2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 2 Hygiene and Nutrition Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 2 Hygiene and Nutrition Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 Hygiene and Nutrition Activities Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 2 Hygiene and Nutrition Activities in Term 2.

Class / Grade: Grade 2
Learning Area: Hygiene and Nutrition Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 2 Hygiene and Nutrition Activities Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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70 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	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) identify the items used for personal cleanliness,	1. What items do we use for personal cleanliness?	- Learners brainstorm on items they use for personal cleanliness.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) give reasons why we should not share personal items,	1. What items do we 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) give reasons why we should not share personal items,	1. How do we clean personal items?	- Learners are guided to identify personal items and give reasons why they should not be shared	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) state the procedure used when cleaning items for personal use,	1. How do we clean personal items?	- Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) state the procedure used when cleaning items for personal use,	1. How do we clean personal items?	- Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) clean personal items to promote cleanliness for self and others,	1. Why should we not share personal items?	- Learners clean their personal items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) clean personal items to promote cleanliness for self and others,	1. Why should we not share personal items?	- In groups, learners peer teaches on how to clean personal items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Identify materials that can be improvised for personal use	1. Why should we not share personal items?	- Learners identify materials that can be improvised for personal care (chewed sticks, salt and old pieces of cloth).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Identify materials that can be improvised for personal use	1. What other materials can we use to improvise personal items?	- Learners identify materials that can be improvised for personal care (chewed sticks, salt and old pieces of cloth).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Learners take videos of their family members or friends cleaning personal items at home and present them to the teacher.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Draw and colour personal items using pens, papers, crayons and computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Draw and colour personal items using pens, papers, crayons and computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Draw and colour personal items using pens, papers, crayons and computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Draw and colour personal items using pens, papers, crayons and computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	2.1 Use and care of personal items	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of caring for personal items to promote cleanliness for self and others	1. What other materials can we use to improvise personal items?	- Draw and colour personal items using pens, papers, crayons and computing devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 Hygiene and Nutrition Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 2 Hygiene and Nutrition Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Main Strand

1 Sub-strand12 Lessons in Term 2

1.1 2.1 Use and care of personal items

12 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

3.0 Foods

6 Sub-strands15 Lessons in Term 2

2.1 3.1 Basic Tastes of Food

2 Suggested LessonsTerm 2

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.?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 3.2 Eating habits

3 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 3.3 Meals and Snacks

2 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.4 3.4 Grouping of food

4 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.5 3.5 Food for school going children

2 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.6 3.6 Good eating habits

2 Suggested LessonsTerm 2

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.?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 2 Hygiene and Nutrition Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 2 Hygiene and Nutrition Activities showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →

1.0 Main Strand

Term 2Current

1.0 Main Strand
3.0 Foods

Term 3View Term 3 →

3.0 Foods
3.0 Safety Education
4.0 Safety Education

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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: Grade 2 Hygiene and Nutrition Activities Term 2

What strands and sub-strands are covered in Grade 2 Hygiene and Nutrition Activities Term 2?

In Term 2, Grade 2 Hygiene and Nutrition Activities covers the following main strands: 1.0 Main Strand, 3.0 Foods. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 2 Hygiene and Nutrition Activities in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 2 Hygiene and Nutrition Activities Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.