SOCIAL-STUDIES-GRADE-8-FINAL-FINAL-AUGUST-2022

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
SOCIAL STUDIES
GRADE 8
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

First published in 2022
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or
by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the
publisher.
ISBN: 978-9914-43-789-8
Published and printed by Kenya Institute of Curriculum Development
Property of the Government of Kenya

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FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, National Curriculum Policy 2019, the United Nations
Sustainable Development Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. Towards
achieving the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the
implementation of the Competency Based Curriculum (CBC) at Pre-Primary and Primary School levels. The roll out of Junior
Secondary School (Grade 7-9) will subsequently follow as from 2023-2025.
The Grade 8 curriculum designs build on competencies attained by learners at the end of Grade 7. Further, they provide
opportunities for learners to continue exploring and nurturing their potentials as they prepare to transit to Senior Secondary
School.
The curriculum designs present National Goals of Education, essence statements, general and specific expected learning
outcomes for the learning areas (subjects) as well as strands and sub strands. The designs also outline suggested learning
experiences, key inquiry questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, Community Service
Learning (CSL) activities and assessment rubric.
It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and
efficient implementation of the CBC.
PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,

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PREFACE
The Ministry of Education (MoE) is implementing the second phase of the curriculum reforms with the national roll out of the
Competency Based Curriculum (CBC) having been implemented in 2019. Grade 8 is the second level of the Junior Secondary School
(JSS) in the new education structure.
Grade 8 curriculum furthers implementation of the CBC from Grade 7. The main feature of this level is a broad curriculum for the
learner to explore talents, interests and abilities before selection of pathways and tracks at the Senior Secondary education level. This
is very critical in the realisation of the Vision and Mission of the on-going curriculum reforms as enshrined in the Sessional Paper No.
I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development in
Kenya. The Sessional Paper explains the shift from a Content - Focused Curriculum to a focus on Nurturing every Learner’s
potential.
Therefore, the Grade 8 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy,
Learning to Learn and Self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands
and the other aspects of the CBC. The curriculum designs also offer several suggested learning resources and a variety of assessment
techniques. It is expected that the designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes
for Grade 8 and prepare them for smooth transition to the next Grade. Furthermore, it is my hope that teachers will use the designs to
make learning interesting, exciting and enjoyable.
JULIUS O. JWAN, PhD, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula
and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of
education involves thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and
consultative process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum
Framework (BECF), that responds to the demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, the
Kenya Vision 2030, East African Community Protocol and the United Nations Sustainable Development Goals (SDGs).
KICD receives its funding from the Government of Kenya to enable the successful achievement of the stipulated mandate and
implementation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development
partners targeting specific programmes. The Grade 8 curriculum designs have been developed with the support of the World Bank through
the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. Therefore, the Institute is very grateful
for the support of the Government of Kenya, through the MoE and the development partners for the policy, resource and logistical support.
Specifically, special thanks to the Cabinet Secretary – MoE and the Principal Secretary – State Department of Early Learning and Basic
Education,
We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their roles in the development of the Grade 8
curriculum designs. In relation to this, we acknowledge the support of the –Chief Executive Officers of the Teachers Service Commission
(TSC) and the Kenya National Examinations Council (KNEC) for their support in the process of developing these designs.
Finally, we are very grateful to the KICD Council Chairperson Prof. Elishiba Kimani and other members of the Council for very consistent
guidance in the process. We assure all teachers, parents and other stakeholders that these curriculum designs will effectively guide the
implementation of the CBC at Grade 8 and preparation of learners for Grade 9.
PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD ........................................................................................................................................................................................................ i
PREFACE ............................................................................................................................................................................................................ ii
ACKNOWLEDGEMENT .................................................................................................................................................................................. iii
TABLE OF CONTENTS .................................................................................................................................................................................... iv
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... vi
LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL ......................................................................................................................... ix
ESSENCE STATEMENT .................................................................................................................................................................................. ix
SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................................ xi
STRAND 1.0: NATURAL AND HISTORIC BUILT ENVIRONMENTS ........................................................................................................ 1
STRAND 2.0: PEOPLE AND POPULATION ................................................................................................................................................. 17
STRAND 3.0: RESOURCES AND ECONOMIC ACTIVITIES...................................................................................................................... 43
STRAND 4.0. POLITICAL DEVELOPMENTS AND GOVERNANCE ........................................................................................................ 52
COMMUNITY SERVICE LEARNING PROJECT .......................................................................................................................................... 84
APPENDIX 1: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON FORMAL
ACTIVITIES...................................................................................................................................................................................................... 89

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LESSON ALLOCATION
Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical Studies 4
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 3
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They
must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense
of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live
together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following
in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in need
of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can
only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes
that will prepare our young people for these changing global trends.

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iii) Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of
character.
iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of
sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for
collective activities and corporate social service irrespective of gender, ability or geographical environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that
must follow rapid development in order to build a stable and modern society.
vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and
nations. Education should therefore lead the youth of the country to accept membership of this international community
with all the obligations and responsibilities, rights and benefits that this membership entails.

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viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that
will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and
conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

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LEVEL LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression
2. Communicate effectively, verbally and non-verbally, in diverse contexts
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
5. Practise relevant hygiene, sanitation and nutrition skills to promote health
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence
8. Manage pertinent and contemporary issues in society effectively
9. Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Social Studies is an integrated subject including aspects of History, Geography and Citizenship. It is the study of change and
development in society over time. It enables the learner to understand and evaluate how past human action has an impact on the
present and how it influences the future. It also involves the study of the natural and historic built environments. It examines
both physical and human processes over space and time. It encourages civic responsibility and responsible leadership, including
raising current social and environmental concerns. It prepares the learner for local, regional, national, regional and global
responsibility. The subject aims at providing the learner with knowledge, skills, values and attitudes necessary for good
character formation to enable him or her to live harmoniously in the family and society. The main theme of Social Studies is
„Living Together ‟Social Studies will enable the learner to be aware and be concerned about the welfare of others, protect the
environment and be active at community, national, regional and global levels.
Social Studies highlights essential functions of education related to the formation of citizenship and promotion of social
cohesion. It is a concern with the relevance of knowledge, skills and values for the participation of citizens in, and their

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contribution to, dimensions of societal development, which are linked at local and global levels. It is directly related to the civic,
social and political socialization function of education. The purpose of social studies is to enable the learner to make informed
decisions for the public good as a citizen of a culturally diverse democratic society. It deals with people, interpersonal
relationships, and their culture and how they relate to natural and historic built environments. The environment contains
resources that enable people to survive. As people live together, they establish systems of governance. Social Studies enables the
learner to gain understanding of basic principles of national values, democracy, social, economic and political developments.
Further, Social Studies facilitate the learners to gain a realization of their place, privileges, rights and responsibilities as citizens,
at local, national, regional and global levels.
Social Studies is anchored on the tenets of the Constitution of Kenya, Kenya Vision 2030, the National Goals of Education and
the Kenya Sessional Paper No. 8 of 2013 on national values and principles of governance It is also in line with Africa Agenda
2063 and the Strategic Objective 10, of the Continental Education Strategy for Africa 2016-2025 which envision “an integrated,
prosperous and peaceful Africa. In addition, Social Studies addresses the 2017 AU Ministers of Education Decision to integrate
General History of Africa in School Curricula and aspirations of SDG 4: target 7 and Goal 16.
Theories of learning such as Jean Piaget’s theory of cognitive development, Lawrence Kohlberg theory of moral development,
Dewey’s social constructivism and Vygotsky’s socio- cultural development theory have informed the development of this
design. Social Studies will prepare the learners for the social sciences pathway in senior school.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
1. Demonstrate an understanding of historical concepts, historical sources and evidence for development of identity and
sense belonging
2. Appreciate and be proud of the Kenyan cultural heritage and be willing to further develop, preserve and share it globally
3. Contribute to construction and advancement of the social, economic and political development necessary for learning and
living
4. Develop and apply values and basic principles of democracy, governance, human rights and roles as a responsible citizen
5. Cultivate respect and appreciation for diversity and differences that contribute to international understanding for mutual
social responsibility
6. Understand the value of environment, resources and their influence on human activities to use, manage and conserve for
sustainable development
7. Contribute to the management of contemporary and pertinent issues as informed, engaged, ethical and responsive citizen
8. Develop and apply social research and digital literacy competencies to interpret phenomena for problem solving in
society.

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STRAND 1.0: NATURAL AND HISTORIC BUILT ENVIRONMENTS
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)
1.0 Natural and 1.1 Map By the end of the sub Learners are guided to: 1. How do
Historic Built Reading and strand, the learner should • interact with a topographical you
Environments Interpretation be able to: map and point out the calculate
(6 Lessons) a) identify and use elements of a map and share distances
marginal information to in class on a map?
interpret maps, • discuss in groups the marginal 2. How do you
b) outline types and uses information on a map and present determine
of scales on maps, in class area of a
c) determine distances • link the marginal place on a
and areas of places on information to the features map?
a map using scales, they represent on the map
d) describe the different and present in class
methods of • brainstorm on types and uses of
representing relief on scales and do class presentations
topographical maps, (Statement scale, linear scale,
e) interpret physical and
features on a map, Representative fraction scale) and
f) appreciate the use of present in class
marginal information • do exercises on scale
to interpret maps. conversion and do peer

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assessment
• practice measuring
distances on a
topographical map and
share in class
• calculate area of different
places on a topographical
map and share in class
• find out different methods of
representing relief on
topographical maps (drainage,
relief features and vegetation)
and share in class
• practice in pairs to
identify physical features
on a topographical map
Core Competencies to be developed:

• Critical Thinking and Problem solving as learners determine distances and areas of places on a map using scales and
present in class
• Creativity and Imagination as they practice in pairs to identify physical features on a topographical map and share in class
• Learning to Learn as they identify and use marginal information to interpret maps and present in class
• Citizenship as they collaborate within diverse teams while discussing in groups the marginal information on a map and
share in class

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Values:
• Integrity as learners measure distances and calculate area of places on a topographical map and present in class
• Unity as they work in groups to discuss the marginal information on a map and share in class
• Responsibility as they do exercises on scale conversion and do peer assessment and present in class
Pertinent and Contemporary Issues (PCIs):

• Creativity as they link the marginal information to the features they represent on the map and share in class
• Environmental Education as they practice in pairs to identify physical features on a topographical map share in class
Link to other subjects:

• Mathematics as learners calculate area of different places on a topographical map
• KSL, English and Kiswahili as learners brainstorm on types and uses of scales and do class presentations
Assessment Rubric
Indicator Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Ability to identify Skillfully identifies and Identifies and uses Partially identifies and With assistance
and use marginal uses marginal marginal information uses some marginal identifies and uses some
information to information to interpret to interpret maps information to interpret marginal information to
interpret maps maps map interpret maps
Ability to outline Comprehensively Outlines types and Partly outlines some With guidance outlines
types and uses of outlines types and uses uses of scales on types and uses of scales some types and uses
scales on maps of scales on maps maps on maps of scales on maps

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Ability to determine Creatively determines Determines distances Partially determines With support
distances and areas distances and areas of and areas of places distances and areas of determines distances and
of places on a map places on a map using on a map using places on a map using areas on a map using
using scales scales scales scales scales
Ability to describe Skillfully describes the Describes the Partly describes the With support describes
the different different methods of different methods of different methods of the different methods of
methods of representing relief on representing relief on representing relief on representing relief on
representing relief topographical maps topographical maps topographical maps topographical maps
on topographical
maps
Ability to interpret Creatively interprets Interprets physical Partially interprets some With assistance
physical features on physical features on a features on a map of the physical features interprets some of the
a map map on a map physical features on a
map

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Strand Sub-Strand Suggested Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 Natural and 1.2 Weather By the end of the sub-strand, Learners are guided to: How does
Historic Built and Climate the learner should be able to: • use print or digital resources to climate affect
Environments a) examine the factors research on factors influencing human
(6 Lessons) influencing weather and weather and climate in Africa and activities?
climate in Africa share in class
b) illustrate the distribution • draw an outline map of Africa
and characteristics of and indicate the hot climates and
climatic regions of Africa display in class
c) describe the causes and • view a video clip / film on
effects of climate change the distribution and
in the environment characteristics of climatic
d) suggest possible solutions regions of Africa and make
to the effects of climate short notes
change in the • brainstorm in groups on
environment causes and effects of climate
e) recognize the effects of change and share in class
weather and climate on
• debate in groups the possible
human activities
solutions to the effects of climate
change and write short notes
• Engage with a resource person
on the role of weather and
climate on human activities

