PRIMARY EDUCATION SYLLABUS

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REPUBLIC OF KENYA
MINISTRY OF EDUCATION
PRIMARY EDUCATION SYLLABUS
Volume Two
SUBJECTS:
MATHEMATICS, SCIENCE, SOCIAL STUDIES,
CHRISTIAN RELIGIOUS EDUCATION, HINDU
RELIGIOUS EDUCATION & ISLAMIC RELIGIOUS
EDUCATION
KENYA INSTITUTE OF EDUCATION
APRIL 2002
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Fist Published in 2002
Reprinted 2006
© Kenya Institute of Education
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, photocopying, recording or
otherwise, without the prior written permission of the publisher.
ISBN: 9966 – 31 – 528 – 4
Published and printed by Kenya Institute of Education
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INTRODUCTION
This syllabus is an improvement of the existing 8 – 4 – 4 education syllabus. It is available in
two volumes. Volume one contains English, Kiswahili, Mother Tongue, Physical Education
and Creative Arts. Volume two contains Mathematics, Science, Social Studies, Christian
Religious Education, Islamic Religious Education and Hindu Religious Education.
In each subject both the general and the specific objectives have been clarified and the
content spelt out specifically to give guidance to the users.
The issue of overload in the primary curriculum has been addressed by a reduction in the
number of subjects and content in the different subject areas. The reorganization of the
syllabuses has been done in such a way that mastery of the knowledge, skills and attitudes
required at the end of the primary cycle is ensured.
The reduction of subjects and content is intended to ensure that the cost of education on both
the Government and households is significantly reduced. In each subject area, the resources
required for the implementation of the curriculum have been suggested. These resources can
either be improvised or obtained from the local environment. Some teaching /learning
experiences and assessment methods have also been suggested.
In order to be in line with the changing needs of society, the new primary school curriculum
has incorporated vital emerging issues. These include, industrial transformation of the
country, environmental education, health issues like drug abuse and HIV/AIDS pandemic,
gender issues, human rights, child’s rights, moral values and social responsibility.
The rationalization of the primary curriculum has resulted in some new learning areas. Music,
Art and Craft have been integrated into one study area called Creative Arts. This has in
cooperated aspects of Drama, Home Science, Agriculture and Science have been integrated
into the study area called Science – which also include aspects of technology and
environmental education.
Geography History and Civics (GHC) – a combined course will now be taught as Social
Studies. This includes environmental education, civic education and aspects of Business
Education.
The English syllabus has now adopted a thematic approach to teach the various language
skills. The themes are derived from things and situations that learners are likely to interact
with every day life.
NAOMY W. WANGAI
DIRECTOR OF EDUCATION
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NATIOINAL GOALS OF EDUCTION
Education in Kenya should:
1. Foster nationalism, patriotism and promote national unity
Kenya’s people belong to different ethnic groups, races and religions, but these
differences need not divided them. They must be able to live and interact as Kenyans.
It is a paramount duty of education to help the youth acquire this sense of nationhood,
by removing conflicts and by 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.
2. 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 the changes in attitudes and
relationships, which are necessary for the smooth process 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 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
adequate domestic manpower.
c. Technological and Industrial Needs
Education in Kenya should provide the learners with the necessary skills and
attitude 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 deliberately
focused on knowledge, skills and attitudes that will prepare the youth for these
changing global trends.
3. Promote individual development and self-fulfillment
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 character building.
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4. Promote sound moral and religious values
Education should provide for the development of knowledge, skills and attitude that
will enhance acquisition of sound moral values and help children to grow up into selfdisciplined,
self-reliant and integrated citizens.
5. Promote social equality and responsibility
Education should promote social equality and foster a sense of social responsibility
within an education system, which provides equal education 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.
6. 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. The children should be able to
blend the best of traditional values with the changed requirements that, must follow
rapid development in order to build a stable and modern society.
7. Promote international consciousness and foster positive attitude 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 in this international community with all
the obligations and responsibilities, rights and benefits that this membership entails.
8. Promote positive attitudes towards good health and environmental protection
Education should inculcate in the youth the value for good health in order 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 to appreciate the need for a healthy environment.
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OBJECTIVES OF PRIMARY EDUCATION IN KENYA
Primary Education should provide the learner with opportunities to:
1. Acquire literacy, numeracy, creativity and communication skills
2. Enjoy learning and develop desire to continue learning
3. Develop ability for critical thinking and logical judgement
4. Appreciate and respect the dignity of work
5. Develop desirable social standards, moral and religious values
6. Develop into a self-disciplined, physically fit and healthy person
7. Develop aesthetic values and appreciate own and healthy person
8. Develop awareness and appreciation of the environment
9. Develop awareness of and appreciation for the other nations and international
community
10. Instill respect and love for own country and the need for harmonious co-existence
11. Develop individual talents
12. Promote social responsibility and make proper use of leisure time
13. Develop awareness and appreciation of the role of technology in national development.
SUBJECT TIME ALLOCATION
Classes 1 – 3 Classes 4 – 8
1. English 5 7
2. Kiswahili 5 5
3. Mathematics 5 7
4. Science 2 5
5. Social Studies 2 5
6. Religious Education 2 3
7. Mother Toungue 5 –
8. Creative Arts 3 3
9. Physical Education 5 4
10. Pastoral Programmes 1 1
TOTAL 35 40
Note:
Lower Primary Classes will have 35 lessons of 30 minutes each.
Upper Primary Classes will have 40 lessons of 35 minutes each.
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THE KENYA NATIONAL ANTHEM
1. O God of all creation 1. Ee Mungu nguvu yetu
Bless this our land and nation Ilete Baraka kwetu
Justice be our shield and defender Haki iwe ngao na mlinzi
May we dwell in unity Natukae na undugu
Peace and liberty Amani na uhuru
Plenty be found with our borders Raha tupate na ustawi
2. Let one and all arise 2. Amkeni ndugu zetu
With hearts both strong and true Tufanye sote bidii
Service be our earnest endeavour Nasi tujitoe kwa nguvu
And our homeland of Kenya Nchi yetu ya Kenya
Heritage of splendor Tunayoipenda
Firm may we stand to defend Tuwe tayari kuilinda
3. Let all with one accord 3. Natujenge taifa letu
In common bond united Ee, Ndio wajibu wetu
Build this our nation together Kenya istahili heshima
And the glory of Kenya Tuungane mikono
The fruit of our labour Pamoja kazini
Fill every heart with thanksgiving Kila siku tuwe na shukrani
WIMBO WA TAIFA LA KENYA
1. Ee Mungu nguvu yetu
Ilete Baraka kwetu
Haki iwe ngao na mlinzi
Natukae na undugu
Amani na uhuru
Raha tupate na ustawi
2. Amkeni ndugu zetu
Tufanye sote bidii
Nasi tujitoe kwa nguvu
Nchi yetu ya Kenya
Tunayoipenda
Tuwe tayari kuilinda
3. Natujenge taifa letu
Ee, Ndio wajibu wetu
Kenya istahili heshima
Tuungane mikono
Pamoja kazini
Kila siku tuwe na shukrani
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TABLE OF CONTENTS
Page
Introduction ……………………………………………………………………………. ii
National Goals of Education……………………………………………………………. iii
Objectives of Primary Education……………………………………………………….. vi
Subject time Allocation ………………………………………………………………… vi
The Kenya National Anthem …………………………………………………………… vii
Mathematics…………………………………………………………………………….. 1
Introduction ……………………………………………………………………………… 2
General Objectives ………………………………………………………………………. 3
Standard One ……………………………………………………………………………. 5
Standard Two …………………………………………………………………………… 7
Standard Three ………………………………………………………………………….. 9
Standard Four …………………………………………………………………………… 12
Standard Five …………………………………………………………………………… 16
Standard Six …………………………………………………………………………….. 21
Standard Seven …………………………………………………………………………. 27
Standard Eight ………………………………………………………………………….. 33
Assessment and Examination …………………………………………………………… 36
Science …………………………………………………………………………….. …… 37
Introduction ……………………………………………………………………………… 38
General Objectives ………………………………………………………………………. 39
Standard One ……………………………………………………………………………. 40
Standard Two …………………………………………………………………………… 43
Standard Three ………………………………………………………………………….. 46
Standard Four …………………………………………………………………………… 49
Standard Five …………………………………………………………………………… 53
Standard Six …………………………………………………………………………….. 58
Standard Seven …………………………………………………………………………. 62
Standard Eight ………………………………………………………………………….. 67
Teaching /Learning Experiences ……………………………………………………….. 71
Resources ………………………………………………………………………………. 71
Assessment ……………………………………………………………………………… 71
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Social Studies …………………………………………………………………………… 73
Introduction ……………………………………………………………………………… 74
General Objectives ………………………………………………………………………. 75
Standard One ……………………………………………………………………………. 76
Standard Two …………………………………………………………………………… 79
Standard Three ………………………………………………………………………….. 83
Standard Four …………………………………………………………………………… 86
Standard Five …………………………………………………………………………… 91
Standard Six …………………………………………………………………………….. 98
Standard Seven …………………………………………………………………………. 106
Standard Eight ………………………………………………………………………….. 114
Teaching /Learning Experiences ……………………………………………………….. 122
Evaluation Methods ……………………………………………………………………. 123
Christian Religious Education ……………………………………………………… 124
Introduction ……………………………………………………………………………… 125
General Objectives ………………………………………………………………………. 126
Standard One ……………………………………………………………………………. 127
Standard Two …………………………………………………………………………… 132
Standard Three ………………………………………………………………………….. 137
Standard Four …………………………………………………………………………… 142
Standard Five …………………………………………………………………………… 147
Standard Six …………………………………………………………………………….. 153
Standard Seven …………………………………………………………………………. 159
Standard Eight ………………………………………………………………………….. 166
Teaching /Learning Experiences, Resources and Assessment………………………….. 173
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MATHEMATICS
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INTRODUCTION
Mathematics equips the learner with knowledge and skills which assist in developing logical
thinking, ability to apply the knowledge acquired, analyze situations and make rational
decisions.
This syllabus is designed to meet the general objectives of teaching Mathematics in the
primary schools. For each specific objective, there is corresponding content. These objectives
will guide the teacher in the development of lesson objectives. In order to achieve the
objectives of the syllabus, it is expected that concepts and skills will be developed practically.
The syllabus is presented in form of topics which are developed in such a way that the
knowledge and skills acquired at one level become a prerequisite for the next level. Teachers
should ensure that related topics are covered in the same order as given in the syllabus. They
are also encouraged to make use of locally available materials. In some content areas, there
are “notes” meant to enhance clarity.
The syllabus has suggested methods of assessment which teachers will find useful in
establishing whether the set objectives have been achieved.
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GENERAL OBJECTIVES
By the end of the course, the learner should be able to:
1. Acquire an understanding of numbers and numeration.
Specifically the learner should be able to:
a) Count and group objects
b) Recognize read and write
i. Decimal numbers
ii. Fractions
iii. Decimal fractions
iv. Roman numbers
c) Determine the order of two or more numbers by comparison
d) Use the idea of place value to extend the decimal numbers
2. Develop ability to perform the four basic operations
Specifically the learner should be able to:
a) Add, subtract, multiply and divide numbers
b) Use the relationship between operations to work out mathematical problems
involving:
i. Additional and subtraction
ii. Additional and multiplication
iii. Multiplication and division
c) Identify and use relevant operations in everyday life
3. Develop skills in measurement, approximation and estimation.
Specifically, the learner should be able to:
a) Measure length, area, volume, capacity, mass, time, money and temperature
b) Convert one unit of measure to another of the same kind
c) Identify and use the appropriate unit of measure in a given situation
d) Solve mathematical problems involving various units of measure including speed
and postal rates
e) Estimate measures of quantities as near to actual as possible
f) Approximate numbers by rounding off.
4. Develop spatial concepts and ability to use them
Specifically the learner should be able to:
a) Identify and categorize objects having regular and irregular shapes
b) Identify common properties of various shapes of objects in their environment
c) Apply spatial concepts in making
i. Geometrical constructions
ii. Drawings of maps and plans using suitable scales
d) Apply spatial concepts in everyday life in:
i. Laying out rectangular fields and circular tracks
ii. Planning a farm and planting seedlings according to required spacing
iii. Computing the area of a piece of land from a map
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5. Acquire the techniques of collecting, representing and interpreting data
Specifically the learner should be able to:
a) Identify the relevant data required
b) Collect and record the data
c) Select the most effect way of representing the data
d) Tabulate and graph the data
e) Find the mean, mode and median of a given set of data
f) Read and interpret data
g) Use the information from tables and graphs to decide on the course of action.
6. Develop positive attitudes towards Mathematics and make good use of leisure time
Specifically the learner should be able to:
a) Discover and make patterns
b) Solve magic squares and other related puzzles
c) Make models and toys
d) Play mathematical games and participate in relevant activities such as rhymes
and songs
e) Relate Mathematics to describe experiences in everyday life
7. Develop techniques of investigation and problem solving strategies
Specifically the learner should be able to:
a) Use a practical approach to develop mathematical concepts
b) Read and understand mathematical problems
c) Identify the correct operations and the sequence in which they should be carried
out
d) Carry out operations
e) Check the accuracy of solution obtained
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STANDARD ONE
1.0 NUMBERS
1.1 PRE-NUMBER
ACTIVITIES
1.2 Specific Objectives
By the end of the topic the learner
Should be able to:
a) Group objects according to
b) colour, shape, size and texture
c) Pair and match objects
d) Order groups of objects
according to size
1.3 Content
1.3.1 Sorting, grouping and classifying.
1.3.2 Pairing and matching
1.3.4 Ordering and sequencing
2.0 WHOLE NUMBERS
2.1 Specific Objectives
By the end of the topic the learner
a) Count numbers from 1 up to 99
b) Order, read and writer symbols
from 0 up to 99
c) Read and write numbers 1-9 in
words
d) Recognize and identify place
value of one and tens
e) Count and group in tens up
to ninety.
2.2 Content
2.2.1 Counting
2.2.2 Writing numbers 1-9 in words
2.2.3 Place value
2.2.4 Reading and writing numbers
2.2.5 Counting and grouping in tens
up to ninety.
Note
Zero is not a counting number and
hence it should be introduced after
the numeral for number nine
3.0 OPERATIONS
3.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) work out addition problems with
sums up to 99 vertically and
horizontally without carrying
b) add up to single digit numbers
without carrying
c) Subtract numbers not exceeding
99 vertically and horizontally
without borrowing
d) add multiples of 10 up to 90
e) subtract multiples of 10 not
exceeding 90
f) identify relationship between
addition and subtraction
g) develop and use patterns in
addition and subtraction.
3.2 Content
3.2.1 Addition as putting together.
3.2.2 Basic addition facts.
3.2.3 Addition of up to 3 single digit
numbers
3.2.4 Addition of numbers with sums not
exceeding 99 without carrying
3.2.5 Addition of multiples of 10 with
sums not exceeding 90.
3.2.6 Subtraction as taking numbers
3.2.7 Subtraction of 1- digit numbers
from 2- digit numbers based on
basic addition facts
3.2.8 Subtraction of 1- digit numbers
from 2- digit numbers without
borrowing
3.2.9 Subtraction of multiples of 10
3.2.10 Relationship between addition and
subtraction
3.2.11 Number patterns in addition and
subtraction.
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Note
i. For every addition fact there are
two subtraction facts related to it
i.e
5 + 3 = 8
8 – 3 = 5
8 – 5 = 3
ii. For number patterns, use simple
sequences involving basic
addition and subtraction facts.
4.0 MEASUREMENT
4.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) Compare and measure length
using arbitrary units
b) Compare mass of objects
c) Compare capacity of containers
d) Recognize, identify and use
Kenya currency coins
e) Recognize time and relate it to
daily events and days of the
week
4.2 Content
4.2.1 Direct comparison of length.
4.2.2 Measuring length using arbitrary
units
4.2.3 Direct comparison of mass.
4.2.4 Kenya currency coins
4.2.5 Buying and selling
4.2.6 Direct comparison of capacity
4.2.7 Relating daily events to morning,
noon, evening and night
4.2.8 Days of the week
5.0 GEOMETRY
5.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify straight
and curved lines
b) recognize and identify
rectangular, triangular and
circular shapes.
5.2 Content
5.2.1 Straight and curved lines
5.2.2 Rectangles, triangles and circles
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STANDARD TWO
1.0 NUMBERS
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic the learner
should be able to:
a) Count, read and write numbers
in symbols up to 999
b) Recognize and identify place
value up to hundreds
c) Read and write numbers in
words up to ninety nine
1.2 Content
1.2.1 Counting
1.2.2 Place value
1.2.3 Reading and writing numbers
2.0 OPERATIONS
2.1 Specific Objectives
By the end of the topic, the learner
should be able to: .
a) Add numbers up to sums not
exceeding 999 with one
carrying
b) Subtract up to 3- digit number
from up to a 3- digit number
without borrowing
c) Work out problems involving
addition and subtraction using
missing numbers
d) Multiply numbers up to 5 x 5
through counting
e) Multiply single digit numbers
by 10 up to 9 x 10
f) Divide numbers not exceeding
25 by numbers not exceeding
5 without a remainder
g) Recognize and identify number
patterns involving addition and
subtraction
2.2 Content
2.2.1 Addition of up to three 3- digit
numbers with one carrying
2.2.2 Addition involving missing
numbers.
2.2.3 Subtraction of up to 3- digit
numbers without borrowing.
2.2.4 Subtraction involving missing
numbers
2.2.5 Multiplication as repeated addition.
2.2.6 Multiplication of single digit
numbers by 10.
2.2.7 Division as equal sharing.
2.2.8 Number patterns in addition and
subtraction
Note
i. Develop the multiplication
and division signs.
ii. For number patterns use
simple sequences involving
basic addition and subtraction
facts
3.0 MEASUREMENT
3.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize, identify and use the
metre as a unit of measuring
length
b) measure mass and capacity
using a fixed unit
c) recognize, identify and use
Kenya currency notes and coins
upto sh.500
d) work out addition and
subtraction involving money in
shillings and cents without
carrying or borrowing
e) list the days of the week and
the months of the year in order.
f) read and tell time by the hour
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3.2 Content
3.2.1 The metre as a standard unit
3.2.2 Measuring length using the metre.
3.2.3 Measuring mass using arbitrary
and fixe unit.
3.2.4 Measuring capacity using arbitrary
and fixed unit
3.2.5 Kenya currency notes and coins
3.2.6 Addition and subtraction
involving shillings and cents.
3.2.7 Shopping activities involving
change and balance
3.2.8 Days of the week and months of
the year.
3.2.9 Time by the hour
4.0 GEOMETRY
4.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) Recognize and identify
rectangles, squares, triangles,
circles and ovals
b) Trace and model shapes
c) Make patterns using triangles,
rectangles, squares and circles
4.2 Content
4.2.1 Rectangles, squares, triangles,
circlesand ovals
4.2.2 Tracing and modeling shapes
4.2.3 Patterns
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STANDARD THREE
1.0 NUMBERS
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic the learner
should be able to:
a) count, read and write numbers
in symbols up to 9999
b) read and write numbers in
without and with carrying with
words up to 999
c) recognize and identify place
value up to thousands
d) rank quantities according to
Position from 1st to 10th
1.3 Content
1.3.1 Counting
1.3.2 Place value
1.3.3 Reading and writing numbers in
words
1.3.4 Reading and writing numbers in
symbols
1.3.5 Ordinal numbers
2.0 FRACTIONS
2.1 Specific Objective
By the end of the topic, the learner
should be able to recognize, read
and write fractions half, quarter
and eighth as part of a whole and
as part of a whole and as part of a
group
2.2 Content
2.2.1 Fraction as part of whole
2.2.2 Fraction as part of group
3.0 OPERATIONS
3.1 WHOLE NUMBERS
3.2 Specific Objectives
By the end of the topic the learner
should be able to:
a) add up to three 3- digit
numbers with and without
carrying
b) add up to two 4- digit numbers
carrying with sums not
exceeding 9999
c) subtract up to 4- digit number
up to 4- digit numbers without
and borrowing
d) multiply 2 single digit numbers
vertically and horizontally
e) recognize and identify division
as repeated subtraction
f) divide up to 2- digit number
using basic multiplication facts
g) identify the relationship
between multiplication and
division
h) recognize and identify number
patterns involving addition,
subtraction and multiplication
3.3 Content
3.3.1 Addition of up to three 3- digit
numbers
3.3.2 Addition of up to two 4- digit
numbers
3.3.3 Subtraction of up to 4- digit
numbers
3.3.4 Multiplication of 2 single digit
numbers
3.3.5 Division as equal sharing and as
repeated subtraction
3.3.6 Division of u to 2- digit numbers
by single digit numbers
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3.3.7 Relationship between
multiplication and division
3.3.8 Number patterns in addition
subtraction and multiplication
Note
(i) Basic multiplication facts
Involve multiplication of
1 – digit number by
1 – digit number up to 9 x 9
ii) For number patterns, use
simple sequences involving
basic addition, subtraction and
multiplication facts
4.0 FRACTIONS
4.1 Specific Objective
By the end of the topic, the leaner
should be able to add and subtract
fractions with the same
denominators involving halves,
quarters and eighths
4.2 Content
4.2.1 Addition and subtraction involving
fractions.
5.0 MEASUREMENT
5.1 LENGTH
By the end of the topic, the learner
should be able to:
a) measure length in metres
b) work out addition and
subtraction involving length
in metres .
c) Work out multiplication and
division involving length in
metres.
5.2 Content
5.2.1 Length in metres.
5.2.2 Addition and subtraction involving
length in metres
5.2.3 Multiplication and division
involving length in metres
Note
Division involving length in metres
should be restricted to basic facts
related to multiplication
6.0 MASS
6.1 Specific Objective
By the end of the topic, the learner
should be able to recognize,
identify and use kilogram as a unit
of measuring mass
6.2 Content
6.2.1 Kilogram as a standard unit of
measuring mass.
6.2.2 Measuring mass in kilograms
7.0 CAPACITY
7.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) recognize and identify the litre
as a unit of measuring capacity
b) measure capacity in litres and
half litres
c) work out addition and
subtraction involving litres and
half litres
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7.2 Content
7.2.1 Litre and half litre
7.2.2 Measuring capacity
7.2.3 Addition and subtraction involving
litres and half litres
8.0 MONEY
8.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) Recognize and identify one
thousand shilling note
b) Work out addition and
subtraction involving money in
shillings and cents without
conversion
c) Work out multiplication and
division involving money in
shillings and cents without
conversion
8.2 Content
8.2.1 Shopping activities involving
change and balance.
8.2.2 Addition and subtraction involving
money
8.2.3 Multiplication and division
involving money
Note
Division to involve basic
multiplication facts
9.0 TIME
9.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) Convert days into weeks and
vice versa
b) Work out addition and
subtraction involving days and
weeks with and without
conversions
c) Read, write and tell time in
hours, half hours and quarter
hours.
9.2 Content
9.2.1 Conversion of days into weeks and
vice versa
9.2.2 Addition and subtraction involving
time
9.2.3 Reading, writing and telling time.
Note
Develop the language of telling
time using ‘past’ and ‘to’ the hour
10.0 GEOMETRY
10.1 Specific Objective
By the end of the topic, the leaner
should be able to make patterns
involving squares, rectangles,
circles and ovals.
10.2 Content
10.2.1 Making patterns involving different
shapes
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STANDARD FOUR
1.0 NUMBERS
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic, the learner
should be able to:
a) Recognize and identify place
value and total value up to
ten thousands
b) Read and write numbers in
symbols and in words up to
99999
c) Obtain multiples and factors
(divisors) of given numbers
d) Recognize and identify
numbers divisible by 2, 5
and 10
e) Recognize and identify even
and odd numbers
1.3 Content
1.3.1 Place value and total value
1.3.2 Reading and writing numbers in
symbols and in words
1.3.3 Multiples and factors (divisors) of
numbers
1.3.4 Divisibility tests for 2, 5 and 10.
1.3.5 Odd and even numbers
2.0 FRACTIONS
2.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) recognize, read and write
fractions up to twelfths
b) recognize, identify and obtain
equivalent fractions
c) compare fractions to determine
‘greater than’ ‘less than’ and
‘equal to’
2.2 Content
2.2.1 Fraction as part of a whole and part
of a group.
2.2.2 Equivalent fractions
2.2.3 Comparing fractions
3.0 DECIMALS
3.1 Specific Objectives
By the end of the topic, the learner
should be able to recognize and
write decimals involving tenths and
hundredths
3.2 Content
3.2.1 Place value of decimals
3.2.2 The decimal notation
4.0 OPERATIONS
4.1 WHOLE NUMBERS
4.2 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) and up to 5- digit numbers
without and with carrying
b) subtract up to 5- digit numbers
from up to a 5- digit numbers
without and with borrowing
c) multiply a 2- digit number by a
1- digit number without and
with carrying
d) multiply a 2- digit number by
ten and multiples of ten and
multiples of ten
e) divide a 2- digit number by a1
– digit number through
repeated subtraction
f) divide numbers with not more
than 3- digits by up to 2- digit
numbers without and with
remainder
g) recognize and identify number
patterns involving basic
operations
22
4.3 Content
4.3.1 Addition of up to 5- digit numbers
4.3.2 Subtraction of up to 5- digit
numbers
4.3.3 Multiplication of a 2- digit number
by a 1- digit number
4.3.4 Multiplication of a 2- digit number
by ten and multiples of ten
4.3.5 Division of a 2- digit number by a
1- digit number through repeated
subtraction.
4.3.6 Division of up to a 3- digit number
by up to a 2- digit number
4.3.7 Number patterns involving basic
operations
Note
i) Develop the long form
notation of division and relate
it to repeated subtraction.
ii) For number patterns, use
simple sequences involving
basic operations in whole
numbers.
5.0 FRACTIONS
5.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) add and subtract fractions with the
same denominator
b) multiply a whole number by a
fraction
c) multiply a fraction by a whole
number
5.2 Content
5.2.1 Addition of fractions with the same
denominator
5.2.2 Multiplication of a whole number by a
fraction
5.2.3 Multiplication of a fraction by a
whole number
5.2 Content
5.2.1 Addition of fractions with the same
denominator
5.2.2 Multiplication of a whole number by
a fraction
5.2.3 Multiplication of a fraction by a
whole number
6.0 DECIMALS
6.1 Specific Objective
By the end of the topic, the learner
should be able to add and subtract
decimals up to two decimal places
6.2 Content
6.2.1 Addition and subtraction of
decimals
7.0 MEASUREMENT
7.1 LENGTH
7.2 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) recognize and identify the
centimeter as a unit of
measuring length
b) measure and estimate length in
metres and centimeters
c) convert metres to centimeters
and vice versa
d) work out addition and subtraction
involving length in metres and
centimeters
e) work out multiplication and
division involving length in
metres and centimeters
7.3 Content
7.2.1 The centimeter as a unit of measuring
length
7.3.2 measuring and estimate length in and
metres
7.3.3 convert metres to centimeters and vice
versa
7.3.4 Addition and subtraction involving
length in metres and centimeters
7.3.5 Multiplication and division involving
length in metres and centimeters
23
8.0 PERIMETER
8.1 Specific Objective
By the end of the topic the
learner should be able to work
out perimeter of squares and
rectangles
8.2 Content
8.2.1 Perimeter as distance all round
8.2.2 Perimeter of squares and rectangles
9.0 AREA
9.1 Specific Objective
By the end of the topic, the learner
should be able to compare and
measure area of square and rectangles in square units.
9.2 Content
9.1 Direct comparison of surfaces
9.2 Area of squares and rectangles
through counting in unit squares
9.3 Area of rectangles and squares as
product of the number of rows and
columns
Note
Develop the concept of area
through tiling.
10.0 VOLUME
10.1 Specific Objective
By the end of the topic, the
learner should be able to work out
the volume of cubes and cuboids
10.2 Content
10.2.1 Volume of cubes and cuboids by
piling.
10.2.2 Volume of cube and cuboids by
counting unit cubes in a stack
Note
The stacks should be made using cubes
and cuboids
11.0 CAPACITY
11.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) measure and estimate capacity
to the nearest litre, half litre and
quarter litre
b) work out addition and
subtraction involving litre, half
litre and quarter litre
11.2 Content
11.2.1 Measuring and estimating capacity
11.2.2 Addition and subtraction involving
litre, half litre and quarter litre
12.0 MASS
12.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) measure and estimate mass to
the nearest kilogram, half
kilogram and quarter kilogram
b) work out addition and
subtraction involving mass in
kilogram, half kilogram and
quarter kilogram
12.2 Content
12.2.1 Measuring and estimating mass
12.2.2 Adding and subtracting mass in in
kilograms (kg), half kilogram
(1/2kg) and quarter kilograms(1/4kg)
13.0 MONEY
13.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) Convert shillings to cents and
vice versa
b) Work out basic operations
involving money in shillings
and cents
c) Carry out shopping activities
Involving change and balance
24
13.2 Content
13.2.1 Conversion of shillings to cents
and vice versa
13.2.2 Operations involving shillings and
cents
13.2.3 Shopping activities involving
change and balance
14.0 TIME
14.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) Recognize and identify a
minute as a unit of measuring
time
b) Read and tell time to the
minutes
c) Convert units of time from one
unit to another
d) Work out problems involving
the calendar in real life
situations
14.2 Content
14.2.1 The minute as a unit of measuring
time
14.2.2 Reading and telling time to the
minute
14.2.3 Conversion of minutes to hours
hours to days, days to months
and months to years and vice Use three column tables to include
versa
14.2.4 The calendar ‘Number of items’.
15.0 GEOMETRY
15.1 Specific Objectives
By the end of the topic the learner
should be able to:
a) recognize and identify the
angle
b) recognize and draw right angle
using square corners
c) recognize and identify acute
and obtuse angles
d) make patterns involving
squares, rectangles and
triangles
15.2 Content
15.2.1 The angle
15.2.2 The right angle
15.2.3 Comparison of angles
15.2.4 Acute and obtuse angles
15.2.5 Making patterns
16.0 ALGEBRA
16.1 Specific Objectives
By the end of the topic, the learner
should be able to use letters to
represent numbers
16.2 Content
16.2.1 Use of letters for numbers
17.0 TABLES AND GRAPHS
17.1 Specific Objectives
By the end of the topic, the learner
should be able to collect and record
simple data in tables.
17.2 Content
17.2.1 Collection of data
17.2.2 Recording data
17.2.3 Making simple tables
Note
Use three column tables to include
‘quantity’ ‘Tally mark’ and
‘Number of items’
25
STANDARD FIVE
1.0 NUMBERS
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic, the learner
should be able to:
a) Recognize and identify place
value and total value up to
hundreds of thousand
b) Read and write numbers up to
999 999 in symbols and in
words
c) Round off numbers to the
nearest ten and hundreds
d) Recognize and identify
numbers divisible by 3, 4, 7
and 9
e) Recognize and identify prime
numbers less than one hundred
f) Determine the greatest common
divisor (GCD) highest common
factor (HCF) of up to three
given numbers
g) Determine the lowest common
multiple (LCM) of up to 3
given numbers
h) Recognize, read and write
Roman numbers up to 50
1.3 Content
1.3.1 Place value and total value up to
hundreds of thousands
1.3.2 Reading and writing numbers up to
999 999 in words and symbols
1.3.3 Rounding off numbers to the
nearest tens and hundreds.
1.3.4 Divisibility tests for 3, 4, 6 and 9.
1.3.5 Prime numbers less than 100
1.3.6 Prime factors
1.3.7 Common divisors (factors)
1.3.8 Greatest common divisor (GCD)
1.3.9 Highest common factor (HCF)
1.3.10 Common multiples
1.3.11 Least common multiple (LCM)
1.3.12 Roman numbers up to 50.
Note
Operations involving Roman
numbers should be avoided
2.0 FRACTIONS
2.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) simplify fractions by
cancellations
b) convert mixed numbers to
improper fractions and
improper fractions to mixed
numbers
2.2. Content
2.2.1 Simplifying fractions by
cancellation
2.2.2 Conversion of mixed numbers to
improper fractions and vice versa
3.0 DECIMALS
3.1 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) recognize and identify decimals
up to thousandths
b) convert fractions to decimals
and decimals to fractions
3.2 Content
3.2.1 Place value up to thousandths
3.2.2 Conversion of fractions to decimals
3.2.3 Conversion of decimals to fractions
Note
Conversion should not involve
recurring decimals
26
4.0 OPERATIONS
4.1 WHOLE NUMBERS
4.2 Specific Objectives
By the end of the topic the learner
should be able to:
a) work out addition and
subtraction involving up to 6-
digit numbers
b) multiply numbers by up to 2-
digit numbers with product not
exceeding 999 99
c) divide a number with not more
than 4 digits by a 2- digit
number
d) recognize and identify patterns
involving even, odd and prime numbers
4.3 Content
4.3.1 Addition and subtraction of up to
6- digit numbers
4.3.2 Multiplication of 3 single digit
numbers
4.3.3 Multiplication by up to 2- digit
numbers
4.3.4 Division of up to 4- digit numbers
by 2- digit numbers with the
divisor less than the dividend
4.3.5 Patterns involving even, odd and
prime numbers.
Note
For number patters, use simple
sequences involving even, odd and
prime numbers.
5.0 FRACTIONS
5.1 Specific Objectives
By the end of this topic, the learner
should be able to:
a) Add and subtract two fractions
using LCM
b) Add and subtract tow mixed
numbers using LCM
c) multiply a mixed number by a
whole number
5.2 Content
5.2.1 Addition and subtraction of two
fractions involving renaming of
one fraction
5.2.2 Addition and subtraction of two
fractions involving renaming of
both fractions
5.2.3 Addition and subtraction of mixed
numbers
5.2.4 Multiplication of mixed numbers
by whole numbers
6.0 DECIMALS
6.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) add and subtract decimals up to
3 decimal places
b) multiply decimals up to 3
decimal places by whole
numbers
c)
6.2 Content
6.2.1 Addition and subtraction of
decimals
6.2.2 Multiplications of decimals by
whole numbers
7.0 MEASUREMENT
7.1 LENGTH
7.2 Specific Objectives
By the end of the topic, the learner
should be able to:
a) measure length to the nearest
metre and centimetre
b) recognize and identify
kilometer as a unit of
measuring length
c) convert metres to kilometres
and kilometers into metres
d) work out the four basic
operations involving length in
kilometers, metres and
centimeters
e) work out perimeter of squares
and rectangles
27
7.3 Content
7.3.1 Measuring length to the nearest
metre and centimeter
7.3.2 Kilometre as a unit of measuring
length
7.3.3 Conversion of metres to kilometers
and vice versa
7.3.4 Addition and subtraction involving
units of length
7.3.5 Multiplication and division
involving units of length
7.3.6 Perimeter of squares and rectangles
involving kilometers, metres and
centimeters
8.0 AREA
8.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify the
square metre (m2) and square centimeter (cm2) as a unit of measuring area
b) work out area of squares,
rectangles and triangles
8.2 Content
8.2.1 Square metre and square
centimeter
8.2.2 Area of squares and rectangles
using the formula
8.2.3 Finding area of a triangle as half of
a rectangle practically
9.0 VOLUME
9.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify the
cubic centimeter (cm3) as a unit
of measuring volume
b) work out volume of cubes and
cuboids
9.2 Content
9.2.1 Cubic centimeter as a unit of
measuring volume
9.2.2 Volume as a product of number of
unit cubes in a layer by number of
layers
9.2.3 Volume of cubes and cuboids using
the formula
10.0 CAPACITY
10.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify the
mililitre (ml) as unit of
measuring capacity
b) measuring and estimate
capacity in mililitres
c) convert mililitres to litres and
litres into mililitres
d) work out addition and
subtraction involving capacity
in litres and mililitres
e) work out multiplication and
division involving capacity by
whole numbers.
