8th Grade Scheme of Work For 2023-2024

8TH GRADE MATHEMATICS SCHEME OF WORK 2023/2024
MATHEMATICS
1ST TERM
INTEGERS
• FACTORS, MULTIPLES AND PRIMES

• MULTIPLYING AND DIVIDING INTEGERS
• SQUARE ROOTS AND CUBE ROOTS
• INDICES
EXPRESSIONS, FORMULAE AND EQUATIONS
• CONSTRUCTING EXPRESSIONS
• USING EXPRESSIONS AND FORMULAE
• EXPANDING BRACKETS
• FACTORISING
• CONSTRUCTING AND SOLVING EQUATIONS
• INEQUALITIES
PLACE VALUE AND ROUNDING
• MULTIPLYING AND DIVIDING BY 0.1 AND 0.01

• ROUNDING
DECIMALS
• ORDERING DECIMALS
• MULTIPLYING DECIMALS
• DIVIDING DECIMALS
ANGLES AND CONSTRUCTIONS
• PARALLEL LINES
• THE EXTERIOR ANGLE OF A TRIANGLE
• CONSTRUCTIONS
2ND TERM – MATHEMATICS
COLLECTING DATA
• DATA COLLECTION
• SAMPLING
FRACTIONS
• FRACTIONS AND RECCURING DECIMALS

• ORDERING FRACTIONS
• SUBTRACTING MIXED NUMBERS
• MULTIPLYING AN INTEGER BY A MIXED NUMBER
• DIVIDING AN INTEGER BY A FRACTION
SHAPES AND SYMMETRY
• QUADRILATERALS AND POLYGONS

• THE CIRCUMFERENCE OF A CIRCLE
• 3D SHAPES
SEQUENCES AND FUNCTIONS
• GENERATING SEQUENCES
• FINDING RULES FOR SEQUENCES
• USING THE NTH TERM
• REPRESENTING SIMPLE FUNCTIONS
PERCENTAGES
• PERCENTAGE INCREASES AND DECREASES

• USING A MULTIPLIER
3RD TERM - MATHEMATICS
GRAPHS
• FUNCTIONS
• PLOTTING GRAPHS
• GRADIENT AND INTERCEPT
• INTERPRETING GRAPHS
RATIO AND PROPORTION
• SIMPLIFYING RATIOS
• SHARING IN A RATIO
• RATIO AND DIRECT PROPORTION
PROBABILITY
• CALCULATING PROBABILITIES
• EXPERIMENTAL AND THEORETICAL PROBABILITIES
POSITION AND TRANSFORMATION
• BEARINGS
• THE MIDPOINT OF A LINE SEGMENT
• TRANSLATING 2D SHAPES
• REFLECTING SHAPES
• ROTATING SHAPES
• ENLARGING SHAPES
DISTANCE, AREA AND VOLUME
• CONVERTING BETWEEN MILES AND KILOMETERS

• THE AREA OF A PARALLELOGRAM AND A TRAPEZIUM
• CALCULATING THE VOLUME OF TRIANGULAR PRISMS
• CALCULATING THE SURFACE AREA OF TRIANGULAR PRISMS AND PYRAMIDS
INTERPRETING AND DISCUSSING RESULTS
• INTERPRETING AND DRAWING FREQUENCY DIAGRAMS

• TIME SERIES GRAPHS
• STEM-AND-LEAF DIAGRAMS
• PIE CHARTS
• REPRESENTING DATA
• USING STATISTICS
English Grade Eight Scheme of Work: Term One
TEACHING/LEARNING LEARNING/TEACHING
LESSON TOPICS OBJECTIVES ACTIVITIES RESOURCES REFERENCES REMARKS
1–7 Revision The learner should be able to revise • Revising past papers. • Past exam papers NPPE Teacher’s and
and correct the work covered in class • Asking and answering oral Pupil’s Book 7, Unit
seven. questions 1-27
• Recording important
points.
1–3 Oral Work The learners should be able to • Practicing a conversation. • Word cards NPPE Pupil’s Book 8,
construct correct sentences using the • Retelling stories • Sentence cards pages 2 – 7
patterns: • Explaining the meanings • Oxford Primary NPPE Teacher’s Book
• Clauses introduced by who of the new words. Dictionary for East Africa 8 pages 1 - 6
e.g The Surgeon who • Pronouncing the new (OPDEA).
operated on me is a kind words.
woman. • Constructing sentences.
• Clauses introduced by whose • Asking and answering oral
e.g. The officer whose computer questions.
crashed lost many documents.
• Verbs followed by to +
infinitive
e.g. The children want to play.
• Verbs + object + infinitive
e.g. The teacher advised us
to obey school rules.
They should be able to pronounce and
construct correct sentences using new
words e.g. honesty, generosity,
conscience etc.
4 Reading The learners should be able to read the • Revising the new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
passage “Social values” fluently and learnt. Book. pages 2 – 4
accurately and answer comprehension • Discussing pictures in the • OPDEA. NPPE Teacher’s Book
questions. Pupil’s Book. • A list of school rules. 8, pages 2 – 4
• Talking about social
values.
• Reading silently.
• Asking and answering oral
questions.
1
Schemes of Work
Term 1
5–6 Writing The learners should be able to: • Outline points. NPPE Pupil’s Book 8,
• Write correct sentences pages 4 – 7
using the-ing form as
• Discussing the given questions NPPE Teacher’s Book
subject. 8, pages 4 – 7
• Use the correct question orally.
tags. • Recording answers.
• Write correct sentences • Writing a guided composition.
using present progressive
questions.
7 Library The learners should be able to read the • Reading aloud. • • Fun spot. NPPE Pupil’s Book 8,
story in the “Fun spot” for enjoyment. Retelling the story. page 7
NPPE Teacher’s Book
8, pages 6 – 7
1–2 Oral work • Talking about jobs that • Flash cards. NPPE Pupil’s Book 8,
The learners should be able to people do • A careers booklet pages 8 – 12
construct correct sentences using the • Talking about pictures. • OPDEA NPPE Teacher’s Book
patterns: • Dramatizing a • Pictures in the Pupil’s 8, pages 8 – 13
• Present simple tense describing conversation. Book.
general truths e.g. The Sun rises in • Explaining the meanings
the east. of the new words.
• Present simple tense for habitual • Constructing sentences.
actions e.g. Tuwei wakes up late • Asking and answering
every Sunday. oral questions.
• Present continuous tense for future
arrangements e.g. I am visiting my
grandfather next week.
words e.g. career, interview,
curriculum vitae etc.
2
Schemes of Work
Term 1
3–4 Reading The learners should be able to read the • Talking about the pictures • Pictures in the Pupil’s Book. NPPE Pupil’s Book 8,
passage “A little boy’s dream” fluently in the Pupil’s Book. pages 8 – 10
and accurately and answer the • Revising the new words NPPE Teacher’s Book
comprehension questions. learnt. 8, pages 9 – 10
• Reading aloud.
• Asking and answering
oral questions.
5–6 Writing • Discussing the given • Outline points NPPE Pupil’s Book 8,
The learners should be able to
questions orally. • The format of an official pages 11 – 13
construct correct sentences using:
• Asking and answering letter. NPPE Teacher’s Book
• Present continuous tense.
questions. • An application letter. 8, pages 10 – 13
• Present simple tense.
• Recording answers.
• Determiners e.g. this, that,
• Writing an application
these, those, some, any, no,
letter
enough.
• Writing a story.
7 Library • The learners should be able to read • Reading aloud. • Fun spot. NPPE Pupil’s Book 8
the conversation in the “Fun spot” • Role playing. page 13
fluently and for enjoyment. • Dramatizing a NPPE Teacher’s Book
conversation. 8, page 13
3
Schemes of Work
Term 1
1–3 Oral work • The learners should be able • Listening to a • Word cards. NPPE Pupil’s Book 8,
to construct correct comprehension passage. • Pictures in the Pupil’s pages 14 – 20
sentences using the patterns: • Asking and answering oral Book NPPE Teacher’s Book
• Phrasal verbs with get e.g. questions. • Pictures of different 8, pages 15 – 19
She gets up at six o’clock. • Talking about different drugs and substances.
• Present simple tense e.g. I people. • OPDEA.
work at the airport. • Demonstrating and • Posters with drugs-
• Past perfect tense e.g. We explaining the meanings related messages.
had repaired our car before of the new words.
we sold it. • Pronouncing new words.
• Present continuous tense e.g. • Constructing sentences.
Her car is always breaking
down.
words e.g. addiction, traffickers,
hallucinations etc.
4 Reading • Pictures in the Pupil’s NPPE Pupil’s Book 8

