LONGHORN GRADE FOUR

SOCIAL STUDIES SCHEMES OF WORK

TERM TWO YEAR SCHOOL

Wee Ls Strand/Theme Sub strand Specific learning outcomes Key inquiry Learning experiences Learning Assessment Re
k n Questions Resources methods fl

1 1 CULTURE Culture: By the end of the sub-strand, 1. What are the Learners are guided to: Local and Oral
AND SOCIAL Aspects of the learner should be able to: aspects of • Brainstorm in pairs to extended questions,
ORGANIZAT traditional a) identify aspects of traditional culture? identify aspects of environment, Teacher
IONS culture in the traditional culture in the 2. Why is culture traditional culture in mas, realia, made test,
county County important the County. (dressing , photographs, observation,
b) describe aspects of to us? artefacts, project work,
food, housing,
traditional culture in the newspapers, checklist,
County artefacts, sports and approved portfolio
d) appreciate aspects of games, festivals and textbooks
traditional culture in the Longhorn SST
ceremonies)
County Learners Bk Grd.
• Work in groups to 4 Pg. 52-59
describe aspects of
traditional culture in
the County.
• Discuss in groups the
importance of aspects of
traditional culture in the
County.
2 Culture: By the end of the sub-strand, 1. What are the Learners are guided to: Local and Oral
Aspects of the learner should be able to: aspects of • Brainstorm in pairs to extended questions,
traditional a) identify aspects of traditional culture? identify aspects of environment, Teacher
culture in the traditional culture in the 2. Why is culture traditional culture in mas, realia, made test,
county County important the County. (dressing , photographs, observation,
b) describe aspects of to us? artefacts, project work,
food, housing,
traditional culture in the newspapers, checklist,
County artefacts, sports and approved portfolio
d) appreciate aspects of games, festivals and textbooks
traditional culture in the Longhorn SST
ceremonies)
County Learners Bk Grd.
• Work in groups to 4 Pg. 52-59
describe aspects of
traditional culture in
the County.
• Discuss in groups the
 importance of aspects of
traditional culture in the
County.
3 Importance of By the end of the sub-strand, 1. What are the • Discuss in groups the Local and Oral
traditional the learner should be able to: aspects of extended questions,
culture a) examine the importance of traditional culture? importance of aspects environment, Teacher
aspects of traditional 2. Why is culture of mas, realia, made test,
culture in the County important traditional culture in
photographs, observation,
b) appreciate aspects of to us? artefacts, project work,
traditional culture in the the newspapers, checklist,
County County. approved portfolio
textbooks
• Collect and record
Longhorn SST
aspects of traditional Learners Bk Grd.
culture in the 4 Pg. 52-59

community.( pictures
,songs, artefacts,
dress, food, paintings)
• Display different
aspects of traditional
culture in class
• Conduct peer
assessment of the
displays.

2 1 Importance of By the end of the sub-strand, 1. What are the • Discuss in groups the Local and Oral
traditional the learner should be able to: aspects of extended questions,
culture importance of aspects
a) examine the importance of traditional culture? environment, Teacher
aspects of traditional 2. Why is culture of mas, realia, made test,
culture in the County important traditional culture in photographs, observation,
b) appreciate aspects of to us? the artefacts, project work,
traditional culture in the newspapers, checklist,
County County. approved portfolio
• Collect and record textbooks
aspects of Longhorn SST
Learners Bk Grd.
traditional culture in
4 Pg. 52-59
the
 community.( pictures
,songs,
artefacts, dress, food,
paintings)
• Display different
aspects of traditional
culture in class
• Conduct peer
assessment of the
displays.
2 The school – By the end of the sub-strand, How was our Learners are guided to: Local and Oral
History of the the learner should be able to: school started? • Carry out a research extended questions,
school a) narrate the history of the environment, Teacher
on “The
school history of the school” mas, realia, made test,
b) uphold the core values of photographs, observation,
the school • Share the history of artefacts, project work,
the school newspapers, checklist,
with others in class approved portfolio
• Create a journal on textbooks
the history Longhorn SST
of the school Learners Bk Grd.
4 Pg. 59-68

