2026 KICD CBC Curriculum Design4 Strands · 18 Sub-strands66 Suggested Lessons

Grade 2 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 2 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 2 Hygiene and Nutrition Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 2 Hygiene and Nutrition Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 2
Major Strands: 4 Strands
Annual Lessons: 66 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 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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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 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) state the meaning of the word breakfast,	-	- Learners are guided to brainstorm on the meaning of the word breakfast. - Learners identify breakfast as a meal taken after a long period of not having eaten (at night).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) identify when breakfast is taken during the day, b) name food items taken during breakfast,	-	- Learners name food items they eat and drink in the morning. - Learners are guided to tell the importance of eating breakfast as a healthy habit.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) tell the importance of eating breakfast as a healthy habit, b) appreciate the importance of taking breakfast in the morning.	-	- Learners are guided to keep a daily record of foods they eat for breakfast. - Learners draw and colour foods eaten for breakfast using pencils, papers, crayons and computing devices. - Learners can type names of foods eaten for breakfast using computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) appreciate the importance of taking breakfast in the morning.	-	- Learners can type names of foods eaten for breakfast using computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) appreciate the importance of taking breakfast in the morning.	-	- Learners can type names of foods eaten for breakfast using computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) appreciate the importance of taking breakfast in the morning.	-	- Learners can type names of foods eaten for breakfast using computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Importance of breakfast	By the end of the sub strand, the learner should be able to; a) appreciate the importance of taking breakfast in the morning.	-	- Learners can type names of foods eaten for breakfast using computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) identify good oral habits that promote development of healthy teeth,	1. What things do I do that are good for my teeth?	- In groups learners share experiences on things they do with their teeth.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) identify harmful oral habits that damage teeth,	1. What things do I do that are good for my teeth?	- Learners are guided to identify good oral habits(brushing teeth at least twice a day, eating foods that are good for healthy teeth and visiting a dentist at least twice a year) and bad oral habits (nail biting, pencil chewing, using tooth picks and finger sucking) using pictures, video clips and illustrations.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) practise good oral habits to promote their well-being,	1. What things do I do that are harmful for my teeth?	- Learners are guided to keep a simple record on the number of times they brush their teeth in a day.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) appreciate good oral habits to promote their well being.	1. How many times do I brush my teeth in a day?	- Learners listen to a talk by a dental practitioner on good oral habits - Learners watch videos that promote good oral habits.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) appreciate good oral habits to promote their well being.	1. How many times do I brush my teeth in a day?	- Learners watch videos that promote good oral habits.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) appreciate good oral habits to promote their well being.	1. How many times do I brush my teeth in a day?	- Learners watch videos that promote good oral habits.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) appreciate good oral habits to promote their well being.	1. How many times do I brush my teeth in a day?	- Learners watch videos that promote good oral habits.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) appreciate good oral habits to promote their well being.	1. How many times do I brush my teeth in a day?	- Learners watch videos that promote good oral habits.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 2 Hygiene and Nutrition Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 2 Hygiene and Nutrition Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Main Strand

8 Sub-strands35 Lessons

1.1 1.1 Importance of breakfast

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

state the meaning of the word breakfast,
identify when breakfast is taken during the day,
name food items taken during breakfast,
tell the importance of eating breakfast as a healthy habit,
appreciate the importance of taking breakfast in the morning.

Suggested Experiences

Learners are guided to brainstorm on the meaning of the word breakfast.
Learners identify breakfast as a meal taken after a long period of not having eaten (at night).
Learners name food items they eat and drink in the morning.
Learners are guided to tell the importance of eating breakfast as a healthy habit.
Learners are guided to keep a daily record of foods they eat for breakfast.
Learners draw and colour foods eaten for breakfast using pencils, papers, crayons and computing devices.
Learners can type names of foods eaten for breakfast using computing devices.

Teaching Resources

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

1.2 1.2 Oral hygiene

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

identify good oral habits that promote development of healthy teeth,
identify harmful oral habits that damage teeth,
practise good oral habits to promote their well-being,
appreciate good oral habits to promote their well being.

Key Inquiry Questions (KIQs)

What things do I do that are good for my teeth?
What things do I do that are harmful for my teeth?
How many times do I brush my teeth in a day?

Suggested Experiences

In groups learners share experiences on things they do with their teeth.
Learners are guided to identify good oral habits(brushing teeth at least twice a day, eating foods that are good for healthy teeth and visiting a dentist at least twice a year) and bad oral habits (nail biting, pencil chewing, using tooth picks and finger sucking) using pictures, video clips and illustrations.
Learners are guided to keep a simple record on the number of times they brush their teeth in a day.
Learners listen to a talk by a dental practitioner on good oral habits
Learners watch videos that promote good oral habits.

