Category Archives: Teachers’ Resources

Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A Doll’s House, Blossoms, The Pearl…

February 21, 2026 News Pro Team Leave a comment

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Literature forms an integral part of the English language subject that is offered in the current education system. Students preparing for the kenya Certificate of Secondary Education, KCSE, examinations require a number of guides for the various set books and poetry notes.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

SCHOOLS’ NEWS PORTAL

Get to download a number of set books guides, oral literature and poetry notes, here. These resources are available at no cost.

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Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

You can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

Click on each of the listed links to download the Literature resources for free:

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A DOLL’S HOUSE RESOURCES

BLOSSOMS OF THE SAVANNAH RESOURCES

STUDY RESOURCES FOR INHERITANCE

RESOURCES FOR ORAL LITERATURE & POETRY

STUDY RESOURCES FOR MEMORIES WE LOST

Memories-we-Lost-other-Stories-Guide

THE PEARL STUDY RESOURCES

The Pearl notes (1)-1-1

For English language resources, visit this link: Free English notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

Teachers' Resources

Grade 10 CBE Free Schemes of Work for Term 1

February 21, 2026 News Pro Team

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Download Grade 10 CBE Free Schemes of Work for Term 1 below:

Teachers' Resources

Free History & Government notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

February 21, 2026 News Pro Team Leave a comment

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History and Government is one of the Subjects that candidates sit at the Kenya Certificate of Secondary Education, KCSE, examinations. The subject is tested by the Kenya National Examinations Council, KNEC, and has two papers i.e paper one and two.

Here are links to the most important news portals:

Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

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You can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

Find great History and Government Resources to aid your teaching/learning process. These electronic resources are: History & Government Notes, KCSE Past Papers, Schemes of Work, Assignments, Termly examination papers, Marking schemes, lesson plans, charts, topical revision resources and many more. Download the resources at no charge by clicking each of the links below. Please note that you can also print and even share this article to benefit someone.

Here is a list of the downloadable resources:

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SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

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For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

UNIVERSITIES AND COLLEGES PORTAL; YOUR ULTIMATE GUIDE TO HIGHER EDUCATION

Teachers' Resources

Free Grade 6 Kiswahili Schemes Of Work Term 1, 2 And 3

February 21, 2026 News Pro Team

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RATIONALIZED GRADE 6 – KISWAHILI – MUHULA – 1 –

KISWAHILI SAHILI

WK	L	MADA	KIPINDI	MATOKEO MAALUM TARAJIWA	SHUGHULI ZA MAFUNZO	MASWALI DADISI	NYENZO	TATHMINI	MAONI
1		MARUDIO Mada mbalimbali Kufikia mwisho wa kipindi mwanafunzi aweze kuyakumbuka aliyoyapitia katika gredi ya TANO ili kujitayarisha kwa kazi mpya – Kuuliza na kujibu maswali ya kauli na ya kimaandishi. Karatasi za mitihani iliyopita -Kujaza mapengo
		VIUNGO VYA MWILI
2	1	Kusikiliza na kuzungumza	Matamshi Bora: Advertisements -Silabi Sauti: d/nd ch/sh Advertisements	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno -kutamka silabi zinazotokana na sauti zinazokaribiana kimatamshi ili kuimarisha matamshi	Mwanafunzi: atambue silabi za sauti, d/nd, ch/sh, (k.v. doa/ndoa, choka/shoka,) kutokana na maneno kwenye vitabu, ubaoni au kwa kutumia vifaa vya kidigitali -atamke silabi za sauti lengwa akiwa peke yake, wakiwa wawiliwawili au katika kikundi	Je, unajua maneno gani yenye silabi za sauti d/nd, ch/sh?	Timothy Arege na wengine(2022) –*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk.1-3 -Muongozo wa mwalimu uk.1-4 – Vifaa vya kidijitali – Kapu maneno	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	2	Kusikiliza na kuzungumza	Sauti: j/nj g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno -kutamka silabi zinazotokana na sauti zinazokaribiana kimatamshi ili kuimarisha matamshi	Mwanafunzi: atambue silabi za sauti – j/nj na g/ng kama vile jaa/njaa, Ngoma/ngoma – asikilize silabi za sauti lengwa zikitamkwa na mwalimu, mgeni mwalikwa au kutoka kwa vifaa vya kidigitali (k.v. kinasasauti) -atamke silabi za sauti lengwa akiwa peke yake, wakiwa wawiliwawili au katika kikundi	Je, unajua maneno gani yenye silabi za sauti –j/nj na g/ng?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali -kapu maneno	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	3	Kusikiliza na kuzungumza	Vitanza ndimi	Kufikia mwisho wa kipindi mwanafunzi aweze:- -kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi ili kuimarisha matamshi bora	Mwanafunzi: -asikilize vitanzandimi vinavyoundwa kutokana na maneno yenye sauti lengwa vikikaririwa (k.v. Mkunjo ulikunjwa na waja wenye njaa kukicha)	Je, Unajua vitanzandimi gani vyenye silabi za sauti d/nd, h/sh,?	*kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	4	Kusikiliza na kuzungumza	Vitanza ndimi	-kuunda vitanzandimi vyenye maana kutokana na silabi za sauti lengwa ili kukuza ubunifu -kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi ili kuimarisha matamshi.	Mwanafunzi: -aunde vitanzandimi vinavyotokana na vitate husika akiwa peke yake, wawiliwawili au katika vikundi -awasilishe vitanzandimi alivyounda darasani ili wenzake wamtolee maoni -ashiriki katika kutoa maoni kuhusu vitanzandimi vya wenzake kwa upendo na heshima	Je, Unajua vitanzandimi gani vyenye silabi za sauti-, j/nj na g/ng?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali -kapu maneno -uhusika wa wanafunzi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
3	1	–Kusoma	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu -kueleza maana ya msamiati lengwa ili kuubainisha -kusoma kifungu cha hadithi akizingatia ujumbe	Mwanafunzi: -atambue viungo vya mwili vya ndani (k.v. moyo, mapafu, ini, kibofu, wengu, figo, ubongo, mifupa na mishipa) kutokana na picha, chati au kwenye tarakilishi -aeleze maana za msamiati alioutambua asome kifungu kuhusu suala lengwa kwenye kitabu akiwa peke yake, wawiliwawili au katika vikundi	-Unazingatia nini unaposoma kifungu cha hadithi? -Kusoma kuhusu viungo vya mwili vya ndani kuna umuhimu gani?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. -Muongozo wa mwalimu uk. -kifungu cha hadithi kitabuni -michoro ya	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	–Kusoma	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kusoma kifungu cha hadithi akizingatia ujumbe -kuonyesha ufahamu wa kifungu kwa kujibu maswali na kutoa muhtasari -kuchangamkia usomaji ili kuimarisha ufahamu.	Mwanafunzi: -asome kifungu cha hadithi -ajibu maswali kutokana na kifungu husika atoe muhtasari wa kifungu alichosoma -atunge sentensi akitumia msamiati wa suala lengwa uliotumiwa katika kifungu, akiwa peke yake, wawiliwawili au kikundi	-Ni hadithi gani umewahi kuisoma kuhusu viungo vya mwili vya ndani?	kitabu cha wanafunzi uk. 7 -Muongozo wa mwalimu uk.6	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	3	KUANDIKA	Insha: Insha ya Wasifu	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kujadili maudhui ya insha ya wasifu kwa kuzingatia mada ili kukuza ubunifu .	-asome vielelezo vya insha ya wasifu vilivyoandikwa katika matini mbalimbali au tarakilishi huku akitambua maudhui -ashirikiane na wenzake kujadili mada na muundo wa insha ya wasifu -akishirikiane na wenzake katika vikundi ili kubainisha na kujadili vidokezo vifaavyo vya mada lengwa -ajadili maudhui ya insha ya wasifu kwa kurejelea mada	-ni kipi cha kuzingatia katika uandishi wa insha?	kitabu cha wanafunzi uk. 9 -Muongozo wa mwalimu uk6 – Maelezo ubaoni -Vifaa vya kidijitali	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	KUADIKA	Insha: Insha ya Wasifu	-kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri -kuchangamkia utunzi wa insha ya wasifu ili kujenga ubunifu	-aonyeshe ubunifu kwa kuandika insha ya wasifu isiyopungua maneno 200 inayohusu mada lengwa kwa kuzingatia, anwani, mpangilio mzuri wa mawazo, hati safi, kanuni za kisarufi na kwa lugha ya kiubunifu -awasomee wenzake insha aliyoandika ili kumpa motisha kuandika zaidi.	In yatakikana iwe na mpangilio upi?	kitabu cha wanafunzi uk. 9 -Muongozo wa mwalimu uk.7-13 – Maelezo ubaoni -Vifaa vya kidijitali	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
4	1	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanfunzi aweze : -kueleza maana ya vivumishi vya sifa ili kuvitofautisha na aina zingine za maneno	Mwanafunzi: -aeleze maana ya vivumishi lengwa kwa kurejelea vitu au watu katika mazingira yake (k.m.: Mwalimu mzuri, njia ndefu, kijiko kichafu) -atunge sentensi akitumia vivumishi vya sifa	Ni maneno gani unayotumia kuelezea sifa za watu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vivumishi vya sifa katika matini mbalimbali ili kuvibainisha -kutumia vivumishi vya sifa kutunga sentensi au vifungu vya maneno kwa usahihi	Mwanafunzi: -atambue vivumishi vya sifa (k.v. – zuri, -baya, -refu, -fupi, -ekundu, hodari) katika tarakilishi, kapu la maneno au mti wa maneno akiwa peke yake, wawiliwawili au katika kikundi -atambue vivumishi vya sifa katika sentensi	Ni maneno gani unayotumia kuelezea sifa za watu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vivumishi vya sifa katika matini mbalimbali ili kuvibainisha -kutumia vivumishi vya sifa kutunga sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi vya sifa katika sentensi au vifungu vya maneno.	-atambue vivumishi vya sifa katika kifungu -aandike sentensi kwa usahihi akitumia vivumishi lengwa akiwa peke yake au katika kikundi -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa kwenye daftari au kwenye tarakilishi.	Je unaweza kuvitambua vivumishi vya sifa katika vifungu hivi?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	SARUFI	Aina za Maneno: Vivumishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi viashiria ipasavyo ili kuvibainisha -kutambua vivumishi viashiria katika matini mbalimbali	Mwanafunzi: -aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo karibu naye, mbali naye na mbali kabisa (k.m: Kitabu hiki/hicho/kile) -atambue vivumishi viashiria (k.v. huyu, huyo, yule, hivi, hivyo, vile) katika tarakilishi, kapu la maneno au mti wa maneno ili kukuza hamu ya ujifunzaji -atambue vivumishi viashiria katika sentensi -atambue vivumishi katika kifungu	Ni maneno gani unayoweza kutumia kuonyesha umbali wa mtu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
5	1	SARUFI	Aina za Maneno: Vivumishi Viashiria	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viashiria katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viashiria katika sentensi au vifungu vya maneno.	-aandike sentensi akitumia vivumishi lengwa kwa usahihi wakiwa wawiliwawili au kikundi -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno katika kifaa cha kidijitali akitumia vivumishi lengwa.	Je unaweza kuvitambua vivumishi vya Viashiria katika vifungu hivi?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
		MICHEZO
	2	KUSIKILIZA NA KUZUNGUMZA	Maamkuzi na Maagano	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kujadili umuhimu maamkuzi na maagano katika mawasiliano -kujadili maamkuzi na maagano yanayotumika katika miktadha mbalimbali	Mwanafunzi: -ajadili na wenzake umuhimu wa maamkuzi na maagano -atambue maamkuzi mbalimbali na maagano mbalimbali. kutoka kwenye chati, ubao, michoro, picha au vifaa vya kidijitali -ashirikiane na mwenzake kujadili maamkuzi na maagano yanayolengwa na matumizi yake -apewe orodha ya maamkuzi na maagano ili kuyaambatanisha na majibu sahihi kwenye tarakilishi au kitabu	-Kwa nini watu huamkuana?	kitabu cha wanafunzi uk. 16-19 -Muongozo wa mwalimu uk.14 -chati -picha mbalimbali -video fupi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	3	KUSIKILIZA NA KUZUNGUMZA	Maamkuzi na Maagano	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia aina mbalimbali za maamkuzi na maagano katika mawasiliano -kuchangamkia maamkuzi na maagano katika mahusiano.	-ashirikiane na wenzake kuigiza maamkuzi na maagano lengwa na kuheshimu nafasi ya kila mmoja katika maigizo haya -ahusishe mzazi au mlezi wake kutambua maamkuzi na maagano yanayotumiwa katika jamii yake	-Kuagana kuna umuhimu gani?	kitabu cha wanafunzi uk.16-19 -Muongozo wa mwalimu uk.15 -picha mbalimbali -video fupi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	4	KUSOMA	-Kusoma kwa Kina: Matumizi ya Kamusi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua maana, tahajia, ngeli na aina za maneno kwa kutumia kamusi	Mwanafunzi: -ashiriki katika mjadala na wenzake kuhusu jinsi ya kutumia kamusi kutambua maana, tahajia, ngeli, aina za maneno na maana za maneno hayo -asikilize msamiati wa suala lengwa ukisomwa na mwalimu, mgeni mwalikwa au katika kifaa cha kidijitali na kutambua tahajia yake kwa kutumia kamusi akiwa peke yake au katika kikundi -achague maneno kutoka kapu maneno, , kadi maneno au kifaa cha kidijitali na kutambua ngeli, aina na maana za maneno hayo kwa kurejelea kamusi akiwa peke yake au katika kikundi.	-Unatafutaje maana ya maneno kwenye kamusi?	kitabu cha wanafunzi uk19-22. -Muongozo wa mwalimu uk.17 -makala kitabuni -vifaa vya kidijitali -kamusi -Kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
6	1	KUSOMA	-Kusoma kwa Kina: Matumizi ya Kamusi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia kamusi ipasavyo kutafuta maana za maneno mageni yaliyo katika matini aliyosoma ili kukuza msamiati wake -kuchangamkia umuhimu wa kamusi katika kukuza msamiati na sarufi ya Kiswahili.	-atumie kamusi kutafuta maana za maneno mbalimbali akiwa peke yake, wawiliwawili au katika kikundi -atumie mtandao kutafuta maana za maneno -atumie mtandao kusikiliza na kusoma maelezo kuhusu msamiati anaotafutia maana	-Kwa nini tunatumia kamusi?	kitabu cha wanafunzi uk. 19-22 -Muongozo wa mwalimu uk.18 -makala kitabuni -vifaa vya kidijitali -kamusi -Kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	KUANDIKA	Insha ya Masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza muundo na mtindo wa uandishi wa isha ya masimulizi -kubainisha vidokezo vya kutumia katika kuandika insha ya masimulizi	Mwanafunzi: -ashirikiane na wenzake katika vikundi ili kubainisha na kujadili vidokezo vifaavyo vya mada lengwa -ashirikiane na wenzake kujadili mada na muundo wa insha ya masimulizi na kukuza umilisi wa mawasiliano na ushirikiano -atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	kitabu cha wanafunzi uk. 22-24 -Muongozo wa mwalimu uk.19 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	3	KUANDIKA	Insha ya Masimulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kuandika insha ya masimulizi kwa kuzingatia mtindo na muundo wake -kuchangamkia utunzi wa insha ya masimulizi ili kujenga ubunifu.	-aandike insha isiyopungua maneno 200 inayosimulia kisa cha tukio linalohusiana na michezo kwa kuzingatia ubunifu -awasomee wenzake insha aliyoandika ili kuitathmini.	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	kitabu cha wanafunzi uk. 22-24 -Muongozo wa mwalimu uk. 20 –maelezo kitabun	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	SARUFI	Aina za Maneno: Vivumishi vya Idadi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi vya idadi ili kuvitofautisha na aina nyingine za vivumishi -kutambua vivumishi vya idadi katika matini	Mwanafunzi: -atambue vivumishi vya idadi katika tarakilishi, kapu la maneno au mti wa maneno. -atambue vivumishi vya idadi katika sentensi -atambue vivumishi vya idadi katika kifungu	Ni maneno gani unayotumia kutajia idadi ya vitu?	kitabu cha wanafunzi uk24-26. -Muongozo wa mwalimu uk.21 -kapu maneno -vifaa vya kidijitali	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
7	1	SARUFI	Aina za Maneno: Vivumishi vya Idadi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi vya idadi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi vya idadi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yao -aandike sentensi akitumia vivumishi lengwa kwa usahihi wakiwa wawiliwawili au katika kikundi -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa.	Ni maneno gani unayotumia kutajia idadi ya vitu?	kitabu cha wanafunzi uk24-26. -Muongozo wa mwalimu uk.21 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi viulizi ili kuvitofautisha na aina nyingine za vivumishi -kutambua vivumishi viulizi katika matini	Mwanafunzi: -ashirikiane na wenzake kueleza maana ya vivumishi viulizi -atambue vivumishi viulizi (k.v. –pi? gani?) katika tarakilishi, kapu la maneno au mti wa maneno atambue vivumishi viulizi katika sentensi -atambue vivumishi viulizi katika kifungu kifupi	Ni maneno gani unayotumia kuulizia swali?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	Sarufi	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viulizi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viulizi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa katika daftari lake au katika kifaa cha kidijitali	Vivumishi viulizi hutumiwa wakati upi?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	Sarufi	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viulizi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viulizi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa katika daftari lake au katika kifaa cha kidijitali	Vivumishi viulizi hutumiwa wakati upi?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni
8		TATHMINI YA MASOMO LIKIZO FUPI
9	1	SARUFI	Aina za Maneno: Kivumishi Kirejeshi (amba-)	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza matumizi ya kivumishi kirejeshi amba- ili kuyabainisha -kutambua kivumishi kirejeshi amba- katik matini	Mwanafunzi: -ashirikiane na wenzake kueleza matumizi ya kivumishi kirejeshi amba– ipasavyo -atambue kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno, sentensi, kifungu	Je, unakumbuka aina gani za vivumishi?	kitabu cha wanafunzi uk. 28-30 -Muongozo wa mwalimu uk.25 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Kivumishi Kirejeshi (amba-)	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia kivumishi kirejeshi amba- katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia kivumishi kirejeshi amba- katika sentensi au vifungu vya maneno.	-aeleze maana ya kivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -aandike sentensi akitumia kivumishi lengwa kwa usahihi wakiwa wawiliwawili au kikundi -ajaze mapengo kwenye sentensi au vifungu vya	Je, unakumbuka aina gani za vivumishi?	kitabu cha wanafunzi uk. 28-30 -Muongozo wa mwalimu uk.25 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
		MAHUSIANO
	3	KUSIKILIZA NA KUZUNGUMZA	Matamshi Bora: Vitendawili Sauti: -d/nd -ch/sh -j/nj -g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vitendawili vyenye sauti zinazokaribiana kimatamshi ili kuvibainisha -kutamka maneno yenye sauti zinazokaribiana kimatamshi katika vitendawili ili kuyatambulisha	Mwanafunzi: -atambue vitendawili vyenye maneno ya sauti d/nd, ch/sh, j/nj, g/ng katika chati, ubao au vifaa vya) -atamke maneno yenye sauti lengwa katika vitendawili	Je, kwa nini watu hutega na kutegua vitendawili?	kitabu cha wanafunzi uk. 31-32 -Muongozo wa mwalimu uk.27 -uhusika wa wanafunzi -chati iliyoandikwa maneno yenya sauti lengwa	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	KUSIKILIZA NA KUZUNGUMZA	Matamshi Bora: Vitendawili Sauti: -d/nd -ch/sh -j/nj -g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutega na kutegua vitendawili vyenye sauti zinazokaribiana kimatamshi ili kujenga matamshi bora -kuchangamkia matumizi ya vitendawili vyenye sauti zinazokaribiana kimatamshi kama njia ya kujenga utamkaji	-ashiriki katika kutega na kutegua vitendawili vyenye sauti zinazokaribiana wakiwa wawiliwawili au katika vikundi -asikilize vitendawili vikitegwa na kuteguliwa kupitia vyombo vya kidijitali. -aandike vitendawili alivyovisikiliza na kuwategea wenzake darasani ili	Je, kwa nini watu hutega na kutegua vitendawili?	kitabu cha wanafunzi uk. 31-32 -Muongozo wa mwalimu uk.27 uhusika wa wanafunzi -chati iliyoandikwa maneno yenya sauti lengwa	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
10	1	KUSOMA	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua msamiati wa mahusiano uliotumika katika kifungu ili kuimarisha ufahamu -kueleza maana ya msamiati lengwa ili kuubainisha -kusoma kifungu kwa ufasaha ili kupata ujumbe	Mwanafunzi: -atambue msamiati unaotumiwa kuonyesha mahusiano kati ya watu katika jamii akitumia kapu maneno, mti maneno au tarakilishi -aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano -asome kifungu au mchezo mfupi kwa sauti akipishana zamu na wenzake	Kuna umuhimu gani kusoma kuhusu mahusiano?	kitabu cha wanafunzi uk. 32-34 -Muongozo wa mwalimu uk.28 -Kifungu cha hadithi kwenye kitabu -Kamusi -kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	KUSOMA	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kusoma kifungu kwa ufasaha ili kupata ujumbe -kuonyesha uelewa wa kifungu kwa kujibu maswali na kutoa muhtasari -kuchangamkia habari au ujumbe kwenye kifungu ili kujenga utamaduni wa usomaji.	-asome kifungu au mchezo mfupi kwa sauti akipishana zamu na wenzake -ajibu maswali kutokana na kifungu -atoe muhtasari kuhusu kifungu alichosoma	Mahusiano huimarisha vipi jamii?	kitabu cha wanafunzi uk. 32-34 -Muongozo wa mwalimu uk.28 -Kifungu cha hadithi kwenye kitabu -zoezi kitabuni	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	3	KUANDIKA	Kuandika kwa Kutumia Tarakilishi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua aina mbalimbali za maandishi ya tarakilishi na ishara zinazotumiwa katika maandishi ya tarakilishi -kuandika kifungu kifupi kuhusu suala lengwa kwa kutumia maandishi mbalimbali yaliyotofautishwa katika tarakilishi -kufurahia utumiaji wa tarakilishi katika kuandika.	Mwanafunzi: -atambue aina mbalimbali za maandishi ya tarakilishi akiwa peke yake, wawilwawili au katika kikundi -ashirikiane na wenzake kutambua ishara zinazotumiwa kutofautisha maandishi akiwa pekee yake au katika kikundi -aandike kwa ubunifu kwenye tarakilishi kifungu cha aya moja ya maneno yasiyopungua 50 kuhusu mahusiano kati ya watu katika jamii	Je, unajua maandishi ya aina gani yanayotumika katika tarakilishi?	kitabu cha wanafunzi uk. 35-36 -Muongozo wa mwalimu uk.30 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	KUANDIKA	Kuandika kwa Kutumia Tarakilishi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kuandika kifungu kifupi kuhusu suala lengwa kwa kutumia maandishi mbalimbali yaliyotofautishwa katika tarakilishi -kufurahia utumiaji wa tarakilishi katika kuandika.	-atumie kipanya kuchagua sehemu ya maandishi anayolenga kutofautisha -atumie kipanya kuteua ishara anayotaka kutumia kutofautisha maandishi kama vile ishara ya chapa koza, italiki na kupigia mistari. -aonyeshe ujuzi wa kidijitali kwa kuwatumia wenzake kifungu alichoandika mtandaoni ili wamtolee maoni.	Je, unajua maandishi ya aina gani yanayotumika katika tarakilishi?	kitabu cha wanafunzi uk. 35-36 -Muongozo wa mwalimu uk.30 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
11	1	SARUFI	Aina za Maneno: Viwakilishi vya Nafsi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya viwakilishi vya nafsi ili kuvitofautisha na viwakilishi vingine -kutambua viwakilishi vya nafsi katika matini mbalimbali	Mwanafunzi: -ajadili katika kikundi au wawiliwawili maana ya viwakilishi vya nafsi huko akitoa mifano -atambue viwakilishi vya nafsi katika ubao, tarakilishi, kapu la maneno au mti wa maneno, sentensi , kifungu kifupi	Je, ni maneno yapi yanayotumika kuwakilisha nafsi mbalimbali?	kitabu cha wanafunzi uk. 37-40 -Muongozo wa mwalimu uk.32 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Viwakilishi vya Nafsi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia viwakilishi vya nafsi kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi vya nafsi katika mawasiliano.	-atumie viwakilishi vya nafsi kutunga sentensi kwenye daftari au tarakilishi -ajaze mapengo kwa kutumia viwakilishi vya nafsi ili kukamilisha sentensi kwenye daftari au katika tarakilishi.	Je, ni maneno yapi yanayotumika kuwakilisha nafsi mbalimbali?	kitabu cha wanafunzi uk. 37-40 -Muongozo wa mwalimu uk.32 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	SARUFI	Aina za Maneno: Viwakilishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya viwakilishi viashiria ili kuvibainisha -kutambua viwakilishi viashiria katika matini mbalimbali -kutumia viwakilishi viashiria kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi viashiria katika mawasiliano.	Mwanafunzi: -ajadili katika kikundi au wawiliwawili maana ya viwakilishi viashiria huko akitoa mifano mwafaka –atambue viwakilishi viashiria katika ubao, tarakilishi, kapu la maneno au mti wa maneno, sentensi , kifungu kifupi	Je, unajua maneno yapi yanayotumika kuonyesha umbali wa kitu?	kitabu cha wanafunzi uk. 40-42 -Muongozo wa mwalimu uk.34 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	SARUFI	Aina za Maneno: Viwakilishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia viwakilishi viashiria kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi viashiria katika mawasiliano.	-atambue viwakilishi viashiria katika kifungu kifupi -atunge sentensi akitumia viwakilishi viashiria -ajaze mapengo kwa kutumia viwakilishi viashiria ili kukamilisha sentensi kwenye daftari au katika tarakilishi.	Je, unajua maneno yapi yanayotumika kuonyesha umbali wa kitu	-kapu maneno -vifaa vya kidijitali -zoezi kitabuni -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
12		Marudio ya mada mbalimbali kuanzia mwanzoni mwa muhula
13	TAHMINI YA MWISHO WA MUHULA

