumbled sentences to form a meaningful story.
• Read a text and answer comprehension questions.
English • Pronounce learnt words correctly.

• Construct oral sentences using learnt words correctly.
• Tell a meaningful short story.
• Spell words.
• Recite a rhyme with appropriate actions.
• Read a text and answer comprehension questions.
• Write sentences about physical features.
Creative Performing Arts • Sing the first stanza/verse of the National Anthem correctly.
• Move to the rhythm of a given tune.
• Make percussion music instruments.
• Draw physical features in the sub-county/division.
• Model physical features in the sub-county/division.
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Theme 2: Livelihood in Our Sub-county / Division
Expected learning outcome: The child applies acquired skills and appreciates the benefits of participating in different activities.
Sub-theme / Content Mathematics Literacy Competences English (non-medium) Competences Creative Performing Life skills and Values
Competences Arts
2.1 Occupations of • Grouping in 10s LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing: • Creative thinking
people in our Sub- • Counting in 10s • Identifying different activities bricks, fish (v), dance, drum, weave, - work songs • Critical thinking
county / Division and and 100s from • Describing different activities people cook, carpenter, sew, play, - the schools • Effective
their importance 1000 to 2000. do secretary, teacher, butcher anthem communication
• Identifying place • Discussing importance of these • Dramatising, e.g. • Problem-solving
• Money generating value for 10s, activities STRUCTURES miming • Self-esteem
• Subsistence (example 100s, 1000s. • Miming or role-playing people’s • Who can … (weave)? • Making percussion • Self-awareness
of common activities) • Adding occupations - I/you can … (weave …) but (I/you) instruments • Interpersonal
- casual labouring horizontally in • Talking about what people can do to cannot … (sew a dress). • Reading and relationships
- trading units, tens and get money - We/they can … (weave) … but writing solfar notes • Coping with stress.
- farming / animal hundreds, e.g. • Making predictions of what they want cannot … (sew) a dress. of the major scale
rearing 3+5=8 to be in future • Who makes … (chairs)? dr
- tailoring 30 + 50 = 80 • Listening to and retelling a description - The/a … (carpenter) makes … • Appreciation
- entertainment 300 + 500 = 800 of different activities (chairs).
• Concern
- pottery / brick making • Measuring • Asking and answering questions • Who sells … (fish)? • Weaving, e.g. • Respect
- carpentry quantity of • Demonstrating cooking simple dishes - The/A … (fishmonger) sells … (fish). baskets, bags mat,
- weaving / knitting • Interdependent
ingredients used belts, covers
• Importance of different LISTENING AND SPEAKING • Sharing
in cookery using READING / TACTILE • Making and
activities. • Reciting a rhyme • Self-reliance
non-standard • Reading sentences about different decorating grass
• Practicals in cookery measures • Saying conversation chain • Concern
activities brooms
• Reading short paragraphs and • Drawing and
answering questions READING/TACTILE labelling pictures
• Reading and reorganising jumbled • Reading sentences describing of daily activities
sentences to form a story people’s work
• Reading text
WRITING / BRAILLING • Solving puzzles
• Writing stories from jumbled
sentences WRITING/BRAILLING
• Writing patterns • Writing sentences describing
• Writing descriptive sentences about people’s work
different activities • Writing short stories from jumbled
sentences
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Competences Arts
2.2 Social services and • Reading number LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/ signing • Friendship
their importance symbols in 10s • Describing the different social known songs formation
• Social services e.g. and 100s from service provided aeroplane, train, water, lorry, taxi, • Singing/signing • Interpersonal
- education 1000 to 2000 • Discussing the importance of the telephone, television, hospital, clinic, two rounds relationships
- health • Writing number different social services police, treat • Listening to • Problem-solving
- communication symbols in 10s • Role-playing different activities/jobs recorded music • Negotiation
- transport and 100s from in social services STRUCTURES and responding, • Decision-making
- water supply 1000 to 2000 • Describing objects used in • Using relative clauses with who e.g. e.g. clapping, • Effective
- security • Adding two 3- communication - A person who drives a car is a tapping communication
digit numbers driver. • Dancing according
• Importance of social vertically, no READING/ TACTILE - One who makes chairs is a to rhythm
services in our sub- carrying, sum • Reading short paragraphs about carpenter. • Reading and • Appreciation
county / division, e.g. less than 1000 different services and their • What does your … (father, mother, writing notes of the • Care
- literate citizens • Classifying importance sister) do everyday? major scale • Concern
- good health objects used in • Rearranging sentences to form a - Everyday my … (father, mother, dr m • Endurance
- living peacefully communication story sister) goes to work at the Health
• Respect
- information flow Centre.
protection • Perseverance
- WRITING/ BRAILLING • Why do … (I, you, we, they) … go to • Making string
- easy movement the (clinic/hospital)? • Tolerance
• Writing sentences about different telephones and
- (I, you, we, they) … go to the (clinic/ • Accuracy
social services and their importance simple amplifiers
• Writing a short story from jumbled hospital) because … • Shading patterns
sentences
• Writing letters and patterns LISTENING AND SPEAKING
• Playing situational games
• Acting dialogue
READING/TACTILE
• Reading sentences
• Reading short stories describing
people’s activities
WRITING/BRAILLING
• Writing educative messages
• Writing a paragraph describing an
activity
• Writing guided compositions based
on uses of social services
15
Competences Arts
2.3 Challenges in social • Adding two 2- LISTENING AND SPEAKING VOCABULARY • Acting from a story • Coping with stress
services and their digit numbers • Identifying challenges associated storm, mud, slash, bridge (n), police post, • Singing/ signing • Coping with
possible solutions with carrying with activities and social services accidents, boil (v), spray, mosquito net, songs on topical emotions
• Solving word • Discussing causes to challenges use of “because”, use of past tense. issues such as • Interpersonal
- Education -, school problems in • Identifying possible solutions STRUCTURES challenges in relationships
demands addition • Asking and answering questions • How did … (she/he/you, they) fall social services • Negotiation
- Health – lack of • Drawing a map READING/ TACTILE into mud? • Reading/brailing • Decision-making
enough health centres, of a journey to • Reading texts on different - (I/she/he/they) … jumped off the … and writing solfa • Friendship
expenses on medicine school, showing challenges (bridge, bicycle) on the road. notes d r m f formation
- Transport – conditions direction and • Reading texts on possible solutions • What did … (you/he/she/they) … do • Singing/signing • Critical thinking
of roads distance in non • Matching solutions to problems yesterday? songs about • Creative thinking
- Communication – standard units - (I/she/he/they/we) … slashed the … colours of the
• Completing sentences • Non-violent conflict
radios, televisions, (compound) yesterday. national flag and resolution
newspapers • What do ... (you/we/they) do their meaning
WRITING/ BRAILLING
(expensive) when.... (you/we/they).... (get an • Singing/signing
• Writing short texts describing the
- Water – quality accident/ are in danger/there is a songs about
challenges • Endurance
availability storm)? challenges in
- Security – • Writing texts that give solutions to • Patience
the challenges - I/we/they … (report to the police social service
(effectiveness) • Care
post/take shelter) when …
• Writing proverbs • Concern
- (I/ he/she/they/we) cannot go to
• Possible solutions as • Writing letters, sentences, patterns, • Respect
school/hospital) because the bridge • Printing with
per identified problems legibly and clearly • Responsibility
broke down. potatoes, fingers,
and challenges leaves, palms, • Tolerance
LISTENING AND SPEAKING threads
• Listening to stories
• Playing situational games
READING/TACTILE
• Reading descriptive texts
WRITING/BRAILLING
• Writing/ brailing descriptive
paragraphs
16
Mathematics • Count from 1000 to 2000.

• Identify place values of four digit numbers using an abacus.
• Add 2-3 digit numbers horizontally without and with carrying.
• Solve word problems in addition correctly.
• Read number symbols up to 2000.
• Write number symbols up to 2000.
Literacy • Name different activities carried out in the sub-county/division.

• Tell uses of social services found in the sub-county/division.
• Talk about challenges/difficulties associated with social services found in the sub-county/division.
• Read a text and answer comprehension questions correctly.
• Write a text of descriptive sentences correctly.
English • Pronounce learnt vocabulary correctly.

• Construct sentences using the learnt vocabulary correctly.
• Act out a conversation in parts / phrases.
• Read a descriptive text and answer comprehension questions.
• Write a descriptive text about different activities carried out in the sub-county/division.
Creative Performing Arts • Sing work songs meaningfully.

• Move to the rhythm of a given tune.
• Listen to a simple recorded song and answer comprehension questions.
• Weave items using local materials.
• Print art items using different local materials.
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Theme 3: Our Environment in Our Sub-county / Division
Expected learning outcome: The child appreciates environmental changes and applies the acquired knowledge and skills to manage the environment.
Sub-theme / Content Mathematics Literacy Competences English (non-medium) Creative Performing Life skills and
Competences Competences Arts Values
3.1 Soil • Counting 2000- LISTENING AND SPEAKING/SIGNING VOCABULARY • Listening to • Critical thinking
a) Composition of soil: 3000 • Naming types of soil soil, stones, sand, clay, stove, musical • Creative thinking
water, air, dead • Recognising • Describing composition of soils colour, build (v), crop, houses, loam, instruments • Problem-solving
plants, animals, place values of • Comparing different soils white, black, brown, grey • Singing/signing a • Decision-making
particles of rocks 4-digit numbers • Observing and describing layers of simple melody up • Cooperation
• Adding two 3- soil STRUCTURES to 8 notes long • Effective
b) Types of soil and digit numbers • Discussing uses of different soils • What is ....(clay/sand)used for? without leaps: d d r communication
texture without carrying • Recording observations of - (I/we/they) use … (clay/loam) mddrd
• Sand – rough, large vertically experiments sand) soil to … (make pots, • Instrumental work,
particles • Measuring • Asking and answering questions grow crops / build houses). e.g. playing tuned • Appreciation
• Clay – smooth, different types of • Saying poems • There are many.... (stones/ percussion music • Care
slippery and powdery soil using non crops/buildings) in our sub- instruments found • Responsibility
• Loam – balance of standard units READING /TACTILE county/division. in locality, e.g. • Inter-
sand, clay, plus dead • Reading sentences about soils • What colour is … (clay, sand, xylophone) dependency
plants and animals • Reading words loam) soil?
• Layers of soil - It is … (black, grey, brown,
• Reading poems
- top soil white) soil. • Making collage
- sub-soil WRITING/ BRAILLING using soils and
- gravel LISTENING/SPEAKING stones
• Writing descriptive sentences about
• humus • Acting dialogues • String painting
soils
-Composite pile / pit) • Solving puzzles • Constructing
• Using appropriate punctuation
• Experiments e.g.
• Completing sentences using
- composition of soil READING/TACTILE
appropriate words.
- soil profile • Reading texts
• Recording observations from
- soil texture • Reading dialogues
experiments on soils
• Uses e.g. growing • Reading rhymes
crops, making bricks,
construction and WRITING/BRAILLING
artwork (colours, • Copying descriptive texts
modelling • Labelling pictures/diagrams
3.2 Natural causes of • Making and LISTENING AND SPEAKING VOCABULARY • Singing/signing • Critical thinking
changes in the recording a • Identifying natural changes in the wind, rain, hungry simple melody • Decision-making
environment, e.g.: class weather environment Opposites: hot/cold, sunny/rainy, mfs • Problem-solving
- floods, drought, chart (and • Discussing the effects of changes dry/wet, inside/outside fsl • Coping with
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earthquake, hail keeping it for 3 • Discussing ways of managing STRUCTURES sIt stress
stones, landslides, weeks) natural changes • What did … (she/he/you/they) • Singing songs • Coping with
storms, lightening, • Adding two 3- • Telling and retelling stories about do? about the emotions
thunder digit numbers natural changes - (He/she/you/they) … (played / environment • Empathy
• Effects of changes e.g. vertically with walked) in the … (sand, rain). • Dancing – creative
- hunger carrying READING/ TACTILE • When did … dance • Responsibility
- destruction of homes • Solving • Reading words and sentences (he/she/they/we/you … • Social
and property, plants, algebraic related to changes (plant/harvest)? • Weaving, e.g. awareness
animals problems in • Reading stories comparing the past - He/she/they/we/you … table mat, wall • Acceptance
- soil erosion addition, e.g: and present environment (planted, harvested) in … mat, rope, ball, • Cooperation
- diseases / epidemics 3+ =8 • Matching pictures to descriptions of (wet/dry) season. bag, doormat • Patience
- migrations + 30 = 80 changes in the environment • Why did … (you/he/she) cry? • Endurance
• Ways of managing - (He/she/I) cried because • Concern
changes WRITING/ BRAILLING (he/she/I) was ...... (wet hungry, • Sympathy
• Writing words and sentences that cold).
describe change
• Writing letters and patterns LISTENING AND SPEAKING
• Acting play lets
• Listening to stories and
legends about natural causes
• Reciting rhymes
• Asking and answering
questions on opposites
READING/TACTILE
• Reading stories
• Reading rhymes/poems
• Reading opposites
WRITING/BRAILLING
• Writing guided compositions
based on effect and ways of
managing changes
• Copying rhymes
3.3 Changes in the • Adding two 4- LISTENING AND SPEAKING/SIGNING VOCABULARY • Dancing traditional • Creative thinking
environment through digit numbers • Identifying human activities that graze, build, burn, bush, cut, farm, dance • Critical thinking
human activities vertically without change the environment cover, plant, throw, plastic, rubbish, • Singing/signing • Decision-making
carrying • Discussing ways of managing the rubbish pit, brick, make simple melody (up • Problem-solving
19
a) Human activities • Measuring environment Command: do not, use of “will and to 8 notes long, • Interpersonal
- constructing length between • Telling and retelling stories about shall” without leaps) relationships
buildings/roads trees in non- human activities STRUCTURES ddrm
- grazing standard • Talking about types of trees and • What will you do when you go ddrr • Cooperation
- disposing waste measures and where to plant them home? • Reading and • Togetherness
- cutting trees introducing • Planting trees - When I go home … (I / we) writing solfa - d r • Respect
- burning bushes metres to • Saying a poem shall … (graze / plant / collect / mfsltd • Unity
- farming measure • Asking and answering questions cut / cover) the … (goats / • Patience
- burning charcoal • Adding metres cows / rubbish / grass / rubbish • Making ornaments • Tolerance
making bricks • Solving word READING /TACTILE pit). from wild seeds, • Leadership
- burning bricks problems in • Reading environmental messages • Will you … (graze the goats) e.g. beads,
metres • Reading stories describing the when you go home? bracelets,
b) Possible ways of • Estimating environment - Yes, I / we shall … costumes
managing changes, distance in - No, I will not … (graze) when I • Decorating musical
• Reading a poem
e.g. metres and go home. instruments
- planting more trees kilometres • What will (he, she, they) do on • Making metre
WRITING/ BRAILLING
(afforestation) … (days of the week)? sticks
• Writing sentences that describe
- preserving swamps - She / he / they will … (throw,
change
- avoiding burning burn, cut) the … (plastics,
bushes • Writing messages about the
environment, e.g. ‘Cut one, plant rubbish, bush) on … (days of
- proper farming the week).
practices, e.g. crop five’
• Writing patterns and sentences • Don’t (throw/cut/burn) (rubbish/
rotation, terracing, trees/bush).
mulching, irrigation legibly and neatly
• Writing a poem • Don’t (build/throw) (houses/
- covering gullies with plastic) in the (swamp/river).
stones
- educating people LISTENING AND SPEAKING
about dangers of • Listening to a story
cutting trees • Asking and answering
- avoiding throwing questions
things that don’t rot,
• Playing a situational game
e.g. plastics
READING/TACTILE
• Reading commands
c) Simple project on
tree planting • Reading short stories
WRITING/BRAILLING
• Writing messages about the
environment
20
Mathematics • Count up to 3000.

• Add 4-digit numbers vertically without carrying.
• Show place values of 4 digits on an abacus correctly.
• Measure and record lengths in full metres.
• Correctly solve algebraic problems in addition.
Literacy • Name the three different types of soil correctly.

• Describe different uses of soil.
• Say a poem on the environment.
• Read a paragraph correctly on the environment.
• Write a paragraph about activities carried out in the environment.
English • Pronounce learnt vocabulary words correctly.

• Construct oral sentences about changes in the environment.
• Answer questions about a given short story.
• Read a text and answer comprehension questions correctly.
• Copy a short story, e.g. about planting trees.
Creative Performing Arts • Play a simple percussion instrument correctly.