• Talking about pictures in
• The learners should be able to read Book. pages 14 – 16
the Pupil’s Book.
the passage “Mutulu” fluently and • OPDEA. NPPE Teacher’s Book
accurately and answer 8, pages 16 – 17
• Asking and answering oral
comprehension questions.
questions.
5–6 Writing • The Learners should be able • Revising past perfect tense • Outline points. NPPE Pupil’s Book 8,
to write correct sentences and past continuous tense. • Extract in the Pupil’s pages 16 – 21
using: • Discussing questions Book. NPPE Teacher’s Book
• Past perfect tense. orally. 8, pages 17 – 20
• Past continuous tense. • Asking and answering oral
• Modal verbs. questions.
• Writing a dialogue.
4
Schemes of Work
Term 1
7 Library • The learners should be able to • Reading silently. • Fun spot. NPPE Pupil’s Book 8,
read the conversation in the “Fun • Asking and answering • Storybook pages 20 – 21
Spot” fluently and accurately for oral questions. NPPE Teacher’s Book
comprehension and enjoyment. • Retelling the story in the 8, page 20
• The learners should also be able “Fun spot”. License to Fly
to read the story book in the OUP, Nairobi
“Read on” section.
1–2 Oral work • Practicing a conversation • Sentence cards. NPPE Pupil’s Book 8,
• The learners should be able to
in pairs. • Flash cards. pages 22 – 27
construct correct sentences using
• Constructing sentences. • Word cards. NPPE Teacher’s Book
the patterns:
• Pronouncing the new • OPDEA. 8, pages 21 – 25
• Determiners with singular nouns
e.g. Mutemi is a boy.
words. • A chart showing various
• Determiners with plural nouns • Explaining the meanings life skills.
of new words.
e.g. A lot of children are able to assert
themselves today.
• Present simple tense for general oral questions.
truths e.g. The moon shines at
night. They should be able to
pronounce and construct correct
sentences using new words e.g.,
challenges, assert, self-esteem etc.
3–4 Reading • The learners should be able to read • Revising new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
the passage “Life Skills” fluently learnt Book. pages 22 – 24
and accurately and answer • Talking about the pictures • OPDEA. NPPE Teacher’s Book
comprehension questions. in the Pupil’s Book. 8, pages 22 – 23
oral questions.
5
Schemes of Work
Term 1
5–6 Writing • The learners should be able • Discussing questions • Outline points. NPPE Pupil’s Book 8,
to construct correct orally. pages 26 – 27
sentences using: • Asking and answering NPPE Teacher’s Book
• Adverbs of degree oral questions. 8, pages 22 – 26
• The infinitive with/without • Recording answers.
to. • Writing the composition.
• Order of adjectives.
7 Library The learner should be able to: • Reading loudly. • Extract in the Pupil’s Book NPPE Pupil’s Book 8,
• Read the letter in the “Fun • Discussing the given page 27
spot” to the school letter. NPPE Teacher’s Book
counsellor and suggest the • Asking and answering 8, page 25
advice they would give to questions.
Windo. • Holding a debate.
• Hold a class debate.
1-7 Revision and • Asking and answering • Pens. NPPE Pupil’s and
Testing oral questions for • Answer sheets. Teacher’s Book 8,
The learners should be able to answer Units 1 – 4
clarification. • Test items.
questions set from the work covered
• Revising the work
between weeks 1 and 5.
covered.
• Writing the test.
6
Schemes of Work
Term 1
1-3 Oral work The learners should be able to • Listening to dictated • Pictures of plantations. NPPE Pupil’s Book 8,
construct correct sentences using the sentences. • Sentence cards. pages 28 – 34
patterns: • Recording the dictated • OPDEA. NPPE Teacher’s Book
• Determiners in the sentences. 8, pages 27 – 34
affirmative, interrogative • Constructing sentences.
and negative. • Asking and answering
• Past simple tense to narrate oral questions.
past events and state
imaginary events e.g. If
Makena knew the way, she
could go home.
• Past continuous tense for
actions in progress at a
specific time e.g. I was
writing a story last night.
• Past continuous tense for
extended actions in the past
e.g. The pupils were rehearsing their
play last week.
words e.g. wages, exploits, protective
etc.
Reading The learners should be able to read the • Revising new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
4 passage “The child laborer” fluently learnt. Book. pages 28 – 30
and accurately and answer • Explaining the meanings • Resource person e.g. The NPPE Teacher’s Book
comprehension questions. of other new words Children’s officer. 8, pages 27 - 30
generated from the
passage.
• Reading silently/aloud.
oral questions.
7
Schemes of Work
Term 1
5–6 Writing • Outline points. NPPE Pupil’s Book 8,
The learners should be able to write • Discussing the questions
• A sample of a formal pages 30 – 35
correct sentences using: orally.
letter. NPPE Teacher’s Book
• The colon • Asking and answering
8, pages 29 – 34
• The passives oral questions.
• Countable and uncountable • Recording answers.
nouns. • Writing a formal letter.
7 Library The learners should be able to read the • Reading silently. • Fun spot. NPPE Pupil’s Book 8,
story in the “Fun spot” for enjoyment. • Asking and answering pages 34 – 35
oral questions. NPPE Teacher’s Book
• Telling stories about 8, page 34.
people with strange
characters.
1–2 Oral work • Talking about the flags of • Pictures of (real) flags of NPPE Pupil’s Book 8,
the three East African the three East African pages 36 – 39ß NPPE
construct correct sentences using the
countries. Countries and their coats Teacher’s Book
patterns:
• Pronouncing new words. of arms. 8, pages 36 – 40
• Past continuous tense for actions
• Demonstrating given • Word cards.
in progress at a specific time e.g.
actions. • OPDEA.
At two o’clock they were
• Explaining new words.
discussing security.
• Verbs followed by present • Constructing sentences.
participle e.g. The tourists enjoy • Asking and answering
watching the sun set. questions.
• Use of brackets at punctuation • Role playing.
marks e.g. Did you see my travel
documents (passport and visa)?
They should be able to pronounce
and construct correct sentences
using new words e.g. visa,
immigration, common market etc.
8
Schemes of Work
Term 1
3–4 Reading The learners should be able to read • Revising new words • Currencies of Kenya, NPPE Pupil’s Book 8,
the passage “The East African learnt. Uganda and Tanzania. pages 36 – 38
parliament” fluently and • Talking about pictures in • A passport. NPPE Teacher’s Book
accurately and answer oral the Pupil’s Book. • A visa. 8, pages 36 – 37
questions. • Reading silently.
oral questions.
5–6 Writing The learners should be able to write • Discussing questions • Outline points.
correct sentences using: orally. • A sample speech. NPPE Pupil’s Book 8,
• Speech marks. • Asking and answering pages 38 – 41
• The hyphen. oral questions. NPPE Teacher’s Book
• The bracket. • Recording answers. 8, pages 37 – 40
• Writing a topical
composition.
7 Library The Learners should be able to read • Reading silently. • Fun spot. NPPE Pupil’s Book 8,
the story in the ‘Fun spot’ for • Asking and answering • A sample speech. page 41
enjoyment. oral questions. NPPE Teacher’s Book
• Discussing speech 8, page 40
writing.
• Writing a speech.
1–2 Oral work • Talking about different • Word cards. NPPE Pupil’s Book 8,
The learners should be able to methods of trade. • Flash cards. pages 42 – 46
construct correct sentences using the • Explaining new words. • Advertisements from NPPE Teacher’s Book
patterns: • Pronouncing new words. newspapers and 8, pages 41 – 44
• Use of determiners with • Constructing sentences. magazines.
uncountable nouns e.g. • Asking and answering • OPDEA.
Yesterday I sold plenty of flour. questions.
• Verb + noun/pronoun + infinitive • Role playing.
e.g The cashier asked me to count
the money again. They should be
able to pronounce and construct
correct sentences using new words
e.g. stall, kiosk and bargain.
9
Schemes of Work
Term 1
Reading • Revising new words • Pictures in the Pupil’s
3–4 The learners should be able to read the learnt. Book. NPPE Pupil’s Book 8,
passage “Aunt Tara’s shop” fluently • Talking about trade. • OPDEA. pages 42 – 44
and accurately and answer • Discussing pictures in the NPPE Teacher’s Book
comprehension questions. Pupil’s Book. 8, pages 41 – 43
• Reading aloud/silently.
5–6 Writing The learners should be able to • Discussing questions • The form in the Pupil’s Book. NPPE Pupil’s Book 8,
construct correct sentences using • orally. pages 44 – 47
Past perfect continuous tense. • Asking and answering NPPE Teacher’s Book
• Present simple tense. oral questions. 8, pages 42 – 45
• Filling in a form.
7 Library The learners should be able to read the • Reading aloud. • Fun spot. NPPE Pupil’s Book 8,
story book in the “Fun spot” fluently • Reading silently. • Storybook. page 47
and accurately for comprehension and • Asking and answering NPPE Teacher’s Book
enjoyment. oral questions. 8, page 45
• Retelling the story. Arrested by a Police Dog
OUP, Nairobi
1–2 Oral work • Talking about pictures in • Pictures in the Pupil’s NPPE Pupil’s Book 8,
The learners should be able to the Pupil’s Book. Book. pages 48 – 53
construct correct sentences using the • Pronouncing new words. • Weighting scales. NPPE Teacher’s Book
patterns: • Explaining the meanings • Packets of different 8, pages 46 – 51
• Present perfect continuous of new words. items.
tense e.g. I have been • Constructing sentences. • Word cards.
travelling for six hours • Asking and answering • Sentence cards.
• Clauses introduced by who oral questions. • OPDEA.
e.g. I met the lady who
trades in electronic goods.
• Present simple tense e.g. I
buy foodstuffs from the
market. They should be able
to pronounce and construct
correct sentences using new
10
Schemes of Work
Term 1
words e.g. bargain,
exhibition and credit.
3–4 Reading The learners should be able to • Revising new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
read the passage “The trade learnt. Book. pages 48 – 50
exhibition” fluently and • Talking about trade • Currency (Kenya NPPE Teacher’s Book
accurately and answer exhibitions. shillings) in different 8, pages 46 – 48
comprehension questions. • Talking about pictures in denominations.
the Pupil’s Book.
• Reading and answering
oral questions.
11
Schemes of Work
Term 1
12
English Grade Eight Scheme of Work: Term Two
1–7 Revision The learners should be able to • Revising past papers. • Past exam papers. NPPE Pupil’s and
revise and correct the work • Asking and answering Teacher’s Book 8,
covered in Term One. oral questions. Units 1 – 9
points.
1–2 Oral work The learners should be able to • Talking about sports • Pictures in the Pupil’s NPPE Pupil’s Book 8,
construct sentences using the patterns: competitions at school. Book pages 58 – 62
• Appropriate determiners • Describing and talking • OPDEA. NPPE Teacher’s Book
with uncountable nouns e.g. about pictures. • Flash cards. 8, pages 56 – 60
Each minute spent watching • Pronouncing new words. • Word cards.
the steeplechase race was • Explaining the meanings
thrilling. of new words.
• Past simple passive e.g. The • Demonstrating given
plumber repaired the tank. actions.
• Use of “as well as” • Constructing sentences.
construction as a connector • Asking and answering
meaning “also” e.g. I play oral questions.
football as well as hockey.
• Verb + -ing as a nominal
e.g. Working very hard has
helped me improve my
grade.
• Pronounce and construct
words e.g. aquatic, games,
venues, hammer etc.
13
Schemes of Work Term 2
3–4 Reading The learners should be able to read the • Revising new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
passage “The Olympic Games” learnt. Book. pages 58 – 60
fluently and accurately and answer • Talking about sports. • Videos of games if NPPE Teacher’s Book
comprehension questions. • Discussing pictures in the available. 8, pages 57 – 58
Pupil’s Book. • Resource person e.g. an
• Reading silently. athlete.
oral questions.
5–6 Writing The learners should be able to • Discussing questions • Outline points. NPPE Pupil’s Book 8,
construct sentences using orally. • Sample of a telegram. pages 61 - 62
determiners. • Asking and answering NPPE Teacher’s Book
questions. 8, pages 58 – 61
• Writing a composition
using a given ending.
• Writing a telegram.
7 Library • Reading silently • Fun spot
NPPE Pupil’s Book 8,
The learners should be able to read • Retelling the story.
page 63
the story in the “Fun Spot” fluently
and accurately for enjoyment.
8, page 61
14
1–2 Oral work • Practising the • Flash cards. NPPE Pupil’s Book 8,
The learners should be able to pages 64 – 68
conversation about • Sentences cards
construct correct sentences using the NPPE Teacher’s Book
paralympic games. • OPDEA.
patterns: • Pronouncing new words. 8, pages 62 – 66
• When/After/As soon as e.g.
• Demonstrating given
As soon as we left home, it
actions.
started raining.
• Explaining meanings of
• Determiners a, an, the e.g.
new words.
We waited for an hour for
• Constructing sentences.
the office to open.
• Comparative and
superlative adjectives e.g.
longer and longest.
words e.g. laps, celebrity, applause
etc.
3–4 Reading • Revising new words • Pictures of great sports people. NPPE Pupil’s Book 8,
learnt.
read the passage “Haile NPPE Teacher’s Book
• Talking about celebrities
Gebrselassie” fluently and 8, pages 62 – 64
in sports.
accurately and answer
comprehension questions.
oral questions.
5–6 Writing Learners should be able to construct • Discussing the questions • Outline points. NPPE Pupil’s Book 8,
correct sentences using the correct orally. pages 66 – 68
order of adjectives. • Asking and answering NPPE Teacher’s Book
• Writing the composition
15
7 Library The learners should be able to read the • Reading silently. • Fun spot.
storybook fluently and accurately for • Retelling the story. • Storybook.
pages 68 – 69
enjoyment. • Writing the story.
8, page 66
Kidnapped,
OUP, Nairobi
1–2 Oral work The learners should be able to • Talking about clubs and • Sample of fund-raising NPPE Pupil’s Book 8,
construct correct sentences using the societies. invitation cards and club pages 70 – 76
patterns: • Pronouncing new words. constitutions. NPPE Teacher’s Book
• Present simple tense for • Explaining the meanings • Word cards. 8, pages 67 – 73
habitual actions e.g. The of new words. • Sentence cards.
members meet on Sunday • Constructing sentences. • OPDEA.
afternoon. • Asking and answering
• Present continuous tense for questions.
extended actions e.g. The • Role playing.
treasurer is presenting the
annual report.
• Verb + to + infinitive e.g.
Mutego wants to join the
Drama Club.
• The dash e.g. The tiger – a
big cat, with yellow fur – is
mainly found in Asia.
words e.g. income, resolution,
expenditure etc.
3–4 Reading • Revising new words
• Pictures in the Pupil’s
The learners should be able to read the learnt.
Book. NPPE Pupil’s Book 8,
passage “ The Young Farmers’ Club” • Talking about clubs. pages 70 – 72
• Samples of minutes of
fluently and accurately and answer • Reading silently. NPPE Teacher’s Book
meetings and statement
comprehension questions. • Asking and answering 8, pages 68 – 70
of accounts.
oral questions.
16
5–6 Writing The learners should be able to • Discussing the questions • Outline points. NPPE Pupil’s Book 8,
construct correct sentences using: orally. • A sample of minutes of a pages 73 – 76
• Countable and uncountable • Asking and answering meeting. NPPE Teacher’s Book
nouns. questions. 8, pages 70-73
• The dash • Recording answers.
• Adverb with the verb. • Writing minutes/ a report
on a class project.
• Writing an invitation
letter.
7 Library • Reading silently. • Fun spot.
The learners should be able to read • Asking and answering
page 77
the story in the “Fun spot” fluently oral questions.
and accurately for enjoyment. • Acting out a club
8, page 73
meeting.
1–2 Oral work • Discussing messages on • Flash cards. NPPE Pupil’s Book 8,
newspaper cuttings. • Word cards. pages 78 – 82
construct correct sentences using the
• Pronouncing new words. • Picture of a Courtroom. NPPE Teacher’s Book
patterns:
• Explaining meanings of • Pictures of law 8, pages 74 – 78
• Not only ... but also... e.g. Not
only did I go to the party but I new words. enforcement officers e.g.
also gave a speech. • Constructing sentences. police officers etc.
• Determine/Cross-examine/Hear • Asking and answering • OPDEA.
+ nominal e.g. The lawyer cross- oral questions.
examined the suspect. • Role playing.
• Phrasal verbs with put e.g. When
I put on the light, I saw the man
running away. They should be
able to pronounce and construct
words e.g., offence, advocate,
accused etc.
17
3–4 Reading The learners should be able to read • Revising new words. • Picture in the Pupil’s NPPE Pupil’s Book 8,
the passage “A court of law” fluently • Talking about crime. Book. pages 78 – 79
and accurately and answer • Talking about a court of • A resume of a person NPPE Teacher’s Book
comprehension questions. law. e.g., a city/local council 8, pages 75 – 77
• Reading silently. Askari.
oral questions.
5–6 Writing The learners should be able to • Discussing the questions • Outline points. NPPE Pupil’s Book 8,
construct correct sentences using the orally. pages 80 – 82
pronouns which/that. • Asking and answering. NPPE Teacher’s Book
• Writing the composition.
7 Library • Fun spot.