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Free Primary School schemes of work for all schools (CBC and 8-4-4)

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Free Geography notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

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Geography is an elective subject that is tested by the Kenya National Examinations Council (KNEC) during the Kenya Certificate of Secondary Education (KCSE) examinations. The subject is made of two examinable papers i.e 312 paper one and two.

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METAL WORK- 445: KCSE REVISION EXAM PAPERS & MARKING SCHEMES

BUILDING CONSTRUCTION- 446: KCSE REVISION EXAM PAPERS & MARKING SCHEMES

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Teachers' Resources

Free Grade 6 IRE Schemes Of Work Term 1, 2 And 3

February 21, 2026 News Pro Team

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RATIONALIZED GRADE 6 KLB VISIONARY I.R.E SCHEMES OF WORK TERM 1

School……………………….. Teacher’s Name………………………….. Term………………… Year ………

Week	Lsn	Strand/ Theme	Sub –strand	Specific learning outcomes	Key inquiry questions	Learning experiences	Learning resources	Assessment method	refl
1	OPENING AND REVISION
2	1	QURA’N	Surah Al-Humaza	By the end of the sub strand learners should be able to Advertisements a. Identify the basic meaning of Surah Al – Humaza b. Read and memorise Surah Al – Humaza c. Desire not to gossip and falsely accuse others.	What is meaning of Surah Al-Humaza?	In small group/ individually/pairs learners are guided to; Advertisements a. Read and memorise Surah Al-Humaza b. Read the basic meaning of Surah Al-Humaza	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.1-2	● written quizzes ● checklist ● oral questions
	2		Surah Al-Humaza	By the end of the sub stand learners should be able to: a. discuss the teaching from Surah Al – Humaza b. list the five verses of Surah Al Humaza c. make a class presentation on the teaching of Surah Al- Humaza	What is the teaching from Surah Al-Humaza?	In small group/ individually/pairs learners are guided to; a. Write a summary of the meaning of Surah Al-Humaza.	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.3	● written quizzes ● checklist ● oral questions
	3		Surah Al-Humaza	By the end of the sub stand learners should be able to: a. mention the lessons from Sura Al Humaza b. use digital devices to record themselves when reciting the Surah Al- Humaza c. appreciate the Surah Al – Humaza for its teachings on wealth.	What are the lessons from Surah Al-Humaza?	In small group/ individually/pairs learners are guided to; a. use digital devices to record themselves reciting the Surah Al-Humaza b. read and write the Surah Al-Humaza on a chart.	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.4	● Aural oral ● Projects ● Journals ● Written quizzes
3	1		Surah Al- Asr	By the end of the sub stand learners should be able to: a. Identify the basic meaning of Surah Al Asr b. Read and memorised the Sarah Al Asr both in English and Arabic c. Enjoy arranging verses from Surah Al Asr.	What is the meaning of Surah Al- Asr	In small group/ individually/pairs learners are guided to; a. make flashcards and rearrange the verses of Surah Al- Maun b. Recite and memorise Surah Al Asr with correct pronunciation.	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.5-6	● Aural oral ● Projects ● Journals ● Written quizzes ● Checklist
	2		Surah Al- Asr	By the end of the sub stand learners should be able to: a. Discuss the teachings from the Surah Al –Asr b. Explain the importance of believing in Allah (S.W.T) and doing the righteous deeds c. Make a class presentation on the application of Surah Al- Asr.	What are the teachings from Surah Al- Asr	In small group/ individually/pairs learners are guided to; a. Discuss the teaching from Surah Al Asr b. Write the importance of believing in Allah (S.W.T ) and doing righteous deeds	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.7-8	● Portfolio ● Profile ● Written questions ● Assessment rubrics
	3		Surah Al- Asr	By the end of the sub stand learners should be able to: a. Explain the lessons from Surah Al Asr. b. Identify why one should always believe in Allah (S.W.T) c. Appreciate Surah Al –Asr by being truthful and patient	What are the lessons from Surah Al -Asr	In small group/ individually/pairs learners are guided to; a. Discuss lessons learnt from Surah Al Asr	● Quran ● Flash cards ● Hymns ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.9-10	● Portfolio ● Profile ● Written questions ● Assessment rubrics
4	1		Surah At- Takathur	By the end of the sub stand learners should be able to: a. Identify the basic meaning of Surah At Takathur b. Read and memorise Surah At Takathur c. Have fun discussing the meaning of the Surah At Takathurin groups	What is the basic meaning of Surah At Takathur?	In small group/ individually/pairs learners are guided to; a. Listen to audio recitation of Surah At Takathur b. Read and memorise Surah At Takathur	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.10-11	● Anecdotal notes ● Aural questions ● Authentic tasks
	2		Surah At- Takathur	By the end of the sub stand learners should be able to: a. Discuss the teachings from Surah At Takathur b. Name the things that will led to hell fire according to Surah At Takathur c. Have fun discussing how Muslims can apply these teachings in their daily life.	What are the teachings from Surah At Takathur?	In small group/ individually/pairs learners are guided to; a. Read teachings from Surah At Takathur b. Discuss the things that will led one to hell fire according to Surah At Takathur	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.12	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Surah At- Takathur	By the end of the sub stand learners should be able to: a. Mention the lessons from Surah At Takathur b. Identify the worldly things they will avoid to spend more time worshiping Allah (S.W.T) c. Share how best one can use allah (S.W.T) blessings	What are the lessons learnt from Surah At Takathur?	In small group/ individually/pairs learners are guided to; a. Identify the worldly things they will avoid to spend more time worshiping Allah (S.W.T)	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.13-15	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
5	1		Surah At- Qariah	By the end of the sub stand learners should be able to: a. Listen to the recitation of Surah At- Qariah from their digital devices b. Identify the basic meaning of Surah At- Qariah c. Recite Surah At- Qariah with proper pronunciation.	What is the basic meaning of Surah At- Qariah?	In small group/ individually/pairs learners are guided to; a. Identify the basic meaning of Surah At- Qariah b. Recite Surah At- Qariah with proper pronunciation.	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.15-16	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	2		Surah At- Qariah	By the end of the sub stand learners should be able to: a. Explain the teachings from Surah At- Qariah b. Discuss wht will happen on the day of judgement c. Enjoy sharing with their peers some deeds that can make the mizan heavy	What are the teachings from Surah At- Qariah?	In small group/ individually/pairs learners are guided to; a. Discuss what will happen on the day of judgement b. Write the deeds that can make their *mizan* heavy.	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.17-18	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Surah At- Qariah	By the end of the sub stand learners should be able to: a. Discuss the lessons from Surah At- Qariah b. In groups identify the acts that pleases Allah (S.W.T) c. Strive to do good and avoid evil.	What are the lessons from Surah At- Qariah?	In small group/ individually/pairs learners are guided to; a. Discuss the lessons learnt from Surah At- Qariah b. Identify the acts that please Allah (S.W.T)	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.17-20	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
6	1	HADITH	Hadith of purity of action	By the end of the sub stand learners should be able to:	What is the meaning of purity?	In small group/ individually/pairs learners are guided to; a. Read hadith of purity of action and discuss in pairs b. Write the meaning of hadith in their books	● Quran ● Flash cards ● Picture songs ● Digital devices KLB Visionary IRE Grade 6 pg.21-24	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	2		Hadith of purity of action	By the end of the sub stand learners should be able to: a. Look up the meaning of purity from the dictionary b. Read hadith of purity of action and discuss in pairs c. Enjoy writing the meaning of the hadith in their books	What does Allah(S.W.T) looks for when rewarding His servants?	In small group/ individually/pairs learners are guided to; a. Identify what Allah(S.W.T) looks for when rewarding His servants? b. Dramatizing situations that shows purity of actions	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.21-24	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Hadith of purity of action	By the end of the sub stand learners should be able to: a. Identify what allah (S.W.T) Looks for when rewarding his servant b. Discuss the teachings from hadith of purity of actions. c. Enjoy dramatizing situations that shows purity of actions.	What are the Islamic rules on dressing?	In small group/ individually/pairs learners are guided to; a. Discuss the aura of a man and a woman b. Share with others the Islamic rules on dressing	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.24-28	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
7	1		Hadith of purity of dressing	By the end of the sub strand learners should be able to: a. Recite the hadith of dressing in turns in pairs / groups b. Use digital devices to search for more on dressing c. Type and print the hadith and file in the portfolio	Why is the Hadith of dressing important?	In small group/ individually/pairs learners are guided to; a. Recite the Hadithon dressing in pairs/ groups b. Use digital devices to search for more hadith on dressing	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	2		Hadith of purity of dressing	By the end of the sub stand learners should be able to: a. Name the crops that are found in their environment b. Discuss the ways in which we can take care of our crops and plants c. Enjoy discovering the benefits of growing crops and trees from the internet	What are the ways in which we can take care of our crops and plants?	In small group/ individually/pairs learners are guided to; a. Discuss the ways in which we can take care of our crops and plants.	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.24-28	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Hadith of purity of dressing	By the end of the sub stand learners should be able to: a. Identify the importance of planting trees and crops b. Collect pictures of plants and crops that provides us with food c. Appreciate the role of trees and crops to environment.	What is the importance of planting trees and crop?	In small group/ individually/pairs learners are guided to; a. Identify the importance of planting trees and crops b. Collect pictures of plants and crops that provide us with food.	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.28-30	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
8	1		Hadith of responsibility of human capability and resources.	By the end of the sub stand learners should be able to: a. Look up the meaning of various words from the dictionary. b. Discuss Allah (S.W.T) bounties to mankind c. Enjoy writing the hadith on responsibilities use of human capabilities and resource.	What are Allah (S.W.T) bounties to mankind?	In small group/ individually/pairs learners are guided to; a. Discuss Allah’s bounties of mankind b. Write the hadith on responsible use of human capabilities and resource.	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.28-30	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	2		Hadith of responsibility of human capability and resources.	By the end of the sub stand learners should be able to: a. Discuss the significance of using Allah,s (S.W.T) bounties for the benefit in life and Hereafter. b. Identify responsible ways of spending free time from the internet c. Display an attitude of spending time wisely.	What are the responsible ways of spending time?	In small group/ individually/pairs learners are guided to; a. Discuss the significance of using Allah’s (bounties for the benefit in life and Hereafter. b. Identify responsible ways of spending free time from the internet	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.31-34	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3	PILLARS OF IMAN	The six pillars of Iman	By the end of the sub stand learners should be able to: a. Explain the meaning of Iman b. Write the six pillars of Iman on flashcards c. Enjoy using the internet to listen to qasida on the pillars of Iman	What are the six pillars of Iman?	In small group/ individually/pairs learners are guided to; a. Write the six pillars of Iman on flashcards b. Listens to qasida on the pillars of Iman	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.31-34	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
9				HALF TERM			●	●
10	1		The six pillars of Iman	By the end of the sub stand learners should be able to: a. Explain the importance of the pillars of Iman b. Read and recite poem on the pillars of Iman c. Have fun singing a *quasida* on the pillars of Iman	What is the importance of the pillars of Iman?	In small group/ individually/pairs learners are guided to; a. Read and recite a poem on the pillars of Iman b. Sin a quasida on the pillars of Iman	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.35-39	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
10	2		Taqwa	By the end of the sub stand learners should be able to: a. Identify the qualities of pious person b. Look up the meaning of Taqwa and Muttaquiin c. Write the qualities of mutaquiin	What are the qualities of pious person?	In small group/ individually/pairs learners are guided to; a. Identify the qualities of pious person b. Write qualities of a pious person	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.35-39	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Taqwa	By the end of the sub stand learners should be able to: a. Discuss the qualities of Mutawakkil b. Use Islamic books to find the meaning of tawakkil c. Enjoy using digital devices to search the qualities of mutawakkil	What is the importance of Taqwa to a muslim?	In small group/ individually/pairs learners are guided to; a. Use Islamic books to search for hadith on the importance of Taqwa to a Muslim	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.39-44	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
11	1		Tawakkul	By the end of the sub stand learners should be able to: a. Discuss the qualities of Mutawakkil b. Use the Islamic books to find the meaning of rawakkil c. Enjoy using digital device to search the qualities of a mutawakkil.	What are the qualities of Mutawakkil?	In small group/ individually/pairs learners are guided to; a. Discuss the qualities of Mutawakki.	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.39-44	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	2		Tawakkul	By the end of the sub stand learners should be able to: a. Mention the importance of tawakkil b. Watch a video clips on the importance of tawakkul from the internet c. Appreciate that Tawakkul brings peace, blessings and success	What is the importance of tawakkul?	In small group/ individually/pairs learners are guided to; a. Learn the importance of tawakkul from the internet	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.44-48	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
	3		Tawbah	By the end of the sub stand learners should be able to: a. Explain the meaning off Tawbah b. Discuss why muslims should seek repentance c. Use digital devices to search for the condition of Tawbah from the internet d. Have funs reading the story of Zainab	Why should muslim seek repentance?	In small group/ individually/pairs learners are guided to; a. Discuss why Muslims should seek repentance.	● Quran ● Flash cards ● Picture, songs ● Digital devices ● Charts ● Poems ● Realia KLB Visionary IRE Grade 6 pg.44-48	● Observation schedule ● Written quizzes ● Checklist ● Oral questions
12-13		End of term assessment

Teachers' Resources

GRADE 10 METAL TECHNOLOGY SCHEMES OF WORK FOR TERM 1

February 21, 2026 News Pro Team

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GRADE 10 METAL TECHNOLOGY SCHEMES OF WORK FOR TERM 1

NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………

SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….

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Week	Lesson	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Reflection
1	1	1.0 Fundamentals of Metal Technology	1.1 Introduction to Metal Technology	By the end of the lesson, the learner should be able to define terms used in metal technology.	What is the importance of studying metal technology?	Learner guided to brainstorm on terms (metal, tools, workshop).	Curriculum Design (2024) pg 1; Textbooks	Oral questions
	2			By the end of the lesson, the learner should be able to explain the importance of studying metal technology as a career.		Learner guided to discuss the importance of studying metal technology.	Curriculum Design (2024) pg 1; Career pamphlets	Discussion
	3			By the end of the lesson, the learner should be able to describe businesses related to metal technology.		Learner guided to explore metal technology-related businesses in the community.	Curriculum Design (2024) pg 1; Digital devices	Written notes
	4			By the end of the lesson, the learner should be able to appreciate metal technology in daily life.		Learner guided to visit local metal businesses and share experiences.	Curriculum Design (2024) pg 2; Field report	Field visit report
	5		1.2 Safety at Workshop	By the end of the lesson, the learner should be able to explain safety in a metal workshop.	How does workshop layout impact safety?	Learner guided to brainstorm on aspects of safety (personal, equipment, environment).	Curriculum Design (2024) pg 3; Safety posters	Oral questions
	6			By the end of the lesson, the learner should be able to explore workshop rules and regulations.		Learner guided to search for OSHA rules and regulations.	Curriculum Design (2024) pg 3; OSHA documents	Written quiz
2	1			By the end of the lesson, the learner should be able to describe possible causes of accidents.		Learner guided to discuss possible causes of accidents in a metal workshop.	Curriculum Design (2024) pg 3; Case studies	Discussion
	2			By the end of the lesson, the learner should be able to outline first aid procedures.		Learner guided to demonstrate first aid procedures for accident casualties.	Curriculum Design (2024) pg 3; First Aid Kit	Practical demo
	3			By the end of the lesson, the learner should be able to demonstrate first aid for cuts and burns.		Learner guided to simulate first aid for specific workshop injuries.	Curriculum Design (2024) pg 3; Bandages	Practical
	4			By the end of the lesson, the learner should be able to describe components of a workshop layout.		Learner guided to watch videos on different workshop layouts.	Curriculum Design (2024) pg 3; Video clips	Observation
	5			By the end of the lesson, the learner should be able to visit a workshop to observe safety.		Learner guided to visit a workshop in the locality to observe safety measures.	Curriculum Design (2024) pg 3; Checklist	Field report
	6			By the end of the lesson, the learner should be able to appreciate the importance of safety.		Learner guided to discuss the importance of safety in a metal workshop.	Curriculum Design (2024) pg 3; Reflection journal	Self-reflection
3	1	2.0 Tools and Materials	2.1 Hand tools and bench tools	By the end of the lesson, the learner should be able to identify cutting tools.	What are the benefits of using appropriate tools?	Learner guided to use visual aids/realia to identify cutting tools (hacksaws, files).	Curriculum Design (2024) pg 6; Real tools	Identification
	2			By the end of the lesson, the learner should be able to identify driving tools.		Learner guided to use visual aids/realia to identify driving tools (hammers, mallets).	Curriculum Design (2024) pg 6; Real tools	Identification
	3			By the end of the lesson, the learner should be able to identify holding tools.		Learner guided to use visual aids/realia to identify holding tools (vices, clamps).	Curriculum Design (2024) pg 6; Real tools	Identification
	4			By the end of the lesson, the learner should be able to select tools for a given task.		Learner guided to select appropriate hand tools for specific tasks.	Curriculum Design (2024) pg 6; Tool rack	Selection task
	5			By the end of the lesson, the learner should be able to demonstrate use of cutting tools.		Learner guided to demonstrate safe use of hacksaws and files.	Curriculum Design (2024) pg 6; Metal pieces	Practical
	6			By the end of the lesson, the learner should be able to demonstrate use of driving tools.		Learner guided to demonstrate safe use of hammers and screwdrivers.	Curriculum Design (2024) pg 6; Workpieces	Practical
4	1			By the end of the lesson, the learner should be able to demonstrate use of holding tools.		Learner guided to demonstrate safe use of vices and clamps.	Curriculum Design (2024) pg 6; Bench vice	Practical
	2			By the end of the lesson, the learner should be able to perform a filing task.		Learner guided to perform a filing task using hand tools.	Curriculum Design (2024) pg 6; Files	Practical
	3			By the end of the lesson, the learner should be able to perform a sawing task.		Learner guided to perform a sawing task using a hacksaw.	Curriculum Design (2024) pg 6; Hacksaw	Practical
	4			By the end of the lesson, the learner should be able to perform a drilling task (Hand drill).		Learner guided to use hand drills safely.	Curriculum Design (2024) pg 6; Hand drill	Practical
	5			By the end of the lesson, the learner should be able to maintain cutting tools.	How does care enhance efficiency?	Learner guided to maintain cutting tools (cleaning, sharpening).	Curriculum Design (2024) pg 6; Maintenance kit	Observation
	6			By the end of the lesson, the learner should be able to maintain driving and holding tools.		Learner guided to maintain driving and holding tools.	Curriculum Design (2024) pg 6; Oil/Grease	Observation
5	1			By the end of the lesson, the learner should be able to store hand tools properly.		Learner guided to store hand tools in the workshop (shadow boards, racks).	Curriculum Design (2024) pg 6; Tool storage	Practical
	2			By the end of the lesson, the learner should be able to appreciate the importance of tools.		Learner guided to discuss the value of hand and bench tools.	Curriculum Design (2024) pg 6; Discussion group	Peer review
	3			By the end of the lesson, the learner should be able to identify bench tools (Shears/Snips).		Learner guided to identify and use bench shears/snips.	Curriculum Design (2024) pg 6; Bench shears	Practical
	4			By the end of the lesson, the learner should be able to use chisels safely.		Learner guided to use cold chisels for metal cutting.	Curriculum Design (2024) pg 6; Cold chisels	Practical
	5			By the end of the lesson, the learner should be able to perform a complex task using multiple tools.		Learner guided to combine sawing and filing to shape a metal piece.	Curriculum Design (2024) pg 6; Metal stock	Project
	6			By the end of the lesson, the learner should be able to clean the workbench area.		Learner guided to clean and organize the workbench area after use.	Curriculum Design (2024) pg 6; Cleaning tools	Observation
6	1		2.2 Measuring & Marking Out Tools	By the end of the lesson, the learner should be able to identify measuring tools (Steel rule, Tape).	What are benefits of using appropriate measuring tools?	Learner guided to identify steel rules and measuring tapes using realia.	Curriculum Design (2024) pg 8; Steel rule	Identification
	2			By the end of the lesson, the learner should be able to identify marking out tools (Scriber, Punch).		Learner guided to identify scribers, dot punches, and centre punches.	Curriculum Design (2024) pg 8; Scriber/Punch	Identification
	3			By the end of the lesson, the learner should be able to identify checking tools (Try square, Callipers).		Learner guided to identify try squares, outside and inside callipers.	Curriculum Design (2024) pg 8; Callipers	Identification
	4			By the end of the lesson, the learner should be able to identify layout tools (Surface table, V-block).		Learner guided to identify surface tables, vee-blocks, and angle blocks.	Curriculum Design (2024) pg 8; Surface table	Identification
	5			By the end of the lesson, the learner should be able to discuss the use of measuring tools.		Learner guided to discuss the use of measuring and marking tools.	Curriculum Design (2024) pg 8; Textbooks	Discussion
	6			By the end of the lesson, the learner should be able to demonstrate use of steel rule and scriber.		Learner guided to measure and mark lines using steel rule and scriber.	Curriculum Design (2024) pg 8; Metal sheet	Practical
7	1			By the end of the lesson, the learner should be able to demonstrate use of punches.		Learner guided to use dot and centre punches for marking.	Curriculum Design (2024) pg 8; Hammer/Punch	Practical
	2			By the end of the lesson, the learner should be able to demonstrate use of dividers.		Learner guided to use dividers to scribe circles and arcs.	Curriculum Design (2024) pg 8; Dividers	Practical
	3			By the end of the lesson, the learner should be able to demonstrate use of callipers.		Learner guided to use inside and outside callipers to measure diameters.	Curriculum Design (2024) pg 8; Cylindrical object	Practical
	4			By the end of the lesson, the learner should be able to use odd leg callipers.		Learner guided to use odd leg callipers for marking parallel lines.	Curriculum Design (2024) pg 8; Odd leg callipers	Practical
	5			By the end of the lesson, the learner should be able to use scribing block and surface table.		Learner guided to set up and use a scribing block on a surface table.	Curriculum Design (2024) pg 8; Surface gauge	Practical
	6			By the end of the lesson, the learner should be able to maintain marking out tools.	How does care enhance precision?	Learner guided to maintain and store measuring and marking out tools.	Curriculum Design (2024) pg 8; Oil/Cloth	Observation
8	MID-TERM	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM
9	1			By the end of the lesson, the learner should be able to perform a marking out task (Template).		Learner guided to mark out a simple template on sheet metal.	Curriculum Design (2024) pg 8; Sheet metal	Project
	2			By the end of the lesson, the learner should be able to perform a marking out task (Layout).		Learner guided to layout a design on a metal bar.	Curriculum Design (2024) pg 8; Metal bar	Project
	3			By the end of the lesson, the learner should be able to appreciate measuring tools.		Learner guided to acknowledge importance of precision tools.	Curriculum Design (2024) pg 8; Reflection journal	Self-assessment
	4		2.3 Ferrous and Non-ferrous metals	By the end of the lesson, the learner should be able to distinguish ferrous and non-ferrous metals.	Why is the study of metals important?	Learner guided to search for information on ferrous and non-ferrous metals.	Curriculum Design (2024) pg 10; Internet	Written notes
	5			By the end of the lesson, the learner should be able to identify ferrous metals.		Learner guided to sort metals into ferrous (iron, steel).	Curriculum Design (2024) pg 10; Magnet/Samples	Classification
	6			By the end of the lesson, the learner should be able to identify non-ferrous metals.		Learner guided to sort metals into non-ferrous (copper, aluminium, tin, lead, zinc).	Curriculum Design (2024) pg 10; Metal samples	Classification
10	1			By the end of the lesson, the learner should be able to discuss types of ferrous metals.		Learner guided to discuss mild steel, high carbon steel, etc.	Curriculum Design (2024) pg 10; Textbooks	Discussion
	2			By the end of the lesson, the learner should be able to brainstorm properties of metals.		Learner guided to brainstorm on physical and mechanical properties of metals.	Curriculum Design (2024) pg 10; Chart	Brainstorming
	3			By the end of the lesson, the learner should be able to search on production of iron.		Learner guided to search for information on production of iron from its ore.	Curriculum Design (2024) pg 10; Digital devices	Research
	4			By the end of the lesson, the learner should be able to discuss iron production process.		Learner guided to discuss the process of producing iron from ore.	Curriculum Design (2024) pg 10; Flow chart	Oral presentation
	5			By the end of the lesson, the learner should be able to illustrate material supply forms.		Learner guided to brainstorm on forms of material supply (sheets, plates, bars).	Curriculum Design (2024) pg 10; Samples	Identification
	6			By the end of the lesson, the learner should be able to sketch material supply forms.		Learner guided to sketch forms of material supply in a metal workshop.	Curriculum Design (2024) pg 10; Sketchbook	Drawing
11	1			By the end of the lesson, the learner should be able to appreciate uses of metals.	What are the uses of metals in daily life?	Learner guided to acknowledge use of ferrous and non-ferrous metals in daily life.	Curriculum Design (2024) pg 10; Home items	Reflection
	2	REVISION	Revision	By the end of the lesson, the learner should be able to revise Strand 1.0 concepts.		Review of Introduction and Safety.	Past papers	Written Practice
	3	REVISION	Revision	By the end of the lesson, the learner should be able to revise Strand 2.1 concepts.		Review of Hand and Bench Tools.	Practical Station	Practical Practice
12	ALL	END TERM	ASSESSMENT	END TERM ONE ASSESSMENT		END TERM ONE ASSESSMENT		EXAMS	ASSESSMENT