• Perform a traditional dance correctly.
• Make a metre rule.
21
Theme 4: Environment and Weather in our Sub-county / Division
Expected learning outcome: The child appreciates and conserves the environment.
Sub-theme / Content Mathematics Literacy Competences English (non-medium) Competences Creative Performing Arts Life skills and Values
Competences
4.1 Air and the Sun • Counting 3000- LISTENING AND VOCABULARY Singing/signing: • Critical thinking
4000 SPEAKING/SIGNING air, sun, move, wind, dry, wash, heat, warm, • Melody (up to • Creative thinking
a) Air • Recognising • Describing weather and blow, break, fall, rain (n), rise, set, roof, house, 8 notes long • Problem-solving
• Concept and place value of 4- seasons clean without leaps) • Coping with stress
properties of air: digit numbers • Discussing the importance of STRUCTURES s s f m r, • Copying with
- weight • Reading number weather and dangers of • What does (Joshua Gloria) do every day? drmrd emotions
- moves things (force) names for 100s weather changes - (Joshua, Gloria) ... (washes, cleans) the • Playing musical • Decision-making
- occupies space and 1000s • Telling and retelling stories ..... (clothes/compound) everyday. instruments, e.g. • Mobility and
- can be felt • Writing number about the importance and - He/she ...(washes/cleans) the ... percussion, wind orientation (SNE)
• Importance of air: names for 100s dangers of air and the sun (clothes/compound ) everyday. instruments, e.g.
- for burning and 1000s • Demonstrating that air is - Every day the (sun/wind) .... rises/blows. flute, pipe
- for breathing • Measuring and needed for burning - Everyday he/she dries (his/her clothes) in • Singing/signing the • Patience
• Danger of strong wind recording • Recording the position of the the .... (sun/wind). National School • Tolerance
shadows at sun three times a day - Every day the (wind/rain) .... Anthem chorus and • Responsibility
Experiments, e.g.: different times of • Reciting poems and acting (blows/washes) away the ... (leaves/dust). the first verse
Every day (they/we/you) breathe in air. • Endurance
• how air occupies day -
• Concern
space READING/TACTILE
LISTENING AND SPEAKING • Care
• properties of air • Reading sentences that • Making:-
• Reciting poems - Pin wheel • Appreciation
• air needed for burning describe weather
(oxygen) • Reading stories about sun • Listening to stories and answering - Kites
and air questions
b) The sun • Predicting endings of stories • Acting dialogue
• importance of the sun: • Singing
- dries things (e.g. WRITING/BRAILLING
seeds) • Completing the endings of READING/TACTILE
- gives light, warmth stories • Reading stories/texts
- helps living things • Drawing and labelling • Reading dialogue
grow pictures • Reading poems
• dangers of the sun • Writing stories about the air,
- dries up water and the sun WRITING/BRAILLING
- destroys crops • Writing descriptive short stories
• Writing from dictation with correct spelling
Experiments, e.g.: and punctuation.
• why plants need light
22
Competences
4.2 Water • Measuring LISTENING AND VOCABULARY • Singing/signing: a • Critical thinking
a) How rain is formed capacity SPEAKING/SIGNING cloud, hot, cold, warm, wash, soil, grow, food, simple melody (up to • Creative thinking
(water cycle) • Comparing • Naming types of clouds water (n), dark, grass, plant, sweater, hat 8 notes long without • Effective
• Water cycle capacity • Observing and describing leaps) communication
- formation of rain drops • Adding in litres types of clouds STRUCTURES • Listening: telling • Decision-making
- water evaporation and • Subtracting in • Discussing a weather chart. • (Babies / animals / plants) need … (food / differences between • Problem-solving
condensation litres • Describing the rain cycle grass / water) to … (grow). pitched and non-
• Types of clouds • Solving word • Listening to and retelling • Why is … (Angela/Moses) wearing a … pitched music
• How clouds affect the problems about stories (sweater/hat)? instruments • Social awareness
environment capacity • Reciting poems about - She/he is wearing a …. (sweater/hat) • Clapping and tapping • Patience
• How clouds bring • Making a simple weather because it is … (cold/raining). rhythms • Responsibility
changes in rain gauge and • Why is … (Monica, Ali) … (outside / under) • Accompanying songs • Appreciation
temperature measuring with READING/ TACTILE the … (house, tree)? with percussion • Tolerance
• Monitoring weather non-standard • Reading descriptive - She / he is … (inside, outside, under) the … instruments • Care
change measure each sentences (home / tree) because it is … (hot / cold /
• Concern
• Process of water cycle day of the week • Arranging pictures of water raining).
• Endurance
• Measuring rain fall • Observing and cycle and matching them to • Making items out of
LISTENING AND SPEAKING • Cooperation
recording sentences used materials, e.g.
b) How rain affects the • Listening to and telling stories straws, bottle tops, old
environment WRITING/ BRAILLING • Asking and answering questions slippers, bicycle tyres,
• Importance of rain on • Writing sentences about the • Acting play lets wires, paper, table
soil, animals water cycle legibly and mats
• Dangers of rain on soil, clearly READING/TACTILE
animals, plants • Drawing diagrams of the • Reading descriptive sentences
water cycle and labelling • Reading stories
with sentences
• Drawing weather chart s WRITING/BRAILLING
• Recording observations of • Writing descriptive sentences
weather on the charts daily • Writing a dictated story
4.3 Managing Water • Subtracting LISTENING AND VOCABULARY • Singing/signing: • Creative thinking
• Importance of water vertically two 3- SPEAKING/SIGNING tap, well, spring, river, lake, tank, jerrycan, pot, simple melody (up • Critical thinking
• Sources of water digit numbers • Naming sources of water. drum, cream, slasher, brush. to 8 notes long • Decision-making
• Water harvesting without • Discussing importance of without leaps) e.g: • Problem-solving
• Maintenance of water borrowing water sources. mrdrm • Effective
sources • Subtracting of • Listening to and retelling STRUCTURES drmfmrdd communication
litres stories of harvesting water • When did … (Mary / Musa) clean the … • Singing/signing
• Solving word • Discussing management of (well, pot, tank)? songs about
problems about water - (Musa / Mary).... cleaned the … (tank, well, managing water • Sharing
23
Competences
capacity (using • Saying poems about pot) on … (days of the week / time of the (composing songs) • Respect
subtraction) importance of water day / month of the year). • Playing wind music • Responsibility
• Making picture • Did … (Mary / Musa) clean the … (pot, instruments • Care
graphs from the READING / TACTILE tank, well). (orchestra), e.g. flute, • Concern
weather charts • Reading descriptive - Yes, she / he did. trumpet, wind pipe • Appreciation
sentences - No, she / he did not. • Dancing with free
• Reading a text on • Who washed the … (jerrycan / pot / tank)? movements
importance of water and - … washed … (jerrycan/pot/tank).
answering questions
• Matching pictures to LISTENING AND SPEAKING • Making and
sentences • Reciting rhymes decorating grass
• Acting in conversation chain brooms
WRITING / BRAILLING • Acting a play let • Modelling things in
• Writing descriptive the environment
sentences READING/TACTILE • Making items of used
• Drawing and labelling • Reading stories materials e.g. straws,
pictures on water harvesting • Answering comprehension questions bottle tops wires, old
• Writing sentences, patterns slippers, bicycle
legibly and neatly WRITING/BRAILLING tyres, paper, mats
• Spelling words.
24
Mathematics • Recognise place value of 4-digit numbers.

• Read number names for 100s and 1000s.
• Add in litres.
• Solve word problems about capacity.
• Subtract 3-digit numbers without borrowing.
Literacy • Recite a poem about the importance of water.

• Read a paragraph about the effects of air, sun or water.
• Arrange/draw pictures of water cycle and write labels in sentences.
• Write a paragraph about managing water.
English • Use learnt words in sentences correctly.

• Read learnt vocabulary items correctly.
• Read a paragraph about water.
• Label diagrams of the water cycle.
Creative Performing Arts • Sing/sign melody up to eight notes without leaps.

• Play wind instruments.
• Listen to differences in pitched and non-pitched music instruments.
• Draw things in our environment.
• Make a model from recycled materials.
• Decorate objects.
25
TERM II
Theme 5: Living Things: Animals in Our Sub-county / Division
Expected learning outcome: The child acquires, appreciates and applies basic scientific knowledge about living things in day-to-day life.
5.1 Living things • Counting 4000- LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing: • Self-awareness
a) Types of living 5000 • Identifying examples of animals and nest, forest, zoo, bird, monkey, A simple melody (up • Critical thinking
things, e.g. • Recognising their habitats elephant, zebra, lion, giraffe, to • Effective
- insects place value in a • Naming types of living things hyena, kennel 8 notes long without communication
- animals 4-digit number • Classifying animals, e.g. number of Past tense: fly - flew, eat - ate, leaps) e.g.
- birds • Subtracting legs run-ran d r d r m f s s;
- fish vertically two 3- • Listening to and retelling ssfmrdrd • Love
• Classes of animals digit numbers characteristics of living things STRUCTURES • Listening to and • Care
- in air, e.g. birds, bats with borrowing • Asking and answering questions • Where was the … (bird, imitating sounds of • Concern
- in water, e.g. fish • Multiplying a 3- • Telling/retelling stories about monkey, dog)? various pitches (low, • Responsibility
- on land, e.g. cows digit number by feeding habits of animals - The … (bird, monkey, dog) high, loud, soft) • Appreciation
• Types of animals 2, 3 and 10 • Reciting a rhyme was in the … (nest, forest, • Dancing a creative
- domestic and wild (revision) kennel). dance
animals READING/ TACTILE - It was in the … (nest, forest, • Imitating animal
• Characteristics of living • Reading names and sentences kennel). sounds
things, e.g. about animals • Was the … (dog, monkey,
- breathe • Reading animal stories bird) in the … (nest, forest,
- move kennel)? • Threading beads to
• Reciting a rhyme
- reproduce - No, it was not. make necklaces,
- feed - Yes, it was. bracelets, earrings
WRITING/ BRAILLING
- die • Did the … (bird, dog,
• Writing names and sentences about
b) Examples of monkey) … (fly away, run
different animals
domestic animals, away)?
• Writing imaginary or factual animal
e.g. cows, goats, - Yes, it did.
stories, using correct punctuation
rabbits - No, it did not.
(capital letters, full stops, question
• Examples of wild • What did the … (elephant,
marks)
animals e.g. elephant, bird, zebra, giraffe) do?
• Drawing and labelling with
zebra, lion, hyena, - The … (elephant, giraffe,
descriptive sentences
giraffe bird, zebra … (ate grass, flew
• Writing sentences and patterns away, ran away).
• Characteristics of
legibly and neatly
animals, e.g: • A / an … (monkey, elephant,
26
- number of legs • Recording observation zebra) is … (small, big, fat)
- type of foot • Which is .... (smaller, bigger,
- type of skin fatter).
• Homes ( habitats) of - The .... (monkey, zebra,
domestic animals, e.g. elephant)) ...( smaller, fatter,
- pig - sty/pen bigger)than .... (monkey,
- cattle - shed/kraal zebra, elephant).
- dog - den/kennel/home
- wild animals: forest, LISTENING AND SPEAKING
burrow (underground), • Listening to a story
nests • Asking and answering
questions
• Acting a conversation chain
READING/TACTILE
• Arranging sentences to form
a story
WRITING/BRAILLING
• Writing a story from jumbled
sentences.
• Writing simple short stories
about animals.
5.2. Birds and Insects • Reading number LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing: a • Self-awareness
symbols 4000- • Naming types of birds and insects. hen, turkey, duck, kite, crow, an simple melody (up to • Critical thinking
• Domestic birds, e.g.: 5000 • Telling stories about birds and eagle, crested crane, bat, white 8 notes long without • Effective
- hen, turkey, duck, • Writing number insects ant, bee, wasp, hive, nest, trees, leaps) communication
pigeon symbols 4000- • Asking and answering questions. holes, hutch, kraal d d r r m f f m: • Empathy
• Wild birds, e.g.: 5000 • Describing birds’ and insects’ mffmrrdd
- crow, kite, weaver bird, • Multiplying a 3- habitats / homes STRUCTURES • Singing/signing the
eagle, sparrow digit number by • Talking about characteristics of birds • What are those / these? cultural anthem, • Concern
- crested crane (as a 2, 3, and 10 and insects - These/those are … (hens, verse I and chorus • Responsibility
national emblem) • Using the turkeys, ducks, bees). • Singing/signing • Care
• Bat: fly, has no commutative READING /TACTILE • Are these / those … (bees, about the crested • Appreciation
feathers, does not lay property of • Reading texts about types of insects wasps, grasshoppers)? crane and its • Love
eggs multiplication and birds - Yes, they are. importance
• Characteristics of birds • Recording types • Reading stories about birds and - No, they are not. • Dancing: traditional
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- lay eggs, have wings of different insects • Whose … (hen, pigeon, dance
and feathers, some fly animals each turkey) is … (this / that)? • Decorating musical
• Habitats, e.g. nests, child has at WRITING/ BRAILLING - It is … (Juma’s / Gloria’s) … instruments
burrow home • Writing stories about animals, birds, (hen, pigeon, turkey). • Colouring using
• Insects: insects • Is this Fatima’s … (duck, improvised colours,
- white ants • Completing stories turkey, hen)? e.g: charcoal, ashes,
- black ants • Writing answers to questions about - Yes, it is. soil, leaves, flowers
- termites stories - No, it is not, it is..... (Peter’s,
- bees • Drawing and labelling birds and Irene’s).
- wasps insects • Whose ... (hens/
- bee hive • Recording observations on birds’ ducks/turkeys) are .... (these,
- butterflies and insects’ habits those)?
• Characteristics of • Recording observation - They are.....(Musa’s/Juliet’s)
insects e.g.
- some move in groups LISTENING AND SPEAKING
(e.g. bees, black ants) • Listening to and telling
- some sting (e.g. bees, stories about insects and
wasps) birds
- some bite (e.g. black • Reciting rhymes about
ants) insects and birds
- some have wings (e.g. • Acting conversation on
locusts, butterfly) different birds and insects.
- some do not have
wings (e.g. caterpillars) READING/TACTILE
- have six legs (e.g. • Reading short stories
wasps, bees) • Reading sentences using
• Spider has eight legs names of birds and insects
• Habitat e.g. • Asking and answering
- anthills, in soil, plants questions
WRITING/BRAILLING
• Writing sentences about
birds and insects
5.3. Care for insects, birds • Solving word LISTENING AND SPEAKING/SIGNING VOCABULARY • Writing/brailing • Empathy
and animals e.g. problems in • Identifying ways of caring for bees, sheep, rabbit, feed, meat, skin, phrase/simple • Effective
multiplication by insects, birds and animals hen, fur, leaves, hutch, kraal, hive, melody, up to 8 communication
• Caring for bees 2, 3 and 10 • Telling/retelling stories about clean, treat, cow notes in length e.g: • Critical thinking
- provide a hive • Making a bar animals drmd • Decision-making
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- plant flowers for nectar chart of how • Asking and answering questions STRUCTURES mrdd • Creative thinking
- provide water many children • Caring for birds and animals • Listening to and
- provide something have each kind • (Ann, Amine, Joy) ... appreciating a tune
sweet when of animal in their READING/TACTILE (sweeps, cleans, washes) the • Answering oral • Appreciation
introducing a hive home • Arranging sentences to form stories .... (kraal, hutch, den). questions • Concern
• Reading factual texts on care of • What does a … (rabbit, lion, • Singing a known • Care
• Caring for domestic animals, bees and birds sheep) eat? song about animals/ • Love
birds and animals: • Reading stories about animals, birds - It eats … (meat, grass, insects/birds • Responsibility
- protecting nests and insects leaves). • Tolerance
- protecting eggs • Who (cleans/washes/ • Sympathy
- treating birds WRITING/BRAILLING sweeps) the (kraal/hutch) • Drawing different • Patience
- preparing birds’ • Writing sentences on care of every (day of the week)? animals • Bravery
habitats animals, bees and birds - Ben/Alice (cleans/sweeps/ • Colouring/threading
- cleaning habitats • Arranging sentences to form stories washes the (hutch/kraal) using seeds to make
- protecting birds • Writing stories about animals, every (day of the week). necklaces
(painting, keeping in insects and birds • Does a … (rabbit, cow, lion) • Cutting and pasting
doors) live in a … (kraal, hutch,
• Recording observations
- keeping bird records den)?
- being kind to birds - Yes, it does.
- participating in - No, it does not. It lives in the
grooming .... (kraal, hutch, den)?
- feeding them
- preparing animal
habitats LISTENING AND SPEAKING
- cleaning animal • Talking about how to care for
habitats animals and birds
- identifying signs and • Telling and retelling stories
symptoms of animal’s about caring for animals and
ill health birds
- being kind to animals • Acting a dialogue
- keeping animal
records READING/TACTILE
• Care for wild birds and • Sequencing sentences to
animals make a story
- protection from hurters
• Reading a story about caring
- discourage bush
burning
WRITING/BRAILLING
- avoid destroying
• Writing stories about caring
forests and swamps
for an animal
- provide food,
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protection and • Drawing and labelling
medication or animals
in protected areas e.g.
zoo
- avoid unnecessary
killing (poaching and
hurting)
Mathematics • Multiply a 3-digit number by 2, 3, and 10.

• Use commutative property of multiplication.
• Record the types of different animals each child has at home.
• Make and interpret a bar chart.
Literacy • Tell characteristics of living things.

• Read animal stories.
• Read a text on care of animals.
• Arrange sentences to form a story.
• Write answers to questions about care for animals.
English • Use learnt vocabulary items in sentences correctly.
• Read learnt vocabulary items correctly.
• Read a text about animals and birds and answer questions.
• Write a short story about caring for animals.
• Label birds, animals and insects drawn.
Creative Performing Arts • Sing a simple melody of about four notes without leaps.
• Make collage designs using papers.
• Make colour from local materials.
• Paint appropriately using colour.
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Theme 6: Living Things: Plants in Our Sub-county / Division
Expected learning outcome: The child appreciates the uses of different plants and participates in crop production for self-reliance.
Competences
6.1 Plants and their • Counting 5000-7000 LISTENING AND VOCABULARY • Singing the National • Effective
habitat • Multiplying by 4 and SPEAKING/SIGNING maize, yam, sisal, swamp, dry, garden, Anthem, stanza II communication
5 • Naming plants water, tins, flower • Making individual • Self-awareness
Examples of plants • Multiplying 3-digit • Identifying characteristics of sounds at difference • Critical thinking
• maize, yams, sisal, numbers up to 500 plants STRUCTURES pitches • Problem-solving
cactus by 2, 3, 4, 5 and 10 • Observing and describing their • Who planted.... (flowers/sisal/ • Writing/brailing
• Characteristics of habitats maize) in the... (garden/swamp)? simple phrased
plants: • Telling stories about plants - Janet/Eric planted melody of 4-8 notes • Appreciation
- grow (flowers/sisal/maize) in the..... in length without • Care
- eat READING / TACTILE (garden/swamp). leaps, e.g: • Concern
- die • Reading descriptive sentences - He/she/they/we planted..... d d d r m r d; • Responsibility
- produce • Reading texts about plants and (flowers/sisal/cactus) in the...... mmrdrrdd • Cooperation
their uses (garden/swamp).
• Plant habitat e.g. • Reading texts about how to care • What did … (she / he / they / you)
- garden, water, for plants do? • Colouring using
wetlands, dry rocky - (She / he / they / I) … (planted)..... improvised colours,
places WRITING / BRAILLING (maize, sisal, yams). e.g. flowers, leaves,
• Practical work on • Writing descriptive sentences • Where did … (he / she / they / we / soil, ash, charcoal
planting and different • Writing short stories about plants you) plant?
types of soils • Drawing and labelling plants. - (He / she / they / we / I) planted …
(maize / sisal / yams) in the … (tins,
swamp, garden).