• Reading silently. NPPE Pupil’s Book 8,
The learners should be able to read • Retelling the story. pages 82 – 83
the story in the “Fun spot” fluently
• Role playing a scene at NPPE Teacher’s Book
the Police Station. 8, page 79
1–7 Revision and The learners should be able to answer • Test items/questions. NPPE Pupil’s and
• Revising work covered.
Testing questions set from work covered • Answer sheets. Teacher’s Book 8
between weeks 1 and 5. • Pens and pencils. Units 10 – 13
questions for clarification.
• Writing the test.
18
1–2 Oral work • Listening to a • Sentence cards. NPPE Pupil’s Book 8,

comprehension. • Flash cards.
construct correct sentences using the NPPE Teacher’s Book
• Talking about Juvenile • OPDEA.
patterns: 8, pages 81 – 85
courts.
• This is... /it is called .../it is
• Pronouncing new words.
used... e.g. This is a
wooden hammer. It is • Dramatizing a court
called a gavel. It is used for scene.
restoring order in court. • Constructing sentences.
• Relative pronouns • Asking and answering
that/which oral questions.
e.g. Do you have anything that you
don’t need? They should be able to
sentences using new words e.g.
defendants, bench, exhibit.
3–4 Reading • Revising new words. • Pictures in the Pupil’s NPPE Pupil’s Book 8,
• Talking about a courtroom Book. pages 84 – 87
The learners should be able to scene that pupils are • Resource person e.g. an NPPE Teacher’s Book
read the passage “A Court drama” familiar with. Advocate. 8, pages 82 – 84
fluently and accurately and • Reading silently and in
answer comprehension questions. turns.
oral questions.
5–6 Writing The learners should be able to write • Discussing the questions • Outline points. NPPE Pupil’s Book 8,
correct sentences using relative clauses orally. pages 87 – 89
with who/whom/ whose/where/when. • Asking and answering NPPE Teacher’s Book
• Writing a conversation.
19
7 Library The learners should be able to read • Reading silently. • Fun spot. NPPE Pupil’s Book 8,
the story in the “Fun spot” fluently • Discussing about honesty. page 89
and accurately for enjoyment. NPPE Teacher’s Book
8, page 85
1–2 Oral work The learners should be able to • Discussing the pictures in • Picture in the Pupil’s NPPE Pupil’s Book 8,
construct correct sentences using the the Pupil’s Book. Book. pages 90 – 95
patterns: • Pronouncing new words. • Picture of a ship/water NPPE Teacher’s Book
• Present simple tense for • Constructing sentences. vessel. 8, pages 87 – 91
habitual actions e.g. • Explaining the meanings • OPDEA.
Captains use rudder to steer of new words.
the ship. • Asking and answering
• Present continuous + or else questions.
e.g. People travelling by ship have to
pay their fares or else they are thrown
into the sea.
• Adverbs of degree
(intensifiers)
e.g. A canoe is quite slow. They
should be able to pronounce and
words e.g. stern, paddle, jetty etc.
3–4 Reading The learners should be able to • Revising new words. • Pictures in the Pupil’s NPPE Pupil’s Book 8,
read the passage “Don’t throw us • Talking about people who Book. pages 90 – 92
into the sea!” fluently and travel in car booths etc. • Pictures of water vessels. NPPE Teacher’s Book
accurately and answer the • Reading silently. 8, pages 87 – 89
comprehension questions. • Asking and answering
oral questions.
20
5–6 Writing The learners should be able to write • Discussing the exercises • Outline Points. NPPE Pupil’s Book 8,
correct sentences using: orally. pages 93 – 95
• The semicolon. • Asking and answering NPPE Teacher’s Book
• Conjunctions. questions. 8, pages 89 – 92
• Writing a composition.
7 Library • Reading loudly/silently. • Fun spot.

• Dramatizing the story. NPPE Pupil’s Book 8,
The learners should be able to read
page 95
the story in the “Fun spot” fluently • Retelling the story.
8, page 91
1–2 Oral Work The learners should be able to • Listening to a • Aids education posters. NPPE Pupil’s Book 8,
construct correct sentences using the comprehension passage. • Aids education pages 96 – 100
patterns: • Asking and answering books/pamphlets. NPPE Teacher’s Book
• The + proper noun e.g. The Sahara questions. • Word cards. 8, pages 93 – 98
desert. • Pronouncing new words. • OPDEA.
• Description of general truths • Explaining the meanings • Pictures in the Pupil’s
e.g. Observing hygiene helps to of new words. Book.
promote health. • Constructing sentences.
• Imaginary events e.g. Imagine you
were the best KCPE candidate in
the country, how would you feel?
• Relative clauses introduced by
who/whose e.g. The boy who won
the race is my cousin. The child
whose toy got broken cried loudly.
They should be able to pronounce
and construct correct sentences
using new words e.g. ulcers,
emaciated, risky etc.
21
3–4 Reading • AIDS education posters. NPPE Pupil’s Book 8,

• Revising new words. • Pictures in the Pupil’s pages 96 – 98
• Talking about HIV/AIDS. Book. NPPE Teacher’s Book,
The learners should be able to • Reading silently. pages 93 – 96
read the passage “You’re not • Asking and answering
about to die” fluently and oral questions.
accurately and answer
5–6 Writing comprehension questions. The • Discussing questions • Sample poster in the Pupil’s NPPE Pupil’s Book 8,
learners should be able to write orally. Book. pages 99 – 100 NPPE
correct sentences using new words • Asking and answering Teacher’s Book
and the suffixes which include; questions. 8, pages 98 – 101
-ful -less, -ly - ment and -ish. • Recording answers.
• Designing a poster.
• Completing the guided
composition.
7 Library • Reciting the poem loudly. • Fun spot.
The learners should be able to recite
page 101
the poem in the “Fun spot” fluently
and correctly for enjoyment.
8, page 99
22
1–2 Oral work • Practicing the • An envelope/stamp• NPPE Pupil’s Book 8,