Teachers' Resources

Download CRE lesson plans for all topics

February 21, 2026 News Pro Team Leave a comment

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Here are all the CRE secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below.

FREE CRE LESSON PLANS (FORM 1-4)

Check on https://educationnewshub.co.ke/category/teachers-resources/ for more lesson plans.

2021 CHRISTIAN RELIGIOUS EDUCATION

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LESSON PLANS

FORM 1 TERM 1

TEACHER’S NAME……………………………………………………. TSC NO…………….

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SCHOOL/INSTITUTION……………………………………………………………………….

FOPRM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT (MOSES)

SUB TOPIC: THE TEN PLAGUES

WEEK: 12 LESSON NO: 1

DATE……………………………………………….TIME……………………………………….

OBJECTIVES:

By the end of the lesson, the learner should be able to: –

State and discuss the attributes of God from the Ten plagues

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Recap of the previous lesson.

Content

Step 1: The Plagues

The plague of boils
The plague of hail
The plague of locusts
The plague of darkness

The death of Egyptians’ male first borne

Conclusion

Review of the lesson. Mention the next topic.

Discussing

Asking and answering questions

Note taking

Reciting

Discussing

Asking and answering questions

Note taking

Discussing

Asking and answering questions

Note taking

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: _______________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE PASSOVER

WEEK: 12 LESSON NO: 2

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Define Passover in the context of the Israelites in Egypt

Identify the events that took place on the night of the Passover

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the previous lesson on the Ten plagues.

Content

Defining the word Passover, from the bible and dictionary, discussing the instruction given to Moses the night of Passover.

Events that took place before and during the Passover.

Conclusion

Review of the lesson by giving a brief summary on meaning of Passover.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: _______________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE EXODUS

WEEK: 12 LESSON NO: 3

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Define Exodus

Describe the Exodus

Identify how God cared for the Israelites during the exodus

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the previous lesson on the Passover

Content

Step 1: Definition of Exodus

Step 2: Describing the Exodus

Step 3: How God cared for the Israelites during the Exodus

Conclusion

Review of the lesson by giving a brief summary on meaning of the Exodus.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: ______________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE MAKING OF THE SINAI COVENANT

WEEK: 13 LESSON NO: 1

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to:

Discuss the Sinai Covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the exodus and Passover feast

Content

Stating the step of preparation of Sinai covenant, identifying instruction given to Moses.

Explaining the Sinai Covenant

Conclusion

Review of the lesson by giving a brief summary on the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ____________________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE TEN COMMANDMENTS

WEEK: 13 LESSON NO: 2

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to:

State the Ten Commandments

Explain the Ten Commandments

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Defining a Commandment

Content

Stating the Ten commandments

Explaining the Ten Commandments

Conclusion

Review of the lesson by giving a brief summary on the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: __________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE TEN COMMANDMENTS: IMPORTANCE OF RULES AND REGULATIONS

WEEK: 13 LESSON NO: 3

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to:

Explain why rules and regulation is important to the society with reference to the Ten

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Defining a Commandment

Content

Defining Rules and Regulations

Importance of rules and regulations to the society with regard to the ten commandments.

Conclusion

Review of the lesson by giving a brief summary on the importance of rules and regulation.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: ____________________________________

CHRISTIAN RELIGIOUS EDUCATION

LESSON PLANS

FORM 1

TERM 2

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE BREAKING OF THE SINAI COVENANT

WEEK: 2 LESSON NO: 1

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Describe the breaking of the Sinai Covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the making of Sinai covenant and sealing of the covenant.

Content

Discussing the process of breaking of Sinai covenant and the renewal of the Sinai covenant

Conclusion

Review of the lesson by giving a brief summary on the process of breaking of Sinai covenant and the renewal of the Sinai covenant

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ____________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE RENEWAL OF THE SINAI COVENANT

WEEK: 2 LESSON NO: 2

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

State the conditions set for the renewal

Identify the nature of God from the renewal of the covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the breaking of the Sinai Covenant

Content

Conditions set for renewal of the Sinai Covenant

The nature of God evident from the renewal of the Sinai Covenant

Conclusion

Review of the lesson by giving a brief summary on the process of renewal of the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ___________________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: HOW ISRAELITES WORSHIPPED GOD IN THE WILDERNESS

WEEK: 2 LESSON NO: 3

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Explain the types of sacrifices and offerings offered by the Israelites in the wilderness

Discuss the different festivals conducted by Israelites to worship God.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Explaining the meaning of worship

Content

Types of Sacrifices and offerings offered to God by the Israelites in the Wilderness

Festivals conducted by the Israelites to worship God.

Conclusion

Review of the lesson by giving a brief summary on the different ways how God was worshipped in the wilderness, the various way which God was worshipped in the wilderness

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ______________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: HOW ISRAELITES WORSHIPPED GOD IN THE WILDERNESS

WEEK: 3 LESSON NO: 1

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Describe the practice of alter building by the Israelites

Discuss the Tent of Meeting as practiced by the Israelites

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Recap of the previous lesson.

Content

The practice of alter building by the Israelites

The Tent of meeting

Conclusion

Review of the lesson by giving a brief summary on the different ways how God was worshipped in the wilderness, the various way which God was worshipped in the wilderness

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ___________________________________________

TEACHER’S NAME……………………………………………………. TSC NO…………….

SCHOOL/INSTITUTION……………………………………………………………………….

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: REVISION EXERCISE

WEEK: 3 LESSON NO: 2

DATE……………………………………………….TIME……………………………………….

OBJECTIVES: By the end of the lesson, the learner should be able to: –

Attempt all questions related to the topic, Sinai Covenant-Moses

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Writing of the topical questions on the board for learners to copy in their exercise books

Content

Learners copying the questions in their Exercise books

Learners attempting to answer the questions provided.

Conclusion

Collection of learner’s books for a later assessment.

Writing

Answering of questions

Collecting of exercise books

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

SELF EVALUATION: __________________________________________________________

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Teachers' Resources

Free Grade 6 Maths Schemes Of Work Term 1, 2 And 3

February 21, 2026 News Pro Team

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GRADE 6 RATIONALIZED MATHEMATICS SCHEMES OF WORK TERM 1.