Teaching Resources

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

1.3 1.3 Use of different rooms in a house

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

name the various rooms in a house,
mention the use of the various rooms in a house,
state the reasons for having different rooms in a house,
name equipment and furniture used in the various rooms in a house,
mention the importance of keeping the various rooms in a house clean and tidy.

Suggested Experiences

Learners describe their house to each other and are guided to identify common areas/rooms in their houses.
learners state the use of different rooms in the house to maintain hygiene( kitchen for cooking, bedroom for sleeping, dining for eating, Living room for socializing, and bathroom for bathing ).
Learners are guided to sort out equipment for different rooms in a house based on the activities that are carried out in those rooms using pictures (jiko, utensils, chairs, tables, bed bucket/basins, sofa sets, wardrobe, knife, spoons).
Learners are guided to mention the importance of keeping the various rooms in a house clean and tidy.
Learners draw and colour pictures of equipment used in different rooms in a house.
Learners play games by placing different equipment in their respective rooms using computing devices.

Teaching Resources

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

1.4 1.4 Cleaning of utensils

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

mention reasons for cleaning utensils at home,
identify materials used for cleaning utensils at home,
clean, dry and store the utensils used at home,
appreciate the importance of cleaning the utensils at home.

Key Inquiry Questions (KIQs)

Why do we clean utensils?
What do we use to clean the utensils?
How do we clean the utensils?
How do we dry and store the utensils?

Suggested Experiences

Learners mention reasons for clean utensils at home.
Learners identify materials for cleaning utensils at home using realia (soap and soap dish, sponge/sisal fibre/piece of cloth, drying rack).
In groups learners practise cleaning, drying and storing the utensils (cup, plate, bowl/basin spoon, jug and sufuria).
Learners peer teach on how to clean, dry and store utensils.

Teaching Resources

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

1.5 1.5 Dangers of second hand smoke

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

mention substances that people smoke that are harmful to our health,
mention the places where people smoke these substances,
tell that a person has been smoking,
state the meaning of the word second hand smoke,
tellthe effects of second hand smoke on health,
develop self-efficacy in avoiding second hand smoke.

Suggested Experiences

learners brainstorm on substances that people smoke and are harmful to our health (tobacco and cigarette)
learners mention the areas/places where people smoke these substances
learners share experiences on how they have encountered a person smoking
learners are guided to tell that a person has been smoking
learners are guided to explain the meaning of the word second hand smoke
Learners tell the effects of second hand smoke on health

Teaching Resources

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

1.6 1.6 Keeping water safe from contamination

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

tell what is water contamination,
carry out experiment to demonstrate water contamination,
mention changes in water that is contaminated,
state ways in which we can prevent water contamination.

Key Inquiry Questions (KIQs)

What is water contamination?
How is water contaminated?
What happens when water is contaminated?

Suggested Experiences

Learners are guided to brainstorm on the meaning of contaminated water
Learners are guided to carry out a simple experiment to illustrate how water is contaminated
Learners carry out an experiment that will enable them observe physical changes that occur in contaminated water (change of colour, smell, presence of foreign substances).
Learners are guided to tell how they can prevent contamination of water for drinking at home and school
Learners open and play a video on activities to prevent water contamination.

Teaching Resources

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

1.7 1.7 Re-using water and soap at home

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meaning of word re- using,
mention ways of re-using water and soap in the home,
make a soap gel from left over soap,

Key Inquiry Questions (KIQs)

What do we use water and soap for?
How can we re-use water and soap?
how do we make a soap gel?
Why do we re-use water and soap?

Suggested Experiences

Learners brainstorm on the meaning of the word re-using
Learners are guided to tell activities at home that use water or soap (washing clothes, washing dishes, washing hands, washing fruits and vegetables).
Learners are guided to state how else the water from those activities can be re-used

Teaching Resources

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

1.8 2.1 Use and care of personal items

Term 1 Term 212 Lessons

Specific Learning Outcomes (SLOs)

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

identify the items used for personal cleanliness,
give reasons why we should not share personal items,
state the procedure used when cleaning items for personal use,
clean personal items to promote cleanliness for self and others,
Identify materials that can be improvised for personal use
Appreciate the importance of caring for personal items to promote cleanliness for self and others

Key Inquiry Questions (KIQs)

What items do we use for personal cleanliness?
How do we clean personal items?
Why should we not share personal items?
What other materials can we use to improvise personal items?