3 School motto By the end of the sub-strand, In which ways can • Use digital devices Local and Oral
and core the learner should be able to: we exhibit core extended questions,
values a) interpret the school values of our to develop a environment, Teacher
motto and core values school? poster on the school mas, realia, made test,
of the school photographs, observation,
motto and
b) uphold the core values of artefacts, project work,
the school core values and newspapers, checklist,
display it in approved portfolio
textbooks
class Longhorn SST
• Peer assess the Learners Bk Grd.
4 Pg. 59-68
best poster
3 1 The school By the end of the sub-strand, How is our • Create a school Local and Oral
routine the learner should be able to: extended questions,
school daily daily routine
a) describe the daily environment, Teacher
routine?
routine of the school chart mas, realia, made test,
b) uphold the core values of photographs, observation,
the school • Sing songs on the artefacts, project work,
school newspapers, checklist,
achievements approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 59-68
2 RESOURCES Resources in By the end of the sub-strand, How could we Learners are guided to: Local and Oral
AND the County- the learner should be able to: conserve • Use appropriate media extended questions,
ECONOMIC main a) identify the main resources to environment, Teacher
ACTIVITIES resources in resources found
found in the county identify the main resources mas, realia, made test,
the county b) develop desire to conserve in the county? found in the county photographs, observation,
resources in the county • Write a report on the artefacts, project work,
identified main resources newspapers, checklist,
found in the approved portfolio
county textbooks
• Collect and display Longhorn SST
samples of resources in Learners Bk Grd.
learning 4 Pg. 69-74
corners.(observe
safety)
• Brainstorm in groups on
how to
conserve the resources
found in the county.
3 Resources in By the end of the sub-strand, How could we Learners are guided to: Local and Oral
the County- the learner should be able to: conserve • Use appropriate media extended questions,
main a) identify the main resources to environment, Teacher
resources in resources found
found in the county identify the main resources mas, realia, made test,
the county b) develop desire to conserve in the county found in the county photographs, observation,
resources in the county • Write a report on the artefacts, project work,
identified main resources newspapers, checklist,
found in the approved portfolio
county textbooks
• Collect and display
samples of resources in
 learning Longhorn SST
corners.(observe Learners Bk Grd.
4 Pg. 69-74
safety)
• Brainstorm in groups on
how to
conserve the resources
found in the county.
4 1 Economic By the end of the sub-strand, How important are Learners are guided to: Local and Oral
activities in the learner should be able to: the • Use appropriate media extended questions,
the county- a) identify the main economic economic activities to environment, Teacher
main activities carried out in the in the identify the main mas, realia, made test,
economic county county? economic activities in the photographs, observation,
activities in county
b) explain the importance of artefacts, project work,
the county
main economic activities • Explore the local newspapers, checklist,
carried out in the county environment and use other approved portfolio
c) develop desire to sources to identify the textbooks
participate in economic main economic activities Longhorn SST
activities in the county carried out Learners Bk Grd.
• Write a report on the 4 Pg. 75-80
identified main economic
activities
• Play relevant
educational
computer games on
economic activities carried
out in the county
2 Economic By the end of the sub-strand, How important are Local and Oral
activities in
the county-
the learner should be able to: the • Discuss in groups extended questions,
a) identify the main economic economic activities environment, Teacher
main activities carried out in the in the the mas, realia, made test,
economic
activities in
county county? importance of main photographs, observation,
b) explain the importance of artefacts, project work,
the county
main economic activities economic newspapers, checklist,
carried out in the county activities in the county. approved portfolio
c) develop desire to textbooks
participate in economic Longhorn SST
activities in the county Learners Bk Grd.
4 Pg. 75-80
3 Trade in the By the end of the sub- strand What are the Learners are guided to: Local and Oral
County – the learner should be able to; benefits of • Brainstorm in groups on extended questions,
methods of a) identify methods of trade in methods of trade in the environment, Teacher
 trade in the the county trade in the County ( Barter & mas, realia, made test,
county b) explore the benefits of County? photographs, observation,
Currency)
trade in the County artefacts, project work,
• Discuss in pairs the newspapers, checklist,
