2026 KICD CBC Curriculum Design5 Strands · 8 Sub-strands37 Suggested Lessons

Grade 1 Hygiene and Nutrition Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 Hygiene and Nutrition Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Hygiene and Nutrition Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Hygiene and Nutrition Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 5 Strands
Annual Lessons: 37 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 Hygiene and Nutrition Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) identify health habits that prevent illnesses,	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) identify health habits that prevent illnesses,	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) state the importance of practicing health habits to promote wellbeing of self and others,	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) practise health habits that promote wellbeing,	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Health Practices	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of practising health habits to promote wellbeing of self and others.	1. Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?	- habits for healthy living.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 Hygiene and Nutrition Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Hygiene and Nutrition Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Health Practices

2 Sub-strands8 Lessons

1.1 1.1 Healthy habits

Term 15 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify health habits that prevent illnesses,
state the importance of practicing health habits to promote wellbeing of self and others,
practise health habits that promote wellbeing,
appreciate the importance of practising health habits to promote wellbeing of self and others.

Key Inquiry Questions (KIQs)

Learners identify health habits that prevent illnesses(hand-washing, using the toilet/latrine, drinking safe water, not using excessive salt or sugar, eating healthy foods, adequate sleep and rest, physical activities and exercise, bathing daily) using various multi-media elements. Learners state the importance of practicing health habits. Learners observe demonstrations of healthy habits. Learners role play health habits. Learners practice health habits and keep a simple journal on health habits they have observed.?

Suggested Experiences

habits for healthy living.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 1.2 Care of the teeth

Term 13 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify milk teeth as temporary in childhood,
mention hygienic practices to observe during shedding of milk teeth,
observe hygienic practices during shedding of milk teeth,
appreciate shedding of teeth as a natural process.

Key Inquiry Questions (KIQs)

How do you care for a gum where the tooth has been removed?

Suggested Experiences

Learners are guided to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil).
Learners colour or model a tooth.
Learners share experiences or tell stories about shedding milk teeth during childhood.
Learners are guided to mention the hygienic practices to observe during shedding of teeth(washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction)
Learners observe a demonstration of hygienic practices during shedding of teeth.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

1.0 Health practice

1 Sub-strand2 Lessons

2.1 1.3 Use of medicine

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

mention common forms of medicine used in our homes,
state precautions when handling medicine found in the home,

Key Inquiry Questions (KIQs)

What precautions are needed when handling medicine at home?
Why should we practice cleanliness when taking medicine?

Suggested Experiences

Learners are guided to identify some common forms of medicine used at home(tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

2.0 Personal hygiene

1 Sub-strand15 Lessons

3.1 2.1 Care of different parts of the body

Term 1 Term 215 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

name materials used to clean the different parts of the body,
mention the procedures used to clean different parts of the body,
use appropriate materials to clean different parts of the body,
clean body parts without wasting cleaning materials,
appreciate the importance of a clean body for personal hygiene.

Key Inquiry Questions (KIQs)

Why do we clean our bodies?
What materials do we use to clean our bodies?
How can we use cleaning materials without waste?

Suggested Experiences

Learners identify cleaning materials used to clean parts of the body (sponges, pumice stone, face towel, plant fibres, leaves, toothbrush, ear buds)
Learners observe a demonstration on cleaning parts of their body.
Learners practise how to clean parts of the body using dolls.
Learners clean parts of their body (Face, Teeth, Hands, Feet and Hair).
Learners are guided to use cleaning materials without waste (soap, water, toothpaste)
Learners role play on how to clean parts of the body.
Learners sing songs, recite poems on cleaning parts of the body.
Learners maintain a simple daily record on cleaning the body.
Parental programme on personal hygiene

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

1.0 Personal Hygiene

1 Sub-strand4 Lessons

4.1 2.1 Use of toilet and latrines

Term 2 Term 34 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify a toilet/latrine and urinal in the school,
state why we need to use a toilet in our environment for the wellbeing of self and others,

Key Inquiry Questions (KIQs)

Why should we use the toilet/latrine and urinal appropriately?
What materials do we use for toileting purposes?

Suggested Experiences

Learners locate the ablution block and identify a toilet/latrine and urinal.
Learners identify a toilet/ latrine using charts, pictures, video clips

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

3.0 Foods

3 Sub-strands8 Lessons

5.1 3.1 Food sources

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

name the different sources of food in their locality,
classify food into plant and animal sources,
embrace the different sources of food in their locality.

Key Inquiry Questions (KIQs)

Which foods do we get from animals?
Which foods do we get from plants?

Suggested Experiences

Learners identify different sources of food in the locality using realia.
Learners classify the foods into plant and animal source.
Learners draw and colour pictures, on sources of food using computing devices, paper, pencils, and crayons.
Learners play games on food sources using computing devices.
Learners can take pictures of food sources and display in class

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 3.2 Eating habits

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

name foods and drinks they consume on a daily basis,
mention their likes and dislikes of food and drinks they eat at home,
choose healthy food for strong teeth,
appreciate healthy food for teeth.

Suggested Experiences

Learners name the foods and drinks they consume on daily basis.
In pairs, learners share experiences on the foods and drinks they like and dislike.
Learners are guided to mention foods that are good and bad for their teeth.
Learners draw and colour using computing devices, paper, pencil or crayons; model foods that are good for their teeth.
Learners are guided to keep a daily log on the foods and drinks they choose to eat that are healthy for their teeth.
Learners can take pictures of foods and drinks they like or dislike using computing devices and display in class.
Learners can take pictures of foods that are healthy for their teeth using computing devices and display in class.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 3.3 Using our senses to identify food

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

mention different foods eaten at home or at school,
identify common foods in the locality,
look at, taste, touch and smell some selected foods for fun,
appreciate different foods in the locality irrespective of color, taste, touch and smell.

Key Inquiry Questions (KIQs)

Which foods are available in the locality?
How do these food items, look, smell, touch or taste like?

Suggested Experiences

Learners mention foods that they eat at home and at school
In groups, learners are provided with an assortment of food items from the locality to look at, taste, feel and smell
Learners identify food items according to colour, taste, touch and smell
Learners draw and colour food items found in the locality using computer applications, paper, pencil, crayons
Learners can take pictures of different foods available in the locality using different computing devices and display in class.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 Hygiene and Nutrition Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Hygiene and Nutrition Activities.

Term 1 Scheme13 Weeks

1.0 Health Practices
1.0 Health practice
2.0 Personal hygiene

View Term 1

Term 2 Scheme14 Weeks

2.0 Personal hygiene
1.0 Personal Hygiene

View Term 2

Term 3 Scheme9 Weeks

1.0 Personal Hygiene
3.0 Foods

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub Literacy Activities Hub English Activities Hub Mathematics Activities Hub Environmental Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 Hygiene and Nutrition Activities?

The official KICD strands for Grade 1 Hygiene and Nutrition Activities are: 1.0 Health Practices, 1.0 Health practice, 2.0 Personal hygiene, 1.0 Personal Hygiene, 3.0 Foods. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 Hygiene and Nutrition Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 Hygiene and Nutrition Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 Hygiene and Nutrition Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.