Suggested Experiences

Learners brainstorm on items they use for personal cleanliness.
In groups, provide learners with a variety of materials used in personal hygiene (examples: combs, toothbrush, face towel, handkerchief, socks and shoes, towel, bodylotion/jelly, nail cutter, cotton buds, toothpaste) for learners to identify which are their personal items.
Learners are guided to identify personal items and give reasons why they should not be shared
Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.
Learners clean their personal items.
In groups, learners peer teaches on how to clean personal items.
Learners identify materials that can be improvised for personal care (chewed sticks, salt and old pieces of cloth).
Learners take videos of their family members or friends cleaning personal items at home and present them to the teacher.
Draw and colour personal items using pens, papers, crayons and computing devices.

Teaching Resources

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

Strand 2.0

3.0 Foods

7 Sub-strands18 Lessons

2.1 3.1 Basic Tastes of Food

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the four basic tastes in a variety of foods,
classify foods according to their tastes,
appreciate the different foods have different taste

Key Inquiry Questions (KIQs)

Learners brainstorm on different tastes of foods they eat In groups, learners are guided to share experiences on taste of varied food using pictures of food items that have varied tastes (sour, bitter, sweet and salty) Learners sort out food items according to taste using pictures or realia. Learners draw some foods and indicate their taste Learners play games on classification of foods according to their taste using computing devices.?

Suggested Experiences

Learners to identify other foods in their locality, other than those presented
in class, and tell their tastes
oral reports, oral questions, observation

Teaching Resources

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

2.2 3.2 Eating habits

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

mention what family members and friends eat and drink,
identify the food likes and dislikes of family members and friends,
give reasons why different people like different foods,
appreciate the likes and dislikes of food of various people.

Key Inquiry Questions (KIQs)

What foods and drinks are taken by our family members and friends?
What foods are liked or disliked by our family members and friends?
Why do different people like different foods?

Suggested Experiences

In groups, the learners could be guided to share experiences on the foods their family members and friends eat and drink.
In groups the learners identify the likes and dislikes of food of their family members and friends.
Learners are guided to tell why different people like different foods.
Role play food selection for their friends and family members using pictures or realia.
Draw and colour foods that their friends and family members like and dislike.
Learners take pictures of their family members taking a meal and present them in class.

Teaching Resources

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

2.3 3.3 Meals and Snacks

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

tell the number of meals taken in a day,

Key Inquiry Questions (KIQs)

How many meals do we take in a day?
What is the difference between a meal and a snack?

Suggested Experiences

Learners are guided to tell the number of meals taken in a day.

Teaching Resources

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

2.4 3.4 Grouping of food

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

mention foods from plant sources within their locality,
group foods according to the different parts of the plants that they come from,
mention different foods from animal sources within the locality,
appreciate the importance of animal and plants as sources of food.

Key Inquiry Questions (KIQs)

Learners are guided to identify foods they get from plants within their locality. learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or realia Learners are guided to identify animals in their locality and the food we get from those animals using pictures or a video. Learners can play games on grouping of food using computing devices Learners draw and colour food from plant and animal sources?

Suggested Experiences

Visit a nearby farm to observe animals and plants that serve as sources of
food

Teaching Resources

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

2.5 3.5 Food for school going children

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

mention foods eaten by school going children in the locality,
identify the amount of food eaten by school going children in the locality,
mention dangers of eating too much or too little food for well- being,
state the importance of eating enough food for good health.

Key Inquiry Questions (KIQs)

What type of food do you eat?
How much food do you eat?
What happens if you eat too much or too little food?
Why is it important to eat food that is enough?

Suggested Experiences

Learners name different types of food they eat.
Learners are guided to identify the amount of food they eat using pictures.
Learners share experiences on what happened to them when they eat too much food (vomiting, stomach pains, diarrhoea, stomach upset, constipation).
Learners listen to stories and experiences on dangers of eating too much and too little (overweight and underweight) using pictures or a video.
Learners are guided to tell the importance of eating enough food.

Teaching Resources

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

2.6 3.6 Good eating habits

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

statehow food is apportioned on a plate,
give the importance of using a variety of foods in a plate
appreciate variety of foods on a plate.