benefits of trade in the approved portfolio
County textbooks
• Visit a trading centre to Longhorn SST
learn more about trading Learners Bk Grd.
activities and report back 4 Pg. 81-87
• Role-play trading
activities.
5 1 Trade in the By the end of the sub- strand What are the Learners are guided to: Local and Oral
County - the learner should be able to; benefits of • Brainstorm in groups on extended questions,
methods of a) identify methods of trade in trade in the methods of trade in the environment, Teacher
trade in the the county County? mas, realia, made test,
county County ( Barter &
b) explore the benefits of photographs, observation,
trade in the County Currency) artefacts, project work,
• Discuss in pairs the newspapers, checklist,
benefits of trade in the approved portfolio
County textbooks
• Visit a trading centre to Longhorn SST
learn more about trading Learners Bk Grd.
activities and report back 4 Pg. 81-87
• Role-play trading
activities.
2 Trade in the By the end of the sub- strand What are the Learners are guided to: Local and Oral
County- the learner should be able to; benefits of • Brainstorm in groups on extended questions,
lawful a) explore the benefits of trade in the methods of trade in the environment, Teacher
trading trade in the County County? mas, realia, made test,
activities in County ( Barter &
b) appreciate lawful trading photographs, observation,
the county
activities in the County Currency) artefacts, project work,
• Discuss in pairs the newspapers, checklist,
benefits of trade in the approved portfolio
County textbooks
• Visit a trading centre to Longhorn SST
learn more about trading Learners Bk Grd.
activities and report back 4 Pg. 81-87
• Role-play trading
activities.
 3 Industries in By the end of the sub-strand, How could we Learners are guided to:- Local and Oral
the county the learner should be able to: benefit from • Brainstorm in pairs and extended questions,
a) identify industries in the industries in the identify industries in the environment, Teacher
County County? County. mas, realia, made test,
b) explain the benefits of • Discuss in groups the photographs, observation,
industries in the County benefits of industries in artefacts, project work,
the County. newspapers, checklist,
• Visit and take photos or
approved portfolio
video clips of industries textbooks
found in the County Longhorn SST
Learners Bk Grd.
• Create a journal of
4 Pg. 88-94
industries
visited and share with
others in class and school.
• Collect and display
sample
products from industries in
the classroom.
6 1 Industries in By the end of the sub-strand, How could we Learners are guided to:- Local and Oral
the county the learner should be able to: benefit from • Brainstorm in pairs and extended questions,
a) identify industries in the industries in the identify industries in the environment, Teacher
County County? County. mas, realia, made test,
b) explain the benefits of • Discuss in groups the photographs, observation,
industries in the County benefits of industries in artefacts, project work,
the County. newspapers, checklist,
• Visit and take photos or
approved portfolio
video clips of industries textbooks
found in the County Longhorn SST
Learners Bk Grd.
• Create a journal of
4 Pg. 88-94
industries
visited and share with
others in class and school.
• Collect and display
sample
products from industries in
the classroom.
2 Industries in By the end of the sub-strand, How could we Learners are guided to:- Local and Oral
the county – the learner should be able to: benefit from • Brainstorm in pairs and extended questions,
products a) explain the benefits of industries in the identify industries in the environment, Teacher
from industries in the County County? County. mas, realia, made test,
• Discuss in groups the photographs, observation,
 industries in b) appreciate products from benefits of industries in artefacts, project work,
the county industries in the county the County. newspapers, checklist,
• Visit and take photos or approved portfolio
video clips of industries textbooks
found in the County Longhorn SST
• Create a journal of Learners Bk Grd.
industries 4 Pg. 88-94
visited and share with
others in class and school.
• Collect and display
sample
products from industries in
the classroom.
3 Enterprise By the end of the sub-strand, How could we start Learners are guided to: Local and Oral
project at the learner should be able to: an enterprise • Brainstorm in groups extended questions,
school – a) actively participate in project at school? environment, Teacher
identifying and identify enterprise
initiating an enterprise project that can be mas, realia, made test,
and project at school photographs, observation,
enterprise undertaken at school.
b) actively participate in an artefacts, project work,
project
enterprise project at the • Search in the newspapers, checklist,
school Internet and other approved portfolio
textbooks
sources to find out Longhorn SST
examples of Learners Bk Grd.
enterprise projects 4 Pg. 96-106