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Core competencies to be developed:
• Communication and Collaboration as learners brainstorm in groups on causes and effects of climate change and share in
class
• Self-efficacy as learners draw an outline map of Africa and indicate the hot climates and display in class
• Digital literacy as learners use digital resources to research on factors influencing weather and climate in Africa and share in
class
• Critical Thinking and Problem Solving as learners debate in groups the possible solutions to the effects of climate
change and write short notes
• Creativity and Imagination as learners draw an outline map of Africa and indicate the hot climates and display in
class
Values:
• Patriotism as learners draw a map of Africa and identify with it as African citizens and as they suggest possible
solutions to the effects of climate change and share in class
• Respect as learners debate in groups the possible solutions to the effects of climate change and write short notes

• Disaster and risk reduction as learners suggest possible solutions to the effects of climate
change on the environment and share in class
• Environmental Education as learners discuss possible solutions to the effects of climate
change and share in class

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• English, Kiswahili and the Kenyan Sign Language as learners brainstorm in groups on causes and
effects of climate change
• Visual Arts as learners draw an outline map of Africa and indicate the hot climates and display in
class
• Computer Studies as learners use digital resources to research on factors influencing weather and climate in Africa
Assessment Rubric

Expectations
Ability to examine With examples examines Examines all factors Partially examines With support
factors influencing all factors influencing influencing some factors examines some factors
weather and climate weather and climate in weather and climate influencing weather and influencing weather
in Africa Africa in Africa climate in Africa and climate in Africa
Ability to illustrate creatively illustrates the Illustrates the Partly illustrates the With assistance
the distribution and distribution Ability to distribution and distribution and illustrates the
characteristics of suggest possible solutions characteristics of characteristics of distribution and
climatic regions of to the effects of climate climatic regions of climatic regions of characteristics of
Africa change in the Africa Africa climatic regions of
environment and Africa
characteristics of climatic
regions of Africa

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Ability to describe With examples describes Describes the causes Partially describes the With assistance
the causes and the causes and effects of and effects of climate causes and effects of describes the causes
effects of climate climate change in the change in the climate change in the and effects of climate
change in the environment environment environment change in the
environment Environment
Ability to suggest With examples suggest Suggests possible Partly suggests some With support suggests
possible solutions to possible solutions to the solutions to the possible solutions to the some possible
the effects of effects of climate change effects of climate effects of climate solutions to the
climate change in in the environment change in the change in the effects of climate
the environment environment environment change in the
environment

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Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
1.0 Natural and 1.3 Vegetation By the end of the sub strand, Learners are guided to: How should
Historic Built in Africa the learner should be able to: • Brainstorm in groups we care for
Environments a) explain factors influencing factors influencing vegetation in
(6 lessons) vegetation distribution in vegetation in Africa and our
Africa do a presentation in class environment?
b) describe the characteristics of • Explore the immediate
major vegetation regions of environment to identify the
Africa different types of vegetation
c) locate the major • Use digital resources to
vegetation regions of find out the vegetation
Africa regions in Africa
d) examine methods of • Use appropriate media to
conserving vegetation in the identify the characteristics
community of vegetation in Africa
e) appreciate vegetation • Draw a map of Africa and
conservation within the indicate the vegetation
environment regions
f) participate in conservation of • Create posters on ways of
vegetation in the environment caring for vegetation in the
community
• Write essays on ways of
caring for vegetation in the

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school community
• Debate on importance of
vegetation in the community
and make short notes

• Communication as learners write essays on ways of caring for vegetation in the community
• Creativity and Imagination as learners create a poster on ways of caring for vegetation in the community
• Learning to Learn as learners explore the immediate environment to identify the different types of vegetation and present in
class
• Citizenship as learners draw a map of Africa and indicate the vegetation regions
Values:
• Responsibility as learners create a poster on ways of caring for vegetation in the community and present in class
• Unity as learners brainstorm in groups factors influencing vegetation in Africa and do a presentation in class
• Respect as learners debate on importance of vegetation in the community and make short notes

• Environmental Education as learners debate on importance of vegetation in the community and make short notes ∙
• Social Cohesion as learners brainstorm in groups factors influencing vegetation in Africa and do a presentation in class

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• Agriculture as learners participate in conservation of vegetation in the environment
• Integrated Science as they explore the immediate environment to identify the different types of vegetation
• English, Kiswahili, Indigenous languages and Kenyan Sign Language as learners debate on importance of vegetation in
the community
• Visual Arts as they create a poster to inform the school community on importance of caring
Assessment Rubric

Expectations
Ability to explain With examples explains Explains most factors Partially explains some With support correctly
factors influencing all factors influencing influencing vegetation factors influencing explains some factors
vegetation vegetation distribution distribution in Africa vegetation distribution influencing vegetation
distribution in Africa in Africa in Africa distribution in Africa
Ability to describe Skillfully describes the Describes the Partly describes With assistance describes
the characteristics of characteristics of major characteristics of major characteristics of major the characteristics of
major vegetation vegetation regions of vegetation regions of vegetation regions of major vegetation regions
regions of Africa Africa Africa Africa of Africa
Ability to locate the Skillfully locates the Locates the major Partially locates the With support locates the
major vegetation major vegetation vegetation regions of major vegetation major vegetation regions
regions of Africa regions of Africa Africa regions of Africa of Africa

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Ability to examine With examples Examines methods of Partly examines With assistance examines
methods of examines methods of conserving vegetation methods of conserving methods of conserving
conserving conserving vegetation in in the community vegetation in the vegetation in the
vegetation in the the community community community
community

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Strand Sub- Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(S)
1.0 Natural 1.4 Historical By the end of the sub - Learners are guided to: Why should we
and Historic Sites and strand, the learner should • use digital or print resources to conserve and
Built Monuments be able to: trace selected historical sites and protect the
Environments in Africa a) locate selected monuments in Africa (Fort Jesus, historical sites
historical sites and Kilwa, Great Zimbabwe, Giza and monuments?
(4 Lessons) monuments in Africa pyramids, Meroe, Timbuktu,
b) examine the Robben Island) and present in
importance of class
historical sites and • draw a map of Africa and locate
monuments for the selected historical sites and
preservation of monuments and share in class
cultural heritage • brainstorm in groups on the
c) explore ways of importance of historical sites
conserving historical and monuments in Africa and
sites and monuments share in class
in Africa
• find out from relevant sources
d) conserve historical
sites and ways of conserving the historical
monuments in the sites and monuments and present
locality in class
e) appreciate the • collect pictures and photographs
conservation of and create an album of historical
historical sites and sites and monuments and share in

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monuments in the class
locality

• Creativity and Imagination as learners collect pictures and photographs and develop an album of
historical sites and monuments and share in class
• Digital Literacy as learners use digital resources to trace historical sites and monuments in Africa and
share in class
• Self-Efficacy as learners draw a map of Africa and locate the selected historical sites and monuments and peer assess
• Critical Thinking and Problem Solving as learners brainstorm in groups on the importance of historical sites
and monuments in Africa and share in class
• Citizenship as learners preserve the historical sites and monuments within the locality and share in class
Values:
• Integrity as learners use digital resources resourcefully and responsibly to trace historical sites and
monuments in Africa and share in class
• Unity as learners work in groups to draw a map of Africa and locate the selected historical sites and
monuments and peer assess
• Patriotism as learners preserve and protect historical sites and monuments in the local environment
and share in class
• Responsibility as learners learn how to preserve the historical monuments and share in class

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• Social Cohesion as learners brainstorm in groups on the importance of historical sites and monuments in
Africa and present in class
• Environmental Education as learners learn about preservation and conservation of the environment and
share in class
• Self-Awareness as learners work in groups to draw a map of Africa and trace the selected historical sites and monuments and
peer assess

• English/Kiswahili/Kenyan Sign Language as learners brainstorm in groups on the importance of historical sites and
monuments in Africa
• Visual Arts as learners draw a map of Africa and trace the selected historical sites and monuments
• Christian Religious Education as learners learn about preservation and protection of historical monuments
• Computer Science as learners use digital resources to trace historical sites and monuments in Africa
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaching Below Expectation

Expectation
Ability to locate Skillfully locates Locates selected Partly locates selected With support locates
selected historical selected historical historical sites and historical sites and selected historical sites
sites and monuments sites and monuments monuments in Africa monuments in Africa and monuments in
in Africa in Africa Africa

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Ability to examine With examples Examines the Partially examines the With assistance
the importance of examines the importance of importance of examines the
historical sites and importance of historical historical sites and historical sites and importance of historical
monuments for sites and monuments monuments for monuments for sites and monuments
preservation of for preservation of preservation of preservation of for preservation of
cultural heritage cultural heritage cultural heritage cultural heritage cultural heritage
Ability to explore Elaborately explores Explores ways of Partly explores ways With support explores
ways of conserving ways of conserving conserving historical of conserving ways of conserving
historical sites and historical sites and sites and monuments historical sites and historical sites and
monuments in monuments in Africa in Africa monuments in Africa monuments in Africa
Africa
Ability to conserve Demonstrates Demonstrates Demonstrates With guidance

and protect conserving and conserving and conserving and Demonstrates a
historical sites and protecting historical protecting historical protecting historical conserving and
monuments in the sites and monuments in sites and monuments sites and monuments in protecting historical
locality the locality in the locality the locality sites and monuments in
the locality

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STRAND 2.0: PEOPLE AND POPULATION
Strand Sub-Stand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question (s)
2.0 People and 2.1 Scientific By the end of the sub strand, Learners are guided to: Why is Africa
Population Theory about the learner should be able to: • discuss in groups how the cradle of
Human Origin a) explore the scientific scientific theory is used to humanity?
theory about human explain human origin and
(4 Lessons) origin, present in class
b) explain the importance • draw charts showing the
of fossil records of different stages of human
human evolution and share in class
evolution in Africa, • use digital or print resources to
c) locate when and where pre find out the importance of
historic human remains fossil records of human
were discovered in Africa, evolution in Africa and present
d) illustrate changes which in class
took place in humans as • brainstorm in groups on the
a result of evolution, differences between various
e) apply knowledge on species of early humans, when
human origin to develop they existed and where their
a sense of common remains were discovered and
humanity and share in class
interdependence of
• use print or digital resources
humans,
to get pictures of different
f) recognize Africa as the
fossils, dates and places and

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cradle of humanity. draw a chart to show when
and where pre historic human
remains were discovered in
Africa and present in class
• Engage with a resource person
to discuss the preservation of
remains of early humans and
take notes
• Carry out library research on
changes which took place in
humans as a result of evolution
and draw an evolutionary tree
and display in class
• debate on the scientific theory
of human origin and Africa as
the cradle of humanity

• Communication and Collaboration as learners brainstorm in groups on the differences between various species of early
humans, when they existed and where their remains were discovered and present in class
• Digital Literacy as learners use digital devices to get pictures of different fossils, dates and places where they were
discovered and present in class
• Creativity and imagination as learners draw charts showing the different stages of human evolution
and present in class

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Values:
• Respect as learners discuss in groups how scientific theory is used to explain human origin and present in class
• Responsibility as learners use print or digital resources to get pictures of different fossils, dates and places where they were
discovered and present in class
• Integrity as learners use print or digital resources to get pictures of different fossils, dates and places where they were
discovered

• Social cohesion as learners brainstorm in groups on the differences between various species of early humans, when
they existed and where their remains were discovered
• Self-awareness as learners draw charts showing the different stages of human evolution
Link to other Subjects:

• English, Kiswahili, Kenyan Sign Language as learners brainstorm in groups on the differences between various species of
early humans, when they existed and where their remains were discovered
• Computer Science as learners use digital devices to search for information about human origin
• Integrated Science as the learners use digital or print resources to find out the importance of fossil records of
human evolution in Africa ∙ Visual Arts as learners draw charts showing the different stages of human
evolution