10.2 Content
10.2.1 Mililitre as a unit of measuring
capacity
10.2.2 Estimating and measuring capacity
in mililitres
10.2.3 Conversion of mililitres to litres
and vice versa
10.2.4 Addition and subtraction involving
capacity in litres and mililitres
10.2.5 Multiplication and division
involving litres and mililitres by
whole numbers
11.0 MASS
11.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) recognize and identify the gram
as a unit of measuring mass
b) measuring and estimate mass to
the nearest gram
28
c) convert kilograms to grams and
grams into kilograms
d) work out addition and
subtraction involving mass in kilograms and grams
e) work out multiplication and
division involving mass in
kilograms and grams by whole
numbers
11.2 Content
11.2.1 The gram as a unit of measuring
mass
11.2.2 Measuring and estimating mass to
the nearest gram
11.2.3 Conversion of kilograms to grams
and vice versa
11.2.4 Addition and subtraction involving
mass in kilograms and grams
11.2.5 Multiplication involving mass in
kilograms and grams
11.2.6 Division involving mass in
kilograms and grams by whole
numbers
12.0 MONEY
12.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) prepare bills from given
information
b) read, interpret and work out
problems involving postal
charges
12.2 Content
12.2.1 Use of bills in buying and selling
12.2.2 Inland postal charges for letters and
parcels
13.0 TIME
13.1 Specific Objectives
By the end of the topic, the learner
should to able to:
a) estimate time by shadows
b) read, tell and write time in a.m
and p.m
c) recognize and identify the
second as a unit of measuring
time
d) convert minutes to seconds and
seconds to minutes
e) work out addition and
subtraction involving units of
time
f) work out multiplication and
division involving units of time
by whole numbers
13.2 Content
13.2.1 Estimating time by length of
shadow
13.2.2 Reading, telling and writing time in
a.m and p.m
13.2.3 The second as a unit of measuring
time
13.2.4 Conversion of minutes to seconds
and vice versa
13.2.5 Addition and subtraction involving
time in hours, minutes and seconds
13.2.6 Multiplication and division
involving units of time by whole
numbers
14.0 GEOMETRY
14.1 Specific Objectives
By the end of the topic the learner
should be able to:
a) measure angles using the unit
angle and the half disc
b) recognize and identify the
degree as a unit of measuring
angles
c) measure angles up to 180O
using a proctactor
d) recognize and identify reflex
angles
29
e) recognize and identify angles
on a straight line
f) work out problems involving
sum of angles of a triangle
g) state the properties of rightangled,
isosceles and
equilateral triangles
h) draw right-angled and
equilateral triangles using a
ruler and a protractor
i) draw parallel lines using a set
square and a ruler
j) state properties of rectangles
and squares
k) recognize and identify
perpendicular lines
l) make patterns involving
triangles rectangles and squares
14.2 Content
14.2.1 Unit angle and half disc
14.2.2 The degree as a unit of measuring
angles
14.2.3 The protractor
14.2.4 The reflex angle
14.2.5 Angles on a straight line
14.2.6 Perpendicular lines
14.2.7 Sum of angles of a triangle
14.2.8 Properties of right – angled,
isosceles and equilateral triangles
14.2.9 Parallel lines
14.2.10 Properties of squares and
rectangles
14.2.11 Making patterns
15.0 ALGEBRA
15.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) simplify algebraic expressions
b) work out simple equations in
one unknown using the beam
balance
15.2 Content
15.2.1 Simplifying algebraic expressions.
15.2.2 Working out simple equations in
one unknown
16.0 TABLES AND GRAPHS
16.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) collect and record data using
tally marks
b) represent data in bar graphs
c) read and interpret bar graphs
16.2 Content
16.2.1 Collecting and recording data
16.2.2 Representing data in bar graph
16.2.3 Reading and interpreting bar
graphs
17.0 SCALE DRAWING
17.1 Specific Objectives
By the end of the topic, the learner
should be able to:
a) represent length to a given
scale
b) convert scale length to actual
length and actual length to
scale length
17.2 Content
17.2.1 Linear scale in statement form
17.2.2 Representing actual length with
lines
17.2.3 Conversion of scale lengths to
actual length and vice versa
.
30
STANDARD SIX
1.0 NUMBERS
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify place
value and total value upto
hundreds of millions
b) read and write numbers up to
millions in symbols and in
words
c) round off numbers to the
nearest thousands
d) recognize and identify
numbers divisible by eight
e) identify and work out
squares of numbers
f) work out squares of up to
perfect squares of up to
3- digit numbers
1.3 Content
1.3.1 Place value and total value.
1.3.2 Reading and writing numbers up
to millions in symbols and word.
1.3.3 Rounding off numbers.
1.3.4 Divisibility test for 8.
1.3.5 Squares of numbers
1.3.6 Square roots of perfect squares
2.0 FRACTIONS
2.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify
reciprocals of numbers
b) recognize and identify
squares and square roots of
fractions involving perfect
squares
2.2 Content
2.2.1 Reciprocals
2.2.2 Squares of fractions
2.2.3 Square roots of fractions
3.0 DECIMALS
3.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify place
value up to 4 decimal places
given
b) round off a number to a given
number of decimal places
c) convert fractions to decimals
with and without recurring
d) convert decimals to fractions
without involving recurring
decimals.
3.2 Content
3.2.1 Place value up to 4 decimal
places
3.2.2 Rounding off decimals to a given
numbers of places.
3.2.3 Conversion of fractions to
decimals.
3.2.4 Conversion of decimals to
Fractions
4.0 PERCENTAGES
4.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify
percentage as a fraction
b) write percentage using the
symbol (%)
c) convert fractions and
decimals to percentage
d) convert percentage to
fractions and decimals
31
4.2 Content
4.2.1 Percentage as a fraction
4.2.2 Using the (%) symbol.
4.2.3 Conversion of fractions to
percentage
4.2.4 Conversion of decimals to
percentage
4.2.5 Conversion of percentage to
fractions
4.2.6 Conversion of percentage to
decimals
5.0 OPERATIONS
5.1 WHOLE NUMBERS
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) add and subtract numbers
b) multiply numbers
c) divide up to 5- digit numbers
by up to 2- digit numbers
d) recognize and identify simple
number sequence
e) work out problems involving
LCM and GCD in real life
5.3 Content
5.3.1 Addition and subtraction of
numbers
5.3.2 Multiplication of numbers
5.3.3 Division of up to 5- digit
numbers by up to 2- digit
numbers with divisor less then
the dividend
5.3.4 Number sequences
5.3.5 Working out problems involving
LCM and GCD
6.0 FRACTIONS
6.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) add and subtract up to 3
fractions using LCM
b) add and subtract up to 3
mixed numbers using LCM
c) multiply a fraction by a
fraction and mixed numbers
by a fraction
d) divide a whole number by a
fraction
e) divide a fraction by a fraction
f) work out division involving
mixed numbers
g) recognize and identify
number sequence involving
fractions
6.2 Content
6.2.1 Addition and subtraction of
fractions
6.2.2 Addition and subtraction of
fractions and mixed numbers
6.2.3 Multiplication of fractions by
fractions
6.2.4 Multiplication of mixed numbers
by fractions
6.2.5 Division of a whole number by a
fraction
6.2.6 Division of a fraction by a
fraction
6.2.7 Division involving mixed
numbers
6.2.8 Number sequence involving
fractions
7.0 DECIMALS
7.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) add and subtract decimals up
to 4 decimal places
b) multiply decimals with
products not exceeding 4
decimal places
c) divide decimals by whole
numbers and vice versa
d) divide a decimal by a decimal
32
7.2 Content
7.2.1 Addition and subtraction of
decimals
7.2.2 Multiplication of decimals by
decimals
7.2.3 Division of decimals by whole
numbers
7.2.4 Division of whole numbers by a
decimal
7.2.5 Division of a decimal by a
decimal
8.0 PERCENTAGES
8.1 Specific Objectives
By the end of the topic, the leaner
should be able to work out
quantities given the percentages and work out percentages given quantities
8.2 Content
8.2.1 Percentage of quantities
9.0 MEASUREMENT
9.1 LENGTH
9.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify
millimeters as a unit of
measuring length
b) convert millimeters to
centimeters and centimeters
to millimeters
c) recognize and identify pi( π )
as a relationship between
circumference and diameter
d) work out problems involving
circumference of a circle
9.3 Content
9.3.1 Millimetre as a unit of length
9.3.2 Conversion of millimeters to
centimeters and vice versa
9.3.3 Pi ( π ) as a relationship between
circumference and diameter,
practically
9.3.4 Circumference of a circle
10.0 AREA
10.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify area
and hectare as units of
measuring areas
b) work out area of a triangle, a
square and a rectangle
11.0 VOLUME
11.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify cubic
metre (m3) as a unit of
measuring volume
b) convert cubic metre (m3) to
cubic centimeter (cm3) and
cubic centimeters to cubic
metre
c) work out problems involving
volume of cubes and cuboids
in cubic metre (m3) and cubic
centimeter (cm3)
11.2 Content
11.2.1 Cubic metre (m3) as a unit of
measuring volume
11.2.2 Conversion of cubic metres to
cubic centimeters and vice versa
11.2.3 Volumes of cubes and cuboids
12.0 CAPACITY
12.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify
deciliter as a unit of
measuring capacity.
b) convert litres to milliliters,
litres to deciliters and
deciliters to litres
c) work out the four basic
operations involving litres,
millilitres and deciliters
33
12.2 Content
12.2.1 Decilitre (dl) as a unit of measuring
capacity
12.2.2 Conversion of mililitres to litres
and litres to deciliters and vice
versa
12.2.3 Addition and subtraction involving
litres, milliliters and deciliters
12.2.4 Multiplication and division
involving litres, deciltres and
milliliters
13.0 MASS
13.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify the
tonne (t) as a unit of
measuring mass
b) convert tones to kilograms,
kilograms to grams and
grams to kilograms
c) work out problem involving
units of mass
13.2 Content
13.2.1 Tonne (t) as a unit of measuring
mass
13.2.2 Conversion involving tones (t),
kilogram (kg) and grams (g).
13.2.3 Operations involving tone (t),
kilogram (kg) and gram (g).
14.0 MONEY
14.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
bills in buying and selling
b) work out problems involving
profit and loss
c) work out percentage
involving profit and loss
14.2 Content
14.2.1 Bills in buying and selling
14.2.2 Profit and loss
14.2.3 Percentage profit and loss
15.0 POSTAL CHARGES
15.1 Specific Objectives
By the end of the topic, the
learner should be able to work
out problems involving postal
charges
15.2 Content
15.2.1 International postal charges
15.2.2 Telegrams
15.2.3 Money orders
16.0 TIME AND SPEED
16.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) convert units of time from
one to another
b) convert time from one system
to another
c) read and interpret air, bus and
train time tables
d) recognize and identify speed
as distance covered in unit
time
e) work out problems involving
speed in m/s and km/h
16.2 Content
16.2.1 Converting minutes to seconds
and seconds to minutes
16.2.2 Converting of the 12 hour system
to 24 hours system and24 hour
system to 12 hour system.
16.2.3 reading and interpreting air, bus
and train time tables
16.2.4 Speed in kilometers per hour
(km/h) and metres per
second(m/s)
16.2.5 Work out problems involving
speed.
34
17.0 GEOMETRY
17.1 LINES
17.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) draw and bisect lines using a
ruler and a pair of compasses
b) construct perpendicular and
parallel lines using a ruler
and a pair of compasses
17.3 Content
17.3.1 Drawing and bisecting lines
using rulers and pair of
compasses
17.3.2 Perpendicular lines
17.3.3 Parallel lines from a point on the
line
18.0 ANGLES
18.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize identify and
measure vertically opposite
and supplementary angles
b) bisect angles a pair of
compasses and a ruler
c) construct 90o, 60 o, 120 o, 45 o,
30 o, 75 o and 15 o using a ruler and pair of compasses
d) draw a triangle using a
protractor and a ruler
e) recognize and identify angle
properties of triangles
f) make patterns involving
squares, triangles and rectangles
18.2 Content
18.2.1 Vertically opposite angles
18.2.2 Supplementary angles
18.2.3 Construction of 90 o, 60 o, 120 o
45 o, 30 o, 75 o and 15 o
18.2.4 Bisecting angles
18.2.5 Drawing triangles
18.2.6 Interior and exterior angles of a
triangle
18.2.7 Making patterns
19.0 CIRCLES
19.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) draw circles using pair of
compasses
b) recognize and identify a
sector as a part of a circle
c) make patterns using circles
19.2 Content
19.2.1 Drawing circles
19.2.2 Centre, radius and diameter of a
circles.
19.2.3 Sectors of circles
19.2.4 Making patterns
20.0 MODELS
20.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify
edges, faces and vertices of
cubes and cuboids
b) make models of cubes and
cuboids
20.2 Content
20.2.1 Cubes and cuboids
20.2.2 Nets of cubes and cuboids
20.2.3 Making models
21.0 ALGEBRA
21.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) simplify algebraic
expressions
b) solve equations in one
unknown
c) compare quantities using
‘greater than’, ‘less than’and
‘equal to’ symbol
35
22.2 Content
22.2.1 Use of brackets in algebraic
expressions
22.2.2 Simplifying algebraic
expressions
22.2.3 Equations in one unknown
22.2.4 The symbols greater than (>) and
less than (<). 22.2.5 Comparison of quantities using =, > and < symbols
23.0 TABLES AND GRAPHS
23.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) represent data from tables on
graphs
b) read and interpret
information, identify and
c) recognize, identify and work
out arithmetic means of a
given data
23.2 Content
23.2.1 Tables
23.2.2 Bar graphs
23.2.3 Line graphs
23.2.4 Pie charts
23.2.5 Travel graphs
23.2.6 Working out arithmetic mean
24.0 SCALE DRAWING
24.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) read, interpret and write
linear scales in statement
form
b) make scale drawing
24.2 Content
24.2.1 Interpreting drawing using linear
scale
24.2.2 Reading and writing linear scales
in statement form
24.2.3 Making scale drawings
36
STANDARD SEVEN
1.0 NUMBER
1.1 WHOLE NUMBERS
1.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify place value and total
value
b) read and write numbers in
symbols and in words
c) work out square numbers and
square roots of perfect
squares
d) determine numbers divisible
by eleven
1.3 Content
1.3.1 Place value and total value.
1.3.2 Reading and writing numbers
1.3.3 Squares and square roots
1.3.4 Divisibility tests for 11.
2.0 FRACTIONS
2.1 Specific Objective
By the end of the topic, the
learner should be able to work
out square and square roots of fractions
2.2 Content
2.2.1 Squares of fractions
2.2.2 Square roots of fractions
involving perfect squares
3.0 DECIMALS
3.1 Specific Objectives
By the end of the topic, the
learner, should be able to:
a) identify place value and total
value of digits in decimals
b) convert non-recurring
decimals to fractions
c) convert fractions to decimals
involving non-recurring
decimals
d) work out squares and square
roots of decimals
3.2 Content
3.2.1 Place value and total value
3.2.2 Conversion of decimals to
fractions
3.2.3 Conversion of fractions to
decimals
3.2.4 Squares of decimals
3.2.5 Square roots of decimals
involving perfect squares
4.0 PERCENTAGE
4.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) convert percentage to fraction
and fraction to percentage
b) convert decimal to percentage
and percentage to decimals
4.2 Content
4.2.1 Conversion of percentage to
fractions and vice versa
4.2.2 Conversion of decimals to
percentage and percentage to
decimal
5.0 OPERATIONS
5.1 WHOLE NUMBERS
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) add, subtract and multiply
whole numbers
b) divide whole numbers by up
to 3- digit numbers
c) work out problems involving
combined operations in
whole numbers
d) recognize and identify
number sequence involving
whole numbers
37
5.3 Content
5.3.1 Addition subtraction and
multiplication involving whole
numbers
5.3.2 Division involving whole
numbers
5.3.3 Combined operation in whole
numbers
5.3.4 Number sequence.
Note
i) Order of operations should
involve only two operations
at a time
ii) Operations involving
negative integers should be
avoided
6.0 FRACTIONS
6.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out addition,
subtraction, multiplication
and division involving
fractions
b) work out problems involving
combined operations in
fractions
c) recognize and identify
number sequence involving
fractions
6.2 Content
6.2.1 Addition and subtraction
6.2.2 Multiplication and division
6.2.3 Combined operations in fractions
6.2.4 Number sequence
7.0 DECIMALS
7.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
decimals using the four basic
operations
b) work out problems involving
combines operations in
decimals
7.2 Content
7.2.1 Basic operations involving
decimals
7.2.2 Combined operations, in
decimals
8.0 PERCENTAGE
8.1 Specific Objective
By the end of the topic, the
learner should be able to work
out problems involving
percentage increase and
decrease.
8.2 Content
8.2.1 Percentage increase
8.2.2. Percentage decrease
9.0 MEASUREMENTS
9.1 LENGTH
9.2 Specific Objectives
By the end of the topic, the leaner
should be able to:
a) recognize and identify
decimeter (dm), decameters
(Dm) and hectometer (hm).
b) convert units of length from
one to another
c) work out perimeter involving
circle, triangle and
quadrilaterals
d) work out problems involving
units of length in real life
38
9.3 Content
9.3.1 Decimetres (dm), decameters
(Dm) and hectometers (hm)
9.3.2 Conversion of units of length
9.3.3 Perimeter of shapes
9.3.4 Working out problems involving
perimeter in real life situation.
10.0 AREA
10.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) calculate the area of a circle
b) work out problems involving
area of a circle
c) calculate the area of
trapeziums and
parallelograms
d) work out problems involving
area of borders and combined shapes
e) calculate surface area of
cuboids and cylinders
10.2 Content
10.2.1 Working our area of circles
practically
10.2.2 Working out problems involving
area of circles using formulae.
10.2.3 Working out area of trapezium
and parallelogram practically.
10.2.4 Area of combined shapes and
borders
10.2.5 Working out surface area of
cubes, cuboids and cylinders practically
10.2.6 Working out problems involving
surface area of cubes, cuboids
and cylinders
11.0 VOLUME
11.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify cross
sectional area of regular
solids
b) work out problems involving
volume of cubes, cuboids and
cylinders
11.2 Content
11.2.1 Cross-sectional area of regular
solids.
11.2.2 Volume of cubes and cuboids
11.2.3 Volume of cylinders through
piling
11.2.4 Volume of cylinders using the
Formula
12.0 CAPACITY
12.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
capacity of cube, cuboids and
cylinders
b) recognize and identify the
relationship between capacity
and volume
12.2 Content
12.2.1 Capacity of cubes, cuboids and
cylinders
12.2.2 Relationship between capacity
and volume
13.0 MASS
13.1 Specific Objectives
By the end of the topic, the
learner should be able to work
out problems involving units of
mass
13.2 Content
13.2.1 Mass in grams, kilograms and
tones
39
14.0 MONEY
14.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
discount, and percentage
discount
b) work out problems involving
commission and percentage
commission
c) work out problems involving
simple interest
d) work out problems involving
hire purchase
e) work out problems involving
bills in buying and selling
14.2 Content
14.2.1 Discount and percentage discount
14.2.2 Commission and percentage
commission
14.2.3 Simple interest
14.2.4 Hire purchase
14.2.5 Bills
15.0 POSTAL CHARGES
15.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
inland and international postal charges
b) recognize and identify money
orders and postal orders
c) work out problems involving
telegrams
15.2 Content
15.2.1 Inland and international postal
charges.
15.2.2 Money and postal orders
15.2.3 Writing telegrams
15.2.4 Working out telegram charges
16.0 TIME AND SPEED
16.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
time
b) work out problems involving
air flight, bus and train tables
c) convert speed from
kilometers per hour (km/h) to
metres per second (m/s) and
vice versa
16.2 Content
16.2.1 Operations involving units of
time
16.2.2 Air flight, bus and train tables
involving time, fare and distance
16.2.3 Conversion involving units of
speed
17.0 TIMPERATURE
17.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) compare temperature using
hotter, warmer, colder and
same as
b) recognize and identify degree
celcius as a unit of measuring
temperature
17.2 Content
17.2.1 Direct comparison of temperature
17.2.2 Degree celcius (oC)
18.0 GEOMETRY
18.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify angle
properties of parallel lines
and quadrilaterals
b) work out problems involving
angle properties of parallel
lines
40
c) construct right angled,
isosceles and equilateral
triangles using a ruler and a
pair of compasses
d) construct circles passing
through vertices of a triangle
e) recognize and identify
Pythagorean relationship
f) make models of cubes,
cuboids and cylinders
g) make patterns involving
rectangles, triangles and circles
18.2 Content
18.2.1 Parallel lines and transversals
18.2.2 Perpendicular bisectors of lines
18.2.3 Working out problems involving
angle properties of parallel lines.
18.2.4 Angle properties of squares,
rectangles, rhombuses,
parallelograms and trapeziums
18.2.5 Construction of triangles
18.2.6 Construction of circles
18.2.7 Pythagorean relationship
3 – 4 – 5
18.2.8 Net of cubes, cuboids and
cylinders
18.2.9 Models of cubes, cuboids and
cylinders
18.2.10 Making patterns
19.0 ALGEBRA
19.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) form and simplify algebraic
expressions
b) work out the value of
algebraic expressions through
substitution
c) form and solve equations in
one unknown
d) simplify inequalities in one
unknown
20.0 TABLES AND GRAPHS
20.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) determine appropriate scale
for graphs
b) read and interpret tables in
real life situations
c) represent data on bar graphs,
pie charts, travel graphs and
line graphs
d) read and interpret bar graphs,
pie charts, line graphs and
travel graphs
e) work out problems involving
the mean and the mode
20.2 Content
20.2.1 Linear scale
20.2.2 Tables involving real life
situations
20.2.3 Drawing graphs
20.2.4 Reading and interpreting graphs
20.2.5 Arithmetic mean and mode.
21.0 SCALE DRAWING
21.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) read and write linear scale in
ratio form
b) convert linear scale from
statement to ratio form and
ratio to statement
c) work out problems involving
scale drawings.
22.2 Content
22.2.1 Linear scale in ratio form
22.2.2 Conversion of scale from one
form to another
22.2.3 Making scale drawing
22.2.4 Working out problems involving
scale drawing
41
23.0 RATIO AND PROPORTION
23.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) recognize and identify ratio
as a fraction
b) interpret and use ratio in
sharing
c) work out problems involving
ratio using unitary method
d) interpret and use ratio in
increasing and decreasing
quantities
e) recognize and identify simple
direct and indirect proportion
f) work out problems involving
simple direct and indirect
proportions
23.2 Content
23.2.1 Ratio as a fraction
23.2.2 Sharing using ratio
23.2.3 Working out problems involving
ratio using unitary method
23.2.4 Increasing and decreasing
quantities using ratio
23.3.5 Direct and indirect proportion
23.3.6 Working out problems involving
simple direct and indirect
proportion
42
STANDARD EIGHT
1.0 NUMBERS
1.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) read and write numbers in
symbols and in words
b) work out square roots of
numbers and square roots of
perfect squares
c) convert fractions to
percentages and percentages
to fractions
d) convert decimals to
percentages and percentages
to decimals
1.2 Content
1.2.1 Place value and total value
1.2.2 Reading and writing numbers in
symbols and in words
1.2.3 Squares and square roots
1.2.4 Conversion of fractions to
decimals and vice versa
1.2.5 Conversion of fractions to
percentage and vice versa
1.2.6 Conversion of decimals to
percentages and vice versa
2.0 OPERATIONS ON NUMBERS
2.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) Work out problems involving
operations on whole numbers
b) Work out problems involving
operations on fractions
c) Work out problems involving
operations on decimals
d) Work out problems involving
combined operations
e) Work out problems involving
percentage increase and
decrease
f) Work out problems involving
number sequence
2.2 Content
2.2.1 Operations involving whole
numbers
2.2.2 Operations involving fractions
2.2.3 Operations involving decimals
2.2.4 Combined operations
2.2.5 Percentage increase and decrease
2.2.6 Number sequence
Note
i) Order of operations should
involve only two operations
at a time
ii) Operations involving
negative numbers should be
avoided
3.0 MEASUREMENT
3.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
units of length
b) work out problems involving
area and surface area
c) work out problems involving
volume
d) work out problems involving
units of capacity
e) convert units of capacity to
units of volume and units of
volume to units of capacity
f) work out problems involving
mass
g) work out problems involving
percentage profit and loss
h) work out problems involving
bills
i) work out problems involving
discount, percentage
discount, commission and
percentage commission
j) work out problems involving
hire purchase
k) work out problems involving
simple interest
43
l) work out problems involving
compound interest using
simple interest per unit time
m) work out problems involving
postal charges
n) work out problems involving
time, speed, distance and
average speed
o) work out problems involving
temperature in degree celcius
3.2 Content
3.2.1 Working out problems involving
conversion of units of length
3.2.2 Working out problems involving
perimeter and circumference.
3.2.3 Area of triangle, quadrilaterals
circles, combined shapes and
borders
3.2.4 Surface area of cubes, cuboids
and cylinders
3.2.5 Volume of cubes, cuboids,
cylinders and triangular prisms
3.2.6 Capacity of cubes, cuboids and
cylinders
3.2.7 Conversion of units of capacity
to units of volume and vice verse
3.2.8 Working out problems involving
conversion of units of mass
3.2.9 Profit and loss
3.2.10 Percentage profit and loss
3.2.11 Bills
3.2.12 Commissions and percentage
commissions
3.2.13 Discount and percentage discount
3.2.14 Hire purchase
3.2.15 Simple interest
3.2.16 Compound interest
3.2.17 Postal charges
3.2.18 Time, speed, distance and
average speed
3.2.19 Temperature in degrees celcius
(oC)
4.0 GEOMETRY
4.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) construct triangles
b) construct circles touching the
three sides of a triangle
c) work out problems
Pythagorean relationship
d) construct parallelograms and
rhombuses
e) work out problems involving
properties of squares,
rectangles, parallelograms,
rhombuses and trapeziums
f) recognize and identify
triangular and square based
pyramids
g) identify and make nets of
pyramid and prisms
h) make geometrical patterns
4.2 Content
4.2.1 Constructing triangles
4.2.2 Perpendicular from a point to a
line
4.2.3 Constructing circles
4.2.4 Pythagorean relationships 3 – 4 –
5, 5 – 12 – 13 and 7 – 24 – 25
4.2.5 Constructing parallelograms and
rhombuses
4.2.6 Working out problems involving
quadrilaterals
4.2.7 Faces, edges and vertices of
triangular and square based
4.2.8 Nets of triangular and square
based pyramids and prisms
4.2.9 Curved patterns using straight
lines
4.2.10 Making patterns using
quadrilaterals, triangles and
circles
44
5.0 ALGEBRA
5.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) Form and simplify algebraic
expressions
b) Work out the value of
algebraic expressions using
substitution
c) Form and solve equations in
one unknown
d) Simplify inequalities in one
unknown
5.2 Content
5.2.1 Algebraic expressions
5.2.2 Value of algebraic expressions
5.2.3 Equations in one unknown
5.2.4 Simplifying inequalities in one
unknown
6.0 TABLES AND GRAPHS
6.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) Draw graphs from given data
b) Read and interpret tables and
graphs
c) Recognize and identify the
median
d) Work out problems involving
mean, mode and median
6.2 Content
6.2.1 Drawing tables and graphs
6.2.2 Interpreting tables and graphs
6.2.3 Median and middle value in a set
of ordered data
6.2.4 Working out problems involving
mean, mode and median.
7.0 SCALE DRAWING
7.1 Specific Objectives
By the end of topic, the learner
should be able to:
a) read and interpret diagrams
drawn to scale
b) work out problems involving
scale drawing
7.2 Content
7.2.1 Reading and interpreting scale
diagrams
7.2.2 Making scale drawings scale
drawings
7.2.3 Working out problems involving
8.0 RATIO AND PROPORTION
8.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) work out problems involving
ratio
b) work out problems involving
simple direct and indirect
proportions
8.2 Content
8.2.1 Comparison using ratio
8.2.2 Sharing using ratio
8.2.3 Increasing and decreasing
quantities using ratio
8.2.4 Simple direct and indirect
proportions
ASSESSMENT
There is need to continually assess pupils’
performance in order to find out whether
the objectives of the course are being
achieved. The assessment will also help
the teacher in finding out which pupils
need further guidance in some areas and
thus organize remedial
work for the weak pupils and extra work
for the bright pupils. The three methods
suggested below will be found useful for
type of assessment.
45
a) Written Exercises
In almost every mathematics lesson,
pupils do written exercises. While
making the exercises, teachers should
give credit for each correct step in the
working in addition to the correct
answer. Pupils should therefore be
encouraged to show all the working
and check on the accuracy of the
answers by using reverse operation(s).
It is important that pupils are taught
how to organize their work logically.
At the end of the topic/subtopic,
teachers should give a diagnostic test.
When assessing mastery of
mathematical facts using written
exercises, steps in the working may
not be required.
b) Oral Exercises
These exercises are administered
throughout the lesson. They involve
giving responses orally.
c) Observation
When pupils are doing a practical
activity such as measurement,
construction, modeling and pattern
making, the teacher should observe
whether they are using the appropriate
skills. When giving a mark of the
finished work, the teacher should take
into account how the pupil was
performing the activity, whether the
pupil understood the skills being
learned and whether the finished
product is what was expected.
Competencies to be tested
Teachers are advised to take into
consideration the following aspects of
learning when assessing the pupils work.
1. Knowledge of common mathematical
concepts such as perpendicular,
divisor, LCM
2. Knowledge of specific mathematical
facts
3. Understanding of general
mathematical principles
4. Application of general mathematical
principles
5. Interpretation of information
contained in charts, graphs and tables.
Note
The aspect(s) to be tested will depend on
the content and the level of the learner.
EXAMINATION
At the end of the course, pupils will sit for
the national examination – The Kenya
Certificate of Primary Education(K.C.P.E).
This examination tests whether the
objectives of the syllabus have been
achieved.
46
SCIENCE
47
INTRODUCTION
The learning of Science enables the learners to understand the world around them. Through
Science children acquire knowledge, skills and attitudes which enable them realize that
problems can be solved. The subject enhances self development and also provide ways of
finding out information, testing ideas and developing a creative mind.
Science should be taught by doing or carrying out activities rather than giving facts to
children. The learning and teaching process should be as much as possible be learnercentered
and the teacher should relate the learning experiences to the children’s day to day
life. The teacher should also encourage the children to practice some of the activities done in
school in their homes and communities. Such activities will help the children to develop
skills in maintaining and using the resources found in the environment.
In this syllabus, aspects of Agriculture and Home Science have been incorporated. The
syllabus also addresses emerging issues such as the environment, drug abuse and HIV/AIDS.
Content that is contained in this syllabus is prepared in the form of units which need not be
followed in the same order as presented. In some topics there are hints which guide the
teachers on the details and content required.
The teaching and learning resources should be much as possible be obtained from the local
environment. Other resources can be constructed when the need arises. Suggested assessment
methods have also been included at the end of the syllabus. The teacher may therefore use
any of the methods to assess the learners.
48
GENERAL OBJECTIVES
By the end of the course, the learner should be able to:
Develop ability to observe and explore the environment
1. Develop manual and mental skills for rational decision making
2. Develop creativity and critical thinking in addressing new and emerging challenges
3. Develop and use appropriate skills and technologies for solving problems
4. Develop positive attitudes towards self and the environment
5. Manage and conserve the available resources
6. Improve the body physical fitness and maintain good health
7. Identify and utilize opportunities for productive work in the school, home and community
8. Acquire basic scientific knowledge
9. Develop interest in science and science related careers
49
STANDARD ONE
UNIT 1.0: HUMAN BODY
TOPIC 1.1: Parts of the human
Body
1.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) Name some external parts of
the human body
b) Identify some external parts
of the human body.
1.3 Content
1.3.1 External body parts
• head (eye, ear, nose, hair,
• mouth)
• neck
• chest
• arm (hand, elbow, finger and
finger nail)
• leg (knee, foot, toe nails).
UNIT 2.0: HEALTH EDUCATION
TOPIC 2.1: Hygiene
2.2. Specific Objective
By the end of the topic, the
learner should be able to clean
own body.
2.3 Content
2.3.1 Cleaning the following body
parts
• head
• nose
• teeth
• hands
• legs
2.3.2 Cleaning the whole body
Hint: Pupils should not share personal
items
UNIT 3.0: PLANTS
TOPIC 3.1
i) Plants in the locality
ii) Parts of a plant
iii) Edible plants
3.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) name some plants found in
the locality
b) identify main part of a plant
c) identify some edible plants
and the parts that can be
eaten by human beings
3.3 Content
3.3.1 Different plants in the locality
3.3.2 Main parts of a plant
3.3.3 Edible parts of a plant
UNIT 4.0: WEATHER
TOPIC 4.1: Weather Changes
4.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) observe weather
b) identify weather changes
4.3 Content
4.3.1 Observe weather
4.3.2 Weather changes
• sunny
• cloudy
• windy
• rainy
• calm
50
UNIT 5.0: ANIMALS
TOPICS 5.1:
i) Animals in the locality
ii) External parts of big
animals
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) name some animals in the
locality
b) identify external parts of
big animals
5.3 Content
5.3.1 Animals in the locality
5.3.2 External parts of big animals
• ear
• mouth
• eye
• nose
• leg
• tail
• horn
UNIT 6.0: WATER
TOPICS 6.1:
i) Sources of water
ii) Uses of water
6.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) name sources of water
b) identify some uses of water
6.3 Content
6.3.1 Sources of water
• rain
• river
• well
• dam
• lake
• ocean
Hint: Tap is not a source of
water
6.3.2 Uses of water
• drinking
• washing
• cooking
• watering plants and animals
UNIT 7.0: SOIL
TOPIC 7.1: Playing with soil
7.2 Specific Objectives
By the end of the topic, the
learner should be able to
manipulate soil.