Wk	Lsn	Strand	Sub-strand	Lesson Learning Outcome	Learning Experiences	Key Inquiry Question	Learning Resources	Assessment	Reflection
1	Advertisements 1	Numbers.	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Identify place value of digits up to millions using place value apparatus. b) Use place value of digits up to millions in real life. Advertisements c) Appreciate the importance of understanding large numbers in daily life.	In groups or pairs, learners are guided to: explain what is place value of numbers. collaborate in identifying place value of digits up to millions using place value apparatus. use a place value chart to analyze large numbers. discuss numbers in local contexts.	How do you identify the place value of numbers?	Place value charts. Mathematics Learner’s Textbook. Large number flashcards. Lesson notes. Teacher’s Guide.	Observation. Oral questions. Checklists. Written tests. Assessment rubrics. Self and Peer Assessment.
	2	Numbers.	Whole Numbers.	By the end of the lesson,the learner should be able to: a) Explain the total value of digits in numbers up to millions. b) Calculate the total values of digits in given numbers. c) Enjoy analyzing and breaking down large numbers.	In groups or pairs,learners are guided to: explain what is total value illustrate how to find total value of numbers. collaborate in calculating the total values of digits in given numbers. share their answers with peers for assessment and feedback.	How do we find total value of numbers?	Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes. Charts showing total value of numbers.	Assessment rubrics. Checklists. Written assessment. Self and peer assessment.
	3	Numbers.	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Recognize numbers up to millions in symbols. b) Match spoken numbers with symbols in various context. c) Show confidence when reading large numbers. .	In groups,pairs,or individually,learners are guided to; observe teacher as he/she illustrates how to read numbers up to millions in symbols. read numbers up to millions in symbols from number charts or cards. play number matching games.	What should you consider when reading numbers up to millons in symbols?	Number charts and cards. Mathematics Learner’s Textbook. Teacher’s Guide.	Observation. Oral questions. Self and Peer Assessment. Assessment rubrics. Checklists.
	4	Numbers.	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Write numbers up to millions in symbols . b) Convert written forms of numbers into symbols. c) Enjoy writing numbers up to millions in symbols.	In groups,pairs or individually,learners are guided to: observe teacher as he/she illustrates how to write numbers up to millions in symbols. practice converting numbers from words to symbols. work out problems involving writing numbers up to millions in symbols.	How do we write numbers up to millions in symbols?	Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes. Number charts.	Observation. Oral questions. Assessment rubrics. Checklists. Written Tests. Self and peer assessment.
	5	Numbers	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Recognize numbers in words up to 100,000. b) Translate symbols into written words. c) Appreciate clarity in written communication.	In groups,pairs or individually,learners are guided to; read and write numbers up to hundred thousand in words from number charts or cards. read numbers up to hundred thousand in words and then write them in symbols.	How do we read and write numbers in symbols and in words?	Number charts and cards. Mathematics learner’s textbook. Teacher’s Guide. Lesson notes.	Observation. Oral questions. Checklists. Assessment rubrics. Written tests.
2	1	Numbers.	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Explain the concept of ascending and descending order in numbers. b) Orde numbers up to 100,000 in. real life situations. c) Enjoy sequencing numbers.	In groups,pairs or individually,learners are guided to: explain the concept of ascending and descending order in numbers. discuss and form different numbers by rearranging digits of a number up to 100,000.	What is the difference between ascending and descending order in numbers?	Mathematics Learner’s Textbook. Teacher’s Guide. Number charts.	observations. Questions and answers. Checklists. Assessment rubrics. Self and peer assessment.
	2	Numbers.	Whole Numbers.	By the end of the lesson,the learner should be able to: a) State the rules for rounding off numbers up to 100,000 to the nearest thousand. b) Round off numbers up to 100,000 to the nearest thousand in different situation. c) Develop accuracy in rounding off numbers.	In groups,pairs,learners are guided to; discuss the rules for rounding off numbers up to 100,000 to the nearest thousand through illustrations. individually or in pairs, learners to collaborate in rounding off numbers up to hundred thousand to the nearest 1000 from number cards and share with other peers.	How do we round off numbers up to 100,000 to the nearest thousand?	Number cards. Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes. Charts.	Assessment rubrics. Checklists. Written tests. Oral questions. Self and Peer Assessment.
	3	Numbers	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Explain the concept of square of numbers. b) Apply squares of whole numbers up to 100 in different situations. c) Enjoy finding squares of whole numbers up to 100 in different situations.	In groups, pairs,learners are guided to; define squares of numbers. discuss how we find square of whole numbers up to 100 with illustrations. collaborate in multiplying a given numbers by themselves self and identifying the answers as the square of the numbers. calculate the area of square plots.	How do we find squares of numbers?	Mathematics Learner’s Textbook. Teacher’s Guide. Charts showing square of numbers. Lesson notes.	Observation. Question and answer. Checklists. Assessment rubrics. Illustrations.
	4	Numbers.	Whole Numbers.	By the end of the lesson, the learner should be able to: a) Explain the concept of square roots of numbers. b) Apply square roots of perfect squares up to 10,000 in different situations. c) Enjoy finding the square roots of numbers in different situations.	In groups or pairs,learners are guided to; explain the concept of square roots of numbers. discuss how to find the square root of perfect squares up to 10,000. work out the square root of given numbers and recognize the value which when multiplied by itself results in the given number.	How do we find square root of numbers?	Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes. Charts.	Written exercise. Question and answer. Checklists. Assessment rubrics. Illustrations.
	5	Numbers.	Multiplication.	By the end of the lesson, the learner should be able to: a) Identify tools such as fact families,skip counting, multiplication chart and digital devices used for multiplication. b) Use a multiplication chart to solve simple multiplication problems. c) Appreciate the usefulness of tools in solving mathematical problems.	In groups,pairs or individuals,learners are guided to; discuss how to multiply up to a 4 digit number by a 2 digit number using fact families,skip counting and multiplication chart. work out problems involving multiplication of 4 digit numbers by a 2 digit number using multiplication charts.	How do we multiply numbers using the multiplication chart?	Multiplication charts. Mathematics Learner’s Textbook. Teacher’s Guide .	Assessment rubrics. Checklists. Written tests. Self and Peer Assessment.
3	1	Numbers.	Multiplication.	By the end of the lesson, the learner should be able to: a) State the steps in multiplying a 4-digit number by a 2 digit number using the expanded form. b) Multiply up to a 4 -digit number by a 2-digit number using the expanded form. c) Develop confidence in performing large numbers multiplication.	In groups or pairs,learners are guided to; explain and model the expanded form technique for large numbers. observe teacher as he/she illustrates step by step how to multiply 4 digit numbers by 2 dugit numbers using the expanded form. collaborate to work out problems involving multiplication of 4-digit numbers by 2-digit numbers using the expanded form.	How do we multiply numbers using the expanded form?	Mathematics Learner’s Textbook. Teacher’s Guide .	Assessment rubrics. Checklists. Written tests. Self and Peer Assessment. Oral questions and discussion.
	2	Numbers.	Multiplication.	By the end of the lesson,the learner should be able to: a) Identify real life scenarios where multiplication is used. b) Solve real life multiplication problems involving up to 4 digit and 2-digits using digital devices. c) Value the practical applications of multiplication in everyday life.	In groups,pairs or individually,learners are guided to: brainstorm real life scenarios where multiplication is applicable. work out real life multiplication problems involving 4 digit numbers by 2 digit number using digital devices and expanded form. share their findings in class.	What are the practical applications of multiplication in real life?	Mathematics Learner’s Textbook. Teacher’s Guide. Digital devices.	Assessment rubrics. Written tests. Checklists. Self and Peer Assessment.
	3	Numbers.	Multiplication.	By the end of the lesson,the learner should be able to: a) Explain the concept of rounding off numbers to the nearest ten. b) Estimate products by rounding off numbers being multiplied to the nearest ten in real life situations. c) Appreciate estimation as a useful skill for quick problem-solving.	In groups or pairs,learners are guided to: discuss the concept of rounding off numbers to nearest ten. multiply up to 4-digit number by 2-digit number using the rounding off factors. work out multiplication problems by rounding off numbers being multiplied to the nearest ten in real life situations.	How do we multiply numbers?	Teacher’s Guide. Chalkboard, Chalks. Mathematics Learner’s Textbook.	Assessment rubrics. Checklists. Written tests. Peer Assessment. Oral discussion and questions.
	4	Numbers.	Multiplication.	By the end of the lesson, the learner should be able to: a) Recognize patterns in multiplication. b) Make patterns involving multiplication of numbers not exceeding 1,000 in different situations. c) Enjoy discovering and creating mathematical patterns.	In groups or pairs,learners are guided to; explore patterns using a multiplication chart. collaborate in making patterns involving multiplication with products not exceeding 1,000 using number cards. share their patterns with other groups for assessment.	How do we recognize and make patterns in multiplication?	Number cards. Multiplication charts. Mathematics Learner’s Textbook. Teacher’s Guide. Graph papers.	Assessment rubrics. Checklists. Oral discussion and questions. Written tests. Peer Assessment.
	5	Numbers.	Division.	By the end of the lesson,the learner should be able to: a) Define terms dividend, divisor , quotient and remainder in division. b) Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real situations. c) Enjoy solving division problems.	In groups or pairs, learners are guided to: explain the terms : dividend, divisor, quotient and remainder in division. divide up to a 4-digit number by up to a 3-digit number and share the answers where the dividend is greater than the divisor using relationship between multiplication and division.	How do we divide numbers using the relationship between multiplication and division?	Mathematics Learner’s Textbook. Lesson notes. Teacher’s Guide.	Assessment rubrics. Checklists. Oral discussion and questions. Peer Assessment.
4	1	Numbers.	Division	By the end of the lesson, the learner should be able to: a) Explain how to divide a 4-digit number by up to a 3-digit number using long division method. b) Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real situation. c) Enjoy working out division problems using the long method.	In groups or pairs,learners are guided to: discuss the steps for dividing 4-digit numbers by up to a 3-digit number using the long method. work out problems on dividing up to a 4-digit number by up to 3-digit number and share the answers where the dividend is greater than the divisor using long method.	How do we work out division using the long method?	Mathematics Learner’s Textbook. Chalkboard and Chalks. Teacher’s Guide.	Assessment rubrics. Checklists. Illustration. Oral questions and discussion. Written tests.
	2	Numbers.	Division	By the end of the lesson,the learner should be able to: a) Explain how to round off numbers to the nearest ten. b) Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations. c) Appreciate the usefulness of estimation in real -life situations.	In groups,pairs or individually,learners are guided to: explain the rounding rules and give examples. work out quotients by rounding off the dividend and divisor to the nearest ten . discuss real life scenarios where estimations is useful.	How do you round off numbers to the nearest ten?	Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes.	Assessment rubrics. Checklists. Oral discussion. Written questions. Illustrations.
	3	Numbers.	Division	By the end of the lesson,the learner should be able to: a) Identify the correct order of operations (BODMAS) b) Perform combined operations involving addition, subtraction, multiplication and division up to 3-digit number. c) Develop a positive attitude towards multi-step problem solving.	In groups, pairs or individually,learners are guided to: review the BODMAS rules with examples. work out questions involving two,three or four operations up to 3-digit numbers. share their answers with peers for assessment.	How do you work out questions involving combined operations?	Mathematics Learner’s Textbook. Teacher’s Guide. Order of operations chart.	Assessment rubrics. Checklists. Written tests. Peer Assessment. Oral questions and discussion.
	4	Numbers	Division	By the end of the lesson, the learner should be able to: a) List examples of how division is used in daily life. b) Solve real life problems involving division. c) Appreciate use of division of whole numbers in real life.	In groups,pairs or individually,learners are guided to: brainstorm and discuss real life uses of division e.g sharing, budgeting. work out real life problems involving division and share their findings. divide whole numbers using digital devices. simulate scenarios like dividing books among learners.	Where is division used in real life?	Role play materials. Mathematics Learner’s Textbook. Teacher’s Guide.	Assessment rubrics. Checklists. Oral discussion. Written questions.
	5	Numbers.	Fractions.	By the end of the lesson,the learner should be able to: a) Outline the steps for adding fractions using LCM by listing multiples. b) Add fractions using LCM in different situations by listing multiples. c) Enjoy adding fractions using LCM in different fractions.	In groups or pairs,learners are guided and led through the steps for adding fractions using LCM by listing multiples. in pairs or groups,learners to work out questions on adding fractions using LCM by listing multiples. share their findings in class for assessment.	How do we add fractions using LCM by listing multiples?	Mathematics Learner’s Textbook. Teacher’s Guide. Chalkboard and chalks. Charts. Digital resources.	Assessment rubrics. Checklists. Oral questions. Illustration. Written tests
5	1	Numbers	Fractions.	By the end of the lesson, the learner should be able to: a) Outline the steps for subtracting fractions using LCM by listing multiples. b) Subtract fractions using LCM in different situations by listing multiples. c) Enjoy subtracting fractions using LCM.	In groups,learners are guided and led through the steps for subtracting fractions using LCM by listing multiples. individually,or in pairs,learners to collaborate in working out questions on subtracting fractions using LCM by listing multiples. share their findings in class for assessment and feedback.	How do we subtract fractions using LCM by listing multiples?	Mathematics Learner’s Textbook. Teacher’s Guide. Digital devices. Charts. Chalkboard and chalks.	Assessment rubrics. Checklists. Written questions. Illustrations. Oral questions and discussion.
	2	Numbers	Fractions.	By the end of the lesson,the learner should be able to: a) Outline the steps for adding mixed numbers in different situations. b) Add mixed numbers in different situations. c) Enjoy working out problems on addition of mixed numbers.	In groups,learners are guided and led through the steps for adding mixed fractions by converting the fractions to improper fractions. in groups or pairs,learners to collaborate in adding mixed fractions by converting the fractions to improper fractions. share their findings in class.	How do we add mixed fractions by converting the fractions to improper fractions?	Mathematics Learner’s Textbook. Teacher’s Guide. Charts. Digital resources.	Assessment rubrics. Checklists. Oral discussion. Illustration. Written tests.
	3	Numbers	Fractions.	By the end of the lesson,the learner should be able to: a) Outline the steps for subtracting mixed numbers in different situations. b) Subtract mixed numbers in different situations by converting the fractions to improper fractions. c) Enjoy subtracting mixed numbers in different situations.	In groups,learners are guided and led through the steps for subtracting mixed fractions by converting the fractions to improper fractions. in groups,pairs or individually,learners to collaborate in subtracting mixed fractions by converting the fractions to improper fractions. share their findings in class.	How do you subtract mixed fractions by converting the fractions to improper fractions?	Mathematics Learner’s Textbook. Teacher’s Guide. Digital resources. Charts. Chalkboard and chalks.	Assessment rubrics. Checklists. Oral questions. Written tests. Illustrations.
	4	Numbers	Fractions.	By the end of the lesson, the learner should be able to: a) Outline the steps for adding mixed fractions by adding whole numbers and fractions parts separately. b) Add mixed fractions by adding whole numbers and fractions parts separately. c) Enjoy adding mixed fractions by adding whole numbers and fraction parts separately.	In groups,learners are led through the steps for adding mixed fractions by adding whole numbers and fraction parts separately using examples. individually or pairs/groups,learners to collaborate in working out questions on adding mixed fractions by adding whole numbers and fractions parts separately. share their answers with peers for assessment and feedback.	How do we add mixed fractions by adding whole numbers and fraction parts separately?	Mathematics Learner’s Textbook. Teacher’s Guide. Chalks and chalkboard.	Assessment rubrics. Checklists. Written tests. Illustrations.
	5	Numbers.	Fractions.	By the end of the lesson,the learner should be able to: a) Outline the steps for subtracting mixed fractions by subtracting whole numbers and fraction parts separately. b) Subtract mixed fractions by subtracting whole numbers and fraction parts separately. c) Enjoy subtracting mixed numbers by subtracting whole number and fraction parts separately.	In groups,learners are led through the steps for subtracting mixed fractions by subtracting whole numbers and fraction parts separately using examples. work out questions on subtracting mixed fractions by subtracting whole numbers and fraction parts separately. share their findings with peers for assessment and feedback.	How do you subtract mixed fractions by subtracting whole numbers and fractions parts separately?	Mathematics Learner’s Textbook. Teacher’s Guide. Chalkboard and chalks.	Assessment rubrics. Checklists. Written tests. Oral questions. Illustrations.