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Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to explore With examples, Explores the Partially explores aspects With assistance explores
the Scientific theory explores the scientific Scientific theory of the Scientific theory the Scientific theory about
about human origin theory about human about human on human origin human origin
origin origin
Ability to explain With examples, explains Explains the Partly explains the With assistance explains
the importance of the importance of fossil importance of importance of fossil importance of fossil
fossil records of records of human fossil records records of human records of human
human evolution evolution in Africa of human evolution in Africa evolution in Africa
in Africa evolution in
Africa
Ability to locate when With illustrations Locates when and Partially locates when With support locates when
and where pre locates when and where where pre historic and where pre historic and where pre historic
historic human pre historic human human remains were human remains were human remains were
remains were remains were discovered discovered in Africa discovered in Africa discovered in Africa
discovered in Africa in Africa
Ability to illustrate Creatively illustrates Illustrates changes Partly illustrating With guidance
changes which took changes which took which took place in changes which took illustrating changes
place in humans as place in humans as humans as result of place in which took place in
result of evolution result of evolution evolution humans as result of humans as result of
evolution evolution

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 People 2.2 Early By the end of the sub-strand, Learners are guided to: 1. Why is it
and Civilization the learner should be able to: • brainstorm in groups on factors necessary to
Population a) explore factors that led to which led to growth of ancient study the
(8 growth of the selected Egypt, Great Zimbabwe, and contribution of
Lessons) Ancient Kingdoms in Africa Kingdom of Kongo early African
and contribution to the civilization to
• draw and locate the selected modern world?
modern world, Ancient Kingdoms on a map of
b) trace the places of origins of 2. Why is cultural
Africa heritage important
early visitors to the East
• view an audio-visual to a society?
African Coast,
documentary on the
c) describe the Swahili
civilization along the East contribution of early African
African coast, civilization to the modern world
d) apply best practices from • in groups, brainstorm on the
early civilizations to the origin of early visitors to East
development of modern African Coast up to 1500 and
world, use digital or print resources to
e) appreciate the contribution locate on a map of Europe and
of early civilization to the Asia places of origin of early
development of modern visitors to the East African
world. Coast (Asia, Europe)
• brainstorm on the Swahili
civilization along the East

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African coast and discuss
factors which led to growth of
East African city states
• discuss the best practices from
early civilizations to the
development of modern world
• debate on the contribution of
early civilization to the
development of modern world

• Citizenship as learners debate on the contribution of early civilization to the development of modern world
• Communication and Collaboration as learners brainstorm in groups on factors which led to growth of ancient Egypt, Great
Zimbabwe and Kingdom of Kongo
• Digital Literacy as learners use digital resources to locate on a map of Europe and Asia places of origin of early visitors
to the East African Coast
Values:
• Respect as learners discuss the effects of the interaction between East Africa and the outside
world up to the 15th Century
• Unity as learners in groups, brainstorm in groups on the origin of early visitors to East African
Coast up to 1500

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• Social Cohesion as learners brainstorm in groups on the origin of early visitors to East African Coast up to 1500
• Self-Esteem as learners outline the contribution of early African civilization to the modern world
• Good Governance as learners brainstorm on factors which led to growth of ancient Egypt, Great Zimbabwe, East African
city states and Kingdom of Kongo

• Computer Science as leaners use digital resources to locate on a map of Europe and Asia places of origin of early visitors
to the East African Coast ∙ English, Kiswahili and Kenyan Sign Language as learners discuss the effects of the interaction
between East Africa and the outside world up to the 15th Century
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation

Expectation
Ability to explore Comprehensively Explores factors that Explores some With support explores
factors that led to explores factors that led led to growth of factors that led to factors that led to
growth of to growth of ancient ancient Egypt and growth of ancient growth of ancient Egypt
ancient Egypt and Egypt and Great Great Zimbabwe Egypt and Great and Great Zimbabwe
Great Zimbabwe Zimbabwe Zimbabwe
Ability to trace the With illustrations, traces Traces the origin Traces the origin of With support traces
origin of early the origin of early visitors of early visitors to some of the early the origin of early
visitors to the East to the East African Coast the East African visitors to the East visitors to the East
African Coast Coast African Coast African Coast

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Ability to describe With examples, Describes the Partly describes the With assistance
the Swahili describes the Swahili Swahili civilization Swahili civilization describes the
civilization along the civilization along the along the East along the East Swahili civilization
East African coast East African coast African coast African coast along the East
African coast

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question (S)
2.0 People and 2.3 Socio- By the end of the sub- Learners are guided to: 1. What makes
Population Cultural strand, the learner should • Brainstorm in groups on the people
Diversity and be able to: terms “Socio- Cultural different from
Inclusion a) explore various socio Diversity” and “Inclusion” in each other?
cultural diversities in society 2. How does
(4 lessons) Kenya, • Use digital or print resources to respect for
b) illustrate ways of research on various socio- socio-cultural
celebrating various socio cultural diversities in Kenya diversity and
cultural diversities in the • Role play on ways of celebrating inclusion
community, various socio-cultural diversities promote
c) participate in promoting in the community harmonious
respect for socio-cultural • Participate in drama, music and living in
diversities and inclusion intercultural fares society?
in society, • Organize school cultural week
d) embrace various • Debate on ways of promoting
socio cultural respect for socio-cultural
diversities and diversities and inclusion in
inclusion in the society
society for • Compose and recite poems on
harmonious living. socio cultural diversities and
inclusion in society
• Engage a resource person on

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ways of promoting socio-
cultural diversities and
inclusion for harmonious living

• Citizenship as learners debate on ways of promoting respect for socio-cultural
diversities and inclusion in society ∙ Self-Efficacy as learners compose and recite poems
on socio-cultural diversities and inclusion in society
• Communication and Collaboration as learners brainstorm in groups on the terms “Socio- Cultural Diversity”
and “Inclusion” in society ∙ Digital Literacy as learners use digital or print resources to research on various
socio-cultural diversities in Kenya
• Learning to Learn as learners engage a resource person on ways of promoting socio-cultural diversities and
inclusion for harmonious living
Values:
• Respect as learners‟ debate on ways of promoting respect for socio-cultural diversities and inclusion in society
• Unity as learners compose and recite poems on socio-cultural diversities and inclusion in society
• Social Justice as learners participate in drama, music and intercultural fares

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• Social Cohesion as learners compose and recite poems on socio-cultural diversities and inclusion in society
• Ethnic Relations as learners role play on ways of celebrating various socio-cultural diversities in the community
• Self-Esteem as learners compose and recite poems on socio-cultural diversities and inclusion in society
• Effective Communication as learners debate on ways of promoting respect for socio-cultural diversities and inclusion in
society

• Computer Science as learners use digital resources to research on various socio-cultural diversities in Kenya
• Kenyan Sign Language, Kiswahili and English as learners debate in class on ways through which socio-cultural
diversity promote social cohesion and harmony
• Performing Arts as learners compose and recite poems on socio-cultural diversities and inclusion in society
Assessment Rubric

Expectation
Ability to explore Comprehensively Explores various Explores some of the With assistance
various socio-cultural explores various socio- socio-cultural various socio-cultural explores various socio-
diversities in Kenya cultural diversities in diversities in Kenya diversities in Kenya cultural diversities in
Kenya Kenya

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Ability to illustrate With examples, illustrates Illustrates ways of Illustrates some With support
ways of celebrating ways of celebrating celebrating various ways of celebrating illustrates ways of
various socio- various socio-cultural socio-cultural various socio celebrating various
cultural diversities diversities in the diversities in the cultural diversities socio-cultural
in the community community community in the community diversities in the
community

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
2.0 People 2.4 Peaceful By the end of the sub Learners are guided to: How can we
and Conflict strand, the learner should • brainstorm in groups on the promote
Population Resolution in be able to: meaning of the word conflict peaceful
the family a) explore situations that may using metaphors or proverbs from conflict
lead to conflicts in a family, their communities resolution at the
(4 Lessons) b) describe characteristics of • discuss situations that could family level?
a peaceful family for lead to conflict at family level
harmonious living, and share in class
c) examine non-violent • In panels, discuss on non-
methods of resolving violent methods of resolving
family conflicts family conflicts and compose
d) apply methods of non- peace poems to share in class
violent conflict • In groups debate and come up
resolution to promote with methods of non-violent
peace, conflict resolution to promote
e) appreciate the contribution peace
of family peace to • Role play non-violent
harmonious living in methods of resolving family
society, conflicts
f) embrace family • Initiate and organize family
agreements as a means of outings to discuss peace and
maintaining trust and family agreements as a means of
unity for peaceful living. maintaining trust and unity for
peaceful living

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• Develop sample rules and
agreements to maintain peace in
the family

• Citizenship as learners develop sample rules and agreements to maintain peace in the family
• Collaboration as learners brainstorm in groups on the meaning of the word conflict using metaphors or
proverbs from their communities ∙ Self-Efficacy as learners role play non-violent methods of resolving family
conflicts
• Critical Thinking and Problem Solving as learners develop sample rules and agreements to maintain peace in the family
Values:
• Peace as learners role play non-violent methods of resolving family conflicts
• Love as learners initiate and organize family outings to discuss peace and family agreements as a means of maintaining
trust and unity for peaceful living
• Unity as learners initiate and organize family outings to discuss peace and family agreements as a means of maintaining
trust and unity for peaceful living
• Patriotism as the learners in groups debate and come up with methods of non-violent conflict
resolution to promote peace ∙ Respect as learners develop sample rules and agreements to
maintain peace in the family

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• Social Cohesion as learners initiate and organize family outings to discuss peace and family agreements as a means of
maintaining trust and unity for peaceful living
• Safety and Security as learners initiate and organize family outings to discuss peace and family agreements as a means of
maintaining trust and unity for peaceful living
• Conflict Resolution as leaners role play peaceful conflict resolution approaches at the family level

• Life Skills Education as learners initiate and organize family outings to discuss peace and family agreements as a
means of maintaining trust and unity for peaceful living
• Performing Arts as learners role play peaceful conflict management approaches at the family level
• Indigenous Language, Kiswahili, English and Kenyan Sign Language as learners use metaphors or proverbs on conflict
from their communities and compose peace poems to recite in school
Assessment Rubric

Expectation
Ability to explore Elaborately explores Explores situations Fairly explores With assistance
situations that may situations that may lead that may lead to situations that may explores situations
lead to conflicts in to conflicts in a family conflicts in a family lead to conflicts in a that may lead to
a family family conflicts in a family

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Ability to describe With examples, Describes Partially describes With support
characteristics of a describes characteristics characteristics of a characteristics of a describes
peaceful family for of a peaceful family for peaceful family for peaceful family for characteristics of a
harmonious living harmonious harmonious living harmonious living peaceful family for
living harmonious living
Ability to examine Critically examines Examines non violent Examines some non- With prompt examines
non violent methods non-violent methods of methods of resolving violent methods of non-violent methods of
of resolving family resolving family family conflicts resolving family resolving family
conflicts conflicts conflicts conflicts
18

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Question(s)
2.0 People 2.5 Trans By the end of the sub-strand, the Learners are guided to: Why do people
and Saharan learner should be able to: • Brainstorm on factors that led to subject others to
Population Slave Trade a) identify factors that led to • Development of Trans-Saharan slave trade?
(4 Lessons) b) development of Trans- and write a report
Saharan • Debate on factors that led to
c) slave Trade in Africa, development of Trans-Saharan
d) describe the organization of • Slave trade in Africa
Trans Saharan slave trade in
• Use digital or print resources to
Africa,
research on the organization of
e) examine the effects of
Trans-Saharan slave trade in • Trans-Saharan slave trade in
Africa, Africa
f) participate in promotion of • Discuss the effects of Trans
social justice in the society, Saharan slave trade in Africa
g) advocate for eradication of • Draw a map of Africa and
slave trade in society, locate regions where slaves
h) develop desire to promote were
social justice in a society. • Sourced during the Trans-
Saharan slave trade