7.3 Content
7.3.1 Playing with soil
• feeling soil (smooth, rough)
• drawing on soil
• filing and emptying
containers with soil
UNIT 8.0: FOODS
TOPIC 8.1: Foods eaten in the
community
8.2 Specific Objectives
By the end of the topic, the
learner should be able to
identify different types of foods
eaten in the community.
8.3 Content
8.3.1 Foods eaten in the community
51
UNIT 9.0: ENERGY
TOPICS 9.1:
i) Light
ii) Sound
9.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify sources of light
b) identify sources of sound
9.3 Content
9.3.1 Sources of light
• sun
• fire
• torch
• candle
• lamp
• electricity
• fire fly /glow worm
• matches
9.3.2 Sources of sound
• animal
• drum
• bell
• whistle
• vehicle
UNIT 10.0: PROPERTIES OF
MATTER
TOPIC 10.1: Presence of air
10.2 Specific Objective
By the end of the topic, the
learner should be able to
demonstrate the presence of air.
10.3 Content
10.3.1 Presence of air
• around us
• in containers
UNIT 11.0: MAKING WORK
EASIER
TOPICS 11.1:
i) Making wheels
ii) Using wheels
11.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) make wheels
b) use wheels
11.3 Content
11.3.1 Making wheels
11.3.2 Using wheels
52
STANDARD TWO
UNIT 1.0: HUMAN BODY
TOPICS 1.1:
i) Senses
ii) Sense organs UNIT
1.2 Specific Objectives
By the end of the topic, the
leaner should be able to:
a) name the sense organs
b) identify things using the
sense organs
1.3 Content
1.3.1 Sense of:
• smell
• taste
• touch
• sight
• hearing
1.3.2 Use of sense organs
UNIT 2.0: HEALTH
EDUCATION
TOPIC 2.1 Hygiene
2.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) clean their personal items
b) clean the classroom and
compound and dispose
refuse appropriately.
c) use latrine and toilets
properly
2.3 Content
2.3.1 Personal items and their uses
• handkerchief
• socks
• toothbrush
• comb
• hair brush
2.3.2 Cleaning the classroom, the
compound and disposing refuse
appropriately
2.3.3 Proper use of latrines and
toilets
3.0: PLANTS
TOPICS 3.1:
i) Germination of seeds
ii) Care of plants
iii) Different types of
leaves
3.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) plant seeds
b) observe germinating seeds
c) care for plants in the
locality
d) identify different types of
leaves.
3.3 Content
3.3.1 Planting seeds
3.3.2 Caring for plants
• weeding (uprooting weeds)
• watering
3.3.3 Different types of leaves
(colour, size, shape, texture)
Hint: Conditions and stages
of germination not required
53
UNIT 4.0 WEATHER
TOPICS 4.1:
i) Weather symbols
ii) Effects of weather
changes on way of
dressing
4.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) draw simple weather
symbols
b) state effects of weather
changes on ways of
dressing.
4.3 Content
4.3.1 Weather symbols for:
• sunny
• windy
• calm
• cloudy
• rainy
4.3.2 Effects of weather changes on
way of dressing – when cold,
hot or rainy
UNIT 5.0 ANIMALS
TOPICS 5.1:
i) Animals kept in
ii) Wild animals
iii) Useful animals
iv) Harmful animals
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify animals kept at
home
b) identify wile animals
c) identify useful animals
d) identify harmful animals
5.3 Content
5.3.1 Animals kept at home such as
cattle, goat, sheep, pig, poultry,
fish, camel, donkey, cat, dog
and horse
5.3.2 Wild animals such as lion,
ostrich, crocodile, fish, giraffe,
snake, eagle and hare
5.3.3 Useful animals such as cattle,
goat, poultry, cat, fish, dog and
donkey
5.3.4 Harmful animals such as snake,
mosquito, rat, termite, tick and
flea
UNIT 6.0 WATER
TOPIC 6.1: Separating things
from water
6.2 Specific Objective
By the end of the topic, the
learner should be able to
separate things from muddy
water using a clean piece of
cloth.
6.3 Content
6.3.1 Separating things from muddy
water using a clean piece of
cloth.
UNIT 7.0: SOIL
TOPIC 7.1: Modeling with soil
home
7.2 Specific Objective
By the end of the topic, the
learner should be able to model
familiar items using soil.
7.3 Content
7.3.1 Modeling familiar items such
as animals, toys, cups and
letters
54
UNIT 8.0 FOODS
TOPIC 8.1: Handling food
8.2 Specific Objective
By the end of the topic, the
learner should be able to handle
food hygienically.
8.3 Content
8.3.1 Handling food
• cleaning of hands
• cleaning food (raw food)
• cleaning utensils
UNIT 9.0: ENERGY
TOPICS 9.1:
i) Light
ii) Sound
9.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) make shadows using
various objects
b) produce sound by plucking
c) produce sound by hitting an
object
9.3 Content
9.3.1 Making shadows
9.3.2 Producing sound by plucking
9.3.3 Producing sound by hitting on
object
UNIT 10.0: PROPERTIES OF
MATTER
TOPICS 10.1:
i) Effects of moving air
ii) Uses of moving air
iii) Making and flying kites
10.2 Specific Objectives
By the end of the topic, the
leaner should be able to:
a) observe and identify effects
of moving air
b) state uses of moving air
c) make and fly kites
10.3 Content
10.3.1 Moving air
10.3.2 Effects of moving air
• blowing soil away
• blowing roofs off
• felling trees
10.3.3 Uses of moving air
• winnowing
• sailing boats and canoes
• windmill
10.3.4 Making and flying kites
UNIT 11.0: MAKING WORK
EASIER
TOPICS 11.1:
i) Wheels
ii) Rollers
11.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) make and use wheels of
different shapes
b) identify the best shape for a
wheel
c) use rollers
11.3 Content
11.3.1 Making wheels of different
shapes
11.3.2 Identifying the best shape for a
wheel
11.3.3 Rollers
• pencils
• maize stalks
• maize cobs
• round sticks
55
STANDARD THREE
UNIT 1.0: HUMAN BODY
TOPICS 1.1:
i) Sense of sight
ii) Gestures UNIT
1.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) use sight to compare
distance and size of objects
b) compare the strength of eye
c) use gestures to
communicate
1.3 Content
1.3.1 Sense of sight
• far /near
• big small
• the strength of eyes
1.3.2 Facial and body gestures
appropriate in the community
beings
UNIT 2.0: HEALTH EDUCATION
TOPICS 2.1:
i) Good health
ii) Cleaning latrines, toilets
and urinals
2.2. Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify the requirements of
good health
b) clean latrines, toilets and
urinals
2.3 Content
2.3.1 Requirements for good health
• food
• rest
• sleep
• exercise
• medical care
2.3.2 cleaning latrines, toilets and
urinals.
UNIT 3.0 PLANTS
TOPICS 3.1:
i) Plants in different
habitats
ii) Uses of plants to
human beings
3.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify plants in different
habitats
b) discuss uses of plants to
human beings
3.3 Content
3.3.1 Plants in different habitants in
the locality
3.3.2 Uses of plants to human (food,
clothes, paper, baskets,
furniture, tea, coffee, cocoa,
medicine, shade, fencing and
beauty)
56
4.0: WEATHER
TOPICS 4.1:
i) Weather changes
ii) Effects of weather
changes farming on
activities
4.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) observe weather changes
b) record weather changes
using symbols
c) describe farming activities
during dry and rainy
seasons
4.3 Content
4.3.1 Observing and recording
weather changes
4.3.2 Farming activities during dry
and rainy seasons (crop
growing and animal rearing
only)
UNIT 5.0 ANIMALS
TOPICS 5.1:
i) Behaviour of small animals
ii) Care of animals at
home
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) observe the behavior of
small animals
b) care for animals at home.
5.3 Content
5.3.1 Behaviour of small animals
• movement (walking,
flying,crawling,
hopping/leaping,
swimming)
• protection (coiling, running
off, hiding in shells, bitting,
flying off, stinging).
5.3.2 Ways of caring for animal at
home
• Watering
• Feeding
• housing
UNIT 6.0 WATER
TOPICS 6.1:
i) Transporting water
ii) Making water safe for
drinking
iii) Storing clean water for
drinking
6.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name different ways of
transporting water
b) describe some ways of
making water safe for
drinking
c) store clean water for
drinking
6.3 Content
6.3.1 Means of transporting water
• cans
• animals
• tankers
• pipes
6.3.2 Making water safe for drinking
• filtering
• boiling
6.3.3 Storing clean water for
drinking
57
UNIT 7.0: SOIL
TOPIC 7.1: Modelling using
different soils
7.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify the different types
of soils
b) model using different soils
7.3 Content
7.3.1 Types of soils
• clay
• loam
• sand
7.3.2 Modelling using different soils
7.3.3 Identifying the best soil for
modelling
UNIT 8.0: FOODS
TOPIC 8.1: Good behavior when
having meals
8.2 Specific Objective
By the end of the topic, the
learner should be able to
practice good behavior when having meals
8.3 Content
8.3.1 Good behavior when having
meals
• not talking with food in
mouth
• chewing food with mouth
closed
• eating reasonable quantities
of food at a time
• chewing food properly
before swallowing
UNIT 9.0: ENERGY
TOPICS 9.1
i) Light
ii) Sound
9.2 Specific Objective
By the end of this topic, the
learner should be able to:
a) reflect light
b) identify the direction of
sound
c) identify the meaning of
special sounds
9.3 Content
9.3.1 Reflection of light
9.3.2 Direction of sound
• sound moves in all
directions
9.3.3. Special sounds
• hooting
• ambulance siren
• screaming
• ringing of a bell
• fire engine siren
9.3.4 Measuring of temperature in
degrees Celsius (oC)
UNIT 10.0 PROPERTIES OF
MATTER
TOPICS 10.1
i) Air in soil
ii) Air in water
10.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) demonstrate presence of air
in soil
b) demonstrate presence of air
in water
10.3 Content
10.3.1 Air in soil
10.3.2 Air in water
58
STANDARD FOUR
UNIT 1.0: HUMAN BODY
TOPIC 1.1: Teeth
1.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify the different types
of teeth
b) state the functions of
different types of teeth
c) describe shedding of teeth
1.3 Content
1.3.1 Types of teeth
• incisors
• canines
• premolar
• molars
1.3.2 Functions of different types of
teeth
1.3.3 Shedding of teeth
• deciduous
• permanent
Hint: Internal structure of the tooth
not required
UNIT 2.0 HEALTH
EDUCATION
TOPIC 2.1:
i) Teeth
ii) Meaning and cause of
HIV and AIDS
2.2 Specific Objective
By the end of the topic, the
learner should be able to:
a) describe the care of teeth
b) state problems related to
teeth
c) identify requirements for
maintaining strong teeth
d) state the meaning of HIV
and AIDS
e) explain the cause of HIV
and AIDS
2.3 Content
2.3.1 Care of teeth
2.3.2 Problems related to teeth
• bad smell
• bleeding gums
• cavities (holes)
• tooth decay
2.3.3 Requirements for maintaining
strong teeth
2.3.4 Meaning of HIV and AIDS
2.3.5 Cause of HIV and AIDS
Hint: A toothbrush should not
be shared.
UNIT 3.0 PLANTS
TOPICS 3.1:
i) Types of crops
ii) Weeds
3.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify different types of
crops
b) identify weeds in the
locality
c) explain how weeds are
controlled
59
3.3. Content
3.3.1 Types of crops
• Food crops (cereals
legumes, vegetables, fruits,
tuber crops)
• Cash crops (beverage crops,
fibre crops, oil crops)
3.3.2 Weeds in the locality such as
black jack, sodom apple,
pigweed, wandering jew,
mexican marigold and oxalis
3.3.3
Hint: Use local and common
names of weeds only
3.3.3 Control of weeds
• (uprooting, digging out)
UNIT 4.0 WEATHER AND
THE SKY
TOPICS 4.1:
i) The sky
ii) Types of clouds
4.2 Specific Objectives
By the end of the topic, the
learner, should be able to:
a) observe the sky at different
times of day and night and
record the observations
b) identify types of clouds
4.3 Content
4.3.1 The sky at different times of
day and night (sun, moon, other
stars, clouds)
Hint: Names of stars and
constellations not
required.
4.3.2 Types of clouds (cumulus,
nimbus)
UNIT 5.0: ANIMALS
TOPICS 5.1:
i) Characteristics of animals
ii) Farm animals and their
products
5.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) state characteristics of
animals
b) classify farm animals
according to their products
5.3 Content
5.3.1 Characteristics of animals(feed,
move from place to place,
remove waste, grow,
reproduce, react to changes in
the surrounding, die)
5.3.2 Classification of farm animals
according to their products
• poultry (layers and broilers)
• cattle (beef and dairy)
• sheep (wool and mutton)
• goats (dairy and mutton)
Hint: Specific breeds of
animals not required
UNIT 6.0: WATER
TOPICS 6.1:
i) Uses of water
ii) Storing water
6.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) describe the uses of water
b) identify different ways of
storing water
6.3 Content
6.3.1 Uses of water at home, in the
farm, for recreation, in
industries and for transport
6.3.2 Storing water ways of storing
water(in tanks, drums, pots,
buckets, and in dams)
60
UNIT 7.0: SOIL
TOPIC 7.1: Composition of soil
7.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) investigate the composition
of soil
b) explain the composition of
soils
7.3 Content
7.3.1 Composition of soil (mineral
particles, living organisms,
organic matter, water
and air)
UNIT 8.0: FOODS AND
NUTRITION
TOPICS 8.1:
i) Food groups
ii) Balanced diet
8.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify the three basic food
groups
b) classify locally available
foods into the three food
groups
c) describe what makes up a
balanced diet.
8.3 Content
8.3.1 Basic food groups
• body building foods
• energy giving foods
• protective foods
8.3.2 Classification of locally
available foods
8.3.3 Balanced diet
UNIT 9.0: ENERGY
TOPICS 9.1:
i) Light
ii) Heat
9.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) describe uses of light
b) describe the importance of
proper lighting in a house
c) identify sources of heat
d) explain uses of heat.
9.3 Content
9.3.1 Uses of light
9.3.2 Importance of lighting a house
such as (to see clearly, safety,
discourage pests, read
comfortably)
9.3.3 Ways of lighting a house such
as (windows, translucent roofs,
artificial lighting)
9.3.4 Sources of heat such as sun,
fire, electricity and gas
9.3.5 Uses of heat such as cooking,
warming, ironing and drying
61
UNIT 10.0: PROPERTIES OF
MATTER
TOPICS 10.1:
i) Floating and sinking
ii) Pressure in liquids
10.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) investigate floating and
sinking
b) investigate factors that
affect floating and sinking
c) demonstrate the
relationship between
pressure and depth in
liquids.
10.3 Content
10.3.1 Floating and sinking
• objects which float
• objects which sink
10.3.2 Factors affecting floating and
sinking (size, shape, type of
material)
10.3.3 Pressure in liquids water
UNIT 11.0: MAKING WORK
EASIER
TOPIC 11.1: Simple tools
11.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) use simple tools safely
b) describe how to maintain
simple tools
11.3 Content
11.3.1 Safe use of simple tools such as
hammer, saw, jembe, panga,
knife and bottle
opener
11.3.2 Maintaining simple tools
• cleaning after use
• sharpening cutting tools
• oiling /greasing
• proper use of tools
• proper storage
Hint: Maintenance of a
particular tool is not
required
62
STANDARD FIVE
UNIT 1.0: HUMAN BODY
TOPICS 1.1:
i) Breathing system
ii) Digestive system
1.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify the main parts of
the breathing system
b) state the functions of the
parts of the breathing
system
c) identify the main parts of
the digestive system
d) state the functions of
various system
1.3 Content
1.3.1 Breathing system:
• nose
• trachea
• bronchus
• lungs
• diaphragm
1.3.2 Functions of:
• nose
• trachea
• lungs
• diaphragm
1.3.3 Digestive system:
• mouth (teeth and tongue)
• oesophagus
• stomach
• small intestine
• liver
• pancreas
• large intestine
• rectum
• anus
1.3.4 Functions of:
• teeth
• oesophagus
• stomach
• small intestine
• large intestine
Hint: Functions of liver and
pancreas not required.
Details of names,
functions and process of
enzymes also not
required.
UNIT 2.0: HEALTH
EDUCATION
TOPICS 2.1:
i) Proper use and
storage of medicine
ii) Safety when handling
chemicals
iii) Modes of transmission
of HIV
iv) Stages of HIV
infection
2.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) describe the proper use and
storage of medicine
b) describe safety measures
when handling chemicals
used in the home
c) identify the mode of
transmission of HIV
d) name the stages of
development of HIV
2.3 Content
2.3.1 Proper use and storage of
medicine
2.3.2 Safety when handling
chemicals used in the home
2.3.3 Modes of transmission of HIV
2.3.4 Stages of HIV infection
63
UNIT 3.0 PLANTS
TOPICS 3.1:
i) Classification of plants
ii) Functions of external
parts of a plant
iii) Types of roots
3.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) classify plants into green
and non-green
b) classify plants into
flowering and nonflowering
c) state the functions of the
external parts of a plant
d) identify different types of
roots
3.3 Content
3.3.1 Classification of plants into:
• green and non-green plants
• flowering and nonflowering
plants
3.3.2 Functions of external parts of a
plant (root, stem, leaf, flower,
fruit)
3.3.3 Types of roots (tap roots,
fibrous roots)
Hints: Structure and biological
names of specific plants
not required
UNIT 4.0: WEATHER
TOPIC 4.1: Weather instruments
4.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify different weather
instruments
b) state the use of different
weather instrument
c) construct and use different
weather instruments
4.3 Content
4.3.1 Different weather instruments
and their uses
• raingauge
• windvane
• windsock
• liquid and air thermometers
4.3.2 Making the different weather
instruments
4.3.3 Using weather instruments
UNIT 5.0 ANIMALS
TOPIC 5.2: Classifying animals
5.3 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain the meaning of
vertebrates and
invertebrates
b) classify vertebrates and
give examples of each
group
b) observe and list some
characteristics of the groups
of vertebrates
c) name some common
invertebrates
5.3 Content
5.3.1 Meaning of:
• vertebrates
• invertebrates
5.3.2 Classification of vertebrates
• amphibians
• fish
• reptiles
• birds
• mammals
5.3.3 Main characteristics of each
group of vertebrates
• amphibians
• fish
• reptiles
• birds
• mammals
64
5.3.4 Common invertebrates
• invertebrates such as
insects, ticks, spiders,
mites, spiders, mites,
worms, snails, slugs,
millipedes, centipedes and
crabs
Hint: Details of classification,
biological names, other
classes of invertebrates
and their examples,
internal structure, life
cycle and mode of life
not required
UNIT 6.0: SOIL
TOPICS 6.1:
i) Soil texture
ii) Properties of soil
6.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain the term soil texture
b) investigate the physical
properties of soil
6.3 Content
6.3.1 Soil texture
• fine /smooth such as clay
• coarse/rough such as sand
6.3.2 Physical properties of soil
• drainage /water retention
• capillarity (rising up of
water in soil)
Hint: Reasons for rising not
required
UNIT 7.0: FOODS AND
NUTRITION
TOPICS 7.1:
i) Nutrients in food
ii) Nutritional deficiency
diseases
7.2 Specific Objectives
By the end of the topic, the
leaner should be able to:
a) state nutrients found in food
b) state the importance of
water
c) identify some nutritional
deficiency diseases, their
causes, signs, symptoms
and their prevention
7.3 Content
7.3.1 Nutrients found in food
• carbohydrates
• fats and oils
• proteins
• vitamins
• minerals
7.3.2 Importance of water and fibre
in a diet
7.3.3 Nutritional deficiency disease
• Kwashiorkor
• Marasmus
• Anaemia
• Rickets
UNIT 8.0: ENERGY
TOPICS 8.1:
i) Sound
ii) Heat
8.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify different types of
sound
b) demonstrate pollution from
sound
c) state the effects of pollution
from sound
d) investigate methods of heat
transfer
e) classify good and poor
conductors of heat and their
uses
65
8.3 Content
8.3.1 Types of sound
• load and soft
8.3.2 Pollution from sound (noise)
• effects such as damaging
the ear drum and irritation
8.3.3 Heat transfer
• condensation
• convection
• radiation
8.3.4 Good and poor conductors of
heat
8.3.5 Uses of good and poor
conductors of heat
UNIT 9.0: PROPERTIES OF
MATTER
TOPIC 9.1:
i) States of matter
ii) Characteristics of
matter
iii) Effects of heat on
matter
9.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) list the state of matter
b) identify characteristics of
matter
c) investigate effects of heat
on matter
d) measure temperature in
degrees celsius (oC)
9.3 Content
9.3.1 State of matter
• solid
• liquid
• gas
9.3.2 Characteristics of matter
• shape
• volume
• mass
9.3.3 Effects of heat on matter
increasing and decreasing
temperature.
• change of state (solidliquid-
gas)
• melting
• evaporation
• conduction
• freezing
• expansion of and
contraction of matter
9.3.4 Measurement of temperature in
degrees celsius (oC)
UNIT 10.0: MAKING WORK
EASIER
TOPIC 10.1: Balancing
10.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) balance another pupil at
different points on a seesaw
b) make and use a simple
beam balance
10.3 CONTENT
10.3.1 Balancing on a see-saw
10.3.2 Making and using a simple
beam balance to compare mass
of different materials
66
STANDARD SIX
UNIT 1.0: HUMAN BODY
TOPIC 1.1:
i) Reproductive system
ii) Physical changes during
adolescence
1.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify some parts of the
reproductive system
b) state functions of some
parts
of the reproductive system
c) describe physical changes
during adolescence
1.3 Content
1.3.1 Parts of the reproductive
system
• female (ovary, oviduct,
uterus, vagina)
• male (testis, urethra, penis)
1.3.2 Functions of some parts of the
reproductive system
1.3.3 Changes during adolescence
• physical changes (male and
female)
UNIT 2.0: HEALTH
EDUCATION
TOPICS 2.1:
i) Common communicable
diseases
ii) HIV testing
2.2 Specific Objectives
By the end of the topic, the
learner, should be able to:
a) describe cause, sign,
symptoms and prevention
of common communicable
diseases
b) describe the immunization
schedule for infants
c) identify other immunizable
diseases
d) state the importance of HIV
testing
e) state the effects of HIV and
AIDS infection on an
individual, family and
nation.
2.3 Content
2.3.1 Common communicable
diseases
• tuberculosis
• malaria
2.3.2 Immunization schedule for
infants
2.3.3 Other immunizable diseases
2.3.4 Importance of HIV testing
2.3.5 Effect of HIV on an individual,
family and nation
Hint: For immunizable
diseases, details, of the
causes, signs and
symptoms are not
required.
UNIT 3.0 PLANTS
TOPIC 3.1: Growth and
reproduction in plants
3.2 Specific Objectives
By the end of the topic, the
learner, should be able to:
a) draw and label parts of a
flower;
b) describe pollination and
fertilization
c) draw and label parts of a
seed
d) investigate conditions
necessary for germination.
67
3.3 Content
3.3.1 Parts of a flower
3.3.2 Pollination
• meaning, types and agents
3.3.3 Fertilization
• meaning and fusion
3.3.4 Parts of a seed
• monocot seed
• dicot seed
3.3.5 Conditions necessary for
germination
UNIT 4.0: WEATHER AND
THE SOLAR
SYSTEM
TOPIC 4.1: Solar system
4.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) name the nine planets in the
solar system
b) model the solar system
4.3 Content
4.3.1 Solar system
(the nine planets and the sun)
UNIT 5.0: ANIMALS
TOPIC 5.1: Animal feeding
5.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify types of feeds for
livestock
b) describe the different
grazing methods
c) list the composition of a
balanced diet in animal
feeding
5.3 Content
5.3.1 Animal feeding
• types of animal feeds such
as pastures, fodder crops, commercial /concentrates
5.3.2 Methods of grazing
• rotational grazing (strip,
paddocking, tethering)
• zero grazing /stall feeding
• herding
5.3.3 Constituents of a balanced diet
• carbohydrates
• proteins
• fats and oils
• minerals
• vitamins
• water
UNIT 6.0: WATER
TOPIC 6.1: Water borne diseases
6.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain meaning of water
borne diseases
b) name some water borne
diseases
d) list the cause, signs and
symptoms of some water
borne diseases
e) describe preventive
measures for some water
borne disease.
6.3 Content
6.3.1 Meaning of water borne
diseases
6.3.2 Water borne diseases
• Cholera
• Typhoid
• Bilharzia
68
Hint: Cause to be confined to tiny
living things in water.
General and specific names
of causative agents not
required. Life cycle of the
fluke is also not required.
6.3.3 Signs and symptoms of water
borne diseases
6.3.4 Preventive measures for some
water borne diseases such as
• boiling water
• proper treatment of water
• wearing protective clothing
when handling stagnant
water
• proper sanitation
• proper hygiene
UNIT 7.0: SOIL
TOPIC 7.1: Soil erosion
7.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain soil erosion and its
agents
b) identify types of soil
erosion
7.3 Content
7.3.1 Meaning of soil erosion
7.3.2 Agents of soil erosion
• Wind
• Water
7.3.3 Types of soil erosion
• splash
• sheet
• rill
• gulley
UNIT 8.0: FOODS AND
NUTRITIION
TOPIC 8.1: Food preservation
8.2 Specific Objective
By the end of this topic, the
learner should be able to
describe traditional and modern
methods of preserving food
8.3 Content
8.3.1 Traditional and modern
methods of preserving food
• smoking
• drying
• use of low temperature
• canning
• use of honey
• salting
• proper storage
UNIT 9.0: ENERGY
TOPIC 9.1: Light
9.2 Specific Objective
By the end of this topic, the
learner should be able to:
a) describe how light travels
b) identify transparent,
translucent and opaque
materials
c) demonstrate reflection of
light
d) investigate refraction of
light
9.3 Content
9.3.1 How light travels
9.3.2 Transparent, translucent and
opaque materials
9.3.3 Reflection of light
9.3.4 Reflecting light using a source
of light and a smooth shiny
surface
69
9.3.5 Refraction of light
9.3.6 Apparent bending of light in air
and water (using a rular or
pencil).
9.3.7 Demonstration on making a
rainbow.
Hint: Names of rays and
angles not required
UNIT 10.0 PROPERTIES OF
MATTER
TOPIC 10.1: Composition of air
10.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name the components of air
b) state some uses of air.
10.3 Content
10.3.1 Composition of air
• Nitrogen – 78%
• Oxygen – 21%
• Carbon dioxide – 0.03%
• Inter gases – 0.97%
10.3.2 Uses of air
• Oxygen (breathing,
burning, germination)
• Carbon dioxide (making
plant food, preserving soft
drinks, fire extinguisherputting
our fires,)
• Nitrogen (used by legumes
to make proteins)
• Inert gases (in electric bulbs
and tubes)
UNIT 11.0: MAKING WORK
EASIER
TOPICS 11.1:
i) Movement
ii) Force
11.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) move objects and stop
moving objects
b) state what force is
11.3 Content
11.3.1 Movement
• moving objects
• stopping objects from
moving
11.3.2 Force
• meaning of force
• units of force (Newton)
Hint: Calculations not
required
70
STANDARD SEVEN
UNIT 1.0: HUMAN BODY
TOPIC 1.1: Circulatory system
1.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify parts of the
circulatory system
b) describe the components of
blood and their functions
c) identify types of blood
vessels and their functions
d) describe the structure and
function of the heart
1.3 Content
1.3.1 Parts of the circulatory system
• heart
• blood
• blood vessels
1.3.2 Blood components and
functions
• plasma
• red blood cells
• white blood cells
• platelets
1.3.3 Types of blood vessels and
their functions
• arteries
• veins
• capillaries
1.3.4 Structure and functions of the
heart
• auricles
• ventricles
• vessels (aorta, venacava,
valves, pulmonary vein,
pulmonary artery)
Hint: Details of structure and names
of other specific blood vessels
not required
UNIT 2.0: HEALTH
EDUCATION
TOPIC 2.1:
i) Drug abuse
ii) Myths and
misconception on HIV
and AIDS
iii) Care and support of
those infected by HIV.
2.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain what a drug is
b) explain drug misuse and
abuse
c) describe health social
effects of drug and abuse
d) dispel myths and
misconception about HIV
and AIDS
e) care and support for people
infected by HIV.
2.3 Content
2.3.1 Meaning of a drug
2.3.2 Misuse of drugs
2.3.3 Drug abuse
• meaning of drug abuse
• commonly abused drugs
such as tobacco, alcohol,
miraa (khat), bhang,
mandrax, cocaine and
inhalants (petrol and glue)
Hint: Details of nature,
source, chemistry and
composition of drug not
required.
2.3.4 Effects of drug abuse
• health effects such as poor
health, lack of
concentration, impaired
judgement, loss of
consciousness (blackout),
addiction, fits, withdrawal,
71
coma/death and poor health
of the unborn babies
• social effects such as health
conflicts, drug induced
accidents, dropping out of
school, truancy, fighting,
loss of income and rape
2.3.5 Myths and misconceptions
about HIV and AIDS
2.3.6 Care and support of people
infected by HIV such as:
• love and care
• adequate nutrition
• hygiene
• medical care
UNIT 3.0 ENVIRONMENT
TOPICS 3.1:
i) Meaning of environment
ii) Components of the
environment
3.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state the meaning of
environment
b) name major component of
the environment
3.3 Content
3.3.1 Meaning of environment
3.3.2 Components of the
environment
• water
• soil
• air
• plants
• animals
UNIT 4.0: PLANTS
TOPICS 4.1:
i) Interdependence
between plants and
animals
ii) Crop pests
4.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain interdependence
between plants
b) explain interdependence
between plants and animals
c) explain what a food chain is
d) explain meaning of crop
pests
e) identify some crop pests,
their effects and control
measures
4.3 Content
4.3.1 Interdependence between
plants
• support
• plants that use others as
habitat
• shade
Hint: Names of plants not
required
4.3.2 Interdependence between
plants and animals
• food
• oxygen
• carbon dioxide
• shelter
• pollination
• medicines
• nutrients
• animal waste
• decomposition on death
4.3.3 Food chain
• meaning
• examples
Hint: Maximum 4 (four)
member chain only
72
4.3.4 Crop Pests
• meaning of a pest
• types of pests
– field pests (aphids,
cutworms, stalk borers,
weaver birds)
– storage pests (rodents,
weevils, white-ants)
Hint: Discuss name of pest
and part of crop
attacked only.
4.3.5 Effects of pests on crops
• lower yields
• reduced quality of produce
• transmit diseases to crops
• cause diseases to consumers
4.3.6 Control measures
• scaring
• trapping
• hand picking
• weeding
• spraying
• pruning
UNIT 5.0 ANIMALS
TOPICS 5.1:
i) Livestock parasites
ii) Human intestinal worms
5.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name some external and
internal parasites
b) state the effects of parasites
on livestock
c) control some livestock
parasites
d) control some human
intestinal worms
5.3 Content
5.3.1 Meaning of parasites
5.3.2 Livestock parasites
• external parasites such as
ticks, fleas and tsetse flies
• internal parasites such as
roundworms, tapeworms
tapeworms and liver flukes
Hint: Feature, structure and
life cycles not required
5.3.3 Effects of parasites on livestock
• poor health
• Anemia
• irritation
• poor quality products
5.3.4 Control of livestock
• rotational grazing
• dipping
• spraying
• deworming
Hint: Details of methods and
structures not required.
5.3.5 Methods of controlling human
intestinal worms such as
• proper sanitation
• proper washing of foods
that are eaten raw
• proper cooking of food
• regular deworming
Hint: Details of features,
structure and life cycles
of the worms not
required
UNIT 6.0: WATER
TOPICS 6.1:
i) Water pollution
ii) Effects of water pollution
iii) Water conservation
6.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state how water gets
polluted
73
b) describe effects of water
pollution
c) identify ways of controlling
water pollution
d) describe ways of
conserving water
e) appreciate the importance
of conserving water
6.3 Content
6.3.1 Water pollution
• meaning
• ways in which water is
polluted
6.3.2 Effects of water pollution
• on plant
• on animals
• on soil
6.3.3 Ways of conserving water
• harvesting
• recycling
• re-using
• using water sparingly
• mulching /shading
• storing water in dams
UNIT 7.0: SOIL
TOPIC 7.1: Soil fertility
7.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain the meaning of
fertilizer
b) classify fertilizers into
straight and compound
c) identify different types of
manures
d) state the advantages and
disadvantages of manures
and fertilizers
7.3 Content
7.3.1 Meaning of fertilizer
7.3.2 Types of fertilizers
• straight fertilizers
• compound fertilizers
7.3.3 Types of manures (green, farm
yard and compost manures)
7.3.4 Advantages and disadvantages
of manure and fertilizers
UNIT 8.0: ENERGY
TOPIC 8.1: Electricity
8.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name sources of electricity
b) make a simple circuit
c) investigate good and poor
conductors of electricity
d) identify electrical
appliances in homes and
their uses
e) describe safety measures
when dealing with
electricity
f) demonstrate safety
measures when there is
lightning
8.3 Content
8.3.1 Sources of electricity
• Batteries (torch and car
battery)
• Bicycle dynamos
• Hydro-electric generators
• Petrol and diesel-driven
generators
• Geothermal generators
• Wind-driven turbines
• Solar energy (panels)
Hint: Details of the processes
involved in the
production of electricity
not required
8.3.2 Simple electric circuit
8.3.3 Good and bad conductors of
electricity
8.3.4 Electrical appliances at home
and their uses
• an iron
• radio
• television
74
• cooker
• electric kettle
8.3.5 Safety when dealing with
electricity
• not touching switches with
wet hands
• not putting sticks, pencils
and wires in sockets
• not overloading sockets
8.3.6 Lighting and safety measures
• fitting lighting arresters
• avoid walking in open
fields when it is raining
• not sheltering under trees
when raining
UNIT 9.0: PROPERTIES OF
MATTER
TOPICS 9.1:
i) Dissolving solids in
water
ii) Mixing liquids
iii) Magnetic and nonmagnetic
materials
iv) Separating mixtures
9.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) identify solids that dissolve
and those that do not
b) identify liquids which mix
and those that don’t mix
c) identify magnetic and nonmagnetic
materials
d) separate mixtures
9.3 Content
9.3.1 Dissolving solids in water
(sugar, salt, sand, flour)
9.3.2 Mixing liquids (water,
kerosene, fresh milk and
cooking oil)
9.3.3 Magnetic and non-magnetic
materials
9.3.4 Separating mixtures
• winnowing
• sieving
• picking
• filtering
• decanting
• use of magnets
• evaporation
UNIT 10.0: MAKING WORK
EASIER
TOPICS 10.1:
i) Friction
ii) Parts of a lever
10.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) investigate friction
b) state advantages and
disadvantages of friction
c) demonstrate ways of
reducing and increasing
friction
d) identify positions of
fulcrum, load and effort in
different levers
10.3 Content
10.3.1 Meaning of friction
10.3.2 Advantages and disadvantages
of friction
10.3.3 Increasing and reducing
friction.