The learners should be able to conversation in pairs. Picture of a fax. pages 102 – 106 NPPE
construct correct sentences using the • Pronouncing new words. • A keyboard. Teacher’s Book
pattern: • Explaining meanings of • Sentence cards. 8, pages 100 – 104
• Will + 2nd and 3rd person subject new words. • Pictures or real mobile
e.g. The teacher will show us how • Constructing sentences. phones.
to use the computer. • Asking and answering • OPDEA.
• Shall + 1st person subject e.g. questions.
Shall I carry your bag for you? • Role playing.
• Present perfect continuous tense
for events in the past which have
recently been finished e.g. I have
been washing the car for one
hour. They should be able to
sentences using new words e.g.
browse, network, handset etc.
3–4 Reading The learners should be able to • Revising new words. • Picture in the Pupil’s NPPE Pupil’s Book 8,
read the passage “Hi –tech phone” • Talking about cell- Book. pages 102 – 103 NPPE
fluently and accurately and phones. • Pictures of mobile Teacher’s Book
answer comprehension questions. • Reading silently. phones. 8, pages 100 – 102
• Asking and answering • Manuals for the mobile
oral questions. phones.
23
24
English Grade Eight Scheme of Work: Term Three

SSON TOPICS OBJECTIVES ACTIVITIES RESOURCES REFERENCES REMARKS
7 Revision The learners should be able to revise • Revising past papers. • Past exam papers. NPPE Pupil’s and
the work covered in Terms One and • Asking and answering Teacher’s Book 8,
Two. oral questions Units 1 – 18
points.
2 Oral work The learners should be able to • Listening to a • Pictures of the solar NPPE Pupil’s Book 8,
construct correct sentences using the comprehension passage. system. pages 112 – 116 NPPE
patterns: • Pronouncing new words. • Word cards. Teacher’s Book
• Time clauses with present • Explaining the meanings • Sentence cards. 8, pages 110 – 115
simple + will/shall e.g. As of the new words. • Diagram showing how
soon as the sun shines, the • Constructing sentences. rainfall is formed.
water will evaporate into the • Asking and answering • OPDEA.
atmosphere. questions.
• Use of will and shall to
make predictions e.g. The
scouts will arrive before
sunset.
• Use of verbs followed by
present participle e.g. I
enjoy watching the stars.
• Positive and negative
statements e.g. Jupiter is a
very large planet. Pluto is
not a large planet. They
should be able to pronounce
and construct correct
sentences using new words
e.g. atmosphere, condense
and correct.
25
4 Reading The learners should be able to read the • Pictures of astronauts at NPPE Pupil’s Book 8,
• Revising new words.
passage “Space exploration” fluently work. pages 112 – 114 NPPE
and accurately and answer • OPDEA. Teacher’s Book
oral questions.
comprehension questions. • Pictures in the Pupil’s 8, pages 111 – 113
• Talking about space
Book.
exploration.
6 Writing The learners should be able to write • Discussing oral • Outline points. NPPE Pupil’s Book 8,
correct sentences using present perfect questions. pages 114 – 117 NPPE
continuous tense. • Asking and answering Teacher’s Book
oral questions. 8, pages 112 – 115
• Copying the form and
filling it in.
7 Library The learners should be able to read the • Reciting the poem aloud. • Funs spot. NPPE Pupil’s Book 8,
storybook and recite the poem in the • Asking and answering • Pictures of the page 117
“Fun spot” fluently and accurately for questions. constellation. NPPE Teacher’s Book
enjoyment. • Talking about the stars. 8, page116
Guilty or not Guilty,
OUP, Nairobi
26
1–3 Oral Work The learners should be able to • Talking about posters in • Pictures in the Pupil’s NPPE Pupil’s Book 8,
construct correct sentences using the the Pupil’s Book. Book. pages 118 – 122 NPPE
patterns: • Pronouncing new words. • Posters and slogans of a Teacher’s Book
• Present perfect continuous tense • Explaining the meanings campaign rally. 8, pages 117 – 121
for events that began in the past of new words. • Word cards.
but which are still continuing e.g. • Demonstrating given • OPDEA.
He has been waiting in office for actions.
ten minutes. • Constructing sentences.
• Contrast of present perfect and • Role playing.
past simple with for e.g. She has • Asking and answering
been a cabinet minister for five oral questions.
years. He was a cabinet minister
for two years.
• Contrast of for and since with
present perfect continuous e.g. It
is now noon. The voters have
been queuing since 7 o’clock.
They have been queuing for five
hours.
• Use of past participle and past
perfect e.g. The MP was defeated
by the new candidate.
He had lost to a newcomer. They
words e.g. legislative, ballot, motion
etc.
27
Schemes of Work
Term 3
4 Reading The learners should be able to read the • Revising new words. • OPDEA. NPPE Pupil’s Book 8,
passage “If you elect me ...” fluently • Dramatizing a campaign • Pictures in the Pupils’ pages 118 – 120 NPPE
and accurately and answer rally. Book. Teacher’s Book
comprehension questions. • Reading silently. 8, pages 117 – 119
oral questions.
5–6 Writing The learners should be able to • Outline points. NPPE Pupil’s Book 8,
• Discussing the exercises
construct correct sentences using the pages 120 – 123 NPPE
orally.
suffixes –ness, -able, -ment, -ly, -ish, Teacher’s Book
-y. 8, pages 119 – 122
oral questions.
• Writing a speech.
7 Library • Reciting the poem. • Fun spot.

The learners should be able to NPPE Pupil’s Book 8,
• Role playing at a
read and recite the poem in the page 123
“Fun spot” fluently and campaign rally.
accurately for enjoyment. 8, page 121
28
1–3 Oral work The learners should be able to • Listening to a • Picture of a computer. NPPE Pupil’s Book 8,
construct correct sentences using the comprehension passage. • Pictures in the Pupils’ pages 124 – 129 NPPE
pattern: • Talking about computers. Book. Teacher’s Book
• Conditionals with would and • Talking about modern • Word card. 8, pages 123 – 129
could + negative e.g. The technology. • OPDEA.
diskette would not open so I • Pronouncing new words.
could not read the report. • Explaining meanings of
• Understand/See + questions new words.
e.g. Can you see where the switch is? • Constructing sentences.
• Use of should for obligation e.g • Asking and answering
You should check the diskette for oral questions.
viruss before using it.
• Use of should for probability e.g.
If you leave now, you should be
in Isiolo by one o’clock. They
new words e.g. screen, mouse,
computer virus.
4 Reading The learners should be able to • Revising new words. • Picture in the Pupil’s NPPE Pupil’s Book 8,
read the passage “Debate on • Discussing the picture in Book. pages 124 – 126 NPPE
technology” fluently and the Pupil’s Book. • OPDEA. Teacher’s Book
accurately and answer • Discussing the rules of 8, pages 124 – 126
comprehension questions. holding a debate.
• Reading in turns.
• Role playing.
oral questions.
5–6 • Discussing questions • Outline points on the chalkboard. NPPE Pupil’s Book 8,
Writing orally. pages 127 – 129 NPPE
• Asking and Teacher’s Book
• Prepositions
answering questions for 8, pages 125 – 129
• Correct order of adjectives.
clarification. • Recording
• Correct tenses.
answers.
29
• Writing the
compositions.
7 Library • Fun spot.

• Reading silently. NPPE Pupil’s Book 8,
The learners should be able to read
• Asking and answering page 129
the story in the “Fun spot” fluently
questions. NPPE Teachers’ Book 8,
• Holding a class debate. page 129.
1–2 Oral work The learners should be able to • Telling stories in groups. • Pictures of animals. NPPE Pupil’s Book 8,
construct correct sentences using • Pronouncing new words. • Flash cards. pages 130 – 134 NPPE
conjunctions. • Explaining meanings of • Word cards. Teacher’s Book
The learners should also be able to new words. • Sentence cards. 8, pages 130 – 133
construct correct sentences using new • Constructing sentences. • OPDEA.
words e.g. vanish, fake and shred. • Asking and answering
oral questions.
3–4 Reading The learners should be able to read the • Revising new words • Pictures in the Pupil’s NPPE Pupil’s Book 8,
passage “Leopard is dead” fluently and learnt. Book. pages 130 – 132 NPPE
accurately and answer comprehension • Reading silently. • OPDEA. Teacher’s Book
questions. • Asking and answering 8, pages 130 – 132
oral questions.
30
Schemes of Work
Term 3
5–6 Writing The learners should be able to • Discussing the questions • A sample of a contents page. NPPE Pupil’s Book 8,
construct correct sentences using orally. pages 132 – 135 NPPE
irregular verbs. • Asking and answering Teacher’s Book
The learners should also be able to oral questions. 8, pages 132 – 134
demonstrate how to use the contents • Discussing the contents
page of a book. page.
• Writing a guided
composition.
7 Library • Reading silently.
• Fun spot. NPPE Pupil’s Book 8,
The learners should be able to read the • Discussing the animal
page 135
story in the “Fun spot” fluently and story.
accurately and for enjoyment. • Retelling the story.
8, pages 133 – 134
1–7 Revision and NPPE Pupil’s and

• Revising work covered. • Past exam papers.
Testing The learners should be able to answer Teacher’s Book 8,
• Asking and answering • Writing materials e.g.
questions set from the work covered Units 19 – 22
questions. answer sheets and pens.
between weeks 1 and 5.
• Writing the test. • Test items/questions.
1–2 Oral work • Listening to a story. • Sentence cards. NPPE Pupil’s Book 8,
construct correct sentences using the • Asking and answering • Word cards. pages 136 – 140 NPPE
patterns: questions. • OPDEA. Teacher’s Book
• Use of linking words e.g so... • Pronouncing new words. 8, pages 135 – 140
that; too...to, prefer... to, very... • Explaining new words.
but, no sooner.... than, not only... • Demonstrating given
but also, in spite, in fact actions.
• Indirect speech e.g. Wairimu said • Constructing sentences.
that that was a good book. They • Looking up meanings of
should be able to pronounce and words in a dictionary.
new words e.g. prey, risk and
timidly.
31
3–4 The learners should be able to read the • Revising new words. • Extracts from NPPE Pupil’s Book 8,
Reading passage “The carjackers” fluently and newspapers on pages 136 – 138 NPPE
• Pronouncing new words.
accurately and answer the • Talking about incidents of carjacking. Teacher’s Book
comprehension questions. carjacking. • Pictures in the Pupil’s 8, pages 135 – 141
• Reading silently. Book.
• Asking and answering • OPDEA.
oral questions.
32
33
Schemes of Work Term
34
8TH GRADE BIOLOGY SCHEME OF WORK 2023/2024
BIOLOGY
1ST TERM
HUMAN BODY
• REPRODUCTIVE SYSTEM
• FEMALE REPRODUCTIVE SYSTEM
• MALE REPRODUCTIVE SYSTEM
• CHANGING DURING ADOLESCENCE
• THE CIRCULATORY SYTEM
• COMPONENTS OF BLOOD
• TYPES OF BLOOD VESSELS AND THEIR FUNCTIONS
• THE STRUCTURE AND FUNCTION OF THE HEART
FERTILIZATION, DEVELOPMENT OF THE FOETUS AND BIRTH PROCESS
• FERTILIZATION PROCESS
• DEVELOPMENT OF FOETUS
• PROCESS OF BIRTH
EXCRETORY ORGANS AND WASTE PRODUCTS
• SKIN
• KIDNEY
• LUNGS
• LIVER
COMMUNICABLE DISEASE AND IMMUNIZABLE DISEASE
• TURBERCULOSIS
• MALARIA
• IMMUNIZABLE DISEASES
• HIV/AIDS
• SEXUALLY TRANSMITTED INFECTIONS
DRUGS
• MISUSE OF DRUGS
• DRUG ABUSE
• EFFECTS OF DRUG ABUSE
2ND TERM – BIOLOGY
ENVIRONMENT
• THE MEANING AND MAJOR COMPONENT OF ENVIRONMENT