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• Digital Literacy as learners use digital resources to research on the organization of Trans-Saharan slave trade in
Africa
• Communication and Collaboration as learners debate on factors that led to development of Trans-Saharan slave trade
in Africa
• Learning to Learn as learners use digital or print resources to research on the organization of Trans-Saharan slave
trade in Africa
• Creativity and Imagination as learners draw a map of Africa and locate regions where slaves were sourced during the
Trans-Saharan slave trade
Values:
• Unity as learner debate on factors that led to development of Trans-Saharan slave trade in Africa
• Social Justice as learners discuss the effects of Trans-Saharan slave trade in Africa

• Human Rights as learners debate on factors that led to development of Trans-Saharan slave trade in Africa
• Effective Communication as learners debate on factors that led to development of Trans-Saharan slave trade in Africa

• English, Kiswahili and Kenyan Sign Language as learners debate on factors that led to development of Trans-
Saharan slave trade in Africa
• Visual Arts as learners draw a map of Africa and locate regions where slaves were sourced during the Trans-
Saharan slave trade

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19
• Computer Science as learners use digital resources to research on the organization of Trans-Saharan slave trade in Africa
Assessment Rubric

Expectation
Ability to identify With examples, Identifies factors Identifies some With assistance
factors that led to identifies factors that that led to factors that led to identifies factors that
development of led to development of development of development of led to development
Trans Saharan slave Trans Saharan slave Trans-Saharan slave Trans Saharan slave of Trans Saharan
Trade in Africa Trade in Africa Trade in Africa Trade in Africa slave Trade in Africa
Ability to describe With illustrations, Describes the Partially describes the With guidance describes
the organization of describes the organization of organization of Trans the organization of
Trans Saharan slave organization of Trans- Trans Saharan Saharan slave trade in Trans Saharan slave
trade in Saharan slave trade in slave trade in Africa trade in Africa
Africa Africa Africa
Ability to examine Critically examines Examines the effects Partly examines the With support
the effects of Trans the effects of Trans of Trans-Saharan slave effects of Trans- examines the effects
Saharan slave trade Saharan slave trade in trade in Africa Saharan slave trade in of Trans-Saharan
in Africa Africa Africa slave trade in Africa

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question (S)
2.0 People 2.6 Population By the end of the sub-strand, the Learners are guided to: 1. Why do
and Growth in learner should be able to; • Brainstorm in groups people
Population Africa a) explore causes and effects of causes of population migrate from
population growth in Africa, growth in Africa one place to
(4 lessons) b) examine types and effects of • Use digital and print another?
migration in Africa, resources to research effects 2. Why is it
c) illustrate demographic trends in of population growth in important to
Kenya, Africa study
d) create awareness on the effects demographic
• Draw demographic trends
of population growth in the changes?
in Kenya using recent
community, census data
e) acknowledge the impact of
• Brainstorm in groups on
migration on population growth
types of migration
in Africa.
• Research on factors that
influence migration in Africa
and share in class ∙ engage a
resource person on effects of
migration in Africa
• Develop posters to create
awareness on effects of
population growth in the
community

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• Critical Thinking and Problem Solving as learners research on factors that influence migration
in Africa and share in class ∙ Communication and Collaboration as learners debate on factors
influencing migration in Africa
• Self-Efficacy as learners illustrate demographic trends in Kenya and display in the classroom
• Creativity and Imagination as learners develop posters to create awareness on effects of population growth in the
community
Values:
• Responsibility as learners use digital and print resources to research effects of population growth in Africa
• Unity as learners develop posters to create awareness on effects of population growth in the community
brainstorms and discuss in groups
• Respect as the learners debate on factors influencing migration in Africa

• Social cohesion as learners brainstorm in groups causes of population growth in Africa

• Kenyan Sign Language, Kiswahili and English as learners debate on factors influencing migration in Africa
• Computer Science as learners use digital resources to research effects of population growth in Africa

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Assessment Rubric

Expectation
Ability to explore Elaborately explores Explores causes Partially explores With assistance
causes and effects of causes and effects of and effects of causes and effects of explores causes and
population growth in population growth in population population growth in effects of
Africa Africa growth in Africa Africa population growth in
Africa
Ability to examine Skillfully examines Examines types Examines some types With guidance
types and effects of types and effects of and effects of and effects of examines types and
migration in Africa migration in Africa migration in migration in Africa effects of migration in
Africa Africa
Ability to illustrate Creatively illustrates Illustrates Partly illustrates With assistance

demographic trends demographic trends in demographic trends demographic trends in illustrates
in Kenya Kenya in Kenya Kenya demographic trends in
Kenya

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Experiences Question (S)
2.0 People 2.7 Photograph By the end of the sub strand, the Learners are guided to: Why are
and Work learner should be able to: • classify various types of photographs
Population a) identify types of photographs • photographs important in
(4 lessons) used in social studies, • brainstorm in groups on interpreting
b) explain the uses of uses of photographs for human
photographs for interpretation of human activities and
interpretation of human and and physical activities physical
physical activities, features?
• draw a sketch of a
c) describe the various parts of photographs or use
a photograph in social digital devices to take
studies,
• photographs and describe the
d) interpret physical features
and human activities in a different parts
photograph, • practice reading different
e) appreciate the use of types of photographs as used
photographs in social in Social Studies
studies.

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• Communication and Collaboration as learners brainstorm in groups on uses of photographs for interpretation of
human and physical activities ∙ Digital Literacy as learners use digital devices to take photographs and describe the
different parts
• Critical Thinking as learners practise reading different types of photographs as used in Social Studies
• Creativity and Imagination as learners draw a sketch of a photographs or use digital devices to take photographs and
describe the different parts
Values:
• Unity as learners brainstorm in groups on uses of photographs for interpretation of human and physical activities

• Self-Esteem as learners draw a sketch of a photographs or use digital devices to take photographs and
describe the different parts ∙ Critical Thinking as learners classify various types of photographs
• Social Cohesion as learners brainstorm in groups on uses of photographs for interpretation of human and physical activities

• Kenyan Sign Language, Kiswahili and English as learners brainstorm in groups on uses of photographs for
interpretation of human and physical activities
• Computer Science as learners use digital devices to take photographs and describe the different parts
• Visual Arts as learners draw a sketch of a photographs or use digital devices to take photographs and describe the
different parts
23

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Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify With examples, Identifies types of Identifies some types of With support
types of identifies types of photographs in photographs in Social identifies types of
photographs in photographs in Social Social Studies Studies photographs in
Social Studies Studies Social Studies
Ability to explain With examples, Explains uses of Explains some uses of With guidance
uses of photographs explains uses of photographs for photographs for explains uses of
for interpretation of photographs for interpretation of interpretation of human photographs for
human interpretation of human human and physical and physical activities interpretation of
and physical activities and physical activities activities human and
physical activities
Ability to describe Comprehensively Describes the various Partially describes the With assistance
the various parts describes the various parts of a photograph various parts of a describes the
of a photograph parts of a photograph in in Social Studies photograph in Social various parts of a
in Social Studies Social Studies Studies photograph in
Social Studies

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Ability to interpret Creatively interprets Interprets physical Partly interprets With support
physical features and physical features and features and human physical features and interprets physical
human activities in a human activities in a activities in a human activities in a features and human
photograph photograph photograph photograph activities in a
photograph

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STRAND 3.0: RESOURCES AND ECONOMIC ACTIVITIES
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry

Experiences Questions
3.0 Resources 3.1 Agriculture By the end of the sub strand Learners are guided to: How has
and Economic Activities the learner should be able to; • use print or digital resources subsistence
a) distinguish types of to find out different types of farming
(8 Lessons) Agriculture practiced in Agriculture (Subsistence developed in the
Africa, farming, pastoralism and community?
b) describe pastoralism practices settler farming)
in Africa, • brainstorm in groups on
c) explore establishment of pastoralism practices in
settler agriculture during the Africa (Maasai and Fulani)
colonial period in Kenya, • use digital or print
d) describe plantation resources to locate places
agriculture and cash crop where pastoralism is
growing in Kenya and their practiced by the Maasai
contribution to economic and Fulani in Africa
development, • draw a map of Africa and
e) apply consumer awareness locate areas where
in agricultural practices, pastoralism is practiced by
f) appreciate agricultural Maasai and Fulani
practices for food security. • research on plantation
agriculture and cash crop
growing in Kenya and their

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contribution to economic
development and present
in class (Tea growing in
Kenya, Maize in Tanzania
and Cocoa in Ghana)
• engage with a resource
person on the effects of
settler farming in Kenya
and do a write up
• discuss best agricultural
practices that protect
consumers health
• debate on the consumer
concerns on farm inputs
for the selected crops in
Africa
• develop communication
messages on consumer
concerns on farm inputs and
share with the community

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• Digital Literacy as learners use digital resources to locate places where pastoralism is practiced by the
Maasai and Fulani in Africa
• Communication and Collaboration as learners brainstorm in groups on pastoralism practices in Africa
• Self-Efficacy as learners draw a map of Africa and locate areas where pastoralism is practiced by Maasai and
Fulani
• Creativity and Imagination as learners develop communication messages on consumer concerns on farm inputs and
• Learning to learn as learners engage with a resource person on the effects of settler farming in Kenya and do a write
up
Values:
• Responsibility as learners develop communication messages on consumer concerns on farm inputs and
• Unity as learners develop communication messages on consumer concerns on farm inputs and share
with the community

• Social Cohesion as learners brainstorm in groups on pastoralism practices in Africa
• Self- Awareness as learners draw a map of Africa and locate areas where pastoralism is
practiced by Maasai and Fulani ∙ Food Security as learners develop talking walls on the role
of subsistence farming in the community
• Financial Literacy as learners research on plantation agriculture and cash crop growing in Kenya and their contribution
to economic development and present in class
• Consumer Education as learners discuss best agricultural practices that protect consumers health

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∙ English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups on
pastoralism practices in Africa ∙ Agriculture as learners discuss best agricultural practices
that protect consumers health
∙ Visual Arts as learners develop draw a map of Africa and locate areas where pastoralism is practiced by Maasai and Fulani ∙
Business Studies as learners research on plantation agriculture and cash crop growing in Kenya and their contribution to
economic development and present in class
Assessment Rubric

Expectation
Ability to distinguish With examples, Distinguishes types of Partially distinguishes With support
types of Agriculture distinguishes types of Agriculture types of Agriculture distinguishes types of
practiced in Africa Agriculture practiced practiced in Africa practiced in Africa Agriculture practiced
in Africa in Africa
Ability to describe Skillfully describes Describes pastoralism Partly describes With assistance
pastoralism practices pastoralism practices in Africa pastoralism practices describes pastoralism
in Africa practices in Africa in Africa practices in Africa

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Ability to explore Elaborately explores Explores establishment Fairly explores With guidance explores
establishment of settler establishment of settler of settler agriculture establishment of settler establishment of settler
agriculture during the agriculture during the during the agriculture during the agriculture during the
colonial period in colonial period in colonial period in colonial period in colonial period in
Kenya Kenya Kenya Kenya Kenya
Ability to describe Exhaustively describes Describes Partially describes With support describes
plantation agriculture plantation plantation agriculture plantation agriculture plantation agriculture
and cash crop growing agriculture and cash and cash crop growing and cash crop growing and cash crop growing
in Kenya and their crop growing in Kenya in Kenya and their in Kenya and their in Kenya and their
contribution to and their contribution contribution to contribution to contribution to
economic development to economic economic development economic development economic development
development
27

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Questions
3.0. Resources 3.2 Sustainable By the end of the sub strand Learners are guided to: How can we use
and Economic Resource the learner should be able to: • use digital resources to resources for
Activities Utilization a) distinguish between identity renewable and non- sustainable
b) renewable and non- renewable resources development?
(4 Lessons) renewable resources for • in pairs find out how
sustainability, resources can be used
c) explore practices that efficiently and report in class
reflect mismanagement of • in groups, research on
resources in society, practices that reflect
d) examine methods of mismanagement of
reducing, reusing and resources in society and
recycling available present in class
resources for
e) responsible and • discuss in groups methods
sustainable lifestyle, of reducing, reusing and
recycling available
f) apply prudent utilization
resources for responsible
of resources to socio-
and sustainable lifestyle
economic development,
g) appreciate management • write topical issues on
of available resources reducing, reusing and
for safe and secure recycling in the school
future. magazine or school notice
board