• Responding to instructions
• Describing where plants are found
• Saying a poem
READING/TACTILE
• Reading short descriptions
• Reading poems
• Reading about observing plants
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Competences
WRITING/BRAILLING
• Writing guided compositions
• Writing and completing sentences.
• Drawing and labelling diagrams
6.2 Parts of a flowering • Reading number LISTENING AND VOCABULARY • Singing: controlling • Critical thinking
plant and their uses symbols 5000-7000 SPEAKING/SIGNING root, stem, leaf (leaves), flower, seed, breath when singing • Effective
• Parts of a flowering • Writing number • Identifying flowering and non- food, fuel, medicine, money, decorate. • Making instruments communication
plant, e.g. roots, stem, symbols 5000-7000 flowering plants e.g. flute, triangle • Self awareness
leaves, flowers, seeds • Measuring weight • Naming parts of a flowering plant STRUCTURES • Writing/brailing • Problem-solving
• Uses of different parts using non-standard • Describing different plants and • (Sarah, Musa, Tom) has … (flowers, simple phrase / • Tactile
of a flowering plant to units their uses seeds, leaves) melody of 4-8 notes
us, e.g. food, • Measuring using • Talking about functions of • Who has … (flowers, seeds, in length without
medicine, fuel, standard units in different parts of the plant leaves)? leaps, e.g: • Appreciation
decoration, money kilograms and grams • Explaining and recording how - (He / she / they / we / you) … (has / rmmrrddd • Care
• Dangers of some • Comparing weight plants use leaves have) … (flowers, seeds, leaves). rmmffsss • Concern
plants. • Adding weight in kg • Telling/retelling stories about • Whose … (flowers, seeds, leaves) • Responsibility
• Functions of parts of a • Solving word plants and their dangers are these / those? • Mobility and
flowering plant e.g. problems in weight - They are … (Sarah’s / Musa’s / • Weaving, e.g. bags, orientation (SNE)
- Roots: stores plant Tom’s). mats, dolls, book
food e.g. cassava, READING/TACTILE • Are they … (Sarah’s / Musa’s / marks, ropes, table
holds plants firmly in • Reading texts on the uses of Tom’s)? mats, wall mats
the ground, transports plants - Yes, they are. • Printing, e.g. potato,
food • Reading short stories about - No, they are not. They are … leaf
- Stem: stores food e.g. different plants (Tom’s, Sarah’s, Musa’s).
sugarcane, holds
branches, flowers, WRITING/BRAILLING LISTENING AND SPEAKING
carries plant food in • Writing descriptive sentences • Describing flowering plants
some plants about plants • Reciting a poem
- Leaves: used for • Labelling parts of a plant
breathing by plants, • Recording observations of plant READING/TACTILE
gives water into the air, growth • Reading short descriptions
makes food for the • Reading a story
plant • Reading a poem
• Experiment
Observing and WRITING/BRAILLING
recording the growth of • Drawing and labelling pictures
a plant • Writing dictated descriptions
6.3 Crop-growing • Dividing up to 300 by LISTENING AND VOCABULARY • Singing/signing • Effective
practices 2, 3, 4 and 5, with no SPEAKING/SIGNING garden, hoe, tool, panga, slasher, plant songs related to communication
32
Competences
• Clearing land remainder (revision) • Discussing the process of (v), dig, plough, weed (v), water (v), dry gardening • Self- awareness
- slashing • Identifying and using preparing for planting (v) mulch (v), store, field, ground • Dancing; creative • Problem-solving
- digging the relationship • Naming garden tools dance on crop • Critical thinking
- ploughing between • Talking about uses of garden STRUCTURES growing / harvesting • Creative thinking
• Planting multiplication and tools • Where is the... (panga / slasher / practices • Coping with stress
- seed selection / division, e.g. • Telling/retelling stories about hoe)? • Reading notes
seedlings - x 4 = 12 caring for crops - The ... (panga / slashe / hoe) is without leaps in
- row planting - 12 ÷ 4 = 3 • Reporting observations on in/on/under the ... (store / house / ascending and • Care
- broadcasting - 12 ÷ 3 = 4 seed germination ground / bed). descending order • Responsibility
- transplanting • Completing patterns • Reciting a rhyme • What is … (Mary, John, Juma) • Writing/brailing • Concern
• Caring for crops of numbers using doing? simple melody (up to • Self-reliance
- weeding multiplication tables, - (Mary, John, Juma) is.... (digging, 8 notes without • Endurance
- pruning: root, branch e.g. 3, 6, 9, …, 12 READING/TACTILE weeding, pruning). leaps)
• Cooperation
- thinning and 50, 40, 30,…,10. • Reading names of garden tools • In which month of the year did ...
• Appreciation
- mulching • Reading texts on the process (Mary, Sarah, Ali) ... .(plough, weed,
- spraying of preparing for planting plant) the ... (garden/seeds/crops)? • Drawing and
- watering • Reading stories about caring - (Mary, Sarah, Ali) ... (ploughed, colouring shapes
- drying for crops weeded, planted) the ... using natural colours
- storing • Reading records on seed (garden/crops/seeds) in the ... (first, • Folding paper to form
- harvesting germination second, forth) month of the year. different shapes, e.g.
- marketing • When did .... (you, he, she, they) .... hats, boats, boxes
• Reading a rhyme
- staking (you, he, she, they ).... (plant,
• Crop rotation WRITING/BRAILLING plough, weed) the ...( seeds, crops)?
• Garden tools e.g. hoe, - (I, she, he, they) ... (planted,
• Writing names of garden tools
slasher, panga ploughed, weeded) the ... (seeds,
• Drawing and labelling garden
crops, garden) in the .... (first,
tools
Experiment: second, third) month of the year.
• Writing texts on the process of
- Seed germination
preparing for planting LISTENING AND SPEAKING
project
• Recording observations on • Listening to and retelling stories
seed germination
• Acting a conversation chain
• Writing a rhyme
READING/TACTILE
• Reading descriptive stories
• Reading a descriptive sentence
WRITING/BRAILLING
• Writing dictated sentences
• Drawing and labelling garden tools
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Mathematics • Measure weights using non-standard units.

• Solve word problems about weight.
• Multiply by 3 and 10.
• Demonstrate commutative property of multiplication and division.
Literacy • Describe at least three plant habitats.

• Read a text about caring for plants.
• Record and report observation on seed germination.
• Write the uses of different garden tools.
• Write a rhyme.
English • Use learnt vocabulary items in sentences correctly.

• Read vocabulary items correctly.
• Read a text about crop-growing.
• Write dictated sentences.
• Drawing and labelling garden tools.
Creative Performing Arts • Sing the first stanza of the National Anthem correctly.
• Write a simple phrase melody of four notes with no leap.
• Fold paper to form different shapes.
• Make different kinds of prints.
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Theme 7: Managing Resources in Our Sub-county / Division
Expected learning outcome: The child understands and demonstrates proper management of resources.
7.1 Saving resources • Counting LISTENING AND SPEAKING/SIGNING VOCABULARY • Role-playing, e.g. • Critical thinking
• Concept of resources numbers 7000- • Naming basic resources time, firewood, money, bank (n), saving money in • Self-awareness
• Basic resources i.e. 9999 • Talking about ways of saving bag, waste (v), box, plant (v), need, the bank • Creative thinking
- water, time, money, • Recognising • Discussing why we save bundle, charcoal, save • Reading/brailing • Problem-solving
food place value up • Discussing how to use time well STRUCTURES notes of the major • Decision-making
• Fuel e.g. to 4-digit • Discussing how to make and use • Do you have enough scale without leaps • Negotiation
- firewood numbers records (time/firewood/money/ • Writing/brailing • Non-violent
- charcoal • Identifying • Telling and retelling stories charcoal)? simple phrases/ conflict
• Meaning of saving money - Yes, (I/we) do have. melodies up to 8 resolution
• Ways of saving (Ugandan READING/TACTILE - No, I/we don’t. notes without
- in a bank currency) up to • Reading names of basic resources • How (many / much).... (boxes / leaps
- in a wooden safe / USh1000 • Reading a text about development time / firewood / money / plants • Self-reliance
metallic box (revision) of a small successful business / bundles / charcoal) do you • Responsibility
- proper use of materials • Identifying • Reading sentences about benefits have? • Making things • Concern
- repairing money of saving - I have … (5 boxes / one hour / using e.g. straws, • Care
- recycling (Ugandan 3 bundles / 500 Shillings / 2 used tyres, old
• Re-arranging sentences in logical • Patience
- planting currency) up to sacks). slippers, old
order • Endurance
- preparing enough food USh50, 000 - (John, Peter, Alice) has … clothes
(money, firewood, charcoal). • Acceptance
- switching off power WRITING/BRAILLING
when not in use - (He / she / we / they) ...(had / • Appreciation
• Writing names of basic resources
- budgeting have) … (money, charcoal,
• Writing a text about a simple firewood).
• Why we save e.g. business in the area e.g. a shop,
- meeting needs • (He / she / they / we / I) keep …
cash crop, farm
- improving standards (money, charcoal, firewood) in
• Writing sentences using correct the … (bank, store, box).
- avoiding wastage punctuation
- for future use
• Rearranging sentences to form a LISTENING AND SPEAKING
• Keeping records on text
e.g. • Acting a dialogues
• Writing patterns • Listening to stories
- things used daily at
• Making simple a record • Asking and answering
home / school
questions
• Playing shopping game.
• Spelling words
35
READING/TACTILE
• Reading descriptive sentences
• Acting a dialogue
WRITING/BRAILLING
• Writing descriptive sentences
• Writing a dialogue
7.2. Spending resources • Reading number LISTENING AND SPEAKING/SIGNING VOCABULARY • Listening to a song • Assertiveness
• Meaning of spending symbols 7000- • Naming things we spend on sugar, books, buy, sell, sweets, related to spending • Negotiation
• Things we use and 9999 • Discussing ways of spending wisely pancakes, pencils, soap, salt, pens, and saving • Critical thinking
spend on • Writing number • Asking and answering questions cost, much/many, money, shillings, • Playing • Creative thinking
• Ways of spending symbols 7000- • Role-playing buying and selling some, any instruments e.g. • Problem-solving
wisely, e.g. budgeting, 9999 • Telling and retelling stories adungu, enaanga, • Peer resistance
negotiating, prioritising, • Making a simple STRUCTURES keyboard • Decision-making
comparing quality, budget READING/TACTILE • What are you … (buying / • Listening to high • Tactile
comparing prices • Playing • Reading names of things we spend selling)? and low pitches,
• Keeping records shopping game on - I am / we are … (buying / e.g. the major
• Reading a story about simple selling) … (sweets, books) scale • Responsibility
business - (She / he / they) is / are …
• Concern
• Reading a dialogue on selling and (buying / selling) … (sweets,
pens, books). • Honesty
buying • Weaving, e.g.
• How (much / many) … (sugar, • Self reliance
bags, door mats,
sweets, books, pens) do you • Interdependence
WRITING/BRAILLING hats, table mats
• Writing names of things we spend want? • Threading, e.g.
on - (I / we / they / he / she) … making holes in
(want / wants) … (quantity) of seeds to make
• Writing a story about simple
… (items) please. ornaments
business
• Writing a dialogue on selling and
buying
• Writing patterns
questions about spending
resources
• Acting a situational game
READING/TACTILE
• Reading story
WRITING/BRAILLING
36
• Writing a shopping list
• Writing a simple budget
7.3 Projects • Adding money LISTENING AND SPEAKING/SIGNING VOCABULARY • Dancing: • Effective
• Projects: (Ugandan • Identifying possible activities that bee, keep, tree, chicken, grow, traditional dances communication
- activities carried out in currency) generate knowledge, skills and honey, rabbit, vegetable, fruit from a different • Critical thinking
order to get • Subtracting money (plural), brick, make regions • Self-esteem
knowledge, skills, money • Talking about importance of these STRUCTURES • Dramatising • Creative thinking
money (Ugandan activities • What are you going to … (grow following a story • Problem-solving
• Examples of projects currency) • Talking about ways of carrying out / make / keep)? • Singing/signing • Decision-making
e.g. • Solving word simple activities - I am / We are going to … (grow notes from a • Interpersonal
- bee keeping problems using • Asking and answering questions / make / keep)..... melodic instrument relationships
- tree planting Ugandan • Telling and retelling stories about (vegetables/bricks/flowers • Writing/brailing the • Peer resistance
- poultry keeping currency simple projects /fruit/chickens). notes listened to
- brick making • It is better to … (grow / make /
• Preparing for a project READING/TACTILE keep) … (rabbits / bricks / • Responsibility
- money • Reading names of simple projects flowers). • Plaiting simple • Concern
- time • Reading and answering questions • (Keeping / growing) … articles using e.g. • Trustworthiness
- space • Reading stories about simple (chickens / flowers) is better fibres, palm • Faithfulness
- knowledge / skills projects than … (growing / keeping) … leaves, sisal, raffia
(vegetables / bees). • Loyalty
• Managing a project
- recording • Tolerance
WRITING/BRAILLING • Endurance
- commitment • Writing names of simple projects LISTENING AND SPEAKING
- checking • Asking and answering • Patience
• Writing patterns • Leadership
- maintenance • Writing questions and answers questions
about projects • Acting conversations
• Writing sentences • Acting dialogues
• Writing stories about projects
READING/TACTILE
WRITING/BRAILLING
• Writing sentences
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Mathematics • Count 7000-9999.

• Write number symbols 7000-9999.
• Solve word problems using money.
• Recognise place value for four-digit numbers.
• Identify Uganda currency up to 50,000/=
• Make a simple budget.
• Add money.
Literacy • Name basic resources.

• Read stories about simple businesses.
• Read names of basic resources.
• Discuss why we save.
• Name things we spend on.
• Make a simple record.
English • Read words correctly.

• Read sentences correctly.
• Use the structures correctly.
• Write words, sentences and stories logically.
• Play a shopping game.
• Spell words correctly.
Creative Performing Arts • Sing/sign songs.

• Read simple melodies and notes.
• Listen to high and low pitches.
• Plait different items.
• Threading
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Theme 8: Keeping peace in Our Sub-county / Division
Expected learning outcome: The child understands, and participates in different ways of living harmoniously with others.
8.1. Living in peace with • Multiplying using LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing/signing the • Self-awareness
others the table of 6 • Discussing ways of living in peace rules, play, work, share, give, sorry, National Schools’ • Self-esteem
• Concept of living in • Multiplying • Telling and retelling stories about excuse, fight, steal, friend, sing, Anthem verse 2 • Assertiveness
peace money ways of living in peace dance, visit, greet, abuse, slap, • Singing/signing a • Interpersonal
• Ways of living in • Solving word • Discussing importance of living in beat. song related to relationships
peace, e.g. problems using peace STRUCTURES peace • Effective
- observing rules and multiplication of • Asking and answering questions • May I..... (work/play/share/ • Singing the notes communication
regulations money about living in peace dance/sing) with you please? on a major scale in • Empathy
- respecting each other • Talking about the class rules - Yes, you may. ascending, • Friendship
- recognising and • Saying a poem on peace - No, I am sorry descending order formation
respecting differences • What do you like? at random • Non-violent
between people: READING/TACTILE - I like / don’t like … (playing / conflict
blindness, deafness, • Reading sentences on ways of living working, singing / fighting / resolution
speech problem in peace stealing / beating). • Plaiting simple • Critical thinking
- playing with one • Reading stories on ways of living in - … (Musa, Mary) … (likes / articles • Creative thinking
another peace doesn’t like) … (singing /
• Orientation
- participating in work • Reading a poem on peace sharing / stealing).
- importance of living in - … (he / she / I) … (like / likes /
• Reading class regulations • Responsibility
peace don’t / doesn’t) like … (playing,
• Reading sentences on importance • Love
sharing, fighting, stealing).
of living in peace • Concern
LISTENING AND SPEAKING • Care
WRITING/BRAILLING • Sympathy
• Acting conversation chain
• Writing sentences on ways of living • Acceptance
in peace • Cooperation
• Making polite requests
• Writing a short story about ways of • Unity
living in peace • Tolerance
READING/TACTILE
• Answering questions about ways of • Appreciation
living in peace
on requests • Kindness
• Copying a poem about peace.
• Reading simple short stories • Belonging
• Spelling words
• Writing class rules
WRITING/BRAILLING
• Writing polite expressions
• Copying school rules
39
8.2. Child rights, needs • Drawing simple LISTENING AND SPEAKING/SIGNING VOCABULARY • Composing songs • Empathy
and their importance shapes: circle, • Identifying child rights and needs home, clothes, school, clean (v) related to child • Effective
• Concept of child rights square, • Discussing importance of child rights play, food, water, drink, eat, rights communication
• Rights and needs: rectangle, and needs hospital, pen, books, name, • Singing known • Self-esteem
education, identity, triangle, using • Discussing taboos and customs that medicine, father, pencil, mother songs related to • Assertiveness
food, freedom of rulers affect child rights and needs child rights • Self-awareness
speech, health • Drawing • Asking and answering questions STRUCTURES • Writing simple • Critical thinking
services, shelter, play, fractions from a about child rights and needs • What do you / we do everyday? phrases/melodies • Friendship
clothing, language half to a tenth • Telling and retelling stories about - … (I / we ) … (eat, drink, read, 4-8 notes in length formation
• Importance of child • Naming children and their elders write) everyday. • Interpersonal
rights and needs fractions ½, ¼, • Telling and retelling supportive - (David / Juma / Mary / Sarah) relationships
1/ 3 , ¾
stories on children with special … (eats, drinks, reads, writes) • Making envelopes, • Coping with
• Identifying the needs everyday. toys, cars and emotions
relationship • What does … (mother, father, paper bags • Coping with
between READING/TACTILE teacher) do everyday …?
stress
fractions and • Reading sentences on child rights (mother, father, teacher) …
• Peer-resistance
wholes and needs (cooks, cleans, teaches)
everyday. • Problem-solving
• Reading stories on child rights and • Decision-making
needs • What is … (your / father’s /
• Reading sentences on importance mother’s) name?
of child rights and needs - (My / father’s / mother’s) name
is … • Love
- (My / his / her) name is … • Care
WRITING/BRAILLING • Concern
• Writing sentences on child rights • Tolerance
and needs LISTENING AND SPEAKING
• Acting dialogues • Perseverance
• Writing stories on child rights and
• Telling and retelling stores. • Sympathy
needs
• Reciting rhymes • Honesty
• Answering questions on child rights
• Cooperation
and needs
READING/TACTILE • Kindness
• Reading sentences • Bravery
• Reading short stories • Leadership
• Reading dialogues • Identity
• Responsibility
WRITING/BRAILLING • Patience
• Writing sentences • Forgiveness
• Writing a dialogue.
40
8.3. Child responsibility • Making fraction LISTENING AND SPEAKING/SIGNING VOCABULARY • Singing songs • Effective
• Respect parents, strips • Identifying child responsibilities wash, mop, peel, sweep, work, related to child communication
teachers, elders and • Comparing • Discussing child responsibilities slash, wear, share, cook, bathe, responsibilities • Peer resistance
other children fractions using • Discussing importance of child read, milk (v), eat. “the”, “a”, “an”, • Composing songs • Decision making
• Keep law and order fraction strips responsibilities obey, school, stay, home related to child • Critical thinking
• Promote good • Ordering • Asking and answering questions responsibilities • Assertiveness
behaviour fractions using about child responsibilities STRUCTURES • Playing • Self esteem
• Promote interests of fraction strips • Reciting a rhyme about child • Does … (Mary / Juma) … instruments • Interpersonal
his/her country • Adding fractions responsibilities (clean / peel / swamp)? accompanying relationships
• Develop talents for with same • Discussing the roles children with - Yes, … (he / she / they) does. known songs • Coping with
personal benefit and denominators special needs can play - No, … (he / she / they) does • Singing simple emotions
for others • Subtracting • Telling and retelling stories about not. round songs • Coping with
• Work for the goodness fractions with child responsibilities • What does … (she / he / they) stress
and unity of his/her same do?
• Problem solving
family and society denominator READING / TACTILE - She / he / they … (share, eat)
• Negotiation
• Support parents’ • Reading sentences about child an … (orange / egg / apple /
onion). • Orientation
efforts in promoting responsibilities
children’s welfare • Reading sentences about the • (Does /do) .... (he/she/they) .....
• Avoid misusing their importance of child responsibilities (share/eat)?
- Yes, (she / he / they) ... • Honesty
rights • Reading a rhyme about child • Self reliance
• Respect the rights of responsibilities does/do.
- No, (she / he / they) ....do/does • Modelling using • Inter-
others • Reading stories about child dependence
not. clay, plasticine
responsibilities • Appreciation
• Supporting children • Never … (fight / steal / abuse
others / mistreat others / take • Bravery
with special needs WRITING / BRAILLING
drugs). • Social
- children with special • Writing sentences about child
• I / we / they always … (clean awareness
needs being able to responsibilities
the house, brush my teeth, • Responsibility
support others • Writing sentences about importance
wash my clothes). • Concern
of child responsibilities
• Importance of child’s • Identity
• Copying a rhyme about child
responsibility e.g. for LISTENING AND SPEAKING
responsibilities
- time management • Listening to short stories
• Writing a story about child
- healthy growth and • Asking and answering
responsibilities
development questions
- peaceful learning • Acting play lets
READING/TACTILE
• Reading sentences on child
41
responsibility
• Arranging story sequence
WRITING/BRAILLING
• Writing guided composition
• Copying sentences on child
responsibility

Mathematics • Multiply by six.
• Solve word problems using multiplication of money.
• Draw and name fractions from ½ to a tenth.
• Add and subtract fraction using the same denomination.
Literacy • Talk about ways of living in peace.