6	1	Numbers.	Fractions	By the end of the lesson, the learner should be able to: a) Identify reciprocal of proper fractions up to a 2-digit number in different situations. b) Calculate the reciprocal of a number by dividing one by the number. c) Enjoy working out reciprocal of proper fractions.	In groups or pairs,learners are guided to; explain the concept of reciprocal. identify reciprocal of proper fractions up to a 2-digit number. calculate the reciprocal of numbers by dividing one by the number. discuss the various reciprocals of proper fractions.	How do we write/calculate reciprocals?	Mathematics Learner’s Textbook. Teacher’s Guide. Chalkboard and chalks. charts.	Assessment rubrics. Checklists. Written questions. Illustration.
	2	Numbers.	Fractions.	By the end of the lesson,the learner should be able to: a) Outline the steps for working out squares of fractions with a numerator of one digit and denominator of a 2-digit number. b) Work out squares of fractions with a numerator of one digit and denominator of a 2-digit number in different situations. c) Enjoy working out squares of fractions in different situations.	In groups,learners are led through the steps for working out squares of fractions with a numerator of one digit and denominator of a 2-digit number through examples. in pairs, groups or individually,learners to calculate squares of fractions through multiplication or practically. share their findings in class for assessment and feedback.	How do you work out the square of fractions?	Mathematics Learner’s Textbook. Teacher’s Guide. Chart. Chalkboard and chalks, Digital resources.	Assessment rubrics. Checklists. Written tests. Illustrations.
	3	Numbers.	Fractions.	By the end of the lesson,the learner should be able to: a) outline the steps for expressing fractions as percentage in different situations. b) Work out questions on expressing fractions as percentages in different situations. c) Enjoy expressing fractions as percentages in different situations.	In groups,learners are guided through the steps for expressing fractions as percentages using examples. in groups or pairs, learners are guided to change fractions to equivalent fractions with denominator 100 through multiplication. identify a percentage as a fraction with denominator 100. work out questions on expressing fractions as percentages.	How do we express fractions as percentages?	Mathematics Learner’s Textbook. Teacher’s Guide. Chalkboard and chalks. Charts .	Assessment rubrics. Checklists. Written tests. Illustrations. Oral questions and discussion.
	4	Numbers.	Fractions.	By the end of the lesson, the learner should be able to: a) Identify the steps for converting percentages to fractions. b) Convert percentages to fractions in different fractions. c) Enjoy converting percentages to fractions.	In groups or pairs,learners are guided through the steps for converting percentages into fractions using examples. work with peers on changing percentages to fractions. share their answers with peers for feedback.	How do we convert percentages to fractions?	Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes.	Written tests. Oral questions. Assessment rubrics. Checklists.
	5	Numbers.	Decimals	By the end of the lesson,the learner should be able to: a) Identify decimals up to ten thousandths in different situations. b) Work out place value of decimals up to ten thousandths using place value apparatus. c) Enjoy working out place value of decimals up to ten thousandths.	In groups or pairs,learners are guided to: identify decimals up to ten thousandths. work out place value of decimals up to ten thousandths using place value apparatus. relate the place value of decimals up to ten thousandths to the number of decimal places.	How do we find place value of decimals up to ten thousandths?	Mathematics Learner’s Textbook. Place Value apparatus. Teacher’s Guide. Charts.	Assessment rubrics. Checklists. Written tests. Oral questions
7	1	Numbers.	Decimals.	By the end of the lesson, the learner should be able to: a) identify the steps for rounding off decimals up to 3 decimal places. b) Round off decimals up to 3 decimal places in different situations. c) Enjoy rounding off decimals.	In groups or pairs,learners are guided to: identify and discuss the steps for rounding off decimals up to 3 decimal places. work out questions involving rounding off decimals up to 3 decimal places. share their findings with peers for assessment and feedback.	How do we round off decimals up to 3 decimal places?	Mathematics Learner’s Textbook. Teacher’s Guide. Charts. Chalkboard and chalks.	Assessment rubrics. Written tests. Checklists. Oral questions and discussion. Self and Peer Assessment.
	2	Numbers	Decimals	By the end of the lesson,the learner should be able to; a) Outline the steps for converting decimals to fractions in different situations. b) Convert decimals to fractions in different situations. c) Enjoy converting decimals to fractions in different situations.	In groups or pairs,learners are guided through the steps for converting decimals to fractions using square/rectangular grid. work out problems on. changing decimals to fractions using a square/rectangular grid. share their findings with peers.	How do we convert decimals to fractions using square/rectangular grid?	Mathematics Learner’s Textbook. Lesson notes. Charts. Teacher’s Guide. Square grids. Coloured pencils.	Assessment rubrics. Checklists. Written tests. Oral questions. Peer Assessment. Illustrations.
	3	Numbers.	Decimals	By the end of the lesson,the learner should be able to: a) Outline steps for converting fractions to decimals in different situations. b) Convert fractions to decimals using square/rectangular grid. c) Enjoy converting fractions to decimals using square grid.	In groups or pairs,learners are guided through the steps for converting fractions to decimals using square grid. in pairs or individually,learners to work out questions on changing fractions to decimals using square/rectangular grid. share their answers with peers for assessment.	How do we convert fractions to decimals using square grid?	Mathematics Learner’s Textbook. Teacher’s Guide Lesson notes. Illustration charts. Coloured pencils. square grids. Chalkboard and chalks.	Assessment rubrics. Checklists. Written tests. Illustrations. Peer Assessment.
	4	Numbers.	Decimals	By the end of the lesson, the learner should be able to: a) Outline the steps for adding decimals up to 4-decimal places in different situations. b) Add decimals up to 4-decimal place using shared place value apparatus. c) Enjoy adding decimals up to 4-decimal place using shared place value apparatus.	In groups or pairs,learners are guided through the steps for adding decimals up to 4-decimal places using place value charts. collaborate with peers in working out problems on adding decimals up to 4-decimal places using shared place value apparatus.	How do we add decimals up to 4-decimal places using place value apparatus?	Place Value apparatus. Decimal place value chart. Mathematics Learners Textbook. Teacher’s Guide. Chalkboard and chalks.	Assessment rubrics. Checklists. Oral questions and discussion. Written tests. Peer Assessment.
	5	Numbers.	Decimals	By the end of the lesson,the learner should be able to: a) Outline the steps for subtracting decimals up to 4-decimal places in different situations. b) Subtract decimals up to 4-decimal places using place value apparatus. c) Enjoy subtracting decimals up to 4-decimal places using place value apparatus.	In groups or pairs,learners are guided through the steps for subtracting decimals up to 4-decimal places using shared place value apparatus. in groups,pairs or individually, learner to work out questions on subtracting decimals up to 4-decimal place using place value apparatus.	How do we subtract decimals up to 4-decimal places using shared place value apparatus?	Place value apparatus. Mathematics Learner’s Textbook. Teacher’s Guide. Digital resources.	Assessment rubrics. Checklists. Written tests. Oral questions. Illustrations.
8	MID-TERM BREAK
9	1	Numbers.	Inequalities.	By the end of the lesson, the learner should be able to: a) Identify and define inequality symbols. b) Write inequalities using numbers and symbols. c) Show enthusiasm in expressing real life scenarios as inequalities.	In groups or pairs,learners are guided to: identify and discuss the meaning of inequality symbols > and <. match symbols to verbal expressions . practice writing mathematical expressions for given scenarios.	What is the meaning of inequality symbols > and < ?	Mathematics Learner’s Textbook. Teacher’s Guide. Flashcards with inequality symbols.	Assessment rubrics. Checklists. Oral questions and discussion. Written tests.
	2	Numbers.	Inequalities.	By the end of the lesson,the learner should be able to: a) Identify variables in inequalities. b) Form simple inequalities in one unknown involving real life situations. c) Develop curiosity in exploring how variables represent unknowns in inequalities.	In groups or pairs,learners are guided to; analyze word problems and identify variables. collaborate in forming inequalities in one unknown using different operations. share their findings in class for assessment and feedback.	How do we form inequalities in one unknown?	Mathematics Learner’s Textbook. Teacher’s Guide. Digital resources.	Assessment rubrics. Checklists. Oral discussion and questions. Written tests. Peer Assessment.
	3	Numbers	Inequalities.	By the end of the lesson,the learner should be able to: a) Outline the steps for simplifying inequalities in one unknown. b) Simplify inequalities in one unknown involving real life situations. c) Show confidence in simplifying inequalities.	In groups or pairs,learners are guided through the steps for simplifying inequalities in one unknown using cards or charts. in groups or pairs,learners are guided to simplify inequalities in one unknown using cards or charts. share their findings with peers.	How do we simplify inequalities in one unknown?	Teacher’s Guide. Mathematics Learner’s Textbook. Cards and charts	Assessment rubrics. Checklists. Written tests. Oral discussion and questions.
	4	Numbers.	Inequalities.	By the end of the lesson, the learner should be able to: a) Outline the rules for solving inequalities. b) Solve simple inequalities in one unknown involving real life situations. c) Enjoy solving inequalities accurately.	In groups or pairs,learners are guided to: observe teacher as he/she demonstrates how to solve inequalities in one unknown. collaborate in working out simple inequalities involving one unknown using addition and subtraction.	How do we solve simple inequalities?	Mathematics Learner’s Textbook. Teacher’s Guide	Assessment rubrics. Checklists. Written tests. Oral discussion. Peer Assessment.
	5	Numbers.	Inequalities.	By the end of the lesson,the learner should be able to: a) Identify real life scenarios where inequalities apply. b) Form and solve inequalities from real life problems. c) Appreciate the practical use of inequalities in everyday life.	In groups or pairs,learners are guided to: identify and discuss scenarios where inequalities are used. practice forming and solving inequalities from real life problems. share their findings in class.	Where do we use inequalities in real life situations?	Mathematics learner’s textbook. Teacher’s Guide.	Assessment rubrics. Oral questions and discussion. Written tests.
10	1	Measurements.	Length	By the end of the lesson, the learner should be able to: a) Identify the millimeter as a unit of measuring length using rulers. b) Use millimeter as a unit of measuring length in different situations. c) Acknowledge millimeter as a unit of measuring length.	In groups or pairs,learners are guided to: discuss and identify the millimeter as a unit of measuring length using a ruler. identify materials that are measured in millimeter. measure length of objects in millimeters using a ruler. share their findings in class.	What do we use to measure length in real life?	Mathematics Learner’s Books Rulers with millimeters markings. objects of varying lengths e.g pencils , papers	Assessment rubrics. Class Activities. Oral questions. Checklists.
	2	Measurements.	Length	By the end of the lesson,the learner should be able to: a) Identify the relationship between millimeter and centimeters in different situations. b) Establish the relationship between the millimeter and centimeter in different situations. c) Acknowledge the relationship between millimeter and centimeter in different situations.	In groups or pairs,learners are guided to; measure a given length in cm and in mm to establish the relationship between cm and mm. discuss the relationship between cm and mm .	What is the relationship between cm and mm?	Mathematics Learner’s Textbook. Rulers marked in both cm and mm. objects of varying length.	Assessment rubrics. Checklists. Oral questions and discussion. Written tests.
	3	Measurements.	Length	By the end of the lesson,the learner should be able to: a) Explain how to convert centimeters to millimeters. b) Convert centimeters to millimeters in different situations. c) Enjoy converting centimeters to millimeters in different situations.	In groups or pairs,learners are guided through the steps for converting centimeters to millimeters. in groups, pairs or individually, learners to collaborate in working out problems involving converting cm to mm when measuring lengths of different objects and comparing results.	How do we convert cm to mm in different situations?	Rulers marked in cm and mm. Mathematics learner’s Textbook. Teacher’s Guide. objects of varying length. Conversion chart (1cm=10mm)	Assessment rubrics. Checklists. Written tests. Oral questions. Peer Assessment.
	4	Measurements.	Length.	By the end of the lesson, the learner should be able to: a) Explain how to convert mm to cm in different situations. b) Convert mm to cm in different situations. c) Enjoy converting millimeters to centimeters in different situations.	In groups or pairs,learners are guided to: discuss how to convert mm to cm in different situations. collaborate in converting mm to cm when measuring lengths of different objects and comparing results.	How do we convert mm to cm in different situations?	Mathematics learner’s Bk. Conversion chart. Rulers. Objects of varying length.	Assessment rubrics. Class activities. Written tests. Oral questions and discussion. Checklists.
	5	Measurements.	Length.	By the end of the lesson,the learner should be able to: a) Explain how to add centimeters and millimeters in different situations. b) Add millimeters and centimeters in different situations. c) Enjoy adding centimeters and millimeters in different situations.	In groups or pairs,learners are guided through the steps for adding centimeters and millimeters in different situations.. collaborate in working out problems involving adding centimeters and millimeters. discuss their answers and share in class.	How do we add centimeters and millimeters?	Mathematics Learner’s Bk. Teacher’s Guide. Chart. Chalkboard and chalks.	Assessment rubrics. Checklists. Oral discussion. Oral questions. Written tests.
11	1	Measurements.	Length	By the end of the lesson, the learner should be able to: a) Explain how to subtract centimeters and millimeters in different situations. b) Subtract centimeters and millimeters in different situations. c) Enjoy subtracting centimeters and millimeters in different situations.	In groups or pairs,learners are guided through the steps for subtracting centimeters and millimeters. in groups,pairs or individually,learners to work out questions on subtracting centimeters and millimeters in different situations. share their findings in class for assessment.	How do you subtract centimeters and millimeters in different situations?	Mathematics Learner’s Book. Teacher’s Guide. Chalkboard and chalks.	Assessment rubrics. Written tests. Oral questions. Checklists. Peer Assessment.
	2	Measurements.	Length	By the end of the lesson,the learner should be able to: a) Explain how to multiply centimeters and millimeters by whole numbers in real life situations. b) Multiply centimeters and millimeters by whole numbers in real life situations. c) Enjoy multiplying centimeters and millimeters by whole numbers.	In groups or pairs,learners are guided to: brainstorm how to multiply centimeters and millimeters by whole numbers. observe teacher as he/she illustrates how to multiply centimeters and millimeters by whole numbers. work out questions involving multiplying centimeters and millimeters by whole numbers. share their findings in class.	How do we multiply centimeters and millimeters by whole numbers?	Mathematics Learner’s Book. Teacher’s Guide. Digital resources. Charts.	Illustration. Assessment rubrics. Checklists. Peer Assessment. Written tests.
	3	Measurements.	Length	By the end of the lesson,the learner should be able to: a) Explain how to divide centimeters and millimeters by whole numbers in real life situations. b) Divide centimeters and millimeters by whole numbers in real life situations. c) Enjoy dividing centimeters and millimeters by whole numbers in real life situations	In groups or pairs,learners are guided to: brainstorm how to divide centimeters and millimeters by whole numbers. observe teacher as he/she illustrates how to divide centimeters and millimeters by whole numbers. work out problems involving dividing centimeters and millimeters by whole numbers in real life situations. share their findings in class.	How do we divide centimeters and millimeters by whole numbers?	Mathematics Learner’s Textbook. Teacher’s Guide. Charts. Digital resources.	Assessment rubrics. Class activities. Illustration. Oral questions. Written tests. Checklists.
	4	Measurements.	Length	By the end of the lesson, the learner should be able to: a) Define the term circumference in length. b) Determine the circumference of a circle practically. c) Enjoy finding circumference of circles practically.	In groups or pairs,learners are guided to; brainstorm and explain the term circumference. sketch the circumference, diameter and radius of a circle practically. use strings to measure the circumference of circular objects practically. share their findings in class.	What is circumference? How do we find circumference of circles practically?	Mathematics Learner’s Textbook. Circles. Circular objects. Strings. Rulers.	Class Activities. Checklists. Assessment rubrics. Peer Assessment.
	5	Measurements.	Length	By the end of the lesson,the learner should be able to: a) Identify the relationship between circumference and diameter in different situations. b) Carry out practical activities to determine the relationship between circumference and diameter. c) Appreciate use of lengths in real life situations.	In groups or pairs,learners are guided to: use measuring ruler to measure the diameter of circular objects. measure the circumference of the circular objects using strings or measuring tapes. record their values and then calculate the ratio of the circumference to the diameter by dividing circumference by diameter to get π. share their findings in class.	How do we determine the relationship between circumference and diameter of circular objects?	Strings. Rulers. Circular objects. Mathematics Learner’s Textbook.	Class Activities. Checklists. Assessment rubrics. Oral questions and discussion.
12	REVISION & END OF TERM ASSESSMENT.
13	END OF TERM 1 BREAK