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• debate on the relationship
• between resource utilization
and socio-economic
development in Kenya,
• develop talking walls on how
to manage available
resources for safe and secure
future
Core competences to be developed:

• Critical thinking and problem solving as learners develop talking walls on how to manage available resources for safe
and secure future.
• Creativity and imagination as learners write topical issues on reducing, reusing and recycling in the school magazine
or school notice board
• Communication and collaboration as learners debate on the relationship between resource utilization and socio-
economic development in Kenya ∙ Citizenship as learners discuss in groups methods of reducing, reusing and
recycling available resources for responsible and sustainable lifestyle
Values:
• Responsibilities as learners research on practices that reflect mismanagement of resources in
society and present in class
• Unity as learners write topical issues on reducing, reusing and recycling in the school
magazine or school notice board
• Respect as learners debate on the relationship between resource utilization and socio-economic
development in Kenya

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• Poverty reductions as learners discuss in groups the methods of reducing, reusing and recycling available resources for
responsible and sustainable lifestyle
• Social cohesion as learners develop topical issues on resources utilization and the implication on political and social -
economic development
• Environmental Education discuss the methods of reducing, reusing and recycling available resources for responsible

• Computer Studies as learners use digital resources to identity renewable and non-renewable resources
• Integrated Science as learners discuss the methods of reducing, reusing and recycling available resources for responsible
• English, Kiswahili and Kenyan Sign Language as learners discuss in groups the methods of reducing, reusing and recycling
available resources for responsible and sustainable lifestyle

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectation

expectation
Ability to distinguish With examples, Distinguishes between Partially distinguishes With support
between renewable distinguishes between renewable and non- between renewable and distinguishes between
and non-renewable renewable and non- renewable resources non renewable resources renewable and non
resources for renewable resources for for sustainability for sustainability renewable resources
sustainability sustainability for sustainability
Ability to explore With illustrations, Explores practices Explores some practices With assistance
practices that reflect explores practices that that reflect that reflect explores practices that
mismanagement of reflect mismanagement of mismanagement of mismanagement of reflect
resources in society resources in society resources in society resources in society mismanagement of
resources in society
Ability to examine Critically examines Examines methods of Examines some With guidance
methods of reducing, methods of reducing, reducing, reusing and methods of reducing, examines methods of
reusing and recycling reusing and recycling recycling available reusing and reducing,
available resources available resources for resources for recycling available reusing and recycling
for responsible and responsible and responsible and resources for responsible available resources
sustainable lifestyle sustainable lifestyle sustainable lifestyle and sustainable lifestyle for responsible and
sustainable lifestyle

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STRAND 4.0: POLITICAL DEVELOPMENTS AND GOVERNANCE
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
4.0. Political 4.1 Colonization By the end of the sub strand, Learner is guided to: 1. How best
Developments and Liberation the learner should be able to: • brainstorm in groups on should
and Struggle in Africa a) analyze responses to the the African responses to Africans have
Governance establishment of colonial the establishment of reacted to
(6 Lessons) rule in Africa, colonial rule (Nandi, colonization?
b) examine the colonial Menelik I and Lobengula) 2. How can we
systems of administration • use digital or print participate in
in Africa, resources to research on defending our
c) explore the role played by the colonial systems of independence
key personalities in the administration in Africa and building
struggle for independence • use flash cards to display African
in Kenya, Unity?
in class the roles played by
d) adopt best practices from
the key personalities to the key personalities in the
defend independence of struggle for independence
Kenya, in Kenya
e) illustrate the wave of (Dedan Kimathi and
independence in Africa Priscilla Ingashani
using a map, Abwao)
f) value self-determination • create portraits of the
and independence from selected key personalities

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foreign rule in Africa. in the struggle for
independence in Kenya as
a short memoir
• Debate on ways of
defending Kenya’s
independence
• Draw a map of Africa and
show the year each country
attained self- rule

• Citizenship as learners draw a map of Africa and show the year each country attained self- rule
• Self-Efficacy as learners create portraits of the selected key personalities in the struggle for independence in Kenya as a
short memoir
• Learning to Learn as learners use relevant digital or print resources to research on the colonial systems of administration in
Africa ∙ Creativity and Imagination as learners create portraits of the selected key personalities in the struggle for
independence in Kenya as a short memoir
Values:
• Patriotism as learners draw a map of Africa and show the year each country attained self- rule
• Unity as learners brainstorm in groups on the African responses to the establishment of colonial rule
• Responsibility as learners create portraits of the selected key personalities in the struggle for independence in Kenya as a
short memoir

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• Social Cohesion as learners create portraits of the selected key personalities in the struggle for independence in
Kenya as a short memoir.
• Self-Awareness as learners draw a map of Africa and show the year each country attained self- rule
Link to other subjects

• English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups on the African responses to the
establishment of colonial rule ∙ Computer Science as learners use digital resources to research on the colonial
systems of administration in Africa
• Visual Arts as learners draw a map of Africa and show the year each country attained self- rule
Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches elow Expectation

Expectation
Ability to analyze Critically Analyses Analyses some of the With assistance

responses to the analyses responses to the responses to the responses to the analyses responses to
establishment of establishment of colonial establishment of establishment of the establishment of
colonial rule in Africa rule in Africa colonial rule in Africa colonial rule in Africa colonial rule in Africa
Ability to examine Critically examines the Examines the colonial Partially examines the With guidance
the colonial systems colonial systems of systems of colonial systems of examining the
of administration in administration in Africa administration in administration in colonial systems of
Africa Africa Africa administration in
Africa

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Ability to explore the With examples, explores Explores the role Partly explores the role With support explores
role played by key the role played by key played by key played by key the role played by key
personalities in the personalities in the personalities in the personalities in the personalities in the
struggle for struggle for independence struggle for struggle for struggle for
independence in in Kenya independence in independence in Kenya independence in
Kenya Kenya Kenya
Ability to illustrate Artistically illustrates the Illustrates the wave Partially illustrates With assistance
the wave of wave of independence in of independence in the wave of illustrating the
independence in Africa using a map Africa using a map independence in wave of
Africa using a map Africa using a map independence in
Africa using a map
33

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4.0 Political 4.2 The By the end of the sub-strand, the Learners are guided to: 1. Why do we
Development Constitution learner should be able to: • Discuss the components need a
and of Kenya a) explore the components of of the Constitution of constitution?
Governance the Constitution of Kenya, Kenya 2. How does
(3 Lessons) b) illustrate the roles of the three • Create manila paper integrity
arms of government in reference charts showing the matter in
to the relevant chapters in the three arms of national
Constitution, • Government, their roles leadership?
c) examine the guiding principles and
of leadership and integrity in
• Interrelationships and
the Constitution of Kenya,
display in the classroom
d) apply constitutional principles
and school notice boards
of leadership and integrity in
daily interactions with each • Brainstorm in groups
other, on the guiding
e) exhibit good leadership intended principles of
in chapter six of the Constitution • Leadership and integrity
of Kenya, in the Constitution of
f) develop desire to promote Kenya
obedience to the Constitution. • Debate on whether or not
leaders in Kenya adhere
to their constitutional
responsibilities

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Core competences to be developed:
• Communication and Collaboration as learners brainstorm in groups on the guiding principles of leadership and
integrity in the Constitution of Kenya
• Learning to Learn as learners debate on whether or not leaders in Kenya adhere to their constitutional responsibilities
• Creativity and Imagination as learners create manila paper charts showing the three arms of government, their roles
and interrelationships and display in the classroom and school notice boards
• Citizenship as learners‟ debate on whether or not leaders in Kenya adhere to their constitutional responsibilities.
Values:
• Integrity as learners put into practice and apply constitutional principles of leadership and integrity in daily
interactions with each other
• Respect as learners create charts using manila paper showing the three arms of government, their roles and
interrelationships and display in the classroom and school notice boards.
• Social Justice as learners debate on whether or not leaders in Kenya adhere to their Constitutional responsibilities
• Responsibility as learners work in groups, and conduct research in the community on adherence of local leaders to the
principles of leadership and integrity found in the Constitution

• Kenyan Sign Language, English and Kiswahili as leaners debate on whether or not leaders in Kenya adhere to their
Constitutional responsibilities
• Visual Arts as learners create manila paper charts showing the three arms of government, their roles and interrelationships
and display in the classroom and school notice boards

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Assessment Rubric
Indicators Exceeds Expectation Meets Expectation Approaches Below Expectation

Expectation
Ability to explore the Comprehensively Explores the Partially explores of the With guidance
components of the explores the components components of the components of the explores the
Constitution of Kenya of the Constitution of Constitution of Constitution of Kenya components of the
Kenya Kenya Constitution of Kenya
Ability to illustrate Artistically illustrates the Illustrates the roles Partly illustrates the With assistance
the roles of the three roles of the three arms of of the three arms of roles of the three arms illustrates the roles of
arms of government government in government in of government in the three arms of
in reference to the reference to the relevant reference to the reference to the relevant government in
relevant chapters in chapters in the relevant chapters in chapters in the reference to the
the Constitution of Constitution of Kenya the Constitution of Constitution of Kenya relevant chapters in the
Kenya Kenya Constitution of Kenya
Ability to examine the Critically examines the Examines the Fairly examines of the With support examines
guiding principles of guiding principles of guiding principles of guiding principles of the guiding principles
leadership and leadership and integrity leadership and leadership and integrity of leadership and
integrity in the in the Constitution of integrity in the in the Constitution of integrity in the
Constitution of Kenya Constitution of Kenya Constitution of Kenya
Kenya Kenya

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
4.0 Political 4.3 Democratic By the end of the sub-strand, Learners are guided to: Why is
Developments Principles and the learner should be able to: • brainstorm in groups on the democracy the
and Governance Practices a) identify the principles of principles of democracy most preferred
(4 Lessons) b) democracy in society, • use print or digital resources to form of
c) describe the characteristic research on characteristic governance?
features of democratic features of democratic
d) governance, governance and make notes
e) explore how people brainstorm in groups on how
exercise democratic people excercise democratic
principles in society, principles in society
f) explain the various types • view a video clip on election
of elections in Africa, • campaigns, voting or
g) apply democratic parliamentary debates write a
principles in the student report and share
council and day to day • discuss on the types of elections
interactions, in Africa and share
h) appreciate and promote • develop simple guidelines on
i) democratic principles in how democratic principles can
society. be enshrined in Student
Councils and in day today
interactions
• create posters containing
democratic principles and

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display

• Citizenship as learners brainstorm on how people excercise democratic principles in the society and debate on how
democratic principles are or should be enshrined in Student Councils and in day today interactions
• Communication and Collaboration as learners brainstorm in groups on the principles of democracy
• Learning to Learn as learners view a video clip on elections campaigns, voting or parliamentary debates and writing and
sharing a report ∙ Digital Literacy as learners use digital resources to research on characteristic features of democratic
governance
• Critical Thinking and Problem Solving as learners discuss how democratic principles are or should be enshrined in Student
Councils.
Values:
• Patriotism as learners discuss how democratic principles are or should be enshrined in Student Councils
• Social Justice as learners discuss on the types of elections in Africa and share
• Unity as learners brainstorm on how people excercise democratic principles in the society
• Peace as leaners debate on how democratic principles are or should be enshrined in Student Councils and in day today
interactions
• Responsibility as learners debate on how democratic principles are or should be enshrined in Student Councils and in
day today interactions
• Integrity as learners develop simple guidelines on how democratic principles can be enshrined in Student Councils and in
day today interactions

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• Social Cohesion as learners discuss on the types of elections in Africa and share
• Self-Awareness as learners create posters containing democratic principles and display
• Good governance as learners develop simple guidelines on how democratic principles can be enshrined in Student
Councils and in day today interactions

• English, Kiswahili and Kenyan Sign Language as leaners brainstorm in groups on how people excercise
democratic principles in society
• Visual Arts as learners create posters containing democratic principles and display
• Computer Science as learners use digital resources to research on the characteristic features of democratic governance
Assessment Rubric