• WATER
• SOIL
• AIR
• PLANTS
• ANIMALS
• THE MEANING AND EFFECTS OF SOIL POLLUTION ON PLANTS AND ANIMALS
• METHODS OF SOIL CONSERVATION
• CONTROL USE OF AGRICULTURAL CHEMICALS
• ENSURING PROPER DISPOSAL OF WASTE
• AIR POLLUTION
• EFFECTS OF AIR POLLUTION
• WAYS OF CONTROLLING AIR POLLUTION
PLANTS
• PARTS OF A FLOWER AND THEIR FUNCTIONS

• DESCRIPTION OF POLLINATION AND FERTILISATION
• THE SEEDS
• GERMINATION OF SEED
• INTERDEPENDENCE BETWEEN ANIMALS TO PLANTS AND PLANTS TO PLANTS
• CROP PESTS’ EFFECTS, TYPES AND CONTROL MEASURES
• REPRODUCTION IN PLANTS
• FUNCTION OF A FLOWER
• POLLINATION
• FERTILIZER
ANIMALS
• ANIMAL FEEDS AND METHODS OF GRAZING

• PARASITES, EFFECTS AND CONTROL MEASURES
• ADAPTATION OF ANIMALS AND BIRDS
• SIGNS AND EFFECTS OF ILL HEALTH IN LIVESTOCK
3RD TERM – BIOLOGY
WATER
• CAUSES, SYMPTOMS AND PREVENTIVE MEASURE OF WATER BORNE DISEASE

• WATER POLLUTION, ITS EFFECTS AND CONTROL MEASURES
• WATER CONSERVATION AND ITS IMPORTANCE
• SOFT AND HARD WATER
SOIL
• SOIL EROSION AND TYPES

• MEANING OF FERTILIZERS AND TYPES
• MEANING OF MANURE AND TYPES
• ADVANTAGES AND DISADVANTAGES OF USING MANURE AND FERTILIZERS
FOOD AND NUTRITION
• TRADITIONAL AND MODERN METHOD OF PRESERVING FOOD

• NAME CAUSES OF FOOD POISONING AND HOW TO PREVENT FOOD POISONING
• IDENTIFY NUTRITIONAL REQUIREMENTS FOR SPECIAL GROUPS
ENERGY
• TRAVELING OF LIGHTS – TRANSPARENT, TRANSLUCENT AND OPAQUE MATERIAL

• REFLECTION AND REFRACTION OF LIGHT
• ELECTRICITY
• SAFTETY WHEN DEALING WITH ELECTRICITY
• MEANING AND TYPES OF ENERGY
• TRANSFORMATION OF ENERGY
• TRANSFORMATION OF FOOD INTO ENERGY
PROPERTIES OF MATTER
• COMPONENTS AOF AIR AND USES

• IDENTIFYING SOLIDS THAT DISSOLVE AND THOSE THAT DON’T DISSOLVE IN WATER
• IDENTIFYING LIQUIDS THAT MIX AND THOSE THAT DON’T MIX
• IDENTIFYING MAGNETIC AND NON-MAGNETIC MATERIALS
• SEPARATING MIXTURES
MAKING WORK EASIER
• WAYS OF MOVING AND STOPPING OBJECTS

• FORCE, FRICTION AND ADVANTAGES AND DISADVANTAGES
• USE OF LEVERS, INCLINED PLANE AND SIMPLE FIXED PULLEYS
8TH GRADE CHEMISTRY SCHEME OF WORK 2023/2024
CHEMISTRY
1ST TERM
SYMBOLS, FORMULAE AND EQUATIONS
• CHEMICAL LAWS OF COMBINATIONS

• LAW OF CONSERVATION OF MASS
• LAW OF DEFINITE PROPORTION
• LAW OF MULTIPLE PROPORTIONS
• LAW OF RECIPROCAL PROPORTIONS
CHEMICAL COMBINATION
• PERIOCIC TABLE (FIRST 20 ELEMENTS)

• ELECTRONIC CONFIGURATION OF ATOMS
• TYPES OF BONDS
• SYSTEMS OF NAMING COMPOUNDS (CONVENTIONAL AND IUPAC)
CHEMICAL COMBINATION
• STATE OF MATTER
• SOLID STATE
• LIQUID STATE
• GASEOUS STATE
• THE KINETIC THEORY
• THE APPLICATION OF KINETIC THEORY
CHEMICAL INDUSTRIES
• TYPES OF CHEMICAL INDUSTRIES

• IMPORTANCE OF CHEMICAL INDUSTRY TO INDIVIDUALS AND NATIONS
• EXCURSION TO CHEMICAL INDUSTRIES
2ND TERM - CHEMISTRY
INTRODUCTION TO ACID, BASE AND SALT
• DEFINITION OF ACID
• CLASSIFICATION OF ACID
• PROPERTIES OF ACIDS
• USES OF ACID
• DEFINITION OF BASE
• CLASSIFICATION OF BASES (ALKALIS)
• PROPERTIES OF BASES
• DEFINITION OF SALT
• TYPES OF SALT
• PREPARATION OF INSOLUBLE SALTS
• DIRECT COMBINATION OR SYNTHESIS
• USES OF SOME SALT
3RD TERM – CHEMISTRY
PETROLEUM
• WHAT IS PETROLEUM
• HOW IS PETROLEUM FORMED?
• TYPES OF PETROLEUM
• USES OF PETROLEUM
METALS
• WHAT ARE METALS AND THE PROPERTIES
• USES OF METAL
• NON-METALS
CARBON AND ITS COMPOUNDS
• WHAT ARE CARBONS AND ITS COMPOUNDS
• TYPES OF CARBON COMPOUNDS
• PROPERTIES OF CARBON COMPOUNDS
• COAL
• POLLUTION
8TH GRADE PHYSICS SCHEME OF WORK 2023/2024
PHYSICS
1ST TERM
FORCE AND PRESSURE
• PUSH
• MAGNETIC FORCE
• PULL
• FORCE
• NET FORCE
• FRICTIONAL FORCE
• VECTOR
• APPLICATION OF FORCE
• STATE OF MOTION
TYPES OF FORCES
• CONTACT
• MUSCULAR
• NON-CONTACT
• GRAVITATIONAL FORCE
• ELECTRO STATIC FORCE
• NUCLEAR FORCES
THRUST AND PRESSURE
• PRESSURE
• DISTRIBUTION OF PRESSURE
• PRESSURE IN FLUIDS
• UPTHRUST
• ATMOSPHERIC PRESSURE
• GASEOUS PRESSURE
FRICTION
• FRICTIONAL FORCE
• RELATIVE MOTION
• CAUSE OF FRICTION
• SURFACE IRREGULARITIES
• ADHESIVE FORCES
• PLOWING EFFECTS
• NATURE OF SURFACE IN CONTACT
• CALCULATING FRICTIONAL FORCE USING A SPRING BALANCE
• POLISHING SURFACES IN CONTACT TO CHANGE
2ND TERM – PHYSICS
SOUND
• INTRODUCTION TO WAVES
• WAVE AND PARTICLE MOTION OF WAVES
• TRANSVERSE WAVES
• LONGITUDINAL WAVES
• SOUND PROPERTIES
• SOUNDS BY HUMANS
HEARING
• HUMAN EAR
• AMPLITUDE, TIME PERIOD AND FREQUENCY
CHEMICAL EFFECTS OF ELECTRIC CURRENT
• CONDUCTORS
• INSULATOR
• ELECTRIC CIRCUIT
NATURAL PHENOMENA
• INTRODUCTION TO NATURAL PHENOMENA

• STATIC CHARGES
• METHOD OF CHARGING
• CHARGING BY RUBBING
• CHARGED OBJECTS
• INTERACTION BETWEEN LIKE AND UNLIKE CHARGES
• CONVENTION OF POSITIVE AND NEGATIVE CHARGES
• TRANSFER OF CHARGES
• ELECTROSCOPE
• EARTHING
LIGHTNING
• INTRODUCTION TO LIGHTNING
• ELECTRIC DISCHARGE
• LIGHTNING CONDUCTORS
EARTHQUAKES
• CAUSES OF EARTHQUAKES
• MOVEMENT OF PLATES
• POWER OF EARTHQUAKE
• SCISMIC WAVES
• SEISMOGRAPH
• PROTECTION FROM EARTHQUAKE
3RD TERM - PHYSICS
LIGHT
• INTRODUCTION TO LIGHT
• LAWS OF REFLECTION
• RAY DIAGRAM
• REGULAR AND DIFFUSED REFLECTION
• IMAGE FORMATION IN A PLANE MIRROR
• DIFFERENCE BETWEEN THE REAL AND VIRTUAL IMAGE
• MULTIPLE REFLECTIONS
DISPERSION
• DISPERSION OF LIGHT
• HUMAN EYE
• FUNCTIONS OF DIFFERENT ORGANS IN THE HUMAN EYE
• VISUAL DEFFECTS
• SEEING SANS EYES
STARS AND SOLAR SYSTEM
• PHASES OF THE MOON