10.3.4 Position of the fulcrum, load
and effort in the following
levers when in use
• claw hammer
• crowbar
• wheelbarrow, spade
75
STANDARD EIGHT
UNIT 1.0: HUMAN BODY
TOPICS 1.1:
i) Reproduction in human
beings
ii) Excretory system
1.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain fertilization in
human beings
b) discuss the development of
the foetus
c) describe the process of birth
d) identify the main excretory
organs and their waste
products
1.3 Content:
1.3.1 Fertilization
1.3.2 Foetal development
• zygote
• embryo
• foetus
Hint: Include the functions of
placenta, umbilical cord
and amniotic fluid
1.3.3 Process of birth
1.3.4 Excretory organs and waste
products
• skin (epidermis, dermis,
sweat glands, waste
product-sweat)
• lungs (nose, trachea, waste
product-carbon dioxide)
Hint: Details of the structure
of the lung, alveoli,
exchange of gases not
required.
• kidney (external appearance
of kidney, urethra, bladder,
uretha urine) waste product-
Hint: Names of blood vessels
not required
UNIT 2.0: HEALTH
EDUCATION
TOPIC 2.1:
i) Sexually transmitted
infections
ii) Control of HIV and
AIDS
2.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain the meaning of
sexually transmitted
infection
b) give examples of sexually
transmitted infections
c) describe cause and
prevention of some sexually
transmitted
d) identify control measures
for HIV and AIDS
2.3 Content
2.3.1 Meaning of sexually
transmitted infections (STI’s)
2.3.2 STI’s, cause signs, symptoms
and prevention of:
• Syphilis
• Gonorrhea
• Chancroid
Hint: Details of causative
organism not required
2.3.3 Control measures for HIV and
AIDS such as:
• creating public awareness
on HIV/AIDS
• campaigns through various
media
• mass education
• Voluntary Counselling and
testing
76
UNIT 3.0: PLANTS
TOPICS 3.1:
i) Adaptations of plants
ii) Crop diseases
3.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain how plants are
adapted to their
environments
b) identify signs of unhealthy
crops
c) state effects of crop
diseases
3.3 Content
3.3.1 Adaptations of plants to their
environment
• dry areas
• wet areas
3.3.2 Signs of unhealthy crops
diseases
• stunted growth
• discolouration on growing
leaves, ears, stem
• curled leaves
• wilting
• spot /streaks
3.3.3 Effects of crop diseases
• lower yields
• reduced quality produce
UNIT 4.0: ANIMALS
TOPICS 4.1:
i) Adaptation of animals
ii) Livestock diseases
4.2 Specific Objectives
By the end of the topic, the
learner should be able to:
a) explain how animals adopt
to the environment
b) identify signs of ill health in
livestock
c) State effects of ill health
4.3 Content
4.3.1 Feeding habits of mammals
(two examples of each)
• herbivores
• carnivores
• omnivores
Hint: Structures of jaws and
dental formula not
required.
4.3.2 Adaptation of beaks of birds to
feeding
• grain eater (chicken)
• filter feeder (duck)
• flesh eater (eagle, hawk)
• nectar feeder (sunbird)
4.3.3 Movement
• lying (presence of wings
and streamlined body)
• swimming (fins, webbed
feet and streamlined body)
• hopping and leaping(strong
hind legs)
4.3.4 Signs of ill health in livestock
• stunted growth
• loss of weight
• reduced yields
• rough coat
• coughing
• blood in stool
4.3.5 Effects of livestock
• lower yields
• reduced quality produce
• lower yields
• reduce quality of products
• transmission of diseases to
human beings
• death
77
UNIT 5.0: WATER
TOPICS 5.1:
i) Soft and hard water
ii) Softening hard water
5.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state the difference between
soft and hard water
b) investigate disadvantages of
hard water
c) soften hard water by boiling
5.3 Content
5.3.1 Difference between soft and
hard water (lathering only)
5.3.2 Disadvantages of hard water
5.3.3 Softening hard water by boiling
UNIT 6.0: ENVIRONMENT
TOPICS 6.1:
i) Soil pollution
ii) Soil conservation
iii) Air pollution
6.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain meaning of soil
pollution
b) describe the meaning of soil
conservation
c) explain the meaning of soil
conservation
d) describe soil conservation
methods
e) practice soil conservation
f) describe how air gets
polluted
g) state effects of air pollution
h) identify ways in which air
pollution can be controlled
i) appreciate the need to
maintain and use the
resources in the
environment wisely
6.3 Content
6.3.1 Meaning of soil pollution
6.3.2 Effects of soil pollution
• on plants
• on animals (small animals
in soil and bacteria)
6.3.3 Meaning of soil conservation
6.3.4 Soil conservation methods
• avoid excess use of
fertilizers and pesticides
• avoid dumping of industrial
waste on soil
• avoid burning vegetation
cover
• mulching
• cover crops
• terracing
• countour farming
• tree planting
• gabions
• controlled grazing /proper
stocking
6.3.5 Ways in which air is polluted
• smoking cigarettes
• burning tyres and plastic
materials
• gases from vehicle exhausts
• spraying farm chemicals
• aerosol sprays
• industrial waste gases
6.3.6 Effects of air pollution
• on plants
• on animals
• on non-living
things(damaging roofs
made of corrugated iron
sheets)
6.3.7 Ways of controlling air
pollution
• not smoking cigarettes
• not burning tyres and
plastic materials
• driving vehicles with well
maintained engines
• reducing use of farm
chemicals
78
• avoiding use of harmful
aerosol sprays
• treating waste industrial
gases to make them safe
UNIT 7.0: FOOD AND
NUTRION
TOPICS 7.1:
i) Nutritional
requirement for
special groups
ii) Food poisoning
7.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify nutritional
requirements for special
groups
b) name causes of food
poisoning
c) prevent food poisoning
7.3 Content
7.3.1 Nutrition for pregnant and
lactating mothers
7.3.2 Nutrition for infants value of
breast milk
7.3.3 Nutrition for people with
HIV/AIDS
7.3.4 Causes of food poisoning
• chemicals
• micro-organisms(bacteria,
viruses)
Hint: Details of procedures
and names of chemical,
and other poisoning
agents not required
7.3.5 ways of preventing food
poisoning
UNIT 8.0: ENERGY
TOPICS 8.1:
i) Meaning of energy
ii) Transformation of energy
iii) Conservation of energy
8.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain what energy is
b) describe the different types
of energy
c) describe transformation of
energy
d) state methods of conserving
energy
e) appreciate the need to
conserve energy
8.3 Content
8.3.1 Meaning of energy
8.3.2 Different types of energy
• chemical
• heat
• light
• magnetic
• electricity
• sound
8.3.3 Transformation of energy
• electric circuit
• food
• burning fuels
• radio
• simple electromagnet
8.3.4 Methods of conserving energy
• using energy sparingly
• using energy efficient
devices
• using renewable energy
(wind, sun, biogas, planting
trees)
79
UNIT 9.0: MAKING WORK
EASIER
TOPIC 9.1: Simple machines
9.2 Specific Objectives
By the end of this topic, the
learner should be able to:
a) investigate how inclined
planes make work easier
b) investigate how single fixed
pulleys make work easier
9.3 Content
9.3.1 Inclined planes
• Ladder
• Staircase
• A road winding up a hill
9.3.2 Single fixed pulley
• Uses of single fixed pulleys
such as on the flag post
TEACHING /LEARNING
EXPERIENCES
• Observation
• Demonstration
• Discussion
• Question and answer
• Drawing
• Practicals
• Projects
• Visits
• Nature walks
• Modeling
NB: Learners should be more exposed to
carry out most of the activities so
that they can gain such scientific
skills such as
• Observation
• Classifying
• Estimating Measuring
• Predicting
• Recording
• Analysing, interpreting and
organizing data
• Identifying variables
• Designing experiments
RESOURCES
Real items
– Living things – plants and animals
– Non-living things such as
• Metals- batteries, wires nails and
tins
• Non-metals- wood, charcoal,
plastics, rubber, paper, glass,
fibres, soap bulbs and candles
• Liquids – water, ink, milk,
kerosene
• Posters
• Charts
• Pictures
• Photographs
• Audio tapes
• Video tapes
• Films
• Environment
• Guest speakers
ASSESSMENT
Continuous assessment of the pupils is
necessary during the coverage of the
Science course. This will enable the
teacher to identify the slow and quick
learners and offer the assistance
required. The assessment will also tell the
teacher whether or not the objectives of the
course are being achieved.
Some of the methods that the teacher can
use to assess pupils are:
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1. Observation
The teacher observes pupils at work
either individually or in groups. This
method is the most common in lower
primary classes where pupils have not
learnt how to write. The teacher
should also assess the finished
products made by pupils and award
marks. Through observation, the
teacher can also tell which skills
pupils have acquired. Observation
should also be done by the teacher to
check on the pupils development of
attitudes
2. Oral questioning
The teacher should carefully plan
questions to ask pupils. These should
include recall type as well as higher
level of thinking e.g. reasoning and
evaluation questions.
3. Written Test /Examination
The teacher should always mark
pupil’s written work and go over the
corrections with them.
4. Project Work
This should be assessed by the teacher
and marks awarded to groups or
individuals.
Whatever method of assessment the
teacher uses, he/she should always
have the child at the centre of his /her
planning.
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SOCIAL STUDIES
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INTRODUCTION
Social Studies is the study of people and the environment in which they live. The
environment contains resources that enable people to survive. As the people live and work
together, they establish systems to facilitate relationship. Social Studies therefore, provides
opportunities for learners to understand their environment and participate effectively in its
activities. The course aims at providing the learners with knowledge, skills, desired attitudes
and values, necessary in preparing them to live appropriately in the physical and social
environments. These also enables them to live as informed, knowledgeable and participating
members of their local communities, nation and the world. Social Studies provides the
learners with opportunity to appreciate the changing environment in which they live and
realization of own place, privileges, rights and responsibilities as citizens. The knowledge
gained exposes the learner to a broad variety of opinions and lifestyles. This process therefore
facilitates the formulation, affirmation or reassessment of beliefs.
It is hoped that through Social Studies, the learners will be able to understand the relationship
between causes and effects of various social issues. The course aims at facilitating the
learners to have respect for duty and public property which will in turn enable them to live
and work in harmony. The detailed study of the physical environment and the resources
therein, aims at making the learners understand and appreciate the need for and importance of
environmental conservation.
Social Studies attempts to explain to the learners their relationship with other people,
institutions and their environment. The learner live in a family, play in a peer group, and
make decisions about how they will relate with other people. The course also provides the
learners with skills for productive problems solving, decision making, assessing issues and
making of balanced value judgement.
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GENERAL OBJECTIVES
1. By the end of the course, the learner should be able to:
2. Recognize and appreciate the family as an important social institution
3. Understand, use and manage the immediate environment for individual and national
development
4. Develop awareness of the evolution of man and appreciate the stage of human
development
5. Acquire knowledge of and show appreciation for the historical background of our
communities
6. Acquire knowledge of and show appreciation for desirable values
7. Acquire knowledge of available natural resources and demonstrate ability and
willingness to utilize them properly
8. Understand the structure and functions of the government of Kenya and demonstrate
ability to participate in it operation
9. Understand and appreciate the rights of the individual and responsibility to the
attainment of social justice
10. Identify, understand and respect own and other people’s culture
11. Recognize and understand the need for and importance of interdependence of people
and nations
12. Acquire knowledge and skills necessary to understand and analyse population issues
which affect the quality of life of the people of Kenya
13. Understand and show appreciation for the love for and loyalty to the nation
14. Be willing and able to resolve disputes in and out of school
15. Understand and promote awareness and importance of democracy in society
16. Identify and promote economic activities in the society
17. Understand and use map reading skills to interpret information
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STANDARD ONE
THEME: LIVING TOGETHER IN
OUR HOME AND
SCHOOL
UNIT 1.0: OUR HOME
1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state what a home is
b) list different types of houses
c) name materials used in building
houses
d) identify different part of a
house
e) state the uses of different parts
of a house
f) list things found in each part of
a house
g) state the importance of house
h) name dangerous things in the
home
i) state the uses of different types
of implements in the home
j) identify ways of keeping
dangerous things in the home
safely
k) suggest safe methods of
handling fire
1.3 Content
1.2.1 A home
1.2.2 Types of houses found in different
places
1.2.3 Materials used in building houses
1.2.4 Parts of a house and their uses
1.2.5 Importance of houses
1.2.6 Implements in the home
1.2.7 Safety in the home
UNIT: 2.0: OUR FAMILY
2.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) give the meaning of a family
b) state different types of
family
c) name members of each type
of family
d) state how family members
relate to each other
e) identify roles and
responsibilities of family
members
f) appreciate the contributions
of family members in
sharing our responsibilities
g) identify celebrations in the
family
2.2 Content
2.2.1 Meaning of family
2.2.2 Types of families
2.2.3 Members of a family
2.2.4 How family members relate with
one another
2.2.5 Roles and responsibilities of
family members
2.2.6 Family celebrations
UNIT 3.0: OUR FAMILY NEEDS
AND CHILD RIGHTS
3.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) list family needs
b) state ways of meeting family
needs
c) state the problems faced in
meeting family needs
d) appreciate the efforts of family
members in meeting family
needs
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e) suggest possible ways of
solving the problems faced in
meeting family needs
f) state the importance of basic
needs to a child
g) explain the importance of
being loved by family
members
h) state the importance of
expressing their opinion
i) appreciate the love from
family members
j) state the importance of good
behavior in the family
k) list the rights of a child
3.2 Content
3.2.1 Family needs
3.2.2 How to meet family needs
3.2.3 Problems/challenges in meeting
family needs
3.2.4 Solutions to the
challenges/problems
3.2.5 Care and handling of children in
the family
3.2.6 Good behavior in the family
3.2.7 Child rights
UNIT 4.0: OUR FAMILY
POSSESSIONS
4.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name the types of animals
owned by the family
b) list the things found in the
house
c) identify ways in which
families earn their living
d) identify other family
possessions
e) state the importance of family
possessions
f) state ways of caring for family
possessions
g) identify ways of keeping their
home clean and safe
h) appreciate the importance of
keeping their home clean and
safe
4.2 Content
4.2.1 Animals – Pets, livestock
4.2.2 Things found in the house
4.2.3 What the family members so to
earn a living
4.2.4 Care of family possessions
4.2.5 Keeping our home clean and safe
UNIT: 5.0: OUR SCHOOL
5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) give the name of the school
b) state when their school was
started
c) appreciate the development
of their school
d) identify the symbols of their
school
e) appreciate the importance of
the symbols of their school
f) identify the different groups
of people in the school
people in the school
g) state the different roles of
people in the school
h) identify the position of their
classroom in relation to
other classes
i) draw the seating
arrangement of the class
j) name other things found in
their classroom
k) identify different members
of their class
l) state the class rules
m) appreciate the importance of
class rules
n) identify the roles of
members of their class
o) state ways of keeping their
classroom clean
p) appreciate the importance of
keeping their class clean
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q) state different ways of taking
care of things in their
classroom
r) appreciate the need for
taking care of things in their
classroom
s) identify parts of class
timetable
t) state the importance of the
class timetable
u) appreciate the importance of
a class timetable
5.2 Content
5.2.1 Name the school, history of the
school,
5.2.2 Symbols of the school and their
importance
5.2.3 Our school routine
5.2.4 The people in the school and their
roles
5.2.5 Our classroom
5.2.6 Members of our class
5.2.7 Seating arrangement
5.2.8 Class rules
5.2.9 Our roles as members of our class
5.2.10 Keeping our classroom clean
5.2.11 Taking care of things in our
classroom
5.2.12 The class timetable
UNIT 6.0: SAFETY ON THE WAY
TO AND FROM
SCHOOL
6.1 Specific Objectives:
By the end of the topic, the learner
should be able to:
a) state how to use the road
safely
b) demonstrate safe use of the
road
c) identify the dangers of
accompanying strangers
d) state the dangers of talking
to strangers
6.2 Content
6.2.1 Different ways of travelling to
school
6.2.2 How to use the road safely
6.2.3 Dangers of talking and
accompanying strangers
UNIT 7.0: IMPORTANT
FEATURES ON THE
WAY TO SCHOOL
7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify important features on
their way to school
b) list the identified features
c) state the importance of the
features to the people living
near them
7.2 Content
7.2.1 Features seen along the way
7.2.2 Importance of the features to the
people living near them
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STANDARD TWO
THEME: LIVING TOGETHER IN
OUR SCHOOL AND
OUR
NEIGHBOURHOOD
UNIT 1.0: OUR SCHOOL
1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state where the school is found
b) point the direction of his/her
home from the school
c) name buildings found in the
school
d) name the identify things found
in the school
1.2 Content
1.2.1 Location of the school e.g. valley
of plains
1.2.2 Direction of home from the school
1.2.3 Buildings in the school
1.2.4 Things found in the school
UNIT 2.0: OUR SCHOOL
ENVIRONMENT
2.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state the difference between a
map and a picture
b) describe how the land of the
school is
c) describe the weather
experienced around the school
2.2 Content
2.2.1 Difference between a map and a
picture
2.2.2 Map of the school
2.2.3 How the land of the school is
2.2.4 The weather experienced around the
school
UNIT 3.0: ACTIVITIES IN THE
SCHOOL
3.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) appreciate the need to learn
b) list different ways of playing
c) state the importance of playing
d) name the games that take
place in school
e) list ways of keeping the school
clean
f) participate in cleaning of the
school
g) state ways of keeping order in
the school
3.2 Content
3.2.1 Learning
3.2.2 Playing
3.2.3 Keeping the school clean
3.2.4 Ways of keeping order in the
school
UNIT 4.0: OUR NEEDS AT
SCHOOL
4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name the items required at
school for learning
b) state their need at school
c) state the sources of their needs
in the school
d) state the problems experienced
in trying to meet their needs at
school
e) state solutions to problems
experienced in meeting their
needs at school
f) state ways of caring for school
property
g) appreciate the need to take care
of school property
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4.2 Content
4.2.1 Requirements at school
4.2.2 Our needs at school
4.2.3 Sources of school requirements
4.2.4 Problems faced in meeting school
needs
4.2.5 Solutions to these problems
4.2.6 Care of our school property
UNIT 5.0: SAFE TRAVEL TO AND
FROM SCHOOL
5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state ways of riding a bicycle
safely
b) state the basic road signs
c) appreciate the importance of
basic road signs
d) state the dangers to be avoided
on the road
5.2 Content
5.2.1 How to ride a bicycle safely
5.2.2 Basic road signs
5.2.3 Dangers to be avoided on the road
• strangers
• dangerous animals, insects,
plants
UNIT 6.0: OUR SCHOOL
COMMUNITY
6.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) give names of pupils, teachers
and workers in the school
b) state the number of the people
in the school
c) state the role of pupils in the
school
d) state the role of the teachers
and workers in the school
e) state the role of the school
committee in the school
6.2 Content
6.2.1 Names of pupils, teachers and
workers
6.2.2 The school population
6.2.3 Our role as pupils of the school
6.2.4 Role of teachers and workers
6.2.5 The role of the school committee
UNIT 7.0: CHILD PROTECTION
7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify rights of a child
b) identify ways of child abuse at
home and school
c) appreciate the problems
associated with child abuse
d) state ways of protecting a
child from abuse
7.2 Content
7.2.1 Child Rights
7.2.2 Types of child abuse in the home
7.2.3 Types of child abuse in the school
7.2.4 Ways of providing child
protection
UNIT 8.0: OUR SCHOOL
NEIGHBOURHOOD
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name physical features around
the school
b) identify communities living in
the school neighbourhood
c) identify types of dwellings
and the materials used
d) list needs of the people living
around the school
e) state how people around the
school meet their need
f) state various ways in which
their school relates with the
community
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g) state social activities in the
school neighbourhood
h) state the administrative unit in
their location
i) appreciate the role of
administration in the location
j) state the hierarchy of
administration in their location
8.2 Content
8.2.1 Physical features around the
school
8.2.2 Communities in the school
neighbourhood
8.2.3 Types of dwellings and materials
used
8.2.4 Needs of the people
8.2.5 How people meet their needs
8.2.6 How the school related with the
community
8.2.7 Social activities
8.2.8 Administrative units
8.2.9 Role and hierarchy of
administration in the location
UNIT 9.0 RESOURCES IN THE
LOCATION
9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) list the main resources found
in their location
b) name the main economic
activities in the location
c) state the proper use of
resources
d) name commercial centres in
their location
9.2 Content
9.2.1 The main resources in the location
9.2.2 The main economic activities in
the location
9.2.3 Proper use of recourses
9.2.4 Commercial centres in the
location
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STANDARD THREE
THEME: LIVING TOGETHER IN
THE DISTRICT
UNIT 1.0: PHYSICAL
ENVIRONMENT
1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the use of compass points
b) give direction of different
places and features in their divisions and district by the
use of compass points
c) name the four cardinal points
of the compass
d) describe the position of the
division and district
e) name and locate the physical
features found in the division
and district
f) list the importance of the
physical features to the people
of the division and district
g) appreciate the importance of
the physical features
1.2 Content
1.2.1 Direction – 4 Cardinal Points
1.2.2 Use of compass points
1.2.3 Position of their division and
district
1.2.4 Physical features in the division
and district
1.2.5 Importance of physical features to
the people
UNIT 2.0: WEATHER AND
SEASONS IN THE
DISTRICT
2.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the meaning of weather
b) list the elements of weather
c) state weather changes in their
division district
d) state how weather affects
human activities, animals and
plants
e) list ways of protecting
ourselves from bad weather
f) state the seasons of the year
experienced in the district
g) state how different seasons
affect the human activities in
the division /district
2.2 Content
2.2.1 Meaning of weather
2.2.2 Elements of weather: rain,
sunshine, wind and clouds
2.2.3 Changes in weather
2.2.4 Effects of weather on human
activities, animals and plants
2.2.5 Ways of protecting ourselves from
bad weather
2.2.6 Seasons of the year
2.2.7 Effects of seasons on human
activities
UNIT 3.0: COMMUNITIES LIVING
IN THE DISTRICT
3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) list down the language groups
found in the district
b) narrate their stories or origin
c) identify the culture of the
people in the district
d) state different ways in which
people in the district depend
on one another
3.2 Content
3.2.1 Main language groups in the
district
3.2.2 Their stories of origin
3.2.3 Their culture
3.2.4 Interdependence among people
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UNIT 4.0: OUR NEED IN THE
DISTRICT
4.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name the types of needs in the
district
b) state how the needs in the
district are met
c) state the difficulties
experienced in meeting our
needs
d) appreciate the efforts being
made to solve these problems
e) suggest ways of protecting
children from abuse
4.2 Content
4.2.1 Our needs in the district
4.2.2 How we meet our needs
4.2.3 Difficulties in meeting our needs
4.2.4 Efforts in solving these problems
4.2.5 Protection of children against
abuse in the home and school
UNIT 5.0: ADMINISTRATION
IN THE DISTRICT
5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name the administrative units
in the district
b) name the leaders of the
administrative units
c) describe the hierarchy of
leaders in administration
d) state and appreciate the role of
leaders in administration
e) state and appreciate the role of
the community in
administration
f) appreciate the importance of
law and order in society
g) demonstrate respect for the
law and order
5.2 Content
5.2.1 Administrative units
5.2.2 Heirarchy of leaders
5.2.3 Role of leaders in administration
5.2.4 Role of the community in
administration
5.2.5 Importance of law and order
UNIT 6.0: RESOURCES AND
ECONOMIC
ACTIVITIES
6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) list resources found in the
district
b) suggest proper use of
resources
c) state ways in which resources
are misused
d) state the effect of misusing
resources
e) appreciate the importance of
conserving resources
f) state the importance of
conserving resources
g) identify main economic
activities practiced in the
district
h) appreciate importance of
economic activities in the
district
i) name the main commercial
centres in the district
j) locate the main commercial
centres
k) identify the main means of
travel in the district
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6.2 Content
6.2.1 Resources in the district
6.2.2 Proper use of resources
6.2.3 Misuse of resources
6.3.4 Effects of misusing our resources
6.2.5 Importance of conserving
resources
6.2.6 Economic activities in the district
6.2.7 Benefits of economic activities
6.2.8 Commercial centres in the district
6.2.9 Main means of travel in the
district
UNIT 7.0: CARING FOR THE
ENVIRONMENT
7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state ways in which people
with special needs should be
cured for
b) state the importance of caring
for water sources
c) list proper ways of using water
d) state how water sources may
be protected
e) state how vegetation should be
cared for
f) list ways in which animals
should be cared for
7.2 Content
7.2.1 Caring for people with special
need
7.2.2 Caring for water sources
7.2.3 Caring for vegetation
7.2.4 Caring for animals
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STANDARD FOUR
THEME: LIVING TOGETHER IN
OUR PROVINCE
UNIT 1.0: PHYSICAL
ENVIRONMENT
1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the position of the
province
b) estimate the size of the
province
c) draw the map of the province
d) name the eight compass points
e) draw the eight compass points
f) use the eight compass points
to describe the position of
places
g) name the districts in the
province
h) identify and locate the major
physical features in the
province
i) appreciate the importance of
physical features
j) identify the main types of
vegetation
k) locate the main vegetation in
the map of the province
l) state the importance of
vegetation
m) list the main elements of
weather
n) use the weather instruments to
record weather
o) collect /observe, measure and
record weather
p) use weather data to interpret
weather
q) make simple records of
weather
r) state how weather influence
human activities
1.2 Content
1.2.1 Position, size and shape of our
province
1.2.2 Eight compass points
1.2.3 Districts making up our province
1.2.4 Main physical features
1.2.5 Importance of physical features
1.2.6 Main types of vegetation
1.2.7 Importance of vegetation
1.2.8 Elements of weather –
temperature, winds, rainfall
1.2.9 Weather measuring instruments –
wind vane, thermometer and rain
gauge
1.2.10 Simple records of weather,
weather charts
1.2.11 Influence of weather on human
activities
UNIT 2.0: PEOPLE AND
POPULATION
2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the main language
groups in the province
b) identify the settlement areas of
the language groups
c) identify the districts where the
language groups in the
province are found
d) describe population
distribution in the province
e) identify factors that influence
population distribution in the
province
f) identify the great name in the
province
g) appreciate the contribution of
great names in the society
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2.2 Content
2.2.1 Main language groups in the
province
2.2.2 The districts in which the
language groups are found
2.2.3 Population distribution in the
province
2.2.4 Factors influencing population
distribution
2.2.5 Great names in the province in the
past and present
2.2.6 Contribution of the great mass
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL
ACTIVITIES
3.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify the moral laws in the
society
b) explain how moral laws were
used in moulding the society
c) appreciate the importance of
moral laws in society
d) describe the culture of the
people in the province
e) identify the various
ceremonies and festivals held
in the province
f) appreciate the role of the
ceremonies and festivals in the
province
g) name the famous medicine
people in the province
h) identify and appreciate the
role played by traditional medicine people
i) name the prophets and rainmakers
in the province
j) identify and appreciate the
role played by the prophets and rain-makers
k) identify activities in which
people work together in the
community
l) state the importance of
working together
m) appreciate the importance of
working together
n) state types of families
o) draw the family tree
p) identify roles and
responsibilities of family
members
3.2 Content
3.2.1 Moral laws
3.2.2 Culture
3.2.3 Ceremonies and festivals
3.2.4 Medicine and health: traditional
medical practices, famous
medicine people and their role in
society
3.2.5 Traditional prophets and rain
makers
3.2.6 Working together for the benefit
of the community
3.2.7 The family
• Types of families
• The family tree
• Roles and responsibilities of
family members
UNIT 4.0: RESOURCES AND
ECONOMIC
ACTIVITIES
4.1 Agriculture
4.1.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name the cash crops and food
crops grown in the province
b) state where the crops are
grown
c) state the uses of the crops
d) outline the contribution of the
crops to the economy
e) identify areas where beef,
dairy and poultry farming are
practiced
f) state the importance of beef,
dairy and poultry farming
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4.1.2 Content
4.1.2.1 The main cash and food crops
4.1.2.2 Beef farming
4.1.2.3 Dairy farming
4.1.2.4 Poultry farming
4.2 Forestry
4.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify types of forests
b) locate the major forests
c) state the uses of trees
d) state the importance of
conserving forests
e) develop a sense of
responsibility for conserving
forests
4.2.2 Content
4.2.2.1 Types of forests
4.2.2.2 Distribution of forests
4.2.2.3 Uses of trees
4.2.2.4 Deforestation
4.2.2.5 Forest conservation measures
4.3 Wildlife and Tourism
4.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the various types of
wild animals and birds found
in their province
b) name and locate the major
game parks
c) explain the importance of
wildlife
d) identify wildlife conservation
measures
e) name major tourist attractions
f) state the importance of
tourism
4.3.2 Content
4.3.2.1 Types of animals and birds
4.3.2.2 Major game parks – national
parks, national reserves
4.3.2.3 Wildlife conservation
measures
4.3.2.4 Tourist attractions
Importance of tourism
4.4 Industries
4.4.1 Specific Objectives:
By the end of this topic, the learner
should be able to:
a) name and locate the traditional
industries
b) name products made from
traditional industries
c) state the reasons that led to the
establishment of jua kali
industries
d) name products made from jua
kali industries
4.4.2 Content
4.4.2.1 Traditional Industries
4.4.2.2 Jua Kali industries
4.5 Trade
4.5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) describe traditional forms of
trade
b) state the items of trade used
in traditional trade
c) describe the inter- community
trade in the province
d) name the major trading
centres and towns
e) identify problems facing
trade in the province
4.5.2 Content
4.5.2.1 Traditional forms of trade and
items of trade
4.5.2.2 Inter-community trade and
markets established
4.5.2.3 Major trading centres and towns
in the province
4.5.2.4 Problems facing trade in the
Province
96
4.6 Transport and Communication
4.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the traditional forms of
transport
b) describe modern forms of
transport
c) identify major road signs
d) state causes of road accidents
e) suggest ways of preventing
road accidents
f) list the traditional forms of
communication
g) list the modern forms of
communication
4.6.2 Content
4.6.2.1 Traditional forms of transport
4.6.2.2 Modern forms of transport
4.6.2.3 Road Safety
4.6.2.4 Traditional forms of
communication
4.6.2.5 Modern forms of communication
UNIT 5.0: CITIZENSHIP
5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state how one can become a
Kenyan citizen
b) identify elements of good
citizenship
c) demonstrate traits of a good
citizen
d) identify responsibilities of
good citizens
5.2 Content
5.2.1 Requirements for one to become
a Kenyan citizen
5.2.2 Elements of good citizenship
5.2.3 Responsibilities of good citizens
UNIT 6.0: DEMOCRACY AND
HUMAN RIGHTS
6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) define democracy
b) explain the importance of
democracy
c) appreciate the importance of
democracy
d) identify types of human rights
e) demonstrate respect for
human rights
6.2 Content
6.2.1 Meaning of democracy
6.2.2 Importance of democracy
6.2.3 Human Rights
UNIT 7.0: LAW, PEACE AND
RECONCILIATION
7.1 Specific Objectives:
By the end of this topic, the
leaner should be able to:
a) state the importance of law
and order
b) state the importance of peace
in the society
c) state causes of conflict in
society
d) suggest ways of resolving
conflicts in and out of school.