Key Inquiry Questions (KIQs)

How do I apportion food on a plate?
Why should I use the right amount of food when apportioning?
Why should we minimize food wastage?
showing plant protein and animal protein) In groups learners are guided to tell the importance of using the right amount of food while apportioning on a plate (to ensure that you do not eat only one group of foods, to ensure variety, to minimize food wastage). Learners are guided to identify suitable foods that promote health when apportioning using realia or pictures or simulations. Learners draw and colour a well apportioned amount of food on a plate.?

Suggested Experiences

Learners are guided to brainstorm on how food should be apportioned on a plate (proteins, vegetables, starch and a fruit on the side)
Learners can observe pictures or videos on correct apportioning of food on a plate (show variety to include plates
ceremonies and family get together and observe how food is apportioned

Teaching Resources

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

2.7 3.7 Food Advertisement

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

tell the meaning of the word advertisement
identify an advertisement on food
tell the effects of food advertisements on their feelings.
tell how advertisement can influence their choice of food

Suggested Experiences

Learners can be guided to tell what is food advertisement using charts, posters, pictures, video clips, radio commercials.
Learners are guided to identify an advertisement on food from media (print and audio visual).
Learners share experiences on how advertisements makes them feel.
Learners are guided to tell how advertisements can influence our choice of foods.
Learners open and play several video clips on food advertisements and report their observations in class

Teaching Resources

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

Strand 3.0

3.0 Safety Education

1 Sub-strand4 Lessons

3.1 3.8 Food Safety Handling of cooked food

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

mention hygiene practices while handling cooked food,
mention factors to observe when buying food from a food vendor,
appreciate the importance of observing hygiene when handling cooked food.

Key Inquiry Questions (KIQs)

How should we handle cooked food?
What should we look for when buying food from food vendors?
Why should we observe hygiene practices when handling cooked food?

Suggested Experiences

learners are guided to say the hygiene practices to observe when handling cooked food (putting on a clean container that is covered, storing in a cool and clean place, washing hands before handling food, using clean serving equipment, using protective gear) using demonstration, pictures, video clips and illustrations

Teaching Resources

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

Strand 4.0

4.0 Safety Education

2 Sub-strands9 Lessons

4.1 4.1 Waste disposalin the classroom

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of waste found in the classroom,
identify containers used for putting waste in the classroom,
practice waste collection and proper disposal of the waste found in the classroom,
mention the importance of waste disposal in the classroom,
appreciate the importance of proper disposal of waste in the classroom.

Key Inquiry Questions (KIQs)

What waste is found in the classroom?
Where do we put waste in the classroom?
How do we dispose waste collected in the classroom?
Why should we dispose waste collected in the classroom?

Suggested Experiences

learners are guided to identify the various types of waste in the classrooms using realia or pictures (papers, pencil sharpening, dust, bottles/bottle tops, sticks, small unused containers).
Learners are guided to identify containers used to put waste in the classroom using pictures, illustration or video clips.
learners are guided to collect and dispose waste from the classroom using demonstration.

Teaching Resources

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

4.2 4.2 Common accidents and Basic First aid

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify common accidents in the classroom,
name the causes of common accidents in classroom,
names way of preventing common accidents in the classroom,
demonstrate First Aid for common accidents in the classroom,
develop responsibility in preventing accidents in the classroom.

Key Inquiry Questions (KIQs)

Learners brainstorm on common accidents in the classroom (bumps, grazes, and pricks). Learners are guided to identify causes of common accidents in the classroom (head knocks, rough surfaces, sharp objects) using pictures or video. In groups, learners listen to stories and share experiences of common accidents they have encountered or witnessed in the classroom. Learners are guided to tell how they can prevent common accidents in the classroom using demonstration, pictures and illustrations. Learners are guided to role play in carrying out First Aid for bumps, grazes and pricks. Learners are guided to develop a duty rota to arrange the class and report any dangers in the classroom.?

Suggested Experiences

Visit other classes to see what dangers are likely to occur and share
experiences with other learners

Teaching Resources

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

Grade 2 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 2 Hygiene and Nutrition Activities.

Term 1 Scheme13 Weeks

1.0 Main Strand

View Term 1

Term 2 Scheme14 Weeks

1.0 Main Strand
3.0 Foods

View Term 2

Term 3 Scheme9 Weeks

3.0 Foods
3.0 Safety Education
4.0 Safety Education

View Term 3

Other Grade 2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 2.

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 1 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 2 Hygiene and Nutrition Activities?

The official KICD strands for Grade 2 Hygiene and Nutrition Activities are: 1.0 Main Strand, 3.0 Foods, 3.0 Safety Education, 4.0 Safety Education. 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 2 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 2 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 2 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.