• SURFACE OF THE MOON
• STARS
• LIGHT YEAR
• CONSTELLATIONS
INTRODUCTION TO SOLAR SYSTEM
• CELESTIAL OBJECTS
• SOLAR SYSTEM
• THE SUN
• THE PLANETS
INTRODUCTION TO AIR POLLUTION
• POLLUTION’
• AIR POLLUTION
• AIR POLLUTANTS
• EFFECTS OF AIR POLLUTION ON TAJ MAHAL
GLOBAL WARMING
• GREENHOUSE GASES
• GREENHOUSE EFFECT
• GLOBAL WARMING
• EFFECTS OF GLOBAL WARMING
• MEASURES TO REDUCE AIR POLLUTION
WATER POLLUTION
• WATER POLLUTION
• WATER POLLUTANTS
• EFFECTS OF WATER POLLUTION ON RIVER GANGA
• PORTABLE WATER
• BOILING WATER
• FILTERING WATER
• CHLORINATION
COMPUTER FORM 1 SCHEMES OF WORK
WE LES TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING TEACHING/LEARNING REFERENCES REMARKS
EK SO
N ACTIVITIES RESOURCES
1 1 DEFINITION OF A By the end of the lesson, Learner to:  A calculator  Lomghorn

COMPUTER the learner should be able  A personal Secondary.
to  Through questions Computer S.Mburu, G.
and answer define  Charts Chemwa page 1-
 Define computer computer  Sample data 2
 Distinguish  Through  Computer
between data and brainstorming studies Dr.
information distinguish between Onunga and
 Explain unique data and Renu Shah Page
characteristics of information 1-2
computer as a data  Through group
processing tool discussion, discuss
characteristics of a
computer as data
processing tools
2-3 PHYSICAL PARTS By the end of the lesson,  Through question  A working  Gateway
OF A COMPUTER the learner should be able and answer list personal secondary
to parts of a Computer computer Revision
 Through S.Mburu G.
 State and explain brainstorming, Chemwapg 1
various physical explain various  Foundations of
parts of a parts of a computer Computer
computer studies by
Pepelapg 3
2 1 CLASSIFICATION By the end of the lesson, Learner to  Charts or
OF COMPUTERS the learner should be able photographs
to  In group of two from books,  Gateway
identify and discuss magazines or secondary
 Classify pictures from newspapers Revision
computer books, magazines S.Mburu G.
according to Chemwapg 7-8
physical size
 Classify computer
2-3 CLASSIFICATION according to  Discussion  Charts or  Onunga and
OF COMPUTERS functionality and  Q/A photographs Renu Shah Page6
according to from books,
purpose magazines or
newspapers
3 1 DEVELOPMENT By the end of the lesson,  Through  Charts or  Lomghorn

OF COMPUTERS the learner should be able brainstorming photographs Secondary.
to identify and discuss from books, S.Mburu, G.
non-electronic tools magazines or Chemwa page 10
 Explain how newspapers
computers have
developed
2-3 ELECTRONIC  List five  In group of three,  Charts or  Lomghorn

COMPUTERS generations discuss five photographs Secondary.
computers generation from books, S.Mburu, G.
computers magazines or Chemwa page
newspapers 12-13
 Foundations of
Computer
studies by
Pepelapg 22
4 1 AREAS WHERE By the end of the lesson, Learner to  Flash Cards  Lomghorn
COMPUTER ARE the learner should be able Secondary.
USED to  Through S.Mburu, G.
brainstorming Chemwa page
 Identify areas identify and discuss 14-15
where computers areas where
are used computers are used
 Describe the listed
areas where
computers are
used
 Foundations of
2-3  THE  Define computer  Through question  UPS,Surge Computer
COMPUTER laboratory and answer define protector studies by
LABORATORY  Describe the safety computer  charts Pepelapg 47
 MEASURES precautions and laboratory
THAT PROTECT practices that  In group of three,
COMPUTER protect computer discuss safety
precautions and
practices that
protect computer
5 1 MEASURES THAT  Describe the safety  In group of three,  Antiglare

PROTECT USER precautions and discuss safety standard
practices that precautions furniture
protect user practices that
protect user
2-3 PRACTICAL By the end of the lesson,  Through  Computer  Gateway
HANDS-ON SKILLS the learner should be able demonstration by Secondary
to the teacher, learner Revision,
to observe and S.MburuG.Chem
 Start up a imitate on how to wapg 21-23
computer start up a computer,
 Restart a computer restart a computer
 Shutting down and shut down
computer computer
6 1 KEYBOARD AND By the end of the lesson, Learner to  Computer  Gateway

MOUSE SKILLS the learner should be able keyboard Secondary
to  Through  Mobile keyboard Revision,
KEYBOARD SKILLS brainstorming S.MburuG.Chem
 Define keyboard define keyboard wapg 22
 Identify parts of and identify parts of
the Keyboard the Keyboard
2-3 KEYBOARD SKILLS  Discuss parts of the  In group of three,  charts  Foundations of
keyboard discuss parts of the Computer
 Type using keyboard and type studies by
keyboard using keyboard Pepelapg 25
7 1 TYPING TUTOR  Identify typing  Through question  Typing tutor

tutors and answer identify software
 Use typing tutors typing tutors and computer
use typing tutors
2-3 MOUSE SKILLS  Define computer  Through  Computer  Lomghorn

mouse brainstorming mouse Secondary.
 Identify parts of define computer S.Mburu, G.
the mouse mouse and identify Chemwa page 23
parts of the mouse
8 1 MOUSE SKILLS By the end of the lesson,  In group of three,  Computer  Foundations of
the learner should be able discuss parts of the mouse Computer
to: mouse studies by
Pepelapg 23-25
 Describe parts of
mouse
 Use mouse
techniques
2-3 MOUSE SKILLS  Drag and drop  Through  Computer  Foundations of

items demonstration by mouse Computer
 Open file and the teacher, learner studies by
folders through to observe and Pepelapg 23-25
double clicking, imitate on how to
right clicking drag and drop items
COMPUTER SYSTEM
COMPUTER SYSTEMS
9 1 INPUT DEVICES By the end of the lesson, Learner to  Computer  Longhorn

the learner should be system Secondary.
(KEYING DEVICES able to  Through  PDA’s S.Mburu, G.
brainstorming Chemwa page
 Describe describe computer 30-31
computer system
system  define input devices
 Define input
devices
2-3 INPUT DEVICES  List keying  Through questions  Computer  Foundations of

(KEYING DEVICES) devices and answer, list Keyboard Computer
 Describe keying keying devices,  PDA’s Keypad studies by
devices Pepelapg 68
describe keying
devices
10 1 POINTING DEVICES  Define pointing  Through question  Mouse  Gateway

devices and answer define  Joystick Secondary
 List pointing scanning device  Light pen Revision,
devices  In group of three, S.MburuG.Chem
 Describe the describe the listed wapg 30-34
listed pointing pointing devices
devices
11 END TERM 1 EXAM
12 REVISION
COMPUTER SYSTEMS (cont)
WE LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

EK SO ACTIVITIES RESOURCES
N
1 1 COMPUTER By the end of the lesson, Learner to:  Pictures from  Lomghorn
SYSTEMS the learner should be able books and Secondary.
to  Through question newspapers S.Mburu, G.
DIGITIZERS and answer define  PDA’s Chemwa page
 Define digitizer digitizer 37-38
SPEECH  List other input  Through  Foundations of
RECOGNITION technologies brainstorming to list Computer
DEVICES  Describe the other input studies by
listed input technologies Pepelapg 76
technologies  Through group
discussion, discuss
the listed input
technologies
2-3 CENTRAL By the end of the lesson,  Through questions  A working  Gateway
PROCESSING UNIT the learner should be able and answer define personal Secondary
to the term CPU computer Revision,
 Through S.MburuG.Chem
 Define term CPU brainstorming, list wapg 40
 List functional and illustrate the  Foundations of
elements of CPU functional elements Computer
of CPU studies by
Pepelapg 77
2 1 CONTROL UNIT  Describe the  Through  Charts  Longhorn

AND ARITHMETIC control Unit and brainstorming, Secondary.
LOGIC UNIT Arithmetic Logic describe the Control S.Mburu, G.
Unit Unit and Arithmetic Chemwa page
Logic Unit 41-42
2-3 MAIN MEMORY By the end of the lesson, Learner to:  Pictures from  Gateway
the learner should be able books Secondary
to  Through question  RAM module Revision,
and answer classify S.MburuG.Chem
 Classify computer computer memories wapg 41-43
memories  Trough
 List examples of brainstorming list
primary memory examples of primary
and secondary memory and
memory secondary memory
 State  Through questions
characteristics of and answer state
RAM and ROM characteristics of
RAM and ROM
3 1 SPECIAL PURPOSE  Define special  Through question  Input/output  Foundations of

MEMORIES purpose memory and answer define devices Computer
 List special special purpose  microprocessor studies by
purpose memory and list Pepelapg 77
memories special purpose
 Describe Cache memories
memory and  Through
Buffers brainstorming
describe Cache
memory and Buffers
2-3 SPECIAL PURPOSE  Define registers  Through question  Chart  Longhorn

MEMORIES  List types of and answer define Secondary.
registers registers and list S.Mburu, G.
 Describe the types of registers Chemwa page
listed types of  In group of five, 44-45
registers discuss the listed
types of registers
4 1 MEMORY By the end of the lesson, Learner to:  RAM module  Foundations of
CAPACITY the learner should be able  Flash cards Computer
to  Through questions studies by
and answer define Pepelapg 79-80
 Define byte byte
 Express memory  Through teachers
quantities demonstration,
express memory
 Calculate memory quantities and
quantities calculate memory
quantities
2-3 OVERALL  Define computer  Through  Schematic  Gateway

FUNCTIONAL bus brainstorming, diagram from Secondary
ORGANIZATION OF  List types of define computer the book Revision,
computer buses bus S.MburuG.Chem
THE CPU
 Describe the  In group of five, wapg 48
listed computer discuss the listed
buses types of computer
 Give an buses
illustration of the  Through group
overall functional discussion, illustrate
organization of the overall
the CPU functional
organization of the
CPU
5 1 TYPES OF  Classify  Through question  Photograph  Gateway

PROCESSORS processors and answer Classify Secondary
 Discuss the listed processors Revision,
processor  Through group S.MburuG.Chem
classifications discussion, discuss wapg 48
the listed processor
classification
2-3 TRENDS IN  List processors  Through question  Photograph

PROCESSORS Type and answer, list
TECHNOLOGY AND Manufactures processors Type,  Longhorn
Year and speed manufactures, year Secondary.
SPEED
and speed S.Mburu, G.
Chemwa page
44-47
6 1 OUTPUT DEVICES By the end of the lesson, Learner to:  CRT,LCD, TFT  Gateway
the learner should be able monitors Secondary
to (a) Through question  Speakers Revision,
and answer define  LED S.MburuG.Chem
 Define output output device and wapg 51-60
device classify output  Foundations of
 Classify output devices Computer
devices (b) Through group studies by
discussion, discuss Pepelapg 80
 List softcopy
the listed softcopy
output devices
output devices
 Describe monitor
as a soft copy
output device
2-3 MONITOR DISPLAY  Define the  Through question  Photograph from  Longhorn
TERMINOLOGIES terminologies and answer define books Secondary.
AND VIDEO used in monitor terminologies S.Mburu, G.
GRAPHIC  List and describe  Through group Chemwa page
the video graphic discussion, describe 49-52
ADAPTERS
adapters the listed video
graphic adapters
7 1 HARDCOPY  Describe hard  Through group  Printers  Foundations of