undertaken
in schools.

7 MID TERM

8 1 Enterprise By the end of the sub-strand, Learners are guided to: Local and Oral
project at How could we start
the learner should be able to: • Brainstorm in groups extended questions,
school - a) actively participate in an enterprise environment, Teacher
identifying and identify enterprise
initiating an enterprise project at school? mas, realia, made test,
and project that can be
project at school undertaken at school. photographs, observation,
enterprise
b) actively participate in an artefacts, project work,
project
enterprise project at the • Search in the newspapers, checklist,
school Internet and other approved portfolio
textbooks
sources to find out
 examples of Longhorn SST
Learners Bk Grd.
enterprise projects 4 Pg. 96-106
undertaken
in schools.
2 Planning and By the end of the sub-strand, How could we • Plan for a viable Local and Oral
enterprise the learner should be able to: extended questions,
project at
start an enterprise
a) actively participate in environment, Teacher
school enterprise
initiating an enterprise project at school. mas, realia, made test,
project at school project at photographs, observation,
b) actively participate in an school? artefacts, project work,
enterprise project at the newspapers, checklist,
school approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
3 Planning and By the end of the sub-strand, How could we • Plan for a viable Local and Oral
enterprise the learner should be able to: extended questions,
project at
start an enterprise
a) actively participate in environment, Teacher
school enterprise
initiating an enterprise project at school. mas, realia, made test,
project at school project at photographs, observation,
b) actively participate in an school? artefacts, project work,
enterprise project at the newspapers, checklist,
school approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
9 1 Sharing By the end of the sub-strand, How can we share • Share Local and Oral
responsibility the learner should be able to: responsibilities in extended questions,
for an a) actively participate in an an enterprise responsibilities on environment, Teacher
enterprise enterprise project at the project at school? the mas, realia, made test,
project school photographs, observation,
planned enterprise artefacts, project work,
project. newspapers, checklist,
approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
 2 Managing By the end of the sub-strand, How could we • Discuss in groups Local and Oral
and the learner should be able to: manage an extended questions,
enterprise a) uphold ethics in managing enterprise project in ethical practices to environment, Teacher
projects the enterprise project money an honest way? be observed in mas, realia, made test,
at the school photographs, observation,
managing the artefacts, project work,
b) appreciate collective efforts
in the success of enterprise enterprise project newspapers, checklist,
project at school money. approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
3 Upholding By the end of the sub-strand, How can we • Discuss in groups Local and Oral
ethics in the learner should be able to: extended questions,
managing the
manage an ethical practices to
a) uphold ethics in managing environment, Teacher
enterprise enterprise
the enterprise project be observed in mas, realia, made test,
project
money at the school project in an photographs, observation,
money at honest way? managing the
b) appreciate collective efforts artefacts, project work,
school
in the success of enterprise enterprise project newspapers, checklist,
project at school money. approved portfolio
textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 96-106
10 1 Evaluating By the end of the sub-strand, How can we • Undertake the Local and Oral
the success of the learner should be able to: evaluate the success extended questions,
an enterprise a) uphold ethics in managing of an enterprise enterprise project environment, Teacher
project at the enterprise project project? at school and mas, realia, made test,
school photographs, observation,
money at the school
evaluate its success.
b) appreciate collective efforts artefacts, project work,
in the success of enterprise • Participate in the newspapers, checklist,
project at school school approved portfolio
textbooks
entrepreneurship Longhorn SST
week Learners Bk Grd.
4 Pg. 96-106
2 Evaluating By the end of the sub-strand, How can we • Undertake the Local and Oral
the success of the learner should be able to: evaluate the success extended questions,
an enterprise a) uphold ethics in managing of an enterprise enterprise project environment, Teacher
project at the enterprise project project? at school and mas, realia, made test,
school photographs, observation,
money at the school
evaluate its success.
 b) appreciate collective efforts • Participate in the artefacts, project work,
in the success of enterprise newspapers, checklist,
project at school school approved portfolio
entrepreneurship textbooks
Longhorn SST
week Learners Bk Grd.
4 Pg. 96-106
3 POLITICAL Community By the end of the sub-strand, Who is a Learners are guided to: Local and Oral
SYSTEMS leadership:
AND Community
the learner should be able to: community leader? • Brainstorm in groups extended questions,
a) identify community leaders and identify leaders in environment, Teacher
CHANGE leaders in the County mas, realia, made test,
b) desire to support good the community( photographs, observation,
community leadership in the Council of Elders, artefacts, project work,
County. newspapers, checklist,
Religious and approved portfolio
Cultural Leaders) textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 107-118
11 1 Community By the end of the sub-strand, Who is a Learners are guided to: Local and Oral
leadership:
Community
the learner should be able to: community leader? • Brainstorm in groups extended questions,
a) identify community leaders and identify leaders in environment, Teacher
leaders in the County mas, realia, made test,
b) desire to support good the community( photographs, observation,
community leadership in the Council of Elders, artefacts, project work,
County. newspapers, checklist,
Religious and approved portfolio
Cultural Leaders) textbooks
Longhorn SST
Learners Bk Grd.
4 Pg. 107-118
2 Community By the end of the sub-strand, What are the duties Learners are guided to: Local and Oral
leadership:
Duties of
the learner should be able to: of a good leader in • Discuss in groups extended questions,
a) state the duties of the community? environment, Teacher
community community leaders in the duties of mas, realia, made test,
leaders County community leaders photographs, observation,
b) desire to support good artefacts, project work,
community leadership in the and do newspapers, checklist,
County. class presentation approved portfolio
textbooks
 Longhorn SST
Learners Bk Grd.
4 Pg. 107-118
3 Community By the end of the sub-strand, What are the • Find out qualities Local and Oral
leadership: the learner should be able to: qualities of a good extended questions,
Qualities of a a) state qualities of a good leader in the of a good leader environment, Teacher
good leader in leader in the community community? from the community mas, realia, made test,
the b) desire to support good photographs, observation,
community and other sources
community leadership in the artefacts, project work,
County. • Discuss in groups newspapers, checklist,
and identify approved portfolio
textbooks
qualities of a good Longhorn SST
leader in the Learners Bk Grd.
4 Pg. 107-118
community