• Read sentences.
• Read stories.
• Write sentences.
• Write stories.
English • Read words correctly.

• Read sentences correctly.
• Write sentences correctly.
• Use structures.
• Spell words correctly.
Creative Performing Arts • Sing/sign the National Schools’ Anthem.

• Sing songs related to peace.
• Read some notes on the major scale.
• Write simple melodies 4-8 notes.
• Make toys, envelopes and paper bags.

• Draw pictures related to peace.
• Model different items.
• Make ornaments.
42
TERM III
Theme 9: Culture and Gender in Our Sub-county / Division

Expected learning outcome: The child understands and appreciates different cultures and demonstrates an awareness of gender issues that promote
harmonious living.
Sub-theme / Content Mathematics Literacy Competences English (non-medium) Competences Creative Performing Arts Life skills and
Competences Values
9.1. Customs in our sub- • Multiplying 3- LISTENING AND SPEAKING/SIGNING VOCABULARY • Listening to a variety • Self-awareness
county / division digit numbers by • Telling and retelling traditional sing, wear, greet, food, cry, pray, kneel, of rhythms to • Coping with
7. stories dance, happy, sad, pain, sick. recognise the correct stress
• Cultural practices, e.g. • Solving word • Talking about cultural practices Regular and irregular tenses: sang, wore, tempo (speed). • Coping with
marriage, naming, problems of • Asking and answering questions cried, knelt, danced. • Reading and writing emotions
greeting, dressing, multiplication by about cultural practices simple melodies up • Effective
language, music, 6 and 7. • Discussing importance of traditions STRUCTURES to 8 notes without communication
burial, taboos, child- • Naming days of and customs • What did … (Mary / John / Ali) do? leaps • Creative thinking
rearing practices, the week and • Describing important ceremonies - … (Mary / John / Ali) … (wore / • Friendship
circumcision. months of the • Acting a dialogue danced / sang / knelt) … (uniform / formation
year (revision). well / a song / down). • Making decorations • Critical thinking
• Food: • Making calendar READING / TACTILE - She / he … (knelt / dance / sang / on /with paper • Assertiveness
- traditional dishes of important • Reading stories about cultural wore) … (down / well a song / a • Making and • Tactile
- food taboos events of the practices uniform). designing costumes • Empathy
year. • Reading and answering questions • Did … (Mary, John, Ali) … (greet,
• Importance of about cultural practices cry, pray)?
customs, e.g. cultural • Reading sentences on importance - Yes, she / he did.
• Sharing
heritage/belonging, of traditions and customs - No, she / he did not. She / he …
(danced, sang). • Love
tourist attraction, • Reading descriptive sentences
identity, prestige (self- • Who … (ate / sang / wore) … (food, • Care
about important ceremonies • Belonging
esteem), spells out sang, uniform)?
• Reading a dialogue • Cooperation
gender roles, - … (Mary / John / Ali) … (ate / sang/
promotion of societal wore) …(food / a song / uniform). • Appreciation
WRITING / BRAILLING • Orientation
and moral values
• Writing stories about cultural • Responsibility
(ethics and integrity) LISTENING AND SPEAKING
practices Respect
unity, cooperation, • Describing different pictures •
learning purposes • Writing dialogues about cultural • Loyalty
• Telling and retelling stories
practices
• Acting dialogues • Identity
• Writing descriptive sentences about
• Togetherness
importance of traditions and
READING/TACTILE • Unity
customs
• Reading descriptive messages
• Writing a description of important
ceremonies • Reading simple stories
43
Competences Values
• Writing patterns.
WRITING/BRAILLING
• Writing descriptive messages
• Writing simple stories.
9.2. Gender • Dividing a 4-digit LISTENING AND SPEAKING/SIGNING VOCABULARY • Writing dictated • Self-esteem
• Concept of gender number by 4 • Identifying activities girls and boys share, help, work, same, different, beat, phrases/melodies • Self-awareness
- What makes me a and 5, with do. hungry, kick, slap, eat, cake, milk (v), • Composing songs • Assertiveness
boy/girl remainder • Talking about the activities boys and wash, cook, mop, slash. about gender • Effective
- Activities boys and • Dividing a 4-digit girls do. • Dramatising best communication
girls do number by 6 • Asking and answering questions STRUCTURES practices in gender • Non-violent
• Equity, e.g. fair and 7, no • Role-playing what boys and girls • Why did … (he / she / they) run conflict
distribution of work, remainder do. away from … (school / home)? resolution
basic needs, fairness, • Solving word - … (he / she / they) ran away from … • Tactile
recognition of children problems using READING/TACTILE (school / home) because the … • Making puppets • Interpersonal
with special needs division • Reading sentences about the (teacher, mother, father) … (kicked / using wood sticks, relationships
• Doing similar activities activities boys and girls do. slapped / beat) …(him / her). hard paper, straws, • Friendship
/ roles among boys • Reading stories about what boys • Why was/were ...he/she/they........ boards, wires, thread, formation
and girls e.g. domestic and girls do. (beaten/ kicked/slapped)? string, cloth/colours • Peer-resistance
chores • Reading a text on best practices and • Who … (slapped / kicked / beat) …
- (cooking, washing their importance. (him / her / them)?
plates, milking, • Who … (cooked / washed / milked) • Responsibility
mopping, slashing WRITING/BRAILLING … (food / plates / cows)? • Appreciation
• Writing activities that boys and girls - … (David / Mary / Ali) … (cooked /
• Sharing
do. washed / milked) the … (food /
• Care
• Writing stories about what boys and plates / cows).
• Concern
girls do. • Who (shared / ate) an / a / the …
(mangoes / orange / cake)? • Cooperation
• Writing sentences and patterns. • Identity
- … (Peter / Saida) … (shared / ate)
… (a / an) … (orange / apple / cake). • Orientation
• Perseverance
LISTENING AND SPEAKING • Acceptance
• Acting situational games
• Listening to poems/stories and
answering questions
READING/TACTILE
• Reading the situational games
44
Competences Values
• Spelling games
• Reading gender-related messages
WRITING/BRAILLING
• Writing short paragraphs
• Writing gender-related messages
• Drawing and labelling gender
related pictures.
9.3. Ways of promoting • Drawing picture LISTENING AND SPEAKING / SIGNING VOCABULARY • Moving according to • Effective
and preserving graph • Identifying ways of promoting and dance, sing, play, blow, flute, drum, sick, organised controlled communication
culture • Recording on preserving culture medicine, needles, razor blade, syringe, rhythm between • Critical thinking
• Music, dance and picture graph • Talking about importance of safety pins, scissors, tablets vigorous and gentle • Creative thinking
drama e.g. number of promoting and preserving culture • Singing traditional • Self-awareness
• Sharing roles and different types of • Discussing dangers of some cultural STRUCTURES songs related to • Decision-making
responsibilities trees practices • Never share...... (needles / razor culture • Problem-solving
• Documenting • Interpreting • Telling and retelling stories blades / safety pins). • Listening to wind • Interpersonal
• Planting trees information from • Asking and answering questions • (You / He / She) should always take music instruments relationships
• Practicing traditional a picture graph • Singing traditional songs on (medicine / tablets) when • Mobility and
education • Drawing bar promoting and preserving culture (you/he/she).. (are / is) sick. orientation
• Initiation graph • Discussing the importance of • (I / We / She / He they) can play a ...
• Enthronement/ • Interpreting respecting children with special (drum / piano) but I / he / she / they
installation information from needs cannot (play / blow) … a (flute / • Knitting simple • Responsibility
• Attending funerals a bar graph whistle). articles using raffia, • Endurance
• Respecting cultural READING / TACTILE • When did (you / she / he / they (play sisal woollen thread, • Patience
norms • Reading a descriptive text on / dance / sing)? needles, pins, palm
• Care
• Planting traditional cultural practices - (I / She / He / They)... (played / leaves, sticks, to
• Concern
medicinal plants • Reading sentences on ways of danced / sang) during … (naming / make raffia, skirts,
marriage / circumcision). rattles, ankle bells • Tolerance
• Dangers of some promoting and preserving culture • Sharing
cultural practices: • Reading stories on dangers of some • Weaving ropes
LISTENING AND SPEAKING • Belonging
- spread of diseases cultural practices • Togetherness
e.g. HIV / AIDS (e.g. • Reading a traditional song on • Describing pictures of customs and
dances • Loyalty
through use of promotion and preservation of
unsterilised culture • Telling/retelling simple stories
instruments) • Reciting a poem
- sharing sharp objects WRITING / BRAILLING
- inheritance • Writing about local festivals READING / TACTILE
- tattooing • Writing a text on promotion and • Reading sentences in short
preservation of culture paragraphs
45
Competences Values
• Writing stories on dangers of some • Reading short messages related to
cultural practices HIV/AIDS
• Copying a traditional song about
culture WRITING / BRAILLING
• Writing patterns • Writing sentences in short
paragraphs
• Writing short messages related to
HIV/AIDS, e.g. PIASCY messages

Mathematics • Multiply 3 digit numbers by 7.
• Solve word problems on multiplication 6 and 7.
• Make calendar for important events of the year.
• Divide 4 digit numbers by 4, 5, 6 and 7.
• Draw and interpret picture bar graph.
Literacy • Talk about importance of traditions and customs.
• Read sentences.
• Read short stories.
• Write sentences.
• Write stories.
English • Read words and sentences correctly.
• Write sentences and stories.
• Read short stories.
• Spell words.
• Write short messages related to HIV/AIDS.
• Write gender-related messages.
Creative Performing Arts • Read and write simple melodies up to 8 tunes.
• Write dictated melodies.
• Listen and move according to the rhythm.
• Sing songs.
• Make decorations on paper.
• Knit simple articles.
• Weave ropes.
46
Theme 10: Health in Our Sub-county / Division
Expected learning outcome: The child demonstrates knowledge and skills of preventing common diseases and controlling them for a healthy life.
10.1 Disease vectors • Multiplying 3- LISTENING AND SPEAKING / SIGNING VOCABULARY • Singing/signing the • Effective
digit numbers • Naming common vectors mosquito, rat, louse/lice, cockroach, School Anthem communication
• Common vectors and using table of 8 • Talking about characteristics of housefly, flea, bed-bug, fly (n) too • Singing songs • Critical thinking
their characteristics • Telling time in vectors STRUCTURES about vectors • Decision-making
e.g. mosquito, rat, hours and half • Discussing life cycle of vectors with • What can you see? • Reading notes of • Problem-solving
louse, cockroach, hours (revision) 3 and 4 stages (e.g. fly, cockroach) - (I / we)... can see a … (rat, the major scale (no • Self-awareness
house fly, tsetse fly, • Drawing simple using pictures mosquito, fly). leap) • Assertiveness
flea, bed-bug clocks showing • Listening to and retelling stories • Show me a … (rat, fly, louse). • Mobility and
hours and half about vectors - That / this is a … (rat, fly, orientation
• Life cycle of vectors hours • Asking and answering questions louse).
- mosquito, house fly, • Recording e.g. about vectors • What are these / those?
cockroach number of legs, - Those / these are … • Responsibility
number of wings READING / TACTILE (mosquitoes / houseflies / lice / • Care
of different • Reading names of common vectors bedbugs). • Concern
vectors • Reading a text on characteristics of • Are these / those … (fleas / • Making designs in • Tolerance
the vectors mosquitoes / lice)? a piece of cloth
• Reading stories about vectors - Yes, they are. • Making a clock
- No, they are not. They are …
WRITING / BRAILLING (bedbugs / houseflies).
• Writing names of common vectors
• Writing a text on characteristics of LISTENING AND SPEAKING
vectors • Playing spelling games related
• Drawing a life cycle of identified to the theme
vectors and labelling • Composing health messages
• Writing stories about vectors • Asking and answering
• Writing patterns questions
• Writing answers to questions • Saying a poem
READING/TACTILE
• Reading health messages.
• Reading poem about vectors.
WRITING/BRAILLING
• Writing health messages
• Writing a poem
47
10.2 Diseases spread by • Telling time LISTENING AND SPEAKING / SIGNING VOCABULARY • Reading and • Effective
vectors using quarter • Naming diseases spread by vectors cut, clean, slash, sweep, food, writing simple communication
- malaria, cholera, hours, minutes • Talking about ways in which vectors faeces, flies, fingers, cover, malaria, phrase/melody • Critical thinking
typhoid, yellow fever, • Reading spread diseases shut, mosquito net from dictation with • Creative thinking
plague different types of • Explaining the 4 Fs chain length of 4-8 notes • Decision-making
- diarrhoea, dysentery clocks including • Discussing prevention and control of STRUCTURES on the major scale • Problem solving
- trachoma, sleeping 24-hour clock vectors • Always: • Playing percussion • Orientation
sickness • Making a • Saying a poem on vectors - wash hands after visiting the instruments • Self-awareness
• Ways in which vectors personal • Telling and retelling stories toilet. • Acting situations
spread diseases timetable • Demonstrating how to prevent and - cover your food. (preventing and
- The 4 Fs chain control vectors - boil the water and cover it. controlling vectors) • Togetherness
(Faeces, Flies, - spray mosquitoes.
• Care
Fingers, Foods) READING / TACTILE - sleep under a mosquito net.
• Responsibility
- Biting • Reading names of diseases spread - smoke the toilet. • Making bags from
- cut compound bushes. • Concern
• Preventing and by vectors available materials,
controlling vectors, e.g. - shut windows early. • Sharing
• Reading pictures, words, sentences e.g. bark cloth,
- sweeping • What do you do every day?. • Cooperation
on the 4 Fs gunny sacks
- slashing - I / we / they … (clean / sweep / • Courage
• Reading descriptive sentences on • Knitting simple
- spraying cover / close) … (teeth / house articles using e.g. • Orientation
prevention and control of vectors • Inter-
- digging around the / toilet / window) everyday. raffia, sisal, hard
• Reading stories about different dependence
house • Who … (cleans / covers / paper, woollen
diseases and how they are spread • Social
- smearing houses sweeps / closes) the … (teeth, thread to make
- covering places for • Reading a poem awareness
toilet, house, window) raffia skirts, rattle,
stagnate water everyday? ankle bells
WRITING / BRAILLING
- She / he … (cleans / covers /
• Writing names of diseases spread sweeps / closes ) … (teeth /
by vectors food / house / windows)
• Writing stories about diseases and everyday.
how they are spread
• Drawing and labelling pictures of the LISTENING AND SPEAKING
4 Fs • Describing daily routine
• Writing sentences on prevention and • Talking about vectors and their
control of vectors diseases
• Copying a poem • Acting a situational game
• Designing healthy rules / messages READING/TACTILE
• Making a table on controlling some • Reading everyday sentences
vectors • Reading a short story about
spread and control of vectors
and diseases
48
• Reading a poem about
prevention of diseases
• Reading the 4 Fs germ path
WRITING/BRAILLING
• Writing rules to prevent
diseases
• Copying the 4 Fs germ path
10.3 HIV/AIDS • Dividing by a 4- LISTENING AND SPEAKING / SIGNING VOCABULARY • Listening to • Effective
• Concept of HIV/AIDS. digit number by • Telling and retelling stories about Sharp, share, eat, help, care, stringed communication
• Causes and spread of 6 and 7 with AIDS medicine, patient, gloves, take, instruments for a • Creative thinking
HIV/AIDS remainder • Discussing causes and spread of shave, needle, towel, comb, razor variety of pitches • Critical thinking
• Effects of HIV/AIDS • Dividing a 4-digit HIV/AIDS blade, syringe, because to recognise • Decision-making
• Ways of caring for number by 8 • Talking about effects of HIV/AIDS dynamics (volume) • Empathy
HIV/AIDS patients e.g. with no • Discussing the care for HIV patients STRUCTURES • Composing songs • Problem-solving
- not sharing sharp remainder • Asking and answering questions Always: related to • Coping with
objects • Solving word • Saying a poem • Always go for blood tests. HIV/AIDS stress
- using gloves when problems using • Never share sharp objects. • Singing notes of • Coping with
helping HIV/AIDS division. READING / TACTILE • Help AIDS patients to … (eat / the major scale in emotions
patients • Interpreting • Reading stories about AIDS and comb / shave / cut / take) … ascending and • Self-awareness
• Control measures e.g. information from how it is spread (food / hair / nails / medicine). descending • Peer resistance
- blood test graphs about • Reading sentences on effects of But: order(no leaps)
• Assertiveness
- taking medicine HIV/AIDS HIV/AIDS - Care for AIDS patients but • Acting situations
• Orientation
- feeding well (balanced • Reading PIASCY messages always wear gloves about HIV/AIDS
- Never share … (needles / • Negotiation
diet) • Reading a poem prevention
syringes / gloves / razor • Interpersonal
blades). relationships
• PIASCY messages WRITING / BRAILLING
• Writing answers to questions • Making
LISTENING AND SPEAKING handkerchiefs
• Writing sentences on effects of • Respect
• Reciting poems about • Making designs in
HIV/AIDS • Acceptance
HIV/AIDS a piece of cloth
• Copying a poem • Cooperation
• Writing PIASCY messages • Trustworthiness
questions
• Saying PIASCY messages • Endurance
• Sympathy
• Responsibility
49
READING/TACTILE • Love
• Reading PIASCY messages • Care
• Reading texts and answering • Concern
comprehension questions • Tolerance
• Reading poems • Courage
• Honesty
WRITING/BRAILLING • Faithfulness
• Copying PIASCY messages
• Copying poems
Mathematics • Multiply 3-digit numbers using the table of 8.

• Tell time in hours and half hours.
• Draw a simple clock showing hours and half hours.
• Make a personal timetable.
• Divide a 4 digit number by 6, 7, & 8 with remainder.
Literacy • Name vectors.