OUTPUT DEVICES copy output discussion, describe  Pictures from Computer
devices hard copy output magazines studies by
devices  Newspapers Pepelapg 81
2-3 HARD COPY  List factors to  Through question  Longhorn

OUTPUT DEVICES consider when and answer list Secondary.
factors to consider  Printers
purchasing a when purchasing a  Pictures from S.Mburu, G.
printer printer magazines Chemwa page 53
 Newspapers
8 1 SECONDARY  List secondary  Through question  Flash disc  Gateway

STORAGE DEVICES storage media and answer list  Floppy Secondary
AND MEDIA  Describe secondary storage  Diskettes Revision,
removable media  Memory sticks S.MburuG.Chem
storage device  Through group  Compact disk wapg 61-69
discussion, describe  Hard disk
removable storage
device
2-3 SECONDARY By the end of the lesson,  Through  Flash disc  Foundations of
STORAGE DEVICES the learner should be able brainstorming,  Floppy Computer
AND MEDIA to discuss fixed storage  Diskettes studies by
device  Memory sticks Pepelapg 101
 Discuss fixed  Compact disk
storage device  Hard disk
9 1 POWER SUPPLY  Distinguish  Through question  Computer power  Longhorn

AND PERIPHERAL between power and answer, cables Secondary.
DEVICE and interface distinguish between  Interface cables S.Mburu, G.
INTERFACING cables and interface cables Chemwa page
 Describe power 65-67
cables
2-3 POWER SUPPLY  Describe  Through discussion,  Computer power  Longhorn

AND PERIPHERAL interfacing cables describe interfacing cables Secondary.
DEVICE cables  Interface cables S.Mburu, G.
INTERFACING Chemwa page
65-67
10 1 BASIC COMPUTER By the end of the lesson,  Through teachers  Foundations of
SET-UP AND the learner should be able demonstration, Computer
CABLING to explain basic  Computer power studies by
computer setup and cables Pepelapg 101
 Explain basic cabling  Interface cables
computer setup
and cabling
2-3 “”  Mount hard  Through teachers  Computer  Foundations of

drives and optical demonstration, Computer
drives mount hard drives studies by
and optical drives Pepelapg 101
11 1 COMPUTER By the end of the lesson,  Through question  Computer  Longhorn

SOFTWARE the learner should be able and answer, software’s Secondary.
to distinguish between S.Mburu, G.
system software Chemwa page
 Distinguish and application 73-76
between system software
software and
application
software
2-3 COMPUTER  Classify software  Through  Computer  Foundations of

SOFTWARE according to brainstorming, software’s Computer
purpose classify software studies by
according to Pepelapg 143-
purpose 144
12 1 COMPUTER  Classify software Through brainstorming,  Computer  Foundations of
SOFTWARE according to classify software according software’s Computer
acquisition to acquisition studies by
Pepelapg 143-
144
2-3 COMPUTER  Classify software  Through  Foundations of

SOFTWARE according to end brainstorming, Computer
user- License classify software  Computer studies by
 Evaluate criteria according to user- software’s Pepelapg 143-
for selecting License 144
computer system  Through question
and answer,
Evaluate criteria for
selecting computer
system
13 END TERM EXAM AND REVISION

OPERATING SYSTEM (OS)
WE LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

EK SO ACTIVITIES RESOURCES
N
1 1 DEFINITION OF AN By the end of the lesson, Learner to  Charts  Longhorn

OPERATING the learner should be able  computer Secondary.
SYSTEM to  Identify operating S.Mburu, G.
system used by the Chemwa page 82
 Illustrate an computer  Foundations of
operating system Computer
as a supervisor of studies by
hardware and Pepelapg 155
application
software
2-3  Identify parts of  Through  Charts  Longhorn

operating system brainstorming  computer Secondary.
describe parts of S.Mburu, G.
the operating Chemwa page 82
system  Foundations of
Computer
studies by
Pepelapg 155
 Flash Cards
2 1 FUNCTION OF AN By the end of the lesson,  Through questions  Longhorn
OPERATING the learner should be able and answers, list Secondary.
SYSTEM to devices under S.Mburu, G.
control of operating Chemwa page
 List devices under system 83-85
the operating
system
2-3 DEVICES UNDER  State functions of  Through  Computer  Gateway

THE OPERATING an operating brainstorming, state  Operating Secondary
SYSTEM CONTROL system in functions of system Revision,
resource operating system  software S.MburuG.Chem
management wapg 87
3 TYPES OF By the end of the lesson, Learner to  PC’s loaded with  Longhorn
OPERATING the learner should be able different Secondary.
1 SYSTEM to (a) List and describe operating S.Mburu, G.
types of operating systems, pupils Chemwa page
 List types of system book part 3,4 83-85
operating system
2-3 Describe: (a) Draw a summary  PC’s loaded with  Foundations of

diagram of various different Computer
 Single program operating system operating studies by
and multitasking types systems, pupils Pepelapg 170
operating system book part 3,4
4 1  Draw a summary  Chart  Foundations of

diagram of various Computer
 Multi- user and operating system studies by
single user types Pepelapg 170
operating system
2-3  Command line,  Draw a summary  Chart  Gateway

menu driven and diagram of various Secondary
graphical user operating system Revision,
interface types S.MburuG.Chem
operating system wapg 90-91
5 1 HOW OPERATING By the end of the lesson,  Identify features on  PC loaded with  Longhorn
SYSTEM ORGANIZE the learner should be able windows desktop any version of Secondary.
INFORMATION to windows S.Mburu, G.
Chemwa page
 State and explain 89-94
factors that
dictate file
organization
2-3  Describe files,  Identify features on  PC loaded with  Longhorn

folders and drives windows desktop any version of Secondary.
 Start Microsoft windows S.Mburu, G.
windows Chemwa page
89-94
6 1 MANAGING FILE By the end of the lesson, Learner to  Flash cards  Longhorn
AND FOLDERS the learner should be able Secondary.
to  Create folder in S.Mburu, G.
both Graphical user Chemwa page
 Distinguish interface and MS- 95-97
between folder DOS
and directory
 Draw directory
(folder) tree
2-3 MANAGING FILE  Create ne files  Flash cards  Longhorn

AND FOLDERS and folders Secondary.
 Identify parts of S.Mburu, G.
an application Chemwa page
window 95-97
7 1  Save changes to a Learner to  Personal  Longhorn

file computer loaded Secondary.
 Rename files or  Save changes to a with any version S.Mburu, G.
folders file, rename files of windows Chemwa page
 Copy, move, sort and folders 95-97
files and folders
2-3  Manipulate files  In group of two,  Personal  Longhorn

and folders using manipulate files and computer loaded Secondary.
Short cut menu, folders using with any version S.Mburu, G.
drag and drop Shortcut menu, drag of windows Chemwa page 90
Selecting multiple and drop
files and folders Selecting multiple
Searching for files files and folders
and folders Searching for files
and folders
8 1 DISK By the end of the lesson, Learner to:  Personal  Longhorn

MANAGEMENT the learner should be able computer loaded Secondary.
USING WINDOWS to In group of three with any version S.Mburu, G.
of windows Chemwa page
 Format disk  Format disk 106-113
 Back-up data
 Back-up data
2-3  scan problems In group of three  floppy diskette  Longhorn

related to disk  flash disk Secondary.
 defragment a disk  use scan disk to S.Mburu, G.
detect disk errors Chemwa page
 defragment a disk 106-113
9 1  Compress files In a group of three  Longhorn

within a disk Secondary.
 Scan a disk for  Compress a disk  floppy diskette S.Mburu, G.
virus  flash disk Chemwa page
106-113
2-3  Create/restore In group of three  Un partition  Longhorn

back-up data  Hard disk Secondary.
 Create startup  Partition a disk S.Mburu, G.
disk Chemwa page
 Partition a disk 106-113
10 1 INSTALLATION By the end of the lesson, Learner to  Personal  Longhorn