12 1 Community By the end of the sub-strand, What are the • Role - play good Local and Oral
leadership: the learner should be able to: qualities of a good extended questions,
Qualities of a a) state qualities of a good leader in the leadership in the environment, Teacher
good leader in leader in the community community? community mas, realia, made test,
the b) desire to support good photographs, observation,
community • Design and display
community leadership in the artefacts, project work,
County. a poster on qualities newspapers, checklist,
of good leadership in approved portfolio
textbooks
the Longhorn SST
community Learners Bk Grd.
4 Pg. 107-118
• Find out more
about good
leadership
in the community
from parents or
guardians and
report.
2 CITIZENSHI Good By the end of the sub-strand, How could you learners are guided to: Local and Oral
P citizenship in the learner should be able to: demonstrate • Brainstorm in groups extended questions,
school a) identify qualities of good good citizenship in environment, Teacher
and identify qualities of
citizenship in school school? mas, realia, made test,
 b) demonstrate qualities of good citizenship in photographs, observation,
good citizenship in school school artefacts, project work,
c) appreciate qualities of good • Discuss in groups newspapers, checklist,
citizenship in school. how to become a good approved portfolio
citizen in school textbooks
Longhorn SST
• Write an essay on a Learners Bk Grd.
good digital citizen 4 Pg. 119-125
(using technology in
a positive way) and
share the essays in class.
3 Good By the end of the sub-strand, How could you Local and Oral
citizenship in the learner should be able to: demonstrate learners are guided to: extended questions,
school a) identify qualities of good good citizenship in • Brainstorm in groups environment, Teacher
citizenship in school school? and identify qualities of mas, realia, made test,
b) demonstrate qualities of good citizenship in photographs, observation,
good citizenship in school school artefacts, project work,
c) appreciate qualities of good newspapers, checklist,
citizenship in school. • Discuss in groups approved portfolio
how to become a good textbooks
citizen in school Longhorn SST
• Write an essay on a Learners Bk Grd.
good digital citizen 4 Pg. 119-125
(using technology in
a positive way) and
share the essays in class.
13 1 A Good By the end of the sub-strand, How could you learners are guided to: Local and Oral
digital citizen the learner should be able to: demonstrate • Brainstorm in groups extended questions,
a) identify qualities of good good citizenship in and identify qualities of environment, Teacher
citizenship in school school? good citizenship in mas, realia, made test,
b) demonstrate qualities of school photographs, observation,
good citizenship in school artefacts, project work,
c) appreciate qualities of good • Discuss in groups newspapers, checklist,
citizenship in school. how to become a good approved portfolio
citizen in school textbooks
• Write an essay on a Longhorn SST
good digital citizen Learners Bk Grd.
4 Pg. 119-125
(using technology in
 a positive way) and
share the essays in class.
2 Human By the end of the sub-strand, What are cultural learners are guided to: Local and Oral
rights: the learner should be able practices? • Use appropriate extended questions,
Cultural to: statements to identify environment, Teacher
practices that a. Explain the meaning of Which cultural cultural practices that mas, realia, made test,
violate child cultural practices practices are violate child rights in the photographs, observation,
rights in the community.
b. Identify cultural practices harmful to artefacts, project work,
community
that are harmful to children? • Discuss in groups ways newspapers, checklist,
children in which children are approved portfolio
c. Desire to learn about abused in the textbooks
different cultural practices community.(Slavery, Longhorn SST
Learners Bk Grd.
Child
4 Pg. 125-136
Trafficking, child
labour,
Sexual abuse, abuse of
children with special
needs)
• Use appropriate case
study (real or imaginary)
to identify harmful cultural
practices in the
community. (Early and
forced marriages,
Female
genital mutilation,)
3 Human By the end of the sub-strand, How are children • Interact with a Local and Oral
rights: How the learner should be able abused In the extended questions,
children are to: community? resource person environment, Teacher
abused in the a. Explain the meaning of and discuss forms of mas, realia, made test,
community child abuse How can I protect photographs, observation,
child abuse and
b. Discuss ways through myself and others artefacts, project work,
which children are abused in the community? protection in the newspapers, checklist,
community. approved portfolio
textbooks
• Recite poems on Longhorn SST
Learners Bk Grd.
4 Pg. 125-136
 child
protection.