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Topic by topic questions and answers for forms one, two, three and four

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Looking for Topically arranged questions and answers for all secondary school subjects? Now you can download form one to four free topically arranged resources here at no cost. The revision resources are arranged both per subject and per form.

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Download physics lesson plans for all topics

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Here are all the Physics secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below.

FREE PHYSICS LESSON PLANS (FORM 1-4)

FORM 4 TERM 1

SUBJECT: PHYSICS.

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TOPIC 4: ELECTROMAGNETIC SPECTRUM.

TEACHER’S NAME: ………………………………………… TSC NO: …………….

SCHOOL/ INSTITUTION : ……………………………………………………………….

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FORM: 4 TERM: 1 YEAR……………..

NUMBER OF STUDENTS……. SUBJECT: PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: THE ELECTROMAGNETIC SPECTRUM

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES:By the end of the lesson the learner should be able to;

-Describe a complete electromagnetic spectrum.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Define electromagnetic spectrum.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 174
30 MINUTES	BODY DEVELOPMENT -Discussions on the charge in wave length of electromagnetic radiations explanations	-Discussions on the charge in wave length of electromagnetic radiations explanations	charts showing the components of the electromagnetic spectrum	-Secondary physics KLB students book 4 page 79 -Principles of physics (M.Nelkon) pages 345 -Golden tips Physics pages 174
5 MINUTES	CONCLUSION Giving assignment on the sub-topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 174

SELF-EVALUATION:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: ………………………………………… TSC NO: …………….

SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 4 TERM: 1 YEAR……………..

NUMBER OF STUDENTS……. SUBJECT: PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROPERTIES OF ELECTROMAGNETIC WAVES.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES:By the end of the lesson the learner should be able to;

-State the properties of electromagnetic waves

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Review the previous lesson.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Principles of physics (M.Nelkon) pages 345
30 MINUTES	BODY DEVELOPMENT Explaining the properties of each component of the electromagnetic spectrum	Explaining the properties of each component of the electromagnetic spectrum	Charts showing the properties of electromagnetic waves	-Secondary physics KLB students book 4 page 80-81 -Principles of physics (M.Nelkon) pages 345 -Golden tips Physics pages 175
5 MINUTES	CONCLUSION Giving assignment on the sub-topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Principles of physics (M.Nelkon) pages 345

TEACHER’S NAME: ………………………………………… TSC NO: …………….

SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 4 TERM: 1 YEAR……………..

NUMBER OF STUDENTS……. SUBJECT: PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: DETECTION OF ELECTROMAGNETIC SPECTRUM.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES:By the end of the lesson the learner should be able to;

-Describe the methods of detecting electromagnetic radiations

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Review the previous lesson.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 175-176
30 MINUTES	BODY DEVELOPMENT Demonstrating and explaining how to detect electromagnetic radiations	Demonstrating and explaining how to detect electromagnetic radiations	Radiation detectors Charts showing detectors of electromagnetic radiation	-Secondary physics KLB students book 4 page 81 -Golden tips Physics pages 175-176
5 MINUTES	CONCLUSION Giving assignment on the sub-topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 175-176

TEACHER’S NAME: ………………………………………… TSC NO: …………….

SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 4 TERM: 1 YEAR……………..

NUMBER OF STUDENTS……. SUBJECT: PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: APPLICATIONS OF ELECTROMAGNETIC RADIATION.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES:By the end of the lesson the learner should be able to;

-Describe the applications of electromagnetic radiations including greenhouse effect

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Outline some of the applications of electromagnetic radiations.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 175-176
30 MINUTES	BODY DEVELOPMENT Discussions of application of electromagnetic radiations	Discussions of application of electromagnetic radiations	Pictures and chart on application of electromagnetic radiations	-Secondary physics KLB students book 4 page 82 -Principles of physics (M.Nelkon) pages 336 -Golden tips Physics pages 175-176
5 MINUTES	CONCLUSION Answering questions from the learners.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Golden tips Physics pages 175-176

TEACHER’S NAME: ………………………………………… TSC NO: …………….

SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 4 TERM: 1 YEAR……………..

NUMBER OF STUDENTS……. SUBJECT: PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROBLEMS ON C=FX.

WEEK: …….. LESSON NUMBER: ……..

DATE: …….. TIME: ……….

OBJECTIVES:By the end of the lesson the learner should be able to;

-Solve numerical problems involving C=fx

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCE
5 MINUTES	INTRODUCTION Ask probing questions.	Discussion. Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Secondary physics KLB students book 4 page 80
30 MINUTES	BODY DEVELOPMENT -Problem solving -Discussions -Explanations -Questions and answers	-Problem solving -Discussions -Explanations -Questions and answers	-Questions and answers exercises	-Comprehensive secondary physics students book 4 pages 45 teachers book 34pages 20-21 -Secondary physics KLB students book 4 page 80
5 MINUTES	CONCLUSION Giving assignment on the whole topic.	Questions and answers.	-Chalk board/white board. -A piece of chalk/ marker pen.	-Secondary physics KLB students book 4 page 80

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Free Grade 6 Kiswahili Schemes Of Work Term 1, 2 And 3

February 21, 2026 News Pro Team

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GRADE 6 – KISWAHILI – MUHULA – 1 –