7.2 Content
7.2.1 Importance of law and order
7.2.2 Importance of peace in society
7.2.3 Causes of conflicts
7.2.4 Resolving conflicts
97
UNIT 8.0: THE GOVERNMENT
OF KENYA
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) outline the administrative
structure in the province
b) state the role of
administration officers
c) state the importance of
administration
d) appreciate the role of
administration in society
e) list the types of society
services available in their
province
f) state the importance of
society services
g) state the problems
encountered in the provision
of social services
8.2 Content
8.2.1 Administration in the province
8.2.2 Role and importance of
administration
8.2.3 Social services in the province
8.2.4 Problems encountered in the
provision of social services
98
STANDARD FIVE
THEME: LIVING TOGETHER IN
OUR COUNTRY KENYA
UNIT 1.0: THE PHYSICAL
ENVIRONMENT
1.1 Position, size and shape of
Kenya
1.1.2 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) draw a map of Kenya
b) describe the position of
Kenya in relation to her
neighbours
c) stat the area of Kenya
d) describe the shape of Kenya
e) identify elements of a map
and use them appropriately
f) use 16 compass points to
describe direction of places
g) draw the 16 compass points
1.1.3 Content
1.1.3.1 Elements of a map (title ,
direction, frame, key, scale and
their uses)
1.1.3.2 16 compass points e.g. N, NNE,
NE, E
1.2 Physical features
1.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and locate the main
physical features found in
Kenya
b) identify and describe the
relief regions of Kenya
c) explain the influence physical
features have on human
activities
d) appreciate how physical
features affect the people
living near them
1.2.2 Content
1.1.2.1 Main physical features of Kenya
1.1.2.2 Relief regions
1.1.2.3 Influence of physical features on
human activities
1.3 Climate
1.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain the difference
between weather and climate
b) measure and record rainfall,
temperature and wind
c) explain the factors that
influence the climate of
Kenya
d) identify and locate climatic
regions of Kenya
e) explain the influence of
climate on human activities
f) identify factors influencing
climate change
g) explain the impact of climate
change on human activities
1.3.2 Content
1.3.2.1 Weather and climate
1.3.2.2 Measuring and recording
weather elements – rainfall,
temperature, winds
1.3.2.3 Factors influencing climate
1.3.2.4 Climatic regions
1.3.2.5 Influence of climate on human
activities
1.3.2.6 Factors influencing climate
change
1.3.2.7 Impact of climate change on
human activities
99
1.4 Vegetation
1.4.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify the types of
vegetation in Kenya
b) locate the types of vegetation
c) state the importance of
vegetation
1.4.2 Content
1.4.2.1 Types of vegetation
1.4.2.2 Importance of vegetation
UNIT 2.0: PEOPLE AND
POPULATION
2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and classify the main
language groups in Kenya
b) name other communities
found in Kenya
c) describe the origin of the
language groups
d) indicate the migration routes
of the language group
e) identify the settlement of the
language groups
f) describe the structure and
composition of the population
of Kenya
g) describe the structure and
composition of the population
of Kenya
h) describe the distribution of
population in Kenya
i) identify factors influencing
population distribution
j) identify sources of
population data in Kenya
k) explain the importance of
population data
2.2 Content
2.2.1 Main language groups – Bantu,
Nilotes, Cushites, other groups
2.2.2 Origin, migration and settlement
of the language groups
2.2.3 The population of Kenya
2.2.4 Population Distribution
2.2.5 Sources of population data
2.2.6 Importance of population data
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL
ACTIVITIES
3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe traditional form of
education in society
b) identify cultural artifacts
c) explain the significance of the
cultural artifacts
d) identify other aspects of our
culture that need to be
preserved
e) explain the meaning of agesets
and age-groups
f) explain the composition of
age-sets and age-group
g) list the functions of age-sets
and age-groups
h) identify how Kenyan
communities interact at
present
i) identify how Kenyan
communities interact at
present
j) appreciate the
interdependence among
communities in society
3.2 Content
3.2.1 Education – Traditional (informal)
education
3.2.2 Cultural artifacts and their
significance
3.2.3 Aspects of our culture that need
to be preserved
100
3.2.4 Age-sets and Age-groups
3.2.5 Interaction among Kenyan
communities
UNIT 4.0: RESOURCES AND
ECONOMIC
ACTIVITIES
4.1 Agriculture
4.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe how traditional
methods of farming were
used in food production
b) identify some of the
subsistence crops grown in
Kenya
c) identify the conditions
influencing the growth of cash crops in Kenya
d) recognize the uses and
importance of growing cash
crops
e) name and locate areas where
the cash crops are grown
f) explain how irrigation is
carried out in Mwea Tebere
and Perkerra irrigation
schemes
g) identify the benefits of
irrigation farming
h) state the problems facing
farmers in the irrigation
schemes
i) identify conditions and
methods under which dairy,
beef and poultry farming are
carried out
j) identify areas where beef,
dairy and poultry faming
k) state problems facing beef,
dairy and poultry farming
l) state the benefits of beef,
dairy and poultry farming
m) identify areas where pastoral
farming is taking place
n) list conditions favouring
pastoralism
o) explain the problems facing
pastoral farming
p) state new development in
pastoral farming areas
4.1.2 Content
4.1.2.1 Traditional forms of agriculture
– shifting cultivation, bush
fallowing
4.1.2.2 Subsistence crops in Kenya
maize, beans, potatoes, bananas,
vegetables, sorghum, cassava
4.1.2.3 Cash crop in Kenya: tea, flowers,
wheat, pyrethrum
4.1.2.4 Irrigation farming in Mwea
Tebere and Perkerra Irrigation
schemes
4.1.2.5 Beef farming
4.1.2.6 Dairy farming
4.1.2.7 Poultry farming
4.1.2.8 Pastoral farming
4.2 Mining
4.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and locate the major
minerals of Kenya
b) describe the methods of
mining the minerals
c) state the uses of the minerals
d) appreciate the importance of
the minerals
e) state the effects of mining on
the environment
4.2.2 Content
4.2.2.1 Distribution of major minerals –
soda ash, fluorspar, diatomite,
limestone, salt
4.2.2.2 Mining methods
4.2.2.3 Uses of the minerals
4.2.2.4 Contribution to economy
4.2.2.5 Effects of mining on the
environment
101
4.3 Fishing
4.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and name the major
fishing grounds
b) name the types of fish caught
c) describe the methods of
fishing
d) list fish preservation methods
e) explain the importance of
fisheries
f) identify problems facing
fisheries
4.3.2 Content
4.3.2.1 Fishing grounds
4.3.2.2 Types of fish caught
4.3.2.3 Methods of fishing
4.3.2.4 Fish preservation methods
4.3.2.5 Importance of fisheries
4.3.2.6 Problems facing fisheries
4.4 Forestry
4.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and locate types of
forests in Kenya
b) state the importance of forests
c) state the problems facing
forests in Kenya
d) explain the effects of
deforestation in Kenya
e) identify forest conservation
measure
4.4.2 Content
4.4.2.1 Types of Forests
4.4.2.2 Distribution of forests
4.4.2.3 Importance of forests
4.4.2.4 Problems facing forests
4.4.2.5 Effects of deforestation
4.4.2.6 Forest conservation measures
4.5 Wildlife and Tourism
4.5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name and locate the national
parks and national reserves in
Kenya
b) explain the importance of
wildlife
c) identify the problems facing
wildlife
d) appreciate the efforts being
taken to conserve wildlife
e) identify the main tourist
attractions
f) explain the importance of
tourism
g) identify problems associated
with tourism
4.5.2 Content
4.5.2.1 Major National Parks and
National Reserves
4.5.2.2 Importance of wildlife
4.5.2.3 Problems facing wildlife
4.5.2.4 Wildlife conservation measures
4.5.2.5 Tourist attractions
4.5.2.6 Importance of tourism
4.5.2.7 Problems associated with tourism
4.6 Trade
4.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify different business
opportunities available in
Kenya
b) state the importance of trade
4.6.2 Content
4.6.2.1 Business opportunities in Kenya
4.6.2.2 Importance of trade
102
4.7 Industries
4.7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify factors influencing
location of industries
b) identify different types of
industries and their location
c) give reasons for the
establishment of Jua Kali
industries
d) state benefits from industries
e) state problems facing Jua
Kali industries
f) state the problems facing
industries in Kenya
g) identify the effect of
industries on the environment
4.7.2 Content
4.7.2.1 Factors influencing location of
industries
4.7.2.2 Types of industries:
• Manufacturing
• Processing
• Assembly
• Service
4.7.2.3 Jua Kali industries
4.7.2.4 Benefits from industries
4.7.2.5 Problems facing industries
4.7.2.6 Effect of industries on the
environment
4.8 Transport and Communication
4.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe traditional forms of
transport
b) identify and describe modern
forms of transport
c) state causes of road accidents
d) suggest ways of reducing
road accidents
e) identify and describe
traditional forms of
communication
f) identify modern forms of
communication
4.8.2 Content
4.8.2.1 Forms of transport- traditional
and modern
4.8.2.2 Road Safety
4.8.2.3 Forms of communication –
traditional and modern
4.9 Urbanization
4.9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the factors influencing
growth of towns
b) state functions of major
towns
c) state the problems facing
urban centers
d) appreciate the efforts being
made to solve problems in
urban centres
4.9.2 Content
4.9.2.1 Factors influencing growth
4.9.2.2 Major towns of Nairobi,
Mombasa, Kisumu, Eldoret,
Thika
4.9.2.3 Problems facing urban centres
4.9.2.4 Ways of solving problems of
urban centres
UNIT 5.0: POLITICAL
DEVELOPMENTS AND
SYSTEMS
5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify and appreciate the
role of traditional leaders
b) describe traditional forms of
government
c) appreciate the role of
traditional governments in
society
103
d) explain the establishment of
colonial rule
e) describe colonial
administration in Kenya
f) state effects of colonial rule
in Kenya
g) describe the response of the
Africans to colonial rule
h) appreciate African’s response
to colonial rule
i) recognize and explain the role
of political movements and
associations in the struggle for independence
j) appreciate the role of early
leaders in the struggle for
independence
k) explain the events leading to
attainment of independence
l) explain how Kenya became a
Republic
m) identify and explain the
political development the has taken plane in Kenya since independence
n) Appreciate the political
development that has taken place in Kenya since independence.
5.2 Content
5.2.1 Prominent leaders in traditional
Kenyan societies
• Masaku
• Sakawa
• Samoei
• Mekatilili
5.2.2 Traditional forms of government
• The Abawanga
• The Ameru
5.2.3 How Kenya became a nation
• Establishment of colonial rule
• Colonial administration
• Effects of colonial rule
5.2.4 African response to colonial rule
Resistance – The Nandi,
Ababukusu
Collaboration – Mumia, Waiyaki
5.2.5 Political movement and
associations
Kenya African Study Union
Kenya African Union
MAU MAU Movement
Kenya African National Union
Kenya African Democratic
Union African Peoples’ Party
5.2.6 Attainment of Independence
Lancaster House Conference
Attainment of Madaraka
Becoming a Republic
5.2.7 Political development in Kenya
since 1963
UNIT 6.0: CITIZENSHIP
6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify rights and
responsibilities of Kenyan
citizens
b) explain the importance of
good citizenship
c) identify and recognize
symbols of the Kenya nation
6.2 Content
6.2.1 Rights and responsibilities of
citizens
6.2.2 Importance of good citizenship
6.2.3 Symbols of the Kenya Nation
UNIT 7.0: DEMOCRACY AND
HUMAN RIGHTS
7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) name different types of
democracy
b) appreciate the importance of
democracy
104
7.2 Content
7.2.1 Types of democracy
7.2.2 Importance of democracy
UNIT 8.0: LAW, PEACE AND
RECONCILIATION
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) appreciate the importance of
the law and order in society
b) identify the effects of
lawlessness in society
8.2 Content
8.2.1 Importance of law and order
8.2.2 Factors undermining law and
order
8.2.3 Effects of lawlessness in society
UNIT 9.0: THE GOVERNMENT OF
KENYA
9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain the process through
which the constitution takes
to be made, amended and
reviewed
b) describe the composition and
functions of the Electoral
Commission of Kenya
c) describe the composition and
functions of the three arms of
the government
d) identify the role of
government in society
e) list sources of government
revenue
f) describe the hierarchy and
role of the provincial
administration
g) appreciate the role of
administration in the country
9.2 Content
9.2.1 The Kenya Constitution
9.2.2 Electoral Commission of Kenya
9.2.3 Arms of the government
9.2.4 Role of the government in
Society
9.2.5 Sources of government revenue
9.2.6 Administration in the country
105
STANDARD SIX
THEME: LIVING TOGETHER IN
EASTERN AFRICA
UNIT 1.0: PHYSICAL
ENVIRONMENT
1.1 Location
1.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name the countries
neighbouring Kenya
b) locate the countries
neighbouring Kenya
c) interpret the use of scale,
colour and compass
directions on maps
d) interpret and use longitudes
and latitudes
e) state the size of the
neighbouring counties
f) describe the shape of the
countries
g) locate and describe features
and human activities on a
map
1.1.2 Content
1.1.2.1 Countries neighbouring Kenya
1.1.2.2 Interpreting features, human
activities on a map, using scale,
compass and colour
1.1.2.3 Longitudes and Latitudes
1.1.2.4 The countries of Eastern Africa
1.1.2.5 Position, size and shape of
Eastern African
1.1. Physical features
1.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and locate major
physical features
b) describe the formation of
some physical features
c) state the importance of
physical features
d) identify and locate relief
regions
1.2.2 Content
1.2.2.1 Major physical features
1..2.2.2 The formation of the Rift Valley,
mountains and plateau
1.2.2.3 Importance of physical features
1.2.2.4 Relief regions
1.3 Climate
1.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and describe the
climatic regions of E. Afirca
b) explain factors influencing
climate
c) identify weather measuring
instruments
d) practice the recording of
weather
e) explain how climate
influences human activities
f) identify and describe the
factors influencing climate
change
g) explain how climate change
may affect human activities
1.3.2 Content
1.3.2.1 Climatic regions of Eastern
Africa
1.3.2.2 Factors influencing climate
1.3.2.3 Weather instruments – barometer,
anemometer
1.3.2.4 Weather recording – time of
observation and measurement
1.3.2.5 Influence of climate on human
activities
1.3.2.6 Factors influencing climate
change
1.3.2.7 Impact of climate change on
human activities
106
1.4 Vegetation
1.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and classify the man
language groups
b) trace the migration routes and
explain the reasons for
migration
c) identify the settlement of the
main language groups
d) explain the factors
influencing population
distribution
e) describe the distribution of
population
f) identify factors influencing
population growth
g) explain the impact of rapid
population growth on
resources
2.2. Content
2.2.1 Major language groups
2.2.2 Migration and settlement of
major language group
2.2.3 Population distribution
2.2.4 Factors influencing population
growth
2.2.5 Impact of rapid population
growth on resources
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL ACTIVITIES
3.1 The school
3.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) recite the history of the
school
b) describe the school routine
c) state and appreciate the role
of the school in community
development
3.1.2 Content
3.1.2.1 History of the school
3.1.2.2 Routine of the school
3.1.2.3 The role of the school in
community development
3.2 The Family
3.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify needs of family
members
b) identify roles and
responsibilities of family
members
3.2.2 Content
3.2.2.1 Needs of family members
3.2.2.2 Roles and responsibilities of
family members
3.3 The Clan System
3.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain the formation of clan
b) identify functions of clans
3.3.2 Content
3.3.2.1 Formation of clans
3.3.2.2 Functions of clans
UNIT 4.0: RESOURCES AND
ECONOMIC ACTIVITIES
4.1 Agriculture
4.1.1 Specific Objectives
By the end of the topic, the
learner should be able to:
a) state the conditions of growth
of major cash crops
b) identify where the crops are
grown
c) identify contribution of cash
crops to the economy
107
d) identify areas where beef
farming is carried out
e) state problems facing beef
farming
f) state the contribution of beef
farming to the economy
g) state the factors influencing
pastoralism
h) identify the areas where
pastoralism is taking place
i) state problems facing
pastoralism
j) state developments taking
place in pastoral areas
4.1.1 Cash crop farming
• Coffee growing in Kenya and
Ethiopia
• Maize growing in Kenya and
Tanzania
• Banana growing in Kenya
and Uganda
• Sisal growing in Kenya and
Tanzania
• Sugar cane growing in Kenya
and Sudan
4.1.2 Beef farming in Kenya and
Tanzania
4.1.3 Pastoralism in Kenya and
Uganda
4.2 Mining
4.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the location of the
minerals
b) describe how the minerals are
mined
c) explain the use of the
minerals
d) state the contribution of the
minerals to the economy
e) state the problems associated
with mining
f) describe the effects of mining
on the environment
4.2.2 Content
4.2.2.1 Distribution of major minerals –
Copper in Uganda, Diamonds in
Tanzania, Salt in Kenya
4.2.2.2 How the above minerals are
mined
4.2.2.3 Uses of minerals
4.2.2.4 Contribution of the minerals to
the economy
4.2.2.5 Problems associated with mining
4.2.2.6 Effects of mining on the
environment
4.3 Forestry
4.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) locate the major forests in
Eastern Africa
b) state the importance of forests
c) identify problems facing
forests
d) discuss and appreciate the
efforts being made to
conserve forests
4.3.2 Content
4.3.2.1 Distribution of forests in Eastern
Africa
4.3.2.2 Importance of forests
4.3.2.3 Problems facing forests
4.3.2.4 Forest conservation efforts
4.4. Fishing
4.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the inland fishing
areas in Kenya, Uganda and
Tanzania
b) identify main fishing grounds
c) identify types of fish caught
d) state the problems facing
inland fishing
108
e) explain the problems facing
sea fishing in Kenya and
Tanzania
f) state the contribution of
fisheries to the economy
4.4.2 Content
4.4.2.1 Inland fishing in Uganda and
Tanzania, Kenya
4.4.2.2 Sea fishing in Kenya and Tanzania
4.4.2.3 Contribution of fishing to the
economy
4.5 Trade
4.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify factors influencing
trade in the region
b) state the forms of trade in the
region
c) state the items of trade in
region
d) state the imports and exports
to and from the region
e) state the problems facing
trade in the region
f) state the benefits of trade in
the region
4.5.2 Content
4.5.2.1 Factors influencing trade
4.5.2.2 Forms of trade
4.5.2.3 Items of trade
4.5.2.4 Imports to and exports from the
region
4.5.2.5 Benefits of trade
4.5.2.6 Problems facing trade
4.6 Transport and Communication
4.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the development of
transport systems in the
region
b) state the problems facing
transport in the region
c) trace the development of
communication in the region
d) state problems facing
communication
e) identify benefits of improved
transport and communication
system in the region
4.6.2 Content
4.6.2.1 Development of forms of
transport
4.6.2.2 Problems facing transport
4.6.2.3 Development of communication
in the region
4.6.2.4 Problems facing communication
4.6.2.5 Benefits of improved transport
and communication systems
4.7 Industries
4.7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) trace industrial development
in the region
b) identify the importance of
industries
c) state the problems facing
industries
d) explain the impact of
industries on the environment
4.7.2 Content
4.7.2.1 Industries development in the
region
4.7.2.2 Importance of industries
4.7.2.3 Problems facing industries in the
region 4.7.2.4 Impact of industries on the
environment
109
4.8 Wildlife and Tourism
4.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Locate major game parks in
Eastern Africa
b) Discuss and appreciate the
wildlife conservation
measures being carried out
c) identify the main tourist
attractions in the region
d) state the benefits of tourism
e) state the problems facing
tourism
f) discuss possible solutions to
the problems facing tourism
4.8.2 Content
4.8.2.1 Major game parks
4.8.2.2 Wildlife conservation measures
4.8.2.3 Tourist attractions
4.8.2.4 Benefits of tourism
4.8.2.5 Problems facing tourism
4.8.2.6 Possible solutions to the
problems facing tourism
4.9 Urbanization
4.9.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state functions of major towns
in Eastern Africa
b) identify problems facing urban
centers
c) appreciate the efforts being
made to solve problems in
urban centers
4.9.2 Content
4.9.2.1 Major towns – Nairobi,
Mombasa, Kampala, Juja, Dares-
Salam, Dodoma, Arusha,
Addis Ababa
4.9.2.2. Problems facing urban centers
4.9.2.3 Efforts being made to solve
problems in urban centers
UNIT 5.0: POLITICAL
DEVELOPMENT AND
SYSTEMS
5.1 Traditional forms of government
5.1.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) describe some traditional
forms of government in
Eastern Africa
b) appreciate the role of
traditional forms of
government in society
5.1.2 Content
5.1.2.1 Buganda
5.1.2.2 Nyamwezi
5.2 Early visitors to Eastern Africa
5.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the origin of the early
visitors to Eastern Africa
b) explain the effects of the
early visitors to Eastern
Africa
5.2.2 Content
5.2.2.1 Explorers
5.2.2.2 Traders
5.2.2.3 Missionaries
5.3 Establishment of colonial rule
5.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the scramble and
partition of Eastern Africa
b) explain the reasons for the
scramble
c) describe the establishment of
colonial rule in Eastern
Africa
110
5.3.2 Content
5.3.2.1 Scramble for and partition of
Eastern Africa
5.3.2.2 Reasons for the scramble
5.3.2.3 Partition of Eastern Africa
5.3.2.4 Establishment of colonial rule
5.4 Colonial systems of
Administration
5.4.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) describe the colonial system
of administration in Kenya
b) describe the German rule in
Tanganyika
5.4.2 Content
5.4.2.1 The British in Kenya
5.4.2.2 The Germans in Tanganyika
5.5 African response to colonial
rule
5.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the response of the
Africans to colonial rule
b) appreciate African response
to colonial rule
5.5.2 Content
5.5.2.1 Resistance
• Kabaka Mwanga
• Maji Maji uprising
5.5.2.2 Collaboration
• Kabaka Mutesa I
• Karuri wa Gakure
5.6 Struggle for Independence in
Tanzania
5.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the struggle for
independence in Tanzania
b) appreciate the efforts made in
the struggle for independence
in Tanzania
c) identify the member countries
of the regional bodies
d) state problems facing
regional bodies
5.9.2 Content
5.9.2.1 East African Community(EAC)
5.9.2.2 Inter Governmental Authority on
Development(IGAD)
5.9.2.3 Common Market for Eastern and
Southern Africa(COMESA)
5.6.2 Content
5.6.2.1 Events in the struggle for
independence
5.6.2.2 Attainment of independence
5.7 Life and contribution of
prominent leader
5.7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) Describe the life and
contributions of some
prominent leaders in the
region
b) Appreciate the contributions
made by the leaders
5.7.2 Content
5.7.2.1 Haile Sellasie
5.7.2.2 Julius Nyerere
111
5.8 Present system of government
in Uganda
5.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Describe the system of
government in Uganda
b) Compare the system of
government in Uganda and Kenya
5.8.2 Content
5.8.2.1 The system of government in
Uganda
5.8.2.2 Comparison between the
government of Uganda of
Uganda and Kenya
5.9 Regional Co-operation
5.9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Explain the formation of
different regional bodies
b) Identify the objectives of the
regional bodies
UNIT 6.0: CITIZENSHIP
6.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) state the role of citizens in the
government and civic life
b) identify importance of good
relations in society
c) appreciate the importance of
good relations in society
6.2 Content
6.2.1 Role of citizens in the
government and civic life
6.2.2 Importance of good relations in
society
UNIT 7.0: DEMOCRACY AND
HUMAN RIGHTS
7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify types of Human
Rights
b) explain the importance of
Human Rights
c) appreciate and demonstrate
respect for Human Rights
7.2 Content
7.2.1 Classification of Human Rights
7.2.2 Importance of respecting Human
Rights
7.2.3 Abuse of Human Rights
UNIT 8.0: LAW, PEACE AND
RECONCILIATION
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Identify factors that promote
peace in society
b) State factors that undermine
peace
c) State the importance of peace
d) Appreciate the need for peace
in society
8.2 Content
8.2.1 Factors promoting peace
8.2.2 Factors undermining peace
8.2.3 Importance of peace
112
UNIT 9.0: THE GOVERNMNET OF
KENYA
9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) State the major elements of
the Kenya Constitution
b) Appreciate and show respect
for the Kenya Constitution
c) State the requirements of
candidates in national
elections
d) Describe the electoral process
in Kenya
e) Appreciate the role of the
Electoral Commission in
conducting national elections
f) Describe how government is
formed
g) Describe the composition and
functions of the three arms of
the government
h) state types of local authorities
i) explain how elections are
conducted to elect officers in
local authorities
j) identify functions of local
authorities
k) identify the national
philosophies
k) appreciate the objectives of
the national philosophies
9.2 Content
9.2.1 The Kenya Constitution
9.2.2 Electoral process in Kenya
9.2.3 Formation of government
9.2.4 Arms of the Government
9.2.5 Local authorities
9.2.6 National philosophies of Kenya –
Harambee, African Socialism,
Nyayoism
113
STANDARD SEVEN
THEME: LIVING TOGETHER IN
AFRICA
UNIT 1.0: PHICIAL
ENVIRONMENT
1.1 Location
1.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Name and locate the
countries of Africa on the
map
b) Describe the position, shape
and size of Africa
c) Identify the major longitudes
and latitudes
d) Indicate the positions of
longitudes and latitudes
e) Describe rotation of the earth
and revolution of the earth
f) Identify the effects of rotation
of the earth on time
g) Read and interpret maps
1.1.2 Content
1.1.2.1 Position, shape and size of the
countries of Africa
1.1.2.2 Longitudes, Latitudes, Time
1.1.2.3 Rotation and Revolution of the
Earth
1.1.2.4 Map reading and interpretation
1.2 Physical Features
1.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Identify and locate the main
physical features of Africa
b) Describe the formation of
mountains and lakes
c) Identify and describe the
relief regions of Africa
1.2.2 Content
1.2.2.1 Distribution of main physical
features
1.2.2.2 Formation of mountains and
lakes
1.2.2.3 Relief regions of Africa
1.3 Climate
1.3.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify and explain the
factors that influence
climate of region
b) name and locate climate
regions of Africa
c) describe the climatic
regions of Africa
d) explain the seasons
experienced in Africa
e) explain how climate
influence human activities
f) state the factors
influencing climate change
g) state the impact of climate
change on human activities
1.3.2 Content
1.3.2.1 Factors influencing climate
1.3.2.2 Climatic regions
1.3.2.3 Seasons
1.3.2.4 Influence of climate on human
activities
1.3.2.5 Factors influencing climate
change
1.3.2.6 Impact of climate change on
human activities
114
1.4 Vegetation
1.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) Name and locate different
types of vegetation
b) Describe the characteristic of
the different types of
vegetation
c) Identify factors influencing
vegetation distribution
d) Explain the factors which
influence the distribution of
vegetation
1.4.2 Content
1.4.2.1 Types and characteristics of
vegetation
1.4.2.2 Factors influencing vegetation
distribution
UNIT 2.0: PEOPLE AND
POPULATION
2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and classify major
language groups in Africa
b) locate the areas where the
language groups are found on
the map
c) state various ways through
which communities among
communities
d) state benefits of interaction
among communities
e) list factors influencing
population distribution
f) identify the densely and
sparsely populated areas
g) list the factors affecting
growth and distribution of
population
h) state problems of population
growth
i) appreciate the problems of
population growth
2.2 Content
2.2.1 Distribution of major language
groups
2.2.2 Interaction among communities
2.2.3 Africa’s population, distribution
2.2.4 Factors affecting growth and
distribution of population
2.2.5 Problems of population growth
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL
ACTIVITIES
3.1 The School
3.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the school
administration
b) state the role of
administration in the school
c) state the contribution of the
community in school
development
d) appreciate the contribution of
the community in the
development of the school
3.2.1 Content
3.2.1.1 School Administration
3.2.1.2 The role of the community in the
school development
3.2 The Family
3.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state rights and
responsibilities of family
members
b) define the institution of
marriage
c) state the importance of the
institution of marriage
d) appreciate the importance of
the institution of marriage
115
3.2.2 Content
3.2.2.1 Rights and responsibilities of
family members
3.2.2.2 The Institution of Marriage
3.2.2.3 Importance of marriage
UNIT 4.0: RESOURCES AND
ECONIMIC ACTIVITIES
4.1 Agricultural Development
4.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the factors influencing
the growth of some crops
b) locate areas where these
crops are grown
c) identify uses of the crops
d) state the conditions favouring
pastoral farming
e) state the benefits from
pastoral farming
f) identify problems being
experienced by pastoralists
g) identify new development
taking place in pastoral
h) appreciate the development
taking place in pastoral
farming areas
4.2 Content
4.2.1 Crop farming
• Cocoa in Ghana
• Cloves in Tanzania
• Pyrethrum in Kenya
4.2.2 Pastoral farming among
• The Maasai
• The Fulani
• The Tswana
4.3 Multi-Purpose River Projects
4.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the reasons for
establishment of multipurpose
projects
b) identify the location of the
multi-purpose projects
c) state the benefits of multi
purpose projects
d) identify the problems
experienced in developing
multi-purpose projects
e) appreciate the contribution of
multi- purpose projects to the
economy
4.3.2 Content
4.3.2.1 Aswan High Dam
4.3.2.2 Volta River Scheme
4.3.2.3 River Tana Projects
4.3.2.4 Kariba Dam
4.3 Forestry
4.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the distribution of
forests in Africa
c) state the contribution of
forests to the economy
c) identify problems facing
forests in Africa
4.4.2 Content
4.4.2.1 Distribution of forests in Africa
4.4.2.2 Contribution of forests to
economy
4.4.2.3 Problems facing forests
116
4.5 Mining
4.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe how the minerals are
extracted
b) list various uses of the
minerals
c) identify the contribution of
the minerals to the economy
4.5.2 Content
4.5.2.1 Petroleum in Nigeria
4.5.2.2 Copper in Zambia
4.5.2.3 Gold in South Africa
4.5.2.4 Soda Ash in Kenya
4.6 Industrial Development
4.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify factors of industrial
development in South Africa
and Kenya
b) state the contribution of rapid
industrial development to
South Africa and Kenya
c) state the problems
experienced due to rapid
industrial development region
to the rest of the
4.6.2 Content
4.6.2.1 Rapid industrial development in
South Africa and Kenya
4.6.2.2 Contribution of industries to
economy
4.6.2.3 Problems arising from rapid
industrialization
4.7 Fishing
4.7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify the major fishing
grounds
b) describe the different
methods of fishing used
c) identify the importance of
fisheries to the economy
d) appreciate the contribution of
fisheries to the economy
e) state the problems being
experienced in fisheries
4.7.2 Content
4.7.2.1 Fishing grounds
4.7.2.2 Fishing methods
4.7.2.3 Contribution of fishing to
economy
4.7.2.4 Problems facing fisheries
4.8 Trade
4.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) list items of trade in the
regions
b) identify the forms of
exchange in regional trade
c) state the problems being
experienced in regional trade
d) identify the benefits of
regional trade
e) list the exports from the
world
f) identify the imports from the
rest of the world
117
4.9 Transport and
Communications
4.9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the transport
network in Africa
c) explain the advantages and
disadvantages of the different
forms of transport
c) state problems facing
transport in Africa
d) state the new development in
communication systems in
Africa
4.9.2 Content
4.9.2.1 Transport network in Africa
4.9.2.2 Advantages and disadvantages of
different forms of transport
4.9.2.3 Problems facing transport in
Africa
4.9.2.4 Development of communication
systems in Africa
4.10 Tourism
4.10.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify main tourist
attractions
b) list the main tourists
destinations
c) state the contribution of
tourism to the economy
d) state the challenges facing
tourism in Africa
4.10.2 Content
4.10.2.1 Main tourist attractions in Africa
4.10.2.2 Contribution of tourism to the
economy
4.10.2.3 Challenges facing tourism
4.11 Urbanization
4.11.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) locate the major towns and
cities in Africa
b) identify the capital cities of
Africa
4.11.2 Content
4.11.2.1 Major cities and towns of Africa
4.11.2.2 Capital cities of Africa
4.12 Challenges to African
Economies
4.12.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and explain the
challenges facing
b) describe the effect of the
challenges on African
economies
c) suggest possible solutions to
Africa’s challenges
d) appreciate the efforts being
made to deal with Africa’s
development challenges
4.12.2 Content
4.12.2.1 Challenges facing African
economies
4.12.2.2 Effect of the challenges to Africa
economies
4.12.2.3 Solutions to African’s
development challenges
118
UNIT 5.0: POLITICAL
DEVELOPMENTS AND
SYSTEMS
5.1 Traditional forms of
government
5.1.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) describe traditional forms of
government among selected
b) describe the political, social
and economic organization of
some selected communities
5.1.2 Content
5.1.2.1 The Khoisan – (Khoikhoi, The
San)
5.1.2.2 Old Ghana
5.2 Scramble for and Partition of
Africa
5.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) give reasons for the scramble
of Africa
b) describe the partition of
Africa
5.2.2. Content
5.2.2.1 Reasons for the Scramble
5.2.2.2 Partition of Africa
5.3 African Response to the
Scramble and Partition
5.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe how Africans
reacted to the scramble and
partition of Africa
b) appreciate the response of
Africans to the scramble and
partition
5.3.2 Content
5.3.2.1 Resistance
• Abagusii,
• Samore Toure
5.4 Colonial Administration in
Africa
5.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe some colonial
systems of administration in
Africa
b) state the effects of colonial
rule in Africa
5.4.2 Content
5.4.2.1 Different systems of colonial
administration
5.4.2.2 Belgians in Congo
5.4.2.3 French in Senegal
5.4.2.4 Portuguese in Mozambique
5.4.2.5 Effects of colonial rule
5.5 Struggle for Independence
5.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the struggle for
independence in some
African countries;
b) appreciate the efforts made in
the struggle for independence
5.5.2 Content
5.5.2.1 Chana
5.5.2.2 Zimbabwe
119
5.6 Life and contributions of
prominent African leaders
5.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the life and
contributions of some African
leaders
b) appreciate the contribution of
African leaders of their
countries
5.6.2 Content
5.6.2.1 Nelson Mandela
5.6.2.2 Gemal Abdel Nassar
5.6.2.3 Leopold Senghor
5.7 Present system of government
in Swaziland
5.7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the present system of
government in Swaziland
b) compare the systems of
government in Kenya and
Swaziland
5.7.2 Content
5.7.2.1 The system of government in
Swaziland
5.7.2.2 Comparison of the system of
government in Swaziland and
Kenya
5.8 Organization of African Unity
(OAU) / African Union
5.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the formation of the
Organization of African
Unity
b) list the members of OAU
c) state the functions of OAU
d) outline the achievement of
OAU
e) identify problems that faced
the OAU
f) explain why African
countries formed the African
Union
g) outline the objective of the
African Union
5.8.2 Content
5.8.2.1 The Organization of African
Unity (OAU)
5.8.2.2 The African Union (AU)
UNIT 6.0: CITIZENSHIP
6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the elements of good
citizenship
b) appreciate the role in working
in the community
6.2 Content
6.2.1 Elements of good citizenship
6.2.2 Collective responsibility
UNIT 7.0: DEMOCRACY AND
HUMAN RIGHTS
7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state their responsibilities in a
democracy
b) appreciate their
responsibilities in democracy
c) state the benefits of
democracy
d) state the importance of
respecting Human Rights
e) demonstrate a sense of
responsibility in respect for
Human Rights
7.2 Content
7.2.1 Responsibilities of an individual
in democracy
7.2.2 Benefits of democracy
7.2.3 Importance of Human Rights
120
UNIT 8.0: LAW, PEACE AND
RECONCILIATION
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state factors that cause
conflicts in society
b) state ways of resolving
disputes
c) demonstrate ability and
willingness to resolve their
own disputes in and out of
school.