Expectation
Ability to identify the With examples, Identifies the Partially identifies the With support identifies
principles of identifies the principles of principles of the principles of
democracy in society principles of democracy in society democracy in society democracy in society
democracy in society

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Ability to describe With examples, Describes Describes some With guidance
the characteristic describes characteristic features characteristic features describes
features characteristic features of democratic of democratic characteristic features
of democratic of democratic governance governance of democratic
governance governance governance
Ability to explore With illustrations, Explores how people Partly explores how With guidance
how people exercise explores how people exercise democratic people exercise explores how people
democratic exercise democratic principles in society democratic principles exercise democratic
principles in society principles in society in Society principles in society
Ability to explain the With examples, Explains the various Explains some types With assistance
various types of explains the various types of elections in of elections in Africa explains the various
elections in Africa types of elections in Africa types of elections in
Africa Africa
38

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4.0 Political 4.4 Human By the end of the sub-strand, Learners are guided to: 1. How are
Developments Rights the learner should be able to: • brainstorm on how human human rights
and Governance a) explore how human rights rights can be respected and violated in
(6 Lessons) can be respected and society?
protected in the
protected in the community, 2. How can we
b) investigate how children’s community
to promote
rights are violated in • share and discuss how respect and
society, children’s rights are protection of
c) analyze the rights of the violated in society human
child as stipulated in the • use print or digital rights in the
Children’s Act, 2001 and community?
African Charter on the resources to search and
rights and welfare of the identify rights of the child
child, as stipulated in the
d) design strategies to Children’s Act, 2001 and
promote protection of African Charter on the
human rights in society, rights and welfare of the
e) take action to promote
Child
protection of human
rights for posterity, • develop simple
strategies to promote
f) recognize individual protection of human
responsibilities in protection rights in society
of human rights in the • design an „issue tree‟ and

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community. use it to investigate root
causes, effects and possible
solutions to violation of
human rights
• in groups write a
collaborative story on how
to promote respect and
protection of human rights
in the community and
share

• Citizenship as learners brainstorm on how human rights can be respected and protected in the community
• Communication and Collaboration as learners write a collaborative story on how to promote respect and protection of
human rights in the community and share
• Self-Efficacy as learners design an “issue tree” and use it to investigate root causes, effects and possible solutions to
violation of human rights ∙
• Critical Thinking and Problem Solving as learners develop simple strategies to promote protection of human rights in
society
• Creativity and Imagination as learners design an „issue tree‟ and use it to investigate root causes, effects and possible
solutions to violation of human rights
39

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Values:
• Patriotism as the learners promote respect and protection of human rights in the community
• Respect as learners recognize individual responsibilities in protection of human rights in the community
• Unity as learners work in groups to write a collaborative story on how to promote respect and protection of human
rights in the community and share
• Social justice as learners use print or digital resources to search and identify rights of the child as stipulated in the
Children’s Act, 2001 and African Charter on the rights and welfare of the Child

• Gender as learners promote gender equity in the community
• Governance and Social Cohesion as learners recognize individual responsibilities in protection of
human rights in the community ∙ Self - Awareness and self- esteem as learners listen to one another
and share personal experiences on human rights

• Visual Arts as learners design an „issue tree‟ and use it to investigate the impacts and root causes of gender inequalities in
society and also possible solutions
• Life Skills Education as learners listen to one another and share personal experiences on human rights
• Computer Studies as learners view a video on gender inequalities in society
• English as learners in groups write a collaborative story on how to promote gender equality in the community and share in
school
40

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Assessment Rubric
Indicators Exceeds expectation Meets expectation Approaches Below expectation

expectation
Ability to explore Correctly and Correctly but not Moderately correctly With assistance
how human rights comprehensively sufficiently explores how human moderately explores
can be respected explores how human comprehensively rights can be how human rights can
and protected in rights can be explores how human respected and be respected and
the community respected and rights can be respected protected in the protected in the
protected in the and protected in the community community
community community
Ability to Elaborately Investigates how Partially investigates With support

investigate how investigates how children’s rights are how children’s rights investigates how
children’s rights children’s rights are violated in society are violated in society children’s rights are
are violated in violated in society violated in society
society
Ability to analyze Critically analyzes Analyzes the rights of the Fairly analyzes the With assistance
the rights of the the rights of the child child as stipulated in the rights of the child as analyzes the rights of
child as stipulated as stipulated in the Children’s Act, 2001 and stipulated in the the child as
in the Children’s Children’s Act, 2001 African Charter on the Children’s Act, 2001 stipulated in the
Act, 2001 and African Charter Rights and Welfare of the and African Charter on Children’s Act, 2001
and African on the Rights and the Rights and
Child and African

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Charter on the Welfare of the Child Welfare of the Child Charter on the Rights
Rights and Welfare and Welfare of the
of the Child Child
Ability to design With illustrations, Designs strategies to Designs some With guidance designs
strategies to designs strategies to promote strategies to promote strategies to promote
promote promote protection of protection of human protection of protection of human
protection of human rights in rights in society human rights in rights in society
human society society
rights in society
41

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Questions
4.0 Political 4.5 African By the end of the sub-strand, Learners are guided to: What
Developments Diasporas the learner should be able to: • using print or digital resources contribution
and a) identify key African identify key African diaspora have African
Governance (4 Lessons) b) diaspora personalities and personalities and their diasporas
their contributions to the contributions to the development made in the
development of music, of music (Ella Fitzgerald 1970- world ?
c) illustrate the scientific 1976
contributions by the African • Research on the scientific
diasporas, contributions of the African
d) outline the contribution of diasporas and share
the African diasporas to - (Chapelle Charles.W-
economic development in 1850-1941 - Ball Alice
Africa, Augusta-1892-1916
e) analyze the contribution of - Boykin Otis 1920-1982
African diasporas to - Benjamin S. Carson-1951- )
technological development,
• use print or digital resources to
f) recognize the cultural and
scientific contributions of match on a flip chart the scientific
the African diasporas. invention with contributions of the
African diasporas
• brainstorm on the
contribution of the African
diasporas to economic

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development in Africa
• carry out an online survey on the
contribution of African diasporas
to
technological development and
present the results in class
• create posters on contribution of
African diasporas to
technological development and
display them in class and on
school notice boards
• view a video on the
contribution of African
diasporas to scientific
development
• discuss the stereotypes regarding
Africans‟ contribution to scientific
invention in the World
42

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• Communication and collaboration as learners brainstorm on the contribution of the African diasporas to economic
development in Africa Learning to learn as learners work in groups and use shared resources in class.
• Digital Literacy as learners use print or digital resources to match on a flip chart the scientific invention with
contributions of the African diasporas ∙ Citizenship as learners discuss the stereotypes regarding Africans‟ contribution
to scientific invention in the World ∙ Learning to Learn as learners carry out an online survey on the contribution of
African diasporas to technological development and present the results in class
• Creativity and Imagination as learners create posters on contribution of African diasporas to technological development
and display them in class and on school notice boards
Values:
• Social Justice as learners identify key African diaspora personalities and their contributions to the development of music
• Respect as learners carry out an online survey on the contribution of African diasporas to technological development and
present the results in class ∙ Unity as learners discuss the stereotypes regarding Africans‟ contribution to scientific
invention in the World
• Responsibility as learners use print or digital resources to match on a flip chart the scientific invention with
contributions of the African diaspora ∙ Patriotism as learners research on the scientific contributions of the African
diasporas and share

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Pertinent and Contemporary Issues (PCIs)
• Social Cohesion as learners brainstorm on the contribution of the African diasporas to economic development in Africa
• Creative Thinking as learners create posters on contribution of African diasporas to technological development and
display them in class and on school notice boards
• Self-Awareness as learners carry out an online survey on the contribution of African diasporas to technological
development and present the results in class and create posters and display them in class

• English, Kiswahili and Kenyan Sign Language as leaners hold discussions on the stereotypes regarding Africans‟
contribution to scientific invention in the World
• Computer Science as learners use digital resources to match on a flip chart the scientific invention with contributions of
the African diasporas
• Integrated science as learners research on the scientific contributions of the African diasporas and share (Chapelle
Charles.W-1850-1941 ,Ball Alice Augusta-1892-1916,Boykin Otis 1920-1982,Benjamin S. Carson-1951- )
• Visual Arts as learners create posters on contribution of African diasporas to technological development and display
them in class and on school notice boards
• ∙ Performing Arts as learners using print or digital resources identify key African diaspora personalities and their
contributions to the development of music
43
Assessment Rubric

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Expectation
Ability to identify key With examples, Identifies key African Identifies some of the With guidance
African diaspora identifies key African diaspora personalities key African diaspora identifies key African
personalities and their diaspora personalities and their contributions personalities and their diaspora personalities
contributions to the and their contributions to the development of contributions to the and their contributions
development of music to the development of music development of music to the development of
music music
Ability to illustrate Comprehensively llustrates the scientific Partially illustrates the With assistance
scientific illustrates the scientific contributions of the scientific contributions illustrates the
contributions of the contributions of the African diasporas of the African scientific contributions
African diasporas diasporas of the African
African diasporas
diasporas
Ability to outline the Exhaustively outlines Outlines the Outlines some of the With assistance
contribution of the the contribution of the contribution of the contributions of the outlines the
African diasporas to African diasporas to African diasporas to African diasporas to contribution of the
socio-economic socio-economic socio-economic African diasporas to
socio-economic socio-economic
development in Africa development in Africa development in Africa
development in Africa development in Africa

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Ability to analyze Critically analyzes the Analyzes the Partially analyzes the With guidance
the contribution of contribution of African contribution of contributions of analyzes the
African diasporas to diasporas to African diasporas African diasporas contribution of
technological technological to technological to technological African diasporas
development to technological
development development development
development
44

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
4.0 Political 4.6 Global By the end of the sub- Learners are guided to: 1. What change
Developments Citizenship strand, the learner should • brainstorm on factors that would you
and Governance be able to: promote Eastern Africa and like to see in
(9 Lessons) a) explore factors that African citizenship in the the world?
promote Eastern community 2. What actions
Africa and African • practice and sing the Eastern can you take
citizenship in the Africa (EAC) and African Union to help make
community, (AU Anthems that change
b) investigate the happen?
qualities and • in small groups translate the
responsibilities of a EAC and AU anthems into
global citizen in the • indigenous languages and sing in
world today class
c) illustrate the similarities • compare anthems of any two
in the ways in which African Countries
the selected Nobel • view a video on responsibilities
Prize Winners of a global citizen
responded to injustice • develop posters on
and unfair situations in responsibilities of a global citizen
society, and display in school
d) model the Nobel Prize • debate on the qualities of a global
Winners to develop a citizen in the modern society
sense of responsibility in • use print or media sources to find
addressing issues that

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affect others, out the responsibilities of a
e) exhibit social global citizen
entrepreneurship and • develop communication
active participation for messages on responsibilities of a
personal and social global citizen in the world today ∙
wellbeing, debate on what was similar about
f) recognise the role of the the way in which (Wangari
Nobel Prize Winners in • Maathai and Mahatma Gandhi)
promoting global responded to injustice and unfair
citizenship. situations in society
• discuss desirable characteristics
of the Nobel Prize Winners and
ways of modeling them
• Research on social
entrepreneurship and active
participation for personal and
social wellbeing and write a
report,,
• Write an essay on the role of
the Nobel Prize Winners in
• promoting global citizenship.