• Mention characteristics of a vector.
• Draw the life cycle of one vector.
• Name diseases spread by vectors.
• Write a short descriptive paragraph on diseases and vectors.
• Read PIASCY messages and talk about them.
English • Spell words related to health.

• Read a short story.
• Write at least five tips.
• Form sentence using future tense as a warning.
• Read a story about vectors and answer questions.
Creative Performing Arts • Writing solfas of the major scale from dictation, no leaps
• Playing percussion instruments.
• Knitting simple articles.
50
Theme 11: Basic Technology in Our Sub-county /Division
Expected learning outcome: The child applies basic scientific knowledge and skills in processing and making materials for self-reliance.
Competences
11.1 Concept of • Multiplying a 3- LISTENING AND SPEAKING / SIGNING VOCABULARY • Singing ceremonial • Effective
technology digit number • Naming artificial and natural banana, leaf, plastic, straw, wire, heavy, songs communication
• Natural and artificial using table of 9. materials. light, size, colour, texture, fibre, palm • Dramatising a story • Decision-making
materials • Naming sides, • Feeling and describing leaves, weight, small, long, short, big, • Playing percussion • Critical thinking
• Natural materials e.g. base, height, characteristics of artificial and good, bad instruments • Creative thinking
banana fibres, palm diagonal, etc of natural materials according to size, Opposite: rough, smooth • Negotiation
leaves simple shapes texture, colour, weight • Orientation
• Artificial materials e.g. • Measuring • Talking about characteristics of STRUCTURES • Using stitches to
wire, plastic, straws perimeter and artificial and natural materials • What will you use to make a … make simple articles
• Characteristics of area of shapes • Asking and answering questions (mat, doll, toy car, ball)? e.g. cotton, sisal and • Appreciation
materials in terms of: • Solving word - I / we shall use … (banana fibre / feather articles • Sharing
- texture problems about READING / TACTILE wire) to make a … (mat, doll, ball,
• Responsibility
- size perimeter and • Reading names of artificial and toy car).
• Care
- colour area natural materials • What will … (Musa / Mary) use to
• Cooperation
- weight (heavy/light) • Reading texts describing make a … (mat, toy car, ball, hat)?
- He / she they will use … (banana • Self-reliance
• Collecting and characteristics of natural and
fibre, wire, leaves) to make a … • Creativity
displaying materials for artificial materials
use • Reading sentences about natural (mat, toy car, ball).
and artificial materials • Will you use … (palm leaves, wires)
to make a … (mat, toy, cars)?
WRITING / BRAILLING - Yes, I / we shall.
• Writing names of natural and - No, I / we shall not.
artificial materials • Will he / she / they use … (straws,
• Writing factual texts describing wires) to make a … (mat, toy car)?
materials. - Yes, she / he / they will.
• Writing short stories - No, she / he / they will not.
• This is … (good / rough / short /
small) but that is … (bad / smooth /
long / big).

• Playing spelling games
• Acting dialogues
• Talking about things they have
made from different materials
51
Competences
• Describing natural and artificial
materials
• Answering comprehension
questions
READING/TACTILE
• Reading simple stories
• Reading and solving a puzzle
WRITING/BRAILLING
• Answering questions.
• Copying simple stories
• Spelling simple words
11.2 Processing and • Dividing by 8 and LISTENING AND SPEAKING / SIGNING VOCABULARY • Writing simple • Effective
making things from 9 with remainder • Identifying sources of natural swamp, food, mat, rope, bush, juice, eat, phrases of 4-8 notes communication
natural materials e.g. • Solving word materials play, garden, clay, pot, cut, weave, tie (v) without leaps from • Critical thinking
food, fibre, leaves problems using • Comparing different natural dictation • Creative thinking
• Source e.g. swamp, division materials STRUCTURES • Singing round songs • Decision-making
plantation, bush • Measuring length • Describing how to make different • … (Musa / Sarah) will make a … • Making percussion • Problem-solving
• Product e.g. mats, of materials things from natural materials (pot / mat / rope) using … (clay / instruments • Negotiation
ropes, juice, salads • Ingredients for • Discussing uses of materials banana fibre / sisal). • Coping with
• Purpose e.g. selling, processing • Telling/retelling/signing stories about • What will you make? emotions
eating, playing, • Measuring weight processing and making things from - I / we shall make … a (pot / mat / • Making latrine covers • Coping with stress
learning of ingredients natural materials rope). using banana fibres, • Mobility and
• Practicals on making • What will she / he / they make? wood orientation
some materials e.g. READING / TACTILE - (She / he / they) will make … a (pot / • Weaving paper table
- ropes from sisal • Reading names of sources of mat / rope). mats
- balls and mats from natural materials • Where will you / they / he / she get • Using stitches to • Patience
banana fibres • Reading texts on how things are … (sisal / fibre / clay) to make a … make simple articles • Responsibility
- models from clay made (from natural materials) and (rope / ball / pot)? from e.g. • Care
- mats from papyrus used. - I / we shall get … (sisal / fibre / clay) - cotton • Sharing
- juice from oranges, • Reading short stories from … (swamp / garden / bush). - feather
lemon, pineapples, • Cooperation
• Reading instructions on how to - sisal articles
passion fruit, etc. LISTENING AND SPEAKING • Concern
make materials • Appreciation
• Practising dialogues on making
things • Self-reliance
WRITING / BRAILLING
• Describing how to make things • Creativity
• Writing names of sources of natural
• Listening to (and following) • Courage
materials
instructions • Bravery
• Writing instructions on how to make
52
Competences
things from natural materials • Spelling words
• Writing short stories • Listening to a simple story and
• Copying proverbs answering questions
• Writing answers to questions on
texts and stories READING/TACTILE
• Writing patterns • Reading simple instructions
• Reading stories
WRITING/BRAILLING
• Writing simple instructions
• Drawing and labelling
• Re-arranging jumbled words to
make meaningful sentences
11.3 Making things from • Identifying LISTENING AND SPEAKING / SIGNING VOCABULARY • Singing simple round • Effective
artificial materials solids: cube, • Identifying sources of artificial toy, bicycle, car, flower, candle, bag, songs communication
• Source: e.g. re-cycling cuboid, cylinder, materials wear, decoration, beads, hat, sell, buy, • Listening to wind • Problem-solving
• Product e.g. toy cars, sphere • Talking about how artificial materials for instruments for • Negotiation
toy bicycles, flowers, • Modelling solids are used STRUCTURES pitches in melody • Friendship
candles, bags • Making nets of • Classifying things made from natural • … (Juma / Mary) will make … (toy • Reading and writing formation
• Use: e.g. for children’s cubes and and artificial materials (in a chart) car / beads / hat). simple melodies of • Critical thinking
play, for selling, cuboids • Acting a conversation chain • Why will … (Mary / Juma) make a … the major scale • Creative thinking
decoration, wearing / • Making different (toy car / candle / bag)? without leaps • Mobility and
ornaments solid buildings, READING / TACTILE - She / he will make a … (candle / orientation
• Practicals on making toys, etc. using • Reading names of sources of beads) for … (selling / play / • Creativity
some materials e.g. cubes artificial materials decoration / wearing). • Making door mats
- toy cars • Measuring • Reading texts on how things are • Why will … (you / she / he / they) • Weaving table paper
- toy bicycles weight of differ made from artificial materials. make a … (toy car / toy / bicycle / mats • Patience
things in kg and • Reading short stories beads)? • Making decorations • Commitment
g • Reading a conversation chain - I / we shall make … (toy car / toy
• Determination
bicycles / beads / flowers) for …
• Responsibility
WRITING / BRAILLING (selling / decoration / play).
- He / she / they will make … (bags / • Care
• Writing names of sources of artificial • Sharing
materials hats / beads / flowers) for … (selling
/ decoration / play). • Cooperation
• Writing texts on how things are • Concern
made from artificial materials • Appreciation
• Writing short stories • Self-reliance
• Naming materials
• Writing a conversation chain • Social awareness
• Spelling words
• Writing patterns.
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Competences
• Constructing sentences
• Listening to a story and answering
questions
• Acting a dialogue
READING/TACTILE
• Reading stories and answering
comprehension questions
• Reading a dialogue
WRITING/BRAILLING
• Writing stories
• Describing things they made
• Drawing and labelling things they
made
Mathematics • Multiply a 3-digit number using the table of 9.

• Measure and record weight of different materials in grams and kilograms.
• Divide by 8 and 9 with remainder.
• Model a solid.
Literacy • Describe natural and artificial made materials.

• Name natural and artificial materials.
• Read a text describing characteristics of materials and answer questions.
• Explain a simple process of making at least one thing in technology.
• Read a short story and answer questions.
• Write names of sources of artificial materials.
English • Spell words related to natural and artificial materials.

• Pronounce learnt words correctly.
• Talk about the things they made.
• Read instructions on how to make something.
• Read a dialogue.
• Read a paragraph about making things from natural and artificial materials.
Creative Performing Art • Sing a ceremonial song.

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• Play a percussion instrument.
• Write a simple phrase of 4-8 notes without leaps.
• Draw things they have made.
• Make a latrine cover from simple material.
• Making an article from artificial material.
• Weaving table paper mat.
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Theme 12: Energy in Our Sub-county / Division
Expected learning outcome: The child appreciates the existence of energy and demonstrates knowledge and skills of using and preserving it.
12.1 Sources of energy: • Adding two 4-digit LISTENING AND SPEAKING/SIGNING VOCABULARY • Listening to • Effective
• Natural sources e.g.: numbers without • Explaining meaning of energy bulb, buy, stove, charcoal, fridge, instrumental communication
- wind e.g. (for sailing and with carrying, • Identifying different types of energy firewood, petrol, diesel, cook, sell, families • Problem-solving
boats, driving windmill sum up to 9,999 • Describing different sources of paraffin, kite – percussion and • Creative thinking
- water (revision) energy Use of ‘some’ and ‘any’ wind string to • Self-awareness
• Subtracting two 4- • Asking and answering questions recognise • Mobility and
• Artificial sources and digit numbers about sources of energy STRUCTURES differences in orientation
their uses , e.g.: without and with • Telling and retelling stories Revision on tenses sounds • Coping with
- fuel (diesel, petrol, borrowing (revision) • Reciting a rhyme Present continuous: • Moving according stress
wood, charcoal, • Demonstrating how air moves • What are you … (buying / to rhythm • Coping with
paraffin, etc) objects carrying / selling)? • Playing music emotions
- electricity (in home, - I / we … am / a … (buying / instruments
battery) READING / TACTILE selling / carrying) … (paraffin / • Singing/ signing a
• Reading a play let firewood / charcoal). song about
• Uses: diesel / petrol Past Simple tense sources of energy Appreciation
• Reading short text (e.g. about •
- cars, generators electricity) • … (Ali / Mary) … (bought / • Care
sold) … (paraffin / firewood /
• Reading a rhyme • Concern
• Paraffin charcoal / bulb / fridge).
• Responsibility
- lighting, cooking Future simple tense: • Making tie and dye
WRITING / BRAILLING • Endurance
• (… (Ali / Mary) will … (carry / pieces using:
• Writing sentences • Cooperation
• Wood / charcoal buy / sell) … (firewood / - cotton cloth
• Drawing and labelling examples of • Perseverance
- cooking charcoal / stove). - dies (colours)
energy • Creativity
• I / we shall … (carry / buy / sell) - candle wax
• Writing a rhyme
• Hydro electricity … (firewood / charcoal / stove). - thread
- factories, cars, • May..... I / we have some …
lighting homes / (paraffin / charcoal / firewood)
hospitals please?
- Yes, here it is.
• Experiments to show - No, I do not have any.
that air moves things
e.g. LISTENING AND SPEAKING
- kites, propellers • Talking about sources of light
• Acting a dialogue on making
requests and refusals
• Playing spelling games
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READING / TACTILE
• Reading texts on energy
• Reading texts on uses of
energy
• Reading a dialogue
• Playing a reading game
WRITING / BRAILLING
• Writing examples of energy
• Writing sentences on sources
of energy
12.2 Ways of saving • Multiplying a 4- LISTENING AND SPEAKING / SIGNING VOCABULARY • Singing songs on • Effective
energy, e.g: digit number by • Identifying uses of energy switch on/off, blow off, cover, light, ways of saving communication
- using energy-saving 1-10, with • Talking about ways of saving energy box, match stick, candle, water, energy • Problem-solving
stoves, bulbs product not • Describing importance of saving torch, switch (n), low, high • Recognising • Critical thinking
- switching off electrical exceeding 9999 energy • Revision on opposites e.g. rhythms and • Creative thinking
appliances when not (revision) • Asking and answering questions. - low / high pitches of known • Decision-making
in use • Dividing a 4-digit • Talking about the importance of - switch on / witch off songs • Mobility and
- putting out fires after number by 1-10 planting trees - good / bad • Acting a folk tale orientation
use without and with • Reciting a rhyme - small / big • Reading and
- planting trees remainder • Listening to a text and answering - long / short writing notes of a
- following instructions (revision) questions major scale up to 8 • Responsibility
on proper use of • Measuring the READING / TACTILE STRUCTURES notes without • Care
energy length, distance Revision of the past simple tense leaps
• Reading a short story • Concern
• Importance of saving for tree planting • (… Mary / Sarah / David) …
• Reading messages on saving • Cooperation
energy: • Recording (switched off / switched on /
energy • Appreciation
- avoid waste measurements blew off) the … (light / candle). • Modelling simple
• Reading a rhyme • Togetherness
- minimise cost • What did … (he / she / they) energy saving
• Project on planting do? • Belonging
WRITING / BRAILLING stoves.
trees - (He / she / they) … (switched • Creativity
on / blew off) the … (light /
• Writing a short story
candle).
• Writing messages on saving energy
• Who bought the … (torch /
• Writing a rhyme match box)?
- (… Sarah / Juma / Alice)
bought the … (torch / match
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box).
- (He / she / they / we) bought
the … (match box / candle /
torch).

• Talking about uses of energy
• Acting dialogues about what
they will do to save energy
• Listening to a story
READING / TACTILE
• Reading pictures/charts
• Reading texts on importance of
saving energy.
• Reading a dialogue.
WRITING / BRAILLING
• Writing messages and rules on
saving energy
• Writing guided composition
• Writing a dialogue.
12.3 Dangers of energy • Measuring LISTENING AND SPEAKING / SIGNING VOCABULARY • Writing simple • Self-awareness
and ways of length, capacity, • Identifying dangers of energy warm, burn, fire, socket, plant (v), phrases of 4-8 • Effective
avoiding them, e.g: weight (revision) • Talking about ways of avoiding kill, hurt, warn, danger, alarm, report notes without communication
• Dangers • Measuring time, dangers Comparisons: small, big, tall, short leaps • Problem-solving
- live wires money (revision) • Explaining how to use a fire • Dramatising/acting • Critical thinking
- fire extinguisher STRUCTURES situations on • Creative thinking
- strong wind • Discussing what to do in case of fire Future tenses avoiding dangers • Decision-making
- storm outbreak • What will … (you / he / she / of energy • Coping with
- drought • Acting a dialogue they) do when in danger? • Singing/signing the stress
- accidents • Reciting a poem - (I / we) shall … (make an alarm anthem • Coping with
• Answering questions / report) for help. emotions
• Ways of avoiding - (He / she / they) will … (make
• Assertiveness
dangers, e.g: READING / TACTILE an alarm / report) for help. • Making messages • Mobility and
- planting trees to act • Reading a short story Comparisons: and posters on orientation
as wind-breakers • Reading a poem • A … (dog / rabbit / rat) is … dangers of energy
- avoiding playing with (small / bigger) than a … (cow / and how to avoid
• Reading stories on what to do in
fire lion / pig). them
case of fire outbreak • Care
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- not pushing nails into • (It / they) is / are … (bigger / • Responsibility
sockets smaller / fatter) than a … (hen / • Concern
- not playing with WRITING / BRAILLING duck / pigeon). • Acceptance
electric wires • Writing a dialogue • Which … (bird / animal / insect) • Perseverance
- using fire extinguisher • Writing stories is … (smaller / bigger / fatter) • Patience
• Making posters • Writing messages than a … (goat / sheep / bee / • Appreciation
• Writing patterns duck / frog)? • Cooperation
• Writing a poem • Which is … (taller / shorter /
fatter)?
• A / An … (elephant / pig /
giraffe / lion) is … (taller / fatter
/ shorter) than a / an …
(elephant / pig / giraffe / lion).

• Talking about dangers of
electricity/fire
READING / TACTILE
• Reading messages on dangers
of fire and electricity
• Reading texts on how to avoid
dangers
• Reading a poem
WRITING / BRAILLING
• Writing simple sentences
• Writing a poem
• Writing messages
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Mathematics • Add two 4-digit numbers without and with carrying up to 9999.
• Subtract two 4-digit numbers without and with borrowing.
• Multiply a 4-digit number by 1-10, with the product not exceeding 9999.
• Measure time and money.
Literacy • Talk about the sources of energy.

• Talk about at least four uses of energy.
• Read a story about energy.
• Make a poster about saving energy.
• Write a short story.
• Read a dialogue.
English • Spell words related to energy.

• Read messages.
• Write a short text on how we use energy in our daily lives.
• Make a poster.
Creative performing Arts • Make a piece of tie and dye.