AND the learner should be able computer Secondary.
CONFIGURING AN to  List installation without an S.Mburu, G.
requirement operating Chemwa page
OPERATING
 Know installation  Describe the listed system 114-117
SYSTEM
requirements installation
requirements
 With the help of the
teacher install
2-3  Install operating operating system  Installation and  Foundations of
system start up disk Computer
 Manufactures studies by
documentations Pepelapg 170
1. INTERNAL LAND Depressions
FORMING/ENDOGENETIC PROCESSES Ridges and Valleys
Crustal Earth Movements Rolling Plains
Horizontal Earth Movements Inter-montane Plateaus
Effects of horizontal earth movement Inter-montane basins
Results of Horizontal Earth Movements Significance of Folding
Vertical Earth Movements To Human Activities/Economic significance
Effects of vertical earth movement Positive/advantages
Causes of vertical earth movement Negative/disadvantages
Results of Vertical Earth Movements Significance to the Physical Environment
Causes of Earth Movements 3. FAULTING
Magma Movement within the Earth’s Crust Parts of a Fault
Gravitational Force Types of Faults
Convectional Currents within Mantle Normal Faults
Isostatic Adjustment Reverse Fault
Theories Explaining the Earths Movements Shear/Tear Fault
Theory of Continental Drift Thrust Faults
Evidences Supporting the Theory Anticlinal fault
Plate Tectonics Theory Features Resulting From Faulting
Plates Fault Scarp/Escarpment
Large Ones Fault Steps
Small Ones Fault Blocks/Block/Horst Mountains
Extension or constructive boundary Tilt Blocks
Compressional or destructive boundary Rift Valley
When two oceanic plates meet Theories of Formation
When an oceanic plate meets a continental plate Tensional Theory
When two continental plates collide Compressional Theory
Transform or conservative boundary Anticlinal Theory
Significance of Plate Movements The Great Rift Valley/The Great E.A Rift Valley
2. FOLDING The Gregory Rift Valley
Parts of a Fold Features associated with it
Types of Folds Why Most Rift Valley Lakes Are Salty
Simple Symmetrical Folds Why L. Naivasha Has Fresh Water
Asymmetrical Folds Major Faulted Areas of the World
Over Folds Significance of Faulting
Isoclinal Folds Significance of faulting to Human Activities
Recumbent Folds Negative
Nappe/Overthrust Fold 4. VULCANICITY
Anticlinorium and Synclinorium Complex Causes of Vulcanicity
Resultant Features Due To Folding Extrusive Vulcanicity
Fold Mountains Intrusive Vulcanicity
Their Distribution Features Resulting From Vulcanicity
Theories of Origin of Fold Mountains Sill
Contraction Theory Dyke
Convectional Currents Theory Laccolith
Continental Drift Theory Batholiths
Plate Tectonics Theory Lopolith
Escarpments Phacolith
Extrusive/Volcanic Features Distance from the Sea
Volcanoes Ocean Currents
Types of Volcanoes Aspect
Acidic Lava Domes Winds and Air Masses
Characteristics Configuration of Coastline
Basic Lava Domes/Shield Volcanoes Forests
Characteristics Human Activities
Ash and Cinder Cones World Climatic Regions Classifications
Characteristics Hot/Tropical Climates
Composite /Complex/Stratified Volcanoes Equatorial climate
Characteristics Characteristics
Plug Dome/volcano/Spine Tropical Monsoon Climate
Volcanic Plug Tropical Marine Climate
Lava Plains and Plateaus Tropical Continental/Savanna/ Sudan type
Craters Characteristics
Modes of Formation of craters Types of deserts
Cooling and Contraction of Magma Erg
Explosion Hamada Rocky
Falling of a Meteorite Reg
Calderas/Basal Wreck Tropical Desert Climate
Modes of Formation Characteristics
Violent Explosion Warm Climates
Block Subsidence/Cauldron Warm Temperate Western Margin
Outward Collapsing Characteristics
Fumaroles Warm temperate Interior Climate
Hot Springs and Geysers Characteristics
How They Are Formed Warm temperate Eastern Margin climate
Differences between Hot Springs and Geysers Characteristics
Pools of Boiling Water Warm Temperate Deserts
World Distribution of Volcanoes Characteristics
Positive and Negative Significance of Vulcanicity Cool Climates
5. EARTH QUAKES Cool Temperate Western Margin Climate
Three types of earthquake waves Characteristics
Causes of Earthquakes Cool Temperate Continental Interior Climate
Natural Causes Characteristics
Human Causes Cool Temperate Western Margin Climate
Measurement of Earthquakes Characteristics
Intensity Cold Climates
Magnitude Tundra Climate
World Distribution of Earthquakes Characteristics
Effects of Earthquakes Polar Climate
6. CLIMATE Characteristics
Factors Influencing Climate Mountain Climates
Latitude Characteristics
Inter-Tropical Convergence Zone Local/Micro Climates
Altitude Within and around a forest
Urban areas Location
Around manmade lakes Characteristics
Aridity and Desertification Uses of tropical Monsoon Forests
Causes of Aridity and Desertification Mediterranean Forests
Effects of Aridity and Desertification Areas
Solutions to Aridity and Desertification Characteristics
Climate Change Uses
Causes of Climate Change Temperate Evergreen Forests
Natural Causes Areas
Variations in the Earths Orbital Characteristics Characteristics
Variation in the Atmospheric Carbon Dioxide Uses
Volcanic Eruptions Temperate Deciduous Forests
Variation in Solar Output Location
Human Causes Characteristics
Consequences of Climate Change Uses
Solution to Climate Change Coniferous Forests
Location
7. VEGETATION Characteristics/of soft woods in Canada
Types of Vegetation Adaptations
Natural Vegetation Used
Semi- Natural/Derived Vegetation Mixed Forests
Planted/Cultivated Vegetation Location
Factors Influencing Types and Distribution of Characteristics
Vegetation Uses
Topographical Factors B. Grasslands
Altitude Tropical Grasslands/ Savanna
Terrain Areas
Aspect Characteristics
Drainage Uses
Climatic Factors Temperate Grasslands
Temperature Location
Precipitation The Prairies
Sunlight Areas
Wind Characteristics
Edaphic/Soil Factors The Steppes
Biotic/Biological Factors Characteristics
Living Organisms The Pampas
Human Activities Characteristics
Vegetation Zones of the World The Veldt
A. Forests Characteristics
Tropical Rain Forests The Downs
Uses of tropical rain Forests Uses of Temperate Grasslands
Mangrove Forests Desert Vegetation
Areas Tropical Desert Vegetation
Uses of mangrove Forests Temperate and Arctic Desert Vegetation
Tropical Monsoon Forests Characteristics
Uses of Desert Vegetation
Mountain Vegetation
Uses of Mountain Vegetation
Significance of Vegetation
8. FORESTRY
Type of Forests
Factors Influencing Types and Distribution of
Forests
Temperature
Aspect
Precipitation
Soil
Human Activities
Importance of Forest Products
Management and Conservation of Forests
Conservation Measures
Management Measures
Importance of Forest Management and
Conservation
1. INTRODUCTION TO HISTORY AND GOVERNMENT
The meaning of History
Social history
Political history
Economic history
The characters of historical events
The meaning of government
Any government must have:
The sources of information on History and Government
Written records
Archaeology
Forms of past remains
Limitations of Archaeology
Oral tradition
Limitations of Oral traditions
Linguistics
Limitations of using linguistics as a method of reconstructing the past may have the following
Anthropology
Limitations of using Anthropology as a method of reconstructing history
Genetics
Why it is essential for people to study History
Why it is important to study Government
2. THE EARLY MAN
How the early man originated
Creation theory
The evolution theory
Traditional (Mythical) theory
The evolution of man and the stages of his evolution
Dryopithecus Africanus (Proconsul)
Ramapithecus (Kenya pithecus)
Australopithecus (Zinjanthropus)
Homo Habilis
Homo erectus
Rhodesian man
Neanderthal man
Cro-Magnon
Homo sapiens
Things that enable the archaeologists to study the origin of man.
Uses of the early Archeulian tools
Methods used when dating fossils by the archaeologists
Carbon 14 tests
Potassium – Argon test
Paleomagnetic dating method
Stratigraphy
Why early man made tools and weapons
The divisions of the culture of the early man and his cultural practices and economic practices
The Old Stone Age
Culture and economic practices
The middle stone age
Why the discovery of fire was useful to early man
The New Stone Age
The changes early man experienced during his evolution.
3. DEVELOPMENT OF AGRICULTURE
Early Agriculture
Factors which encouraged the development of early agriculture
The effects of the development of early agriculture to man’s life
Factors that favored the development of early agriculture (crop growing) in ancient Egypt
The economic impact of early agriculture in Egypt
Why the early agriculture began along the river valleys in Egypt and Mesopotamia
The factors that favored the development of the early agriculture in Mesopotamia
The impact of the development of the early agriculture in Mesopotamia
Crops that were domesticated along Tigris and Euphrates River valley in Mesopotamia
4. THE AGRARIAN REVOLUTION IN BRITAIN.
The agricultural practices in Britain before the Agrarian Revolution
The factors that lead to the Agrarian Revolution in Britain
The Agricultural changes which occurred in Britain during the Agrarian Revolution
The effects of Agrarian Revolution in Britain
5. THE AGRARIAN REVOLUTION IN U.S.A. BEFORE 18TH CENTURY
The Agricultural practices in U.S.A. before the Agrarian Revolution
The factors that led to the Agrarian Revolution in U.S.A
The effects of the Agrarian Revolution in USA
Food Situation in Africa and the Rest of the Third World.
Why many countries in Africa, Asia and South America suffer from acute food shortage
Problems of floods in Africa
Ways countries with food problems have attempted to solve them.
The impact of acute food shortages in Africa

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8TH GRADE MATHEMATICS SCHEME OF WORK 2023/2024

• FACTORS, MULTIPLES AND PRIMES

EXPRESSIONS, FORMULAE AND EQUATIONS

PLACE VALUE AND ROUNDING

• MULTIPLYING AND DIVIDING BY 0.1 AND 0.01

ANGLES AND CONSTRUCTIONS

2ND TERM – MATHEMATICS

• FRACTIONS AND RECCURING DECIMALS

SHAPES AND SYMMETRY

• QUADRILATERALS AND POLYGONS

SEQUENCES AND FUNCTIONS

• PERCENTAGE INCREASES AND DECREASES

3RD TERM - MATHEMATICS

RATIO AND PROPORTION

POSITION AND TRANSFORMATION

DISTANCE, AREA AND VOLUME

• CONVERTING BETWEEN MILES AND KILOMETERS

INTERPRETING AND DISCUSSING RESULTS

• INTERPRETING AND DRAWING FREQUENCY DIAGRAMS

4 Reading • Pictures in the Pupil’s NPPE Pupil’s Book 8

7 Library • Fun spot.

1–2 Oral work • Listening to a • Sentence cards. NPPE Pupil’s Book 8,

7 Library • Reading loudly/silently. • Fun spot.

3–4 Reading • AIDS education posters. NPPE Pupil’s Book 8,

1–2 Oral work • Practicing the • An envelope/stamp• NPPE Pupil’s Book 8,

English Grade Eight Scheme of Work: Term Three

7 Library • Reciting the poem. • Fun spot.

7 Library • Fun spot.

1–7 Revision and NPPE Pupil’s and

FERTILIZATION, DEVELOPMENT OF THE FOETUS AND BIRTH PROCESS

EXCRETORY ORGANS AND WASTE PRODUCTS

COMMUNICABLE DISEASE AND IMMUNIZABLE DISEASE

2ND TERM – BIOLOGY

• THE MEANING AND MAJOR COMPONENT OF ENVIRONMENT

• PARTS OF A FLOWER AND THEIR FUNCTIONS

• ANIMAL FEEDS AND METHODS OF GRAZING

3RD TERM – BIOLOGY

• CAUSES, SYMPTOMS AND PREVENTIVE MEASURE OF WATER BORNE DISEASE

• SOIL EROSION AND TYPES

FOOD AND NUTRITION

• TRADITIONAL AND MODERN METHOD OF PRESERVING FOOD

• TRAVELING OF LIGHTS – TRANSPARENT, TRANSLUCENT AND OPAQUE MATERIAL

• COMPONENTS AOF AIR AND USES

MAKING WORK EASIER

• WAYS OF MOVING AND STOPPING OBJECTS

SYMBOLS, FORMULAE AND EQUATIONS

• CHEMICAL LAWS OF COMBINATIONS

• PERIOCIC TABLE (FIRST 20 ELEMENTS)

• TYPES OF CHEMICAL INDUSTRIES

2ND TERM - CHEMISTRY

INTRODUCTION TO ACID, BASE AND SALT

3RD TERM – CHEMISTRY

FORCE AND PRESSURE

THRUST AND PRESSURE

CHEMICAL EFFECTS OF ELECTRIC CURRENT

• INTRODUCTION TO NATURAL PHENOMENA

3RD TERM - PHYSICS

STARS AND SOLAR SYSTEM