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• Citizenship as learners brainstorm on factors that promote Eastern Africa and African citizenship in the community,
practice and sing the Eastern Africa (EAC) and African Union (AU Anthems
• Communication and Collaboration as learners develop communication messages on responsibilities of a global citizen
in the world today
• Digital literacy as learners use media sources to find out the duties and responsibilities of a global citizen, View a
video on responsibilities of a global citizen and on the Nobel Prize winners
• Learning to learn as learners practice and sing the Eastern Africa (EAC) and African Union (AU Anthems and
research on the Nobel Prize Winners ∙ Self-Efficacy as learners develop communication messages on responsibilities
of a global citizen in the world today
Values:
• Love as learners debate on what was similar about the way in which (Wangari Maathai and Mahatma Gandhi)
responded to injustice and unfair situations in society
• Responsibility as learners develop posters on responsibilities of a global citizen and display in school
• Unity as learners Practice and sing the Eastern Africa (EAC) and African Union (AU Anthem
• Peace as learners debate on what was similar about the way in which (Wangari Maathai and Mahatma Gandhi)
• Respect as the learners debate on the qualities of a global citizen in the modern society
• Patriotism as the learners practice and sing the Eastern Africa (EAC) and African Union (AU) Anthems
• Social Justice as learners debate on what was similar about the way in which (Wangari Maathai and Mahatma Gandhi )

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• Environmental Conservation as learners debate on what was similar about the way in which (Wangari Maathai and
Mahatma Gandhi ) responded to injustice and unfair situations in society
• Social Cohesion as learners practice and sing the Eastern Africa (EAC) and African Union (AU) Anthems
• Problem Solving as learners debate on what was similar about the way in which (Wangari Maathai and Mahatma
Gandhi ) responded to injustice and unfair situations in society
• Self-Awareness and self-esteem as learners develop communication messages on responsibilities of a global citizen in
the world today.
• Good Governance as learners debate on what was similar about the way in which (Wangari Maathai and Mahatma
Gandhi )responded to injustice and unfair situations in society

∙ Computer Science as learners media sources to find out the responsibilities of a global citizen
∙ Visual Arts Learners develop posters on responsibilities of a global citizen and display in school
∙ Performing Arts as learners practice and sing the anthems, create and recite poems on responsibilities of a global citizen.
∙ English , Kiswahili ,Kenyan Sign Language and Indigenous languages as learners develop communication messages on
responsibilities of a global citizen in the world today

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Assessment Rubric
Indicators Exceeds expectation Meets expectation Approaches Below expectation

expectation
Ability to explore With examples, Explores factors Explores some factors With support explores
factors which promote explores factors which which promote which promote Eastern factors which promote
Eastern Africa and promote Eastern Africa Eastern Africa and Africa and African Eastern Africa and
African citizenship in and African citizenship African citizenship in citizenship in the African citizenship in
the community in the community the community community the community
Ability to investigate Comprehensive Investigates qualities Investigates some With guidance

the qualities and investigates qualities and responsibilities qualities and investigates qualities
responsibilities of a and responsibilities of a of a global citizen in responsibilities of a and responsibilities of
global citizen in the global citizen in the
the world today global citizen in the a global citizen in the
world today world today
world today world today
Ability to illustrate Creatively illustrates the Illustrates the Illustrates some of the With assistance
the similarities in the similarities in the ways similarities in the similarities in the ways illustrates the
ways in which the in which the selected ways in which the in which the selected similarities in the
selected Nobel Prize Nobel Prize Winners selected Nobel Prize Nobel Prize Winners ways in which the
Winners responded to responded to injustice Winners responded responded to injustice selected Nobel Prize
injustice and unfair and unfair situations in to injustice and and unfair situations in Winners responded to
situations in society society unfair situations in society injustice and unfair
society situations in society

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4.0 Political 4.7. Global By the end of the sub strand, the Learners are guided to: 1. How can we
Developments Governance learner should be able to: • brainstorm on the role of promote global
and a) assess the role of the the United Nations in interconnectednes
Governance (5 Lessons) United Nations in promoting s and
promoting interconnectedness and interdependence?
interconnectedness and interdependency for 2. How can we
interdependency for global global citizenship
promote global
citizenship, • sketch the organizational
b) illustrate the organizational structure of the UN in peace and
structure of the UN in enhancing global governance?
enhancing global governance among
governance among countries
countries, • discuss the achievements
c) explore the achievements and challenges of the
and challenges of the UN in UN in promoting global
promoting global peace and peace and
interconnectedness to interconnectedness to
promote solidarity, promote solidarity and
d) apply global governance share
structures to address • debate on solutions to
challenges to global peace address challenges to
and governance for mutual global peace and

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social responsibility, governance for mutual
e) appreciate the role of the social responsibility
UN in promoting global • develop communication
peace and Governance. messages on the role of
the UN in promoting
global peace and
governance

• Citizenship as the learners brainstorm on the role of the United Nations in promoting interconnectedness and
interdependency for global citizenship
• Communication and Collaboration as learners discuss the achievements and challenges of the UN in promoting global
peace and interconnectedness to promote solidarity and share
• Creativity and Imagination as learners develop communication messages on the role of the UN in promoting global peace
and governance
• Learning to Learn as learners sketch the organizational structure of the UN in enhancing global governance among
countries ∙ Critical Thinking as learners debate on solutions to address challenges to global peace and governance for
mutual social responsibility

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Values:
• Respect as learners debate on solutions to address challenges to global peace and governance for mutual social
responsibility
• Unity as learners debate on solutions to address challenges to global peace and governance for mutual social
responsibility
• Patriotism as learners brainstorm on the role of the United Nations in promoting interconnectedness and
interdependency for global citizenship ∙ Social Justice as learners debate on solutions to address challenges to global
peace and governance for mutual social responsibility

• Social Cohesion as learners brainstorm on the role of the United Nations in promoting interconnectedness and
interdependency for global citizenship Decision Making as learners debate on solutions to address challenges to global
peace and governance for mutual social responsibility
• Good Governance as learners develop communication messages on the role of the UN in promoting global peace and
governance.

• English, Kiswahili and Kenyan Sign Language as learners debate on solutions to address challenges to global peace
and governance for mutual social responsibility
• Visual Arts as learners sketch the organizational structure of the UN in enhancing global governance among countries

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Assessment Rubric
Indicators Exceeding Meeting Expectation Approaching Below Expectation

Expectation Expectation
Ability to assess the Critically assesses the Assesses the roles of To some extent With assistance
role of the United roles of the United the United Nations in assesses the roles of assesses the roles of the
Nations in promoting Nations in promoting promoting the United Nations in United Nations in
Interconnectedness interconnectedness and Interconnectedness and promoting promoting
and interdependence interdependence for interdependence for interconnectedness Interconnectedness and
for global citizenship global citizenship global citizenship and interdependence
interdependence for
for global citizenship
global citizenship.
Ability to illustrate Creatively illustrates Illustrates the Partially illustrates With support illustrates
the organizational the organizational organizational structure the organizational the organizational
structure of the UN structure of the UN in of the UN in structure of the UN in structure of the UN in
in enhancing global enhancing global enhancing global enhancing global enhancing global
governance among governance among governance among governance among governance among
countries countries countries countries countries

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Ability to explore With examples, Explores the Explores some of the With assistance
the achievements explores the achievements and achievements and explores the
and challenges of achievements and challenges of the UN challenges of the UN achievements and
the UN in challenges of the UN in promoting global in promoting global challenges of the UN
promoting global in promoting global peace and peace and in promoting global
peace and peace and interconnectedness for
interconnectedness for peace and
interconnectedness interconnectedness solidarity
for solidarity solidarity interconnectedness for
for solidarity
solidarity
Ability to suggest With illustrations Suggests Suggests some With support suggests
solutions to address suggests solutions to solutions to address solutions to address solutions to address
challenges to global address challenges to challenges to global challenges to global challenges to global
peace and governance global peace and peace and governance peace and governance peace and governance
for mutual social governance for mutual for mutual social for mutual social for mutual social
responsibility social responsibility responsibility responsibility responsibility

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COMMUNITY SERVICE LEARNING PROJECT
Introduction
CSL in Grade 8 builds on the experiences in Grade 7. Learners will be expected to carry out only one CSL project with Grade 8
focusing on making preparations to undertake the CSL project. The preparations will entail the following steps: identifying a
community problem through research, planning and coming up with solutions to solve the identified problem. The preparations
will be carried out in groups. Learners will build on CSL knowledge, skills and attitudes acquired during Life Skills Education
as well as other subjects.
CSL Skills to be covered:

i) Leadership: Learners develop leadership skills as they undertake various roles during preparation.
ii) Financial Literacy and Entrepreneurship Skills: Learners will gain skills on wise spending, saving and investing for
sustained economic growth. They could consider ways of generating income as they undertake the CSL project through
innovation ways. Moreover, they could identify business ideas and opportunities as well as resources to meet the needs of
the community.
iii) Research: Learners will be expected to identify a problem or pertinent issue in the community and indicate how the
problem will be solved. They will also acquire skills on how to report their findings.
iv) Communication: Learners indicate reporting mechanisms to be used during the actual project e.g., how they intend to
communicate with members of the community, either online or offline.
v) Citizenship: As learners engage in the CSL activities for this Grade, they will be vested with the rights, privileges and
duties of a citizen, hence giving them a sense of belonging and attachment to the nation. They will also be empowered to
engage and assume active roles in shaping a more peaceful, tolerant and inclusive society.
vi) Life Skills Education: Learners will be equipped with life skills including decision making, assertiveness, effective
communication, problem solving and stress management. This will enable them to manage interpersonal relationships,
develop leadership skills as well as discover and grow their talents.
vii) Community Development: Learners will be empowered with skills necessary to effect relevant change including
building stronger and more resilient communities.

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Suggested PCIs Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
• Environmental By the end of the CSL The learner is guided to: 1. How does one
• degradation project, the learner • brainstorm on pertinent and contemporary determine
• Life style diseases should be able to: issues in their community that need attention in community
• Communicable a) identify a problem groups needs?
and non- in the community • choose a PCI that needs immediate attention 2. Why is it
communicable through research, and explain why in groups necessary to
diseases b) plan to solve the make adequate
• carry out research using digital devices print
identified problem preparations
• Poverty in the community, • media/interactions with members of the
community/resource persons in identifying a before
• Violence in c) design solutions
community problem to address in groups embarking on a
community ∙ to the identified
• discuss possible solutions to the identified project?
Food security problem,
issues ∙ Conflicts d) appreciate the issue in groups ∙ propose the most appropriate
in the community need to belong to solution to the problem in groups ∙ discuss
a community. ways and instruments they can use to collect
Note: data on the problem (questionnaires,
The suggested PCIs interviews, observation schedule, etc)
are only examples. • develop instruments for data collection
Teachers should allow • identify resources needed for the CSL
learners to identify project (human, technical, financial)
PCIs as per their
• discuss when the project will begin and end
context and reality.
• prepare a programme/timetable of the entire
project execution ∙ assign roles to be carried

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by all group members
• reflect on how the project preparation
enhanced learning.
Key Component of CSL developed

a) Identification of a problem in the community through research
b) planning to solve the identified problem
c) designing solutions to the identified problem
Core competencies to be developed

• Communication and collaboration: Learners will make the preparations in groups and conduct discussions on best ways
of carrying out the project. ∙ Self efficacy: Learners develop the skills of self awareness and leadership as they undertake
the CSL project
• Creativity and Imagination: Learners will come up with creative ways of solving the identified community problem
• Critical Thinking and Problem Solving: Learners will demonstrate autonomy in identifying a community need, exploring
plausible solutions and making necessary preparations to address the problem.
• Digital Literacy: Learners can use technology when as they research on a community problem that they can address.
• Learning to Learn: Learners gain new knowledge and skills as they identify a community problem to be addressed and
make preparations to carry out the project.
• Citizenship: This is enhanced as learners choose a PCI that needs immediate attention in the community.