8.2. Content
8.2.1 Causes of conflict in society
8.2.2 Ways of resolving disputes
UNIT 9.0: THE GOVERNMENT OF
KENYA
9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state the elements of the
Kenya Constitution
b) show respect for the
constitution
c) identify the role of citizens in
the electoral process
d) state the effects of none
participation of people in
elections
e) identify the role of citizens in
the government
f) appreciate their role in the
government as Kenya citizens
g) identify the responsibility of
the government to the citizens
h) appreciate the efforts being
made by the government in
carrying out is responsibility
9.2 Content
9.2.1 The Kenya Constitution
9.2.2 The Electoral Process
9.2.3 Role of citizens in the
government
9.2.4 Responsibility of the government
to the citizens
121
STANDARD EIGHT
THEME: LIVING TOGETHER IN
KENYA AND THE
WORLD
UNIT 1.0: PHYSICAL
ENVIRONMENT
1.1 Map reading
1.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and use symbols to
read and interpret a map
b) calculate the area of given
areas /regions
c) measure distances
represented on maps
d) describe direction of places
using compass points
1.1.2 Content
1.1.2.1 Symbol
1.1.2.2 Area
1.1.2.3 Distance
1.1.2.4 Direction
1.1.2.5 Colour
1.1.2.6 Scale
1.2 Physical Features
1.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain effects of physical
features on human activities
b) appreciate the effect of
physical features on human
activities
1.2.2 Content
1.2.2.1 Effect of physical features on
Human activities
1.3 Climate
1.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and describe
traditional methods of
weather observation
b) observe, measure and record
weather elements
c) identify and describe factors
influencing climate change
d) explain the impact of climate
change on human activities
1.3.2 Content
1.3.2.1 Traditional weather observation
1.3.2.2 Modern weather observation,
recording and measurement
1.3.2.3 Factors influencing climate
change
1.3.2.4 Impact of climate change on
human activities
UNIT 2.0: PEOPLE AND
POPULATION
2.1 Evolution of Early Mass
2.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) trace the evolution and
development of Early Man
b) name and locate pre-historic
sites in Eastern Africa
2.1.1.1 Content
2.1.1.2 Early, Middle and Late Stone
Age
2.1.1.3 Pre-historic sites in East Africa
122
2.2 Type of Migrations
2.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state reasons for the different
types of migrations
b) state effects of the migrations
2.2.2 Content
2.2.2.1 Rural – urban migration
2.2.2.2 Urban – rural migration
2.2.2.3 Rural – rural migration
2.2.2.4 Urban – urban migration
2.2.2.5 Migration into and from Kenya
2.3 Factors influencing population
growth
2.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify factors influencing
population growth
b) explain factors influencing
population growth
2.3.2 Content
2.3.2.1 Factors leading to slow
population growth
2.3.2.2 Factors leading to rapid
population growth
2.4 Problems of population growth
2.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify problems of
population growth
b) explain problems of fast and
slow population growth
2.4.2 Content
2.4.2.1 Problems of slow population
growth
2.4.2.2 Problems of rapid population
growth
2.5 Ways of managing population
2.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify ways of managing
population growth
c) explain ways of managing
population growth
2.5.2 Content
2.5.2.1 Ways of managing slow
population growth
2.5.2.2 Ways of managing rapid
population growth
2.6 Population of Kenya
2.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the structure and
composition of the population
of Kenya
b) compare the population of
Kenya with that of Germany
and India
2.6.2 Content
2.6.2.1 The population of Kenya
2.6.2.2 Comparison of the population of
Kenya with that of Germany and
India
UNIT 3.0: SOCIAL RELATIONS
AND CULTURAL
ACTIVITIES
3.1 The School
3.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain how schools are
managed
b) explain the role of pupils in
school management
c) explain the role of the school
in the society
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3.1.2 Content
3.1.2.1 How schools are managed
3.1.2.2 The role of pupils in school
management
3.1.2.3 Role of the school in society
3.2 The Family
3.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and appreciate
different marriage systems;
b) respect and appreciate the
rights and obligations of an individual within the family and society;
c) explain their role in
succession and inheritance of
family property
d) appreciate succession and
inheritance of family wealth
3.2.2 Content
3.2.2.1 Different marriage systems
3.2.2.2 Rights and Responsibilities in
marriage
3.2.2.3 Succession and inheritance
UNIT 4.0: RESOURCES AND
ECONOMIC
ACTIVITIES
4.1 Agriculture
4.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the traditional forms
of agriculture
b) name the subsistence crops
grown in traditional
agriculture
c) state the farming methods
used in traditional agriculture
d) explain ways of food storage
in traditional agriculture
e) identify the areas where
settler farming was practiced
f) describe the methods of
farming in settler farming
g) explain the effects of settler
farming in Kenya
h) state the reasons for
establishment of settlement
schemes in Kenya
i) identify settlement schemes
in Kenya
j) state the benefits of
settlement schemes
k) state the problems facing
settlement schemes
l) name the crops grown in the
irrigation schemes
m) describe the irrigation
methods used in the scheme
n) state the contribution to the
economy of the irrigation
schemes
o) explain problems facing
irrigation farming in Kenya
p) explain the meaning of
horticulture
q) state the contribution of
horticulture farming to the
economy
r) state the problems facing
horticulture farming in Kenya
s) compare horticulture farming
in Kenya and the Netherlands
t) identify fish farming areas in
Kenya
u) name the types of fish caught
v) compare fish farming in
Kenya and Japan
4.1.2 Content
4.1.2.1 Traditional agriculture
4.1.2.2 Settler farming in Kenya
4.1.2.3 Settlement scheme in Kenya
4.1.2.4 Irrigation farming – Mwea
Tebere, Perkerra, Ahero
Irrigation schemes
4.1.2.5 Horticultural farming
4.1.2.6 Fish farming measures
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4.2 Mining
4.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) locate the distribution of the
minerals
b) describe ways of extracting
minerals
c) describe uses of the minerals
d) state the problems associated
with mining
e) state the effects of mining on
the environment
f) state the contribution of
minerals to the economy
4.2.2 Content
4.2.2.1 Distribution of soda ash,
fluorspar, limestone, diatomite,
gemstone, sand, marble,
salt
4.2.2.2 Extraction and uses of the
minerals
4.2.2.3 Contribution of minerals to
economy
4.2.2.4 Effects of mining on the
environment
4.3 Forestry
4.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and locate forest in
Kenya
b) explain problems facing
forests in Kenya
c) state the effects of
deforestation in Kenya
d) explain how forests are being
conserved
e) appreciate the need to
conserve forests
4.3.2 Content
4.3.2.1 Distribution of forests
4.3.2.2 Problems facing forests
4.3.2.3 Effects of deforestation
4.3.2.4 Forest conservation
4.4 Soils
4.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and locate the major
soil types in Kenya
b) state the uses of soils
c) state types of soil erosion
d) state the causes of soil
erosion in Kenya
e) state the effects of soil
erosion on human activities
f) identify and describe soil
conservation measures
4.4.2 Content
4.4.2.1 Distribution of major soil types
e.g. volcanic, black cotton,
sandy, alluvial soil
4.4.2.2 Uses of soils
4.4.2.3 Types of soil erosion
4.4.2.4 Causes of soil erosion
4.4.2.5 Effects of soil erosion on human
activities
4.4.2.6 Soil conservation measures
4.5 Wildlife and Tourism
4.5.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name and locate major game
parks
b) state the importance of
wildlife
c) identify problems facing
wildlife
d) explain how wildlife is being
conserved
e) develop a sense of
responsibility for conserving
wildlife
f) identify major tourist
attractions
g) state the importance of
tourism
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h) highlight main problems
facing tourism
i) identify the main problems
associated with tourism
4.5.2 Content
4.5.2.1 Major game parks
4.5.2.2 Importance of wildlife
4.5.2.3 Problems facing wildlife
4.5.2.4 Wildlife conservation measures
4.5.2.5 Major tourist attractions
4.5.2.6 Importance of tourism
4.5.2.7 Problems facing tourism
4.6 Industries
4.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain factors influencing
industrial location
b) name types of industries
c) give examples of the types of
industries
d) identify the reasons for
establishing Jua Kali
industries
e) explain benefits of Jua Kali
industries
f) highlight problems
g) experienced by Jua Kali
industries
g) explain the contribution of
industries to the economy
h) explain problems facing
industries
i) explain the impact of
industries on the environment
4.6.2 Content
4.6.2.1 Factors influencing industrial
location
4.6.2.2 Types of industries –
Manufacturing, Processing,
Assembly, Services
4.6.2.3 Jua Kali Industries – reasons for
establishment, problems being
experienced, benefits
4.6.2.4 Importance of industries and its
contribution to the economy
4.6.2.5 Problems facing industries
4.6.2.6 Effect of industries on the
environment
4.7 Urbanization
4.7.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) explain factors influencing
growth of towns
b) locate the major towns in
Kenya
c) identify the functions of the
major towns in Kenya
d) identify problems facing
urban centers
e) appreciate the attempts being
made to solve the problems in
urban centres
4.7.2 Content
4.7.2.1 Factors influencing growth of
towns
4.7.2.2 Functions of major towns –
Nairobi, Mombasa, Kisumu,
Nakuru, Thika, Malind
4.7.2.3 Problems facing urban centres
4.7.2.4 Attempts to solve problems
facing urban centres
4.8 Co-operatives
4.8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify types of agricultural
cooperatives
b) explain the functions of
agricultural cooperatives
c) state benefits of agricultural
cooperatives
d) appreciate the benefits of
agricultural cooperatives
e) explain problems facing
agricultural cooperative
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4.8.2 Content
4.8.2.1 Types of agricultural
co-operatives
4.8.2.2 Functions of agriculture
co-operatives
4.8.2.3 Benefits from agricultural
co-operatives
4.8.2.4 Challenges facing agricultural
co-operatives
4.9 Transport and
Communications
4.9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) demonstrate first aid skills
b) identify form of
communications systems
c) identify forms of transport
systems
d) state functions transport
systems
e) describe problems facing
transport systems
f) identify the major road signs
g) explain causes of road
accidents
h) suggest ways of preventing
road accidents
i) state functions of
communication systems
j) identify problems facing
communication systems
4.9.2 Content
4.9.2.1 Forms and functions of transport
4.9.2.2 Problems facing the different
forms of transport
4.9.2.5 Problems facing communication
systems
4.10 Trade
4.10.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify and appreciate the
role of government in trade
b) identify exports from Kenya
c) name the imports to Kenya
d) explain the importance of
trade
4.10.2 Content
4.10.2.1 Role of government in trade
4.10.2.2 Exports from Kenya
4.10.2.3 Importance of trade
UNIT 5.0: POLITICAL
DEVELOPMENT AND
SYSTEMS
5.1 Activities of Early Political
Associations in Kenya up
to1939
5.1.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify early political
associations in Kenya up to
1939
b) appreciate the role of the
early political associations to
Kenya’s political
development
c) describe the role played by
selected early political
associations in the struggle
for independence
5.1.2 Content
5.1.2.1 East African Association
5.1.2.2 Young Kikuyu Association
5.1.2.3 Kikuyu Central Association
5.1.2.4 Kavirondo Tax Payers Welfare
127
5.2 The Legislative Council
(Legco)
5.2.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain the role of Legco in
the struggle for independence
the Legco
b) identify African members to
5.2.2 Content
5.2.2 The role of the Legco in the
struggle for independence
5.2.3 Nomination and election of
African members to the Legco
5.3 Struggle for Independence –
(Political associations and
Movements after 1945)
5.3.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) name founder members of
political associations and
movements;
b) explain the role of political
associations in the struggle
for independence;
c) identify the effects of 2nd
World war on the struggle for
independence
5.3.2 Content
5.3.2.1 Second World War
5.3.2.2 Kenya African Study Union
5.3.2.3 Kenya African Union
5.3.2.4 MAU MAU Movement
5.3.2.5 Kenya African National Union
5.3.2.6 Kenya African Democratic
Union
5.3.2.7 African People’s Party
Association
5.4 Attainment of Independence
5.4.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the events that led to
the attainment of
independence;
b) explain how Kenya got
Madaraka and become a
Republic
5.4.2 Content
5.4.2.1 Events leading to attainment of
Independence
5.4.2.2 The attainment of Independence
5.4.2.3 Kenya becoming a Republic
5.5 Political Developments in
Kenya since 1963
5.5.1 Specific Objectives
By the end of this topic, the
learner should be able to:
a) identify major political
developments and events
since 1963
b) appreciate the political
changes taking place in
Kenya
5.5.2 Content
5.5.2.1 Major political events since
independence
5.5.2.2 Major political developments
since independence
5.6 Life and Contributions of
Prominent Kenyans
5.6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the life and
contributions of some
prominent leaders in Kenya
b) appreciate the contributions
of prominent leaders to the
nation
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5.6.2 Content
5.6.2.1 Mzee Jomo Kenyatta
5.6.2.2 Daniel Arap Moi
5.6.2.3 Oginga Odinga
5.7 International Co-operation
5.7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe formation of the
U.N.
b) identify the agencies and the
functions of the U.N.
c) highlight and appreciate the
achievements of the U.N.
d) state the failures of the U.N.
e) explain problems facing the
U.N
f) describe the formation of the
commonwealth
f) state the functions to the
Commonwealth
g) describe the achievements of
the Commonwealth
h) identify the failures of the
Commonwealth
i) state problems facing the
Commonwealth
5.7.2 Content
5.7.2.1 The United Nation (UN)
5.7.2.2 The Commonwealth
UNIT 6.0: CITIZENSHIP
6.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) explain the importance of
good citizenship
b) explain conditions under
which one can lose his/her
citizenship
6.2 Content
6.2.1 Importance of good citizenship
6.2.2 Loss of Kenya Citizenship
UNIT 7.0: DEMOCRACY AND
HUMAN RIGHTS
7.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) state types of democracy
b) identify the political parties in
Kenya and their policies
c) identify the role of political
parties in democracy
d) state the benefits of
democracy
e) state Human Rights
f) appreciate the Bill of Rights
7.2 Content
7.2.1 Types of democracy
7.2.2 Political Parities in Kenya and
their policies
7.2.3 The role of political parties in a
Democracy
7.2.4 Benefits of democracy
7.2.5 The Bill of Rights
UNIT 8.0: LAW, PEACE AND
RECONCILIATION
8.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) identify symbols of national
unity
b) state factors that promote
national unity
c) explain the importance of
national unity
d) identify factors undermining
national unity
8.2 Content
8.2.1 Symbols of National Unity
8.2.2 Factors promoting National
Unity
8.2.3 Importance of National Unity
129
8.2.4 Factors undermining National
Unity
UNIT 9.0: THE GOVERNMENT OF
KENYA
9.1 Specific Objectives:
By the end of this topic, the
learner should be able to:
a) describe the process of
making, amending and
reviewing Kenya’s
Constitution
b) explain the process of
forming a government
c) explain how one may lose a
seat of parliament
d) describe the process of
national elections
e) state ways of participating in
government and civic life
f) appreciate the importance of
taking part in civic life
g) describe the composition and
functions of the cabinet and
civil servants
g) name officials of the
legislature i) describe the process of legislature
j) state the functions of
parliament
k) describe the judicial system
l) appreciate the need for an
independent judicial system
l) list sources of government
revenue
m) explain how the government
spends its money
n) name types of local
authorities
o) describe the process of
election of officers in local
authorities
p) identify functions of local
authorities
q) explain the relationship
between the government and
local authorities
s) identify organs of national
t) appreciate the need for
national defence
u) explain the role of national
defence in maintaining law
and order defence
9.2 Content
9.2.1 The Kenya Constitution
9.2.2 Formation of a government
9.2.3 Loss of a Parliamentary seat
9.2.4 Conducting National Elections
9.2.5 Participation of citizens in the
government and civic life
9.2.6 The Arms of the government
• Executive
• Legislature
• Judiciary
9.2.7 Sources of government revenue
9.2.8 Forms of government
expenditure
9.2.9 Local Authorities
9.2.10 National Defence
TEACHING /LEARNING
RESOURCES
.
The following are some of the resources a
teacher can use:
• Resource persons
• Photographs
• Relevant maps
• Pictures
• Pupils books
• Teachers Handbook
• Local Environment
• Relevant test books
• Newspaper cuttings
• Relevant magazines
• Radio
• Atlases
• Charts
• Models
• Libraries
• Teacher Advisory Centres
• Recorded materials
• Museum
130
• Historical sites
• Regalia
SUGGESTED EVALUATION METHODS
The following assessment procedures can be
used by the teacher to assist the teacher in
finding out the extent to which pupils have
acquired knowledge and skills, and developed
desired attitudes and values. It is advisable that different modes of assessment be used during Tests:
At the end of each unit /topic, the teacher
should administer a teacher made test to gauge
and monitor the learning ability of the pupils.
Test should also be given after short
intervals of a month, term of the pupils.
Any test should contain items on the
learning areas covered if it will give the
true picture of the pupils’ performance.
Projects:
Projects such as models, maps, research,
once assigned must be evaluated and
pupils given grades
Observation:
Learning outcomes can be assessed as the
teacher observes the performance of
learners in the course of learning. It is a
good measure of the pupils acquisition of
skills and their change of attitude.
Oral Questions:
The teacher can use oral questions in the
course of the lesson. The immediate
response of the learners helps the teacher
to gauge the performance and ability of the
learners. The nature of the pupil’s
responses helps the teacher to vary the
presentation technique.
Quizzes:
Quizzes are best administered after two or
three lessons or a topic to help the teacher
know whether the pupils have understood
the information given to them. A quiz may be
a list of questions asking for true or false
answers, multiple choice questions, filling in
blanks or short answer questions.
Written assignments:
The teacher may from time to time ask the
pupils to go and find out more about certain
issues either from their parents of members of
the community. In order for assignments to
have impact and betaken seriously by the
pupils, the teacher must make and grade them.
Where the pupils’ book contains ‘work to do’,
t he teacher can ask the pupils to carry out the
exercise, and the teacher marks it.
131
CHRISTIAN RELIGIOUS
EDUCATION
132
INTRODUCTION
GUIDING THEMES OF THE SYLLABUS
There are three major themes for each year of this syllabus:
1. God’s revelation of Himself through the child’s experience
2. The child’s response to God in faith and love in his/her everyday life
3. The development of the child’s relationship with other people and with God
These three themes emphasize the belief that it is God who initiates faith by revealing
Himself to human beings; that they are free to respond to God’s self-revelation, and that if
they so respond then the development of their faith will lead to a deeper relationship with
God and others.
For each unit the following terms are used:
Theme: The major idea
Sub-theme: The specific part of the theme to be covered in the unit
Objective (s): What the learner will be able to achieve cognitively.
Attitude /value: What the affective /personal response of the learner might be
Content: Brief definition of the sub-theme.
TERM I: God’s revelation of Himself through the child’s experience:
• Creation
• The Bible
• Easter
TERM II: The child’s response to God in faith and love in his/her everyday lives:
• The Church
• The teachings of Jesus Christ
• Pentecost
TERM III: The development of the child’s relationship with God and with other
people:
• Neighbours
• Discipleship
• Christmas
Note: In lower primary the sub-theme Christmas takes the place of Easter in term I and
Easter takes the place of Christmas in term III
The frame work of the syllabus is planned in such a way that the same major themes are
presented in every class. Each of the major themes is divided into sub-themes which are
explored in various units. These units are further broken down into lessons. However, in each
successive class, the themes are explored in more details.
133
APPROACH OF THE SYLLABUS
The primary Christian Religious Education Syllabus is designed in a way that enable the
teacher to adopt a life-approach method of teaching. This approach begins with actual day-today
experiences and helps the learners to discover their religious significance in relation to
the Christian faith. The syllabus thus encourages a child – centred approach to the teaching of
CRE. It is intended that the teacher will use the children’s interests and experiences while
teaching. This means that activities chosen to explain religious truths and values should be
selected and organized according to the children’s age and level of mental development.
GENERAL OBJECTIVES
By the end of the Primary cycle, the learner should be able to:
1. Come to a vivid awareness and knowledge of God as He reveals Himself through human
experiences, creation, the Christian community, the scriptures (the Bible) and most fully
through the person of Jesus Christ and the Holy Spirit living with us today.
2. Respond to God in faith as a new person in Jesus Christ with reverence, repentance,
worship, hope, service and witnessing love.
3. Live with others in the home, the school, the local and world community, in relationships
based on understanding, trust, friendship, concern, justice and love.
4. Accept the environment as God-given and their responsibility to respect, conserve and
develop it
5. Appreciate individual talents as God-given and use them for self and national
development.
6. Deal with emerging social issues responsibly guided by sound understanding of religious
and moral standards
7. Accept and honour himself /herself as God’s creation
8. Develop awareness and appreciation for Traditional African Religious Heritage.
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STANDARD ONE
TERM I:
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: MYSELF
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) tell her/her name
b) mention parts of the body and
their functions
c) thank God for creating
him/her
d) appreciate parts of the body
1.2 CONTNET
1.2.1 My name (1 Samuel 3:10)
1.2.2 Parts of the body (Genesis 1:26-27;
2:7, Isaiah 64:8, Psalms 47:1, 1
Corinthians 12:14-26)
UNIT 2.0: MY FAMILY
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention members of his/her
family
b) state how he/she relates to
his/her family members
c) respect members of his/her
family
d) thank God for giving him/her
a family
2.2 CONTENT
2.2.1 Members of my family (Exodus
20:12, Genesis 37:3-15, 12-14,
25-28)
2.2.2 How I relate to my family(1 John
3:18, Exodus 20:12, Ephesians 6:1-
3, Genesis45:1-4, 12-15)
SUB-THEME: THE BIBLE
UNIT 3.0: THE HOLY BIBLE
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) identify the Bible from other
books
b) say a memory verse from the
Bible
c) respect the Bible as the word
of God
d) handle the Bible with care
3.2 CONTENT
3.2.1 The Holy Bible as God’s written
message (1 Samuel3:1-4), 2
Timothy 3:16-17)
3.2.2 The Holy Bible as a guide in our
daily lives (Psalms119:105,
Matthew 22:37-40)
3.2.3 Handling the Bible “All the above
will apply”
UNIT 4.0: GOD’S LOVE FOR US
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner,
should be able to:
a) mention the gift he/she
receives from God
b) name the gifts he/she give to
others
c) tell the story of the visit of the
wise men to the baby Jesus
Christ
d) state the importance of
Christmas
e) thank God for the gift of Jesus
Christ
f) desire to worship God like the
wise men
g) share gifts with others
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h) exercise caution when
receiving gifts from others
4.2 CONTENT
4.2.1 Jesus Christ as God’s greatest gift
(John 3:16, Isaiah 9:6-7, Matthew 1:18-24)
4.2.2 Giving gifts to others (Ephesians
4:31-32, 2Corinthians 9:7)
4.2.3 The importance of Christmas
(Luke 1:26-38; 2:1-20)
4.2.4 Visit of the wise men to baby Jesus
(Matthew 2:1-12)
4.2.5 Accepting gifts from others
TERM II
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 5.0: THANKFULNESS
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe how he/she spend
his/her holidays
b) state how Hannah showed
gratitude to God
c) appreciate the importance of
holidays
d) thank God for His gifts
5.2 CONTENT
5.2.1 The holidays
5.2.2 Hannah shows gratitude(1 Samuel
1; 2:18-21, 26)
5.2.3 Showing gratitude for God’s gift
(Ephesians5:20, 2 Corinthians
9:15, Colossians 3:15-17)
UNIT 6.0: PRAYER
6.1 SPECIFIC OBJECTIVES
By the end of this topic, the
learner should be able to:
a) recite the Lord’s prayer
b) desire to say the Lord’s
prayer always
6.2 CONTENT
6.2.1 The Lord’s Prayer (Matthew 6:9-
13 and Luke 18:1)
SUB-THEME: CHRISTMAS
SUB-THEME: THE TEACHINGS OF
JESUS
UNIT 7.0: OBEDIENCE
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of obedience
b) state occasions when Jesus
Christ obeyed His parents
c) mention occasions when
he/she has obeyed and
disobeyed parents
d) state the rules at home
e) state the rules at school
f) obey rules
g) be ready to obey his/her
parents
7.2 CONTENT
7.2.1 Meaning of obedience (1Samuel
16:19-22, Psalms 128:1)
7.2.2 Jesus Christ obeyed (John 4:34,
Hebrews 5:8-9)
7.2.3 Honouring parents (Exodus
20:12, Ephesians 6:1-3,
Colossians 3:20)
7.2.4 Rules at home and in school
(Romans 13:1)
7.2.5 Obedience at school (Titus 3:1,
Proverbs 23:12)
UNIT 8.0: WORK
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state some activities that Jesus
Christ carried out
b) mention some duties a child
can do at home and school
136
c) list the things that the faithful
servant did
d) desire to follow examples of
Jesus Christ as a worker
e) enjoy working
8.2 CONTENT
8.2.1 Activities of Jesus Christ (John
5:17; 17:4, Matthew13:53-58)
8.2.2 Duties of a child at:
– home (Exodus 2:16-19), Genesis
37:12-14)
– school (Daniel 1:3-4)
8.2.3 Being a faithful servant (Matthew
25:14-30)
SUB-THEME: PENTECOST
UNIT 9.0: JESUS CHRIST THE SON
OF GOD
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) tell the story of the birth of
Jesus Christ
b) state some activities Jesus
Christ did at home
c) state what happened when
Jesus Christ visited the temple
d) name the first followers of
Jesus Christ
e) mention why Jesus Christ
chose the twelve disciples
f) tell the story of how Jesus
Christ visited the home of
Simon Peter’s mother-in-law
g) mention an occasion when
Jesus Christ prayed
h) tell the story of Jesus Christ
healing the paralyzed man
i) desire to be a follower of Jesus
Christ
9.2 CONTENT
9.2.1 The early life of Jesus Christ; at
home (Luke 2:51) in the Temple
(Luke 2:41-49; 2:51)
9.2.2 The public ministry of Jesus
Christ;
– baptism (Matthew 3:13-17)
– first followers (John 1:35-42,
Matthew 4:18-22, Luke 5:1-11)
– choosing the twelve (Mark
3:13, Matthew 9:9-13, John
1:43-50, Luke 6:12-13)
9.2.3 Jesus Christ’s visit to a home
(Luke 4:38-40)
9.2.4 Jesus Christ prays (Mark (1:35-39,
Luke 22:39-46)
9.2.5 Jesus Christ forgives (Mark 2:1-
12, Matthew 6:12)
TERM III:
THEME: RELATIONSHIP
SUB-THEME: NEIGHBOURS
UNIT 10.0: ACCEPTANCE AND
TRUST
10.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name the people who visit
his/her home
b) state difference and similarities
of family members
c) give reasons why he/she trusts
God
d) be ready to welcome visitors
e) accept all members of the
family
f) desire to be trusted by others
g) trust in God
137
10.2 CONTENT
10.2.1 Visitors to our home(Hebrew
13:1-2)
10.2.2 Differences and similarities in
family members (1
Corinthians12:4-26, Philippians2:
1-5, Matthew 7:12)
10.2.3 Accepting members of my family
(Philippians 4:13)
10.2.4 Bible reference
10.2.5 Trusting God and other(2
Corinthians 1:9b, Psalms 40:3-5;
118:8-9)
UNIT 11.0: CONCERN AND
SHARING
11.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention things that he /she can
share
b) state how the little boy shared
his lunch
c) tell the story of Tabitha
d) state how Jesus Christ
responded to the needs of the
hungry crowd
e) share with others willingly
f) imitate Jesus Christ’s concern
for the needy.
11.2 CONTENT
11.2.1 Sharing (Acts 4:32-35, Acts20:35,
James 2:14-17)
11.2.2 The little boy who shared his food
(John 6:8-13)
11.2.3 Story of Tabitha (Acts 9:36-42)
11.2.4 Jesus Christ’s concern for others
(Luke 8:40-42, 49-56)
SUB-THEM: DISCIPLESHIP
UNIT 12.0: FRIENDSHIP
12.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name his/her friends
b) list the things he/she does with
friends
c) mention people at home who
are his/her friends
d) mention ways in which he/she
can become a friend of God
e) thank God for his/her friends
f) rejoice in God’s friendship
12.2 CONTENT
12.2.1 Names of my friends
12.2.2 Things I do with my friends at
home and at school (Luke 11:5-8,
Job 6:14)
12.2.3 People at home as friends
(Genesis 45:1-15)
12.2.4 God as our friend (James 2:23b,
John 15:13-15, 1 John 5:1-5,
Psalms 25:14)
SUB-THEME: EASTER
UNIT 13.0: JESUS THE SON OF
GOD
13.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of Easter
b) identify Jesus as a friend of
children
c) repeat the memory verse that
says “Jesus Christ died for us”
d) desire to be a friend of Jesus
Christ
138
13.2 CONTENT
13.2.1 Meaning of Easter
(Luke 22:14-20)
13.2.2 Jesus Christ a friend of children
(Matthew 19:13-15, John 15:14)
13.2.3 The death and resurrection of
Jesus Christ (Mark 15:33-47;
16:1-8)
139
STANDARD TWO
TERM I:
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: THE HOME
COMMUNITY
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name members of the
extended family
b) state what his/her relatives do
for him/her
c) identify his /her neighbours
d) appreciate his/her relatives
e) love his/her neighbours
1.1.1 CONTENT
1.1.2 Home community (Psalms 127:3-
5, Proverbs 23:22)
1.1.3 Relatives (1 John 3:17,
Ruth 1:1-22)
1.1.4 Neighbours (Romans 12:10,1 Peter
3:8, Mark 12:31, Luke 10:27,
Proverbs 3:28)
UNIT: 2.0 : THE SCHOOL
COMMUNITY
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name his/her teachers
b) state what the teachers do for
him/her
c) state the responsibilities of
children to themselves,
parents, teachers, friends
and other people
d) mention the things he/she does
with his/her schoolmates
e) state the value and attitudes
he/she learns in school
f) respect his/her teachers
g) appreciate his/her schoolmates
and others
g) practice the values he/she
learns at school
2.2 CONTENT
2.2.1 School Community
– teachers (Proverbs 16:20;
2:1-6)
– schoolmates (Psalms 133:1)
– others
– their responsibilities as children
(1 Samuel 2:26,
Ephesians 6:11)
– important values and attitudes
learned at school
(Proverbs 9:10-12, 21:11)
UNIT 3.0: THE ENVIRONMENT
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name some plants, insects,
animals and birds found in
his/her area
b) appreciate plants, insects,
animals and birds as God’
creation.
3.2 CONTENT
3.2.1 Plants, insects, animals and birds
(Genesis 1:11-12; 20-25,
Psalms 50:10)
140
SUB-THEME: THE BIBLE
UNIT 4.0: THE COMPOSITION OF
THE BIBLE
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name some books of the Old
and New Testament
b) desire to read the Bible
4.2 CONTENT
4.2.1 The books of the Bible
(2 Timothy 3:16, 17)
4.2.2 The need to read the Bible
(Hebrews 4:12, Romans 15-4)
SUB-THEME: CHRISTMAS
UNIT 5.0: JESUS’ LOVE AND
CARE
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name the things he/she does
on his/her birthday
b) tell the story of the birth of
Jesus Christ
c) mention how the birthday of
Jesus Christ is celebrated
today
d) appreciate Jesus Christ as a
gift from God
5.2 CONTENT
5.2.1 How we celebrate our birthdays
5.2.2 The birth of Jesus
(Luke 2:1-7, Isaiah 9:6-7)
5.2.3 Visitors who came to see Jesus
Christ (Matthew 2:1-12)
5.2.4 How the birthday of Jesus Christ
is celebrated today
TERM II
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 6.0: THANKFULNESS
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state ways in which he/she can
give thanks at home, school
and the community
b) be thankful at all times
6.2 CONTENT
6.2.1 Giving thanks at home, school and
in the community (Luke17:11-19),
Ephesians 5:20,
Thessalonians 5:18, 1
2 Corinthians 9:7, Psalms
8:1-9, Philippians 1:3-5)
SUB-THEME: THE CHURCH
UNIT 7.0: PRAYER AND WORSHIP
7.1 SPECIFIC OBJECTIVES
By the end the unit, the learner
should be able to:
a) mention ways of praising God
b) recite a prayer for his/her
needs
b) state how he/she prays for the
country
c) list different ways of
worshipping God
d) desire to pray for himself/
herself and the country
f) thank God for the country
g) rejoice when worshipping
God.