Human By the end of the sub-strand, What are the effects • Interact with a Local and Oral
rights: effects the learner should be able of child abuse? extended questions,
of child abuse to: resource person environment, Teacher
in the society a. Identify effects of child What can be done and discuss forms of mas, realia, made test,
abuse in the society to help the children photographs, observation,
child abuse and
b. Give ideas on how we can who have been artefacts, project work,
assist children who have abused in the protection in the newspapers, checklist,
been abused in the society society? community. approved portfolio
c. Be willing to educate the textbooks
society against this vice • Recite poems on Longhorn SST
child Learners Bk Grd.
4 Pg. 125-136
protection.

14 1 Human By the end of the sub-strand, What are some of • Interact with a Local and Oral
rights: child the learner should be able the child rights? extended questions,
rights to: resource person environment, Teacher
a. State the meaning of child What are some of and discuss forms of mas, realia, made test,
rights the responsibilities photographs, observation,
child abuse and
b. Explain why children need that can be given to artefacts, project work,
to be given responsibilities children? protection in the newspapers, checklist,
Participate in campaign community. approved portfolio
against child abuse textbooks
• Recite poems on Longhorn SST
child Learners Bk Grd.
4 Pg. 125-136
protection.

2 Peace: By the end of the sub-strand, How can we live in Learners are guided to: Local and Oral
FACTORS the learner should be able to: peace • Discuss in groups ways of extended questions,
THAT a) identify factors that with others in promoting peace in school environment, Teacher
PROMOTE promote peace in school school? • Role play a peaceful mas, realia, made test,
PEACE IN b) uphold peace in school situation photographs, observation,
SCHOOL
c) appreciate living together • Use digital devices to artefacts, project work,
in peace in the society create newspapers, checklist,
communication messages on approved portfolio
peace and display them at
strategic points in the school textbooks
 compound Longhorn SST
• Participate in national and Learners Bk Grd.
international events on Peace. 4 Pg. 137-153
• Find out from parents and
guardians the importance of
upholding peace
3 Peace: By the end of the sub-strand, How could the Learners are guided to: Local and Oral
creating the learner should be able to: messages of peace • Discuss in groups ways of extended questions,
community a. Explain ways of passing be spread in promoting peace in school environment, Teacher
messages on peace message in school school? • Role play a peaceful mas, realia, made test,
peace b. Create communication situation photographs, observation,
message on peace • Use digital devices to artefacts, project work,
Desire to be a peace create newspapers, checklist,
ambassador in school communication messages on approved portfolio
peace and display them at
strategic points in the school
textbooks
compound Longhorn SST
• Participate in national and Learners Bk Grd.
international events on Peace. 4 Pg. 137-153
• Find out from parents and
guardians the importance of
upholding peace