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• Critical Thinking and Problem Solving: Learners will demonstrate autonomy in identifying a community need,
exploring plausible solutions and making necessary preparations to address the problem.
• Digital Literacy: Learners can use technology when as they research on a community problem that they can address.
• Learning to Learn: Learners gain new knowledge and skills as they identify a community problem to be addressed and
make preparations to carry out the project.
• Citizenship: This is enhanced as learners choose a PCI that needs immediate attention in the community.
Pertinent and contemporary Issues

• Social cohesion as learners discuss possible solutions to the identified issue.
• Critical thinking as learners discuss possible solutions to the identified issue.
Values
• Integrity as learners carry out research using digital devices and print media as they identify a community problem to
address.
• Respect as learners brainstorm on pertinent and contemporary issues in their community that need attention

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Assessment Rubric
Expectation
Ability to identify a Critically identifies a Identifies a problem in Identifies a problem in With support to
problem in the problem in the the community the community, employs identifies a problem in
community through community through through research some aspects of research the
research research Community
Ability to plan to Comprehensively plans Plans to solve the Plans to solve the Plans to solve the
solve the identified to solve the identified identified problem identified problem, identified problem but
problem problem leaves out some details leaves out many details
Ability to design Demonstrates a Designs solutions to Demonstrates a shaky With guidance designs
solutions to the nuanced ability to the identified problem ability to design solutions solutions to the
identified problem design solutions to the to the identified problem identified problem
identified problem

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APPENDIX 1: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES AND NON
FORMAL ACTIVITIES
Strand Sub Strand Suggested Suggested Learning Non formal activities

Assessment methods Resources
1.0 Social 1.1 Map a) Oral Questions • Approved textbooks • Develop class and rules
Studies Reading and b) Teacher made and other printed that discourage gender
Interpreta- tests resources stereotypes in clubs.
tion c) Observation • Photographs, pictures • Hold peer led symposia on
d) Portfolio • Vetted digital resources careers and entrepreneurial
e) Anecdotal • Library opportunities in Social
Records • TV/video/films/slides/Internet Studies.
f) Checklist sources • Participate in talks by
• Display boards resource persons about
prevention of gender
stereotypes associated
with careers.
• Participate in
mentorship and job
shadowing sessions on
Social Studies careers
and entrepreneurial
opportunities in Social
Studies.
• Participate in sensitization

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sessions on career choices
during career education
weeks in schools
• develop simple guidelines
on expecting gender
identity during clubs and
societies meetings
• develop communication
messages and have talking
walls with slogans on
gender equity and careers
• Initiate and develop class
and club rules that
discourage gender
stereotypes in career
choices.

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1.0 Natural 1.1 Maps and a) Oral Questions • Local and extended • Drawing a sketch
and Built Map work b) Teacher made environment map of the school
Environ- tests • Realia compound
ments in c) Observation • Maps/Globe
Africa d) Portfolio • Photographs, pictures and
e) Anecdotal paintings
Records • Vetted digital resources,
f) Checklist educational computer games
• Approved textbooks
and other printed
resources
• Library
• TV/video/films/slides/
Internet sources
• Display boards

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1.2 Weather a) Oral Questions • Local and extended • Making a model of the
and b) Teacher made environment internal structure of the
Climate tests • Realia earth
c) Observation • Maps/globe
d) Portfolio • Photographs, pictures and
e) e) Project Work paintings ∙ Internet sources
• Vetted digital resources,
educational computer games
• Approved textbooks
and other printed
resources
1.3 Vegetation a) Oral Questions • Local and extended • Working in groups to

in Africa b) Teacher made environment construct a weather
tests • Realia instrument of their
c) Observation • Maps choice using the
d) Project Work • Photographs, pictures and available local
e) Portfolio paintings materials and display in
f) Anecdotal • Vetted digital resources, class.
records educational computer games
g) Checklists • Approved textbooks
and other printed
resources
• TV/video/films/slides/
Internet source

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• Display boards
2.0 People And 2.1 Scientific a) Oral questions • Resource persons • Composing and
Population Theory b) Written tests • Maps singing songs about
about c) Project work • Digital resources human origin
Human d) d) Observation • Charts, marker pens • Creating posters or
Origin • Approved text books communication messages
and other printed or videos on human origin
resources and share with the school
• Internet community.
• Library resources
• Museums
• Artefacts
2.2 Early a) Oral questions • Digital resources • Singing a song on the

Civilization b) Observations • Map of Africa importance of cultural
c) Written tests • Marker pens diversity in Africa.
• Manilla papers • Drawing and displaying
• Stickers/Flash cards charts on migration routes.
• Internet resources
• Approved text books and
other printed resources

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2.3 Human a) Oral questions • Digital resources • Reciting poems on
Diversity b) Observations • Approved text books importance of social
c) c) Written tests and other printed organisation of the
resources (Okiek, Shona and
• Museums Asante)
• Artefacts • Modelling aspects
• Resource person of social
organization of
selected
• communities in Africa
upto 1900 (Okiek, Shona
and Asante)

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4.1 Peace and a) Oral questions • Digital resources • Role-playing social
Conflict b) Observation • Flip charts/Manilla papers values of various
Resolution c) Written tests • Approved text books cultural groups
d) Checklists and other printed • Conducting a civic
e) Anecdotal resources dialogue with community
records members about the
f) Project importance of valuing
cultural diversity.
• Initiate and organise
family outings to discuss
peace and family
agreements as a means of
maintaining trust and
unity for peaceful living
• Organize to visit and
interact with
relatives
• Take part in meetings with
family friends from different
backgrounds/communities
• Spend quality time with
family members
• Participate in decision
making on family matters

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2.5 Slavery and a) Oral questions • Digital resources • Debate in clubs on evils
Servitude b) Written tests • Flip charts/manila papers of slavery and
c) Portfolio • Maps servitude and ways of
Project • Internet curbing them
• Approved text books
2.6 Population a) Oral questions • Digital resources • Design posters /

Growth in b) Observation • Flip charts/manila papers models of settlement
Africa c) Written tests • Maps patterns in Africa
d) Checklists • Internet
• Approved text books
2.7 Photograph a) Oral questions • Digital resources • Engage a resource

Work b) Written tests • Flip charts/Manilla papers person to discuss
c) Portfolio • Approved text books methods of data
d) Project and other printed collection and recording
resources during field work

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1.0 Resources 3.1 Agriculture a) Oral questions • Map of Africa • Structuring a debate on
and b) Written tests • Internet economic organization of
Economic c) Observations • Photographs selected African
Activities d) Checklist • Realia communities
e) Project • Chart • Establish a demonstration
f) Aural question • Audio visual farm in the community
• Maps • Reciting a poem on
• Photographs promotion of agriculture
• Internet in Africa
• Visit either a tea or sugar
cane plantation as a class
and find out about tea or
sugarcane growing,
consumer awareness, and
write a report.
• Establish a demonstration
farm in the community
3.2 Sustainable a) Oral questions • Realia • Compose and sing a song

resource b) Written tests • Chart on importance of
utilization c) Observations • Audio visual sustainable use of
available resources.

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• Maps
• Photographs
• Internet
1.3 Waste a) Oral questions • Realia • Use locally available

Management b) Written tests • Chart materials to design
c) Observations • Audio visual litter bins for
d) Project • Maps separating waste in the
• Photographs school environment:
• Internet - Plastic waste
- Papers waste
- Glass and metals waste
• Food and plant waste
4.0 Political 4.1 European a) Oral questions • Maps • Composing poems on

Development Colonization b) Observations • Approved text books political organization
and of Africa c) Written tests and other printed of the selected
Governance and d) Project work resources communities
in Africa and Liberation • Photographs • Visiting a local museum
the Rest of Struggle • Internet to find out how the local
the World • Library resources communities were
• Charts organized and writing a
• Journals report on the visit to
share in class

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4.2 The a) Oral questions • Internet resources • Conducting a library
Constitution b) Observations • Approved text books research and writing
of Kenya c) Written tests and other printed journals on selected
d) Journaling resources chapters of the
• The Constitution of Kenya constitution and share
• TV/Video with family.
• Conduct research in the
community on adherence
of local leaders to the
principles of
leadership and integrity
found in the Constitution
of Kenya and share
results with community in
Barazas.
4.3 Democracy a) Oral questions • Digital resources • Developing messages on

b) Observations • Flip charts/Manilla papers types of democracy and
c) Written tests • Internet sources sharing in school and at
home
• Developing posters on
• democratic values and
displaying in class

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4. 4. Human a) Oral questions • Posters • Commemorate the
Rights b) Observations • Flip charts/ Manilla papers day of the African
c) Written tests • Resource person Child
• Approved text books • Organize and participate
and other printed in straight talk on
resources African Charter on the
• The Constitution of Kenya rights of the child
• Listen to talks on
universally shared human
rights and values
respective of progressive
cultural context during
assembly
• Lead open forums in
school to pass messages
on human rights values
• Engage actively with
resource persons during
discussions on the African
Charter on the rights of
the child
• Establish and maintain
Human rights corner in
schools
• Commemorate Human

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Rights Day - 10th Dec.
• Display the African
Charter on the Rights
of the Child
• Conduct debates on
human rights values in
the African Charter on the
Rights of the Child
• Composing songs on the
African Charter on the
Rights of the Child
• Write poems on the
African Charter on
the Rights of the
Child
• Create slogans on the
African Charter on the
Rights of the Child
• Commemorate the
day of the African
child
• Commemorate Human
Rights Day - 10th Dec

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4.5 African a) Oral questions • Internet • Organize a symposium
Diasporas b) Observations • Flip charts/Manilla papers on the role of African
c) Written tests • Masking tapes marker Diasporas in socio-
pens/pencils economic and political
• TV/Video development
• Approved text books • Composing songs and
and other printed poems on African
resources diasporas and share them
with others
4.6 Global a) Oral questions • Internet • Composing poems on

Citizenship b) Observations • Flip charts/Manilla papers global citizenship
c) Written tests • Masking tapes marker • Developing posters on
• Pens/pencils qualities of global
• TV/Video citizen and posting them
• Approved text books and at strategic positions in
other printed resources the school.
• The Constitution of Kenya • Creating awareness in the
community on global
citizenship ∙ prepare
scrap books to write
down on the local,
national, regional and
global issues affecting
people in form of a story

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• Celebrating World Day on
Social Justice
4.7 Global • Oral questions • Posters • design litter bins

Governance • Observations • TV/Video displaying the member
• Written tests • Approved text books countries the UN
• Journaling • Flip charts/manilla papers • create talking walls and
• Approved text books trees to illustrate the
and other printed organizational
resources structure of the UN
• The Constitution of Kenya • Celebrating/observing
the international days
related to Global
Governance such as
International
Environment
day/International day
on multi literalism and
diplomacy for peace
• Organize symposium on
suggested solutions to
global
challenges, and to strive
for the collective good
• Talking walls with

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messages on the
organizational structure of
the UN
• Talking trees with
messages on
achievements and
challenges of the UN
in promoting global
peace and
interconnectedness
• Participate in drama,
music and
intercultural fairs role
of the United Nations
in promoting
interconnected-ness
and interdependency
for global citizenship
and solidarity.

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REPUBLIC OF KENYA

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Published and printed by Kenya Institute of Curriculum Development

Property of the Government of Kenya

PROF. GEORGE A. O. MAGOHA, EGH

Property of the Government of Kenya

JULIUS O. JWAN, PhD, CBS

Property of the Government of Kenya

PROF. CHARLES O. ONG’ONDO, PhD, MBS

Property of the Government of Kenya

Property of the Government of Kenya

Subject Number of Lessons Per Week

Property of the Government of Kenya

Property of the Government of Kenya

iv) Promote sound moral and religious values.

v) Promote social equality and responsibility.

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

Property of the Government of Kenya

Core Competencies to be developed:

Property of the Government of Kenya

Pertinent and Contemporary Issues (PCIs):

Link to other subjects:

Indicator Exceeds Expectations Meets Expectations Approaches Below Expectations

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Pertinent and Contemporary Issues (PCIs):

Property of the Government of Kenya

Indicator Exceeds Expectations Meets Expectations Approaches Below Expectations

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Core competencies to be developed:

Pertinent and Contemporary Issues (PCIs):

Property of the Government of Kenya

Indicator Exceeds Expectations Meets Expectations Approaches Below Expectations

Property of the Government of Kenya

Property of the Government of Kenya

Property of the Government of Kenya

Core Competencies to be developed:

Property of the Government of Kenya

Link to other subjects:

Indicator Exceeds Expectation Meets Expectation Approaching Below Expectation

Property of the Government of Kenya

Ability to conserve Demonstrates Demonstrates Demonstrates With guidance

Property of the Government of Kenya

Strand Sub-Stand Specific Learning Suggested Learning Experiences Key Inquiry

Property of the Government of Kenya

Core Competencies to be developed:

Property of the Government of Kenya

Pertinent and Contemporary Issues (PCIs):

Link to other Subjects:

Property of the Government of Kenya

Indicators Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation

Property of the Government of Kenya

Property of the Government of Kenya

Core Competencies to be developed:

Property of the Government of Kenya