• Make and decorate a celebration card.
• Compare a wind instrument with a percussion instrument.
• Accompany a song with a music instrument.
• Sing/sign a cultural anthem.
• Making a poster and a message.
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CHRISTIAN RELIGIOUS EDUCATION (PRIMARY 3)
TERM I
Theme: Christians Grow in Jesus Weeks 1-3
Learning Outcome: The child understands and appreciates different traditions in the light of biblical teachings for purposes of building social harmony.
Sub-theme Content Competences Life skills Values

Traditions • Traditional customs, practices, • Identifying individual societal traditional • Interpersonal relationship • Appreciation
values and their importance customs and practices • Friendship formation • Respect
Mark 7: 1-15 • Talking about importance of traditional • Self-esteem • Sharing
Luke 7: 44-46 customs and practices • Self-awareness • Responsibility
John 13: 4-17 • Telling / retelling stories • Effective communication • Identity
• Demonstrating some societal traditional
practices
• Traditions and customs from • Identifying other people’s customs and • Interpersonal relationship • Confidence
other cultures practices • Effective communication • Appreciation
John 4: 7- 9 • Talking about the importance of other • Friendship formation • Respect
Acts 10: 1-35 people’s customs and practices • Self-awareness • Sharing
• Telling / retelling stories • Coping with emotions • Togetherness
• Role-playing other people’s traditional • Empathy • Responsibility
practices • Acceptance
• Some Christian customs • Identifying different Christian practices • Friendship formation • Appreciation
Acts 2: 44-46 • Talking about the importance of some • Interpersonal relationship • Identity
John 2: 1-12 Christian practices • Self-esteem • Co-operation
• Role-playing some Christian practices • Respect
• Telling / retelling stories • Share
• Asking and answering questions • Care
• Responsibility
• Love
Assessment Guidelines (Weeks 1-3)

• Talk about the importance of traditional customs and practices.
• Role-play other peoples’ traditional practices.
• Ask and answer questions.
• Roles play some Christian practices.
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Weeks 4-6
Learning Outcome: The child explores and appreciates the concept and qualities of good leadership in the society.
Leadership • Different levels of leadership in the • Talking about different levels of leadership in • Interpersonal • Respect
society e.g. society relationship • Responsibility
- family, village, clan (relatives), • Role-playing leadership at different levels • Self-esteem • Co-operation
school • Telling stories about leadership • Effective • Unity
Luke 2: 51-52, • Singing songs about traditional leadership communication • Love
Genesis: 18: 1-8 • Asking and answering questions • Negotiation • Care
Mathew 28: 18-19 • Friendship formation
Ephesians 4: 11-13
Mark 9: 33-35
• Examples of good leaders from the Old • Naming good leaders in the Old Testament • Effective • Respect
Testament e.g. • Identifying good qualities that leaders from communication • Responsibility
- Abraham, Ruth, Moses, Joshua the Old Testament showed • Assertiveness • Love
Genesis 12: 1-5 • Telling stories about good leaders from the • Friendship formation • Cooperation
Deuteronomy 31: 1-3 Old Testament • Interpersonal • Care
Joshua 3: 1-17 • Talking about the qualities of Jesus as a relationship • Tolerance
Ruth 1 and 2 good leader • Endurance
Exodus 14: 9 • Role-playing Jesus as a good leader
• Jesus the leader • Asking and answering questions
Mark 10: 13-14
John 2: 13-16
John 13: 4-15
• Qualities of good leadership today e.g. • Identifying qualities of good leadership today • Effective • Respect
society, church in society and church. communication • Responsibility
1 Timothy 3: 1-7 • Role-playing leadership in society and • Interpersonal • Concern
Mark 9: 33-35 church relationship • Care
• Demonstration of leadership through • Telling stories about leadership in society • Friendship-formation • Love
service and church today • Coping with stress • Endurance
• Singing songs about good leadership in • Tolerance
society and church • Obedience

• Talk about different levels of leadership in society.
• Sing songs about traditional leadership.
• Talk about the qualities of Jesus as a good leader.
• Role-play leadership in society and the church.
• Tell stories about leadership in society and church today.
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Weeks 7-9:
Learning Outcome: The child accepts and appreciates the different ways through which God’s message reveals itself.
Messengers of God • Different ways / media through • Naming some of God’s messengers • Effective communication • Cooperation
which God speaks to his • Talking about qualities of people God chooses to • Critical thinking • Sharing
people: Isaiah 6: 1-10, Jonah 1 be His messengers • Friendship formation • Love
and 3, Luke 16: 19-25 • Explaining ways in which children are God’s • Interpersonal relationship • Respect
• Qualities of God’s messengers messengers • Responsibility
e.g. Elijah, Isaiah, children • Reciting key messages from God • Care
Genesis 18: 1-15 • Writing the messages from God • Obedience
1 Samuel 13: 1-21 • Telling / retelling stories • Acceptance
1 Kings 17: 1-24
Isaiah 6: 1-8, Isaiah 7: 14
Micah 5: 2
• Lessons about Jesus from • Naming special messengers who talked about • Effective communication • Concern
special messengers the coming of Jesus • Friendship formation • Care
• John Baptist’s message about • Talking about the special message about the • Empathy • Love
Jesus coming of Jesus • Interpersonal relationship • Sharing
Mathew 3: 1-11 • Reciting John’s message about the coming of • Critical thinking • Cooperation
Mathew 3: 3 and 8 Jesus • Coping with stress • Respect
• Dramatising John’s message • Coping with emotions • Responsibility
• Asking and answering questions • Acceptance
• Telling / retelling stories
• Angels as messengers of God • Naming Angels who acted as God’s messengers • Effective communication • Acceptance
- God speaks through • Telling stories about messages brought by • Interpersonal relationship • Responsibility
Angels Angels • Creative thinking • Obedience
- Messages from God • Singing songs about messages from Angels • Coping with emotions • Faithfulness
through Angels • Asking and answering questions • Coping with stress • Love
• The need to listen and respond • Concern
to God’s message • Care
Genesis 18: 1-15
Luke 1: 11-17, 26-38
Acts 12: 1-12

• Name some of God’s messengers.
• Explain ways in which children are God’s messengers.
• Talk about the special message about the coming of Jesus.
• Tell and re-tell stories.
• Name angels who acted as God’s messengers.
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Weeks 10-12:
Learning Outcome: The child understands, appreciates and practices Christian events including Lent, Holy Week and Easter in order to manage different life situations.
Sorrow and Joy in Life • Lent • Telling the meaning of Lent • Coping with stress • Sympathy
- the time and purpose of Jesus’ • Talking about the purpose of Lent • Coping with emotions • Appreciation
stay in the wilderness • Singing songs about Lent • Empathy • Responsibility
- how to observe Lent. • Dramatizing the events about the • Creative thinking • Endurance
- special time for self denial temptations of Jesus in the wilderness • Critical thinking • Tolerance
Mathew 4: 1-11 • Asking and answering questions • Faithfulness
John 11: 17-44
• Jesus during the Holy Week • Role-playing palm Sunday events • Creative thinking • Appreciation
- Palm Sunday • Talking about the preparation for the • Critical thinking • Respect
- Jesus in the Temple visit of an important person in an area • Effective • Responsibility
Zachariah 9: 9 • Singing songs about Palm Sunday communication • Concern
Luke 19: 28-38, 45-48 • Dramatising bidding farewell to a loved • Friendship formation • Care
person • Coping with stress • Acceptance
• Last supper • Dramatising the Lord’s Supper (event • Coping with emotions • Obedience
- events of Jesus’ farewell meal. of the last supper) • Interpersonal • Love
- Holy Communion as a • Asking and answering questions. relationship
remembrance of Jesus • Telling / retelling stories
Mark 14: 22-26
Luke 22: 12-20
Corinthians 11: 23-25
• Events of Good Friday and Easter • Talking about events of Good Friday • Creative thinking • Sharing
morning • Talking about experiences on planting • Critical thinking • Concern
- The death of Jesus and watering seeds which grow and • Effective • Love
- Resurrection of Jesus show new life communication • Sympathy
- The appearance of Jesus to his • Dramatising the resurrection of Jesus • Interpersonal • Respect
disciples • Singing songs about Jesus’ death and relationship • Care
Luke 22: 39-54 resurrection • Friendship-formation • Responsibility
Luke 23: 44-56 • Talking about the events on the road • Empathy
Luke 24: 1-43 to Emmaus • Coping with emotions
Mark 15: 33-41 • Asking and answering questions • Coping with stress
Luke 24: 13-35 • Telling / retelling stories
Mark 16: 12-13
Mark 16: 14-18
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• Tell the meaning of lent.
• Role-play palm Sunday events
• Dramatise the Lord’s supper
• Talk about events of Good Friday
• Dramatise resurrection of Jesus
TERM II
Theme: Christians Grow in Jesus Weeks 1-3:
Learning Outcome: The child understands events of Jesus’ ascension, Pentecost and appreciates the work of the Holy Spirit in day-to-day Christian life.
Jesus Gives us the • Jesus’ promise of the Holy • Talking about Jesus’ promise of the Holy Spirit • Effective communication • Acceptance
Holy Spirit Spirit • Describing the work of the Holy Spirit on the day of • Self-awareness • Obedience
John 14: 16 Pentecost • Critical thinking • Faithfulness
John 16: 6-8 • Telling and retelling stories • Creative thinking • Belonging
• The events of Pentecost • Asking and answering questions • Interpersonal relationship • Sharing
Acts 2: 1-4 • Singing songs about the coming of the Holy Spirit
• The work of the Holy Spirit to • Talking about the work of the Holy Spirit to the • Effective communication • Sharing
the early Christians early Christians • Critical thinking • Acceptance
Acts 4: 1-31 • Telling and retelling stories about the work of the • Interpersonal relationship • Faithfulness
Acts 7: 54-60 Holy Spirit • Creative thinking • Respect
Acts 8: 26-40 • Asking and answering questions • Obedience
Acts 10: 1-34 • Singing songs about the work of the Holy Spirit
• Gifts of the Holy Spirit • Identifying gifts of the Holy Spirit • Critical thinking • Sharing
Acts 3: 1-10 • Talking about the importance of the gifts of the • Creative thinking • Love
Acts 4: 30-31 Holy Spirit in Christian life • Effective communication • Concern
Acts 5: 12-16 • Telling and retelling stories about gifts of the Holy • Self-awareness • Acceptance
Exodus: 30: 30-35 Spirit • Self-esteem • Obedience
1 Samuel: 16: 18-23 • Asking and answering questions • Coping with stress • Appreciation
Judges 13: 24-25 • Coping with emotions • Endurance
Acts 9: 22 • Tolerance

• Talk about Jesus’ promise of the Holy Spirit.
• Sing songs about the coming of the Holy Spirit.
• Tell and re-tell stories about the work of the Holy Spirit.
• Identify gifts of the Holy Spirit.
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Weeks 4-6:
Learning Outcome: The child understands and appreciates the harmonious and joyful aspects of worship with others.
Jesus Gives us the • The work of the Holy Spirit in • Talking about the guidance of the • Effective communication • Sharing
Holy Spirit the joint activities of Christians Holy Spirit in sharing Good News, • Friendship formation • Acceptance
- sharing good news sharing positions, sharing meals and • Interpersonal relationship • Love
- sharing positions praying together • Creative thinking • Care
- sharing meals • Telling and retelling stories • Negotiations • Respect
- praying together • Asking and answering questions • Coping with stress • Responsibility
acts 2: 38-47 • Singing / signing songs • Coping with emotions • Endurance
Acts 4: 32-35 • Self-esteem • Tolerance
• Determination
• Co-operation
• Team work
• Patience
• Unity
The Worshipping • Reasons for worshipping God. • Talking about the importance of • Effective communication • Respect
Community - reasons for giving special worshipping God. • Interpersonal relationship • Sharing
honour to leaders and • Identifying different ways through • Friendship formation • Unity
elders which elders and leaders are given • Non-violent conflict resolution • Obedience
Psalm 96: 1-13 special respect / recognition • Faithfulness
Psalm 99: 5 • Telling and retelling stories about
Luke 4: 8 leaders and elders
Luke 17: 12-18 • Asking and answering questions
Luke 18: 9-14 • Singing / signing songs about
Mathew 7: 7-11 worship
• 1 Thessalonians 5: 18
• Biblical aspects of worship • Identifying different Biblical aspects • Critical thinking • Sharing
- Offering of worship • Interpersonal relationship • Appreciation
- Listening • Telling and retelling stories about • Friendship formation • Generosity
- Praising the Biblical aspects of worship • Effective communication • Respect
Psalm 135: 3 • Asking and answering questions • • Responsibility
Psalm 100: 1-5 • Singing songs about the biblical • Team work
1 Samuel 3: 1-10 aspects of worship • Unity
Luke: 3: 2-4 • Joy
Mark 12: 41-44

• Talk about guidance of the Holy Spirit in sharing Good News, sharing positions, sharing meals and praying together.
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• Talk about the importance of worshipping God.
• Identify different ways through which elders and leaders are given special respect / recognition.
• Tell and re-tell stories about the biblical aspects of worship.
Weeks 7-9:
Learning Outcome: The child appreciates the need to worship and participate in different worship activities in the community
The Worshipping • Christian’s joint activities and • Identifying different Christian activities and • Interpersonal • Care
Community experiences in worshipping experiences we do when worshipping God relationship • Love
God • Talking about the importance of Christian joint • Friendship formation • Cooperation
- God in church activities and experiences in worshipping God • Effective • Unity
- worshipping God at home • Singing / signing songs about Christian joint communication • Respect
- enjoying worshipping God activities and experiences in worshipping God • Non-violent conflict • Team work
with others • Asking and answering questions resolution • Responsibility
Psalm 47: 1 • Telling / retelling stories • Sharing
Psalm 95: 6
Psalm 117: 1
Psalm 135: 1
Acts 2: 41-47
Acts 10: 30-33
1 Corinthians 11: 23-26
• Personal prayers of different • Identifying different situations which require • Creative thinking • Forgiveness
types confession, thanksgiving and petition prayers • Critical thinking • Sharing
- Thanksgiving prayers • Talking about the importance of confession, • Effective • Love
- Confession prayers thanksgiving and petition prayers communication • Unity
- Petition prayers • Telling / retelling stories about prayers • Coping with stress • Concern
Psalm 35: 1-8 • Singing / signing songs related to confession • Coping with emotions • Responsibility
Mathew 6: 6 thanks giving and petition prayers • Non-violent conflict • Faithfulness
Mark 1: 35 • Asking and answering questions about resolution • Team work
Mathew 7: 7-11 different prayers
Luke 17: 12-18 • Composing personal confession, thanks giving
Luke 18: 14-19 and petition prayers
Daniel 9: 5

• Talk about the importance of Christian joint activities and experiences in worshipping God.
• Talk about the importance of confession, thanks giving and petition prayers.
• Sing / sign songs related to confessions, thanks giving and petition prayers.
• Ask and answer questions about different prayers.
• Compose personal confessions, thanks giving and petition prayers.
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Weeks 10-12:
Learning Outcome: The child appreciates Jesus’ character and teaching about good conduct in order to demonstrate responsible behaviour in day-to-day life.
The Teaching of Jesus • Values that Jesus taught e.g. • Identifying different values that Jesus taught • Interpersonal relationship • Honesty
- Honesty • Talking about the importance of the values that • Friendship formation • Responsibility
- Responsibility Jesus taught • Effective communication • Service
- Service • Telling and retelling stories about the values that • Empathy • Appreciation
Mathew 21: 28-32 Jesus taught • Negotiation • Sharing
Mark 8: 1-9 • Singing / signing songs about the values that
Luke 19: 1-8 Jesus taught.
• Role-playing life situations about honesty,
responsibility and service
• Personal abilities from God and • Identifying different personal abilities Life skills Values
their usage • Talking about the importance of different • Creative thinking • Cooperation
Mathew 25: 14-27 personal abilities • Critical thinking • Unity
• Telling and retelling stories about different • Problem-solving • Responsibility
personal abilities • Self-esteem • Appreciation
• Singing songs about different personal abilities • Self-awareness • Interdependence
• Demonstrating how to use personal abilities • Interpersonal relationship
• Characteristics of God found in • Identifying the characteristics of God found in • Critical thinking • Appreciation
Jesus Jesus • Creative thinking • Faithfulness
- Love, kindness, • Talking about the different ways in which family • Effective communication • Love
thoughtfulness, power, members resemble • Interpersonal relationship • Cooperation
holiness and authority • Telling and retelling stories about the • Obedience
John 17: 20-21 characteristics of God found in Jesus • Respect
Mathew 5: 43-48 • Singing songs about characteristics of God
Mathew 21: 23-27 found in Jesus
Luke 4: 38-44 • Asking and answering questions
John 14: 7
John 3: 16
Mathew 5: 48
Mark 4: 35-41
• Jesus’ example of prayer and • Identifying different situations which require • Interpersonal relationship • Appreciation
teaching prayer and teaching • Effective communication • Forgiveness
• When, where and how to pray • Talking about different occasions on which • Creative thinking • Faithfulness
• The Lord’s prayer Jesus prayed and taught • Critical thinking • Unity
• Praying for others • Talking about when, where and how to pray • Problem-solving • Cooperation
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Mark 1: 35 • Reciting the Lord’s Prayer • Obedience
Mathew 6: 9-13 • Asking and answering questions
Luke 22: 32 • Singing songs about prayer and teaching
John 17: 20-21

• Talk about the importance of different personal abilities.
• Sing songs about different personal abilities.
• Talk about the different ways in which family members resemble.
• Talk about different occasions on which Jesus prayed and taught.
• Recite the Lord’s Prayer.
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TERM III
Theme: Christians Grow in Jesus Weeks 1-3:
Learning Outcome: The child appreciates and practices the value of tolerance and forgiveness for maintaining good relationship with others in society.
Forgiveness and • Traditional ways of encouraging • Talking about traditional ways of encouraging • Critical thinking • Care
Acceptance forgiveness forgiveness • Creative thinking • Acceptance
Mathew 18: 15-16 • Talking about the importance of forgiveness • Friendship formation • Tolerance
Luke 17: 23 • Telling and retelling stories • Effective communication • Kindness
• Ways of forgiveness • Asking and answering questions • Problem-solving • Responsibility
- wrong doings that required • Singing songs about forgiveness • Non-violent conflict
forgiveness • Reciting the gospel message Luke 17: 23 resolution
• Resolving differences without • Identifying wrong doings which require forgiveness • Friendship formation • Acceptance
violence • Talking about how to resolve differences without • Empathy • Tolerance
• Desire for forgiveness violence • Self-awareness • Unity
Genesis 27: 30-36 • Telling and retelling stories • Non-violent conflict • Concern
Genesis 33: 1-11 • Asking and answering questions resolution • Friendliness
Mathew 18: 15-35 • Role-playing forgives • Coping with stress • Responsibility
Genesis 37: 25-28 • Reciting a memory verse • Coping with emotions
Luke 15: 11-24 Numbers 5:7
Mathew 6: 12
Mathew 5: 38-42
• Acceptance • Identifying causes of conflicts • Critical thinking • Acceptance
- need to accept others • Telling and retelling the story of Joseph and his • Coping with emotions • Forgiveness
- the joy of good relationship brothers • Coping with stress • Tolerance
- the help of the Holy Spirit in • Talking about ways of accepting and being tolerant • Creative thinking • Friendliness
forgiving others of others differences • Love
• Asking and answering questions • Concern

• Talk about traditional ways of encouraging forgiveness.
• Talk about the importance of forgiveness.
• Talk about how to resolve conflict without violence.
• Role play forgiveness.
• Identify causes of conflicts.
• Talk about ways of accepting and being tolerant of others’ differences.
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Weeks 4-6:
Learning Outcome: The child appreciates the concept and practice of fairness as well as forgiveness in different daily
life situations.
Treating Others Fairly • Fair and unfair behaviour • Identifying the causes of unfair • Critical thinking • Sharing
Genesis 27: 1-29 behaviour • Coping with emotions • Cooperation
Genesis 37: 1-4 • Talking about the causes of unfair • Coping with stress • Friendliness
Luke 3: 10-14 behaviour • Effective communication • Care
Mathew 18: 21-34 • Talking about the importance of fair • Interpersonal relationship • Love
behaviour
• Telling and retelling stories
• Being fair • Talking about the need to treat others • Friendship formation • Sharing
- at home fairly • Interpersonal relationship • Love
- at school • Telling / retelling Bible stories • Self esteem • Concern
- community Exodus 16: 4-26 • Coping with emotions • Friendliness
Luke 3: 10-14 John 6: 1-13 • Coping with stress. • Acceptance
Mathew 20: 1-16 • Asking and answering questions • Care
Exodus 16: 4-26 • Obedience
John 6: 1-13
• Cheating • Identifying causes of cheating • Coping with emotions • Acceptance
- causes of cheating • Talking about how to avoid cheating • Coping with stress. • Concern
- how to avoid cheating • Telling and retelling stories • Non-violent conflict • Care
Luke 19: 1-7 • Asking and answering questions resolution. • Responsibility
• Dramatising cheating • Respect
• Love