KISWAHILI SAHILI

WK	L	MADA	KIPINDI	MATOKEO MAALUM TARAJIWA	SHUGHULI ZA MAFUNZO	MASWALI DADISI	NYENZO	TATHMINI	MAONI
1		MARUDIO Mada mbalimbali Kufikia mwisho wa kipindi mwanafunzi aweze kuyakumbuka aliyoyapitia katika gredi ya TANO ili kujitayarisha kwa kazi mpya – Kuuliza na kujibu maswali ya kauli na ya kimaandishi. Karatasi za mitihani iliyopita -Kujaza mapengo
		VIUNGO VYA MWILI
2	1	Kusikiliza na kuzungumza	Matamshi Bora: Advertisements -Silabi Sauti: d/nd ch/sh Advertisements	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno -kutamka silabi zinazotokana na sauti zinazokaribiana kimatamshi ili kuimarisha matamshi	Mwanafunzi: atambue silabi za sauti, d/nd, ch/sh, (k.v. doa/ndoa, choka/shoka,) kutokana na maneno kwenye vitabu, ubaoni au kwa kutumia vifaa vya kidigitali -atamke silabi za sauti lengwa akiwa peke yake, wakiwa wawiliwawili au katika kikundi	Je, unajua maneno gani yenye silabi za sauti d/nd, ch/sh?	Timothy Arege na wengine(2022) –*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk.1-3 -Muongozo wa mwalimu uk.1-4 – Vifaa vya kidijitali – Kapu maneno	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	2	Kusikiliza na kuzungumza	Sauti: j/nj g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua silabi zinazotokana na sauti zinazokaribiana katika maneno -kutamka silabi zinazotokana na sauti zinazokaribiana kimatamshi ili kuimarisha matamshi	Mwanafunzi: atambue silabi za sauti – j/nj na g/ng kama vile jaa/njaa, Ngoma/ngoma – asikilize silabi za sauti lengwa zikitamkwa na mwalimu, mgeni mwalikwa au kutoka kwa vifaa vya kidigitali (k.v. kinasasauti) -atamke silabi za sauti lengwa akiwa peke yake, wakiwa wawiliwawili au katika kikundi	Je, unajua maneno gani yenye silabi za sauti –j/nj na g/ng?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali -kapu maneno	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	3	Kusikiliza na kuzungumza	Vitanza ndimi	Kufikia mwisho wa kipindi mwanafunzi aweze:- -kutamka vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi ili kuimarisha matamshi bora	Mwanafunzi: -asikilize vitanzandimi vinavyoundwa kutokana na maneno yenye sauti lengwa vikikaririwa (k.v. Mkunjo ulikunjwa na waja wenye njaa kukicha)	Je, Unajua vitanzandimi gani vyenye silabi za sauti d/nd, h/sh,?	*kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	4	Kusikiliza na kuzungumza	Vitanza ndimi	-kuunda vitanzandimi vyenye maana kutokana na silabi za sauti lengwa ili kukuza ubunifu -kuchangamkia kukariri vitanzandimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi ili kuimarisha matamshi.	Mwanafunzi: -aunde vitanzandimi vinavyotokana na vitate husika akiwa peke yake, wawiliwawili au katika vikundi -awasilishe vitanzandimi alivyounda darasani ili wenzake wamtolee maoni -ashiriki katika kutoa maoni kuhusu vitanzandimi vya wenzake kwa upendo na heshima	Je, Unajua vitanzandimi gani vyenye silabi za sauti-, j/nj na g/ng?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. 1 -Muongozo wa mwalimu uk.1-4 -vifaa vya kijiditali -kapu maneno -uhusika wa wanafunzi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
3	1	–Kusoma	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua msamiati wa suala lengwa uliotumika katika kifungu ili kuimarisha ufahamu -kueleza maana ya msamiati lengwa ili kuubainisha -kusoma kifungu cha hadithi akizingatia ujumbe	Mwanafunzi: -atambue viungo vya mwili vya ndani (k.v. moyo, mapafu, ini, kibofu, wengu, figo, ubongo, mifupa na mishipa) kutokana na picha, chati au kwenye tarakilishi -aeleze maana za msamiati alioutambua asome kifungu kuhusu suala lengwa kwenye kitabu akiwa peke yake, wawiliwawili au katika vikundi	-Unazingatia nini unaposoma kifungu cha hadithi? -Kusoma kuhusu viungo vya mwili vya ndani kuna umuhimu gani?	*Kiswahili Sahili kitabu cha wanafunzi*– 6 uk. -Muongozo wa mwalimu uk. -kifungu cha hadithi kitabuni -michoro ya	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	–Kusoma	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kusoma kifungu cha hadithi akizingatia ujumbe -kuonyesha ufahamu wa kifungu kwa kujibu maswali na kutoa muhtasari -kuchangamkia usomaji ili kuimarisha ufahamu.	Mwanafunzi: -asome kifungu cha hadithi -ajibu maswali kutokana na kifungu husika atoe muhtasari wa kifungu alichosoma -atunge sentensi akitumia msamiati wa suala lengwa uliotumiwa katika kifungu, akiwa peke yake, wawiliwawili au kikundi	-Ni hadithi gani umewahi kuisoma kuhusu viungo vya mwili vya ndani?	kitabu cha wanafunzi uk. 7 -Muongozo wa mwalimu uk.6	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	3	KUANDIKA	Insha: Insha ya Wasifu	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kujadili maudhui ya insha ya wasifu kwa kuzingatia mada ili kukuza ubunifu .	-asome vielelezo vya insha ya wasifu vilivyoandikwa katika matini mbalimbali au tarakilishi huku akitambua maudhui -ashirikiane na wenzake kujadili mada na muundo wa insha ya wasifu -akishirikiane na wenzake katika vikundi ili kubainisha na kujadili vidokezo vifaavyo vya mada lengwa -ajadili maudhui ya insha ya wasifu kwa kurejelea mada	-ni kipi cha kuzingatia katika uandishi wa insha?	kitabu cha wanafunzi uk. 9 -Muongozo wa mwalimu uk6 – Maelezo ubaoni -Vifaa vya kidijitali	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	KUADIKA	Insha: Insha ya Wasifu	-kuandika insha ya wasifu kwa ubunifu ili kujenga maelezo yenye kutoa picha dhahiri -kuchangamkia utunzi wa insha ya wasifu ili kujenga ubunifu	-aonyeshe ubunifu kwa kuandika insha ya wasifu isiyopungua maneno 200 inayohusu mada lengwa kwa kuzingatia, anwani, mpangilio mzuri wa mawazo, hati safi, kanuni za kisarufi na kwa lugha ya kiubunifu -awasomee wenzake insha aliyoandika ili kumpa motisha kuandika zaidi.	In yatakikana iwe na mpangilio upi?	kitabu cha wanafunzi uk. 9 -Muongozo wa mwalimu uk.7-13 – Maelezo ubaoni -Vifaa vya kidijitali	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
4	1	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanfunzi aweze : -kueleza maana ya vivumishi vya sifa ili kuvitofautisha na aina zingine za maneno	Mwanafunzi: -aeleze maana ya vivumishi lengwa kwa kurejelea vitu au watu katika mazingira yake (k.m.: Mwalimu mzuri, njia ndefu, kijiko kichafu) -atunge sentensi akitumia vivumishi vya sifa	Ni maneno gani unayotumia kuelezea sifa za watu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vivumishi vya sifa katika matini mbalimbali ili kuvibainisha -kutumia vivumishi vya sifa kutunga sentensi au vifungu vya maneno kwa usahihi	Mwanafunzi: -atambue vivumishi vya sifa (k.v. – zuri, -baya, -refu, -fupi, -ekundu, hodari) katika tarakilishi, kapu la maneno au mti wa maneno akiwa peke yake, wawiliwawili au katika kikundi -atambue vivumishi vya sifa katika sentensi	Ni maneno gani unayotumia kuelezea sifa za watu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	SARUFI	Aina za Maneno: Vivumishi vya Sifa	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vivumishi vya sifa katika matini mbalimbali ili kuvibainisha -kutumia vivumishi vya sifa kutunga sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi vya sifa katika sentensi au vifungu vya maneno.	-atambue vivumishi vya sifa katika kifungu -aandike sentensi kwa usahihi akitumia vivumishi lengwa akiwa peke yake au katika kikundi -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa kwenye daftari au kwenye tarakilishi.	Je unaweza kuvitambua vivumishi vya sifa katika vifungu hivi?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	SARUFI	Aina za Maneno: Vivumishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi viashiria ipasavyo ili kuvibainisha -kutambua vivumishi viashiria katika matini mbalimbali	Mwanafunzi: -aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo karibu naye, mbali naye na mbali kabisa (k.m: Kitabu hiki/hicho/kile) -atambue vivumishi viashiria (k.v. huyu, huyo, yule, hivi, hivyo, vile) katika tarakilishi, kapu la maneno au mti wa maneno ili kukuza hamu ya ujifunzaji -atambue vivumishi viashiria katika sentensi -atambue vivumishi katika kifungu	Ni maneno gani unayoweza kutumia kuonyesha umbali wa mtu au kitu?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
5	1	SARUFI	Aina za Maneno: Vivumishi Viashiria	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viashiria katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viashiria katika sentensi au vifungu vya maneno.	-aandike sentensi akitumia vivumishi lengwa kwa usahihi wakiwa wawiliwawili au kikundi -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno katika kifaa cha kidijitali akitumia vivumishi lengwa.	Je unaweza kuvitambua vivumishi vya Viashiria katika vifungu hivi?	kitabu cha wanafunzi uk. -Muongozo wa mwalimu uk.7-13 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
		MICHEZO
	2	KUSIKILIZA NA KUZUNGUMZA	Maamkuzi na Maagano	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kujadili umuhimu maamkuzi na maagano katika mawasiliano -kujadili maamkuzi na maagano yanayotumika katika miktadha mbalimbali	Mwanafunzi: -ajadili na wenzake umuhimu wa maamkuzi na maagano -atambue maamkuzi mbalimbali na maagano mbalimbali. kutoka kwenye chati, ubao, michoro, picha au vifaa vya kidijitali -ashirikiane na mwenzake kujadili maamkuzi na maagano yanayolengwa na matumizi yake -apewe orodha ya maamkuzi na maagano ili kuyaambatanisha na majibu sahihi kwenye tarakilishi au kitabu	-Kwa nini watu huamkuana?	kitabu cha wanafunzi uk. 16-19 -Muongozo wa mwalimu uk.14 -chati -picha mbalimbali -video fupi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	3	KUSIKILIZA NA KUZUNGUMZA	Maamkuzi na Maagano	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia aina mbalimbali za maamkuzi na maagano katika mawasiliano -kuchangamkia maamkuzi na maagano katika mahusiano.	-ashirikiane na wenzake kuigiza maamkuzi na maagano lengwa na kuheshimu nafasi ya kila mmoja katika maigizo haya -ahusishe mzazi au mlezi wake kutambua maamkuzi na maagano yanayotumiwa katika jamii yake	-Kuagana kuna umuhimu gani?	kitabu cha wanafunzi uk.16-19 -Muongozo wa mwalimu uk.15 -picha mbalimbali -video fupi	-Maswali ya kauli – Kutambua k.m. kwenye orodha -Kuambatanisha maneno
	4	KUSOMA	-Kusoma kwa Kina: Matumizi ya Kamusi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua maana, tahajia, ngeli na aina za maneno kwa kutumia kamusi	Mwanafunzi: -ashiriki katika mjadala na wenzake kuhusu jinsi ya kutumia kamusi kutambua maana, tahajia, ngeli, aina za maneno na maana za maneno hayo -asikilize msamiati wa suala lengwa ukisomwa na mwalimu, mgeni mwalikwa au katika kifaa cha kidijitali na kutambua tahajia yake kwa kutumia kamusi akiwa peke yake au katika kikundi -achague maneno kutoka kapu maneno, , kadi maneno au kifaa cha kidijitali na kutambua ngeli, aina na maana za maneno hayo kwa kurejelea kamusi akiwa peke yake au katika kikundi.	-Unatafutaje maana ya maneno kwenye kamusi?	kitabu cha wanafunzi uk19-22. -Muongozo wa mwalimu uk.17 -makala kitabuni -vifaa vya kidijitali -kamusi -Kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