141
7.2 CONTENT
7.2.1 Different ways of worshipping
God (Psalms 92:1; 117,
2 Samuel 6:1-5)
7.2.2 Praying to God (Mark 11:24,
Matthew 6:7-13,
Ephesians 1:15-19a)
7.2.3 Praying for ourselves
(Luke 22:41, Philippians 4:6)
7.2.4 Praying for our country
(Psalm 18:14-18)
SUB-THEME: TEACHING OF
JESUS CHRIST
UNIT 8.0: TRUST AND
OBEDIENCE
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) give reasons why he/she trusts
his/her parents
b) identify ways in which God is
kind to us
c) state ways in which he/she can
please his/her parents
d) trust and obey his/her parents
e) desire to please God
8.2 CONTENT
8.2.1 Trust at home
(Matthew 21:28 31a)
8.2.2 Trusting God
(1Samuel 1:19-11 20, 27, 28;
2:11, Matthew 6:26)
8.2.3 Obedience at home
(Ephesians 6:1, 2)
8.2.4 Obeying God (Psalms 112:1,
Genesis 12:1-9)
SUB-THEME: TEACHINGS OF
JESUS CHRIST
UNIT 9.0: HELPFULNESS
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) tell the story of Jesus Christ at
the wedding in Cana
b) identify ways of helping the
needy
c) desire to help the needy
9.2 CONTENT
9.2.1 Jesus Christ helps at the wedding
party in Cana (John2:1-11)
9.2.2 Helping the needy
(Mark 1:29-32;
7:31-35, Luke 5:17-20,
John 5:1-10, 14-18)
9.2.3 Helping others
(Romans 12:16, Luke 10:29-37)
SUB-THEME: PENTECOST
UNIT 10.0: KNOWING JESUS
CHRIST
10.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention ways he/she can
respond to Jesus Christ
b) tell the story of the walk to
Emmaus
c) tell the story of Zaccheaus
d) state how the disciples
responded to Jesus Christ
e) state how different people
responded to Jesus Christ
f) desire to make the right
responses to Jesus Christ
142
10.2 CONTENT
10.2.1 Knowing Jesus Christ
(Luke 18:35-43,
Luke 18:26-31, 35-39)
10.2.2 Responding to Jesus Christ
10.2.3 A walk to Emmaus
(Luke 24:13-35)
10.2.4 Zaccheaus (Luke 19:1-9)
10.2.5 Response of the disciples to Jesus
Christ (John 1:43-49,
Mark 8:27-29)
10.2.6 Response of other people to Jesus
Christ (John 6:1-2, 24)
TERM III
THEME: RELATIOINSHIP
SUB-THEME: NEIGHBOURS
UNIT 11.0: CHRISTIAN VIRTUES
11.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) give examples of occasions
when God keeps His promises
b) give reasons why he/she
should be honest at home,
school and community
c) state ways he/she can be fair at
home, school and community
d) rejoice in God’s love
e) thank God for loving him/her
f) rely on God always
g) be honest
h) be fair
11.2 CONTENT
11.2.1 Examples of occasions when God
keeps His promises
(Matthew 5:33-37, Genesis
18:1-15; 21:1-8)
11.2.2 Acceptance (John 13:20,
Luke:11-24)
11.2.3 Trust (Matthew 21:28-31a)
11.2.4 Honesty (Ephesians 4:15,
Acts 5:1, Exodus 20:16)
11.2.5 Fairness (Genesis 37:12-35,
1 Kings 21)
SUB-THEME: DISCIPLESHIP
UNIT 12.0: CONCERN AND
SHARING
12.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the ways in which he/she
can help people in need
b) tell the story of Elisha and the
rich woman from Shunem
c) state how the early Christians
shared their possessions
d) mention how possessions were
shared in traditional African
society
e) name voluntary agencies that
care for the needy
f) identify with the needy
g) appreciate the work of
voluntary agencies
h) be willing to share his/her
possessions with others
12.2 CONTENT
12.2.1 Concern for the needy
(Matthew 25:4)
12.2.2 The rich woman from Shunem
(2Kings 4:8-17)
12.2.3 The way the early Christians
shared their possessions
(Acts 4:32-37)
12.2.4 Sharing possessions in traditional
African society
12.2.5 The role of voluntary agencies
13.2.2 The readiness to care for others
(Acts 3:1-16)
143
SUB-THEME: EASTER
UNIT 13.0: JESUS CHRIST CARES
FOR THE NEEDY
13.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) tell how Jesus Christ cared for
the needy
b) be willing to care for others
13.2 CONTENT
13.2.1 Jesus’ care for the needy;
– the blind (Mark 10:46-52)
– the tem leapers
(Luke 17:12-19)
– Jairus’ daughter
(Luke 8:40-56)
– widow of Nain
(Luke 7:11-15)
144
STANDARD THREE
TERM I:
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: CARE FOR THE
ENVIRONMENT
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state ways in which he/she can
use plants
b) list ways in which he/she can
care for animals and trees
c) state how God cares for His
creation
d) care for the environment
willingly
1.2 CONTENT
1.2.1 Caring for plants
(Genesis 1:11, Psalms 104:13-14)
1.2.2 Caring for animals
(Genesis 1:20-24,
Psalms 148:7-10)
1.2.3 How God cares for His creation
(Matthew 6:25-34)
UNIT 2.0: THE CHRISTIAN
COMMUNITY
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention ways of worshipping
God at home and church
b) tell how he/she observes the
Lord’s Day/Sabbath
c) respect the Lord’s
Day/Sabbath
d) worship God always
2.2 CONTENT
2.2.1 Worshipping God at home
(Psalms 92:1-2,
Deuteronomy 6:4-9, 1
Thessalonians5:16-17)
2.2.2 Worshipping God in church
(1 Samuel 1:21-28, Luke2:41-42)
2.2.3 Observing the Lord’s Day/
Sabbath (Genesis 2:1-3,
Exodus 20:8-11)
UNIT 3.0: TRADITIONAL WORSHIP
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the names of God in
traditional African society
b) mention occasions when
prayers were said in traditional
African society
c) state the difference and
similarities in worship
between traditional African
society and Christianity
d) appreciate worship of God
3.2 CONTENT
3.2.1 Names of God in traditional
African society
(Exodus 3:13-15,
Matthew 1:20-23)
3.2.2 Worship in traditional African
society (Deuteronomy 6:4-9,
Exodus 23:14-19,
Numbers15:17-21; 29:12-16)
3.2.3 Difference and similarities of
worship in traditional African
society and Christianity
145
SUB-THEME: THE BIBLE
UNIT 4.0: THE BIBLE STORIES
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name the patriarchs
b) tell the story of David and
Goliath in relation to courage
c) tell the story of Lydia in
relation to kindness
d) tell the story of the birth of
Jesus in relation to love
e) appreciate the work of the
patriarchs
f) show courage
g) practice kindness
h) thank God for His love
4.2 CONTENT
4.2.1 Names of the patriarchs Abraham,
Isaac, Jacob, Joseph, Moses (Hebrews 11:17-24,
Matthew 1:16-18, Exodus 3:15)
4.2.2 The story of David and Goliath
(1 Samuel 17:41-54)
4.2.3 The story of Lydia
(Acts 16:11-15)
4.2.4 The birth of Jesus Christ
(Matthew 1:20-23,
Hebrews 1:1-2, John 3:16)
SUB-THEME: CHRISTMAS
UNIT 5.0: THE BIRTH OF JESUS
CHRIST
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of Advent
b) state ways in which he/she can
prepare for the Advent
c) state how he/she can share the
joy of Christmas
d) tell the story of the birth of
Jesus Christ
e) mention ways in which he /she
can share with others at
Christmas
f) share the joy of Christmas
willingly
g) thank God for the gift of Jesus
Christ
5.2 CONTENT
5.2.1 Meaning of Advent
5.2.2 Getting ready for the Advent
(Luke 3:4-6)
5.2.3 Sharing the joy of Christmas
(Luke 2:10)
5.2.4 The story of the birth of Jesus
Christ
(Matthew 1:18-24, Luke 2:1-20)
5.2.5 What we can share during
Christmas
TERM II:
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 6.0: THE WORSHIPPING
COMMUNITY
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state different ways of
worshipping God at home
b) mention how he/she Worships
God at home
c) state how he/she worships
God in the church
d) be kind to others
e) be thankful to God
f) appreciate different ways of
worship
g) desire to worship God always
146
6.2 CONTENT
6.2.1 Ways of worshipping God:
giving thanks
(1 Thessaloanians 5:18,
Psalms 100:4) praising Him
(Exodus 15:1-8, 2 Samuel 6:14,
15, Psalms 104:33, 47:1-9)
doing good actions
(Matthew7:9-12, Ephesians 4:32,
1 Kings 17:8-24) forgiving other
(Matthew 6:14-15, Psalms 32:5)
praying (Psalms 4:8,
Daniel 6:11-24)
6.2.2 Worshipping God at home and at
church (Psalms 34:18; 47:1-9,
Matthews 28:20)
UNIT 7.0: RESPONSIBILITY AND
SERVICE
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention God given abilities
b) give qualities of a good
servant
c) state responsibilities of
teachers, parents and children
d) use his/her abilities to serve
God
e) desire to be a good leader
7.2 CONTENT
7.2.1 God given abilities
(Matthew 25:14-28)
7.2.2 Responsibilities of children,
teachers and parents
(Ephesians 6:1-4, Luke 4:22, 3
7.2.3 Qualities of a good leader
– helper and willing to
serve(Matthew 24:45-50,
Mark 10:17-22, Luke 17:7-10
Romans 12:1-2)
– does not steal (Mark 10:19)
– not afraid to tell the truth
(Luke 15: 11-24)
– does not cheat
(1Thessalonians 4:6)
SUB-THEME: PENTECOST
UNIT 8.0: SPIRIT FILLED PEOPLE
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the promise that Jesus
Christ gave to His followers
just before He ascended to
heaven
b) mention how the disciples
prepared for the coming of the
Holy Spirit
c) state what happened on the
day of Pentecost
d) state what the Holy Spirit does
in his/her life
e) recognize the work of the
Holy Spirit in his/her life
f) lead a Spirit filled life
8.2 CONTENT
8.2.1 The promise of the Holy Spirit by
Jesus Christ (John 14:16; 16:6-7)
8.2.2 How the disciples prepared for the
coming of the Holy Spirit
– patience (Acts 1:2-5)
– praying together (Acts2:1-4)
8.2.3 Day of Pentecost (Acts 2:1-4)
8.2.4 The Holy Spirit gives
– courage (Acts 2:14-21)
– strength (Acts 2:43-44,
46-47, 4:23-31)
– ability to share (Acts 2:44-47,
Acts 20:35)
147
TERM III
THEME: RELATIONSHIP
SUB-THEME: NEIGHBOURS
UNIT 9.0: TOLERANCE AND
FORGIVENESS
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state how it feels to be
unforgiving
b) state how God judges the
unforgiving
c) mention ways in which people
were forgiven in traditional
d) name those who are forgiven
by God
e) state why it is important to be
tolerant
f) state how it feels to be
forgiven
g) appreciate forgiveness
h) forgiven those who wrong
him/her
i) be willing to be tolerant
9.2 CONTENT
9.2.1 How it feels to be unforgiving
(Psalms 51:1-4)
9.2.2 How God judges the unforgiving
(Matthew 18:21-35)
9.2.3 Ways people were forgiven in
traditional African society
9.2.4 Who is forgiven by God
(Matthew 6:12-15, 1 John 1:8-9,
Luke 18:9-14)
9.2.5 Meaning of tolerance
(Matthew 7L1-15)
9.2.6 Importance of tolerance
(Romans 5:3-4)
9.2.7 How it feels to be forgiven
(Psalms 32:1)
SUB-THEME: DISCIPLESHIP
UNIT 10.0: FAIR DEALING
10.1 SPECIFIC OBJECTIVES
By the end of this unit, the learner
should be able to:
a) state the meaning of fairness
b) state how people can act fairly
c) state what makes people act
unfairly
d) give ways in which he/she can
put right what is unfair
e) state reasons why people cheat
f) state why Joseph’s brothers
acted unfairly
g) describe how Joseph behaved
as a slave
h) describe the behavior of
Joseph towards his brothers
i) state how he/she should
behave towards those who are
unfair
j) be willing to act fairly
k) avoid cheating
l) forgive those who wrong
him/her as Joseph did
10.2 CONTENT
10.2.1 Meaning of fairness
10.2.2 Ways of acting fairy
10.2.3 Reasons why people act unfairly
(1Kings 21:1-19)
10:2:4 How unfairness can be corrected
10.2.5 Reasons why people cheat
(Genesis 12:11-14)
10.2.6 The story of Joseph and his
brothers;
– why his brothers acted unfairly
(Genesis 37:1-36)
– how he behaved as a slave
(Genesis 40:1-23)
– how he behaved towards his
brothers
(Genesis 42:1-24,45:1-28)
10.2.7 How we should behave towards
others (Micah 6:8)
– those who are fair to us
– those who are unfair to us
148
SUB-THEME: EASTER
UNIT 11.0: DEATH AND
RESURRECTION
OFJESUS
11.1 SPECIFIC OBJECTIVES
By the end of this unit, the learner
should be able to:
a) state occasions of joy and
sorrow in his/her life
b) name the person who betrayed
Jesus Christ
c) name the people who
condemned Jesus Christ
d) describe how Simon of Cyrene
helped Jesus Christ
e) state the meaning of
resurrection
f) appreciate the death of Jesus
Christ
g) celebrate the resurrection of
Jesus Christ
11.2 CONTENT
11.2.1 Joy and sorrow in life
(Philippians 4:4-6,
Psalms23:4, John 16:19-20)
11.2.2 Judas Iscariot betrays Jesus Christ
(Luke 22:3-6, 21-23, 47-53)
11.2.3 The people who condemned Jesus
Christ(Matthew 27:15-26)
11.2.4 Simon of Cyrene helps Jesus
Christ (Luke 23, 26-42)
11.2.5 Meaning of the resurrection of
Jesus Christ(Luke 24:33-43)
149
STANDARD FOUR
TERM I
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: JESUS AND
CREATION
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the effects of weather in
his/her life
b) state the effects of water on
his/her life
c) explain the power of Jesus
Christ over nature as
illustrated in the miracles
d) state how he/she responds to
Jesus Christ
e) appreciate the Jesus Christ has
power over Nature
f) thank God for Jesus Christ
g) desire to follow Jesus Christ
1.2 CONTENT
1.2.1 Effects of weather and water
(Genesis 7:11-24,
Numbers 20:2-6,
Psalms 104:10-14)
1.2.2 Miracles of Jesus Christ;
– the feeding of the five
thousand people (John 6:1-13)
– the raising of Lazarus
(John 11:38-44)
– the miraculous catch of fish
(Luke 5:3-12)
– the calming of the storm
(Luke 8:22-25)
– walking on water
(John 6:16-21)
1.2.3 Response to the power of Jesus
Christ (John 1:3)
SUB-THEME: THE BIBLE
UNIT 2.0: JESUS CHRIST OUR
LEADER
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) list the qualities of a good
leader
b) explain how Jesus Christ
obeyed His father
c) describe how Jesus Christ
used His power and authority
to cleanse the temple
d) state how Jesus Christ showed
His power to forgive win and
heal the sick
e) state what Jesus Christ told
His disciples to do when He
sent them out
f) list the qualities of Jesus
Christ as a perfect leader
g) state how he/she can accept
the authority of Jesus Christ
h) explain the responsibility of
church leaders to the people
i) give reasons for following
Jesus Christ
j) mention the difficulties that
are experienced when
following Jesus Christ
k) admire good leaders
l) strive to be good leaders
m) imitate Jesus Christ in His
obedience to God His father
n) report church leaders
o) desire to follow Jesus Christ
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2.2 CONTENT
2.2.1 Qualities of a good leader
(1Timothy 3:1-7)
2.2.2 Jesus Christ;
– obeying God the father (John
7:17, Matthew 3:13-17) cleaning the temple – forgiving sin (Luke 5:17-25)
– sending out the twelve
disciples (Luke 9:1-6)
– the perfect leader
(Micah 3:1-4, 1
Timothy 3:1-13)
2.2.3 Accepting the authority of Jesus
Christ
– the responsibility of church
leaders (Mark 8:1-9)
– following Jesus Christ (1 John
4:18, Mark 9:14-29)
SUB-THEME: EASTER
UNIT 3.0: JESUS OUR SAVIOUR
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the leaner
should be able to:
a) state what it means to be
unselfish
b) state which people are selfish
c) state how selfishness stops us
from being kind
d) explain how unselfishness set
us free
e) describe how difficult it was
for Jesus Christ in the garden
of Gethsemane
f) explain how Jesus Christ was
unselfish through His
suffering, death and
resurrection
g) state how he/she can respond
to Jesus Christ as the savior
h) develop unselfish behaviour
i) appreciate the unselfish acts of
Jesus Christ
j) thank God for Jesus Christ
3.2 CONTENT
3.2.1 Meaning of unselfishness
(1 Samuel 1:9-18, John15:13)
3.2.2 Selfishness;
– people who are selfish
(Mark 10:17-23,
Matthew 26:14)
– how selfishness stops us from
being kind
(Galatians 5:13, 19-23)
3.2.3 Jesus Christ saves;
– the garden of
Gethsemane(Luke 22: 39-44)
– His suffering, death and
resurrection
(Matthew27:34-50)
– He overcame evil through His
death (John 11:25-26)
3.2.4 How we respond to Jesus’
salvation (John 15:13,
Galatians 5:22-23)
3.2.5 Jesus Christ the Good Shepherd
(John 10:11-16)
TERM II:
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 4.0: FOLLOWING JESUS
CHRIST AS A LEADER
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) give examples of how a good
leader serves people
b) state the kind of service he/she
can give at home, school,
community and the nation
c) explain different kinds of
service offered by Jesus Christ
d) give reasons why he/she
should serve others
e) be grateful to God for the
good leaders He has given us
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f) be eager to serve in the home,
school, community and nation
g) desire to follow the example
of Jesus Christ
h) desire to serve others
4.2 CONTENT
4.2.1 How good leaders serve us
(1 Timothy 3:1-13)
4.2.2 Service; (1 Peter 2:21)
– at home
– at school
– in the community
– in the nation
– in the church (1 Samuel 3:1)
4.2.3 Jesus Christ;
– washing the disciples’ feet
(John 13:5-17)
– teaching His disciples
(Luke 8:18-22; 11:38-41,
John 21:15-19)
– healing the centurions’ Servant
(Matthew 8:5-13)
SUB-THEME: THE TEACHINGS OF
JESUS CHRIST
UNIT 5.0: CHOOSING TO BELONG
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state occasions when he/she
has chosen to obey and
disobey
b) state how different people in
the Bible made their choices
c) list the losses of not belonging
to a family
d) desire to seek God’s guidance
in making choices in his/her
life
e) desire to make correct choices
in his/her life
f) desire to belong to the family
of God.
5.2 CONTENT
5.2.1 Making our choice as Christians
(Genesis 3:1-24)
5.2.2 Choices made by:
– Abraham and Isaac
(Genesis 22:1-13)
– Moses (Exodus 3:2-15;
4:1-17)
– Ruth (Ruth 1:3-18)
– Solomon (1 Kings 3:1-14)
– Levi (Luke 5:27-32)
– Ananias and Saphira
(Acts 5:1-11)
– Jesus Christ during the
temptations (Luke 4:1-12)
5.2.3 Choosing to belong to the family
of Jesus Christ(Ephesians 6:1-6)
SUB-THEME: PENTECOST
UNIT 6.0: CHRISTIAN
COMMUNITIES IN
KENYA
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name some of the Christian
communities in his/her area
b) state the different types of
work done by Christian
communities in Kenya
c) describe the life of the early
church
d) appreciate the different
Christian communities in
Kenya
e) appreciate the work done by
the Christians in Kenya
f) thank God for Christians in the
early church
g) desire to be members of the
Christian community
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6.2 CONTENT
6.2.1 Christian communities in Kenya;
– what they are (Acts 11:26;
13:1; 18:22-23)
– their work (Matthew 25:34-40,
Mark 9:14-29, Acts 1:8)
6.2.2 The early church
(Acts 2:41-46; 4:32-35; 11:27-30)
6.2.3 Christian sacred places
(Mark 11:15-17)
TERM III
THEME: RELATIONSHIP
SUB-THEM: NEIGHBOUR
UNIT 7.0: SHARING AND
VOLUNTARY SERVICES
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the importance of sharing
work
b) state how work was shared in
traditional African community
c) give reasons why children
should not be exploited
through work
d) mention different ways of
serving others
e) give examples of voluntary
work
f) desire to serve others
g) give thanks for voluntary
services
h) desire to work with others
7.2 CONTENT
7.2.1 Importance of sharing
work(Galatians 6:2,
Luke 9:1-2,6,
Samuel 2:18-20, Acts 6:2-3)
– at home
– at school
7.2.2 Sharing work in Traditional
African community
7.2.3 Benefits of sharing work
(Acts 4:32-37)
7.2.4 Serving others (Luke 10:29-37,
Deuteronomy 24:19-21)
7.2.5 Exploitation of children
through work
7.2.6 Types of voluntary services
(Matthew 9:35-38, Acts 4:32-37)
SUB-THEME: DISCIPLESHIP
UNIT 8.0: PEACE
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of peace
b) describe ways peace was
expressed in traditional
African society
c) state the teaching of Jesus
Christ on peace
d) mention ways of promoting
peace with God, oneself and
others
e) desire to be at peace with God,
oneself and others
8.2 CONTENT
8.2.1 Meaning of peace (John 14:27)
8.2.2 Expression of peace in traditional
African society
8.2.3 Teachings of Jesus Christ on peace
(John 14:1-3; 20:19)
8.2.4 Being at peace with;
– God (2 Thessalonians 3:16,
Romans 5:1, Psalms 29:11,
Colossians 1:20) oneself
(Luke 18:9-13)
– others. (2 Corinthians 13:11,
Matthew 5:9, Ephesians 2:14-
15 Romans 12:18)
– Agencies that work for peace
153
SUB-THEME: CHRISTMAS
UNIT 9.0: THE BIRTH OF THE
PRINCE OF PEACE
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state ways of expressing peace
at home, school and in the
community
b) state the promises made about
the Messiah by Prophet Isaiah
c) narrate the story of the birth of
Jesus Christ
d) be grateful to God for sending
Jesus Christ with others
e) desire to be at peace
9.2 CONTENT
9.2.1 Peace;
– at home (Ephesians4:32-32)
– at school
– in the community
9.2.2 The promise of the prince of peace
(Isaiah 7:14; 9:6, Micah 5:2,
Matthew 1:18-23; 2:1-11,
John 14:27)
9.2.3 The Prince of Peace;
– annunciation of (Luke1:26-38)
– birth (Luke 2:1-14)
154
STANDARD FIVE
TERM I:
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: GROWING UP IN
CHRIST
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) explain the role of boys and
girls
b) explain how we are
wonderfully made
c) state the traditional view of
boy/girl relationship
d) describe the Christian teaching
of boy/girl relationships
e) write down the effects of
irresponsible boy/girls
relationship
f) explain how growth in
Christian faith affects the daily
life of a Christian
g) appreciate the fact that we are
wonderfully made
h) strive to lead a righteous life
i) thank God for who he/she is
1.2 CONTENT
1.2.1 We are wonderfully made
(Psalms 139:13-15,
Genesis 1:26-27)
1.2.2 Gender roles (Galatians 3:28)
1.2.3 Growing to maturity
(Ephesians 4:13-14)
– Physical growth
(1 Timothy 4:12,
Ecclesiastes 2:1-8; 11:9-10)
– Emotional growth
(Galatians 5:22,
1 Corinthians 13:11)
1.2.4 Boy/girls relationships
traditional African view
Christian teaching
1.2.5 Effects of irresponsible boy/girls
relationship;
– teenage pregnancy
– STIs
– HIV/AIDs
– child abuse
– school dropouts
1.2.6 Living what we believe
(Acts 6:8-9)
SUB-THEME: THE BIBLE
UNIT 2.0: THE TEN
COMMANDMENTS
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) write down the ten
commandments
b) recite the ten commandments
c) give ways of putting God first
d) list ways of showing respect to
his/her mother and father
e) identify who his/her
neighbours are
f) state how he/she can relate
well with his/her neighbours
g) maintain good relationship
with his/her neighbours
h) respect his/her parents
i) thank God for his/her parents
j) honour God
2.2. CONTENT
2.2.1 The Ten Commandments:
(Exodus 20:1-17)
– worship no god but me
(Exodus 20:3, Luke 4:5-8)
– make no images and do not
how to any idol (Exodus 20:4)
– do not use my name for evil
purposes (Exodus 20:7,
Matthew 5:33-37)
– observe the Sabbath and keep
it holy (Exodus 20:12)
155
– respect your father and mother
(Luke 2:51-52, Exodus 20:12)
– do not commit adultery
(Exodus 20:14)
– do not steal (Exodus 20:15)
– do not accuse anyone falsely
(Exodus 23:1-3, 6, 8, Matthew
5:33-37)
– do not covet other people’s
property (1Kings 21:1-29, Exodus 20:17)
2.2.2 The greatest commandment;
(Matthew 22:36-40)
– Love the Lord your God with
all your heart, with all your
soul and with all your mind.
– Love your neighbour as you
love yourself (Luke 6:27-36;
10:25-37 Romans 13:8-10)
SUB-THEME: EASTER
UNIT 3.0: NEW LIFE IN CHRIST
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state ways of enjoying life
b) describe what new life is
c) explain how John the disciple
experienced new life in Christ
d) write down the part played by
Moses in uniting the people of
God
e) write down what Jeremiah
said about the new covenant
f) explain how Jesus Christ give
new life
g) state how a Christian should
live a new life
h) state the challenge met by
Christians in the new life
i) desire to lead a new life in
Christ
3.2 CONTENT
3.2.1 Enjoying life with others
(John 2:1-10)
3.2.2 New life (John 15:14)
3.2.3 New life experienced by John the
disciple of Christ (John 16:14;
19:25; 21:2; Luke 22:19, Mark
5:21-42; 3:17 Matthew 4:21-23;
10:1-4; 26:56; 27:56,
Acts 3:1-4; 22; 5:17-20; 12:2)
3.2.4 Covenant in relation to:
– Moses (Exodus 19:1, 4-7; 16-
17; 25:1-7; 24:4-8)
– Jeremiah (Jeremiah 11:1-11;
31:29-34)
– Jesus Christ (Matthew 5:17,
21, 22, 27, 28, 43, 44; John
10:10; 13:34; 15:14, Luke
22:14-20, Acts 2:1-4,11)
3.2.5 How Jesus Christ give new life
(John 2:1-10, 15:14,
Exodus 24:4-8, Luke 9:57-67)
3.2.6 How a Christian lives the new life
(John 13:34)
3.2.7 Challenge of living a new life
(John 13:2-5, Luke 9:57-67)
TERM II
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 4.0: EXPRESSING OUR
FAITH
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) List the truths in the Apostles’
creed
b) State the meaning of each
truth in the Apostles’ creed
c) Recite the Apostles’ Creed
d) Believe the truths of the
Apostles’ creed
e) Accept the truths of the
Apostles’ creed
156
4.2 CONTENT
4.2.1 The Apostle’s creed(Acts 2:42 ,
Genesis 1:1-15, John 3:16; 6:47;
16:13; 17:3, Acts 1:1, Corinthians
6:19; 15:20, Titus 3:5, Galatians
3:28; 5:22; 14:1-13)
SUB-THEME: TEACHING OF
JESUS
UNIT 5.0: LIVING AS A WITNESS
TO THE FAITH
5.1 SPECIFIC OBJCTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of a true
witness
b) state who a true Christina
witness is
c) state ways of loving his/her
enemies
d) identify ways of bearing true
witness
e) love his/her enemies
f) desire to be a true witness
5.2 CONTENT
5.2.1 Christian witness;
– meaning of Christian witness
(John 1:29-34)
– when people pretend
(Luke 20:20-26)
– standard of judging a true
witness (1 John 4:1-3,
1 Peter 2:1-3;
1 Corinthians3:4- 8)
– knowing when people pretend
(Matthew 26:47-50)
– true happiness (Matthew5:4,5)
– loving your enemies and doing
good to them
(Matthew 5:43-47)
– not to condemn others
(John 8:1-11)
– bearing true witness
(Matthew 7:24-27)
SUB-THEME: PENTECOST
UNIT 6.0: ROLE OF THE HOLYSPIRIT
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) list the gifts of the Holy Spirit
b) state the fruits of the Holy
Spirit
c) distinguish between the gift
and the fruits of the Holy
Spirit
d) desire to lead a Spirit guided
life
e) appreciate the gifts and the
fruits of the Holy Spirit
f) respond to the working of the
Holy Spirit in his/her life
6.2 CONTENT
6.2.1 Gifts of the Holy Spirit;
(1 Corinthians 12:1-11)
– preaching
– spiritual language
– interpreting spiritual language
– knowledge
– faith
– healing
– working miracles
– speaking God’s message
6.2.2 Fruits of the Holy Spirit
(Galatians 5:22,23,
Ephesians 4:32;)
– love
– joy
– peace
– patience
– kindness
– goodness
– faithfulness
– humility
– self-control
157
6.2.3 The role of the Holy Spirit in the
life of a Christian(Galatians 5:16-
18, Luke6:35; 8:43-48, John 14-26;
16:12-15)
TERM III:
THEME: RELATIONSHIP
SUB-THEME: NEIGHBOURS
UNIT 7.0: COPING WITH
CONFLICT
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of conflict
b) list vices that cause conflict in
our lives
c) explain various ways he/she
can overcome vices that cause
conflict
d) explain ways he/she can cope
with conflict
e) state the importance of
listening and sharing with one
another
f) explain how he/she can
overcome conflict with the
help of the Holy Spirit
g) state ways in which he/ she
knows that Jesus loves
him/her
h) describe how his/her
relationship with God helps
him/her cope with conflict in
life
i) avoid conflict in his/her life
j) desire to have self control
k) trust in God
l) desire to overcome conflict
through prayer
m) listen to and share with one
another
7.2 CONTENT
7.2.1 Vice that cause conflict; anger,
envy, dislike, fear
(1 Samuel 18:6-9)
7.2.2 Coping with conflict;
– overcoming anger (Romans
7:15; 12:17-19, Ephesians
4:26; Galatians 5:17)
– overcoming envy overcoming
dislike (Ephesians 4:26)
– overcoming fear (Psalms 62:8,
Genesis 28:10-22, Isaish
41:10)
– obeying authority (Genesis
3:1-6; 20-24, Romans 13:1-3)
– seeing the good in others
(Luke 6:37-42, Genesis 1:27,
Romans 3:23)
– help of the Holy Spirit
(Galatians 5:22-23)
7.2.3 Jesus Christ loves us
(Luke 18:15-17; 11:9)
SUB-THEME: DISCIPLESHIP
UNIT 8.0: GOOD RELATIONSHIPS
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe how good
relationships are developed
b) explain how trust is developed
c) state obstacle to good
relationships
d) state what threatens good
relationships
e) explain how good
relationships were developed
in traditional African society
f) narrate the story of David and
Jonathan
g) state what threatens good
relations with God
h) describe how Jesus Christ and
Peter related to each other
i) explain how Christians can
develop good relationships in
the community
158
j) list qualities of a good friend
k) desire to develop good
relationship with God and
others
k) appreciate the relationship
between Jonathan and David
m) thank God for good friends
8.2 CONTENT
8.2.1 Developing good relationship with
others;
– how good relationships are
developed
– how trust is developed
– obstacles and threats(2
Timothy 3:1-15)
8.2.2 Good relationship in traditional
African communities
8.2.3 The story of Jonathan and David
(1 Samuel 19:4-6; 20:42; 20:24)
8.2.4 Good relationship with God;
– what threatens it
(Acts 8:1-3, 9:1-19)
– story of Jesus and Peter
(Luke 22:54-62)
– life of Christians in the
community
8.2.5 Qualities of a good
friend(Proverbs 17:17,
Romans12:9-13)
SUB-THEME: CHRISTMAS
UNIT 9.0: JESUS THE LIGHT OF
THE WORLD
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) narrate the story of the visit of
the wise men to Jesus Christ
b) state Christian deeds that bring
light to the world
c) describe how Jesus Christ
attracts people to Himself
d) mention how Christians attract
others to Jesus Christ
e) explain how Jesus Christ helps
us to see the truth
f) describe how Jesus Christ
brings light to us
g) mention how Christians can
overcome fear
h) narrate the story of Paul and
Silas
i) describe how he/she can
attract others to Jesus Christ
j) rejoice in the birth of Jesus
Christ
k) desire to attract others to Jesus
Christ
l) appreciate Jesus Christ as the
light of the world
9.2 CONTENT
9.2.1 Wise men find Jesus Christ
(Matthew 2:9-12, Luke2:25-32)
9.2.2 Christian deeds that bring light to
the world (1 Peter 2:9-10, Romans
13:12-14, Ephesians 5:8-11)
9.2.3 How Jesus Christ attracts people
to himself (John6:1-13; 1:9)
9.2.4 How Christians attract others to
Jesus Christ(Matthew 5:16)
9.2.5 How Jesus Christ helps us to see
the truth (Mark 4:3-1013-20)
9.2.6 How Jesus Christ brings life (John
8:12; 14:6, Matthew11:28)
9.2.7 How Jesus Christ helps us to
overcome fear (Luke 2:8-14)
9.2.8 The story of Paul and Silas
(Acts 16:22-28)
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STANDARD SIX
TERM I:
THEME: REVELATION
SUB-THEME: CREATION
UNIT 10: THE CREATION OF
HUMAN BEINGS
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) narrate the Biblical creation
stories
b) describe the fall of human
beings
c) tell some creation stories from
traditional African society
d) state the authority given to
human beings over creation
e) write down ways of
responding to God’s creation
f) appreciate God’s creation
g) care for God’s creation
h) appreciate the traditional
African stories of creation.
1.2 CONTENT
1.2.1 Stories of creation in the Bible,
– creation of human beings
(Genesis 1:26-28; 2:5-25; 5:1,
Psalms 139:14, Matthew 19:4)
– the fall of human beings
(Genesis 3:1-14)
– authority given to human
beings over creation
(Genesis 1:28-30)
1.2.2 Creation stories in traditional
African society
1.2.3 How we respond to God’s
creation (Psalms 104:5-9; 24-26)
SUB-THEME: THE BIBLE
UNIT 2.0: NEW LIFE IN THE
COMMUNITY
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state what new life is
b) describe the occasions that
mark new life in traditional
African society
c) explain what new life means
for Christians
d) list what God shares with us in
the new life
e) mention ways Christians share
with others
f) state how the ancestors
served their clans
g) explain how the ancestors
shared their possessions
h) explain how Christians share
their possessions
i) desire to share the new life
with others
j) desire to share his/her
possessions with others
k) be willing to share his/her
talents with others
2.2 CONTENT
2.2.1 New life in traditional African
society
2.2.2 New life in Christianity
(Ephesians 4:17-32,
2 Corinthians 5:17)
2.2.3 How we give our lives to God
(Genesis 12:1-9, Malachi 3:8-12)
2.2.4 God sharing with us new life
(Titus 3:4-8)
160
2.2.5 Christians sharing with others
(Acts 6:1-6; 2:44-47; 4: 4:34-35,
Hebrews 13:15-18,
James 2:14-17)
2.2.6 How our ancestors served the clan
(Hebrews 13:1, Genesis 11:26-29)
2.2.7 How our ancestors shared their
possessions
2.2.8 How Christians share talents/skills
with others (Ephesians 4:11)
2.29 How Christians share their new
life with Jesus Christ
(Matthew 25:33-40)
SUB-THEME: EASTER
UNIT 3.0: BREAKING THE BREAD
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) write down the importance of
sharing a meal
b) state the meaning of Passover
c) narrate what Jesus Christ did
during the last supper
d) state reasons why Christians
celebrate the death and
resurrection of Jesus Christ
e) state how the communion is
shared
f) state how he/she can prepare
for the second coming of Jesus
Christ
g) write down the meaning of
repentance and forgiveness
h) explain how the celebration of
the breaking of bread is done
i) list the values required during
the breaking of the bread
j) desire to share a meal with
others
k) look forward to the second
coming of Jesus Christ
l) appreciate the celebration of
the Lord’s supper
m) repent and forgive willingly
n) practice values required in the
breaking of bread
3.2 CONTENT
3.2.1 The importance of sharing a meal
(Luke 19:1-10)
3.2.2 The meaning of Passover
(Exodus 12:21-28)
3.2.3 What Jesus Christ said and did
during the last supper
(Luke 22:17-19)
3.2.4 Why we remember the death and
resurrection of Jesus Christ (1
Corinthians 11:23-26, Luke 24:1-9)
3.2.5 How the communion is shared (1
Corinthians 11:23-26,
Acts2:42-47, John 6:1-14)
3.2.6 Getting ready for the second
coming of Jesus Christ
(2 Peter 3:10-15)
3.2.7 The meaning of repentance and
forgiveness (Luke 15:11-32)
3.2.8 Celebrating the breaking of bread
(1 Corinthians 11:23-26)
3.2.9 Values required during the
breaking of break (Acts 2:42-47)
161
TERM II
THEME RESPONSE
SUB-THEME: THE CHURCH
UNIT 4.0: CHRISTIANS
SUPPORTING PEOPLE
WITH SPECIAL NEEDS
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) name people with special
needs
b) state how Christians support
people with special needs
c) give reasons why Christians
should support people with
special needs
d) tolerate people with special
needs
e) be willing to support people
with special needs
f) be patient with the people with
special needs
4.2 CONTENT
4.2.1 Christians supporting people with
special needs:
– visually impaired
(John 9:1-12)
– physically handicapped
(Acts 3:1-10)
– hearing impaired
(Mark 7:31-35,37)
– mentally handicapped
(Matthew 8:28-34)
– behaviorally and emotionally
disturbed
– those with communication
disorders (Matthew 9:32-33)
– orphans (Deuteronomy 26:12,
James 1:27, Jeremiah 7:5-6)
– the poor (Psalms 41:1)
– people living with HIV/AIDS
(Mark 1:34)
– street children (Jeremiah7:5-6)
– refugees (Mark 2:1-12)
4.2.2 Why Christians should care for
people with special needs (James
2:14-17)
SUB-THEME: THE TEACHINGS OF
JESUS CHRIST
UNIT 5.0: LIVING A RESPONSIBLE
LIFE
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe his/her interests and
abilities
b) state his/her own acceptable
character traits and less
acceptable traits
c) state ways he/she can express
feelings of worth
d) state how others regard
him/her
e) state how he/she can behave
responsibly at home and in
public
f) describe importance of
following instructions
g) explain how he/she can
develop goal seeking behavior
h) respect authority
i) appreciate himself/herself
j) set clear goals
k) respect others
l) respect his/her property and
that of others
m) make and maintain friendship
5.2 CONTENT
5.2.1 Acquiring self awareness /self
worth (Isaiah 43:4)
5.2.2 Identifying interests and abilities
(1 Peter 4:10-11, 1 Corinthians
12:4-11, Matthew 25:14-30,
Exodus 35:30-35)
5.2.3 Character traits needed for
acceptance by others (Galatians 5:22-5.2.4 Acceptance feelings of worth
(Isaiah 43:4)
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5.2.5 Acquiring socially responsible
behavior (1 Peter 2:1-5, Ephesians
4:25-32, John 15:11-15, Galatians
5:23-26, Colossians 3:20, Romans
13:1-5, Matthew 5:14-16)
– at home
– in public
5.2.6 Developing goal seeking Behavior
(Matthew 25:14-30)
5.2.7 Developing Life Skills;
– assertiveness
– decision making
– critical thinking
– creative thinking
– how to listen and respond
SUB-THEME: PENTECOST
UNIT 6.0: BEING LED BY THE
HOLY SPIRIT
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) list the fruits and the gifts of
the Holy Spirit
b) tell the story of Gideon
c) explain how Paul responded to
the Holy Spirit
d) explain how the Holy Spirit
guided the writers of the Bible
e) narrate the story of Philip and
the Ethiopian Eunuch
f) describe the charismatic
renewal in Kenya
g) state how the Holy Spirit has
led to the unity in the church
h) desire to be led by the Holy
Spirit
i) read the Bible daily
j) use the Bible as his/her guide
k) appreciate the charismatic
renewal in the church today
6.2 CONTENT
6.2.1 Gifts and fruits of the Holy Spirit
(1 Corinthians 12:4-11,
Galatians 5:22-23)
6.2.2 Story of Gideon
(Judges 6:11-16; 7:13; 7:16-22)
6.2.3 Response of Paul to the Holy Spirit
(Acts 16:6-10, 18:9-11, 20:22-24)
6.2.4 How the Holy Spirit led the writers
of the Bible (2 Timothy 3:14-17)
6.2.5 Using the Bible as our guide;-
Story of Philip and the Ethiopian
Eunuch (Acts8:26-40)
6.2.6 Charismatic renewal in the church
in Kenya (John 1:12, Acts 5:32,
Luke 11:13)
6.2.7 The Holy Spirit in the life of a
Christian (2 Peter 1:2-4,
John16:42; 16:150, 1 Peter 2:1-5,
Acts 13:1-4)
6.2.8 Unity in the church
(Ephesians 4:3-6)
TERM III
THEME: RELATIONSHIP
SUB-THEME: NEIGHBOURS
UNIT 7.0: GOD’S PEOPLE COME
TOGETHER
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) mention the differences among
pupils in class
b) state differences in the local
community
c) explain how he/she can
overcome various social
barriers in life
d) state how he/she accepts the
need people in society
e) state how we are all equal
before God
f) explain the role of the church
in uniting people
163
g) be grateful to God for
individual differences
h) accept differences among
pupils in class
i) accept that in spite of ethnic
difference it is important to
live together in peace
j) appreciate the effort made by
the church to unite people
k) respect each other and other
religions
l) realize that we are all equal
before God.