• Talk about the causes of unfair behaviour.
• Talk about the importance of fair behaviour.
• Tell and re-tell Bible stories Exodus 16: 4-26, John 6: 1-13.
• Talk about how to avoid cheating.
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Weeks 7-9:
Learning Outcome: The child relates the prophecies in the Old Testament to the coming of Jesus and appreciates the Messiahship and joy brought by Jesus to all Christians for
harmonious living.
Jesus Brings Joy • Prophecies and the fulfilment • Naming different prophets in the Old Testament who • Critical thinking • Love
- prophecies from the Old prophesied the coming of Jesus Christ • Interpersonal • Cooperation
Testament about Jesus • Talking about the importance of the prophecy about the relationship • Unity
Isaiah 40: 1-10 coming of Jesus • Creative thinking • Sharing
Micah 5: 2 • Telling and retelling stories about the prophecy of Jesus’ • Effective • Acceptance
Luke 3: 3-6 coming communication • Respect
- events of the first • Talking about the events of the first Christmas in relation • Friendship formation. • Obedience
Christmas related to the to the prophecy in the Old Testament • Responsibility
prophecies of the Old • Asking and answering questions • Faithfulness
Testament
• Care
• Tolerance
• Events of the first Christmas • Identifying the most important events of the first • Friendship formation • Love
related to the prophecies in the Christmas • Coping with emotions • Obedience
Old Testament. • Describing the birth of Jesus • Coping with stress • Care
- the birth of Jesus • Talking about different categories of people who • Problem-solving • Sharing
- the visit of Angels to the worshipped baby Jesus as a king • Interpersonal • Cooperation
shepherd • Naming the gifts which were offered to baby Jesus relationship • Unity
- the visit of the wise men • Telling and retelling stories about the birth of Jesus • Creative thinking • Acceptance
Mathew 1: 18-24 • Asking and answering questions about the birth of Jesus • Critical thinking • Concern
Luke 2: 8-20 • Singing songs about the birth of Jesus Negotiation
• • Respect
Mathew 2: 1-12
• Responsibility
Luke 2: 1-7
• Preparation for Christmas • Talking about how to prepare for Christmas at home and • Interpersonal • Sharing
- how to prepare for in the church relationship • Responsibility
Christmas • Naming different people with whom we celebrate • Friendship-formation • Love
- celebrating with others Christmas • Critical thinking • Care
Luke 1: 39-48 • Identifying different activities of entertainment that we • Creative thinking • Respect
Luke 2: 4-20 engage in during Christmas • Effective • Team work
Luke 2: 25-25 • Asking and answering questions communication • Obedience
Isaiah 9: 6 • Telling and retelling stories about the celebrations of • Cooperation
Christmas
• Singing / signing songs about Christmas
• Dramatising the birth of Jesus
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• Name different prophets in the Old Testament who prophesied the coming of Jesus Christ.
• Tell and re-tell stories about the prophecy of Jesus’ coming.
• Talk about the events of the first Christmas in relation to the prophecy in the Old Testament.
• Talk about different categories of people who worshipped baby Jesus as a king.
• Talk about how to prepare for Christmas at home and in the church.
Weeks 10-12:
The Joy of • Preparation for Christmas play • Talking about the importance of Christmas • Critical thinking • Respect
Christmas - making Christmas cards • Identifying different activities we do in • Creative thinking • Responsibility
- making Christmas costumes preparation for Christmas • Friendship formation. • Unity
Mathew 2: 1-12 • Designing Christmas cards • Assertiveness • Cooperation
• Writing Christmas messages • Interpersonal relationship. • Sharing
• Designing and making Christmas costumes • Effective communication • Creativity
• Telling and retelling stories related to • Care
preparation for Christmas
• Singing / signing songs related to Christmas
celebrations
• Preparation for Christmas play • Singing Christmas carols. • Effective communication • Making choice
- Christmas carols • Talking about the importance of the messages • Critical thinking • Acceptance
- different roles in the play (from in Christmas carols • Creative thinking • Responsibility
the visit of the Angel to the Virgin • Identifying different roles in the Christmas play • Interpersonal relationship • Respect
Mary , to the birth of baby Jesus • Acting the first part in the Christmas play • Friendship formation • Obedience
in the manger as Part 1) • Asking and answering questions • Decision-making • Sharing
Luke 2: 1-19 • Self-esteem • Cooperation
Mathew 1: 18-24 • Unity
• Love
• Preparation for Christmas play • Singing / signing Christmas carols • Effective communication • Making choice
- Christmas carols • Acting different roles in the Christmas play • Critical thinking • Acceptance
- different roles in the play (from • Talking about the importance of different roles • Creative thinking • Responsibility
the Angel with the shepherds to in the Christmas play • Interpersonal relationship • Respect
the coming of the wise men with • Telling and retelling stories • Friendship formation • Obedience
gifts to baby Jesus as Part 2 of • Asking and answering questions about • Decision-making • Sharing
the play) Christmas play • Self-esteem • Cooperation
Mathew 2: 7-12 • Unity
Luke 2: 8-20
• Love
- acting Part 1 and 2 of the play.
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• Talk about the importance of Christmas.
• Write Christmas messages.
• Sing Christmas carols.
• Act different roles in the Christmas play.
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ISLAMIC RELIGIOUS EDUCATION (PRIMARY 3)
TERM I
Weeks 1-3:
Theme: Reading from the Qur’an Sub-theme: Nature of the Qur’an
Learning outcome: The child understands and appreciates the aspects of holiness of the Qur’an for meaningful religious practices and spiritual growth.
Content Competences Life skills Values

• Arabic Alphabet: • Identifying Latin and Arabic alphabet • Critical thinking • Appreciation
- Recognition of the Alphabet • Differentiating between Arabic and Latin alphabet • Creative thinking • Responsibility
- Pronunciation of the Alphabet • Reading the Arabic alphabet • Effective communication • Determination
- Letters of the Arabic Alphabet • Writing the Arabic alphabet • Sense of belonging
• Asking and answering questions • Patience.
• Reciting the Arabic alphabet
• Units of the Qur’an: • Identifying the Ayah, Surah and Juzu from the Qur’an • Critical thinking • Sharing
- Ayah (verse) • Reciting the Ayah, Surah and Juzu from the Qur’an • Effective communication • Responsibility
- Surah (chapter) • Asking and answering questions • Creative thinking • Obedience
- Juzu (section) • Interpersonal relationship • Respect
• Decision-making • Patience
• Acceptance
• Nature of the Qur’an: • Talking about the divine nature of the Qur’an • Effective communication • Acceptance
- Definition of the nature of the Qur’an • Explaining how the Qur’an text should be kept • Interpersonal relationship • Sharing
- How the Qur’an text should be kept • Identifying people who should not read the Qur’an • Creative thinking • Obedience
- People who should not read the Qur’an. • Asking and answering questions • Critical thinking • Respect
• Demonstrating how a Qur’an should be handled and kept • Decision-making • Responsibility
• Care.

• Read the Arabic Alphabet.
• Identify the Ayah, Surah and Juzu from the Qur’an.
• Talk about the divine nature of the Qur’an.
• Identify people who should not read the Qur’an.
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Weeks 4-6
Theme: Tawhiid (Faith) Sub-theme: Divine Books
Learning outcome: The child recognises appreciates the importance of the four divine books and applies their teaching / concern in the day-to-day life
• Nature of the four revealed books • Naming the four revealed books • Critical thinking • Respect
- Zaburi • Identifying the equivalent books from the Holy Bible • Effective communication • Care
- Tawrat / Taurat • Asking and answering questions • Creative thinking • Sharing
- Qur’an
- Injili
• Prophets to whom the four books were • Naming the prophets to whom the four books were revealed • Effective communication • Respect
revealed: • Naming the places where the books were received from • Decision-making • Care
- Zaburi – Prophet Daudi • Identifying the order of the revelation of the books • Creative thinking • Responsibility
- Taurat – Prophet Musa • Asking and answering questions • Friendship formation • Sharing
- Injili – Prophet Isa
- Qur’an – Prophet Muhammad
• Holiness of the Qur’an: • Identifying people who should not touch Qur’an • Critical thinking • Respect
- From God • Talking about why such people should not touch the Qur’an • Creative thinking • Care
- Not to be touched without Wudhu • Identifying elements that make the Qur’an to remain the same • Decision-making • Responsibility
• Qur’an has remained the same • Asking and answering questions • Effective communication • Obedience

• Identify people who should not touch the Qur’an.
• Name the four revealed books.
• Identify the equivalent books from the Holy Bible.
• Name the prophets to whom the four books were revealed.
• Name the places where the books were received from.
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Weeks 7-9
Theme: Fiqh (Practice), Sub-theme: Nullifiers of Salat
Learning outcome: The child understands and takes care of the different aspects that nullify Salat in the daily Fiqh (practice) for meaningful prayer and spiritual
growth.
• Nullifiers of Salat • Identifying nullifiers of Salat • Critical thinking • Care
- praying at a wrong time • Explaining each of the nullifiers • Assertiveness • Tolerance
- eating or drinking during Salat • Asking and answering questions • Coping with stress • Endurance
- taking words not connected to Salat • Coping with emotions • Obedience
- praying in impure cloth • Effective communication • Respect
- fighting during Salat • Responsibility
- unnecessary movement
- excretion, urinating
- praying without wudhu
- drunkenness
- sleeping during Salat
• Avoiding nullifiers of prayers • Identifying ways of avoiding nullifiers of prayers • Effective communication • Respect
• Talking about ways of avoiding nullification of prayers • Empathy • Obedience
• Asking and answering questions • Problem solving • Responsibility
• Critical thinking
• Decision making
• Coping with stress
• Coping with emotions
Weeks 7-9
Theme: Moral Spiritual Teaching Sub-theme: Islamic Values – Patience, Perseverance and Reliance on Allah
(God)
Learning outcome: The child appreciates and applies Islamic moral and spiritual teaching for harmonious interaction in society.
• Islamic values • Naming the Islamic values • Effective communication • Patience
- swabru (Patience) • Explaining the meaning of values and each value • Critical thinking • Perseverance
- tahammu (Perseverance) • Telling and retelling the Islamic values • Creative thinking • Respect
- tawakkul (Reliance on God) • Asking and answering questions • Decision-making • Reliance
• Role-playing to illustrate the value of patience, perseverance • Obedience
and reliance to Allah (God) • Responsibility
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• Love

• Identify nullifiers of Salat.
• Explain each of the nullifiers.
• Identify ways of avoiding nullifies of prayers.
• Talk about ways of avoiding nullification of prayers.
• Role-play to illustrate value of patience, perseverance and reliance to Allah.
Weeks 10 – 12
• Importance of Islamic values • Talking about importance of Islamic values • Effective communication • Respect
• Explaining how these values can help in daily life • Creative thinking • Obedience
• Telling and retelling stories • Critical thinking • Unity
• Asking and answering questions • Decision-making • Responsibility
Weeks 10-12
Theme 4: History of Islam Sub-theme: The First Revelation
Learning outcome: The child understands and appreciates the messages the prophet received from God for meaningful religious practices and effective
communication in daily life interaction with others.
• Prophet Mohammad (PBUH) • Talking about the life of Mohammad (PBUH) before revelation • Effective communication • Appreciation
- his life shortly after first revelation • Identifying things that happened in Arabian society which • Critical thinking • Acceptance
- visit to Mount Hira Mohammad hated • Empathy • Obedience
- receiving the first revelation • Identifying date and place of revelation • Creative thinking • Respect
- time and place where he received the • Telling and retelling stories • Sympathy
first revelation • Asking and answering questions
- reaction to Gibreal
- Gibreal’s message to Mohammad and
his response
• Prophet Mohammad (PBUH) • Talking about Mohammad on receiving the first message • Effective communication • Respect
- The content of the first revelation • Talking about the content of the message • Critical thinking • Obedience
- Mohammad’s age at the time of • Role-playing Mohammad and Hadijah’s reaction • Creative thinking • Patience
revelation
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- Mohammad’s behaviour • Asking and answering questions • Problem solving • Responsibility
- What his wife did • Telling and retelling stories • Coping with stress • Loyalty

• Talk about importance of Islamic values.
• Talk about the life of Mohammed before revelation.
• Talk about Mohammad on receiving the first message.
• Roles play Mohammed and Hadija’s reactions.
TERM II
Weeks 1-3
Theme: Reading of the Qur’an, Sub-theme: Vowels in Arabic
Learning outcome: The child understands, appreciates and applies Arabic knowledge in religious interactions for effective communication.
• Arabic alphabet • Recognising vowels in the Arabic alphabet • Effective communication • Appreciation
• Arabic vowels • Reciting Arabic vowels • Critical thinking • Responsibility
- fatiha, kasira, sakna, dhumma • Pronouncing Arabic vowels • Creative thinking • Determination
• Reading Arabic vowels: sounds and symbols • Patience
• Fatina - Fat’ha
• Kasra – Kkasira
• Dhumma
• Arabic alphabet • Recognising the marks shadda, madda • Effective communication • Responsibility
• Arabic vowels • Pronouncing the marks shadda, madda • Critical thinking • Patience
- marks (shadda, madda) • Reading vowels with marks • Creative thinking • Determination
• Reciting vowels with marks • Appreciation
• Writing vowels in Arabic alphabet

• Recite the Arabic vowels.
• Read the Arabic vowels, their sounds and symbols.
• Pronouncing the marks shadda, madda.
• Write vowels in Arabic Alphabet.
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Weeks 4-6
Theme: Tawhiid (Faith) Sub-theme: Important of Divine Books
Learning outcome: The child recognises and appreciates the contents of the Holy / Divine books and practices what they teach for harmonious living.
• Content of the divine books • Identifying the contents of the Holy books • Effective communication • Appreciation
- Zaburi • Describing the content of the Holy books • Creative thinking • Respect
- Tawrat • Asking and answering questions. • Coping with stress • Obedience
• Coping with emotions • Care
• Content of the divine books • Identifying the contents of the Holy books • Effective communication • Appreciation
- Injil • Describing the content of the Holy books • Coping with stress • Respect
- Quran • Asking and answering questions • Coping with emotions • Obedience
• Critical thinking • Care
• Creative thinking
• Content of the divine books • Talking about the good things we learn from the divine books • Effective communication • Appreciation
- Zaburi • Identifying the usefulness of the message contained in the • Critical thinking • Respect
- Tawrat divine books with regard to e.g. laws, rules, governing society, • Creative thinking • Obedience
- Injil moral code and life virtue • Coping with stress • Care
- Quran • Coping with emotions

• Identify the content of the Holy books.
• Describe the content of the Holy books.
• Talk about the good things we learn from the divine books.
• Identify the usefulness of the message.
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Weeks 7-9
Theme: Fiqh Practice, Sub-theme: Dua after Adhan
Learning outcome: The child recognizes, appreciates and practices Dua after Adhan in appropriate religious situations.
• Dua after Adhan • Reciting the Dua after Adhan • Effective communication • Appreciation
- Dua recited after Adhan • Talking about the importance of the Dua after Adhan • Critical thinking • Respect
- Dua in its translated form • Role-playing events related to Dua after Adhan • Creative thinking • Obedience
- The meaning of Dua • Coping with stress • Care
• Dua in its translated form. • Reciting Dua • Effective communication • Appreciation

• Demonstrating how Dua is after Adhan is performed • Creative thinking • Respect
• Critical thinking • Care
• Obedient.
• The meaning of Dua • Telling the meaning of Dua • Effective communication • Respect
• Role-playing • Coping with emotions • Care
• Reciting the Dua • Coping with stress • Obedience
• Appreciation

• Recite the Dua after Adhan.
• Talk about the importance of the Dua after Adhan.
Weeks 10-12
Theme: Moral and Spiritual Teachings Sub-theme: Laws
Learning outcome: The child appreciates and applies the moral and spiritual teachings about divine laws in various situations for a peaceful living.
• Law • Identifying different laws • Critical thinking • Care
- definition of law • Talking about categories of laws • Creative thinking • Unity
- categories of law e.g. man-made laws, • Asking and answering questions • Interpersonal relationship • Obedience
laws by God • Respect
• Responsibility
• Types of laws • Naming the types of man-made laws • Coping with emotions • Sharing
- laws of the state, family, school, divine • Discussing the importance of laws • Coping with stress • Loyalty
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law • Role-playing.
• Purpose of laws • Identifying other types of man-made laws • Critical thinking • Responsibility
- orderliness • Talking about the reasons why laws should be respected • Creative thinking • Respect
- equity • Talking about what happens / would happen if laws are violated • Coping with emotions • Obedience
- protection of the weak • Asking and answering questions • Coping with stress • Unity
- promotion of state policy • Loyalty
- control selfish tendencies

• Identify the different laws.
• Name the types of man made laws.
• Talk about the reasons why laws should be respected.
Term III
Weeks 1-3
Theme: History Of Islam Sub-theme: Khadijah and the Revelation
Learning outcome: The child understands and appreciates the important of continuous revelation occurrences right from the time of the prophet (PBUH) to the present-
day religious experiences.
• Events which occurred immediately after the • Talking about the first revelation • Critical thinking • Sharing
revelation • Talking about the first revelation to Hadijah’s responses • Effective communication • Care
• Khadijah’s reactions • Talking about Naufal’s reactions and how Hadijah helped Muhamad • Interpersonal relationship • Sympathy
• The role of Naufal • Asking and answering questions • Creative thinking • Cooperation
• Coping with stress • Love
• Coping with emotions • Respect
• Obedience