6	1	KUSOMA	-Kusoma kwa Kina: Matumizi ya Kamusi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia kamusi ipasavyo kutafuta maana za maneno mageni yaliyo katika matini aliyosoma ili kukuza msamiati wake -kuchangamkia umuhimu wa kamusi katika kukuza msamiati na sarufi ya Kiswahili.	-atumie kamusi kutafuta maana za maneno mbalimbali akiwa peke yake, wawiliwawili au katika kikundi -atumie mtandao kutafuta maana za maneno -atumie mtandao kusikiliza na kusoma maelezo kuhusu msamiati anaotafutia maana	-Kwa nini tunatumia kamusi?	kitabu cha wanafunzi uk. 19-22 -Muongozo wa mwalimu uk.18 -makala kitabuni -vifaa vya kidijitali -kamusi -Kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	KUANDIKA	Insha ya Masimulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza muundo na mtindo wa uandishi wa isha ya masimulizi -kubainisha vidokezo vya kutumia katika kuandika insha ya masimulizi	Mwanafunzi: -ashirikiane na wenzake katika vikundi ili kubainisha na kujadili vidokezo vifaavyo vya mada lengwa -ashirikiane na wenzake kujadili mada na muundo wa insha ya masimulizi na kukuza umilisi wa mawasiliano na ushirikiano -atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	kitabu cha wanafunzi uk. 22-24 -Muongozo wa mwalimu uk.19 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	3	KUANDIKA	Insha ya Masimulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kuandika insha ya masimulizi kwa kuzingatia mtindo na muundo wake -kuchangamkia utunzi wa insha ya masimulizi ili kujenga ubunifu.	-aandike insha isiyopungua maneno 200 inayosimulia kisa cha tukio linalohusiana na michezo kwa kuzingatia ubunifu -awasomee wenzake insha aliyoandika ili kuitathmini.	Je, unazingatia nini ili kuandika insha nzuri ya masimulizi?	kitabu cha wanafunzi uk. 22-24 -Muongozo wa mwalimu uk. 20 –maelezo kitabun	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	SARUFI	Aina za Maneno: Vivumishi vya Idadi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi vya idadi ili kuvitofautisha na aina nyingine za vivumishi -kutambua vivumishi vya idadi katika matini	Mwanafunzi: -atambue vivumishi vya idadi katika tarakilishi, kapu la maneno au mti wa maneno. -atambue vivumishi vya idadi katika sentensi -atambue vivumishi vya idadi katika kifungu	Ni maneno gani unayotumia kutajia idadi ya vitu?	kitabu cha wanafunzi uk24-26. -Muongozo wa mwalimu uk.21 -kapu maneno -vifaa vya kidijitali	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
7	1	SARUFI	Aina za Maneno: Vivumishi vya Idadi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi vya idadi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi vya idadi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yao -aandike sentensi akitumia vivumishi lengwa kwa usahihi wakiwa wawiliwawili au katika kikundi -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa.	Ni maneno gani unayotumia kutajia idadi ya vitu?	kitabu cha wanafunzi uk24-26. -Muongozo wa mwalimu uk.21 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya vivumishi viulizi ili kuvitofautisha na aina nyingine za vivumishi -kutambua vivumishi viulizi katika matini	Mwanafunzi: -ashirikiane na wenzake kueleza maana ya vivumishi viulizi -atambue vivumishi viulizi (k.v. –pi? gani?) katika tarakilishi, kapu la maneno au mti wa maneno atambue vivumishi viulizi katika sentensi -atambue vivumishi viulizi katika kifungu kifupi	Ni maneno gani unayotumia kuulizia swali?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	Sarufi	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viulizi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viulizi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa katika daftari lake au katika kifaa cha kidijitali	Vivumishi viulizi hutumiwa wakati upi?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	Sarufi	Aina za Maneno: Vivumishi Viulizi	Kufikia mwisho wa kipindi, mwanfunzi aweze: -kutumia vivumishi viulizi katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia vivumishi viulizi katika sentensi au vifungu vya maneno.	-aeleze maana ya vivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -ajaze mapengo kwenye sentensi au vifungu vya maneno kwa kutumia vivumishi lengwa -atunge sentensi sahihi au vifungu vya maneno akitumia vivumishi lengwa katika daftari lake au katika kifaa cha kidijitali	Vivumishi viulizi hutumiwa wakati upi?	kitabu cha wanafunzi uk26-28. -Muongozo wa mwalimu uk.23 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni
8		TATHMINI YA MASOMO LIKIZO FUPI
9	1	SARUFI	Aina za Maneno: Kivumishi Kirejeshi (amba-)	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza matumizi ya kivumishi kirejeshi amba- ili kuyabainisha -kutambua kivumishi kirejeshi amba- katik matini	Mwanafunzi: -ashirikiane na wenzake kueleza matumizi ya kivumishi kirejeshi amba– ipasavyo -atambue kivumishi kirejeshi amba- katika tarakilishi, kapu la maneno au mti wa maneno, sentensi, kifungu	Je, unakumbuka aina gani za vivumishi?	kitabu cha wanafunzi uk. 28-30 -Muongozo wa mwalimu uk.25 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Kivumishi Kirejeshi (amba-)	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia kivumishi kirejeshi amba- katika sentensi au vifungu vya maneno kwa usahihi -kufurahia kutumia kivumishi kirejeshi amba- katika sentensi au vifungu vya maneno.	-aeleze maana ya kivumishi lengwa kwa kurejelea vitu vilivyo katika mazingira yake -aandike sentensi akitumia kivumishi lengwa kwa usahihi wakiwa wawiliwawili au kikundi -ajaze mapengo kwenye sentensi au vifungu vya	Je, unakumbuka aina gani za vivumishi?	kitabu cha wanafunzi uk. 28-30 -Muongozo wa mwalimu uk.25 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
		MAHUSIANO
	3	KUSIKILIZA NA KUZUNGUMZA	Matamshi Bora: Vitendawili Sauti: -d/nd -ch/sh -j/nj -g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua vitendawili vyenye sauti zinazokaribiana kimatamshi ili kuvibainisha -kutamka maneno yenye sauti zinazokaribiana kimatamshi katika vitendawili ili kuyatambulisha	Mwanafunzi: -atambue vitendawili vyenye maneno ya sauti d/nd, ch/sh, j/nj, g/ng katika chati, ubao au vifaa vya) -atamke maneno yenye sauti lengwa katika vitendawili	Je, kwa nini watu hutega na kutegua vitendawili?	kitabu cha wanafunzi uk. 31-32 -Muongozo wa mwalimu uk.27 -uhusika wa wanafunzi -chati iliyoandikwa maneno yenya sauti lengwa	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	KUSIKILIZA NA KUZUNGUMZA	Matamshi Bora: Vitendawili Sauti: -d/nd -ch/sh -j/nj -g/ng	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutega na kutegua vitendawili vyenye sauti zinazokaribiana kimatamshi ili kujenga matamshi bora -kuchangamkia matumizi ya vitendawili vyenye sauti zinazokaribiana kimatamshi kama njia ya kujenga utamkaji	-ashiriki katika kutega na kutegua vitendawili vyenye sauti zinazokaribiana wakiwa wawiliwawili au katika vikundi -asikilize vitendawili vikitegwa na kuteguliwa kupitia vyombo vya kidijitali. -aandike vitendawili alivyovisikiliza na kuwategea wenzake darasani ili	Je, kwa nini watu hutega na kutegua vitendawili?	kitabu cha wanafunzi uk. 31-32 -Muongozo wa mwalimu uk.27 uhusika wa wanafunzi -chati iliyoandikwa maneno yenya sauti lengwa	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
10	1	KUSOMA	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua msamiati wa mahusiano uliotumika katika kifungu ili kuimarisha ufahamu -kueleza maana ya msamiati lengwa ili kuubainisha -kusoma kifungu kwa ufasaha ili kupata ujumbe	Mwanafunzi: -atambue msamiati unaotumiwa kuonyesha mahusiano kati ya watu katika jamii akitumia kapu maneno, mti maneno au tarakilishi -aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano -asome kifungu au mchezo mfupi kwa sauti akipishana zamu na wenzake	Kuna umuhimu gani kusoma kuhusu mahusiano?	kitabu cha wanafunzi uk. 32-34 -Muongozo wa mwalimu uk.28 -Kifungu cha hadithi kwenye kitabu -Kamusi -kadi maneno	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	2	KUSOMA	Ufahamu: Kifungu cha Hadithi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kusoma kifungu kwa ufasaha ili kupata ujumbe -kuonyesha uelewa wa kifungu kwa kujibu maswali na kutoa muhtasari -kuchangamkia habari au ujumbe kwenye kifungu ili kujenga utamaduni wa usomaji.	-asome kifungu au mchezo mfupi kwa sauti akipishana zamu na wenzake -ajibu maswali kutokana na kifungu -atoe muhtasari kuhusu kifungu alichosoma	Mahusiano huimarisha vipi jamii?	kitabu cha wanafunzi uk. 32-34 -Muongozo wa mwalimu uk.28 -Kifungu cha hadithi kwenye kitabu -zoezi kitabuni	-Kutunga sentensi -kuuliza na kujibu maswali ya kauli -zoezi la kimaandishi
	3	KUANDIKA	Kuandika kwa Kutumia Tarakilishi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutambua aina mbalimbali za maandishi ya tarakilishi na ishara zinazotumiwa katika maandishi ya tarakilishi -kuandika kifungu kifupi kuhusu suala lengwa kwa kutumia maandishi mbalimbali yaliyotofautishwa katika tarakilishi -kufurahia utumiaji wa tarakilishi katika kuandika.	Mwanafunzi: -atambue aina mbalimbali za maandishi ya tarakilishi akiwa peke yake, wawilwawili au katika kikundi -ashirikiane na wenzake kutambua ishara zinazotumiwa kutofautisha maandishi akiwa pekee yake au katika kikundi -aandike kwa ubunifu kwenye tarakilishi kifungu cha aya moja ya maneno yasiyopungua 50 kuhusu mahusiano kati ya watu katika jamii	Je, unajua maandishi ya aina gani yanayotumika katika tarakilishi?	kitabu cha wanafunzi uk. 35-36 -Muongozo wa mwalimu uk.30 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
	4	KUANDIKA	Kuandika kwa Kutumia Tarakilishi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kuandika kifungu kifupi kuhusu suala lengwa kwa kutumia maandishi mbalimbali yaliyotofautishwa katika tarakilishi -kufurahia utumiaji wa tarakilishi katika kuandika.	-atumie kipanya kuchagua sehemu ya maandishi anayolenga kutofautisha -atumie kipanya kuteua ishara anayotaka kutumia kutofautisha maandishi kama vile ishara ya chapa koza, italiki na kupigia mistari. -aonyeshe ujuzi wa kidijitali kwa kuwatumia wenzake kifungu alichoandika mtandaoni ili wamtolee maoni.	Je, unajua maandishi ya aina gani yanayotumika katika tarakilishi?	kitabu cha wanafunzi uk. 35-36 -Muongozo wa mwalimu uk.30 -maelezo kitabuni -insha zilizoandikwa kwenya matini	-Kuandika tungo mbalimbali -Wanafunzi kufanyiana tathmini
11	1	SARUFI	Aina za Maneno: Viwakilishi vya Nafsi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya viwakilishi vya nafsi ili kuvitofautisha na viwakilishi vingine -kutambua viwakilishi vya nafsi katika matini mbalimbali	Mwanafunzi: -ajadili katika kikundi au wawiliwawili maana ya viwakilishi vya nafsi huko akitoa mifano -atambue viwakilishi vya nafsi katika ubao, tarakilishi, kapu la maneno au mti wa maneno, sentensi , kifungu kifupi	Je, ni maneno yapi yanayotumika kuwakilisha nafsi mbalimbali?	kitabu cha wanafunzi uk. 37-40 -Muongozo wa mwalimu uk.32 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	2	SARUFI	Aina za Maneno: Viwakilishi vya Nafsi	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia viwakilishi vya nafsi kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi vya nafsi katika mawasiliano.	-atumie viwakilishi vya nafsi kutunga sentensi kwenye daftari au tarakilishi -ajaze mapengo kwa kutumia viwakilishi vya nafsi ili kukamilisha sentensi kwenye daftari au katika tarakilishi.	Je, ni maneno yapi yanayotumika kuwakilisha nafsi mbalimbali?	kitabu cha wanafunzi uk. 37-40 -Muongozo wa mwalimu uk.32 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	3	SARUFI	Aina za Maneno: Viwakilishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kueleza maana ya viwakilishi viashiria ili kuvibainisha -kutambua viwakilishi viashiria katika matini mbalimbali -kutumia viwakilishi viashiria kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi viashiria katika mawasiliano.	Mwanafunzi: -ajadili katika kikundi au wawiliwawili maana ya viwakilishi viashiria huko akitoa mifano mwafaka –atambue viwakilishi viashiria katika ubao, tarakilishi, kapu la maneno au mti wa maneno, sentensi , kifungu kifupi	Je, unajua maneno yapi yanayotumika kuonyesha umbali wa kitu?	kitabu cha wanafunzi uk. 40-42 -Muongozo wa mwalimu uk.34 -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
	4	SARUFI	Aina za Maneno: Viwakilishi Viashiria	Kufikia mwisho wa kipindi, mwanafunzi aweze: -kutumia viwakilishi viashiria kwa usahihi katika sentensi -kuonea fahari matumizi ya viwakilishi viashiria katika mawasiliano.	-atambue viwakilishi viashiria katika kifungu kifupi -atunge sentensi akitumia viwakilishi viashiria -ajaze mapengo kwa kutumia viwakilishi viashiria ili kukamilisha sentensi kwenye daftari au katika tarakilishi.	Je, unajua maneno yapi yanayotumika kuonyesha umbali wa kitu	-kapu maneno -vifaa vya kidijitali -zoezi kitabuni -kapu maneno -vifaa vya kidijitali -zoezi kitabuni	-Kutambua k.m. kwenye orodha –Kuambatanisha maneno lengwa -Kujaza mapengo
12		Marudio ya mada mbalimbali kuanzia mwanzoni mwa muhula
13	TAHMINI YA MWISHO WA MUHULA

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