7.2 CONTENT
7.2.1 Differences in class
(Psalms 139:13-18)
7.2.2 How different we are in our local
communities;
– ethnic (Romans 12:4-10)
– racial (Galatians 3:28,
John 4:7-9)
– wealth (Luke 16:19-31;
18:24-25)
– poverty (Romans 15:26-29)
– religion Corinthians 10: 32-33)
– nationality (1 Corinthians 1:29-
31, 9:19-21)
7.2.3 Accepting the needy people
(Luke 17:11-19, 10:25-37,
James 2:5-9,14-18)
7.2.4 We are all equally important before
God 1 Corinthians 12: 14-20,
James 2:1-4)
7.2.5 Role of the church in uniting
people (Psalms 133:1-3, John17:9-
11, James 4:11-12)
THEME: RELATIONSHIPS
SUB-THEME: DISCIPLESHIP
UNIT 8.0: DIGNITY OF WORK
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) define work
b) give reasons why people work
today and in traditional
African society
c) explain why God wants
him/her to work
d) explain how work is divided at
home
e) describe various forms and
effects of child labour
f) describe how people work in
the community and in the
nation
g) explain the importance of
manual work
h) state what it means to work for
God
i) work willingly
j) appreciate the various types of
work done by people
k) develop positive attitude
toward work
8.2 CONTENT
8.2.1 Definition 3:12,
Genesis 2:1-3; 2:15)
8.2.2 Reasons why people work today
and in traditional African society
8.2.3 Reasons why God wants us to
work (John 4:40-44; 5:17,
Romans 12:6-8, John 9:4,
Matthew 4:18-22)
8.2.4 Division of work at home
(1 Thessalonians 4:11-12;
2 Thessalonians 3:10-12,
Colossians 3:23)
8.2.5 Forms of child labour
(2 Kings 5:2)
8.2.6 Effects of child labour (Acts16:16)
8.2.7 Working in the community
(2 Thessalonians 3:6-13)
164
8.2.8 Working for the nation
(Romans 13:6-8)
8.2.9 Dignity of manual work
(2 Thessalonians 3:7-8,
Genesis 4:2, Act 18: 1-4)
8.3.0 Attitudes towards work
(Luke 18:9-14)
8.3.1 What it means to work for God
(Romans 16:1-2,6)
SUB-THEME: CHRISTMAS
UNIT 9.0: THE HOPE OF THE
WORLD
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the
learner should be able to:
a) state what his/her hopes are
b) explain what his/her future
hopes are
c) state how he/she overcomes
disappointment
d) describe what a Christian
hopes for
e) state the hopes of the wise
men
f) explain how God is a sure
hope for human kind
g) state the purpose God the
Father has for his/her life
h) give the meaning of eternal
life
i) develop Christian hope
j) develop a sure hope in Jesus
Christ
k) desire to live a holy life in the
hope of eternal life
l) seek God’s purpose in his/her
life
9.2 CONTENT
9.2.1 Our hopes;
– after primary school
(Romans 8:23-25,28)
– future adult life
(Psalms 138:7-8,
Jeremiah 29:10-14)
9.2.2 How we overcome disappointment
(1 Corinthians 13:9-13)
9.2.3 Jesus Christ the hope of the world;
– the wise men hope for the King
(Matthew 2:1-23)
– a sure hope for human kind
(Matthew 1:18-22, Romans
15:12, John 17: 25-26)
– what a church hopes for
(John 3:16)
9.2.4 Our ambitions in life
(Micah 6:6-8)
9.2.5 Jesus Christ’s hope of eternal life
(John 3:16; 3:36)
9.2.6 Eternal life home it is received (1
Corinthians15:12, 21, 35, 42-44)
9.2.7 Life after death
165
STANDARD SEVEN
TERM I
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: GOD GIVEN TALENTS/
ABILITIES AND THEIR
USES
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state what talents are
b) mention the use of talents at
home and at school
c) state how he/she can use
talents during free time
d) state what abilities are
e) state how he/she can improve
his/her abilities at school and
at work
f) tell how Christian cooperate
with God
g) list the values he/she acquires
in using talents and abilities
h) desire to use his/her abilities
well
i) appreciate the talents he/she
has.
1.2 CONTENT
1.2.1 Meaning of talents
(1 Samuel 16:14-23)
1.2.2 Their use; (Matthew 25:14-30)
– at home
– at school
(1 Corinthians 12:4-7)
– during free time
(1 Peter 4:10-11)
1.2.3 Meaning of abilities
(Exodus 35:31-3)
1.2.4 Improvement of abilities;
– at school
(1 Corinthians12:4-10)
– at work
(1 Corinthians12:4-10,
John 13:12-15,
Exodus 36:1-2)
1.2.5 The work of Christians for God
(Exodus 5:2-4, Jeremiah1:4-8,
Acts 18:24-28)
1.2.6 Values acquired in Education (2
Timothy 1:6; 2:5-6, 15, Proverbs
2:1-4)
SUB-THEME: THE BIBLE
UNIT 2.0: THE SERMON ON THE
MOUNT
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the difference between
secular and Christian values
b) list Christian values given in
the sermon on the mount
c) explain how Christian values
from the sermon on the mount
are demonstrated in the life of
a Christian
d) give reasons why a Christian
should be just
e) explain how forgiveness and
reconciliation is a sign of
loving our enemies
f) state ways in which he/ she
can promote peace and
contentment
g) explain the importance of
prayer and fasting in Christian
living
h) list down living values
acquired in education
i) describe ways in which a
Christina can live a life of
integrity
166
j) desire to live a pious life
k) appreciate Christian values
2.2 CONTENT
2.2.1 Christian value versus secular
values (Matthew 5:1-11)
2.2.2 Christian values from the sermon
on the mount (Matthew 6:1-4);
poverty (Matthew 5:3)
mercy and charity
(1 Corinthians 15:58)
humility (Matthew 5:5)
purity (Matthew 5:8,
27-28,Philippians 1:9-11)
2.2.3 Discernment, judgement and
justice in Christian life (Matthew
7:1-15, Proverbs
2.2.4 Forgiveness and reconciliation
(Matthew 5:43-48)
2.2.5 Peace and contentment (Matthew
6:25-31, Romans 12:18, John
14:27, Matthew 5:23-24)
2.2.6 Prayer and fasting
(Matthew 6:5-16, Ephesians 6:18,
Matthew 6:16-18, Isaiah 58:3-7)
2.2.7 True riches (1 Timothy 6:6)
2.2.8 Integrity (Matthew 6:19-21, 1
Corinthians 10:21,
2 Corinthians 8:21)
2.2.9 Living values acquired in
education;(1 Timothy 6:20, 2
Timothy 4:12)
– honesty
– coorperation
– respect
– obedience
– self-discipline
– sharing (2 Corinthians 9:7)
SUB-THEME: EASTER
UNIT 3.0: ETERNAL LIFE
3.1 SPECIFI OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state what eternal life is
b) explain how eternal life is the
way of holiness
c) state how eternal life is the
way of faith
d) explain how eternal life is the
way of love
e) describe how eternal life is the
way of joy
f) describe how eternal life is
the way of hope
g) state how eternal life is way of
justice
h) explain how eternal life is the
way of purposeful suffering
i) explain how eternal life is
living forever in love
j) describe traditional African
beliefs on life after death
k) desire to experience the joy of
eternal life
l) appreciate the traditional
view on life after death
3.2 CONTENT
3.2.1 Meaning of eternal life
(John 6:47; John 17:3)
3.2.2 Eternal life as a way of;
– Holiness (1 Peter 1:13-16,
2 Peter 3:11)
– faith (Mark 11:22-240
– joy (Luke 10:20,
Philippians 4:4-60
– love (John 3:16; 15:13,
1 Peter 1:22)
– hope (1 Thessalonians
4:13-18)
– justice (2 Samuel 12:1-6,
Psalms 82:3)
– purposeful suffering (1 Peter
4:12-16, John 15:18-21, Acts
7:57-60, 8:1-13)
167
3.2.3 Living forever in love
(John 14:1-4, 18-21)
3.2.4 Traditional African beliefs on life
after death
TERM II
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 4.0: FAITH AND WORK
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of faith and
work
b) give reasons why he/she
should work
c) explain how a Christian can
offer services to a neighbor
employer, church and nation
d) describe causes of child labour
e) explain what it means to be
committed to God’s work
f) describe how he/she can be
creative in life
g) describe what is meant by selfesteem
h) desire to work
i) appreciate work done by
others
j) develop self-esteem in
himself/herself and others
k) appreciate the work he/she can
do with the talents God has
given him/her
4.2 CONTENT
4.2.1 Meaning of faith and work
(Colossians 3:23, James 2:14-18)
4.2.2 Reasons for working;
(2 Thessalonians 3:6-10,
Acts 18:3)
4.2.3 Christian service to;
– neighbor (Luke 10:27)
– employer (Ephesians 6: 6-8)
– the church (Romans12:9-21)
– the nation (Titus 3:8)
4.2.4 Causes of child labour
4.2.5 Child rights concerning child
labour (Ephesians 6:4)
4.2.6 Working for God;
– Commitment (Luke 9:23-26,
Romans 12:11, I Samuel3:1)
– being creative
(1 Corinthians 12:4-7)
– developing self-esteem in
ourselves and others (Matthew
6:26, 2, Timothy 4:12)
– developing sense of
responsibility
(1 Peter 4:10-11)
SUB-THEME: THE TEACHINGS OF
JESUS
UNIT 5.0: CHRISTIANS IN ACTIOIN
IN EDUCATION AND
DEVELOPMENT
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe the contribution of
the early missionaries
b) describe the activities of the
church in education
c) name development projects of
the church
d) describe the work of a
Christian training centre
e) appreciate the contribution of
the church in education and
development
f) desire to work together with
other Christians
168
5.2 CONTENT
5.2.1 The church in education;
– the early missionary
contribution
(Matthew 28:19-20)
– the early church schools
– formal and non formal
education
– special education (John 9:1-3)
– youth education programmes
(Ecclesiastes 12:1-5)
5.2.2 Church and development;
– in farming (Genesis 1:28, 31)
– international involvement (2
Corinthians 8:1-4)
– Christian training centre
(2 Thessalonians 3:6-10)
i) rural
ii) industrial
SUB-THEME: THE TEACHINGS OF
JESUS
UNIT 6.0: CRISTIANS IN ACTION
IN HEALTH CARE AND
SOCIAL WELFARE
6.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe the activities of the
church in health care
b) describe the work of the
church in training the clergy
and laity
c) describe activities of the
church in taking care of the
social welfare of the needy
d) explain the involvement of
Christians in the church in
Africa
e) appreciate the contribution of
the church in health care and
social welfare
f) desire to be an active
Christian
6.2 CONTENT
6.2.1 Church and health care;
– training medical personnel
(Mark 16:15-18, Luke 9:1-6)
– mobile clinic service
(Luke 9:6)
– community health
programmes (Luke 9:6)
6.2.2 Church in training;
– the clergy
(Matthew 4:18-22,
2 Timothy 2:1-20
– the laity (Acts 6:1-6)
6.2.3 Church and social welfare
(Acts 2:43-47; 4:32);
– care for the aged
(Matthew 25:41-45)
– care for the orphans
(James 1:27)
– relief services
(1 Corinthians 16:1-3)
– care for refugees
(Matthew 25:35-36
6.2.4 Christians working together
(John 17:20-23)
TERM III
THEME: RELATIONSHIPS
SUB-THEME: NEIGHBOURS
UNIT 7.0: FRIENDSHIP AND LOVE
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state what emotions are
b) describe ways of coping with
emotions
c) explain how he /she can accept
himself/herself and others
d) describe ways of maintaining
friendship
e) state the activities he/she does
happily with others
169
f) state what he/she can do to
contribute to a happy family
g) state how parents contribute
towards a happy home
h) describe the effects of a good
and bad relationships in the
family
i) describe how Jesus Christ is
an example in loving family
members
j) desire to control his/her
emotions
k) accept himself/herself and
others
l) desire to develop true
friendship
m) desire to promote good
relationships in the home
n) appreciate the work of parents
o) follow the example of Jesus
Christ
7.2 CONTENT
7.2.1 Emotions;
– what they are
(1 Samuel 17:28-30;
John 11:35)
– how to cope with them
(Ephesians 4:26-32)
7.2.2 How to accept ourselves and
others (John 7:24,
1 Corinthians 13:4-7)
7.2.3 Friendship;
– mutual respect
(Galatians 5:13-15)
– wanting the best for others
(1 Corinthians 13:4-7)
– tolerance and patience
(Genesis 29:15-29)
7.2.4 Necessity of loyal, openness and
trust (1 Samuel 20:1-23)
7.2.5 Sharing activities with others
(Ecclesiasts 12:13, 14,
Acts 2:46-47)
7.2.6 Contribution of parents in making a
happy home (1 Samuel 2:18-19)
7.2.7 Contribution of children in making
a happy home
(Luke 2:51-52, Colossians 3:20)
7.2.8 Effects of good and bad
relationships in the family(John
11:1-27, Luke 15:11-24,
Ephesians 4:26)
7.2.9 Christ our example
(Mark 15:1-15, 1 John 4:7-8)
SUB-THEME: DISCIPLESHIP
UNIT 8.0: CIVIC RESPONSIBILITY
8.1 SPECIFIC OBJECTIVES
By the end the unit, the learner
should be able to:
a) state the meaning and purpose
of authority in the society
b) state ways of showing respect
to people in authority
c) explain how love, peace and
unity help us to build a better
society
d) explain how he/she cares for
personal and public property
e) state the activities carried out
during the harambee youth
week
f) explain how Christian
festivals are celebrated
g) explain ways in which
Christians can help others
learn how to read
h) list activities in the community
which Christians can do
i) describe how national days are
celebrated
j) respected people in authority
k) participate in nation building
l) take care of his/her property
and that of others
m) thank God for the work of the
church in community and
nation building
n) thank God for the nation
170
8.2 CONTENT
8.2.1 Meaning and purpose of authority
(Luke 22:24-27)
8.2.2 Respect for people in authority
(Titus 3:1, Romans 13:1-7)
8.2.3 Building of a better society
through love, peace and unity
(Romans 13:1-7, Colossians 3:12-15)
8.2.4 Care for personal and public
property (Exodus 20:13, 15, 17)
8.2.5 Activities of the harambee youth
week (Ephesians 4:2, 15-16)
8.2.6 Christian obligation towards
strangers (Matthew 25:35,38, 40,
Hebrews 13:1-3)
8.2.7 Helping in literacy work
(Proverbs 4:13)
8.2.8 Our role in community work
(Philippians 2:1-5)
8.2.9 Celebrating the national days and
Christian festivals (Leviticus
23:39-44)
SUB-THEME: CHRISTMAS
UNIT 9.0: GOD’S PURPOSE FOR
EVERY CHILD
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the
learner should be able to:
a) state what his/her fear are
b) explain how he/she can
overcome fear
c) describe what career he/she
wishes to engage in, in adult
life
d) state the purpose of God for
every child
e) describe the life of Jesus
Christ as a refuge in Egypt
f) state what the hope of Jesus
Christ were as a refugee in
Egypt
g) state what the hopes of Jesus
Christ are for human kind
h) give reasons why Jesus Christ
was born
i) state the different ways of
celebrating Christmas
j) rely on God to overcome fear
k) appreciate their hope in God’s
promises
l) thank God for Jesus Christ
m) trust in God for the future
9.2 CONTENT
9.2.1 Our fears;
– what they are (John 16: 16-21)
– overcoming fear by relying on
God (Isaiah 41:10,
Psalms 34:4)
9.2.2 Careers in adult life
(Ephesians 1:15-18)
9.2.3 Purpose of God for every
child(Jeremiah 29:11,
Philippians2:13-15, 2 Timothy 1:7)
9.2.4 Jesus Christ as a refuge in Egypt
(Matthew 2:13-14)
9.2.5 The hope of Jesus Christ for
human kind (Luke 4:16-19)
9.2.6 Reasons for the birth of Jesus
Christ (Matthew 1:21)
9.2.7 Ways of celebrating Christmas
(Luke 2:8-20)
171
STANDARD EIGHT
TERM I
THEME: REVELATION
SUB-THEME: CREATION
UNIT 1.0: GOD’S HELP AND SELFHELP
1.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) describe how the body is the
temple of God
b) name various drugs
c) describe how each of the drugs
is misused
d) explain how alcohol is abused
e) give the effects of drugs on the
human body
f) state types of sexual misuse
and their effects
g) explain the effects of misuse
of the environment by human
kind
h) describe the traditional
African community view on
use and misuse of God’s
creation
i) explain the Christian teaching
on the use and misuse of
God’s creation
j) desire to live a holy life
k) respect his/her body
l) conserve the environment
m) appreciate his/her body
n) appreciate the environment
o) avoid taking drugs
1.2 CONTENT
1.2.1 The body is the temple of God
Romans 12:1-3,1 Corinthians
6:13, 19-20
1.2.2 Various drugs and how they are
abused (Ephesians 5:18)
1.2.3 Effects of drugs on human body
(Genesis 9:24)
1.2.3 Sexual misuse (Romans 1:24-27,
1 Corinthians 6:9-11,
Galatians 5:19);
– prostitution (Hosea 2:5-7,
Exodus 20:14, 2 Samuel11:2-
15, John 4:16)
– homo sexuality (Leviticus
18:22; 20:13, Romans1:24-27)
– rape (Genesis 9:24)
– incest (1 Corinthians 5:1-21)
– adultery (2 Samuel 11:2-15,
Exodus 20:14)
– fornication
1.2.5 Effects of sexual misuse
(Deuteronomy 28:20-22);
– STIs
– HIV and AIDS
– early pregnancy
– school drop-outs
– early marriages
– death
– abortion
– guilt
– stress
1.2.6 Misuse of natural resources;
– cutting trees
– mining
– pollution
1.2.7 View of traditional African society
on use and misuse of God’s
creation
1.2.8 Christian teaching on use and
misuse of God’s creation(Genesis
1:11, 12, 26-29, Psalms 8:6-8)
1.2.9 How to respond to the misuse of
God’s creation (Psalms 104: 16-17)
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SUB-THEME: THE BIBLE
UNIT 2.0: CHRISTIANITY AND
TRADITIONAL
AFRICAN HERITAGE
2.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) narrate stories of creation in
traditional African
communities
b) state how the unborn, the
living the living-dead and the
ancestors are related to each
other
c) describe how each of the drugs
is misused
d) explain how alcohol is abused
e) give the effects of drugs on the
human body
f) state some ways in which
African people responded to
the creator
g) explain how reconciliation
with God was done in
traditional African society
h) describe similarities and
differences between
Christianity and traditional
African customs and beliefs
i) desire to protect life
j) appreciate various concepts of
God
k) appreciate spiritual life of
African people
2.2 CONTENT
2.2.1 African stories of creation
(Genesis 1:4-13,27)
2.2.2 Relationship between the unborn,
the living, the living dead and the
ancestors (Matthew 1:1-17, Genesis 13:14-18; 50:24-25)
2.2.3 Difference between continuity of
life in African tradition and
Christianity
(1 Thessalonians 4:4-17, 1
Corinthians 15)
2.2.4 Respect for the life of the born and
the unborn (Psalm 139:13-16)
2.2.5 Concepts of God in traditional
African society and Christianity
(John 1:3; 6:35; 8:12; 4:6; 15:5,
Matthew 6:9)
2.2.6 Response to God in traditional
African society (Isaiah 1:18-20;
9:6-7, Jeremiah 31:28-31)
2.2.7 Ways of reconciling with God in
traditional African society
2.2.8 Similarities between Christianity
and traditional African beliefs and
customs(Hebrew 1:1, Matthew
5:17, Exodus 34:10-28)
2.2.9 Differences between Christianity
and traditional beliefs and customs
(Exodus20:3-5, Hebrews 10:8-10)
SUB-THEME: EASTER
UNIT 3.0: JESUS CHRISTS
VICTORY OVER PAIN
AND SUFFERING
3.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) list causes of suffering
b) mention types of suffering
c) explain various kinds of
physical suffering
d) identify various kinds of
mental suffering
e) state various kinds of
emotional suffering
f) explain reasons for Jesus
Christ’s suffering
g) describe how Christians can
triumph over pain through the
help of the Holy Spirit
h) list some purpose of suffering
i) mention kinds of suffering that
Christians undergo today
j) appreciate that pain and
suffering have a purpose
k) strive to prevent suffering
l) appreciate the leading power
of the Holy Spirit
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m) appreciate that by sharing in
the sufferings of Christ, he/she
will share in His resurrection
n) pray for Christians undergoing
suffering
o) be ready to suffer for Jesus
Christ
3.2 CONTENT
3.2.1 Causes of suffering
(John 9:1-5, Luke 5:17-26)
3.2.2 Pain and suffering;
(John 19:1-3; Mark 5:1-10,
Luke 16:19-21, Job 2:1-10)
– mental
– physical
– emotional
3.2.3 Jesus Christ triumphs over pain and
suffering (1 Peter 2:6-21, Isaiah
53:3-5; 20:1-10, Luke 23:26-49;
24:1-12)
3.2.4 Purpose of suffering
(1 Peter 3:18-22; 4:12-19)
3.2.5 Martyrdom
(Act 7:54-60, 12:1-5)
3.2.6 Christian suffering today
(2 Corinthians 1:5)
TERM II
THEME: RESPONSE
SUB-THEME: THE CHURCH
UNIT 4.0: LIVING THE
CHRISTIAN FAITH
4.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of prayer
b) explain how prayers can be
made in private and public
c) state the different response
given by God in our prayers
d) explain the difference between
prayer and magic
e) state the importance of selfdenial
in relation to serving
others
f) state the importance of
having a living faith
g) describe the relationship
between prayer and fasting
h) appreciate that God answers
prayers
i) appreciate fasting as a means
of bringing one near to God
j) desire to serve God and
fellow human beings
k) live the Christian faith
4.2 CONTENT
4.2.1 Prayer
(John 17:21, Acts 3:1,
Luke 18:9-14);
– meaning
– private and public
(Luke 5:15, 16, Acts 2:40-42)
– answers to prayers (John 15:7,
1 Samuel 28:1-20)
4.2.2 Difference between prayers and
magic (Acts 8:9-13, 13, 18-22)
4.2.3 Relationship between fasting and
prayer (Matthew 6:16-18)
4.2.4 Self denial in services to others
(Mark 8:34-35)
4.2.5 Faith in daily action
(Romans12:1-2,
Hebrews 11:1-3, 8-12)
4.2.6 Meaning of a living faith
(James 2:14-17; 5:16)
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TERM II
THEME: RESPONSE
SUB-THEME: THE TEACHING OF
JESUS
UNIT 5.0: SOCIAL PROBLEMS
AND CHRISTIAN
VALUES
5.1 SPECIFIC OBJECTIVES
By the end of the unit, the leaner
should be able to:
a) state ways in which one can
practice justice
b) explain the importance of
fairness in his/her daily life
c) give reasons why a Christian
should be honest
d) describe effects of corruption
in the society
e) explain how nepotism destroys
good relationship
f) explain what happens when
resources are mismanaged
g) apply Christian value in
his/her life
h) avoid corruption, injustices
and nepotism
i) desire to apply Christian
principles in his/her life
j) use Christian values when
dealing with social problems
5.2 CONTENT
5.2.1 Christian values
(Amos 5:10-11; 14-15);
– justice (Jeremiah 22:3, Micah
7:2-4, Amos 8:4-6,
James 5:1-6)
– fairness (Genesis 37:25-36,
John 8:2-11)
– honesty (Proverbs 12:17)
– integrity (2Kings 5:20-
27,Ecclesiastes 7:7, Proverbs
10:10 Matthew 22:16)
5.2.2 Social problems;
– nepotism (Matthew 12:46-50,
Mark 10:35-37)
– tribalism (John 4:5-10)
– corruption (Luke 19:1-10)
– mismanagement of resources
(1 Corinthians3:16-17)
i) natural
ii) human
5.2.3 Upholding Christian values in our
lives (Ephesians 4:15)
SUB-THEME: PENTECOST
UNIT 6.0: JESUS FREES AND
COMMANDS
6.1 SPECIFIC OBJECTIVES
By the end the unit, the learner
should be able to:
a) state how he/she makes use of
personal freedom
b) explain how Jesus Christ
showed His obedience of God
c) describe how Jesus Christ
showed His loyalty to His
father
d) explain how Jesus Christ
reacted to Jewish authority
e) state ways in which he/ she
reacts to authority
f) describe how he/she relates to
parents and the community
g) explain the teachings of Jesus
Christ on freedom
h) desire to achieve true freedom
i) express loyalty to the state
j) respect his/her parents
6.2 CONTENT
6.2.1 Meaning of Christian freedom
(Galatians 5:1, 13)
6.2.2 Jesus Christ shows His obedience
to God (Luke 22:46-49)
6.2.3 Jesus Christ’s reaction towards
freedom (John 8:31-34)
6.2.4 Jesus Christ’s respect for authority
(Matthew 22:15-22;23:1-3)
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6.2.5 Personal freedom in relation to;
– ourselves
(1Corinthians 6:12; 8:9-13,
1 Peter 2:16)
– authority (Titus 3:1-2)
– parents (Luke 2:51-52)
– community
6.2.6 Loyalty to the state (Romans 13:1)
TERM III
THEME: RELATIONSHIPS
SUB-THEME: NEIGHBOURS
UNIT 7.0: THE FAMILY AND
MARRIAGE
7.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the different types of
families
b) state the factor considered
when choosing a marriage partner
c) state factor to consider when
getting married
d) mention advantages of a
Christian marriage
e) describe the essential needs of
a family
f) discuss what undermines a
good marriage relationship
g) state qualities of a good parent
h) list the qualities of a good
child
i) state the traditional African
j) view of love and marriage
j) explain the Christian teaching
on love and marriage
k) appreciate his/her family
structure
l) desire to form good
relationships in the family
m) appreciate his/her parents
n) portray good behaviour
o) appreciate the Christian
teaching on the marriage
7.2 CONTENT
7.2.1 Types of families
(Ephesians 5:31-33);
– nuclear
– extended
7.2.2 Factors to consider when choosing
a marriage partner (Proverbs
19:14, 31 Matthew 1:18-25)
7.2.3 Marriage; (Genesis 2:18-24)
– benefits of a Christian
marriage (Mark 10:9)
– factors to consider when
getting married
(Genesis 24:1-19)
– essential needs of family
– obstacles to a good marriage
– traditional African view on
love and marriage
– traditional African view on
love and marriage
– Christian teaching on love and
marriage
(Matthew 19:1-12;
Ephesians 5:22, 28,
1Corinthians 7; 13:4-7)
7.2.4 Qualities of a good parent
(Psalm 127:3, Matthew 19:13-14,
Proverbs 6:6-11; 9:18; 29:17)
7.2.5 Qualities of a good child
(Ephesians 6:1-3)
UNIT 8.0: RESPONDING TO
CHRIST’S CALL
8.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of
discipleship
b) describe the teachings of Jesus
Christ on discipleship
c) explain how loving one
another demonstrates
discipleship
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d) state the importance of loving
others
e) explain the place of wealth in
Christian discipleship
f) list ways in which wealth is
misused in Christian
discipleship today
g) distinguish between the work
of an evangelist and a witness
h) desire to be disciples of Jesus
Christ
i) serve others willingly
j) deny himself /herself for the
sake of Jesus Christ
k) love other people
l) appreciate the work of
evangelists and witnesses in
the church today
8.2 CONTENT
8.2.1 Meaning of discipleship
(Acts 28:16-20, Matthew 4:18,
Luke 9:1-9, Acts 7:54-60)
– teachings of Jesus Christ on
discipleship (Matthew 5:44,
Luke 9:57-62)
– abiding in the vine
(John 15:7, Romans 8:1)
– loving one another (John 3:16,
1 Corinthian 13:1; 1 John 2:11)
– serving one another
(John 13:4-5, 14)
– denying oneself (Mark 8:24)
– the place of wealth in Christian
discipleship today
(Proverbs 30:8-9,
Mark10:17-22)
– misuse of wealth in Christian
discipleship today
(Micah 3:5, 11)
8.2.2 Role of evangelists and witnesses
(Matthew 28:19-20, Act 1:8,
Ephesians 4:11-12)
SUB-THEME: CHRISTMAS
SUB-THEME: DISCIPLESHIP
UNIT 9.0: LEISURE
9.1 SPECIFIC OBJECTIVES
By the end of the unit, the learner
should be able to:
a) state the meaning of leisure
b) state different kinds of leisure
c) list leisure activities in
traditional African society and
in modern society
d) describe the importance of
leisure in his/her personal
growth
e) explain the importance of
leisure in a family
f) describe the use of leisure in
cultural development
g) name Christian activities they
can do during leisure
i) write down the destructive
elements in some leisure
activities
j) state the difference between
leisure and unemployment
k) discus how to make proper use
of leisure time
l) appreciate leisure
m) desire to make proper use of
time for leisure
n) avoid destruction leisure
o) appreciate the importance of
leisure in a family
p) desire to develop certain skills
during their leisure
q) vary leisure activities.
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9.2 CONTENT
9.2.1 Meaning of leisure
(Ecclesiastes 3:1-8)
9.2.2 Leisure today and in traditional
African communities
9.2.3 Uses of leisure;
– for personal growth
(1 Samuel 16:23)
– to be with the family
– for cultural development
9.2.4 Christian activities during leisure
(Genesis 2:1-2, Exodus 20:8-11,
Luke 1:39-45)
9.2.5 Misuse of leisure
(Genesis 9:20-25)
9.2.6 Leisure and unemployment
(2 Thessalonians 3:6-12)
LOWER PRIMARY – STANDARD 1-3
SUGGESTED TEACHING
/LEARNING EXPERIENCES
1. Singing
2. Question and answer
3. Role-play
4. Practical work
5. Story-telling
6. Chanting
7. Drawing
8. Miming
9. Recitation
10. Nature walk
11. Modelling
12. Imitation
RATIONALE
The learners at this stage understand more
from what they see and do then what they
hear. The question and answer method
provokes the learners thinking and
encourages them to participate in the
lesson. Learners are active and creative
that will keep them alert. Their attention
span is also low therefore, they need
activities that are simple and enjoyed to
keep them busy.
SUGGESTED TEACHING
/LEARNING RESOURCES
1. The Good News Bible
2. Charts
3. Pictures
4. Clay/plasticine
5. Flash cards
6. Post cards /letters
7. Real objects (A cross) models
8. Paper
9. Drawing tools
10. Models
11. Resource and persons
RATIONALE
To make the lesson explanations clear and
easy to understand
SUGGESTED ASSESSMENT
METHODS
1. Oral questions
2. Observation
At this stage learners should not be
subjected to rigorous assessment activities.
UPPER PRIMARY 4-8
SUGGESTED TEACHING/
LEARNING EXPERIENCES
1. Singing
2. Nature walk
3. Story telling
4. Group discussion
5. Dramatization
6. Drawing
7. Role pay
8. Question and answer
9. Recitation
10. Visits
11. Field trips
12. Mining
13. Practical work
14. Project
15. Reading
16. Exposition
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RATIONALE
• The learners at this stage have
acquired enough vocabulary to allow
for expression through group
discussion
• They have also acquired a reasonable
amount of writing and reading skills.
• The learners are more adventurous
and therefore would like to interact
more with the environment
warranting nature walks, field trips
and visits.
• they are able to remember what is
learnt and can apply theoretical
knowledge in real life situations
• The learners are more creative and
can explore this creativity through
drawing, dramatization, role play,
singing.
• They have developed a high sense of
responsibility to allow for projects,
and practical work.
• The experiences enable the teacher to
vary teaching methods in order to
make learning more interesting
• Learners are mature enough to join
high school and so exposition method
of teaching prepares them for the next
level.
SUGGESTED TEACHING
/LEARNING RESOURCES
1. The Good News Bible
2. Real objects
3. Pictures
4. Charts
5. Drawing tools
6. Paper
7. Resource persons
8. Hymn Books
9. Posters
10. Newspaper cuttings
11. Glue /paste
12. Flash cards
13. Rulers
14. Cutting tools
15. Roll of papers
16. Working tools
17. Toys
18. Musical instruments
19. Games equipment
NOTE:
Teachers are free to improvise learning
resources according to the local needs of
the teaching /learning process.
SUGGESTED ASSESSMENT
METHODS
1. Written questions
2. Oral questions
3. Observation
4. Checklists
5. Projects
RATIONALE
• Enables learners to practically apply
knowledge and attitudes gained to
class.
• Learners are able to participate actively
in the teaching/learning process
• The encourage self initiative in the
teaching /learning process
• Encourages inter-disciplinary approach
in learning