• Talk about the first revelation.
• Talk about Naufals reactions and how Hadija helped Mohammed.
• Talk about the Divine nature of the Qur’an.
• Identify the rites performed before reciting the Qur’an.
• Write translated Arabic words.
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Weeks 1-3
Theme: Reading of the Qur’an Sub-theme: Rites of the Qur’an
Learning outcome: The child understands recognises and practices the performance of the required religious rites in the day today interaction with the Qur’an.
• Rites • Talking about the divine nature of the Qur’an • Effective communication • Respect
- definition of rites • Identifying the rites performed before reciting the Qur’an • Creative thinking • Responsibility
- rites performed before reading the • Asking and answering questions • Coping with stress • Care
Qur’an • Role-playing the rites • Coping with emotions • Sharing
a) Wudhu • Interpersonal relationship
b) Saying Istidha and Bismallah
• Reading the Arabic alphabet • Talking about the Arabic alphabet with vowels • Creative thinking • Respect
- recognising the vowels • Identifying vowels in the words. • Critical thinking • Responsibility
• Formation of words out of combined letters • Identifying one vowel and two different letters to form two-letter • Effective communication • Care
• Pronouncing words words with similar vowels • Decision making • Sharing
- letters with vowels • Asking and answering questions
• Writing Arabic alphabet
Weeks 4-6
Theme: Tawhiid (Faith) Sub-theme: Uniqueness of the Qur’an
Learning outcome: The child appreciates and recognises the uniqueness of the Qur’an for meaningful spiritual insight and growth.
• Uniqueness of the Qur’an • Explaining what ‘uniqueness’ means • Critical thinking • Respect
- the unique nature of the Qur’an • Talking about unique nature of the Quran • Effective communication. • Care
(miracle) • Asking and answering questions • Creative thinking. • Responsibility
- universality of its message
- other Holy books
- its authenticity
Weeks 4-6
Theme: Fiqh (Practice) Sub-theme: Impurities and Toilet Manners
Learning outcome: The child appreciates and practices the teaching about impurities, Najasah and Istinjal for meaningful performance of Wudhu in order to
live a healthy religious life.
• Impurities • Explaining what Najasah means • Coping with stress • Obedience
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- definition of Najasah (impurities) • Identifying the examples of impurities • Coping with emotions • Responsibility
- types of impurities • Asking and answering questions • Effective communication • Sharing
- examples of impurities on salat, Wudhu • Critical thinking • Cleanliness
and reading the Qur’an • Care
• Islamic teaching in respect to Istinjae (toilet • Talking about how Moslems should use toilets with or without • Critical thinking • Cleanliness
manners) water • Creative thinking • Care
• Ablution • Explaining the conditions under which ablutions become • Coping with stress • Responsibility
• Condition why ablution becomes necessary necessary • Coping with emotions • Obedience
a) Salat • Effective communication • Sharing
b) Recitation of the Qur’an

• Talk about uniqueness nature of the Qur’an.
• Explain what Najasah means.
• Identify the examples of impurities.
• Talk about how Moslems should use toilets with or without water.
• Explain the conditions under which ablutions becomes necessary.
Weeks 7-9
Theme: Moral and Spiritual Teachings, Sub-Theme: Dua
Learning outcome: The child understands, appreciates and participates in the practice of Duas for appropriate occasions in order to acquire
meaningful religious experiences and relationships with others.
• Dua • Reciting Duas related to knowledge • Effective communication • Obedience
- acquisition of knowledge • Talking about each Dua • Creative thinking • Cleanliness
- reciting Duas • Role-playing the Dua practices • Critical thinking • Care
a) Rabizidin ilmawar • Talking about the importance of seeking knowledge • Coping with stress • Responsibility
b) Zukinfalimanoh • Reciting the Duas • Coping emotions • Respect
• Asking and answering questions • Effective communication • Sharing
(Lord advance me in knowledge and grant me • Coping with emotions •
wisdom) • Coping with stress
• Interpersonal relationship
• Dua • Talking about the importance of seeking knowledge • Effective communication • Respect
- importance of seeking knowledge to a • Reciting the Duas • Coping with emotions. • Obedience
Moslem • Asking and answering questions • Coping with stress • Care
• Interpersonal relationship • Sharing
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• Critical thinking • Responsibility

• Recite Duas related to knowledge.
• Talk about each Dua.
• Talk about the importance of seeking knowledge.
Weeks 10 – 12
Theme: History of Islam, Sub-Theme: The Call
Learning outcome: The child understands and appreciates the call and mission of Prophet Muhammad (PBUH) in order to enrich the daily religious experiences in
different life situations
• The call • Talking about revelation • Effective communication • Tolerance
- the beginning of the call • Talking about Mohammad’s plans for calling people • Critical thinking • Respect
- the first people who received his call • Explaining how Mohammad’s close companions reacted • Creative thinking • Endurance
- the approach Mohammad (PBUH) used • Asking and answering questions • Coping with stress • Responsibility
to preach his words • Telling and retelling stories • Coping with emotions
• The reactions • Identifying the first converts • Effective communication • Tolerance
- how other people reacted to his call • Talking about how Mohammad called people outside his family • Critical thinking • Responsibility
and how they reacted • Creative thinking • Respect
• Asking and answering questions • Coping with emotions • Endurance
• Telling and retelling stories • Coping with stress
• Problems • Identifying problems Mohammad faced • Coping with stress • Obedience
- immediate problems Mohammad • Talking about the problems Mohammad faced • Coping with emotions • Respect
(PBUH) faced • Telling and retelling stories • Interpersonal relationship • Tolerance
• Asking and answering questions • Effective communication • Perseverance

• Talk about Mohammed’s plans for calling people.
• Identify the first converts.
• Identify problems Mohammed faced.
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PHYSICAL EDUCATION (PRIMARY 3)
1.0 INTRODUCTION
Physical Education (PE) is the field of learning which aims at the development of the following;
• Knowledge;
• understanding positive social behaviour;
• attitudes concerning human movement;
• body skills and capabilities;
• practical activities in sports and games as well as their application to physical fitness;
• healthy lifestyle and social interaction within safe and structured play through physical and mental
exercise;
• the mastery of the movement patterns and the development of body stamina to maintain health
through movement, agilities, games and sports.
Physical Education (PE) in the Thematic Curriculum is to be taught as an independent learning area (subject)
without organising it under themes and sub-themes. The class lessons should be taken in the morning part each
school day on a daily basis. Skills acquired in PE lessons should further be put in to practice in the day through free
play as well as in structured and social – organised co-curricular play games and sports. PE should never be
mistaken for the organised co-curricular play games and sports programmes that involve only some of the learners
in each class.
2.0 RATIONALE
The 1989 Report of the Educational Policy Review Commission and the Government White Paper on Education for
National Integration and Development of 1992 stress Physical Education (PE) as an important component of the
total education that should be provided to each learner in Uganda’s education system.
In the guidelines for the required reform consequent on this policy orientation, the Curriculum Review Task Force of
the Ministry of Educational and Sports (MoES) noted in its Report (Oct 1993) that “PE plays a crucial role of keeping
the body healthy and fit as well contributing to a balanced emotional development” and proceeded to recommend
that “every learner should be given an opportunity to benefit from learning experiences of the subjects”, of Physical
Education. “Teaching should focus on developing a positive spirit of excellence and competition” through linking PE
teaching with games and sports programmes.
These curriculum review guidelines have been reflected in the general government policies concerning reform in
education and sports. The Uganda Government policy on Physical Education as stated in the minimum standards
indicators for schools issued in January 1999 by the MoES notes that PE was made a compulsory subject for all
learners in Basic Education of the Uganda system. It is Government Policy that PE be offered to all primary school
children including those children with special educational needs, and that adequate facilities and provisions should
be made by all schools and for all primary school head teachers to ensure that PE is taught to all learners on a daily
basis.
As an integral part of the total educational programmes, PE offers a unique contribution in the development of
knowledge, understanding and positive attitude concerning human movement as well as physical fitness and healthy
lifestyle. The degree of success the primary school learner experiences in work, play and general life is influenced
by his/her ability to execute movement patterns effectively. For the primary school learner, movement is of the most
utilised means of non-verbal communication, expression and become a fully factual individual, the learners need
many opportunities in well-conceived and well-taught learning experiences in Physical Education.
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Lower Primary
Physical Education at the Lower Primary level has the general purpose of promoting the development of the
learner’s physical body condition and growth, fostering health-related habits and values, developing:
i) motor readiness;
ii) movement education;
iii) application of skill and movement representation in play and competition as well as socialisation of the
learner into the Uganda society and its cultural values.
2.1 Organisation
Talk to the children about:
• dressing, play materials
• where materials are kept
• things they are going to make
• new leaders in the class during PE lessons
• play ground
• introduction by the teacher and children
• routine of moving from classroom and back
• PE plays space
• use of signals to start or end (change activities)
• hygiene routine
• inspection and cleaning the bodies (This is continuous throughout the Programme)
The guidelines for primary schools on PE together with the national goals for Physical Education are very well
outlined in the Teacher’s Guide for reference and implementation.
Learning Outcomes
By the end of primary schooling, the learner should be able to:
• demonstrate a wide variety of indigenous Uganda traditional games and develop interest in play activities
that perpetuate cultural heritage;
• demonstrate improved physical qualities in various games, apply rules, show positive attitude, organise and
enjoy games;
• perform basic motor skills of movement involving the whole body and manipulative skills;
• show ability to organise, lead and enjoy a variety of games played according to well-observed rules.
87
TERM I
Theme: Basic Body Movements (Weeks 1-3)

Content (abilities, skills and Activities Competences Life skills Values
knowledge)
Experiences with More • Moving off apparatus and stretching • Stretching • Decision-making • Appreciation
Apparatus • Striking activities with different parts of the body • Striking • Interpersonal relationship • Cooperation
• Sticks • Skipping activities • Skipping • Effective communication • Determination
• Hanging ropes • Jumping on apparatus handing / resting on hands / feet / • Jumping • Friendship formation • Respect
• Wheels belly / back / knees • Getting off • Patience
• Getting off apparatus slowly: forward/backwards/sideways • Endurance
• Jumping off apparatus with a twist in the air

• Skip according to rhythm
• Strike the ball to the partner
• Jump off, on and over apparatus
Theme: Traditional Games (Weeks 4-6)

knowledge)
Strength and Coordinative • Climbing • Climbing • Decision-making • Perseverance
Activities • Lifting • Lifting • Problem-solving • Caring
Traditional games aimed at • Hopping • Hopping • Critical thinking • Appreciation
development of physical benefits, • Running • Running • Effective communication • Cooperation
e.g: • Carrying with emphasis on strength, coordination, speed • Carrying • Creative thinking • Respect
- strength and flexibility of different body parts • Co-ordinating • Coping with emotions • Confidence
- coordination • Self-esteem • Teamwork
- speed
• Self-awareness • Endurance
- flexibility
- endurance

88
• Lift and carry as instructed
• Hop freely
• Follow the rules of games
Theme: Rhythm and Movement (Weeks 7-9)

knowledge)
Imitational Dances and Creation • Performing various imitation dances created by pupils or • Imitating • Friendship formation • Confidence
of Simple Movement Rhythms teachers through • Swinging • Interpersonal relationship • Endurance
a) Imitation dances - individual activities e.g. jumping, clapping, swinging • Clapping • Assertiveness • Appreciation
b) Creation of simple rhythms • Participation with partners e.g. dancing, swinging a rope • Dancing • Decision-making • Patience
• Clapping - practice without apparatus • Coping with emotions • Determination
• Stamping - combinations of practices • Commitment
• Drumming - sequence-building • Tolerance
• Teamwork

• Dance according to rhythms
• Swing the rope with the partner
• Imitate rhythms of dances
89
Theme: Games for Lower Primary (Weeks 10-12)
knowledge)
Simple Games • Tunnel race • Holding • Critical thinking • Caring
• Reaction games • Hold, touch and balance the ball in • Touching • Creative thinking • Perseverance
• Contests different parts of your body • Balancing • Coping with emotions • Appreciation
• Hand the ball to a partner in front / • Running • Effective communication • Cooperation
behind / sideways • Interpersonal relationship • Respect
• Run with a ball to hand it to a partner • Decision-making • Tolerance
• Run on the mountain • Self-esteem • Responsibility
• Walk on poles on the ground
Assessment Guidelines (Weeks10-12)

• Hold, touch and balance the ball on different parts of the body appropriately
• Run with the ball and pass it to partner
• Balance with / on objects
90
TERM II
Theme: Games for Lower Primary (Weeks 1-3)

knowledge)
Simple Games • Tunnel race • Holding • Decision-making • Cooperation
• Ball games • Hold, touch and balance the ball in different parts of • Touching • Critical thinking • Tolerance
• Relay your body • Balancing • Effective communication • Appreciation
• Contests • Hand the stick to a partner in front / behind / side ways • Running • Interpersonal relationship • Endurance
• Run with stick to hand it to partner • Patience
• Run on the mountain
• Walk on ropes on the ground

• Hold, touch and balance the ball according to instructions
• Run with the ball to hand it to partner
• Balance with / on objects
Theme: Gymnastics (Weeks 4-6)

knowledge)
Introduction to Gymnastics • Cat spring over bean bag • Walking • Creative thinking • Confidence
• Exercises with • Caterpillar walk across the compound, turn around and • Lying on back • Decision-making • Endurance
- small light balls repeat • Cycling • Self-esteem • Caring
- ball and partner • Throwing and catching • Effective communication • Respect
• Coordination and balancing • Lying on back and cycling in the air • Assertiveness • Appreciation
• Flexibility and coordination • Cooperation
• Rope or string

• Lie on the back and cycle in the air.
• Throw and catch the ball with a partner.
• In groups of ten hold and walk like a caterpillar.
91
Theme: Gymnastics (Weeks 7-9)
knowledge)
Introduction to Gymnastics • Crouch position, knees, stretching and bringing them • Crouching • Effective communication • Patience
• Coordination and balancing back • Stretching • Coping with emotions • Tolerance
• Flexibility and coordination • Back lying and supported on hands, move legs towards • Moving • Friendship formation • Acceptance
• Rope and string shoulders to curve the back • Jumping • Decision-making • Cooperation
• One-skip jump • Balancing • Critical thinking • Determination
• Coordinating
• Holding

• Balance with support
• Bend and stretch
• Hold and handle objects skilfully
Theme: Athletics for Lower Primary (Weeks 10-12)

knowledge)
Walking and Running • Walking freely in an easy relaxed way • Walking • Effective communication • Cooperation
• Walking experiences • Walking in different ways: • Running • Self-awareness • Tolerance
- according to speed - short or long steps . • Interpersonal relationship • Acceptance
- fast or slow • Creative thinking • Respect
- high or low steps • Critical thinking • Appreciation
• Walking on tip-toes • Decision-making • Teamwork
• Walking side ways by crossing one foot in front of the • Confidence
other

• Walk /run freely as instructed.
• Walk /run on long and short steps.
• Walk / run backwards, forwards and sideways accurately.
92
TERM III

knowledge)
Walking and Running • Running freely around the area of play • Running • Creative thinking • Cooperation
(ii) Running experiences • Running short or long steps • Hoping • Critical thinking • Patience
• Rhythmic runs • Running with high knee lift • Handling • Decision-making • Respect
- hops with various speed • Running and changing direction • Passing • Effective communication • Tolerance
and forms • Interpersonal relationship • Team work
- jogs • Leadership
- overtaking • Acceptance
- races
- relays

• Run according to instructions.
• Hop using different speeds.
• Handling and passing the baton to a partner.
• Jogging on spot.

knowledge)
Jumping Experiences • Jumping with feet together • Jumping • Effective communication • Appreciation
• With ropes, logs, sticks • Jumping forward side ways and backwards • Running • Creative thinking • Acceptance
• Take off games: • Jumping from crouched position • Critical thinking • Patience
- standing long jump • Jumping over objects • Decision-making • Tolerance
- standing high jump • Coping with emotions • Endurance

• Jump forwards, sideways, backwards in space against objects.
• Run as instructed.
• Jump onto and off various objects.
93
knowledge)
Jumping Experiences • Jumping backwards, forwards, sideways, in space Jumping • Effective communication • Co-operation
• Take-off games • Jumping in time to signal Running • Decision-making • Respect
• Jumps • Jumping from various heights • Coping with emotions • Appreciation
• Heights • Running and jumping • Creative thinking • Tolerance
• Run • Standing long jump, high jump • Determination

• Jump in time to signal
• Jump off, on and over objects
• Run as instructed

knowledge)
Throwing Experiences • Throwing and catching with partner • Throwing • Effective communication • Confidence
• Throwing and aiming over • Throwing a few metres from the target, then gradually • Targeting • Coping with emotions • Acceptance
objects increase distance (using large balls and large targets) • Aiming • Decision-making • Appreciation
• Throwing games and targets • Rolling the ball at a target • Playing • Creative thinking • Respect
• Throwing and catching the ball (individual) • Critical thinking • Patience
• Tolerance
• Cooperation

• Throw to a partner.
• Catch from partner or individually.
• Aim at the target from a given position.
94

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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

Primary School Curriculum

National Curriculum Development Centre

Copyright © NCDC. 2008

ISBN 978-9970-117-05-5 (Paperback edition)

Published by National Curriculum Development Centre

Hon. Geradine Namirembe

Hon. Geraldine Namirembe Bitamazire (MP)

4. The Overall Approach in P1-P3………………………………………………………............. 4

5. The Organisation of the Thematic Curriculum in P1-P3……………………............................... 6

6. The Approach to Assessment…………………………………………………………............. 7

Section B: Curriculum Scope and Sequence 8

2. The Aims and Objectives of Primary Education

g) To develop a sense of patriotism, nationalism and national unity in diversity;

h) To develop pre-requisites for continuing education;

n) To develop discipline and good manners.

3. The Organisation of the Primary Curriculum

3.1 Cycle 1 (P1-3): Basic skills

3.2 Cycle 2 (P4): The transition year

The aims of this cycle will be to enable children achieve

3.3 Cycle 3 (P5-7): Subject-based development

4. The Overall Approach in P1-3

4.1 Learning Outcomes and Competences

Learning Outcome Learning Outcome

Competence Competence Competence Competence

4.2 A child-centred approach

4.3 The first or familiar language

4.4 Multiple resources

5.1 The rationale

The selection of themes was based on a variety of criteria, including:

a) intrinsic interest and value to the child;

5.2 Content arrangement

5.3 The weekly allocation of periods

Strand No. of periods

Schools should observe the following when planning a timetable:

6. The Approach to Assessment

Further description of the assessment methodology is given in the Teacher’s Guide.

Theme 1: Our Sub-county/Division

LISTENING AND SPEAKING

Literacy • Describe different places in the sub-county/division, using landmarks.

English • Pronounce learnt words correctly.

Mathematics • Count from 1000 to 2000.

Literacy • Name different activities carried out in the sub-county/division.

English • Pronounce learnt vocabulary correctly.

Creative Performing Arts • Sing work songs meaningfully.

Mathematics • Count up to 3000.

Literacy • Name the three different types of soil correctly.

English • Pronounce learnt vocabulary words correctly.

Creative Performing Arts • Play a simple percussion instrument correctly.

Mathematics • Recognise place value of 4-digit numbers.

Literacy • Recite a poem about the importance of water.

English • Use learnt words in sentences correctly.

Creative Performing Arts • Sing/sign melody up to eight notes without leaps.

Suggested Assessment Guidelines for Theme 5

Mathematics • Multiply a 3-digit number by 2, 3, and 10.

Literacy • Tell characteristics of living things.

LISTENING AND SPEAKING

Mathematics • Measure weights using non-standard units.

Literacy • Describe at least three plant habitats.

English • Use learnt vocabulary items in sentences correctly.

Mathematics • Count 7000-9999.