2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons1 Strands in Term 1

Grade 3 Hygiene and Nutrition Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 3 Hygiene and Nutrition Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 3 Hygiene and Nutrition Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 3 Hygiene and Nutrition Activities in Term 1.

Class / Grade: Grade 3
Learning Area: Hygiene and Nutrition Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 3 Hygiene and Nutrition Activities Term 1 Scheme of Work Table

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

Scheme Font Size:

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 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) mention healthy habits that promote our well-being,	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) state the importance of practising health habits for our well-being,	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) practice health habits that promote our wellbeing, b) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	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) name common problems related to teeth,	1. What are the common problems related to teeth?	- In pairs, learners share experiences on the problems they have experienced 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) name common problems related to teeth,	1. What are the common problems related to teeth?	- Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips	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) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips. - Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	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) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	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) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	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) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	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) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.3 Cleaning the classroom	By the end of the sub strand, the learner should be able to; a) give reasons for cleaning the classroom	-	- In groups, learners are guided to give reasons for cleaning the classroom. - Learners identify the materials and equipment used for cleaning the classroom using realia and pictures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 3 Hygiene and Nutrition Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 3 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

7 Sub-strands24 Lessons in Term 1

1.1 1.1 Healthy habits

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

mention healthy habits that promote our well-being,
state the importance of practising health habits for our well-being,
practice health habits that promote our wellbeing,
appreciate the importance of observing health habits for our well-being.

Key Inquiry Questions (KIQs)

In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?

Learning Experiences

Advocate for practising of health habits to promote well-being among peers

Teaching Resources

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

1.2 1.2 Oral hygiene

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

name common problems related to teeth,
mention ways of dealing with common problems related to teeth.

Key Inquiry Questions (KIQs)

What are the common problems related to teeth?
How do we manage common problems with teeth?

Learning Experiences

In pairs, learners share experiences on the problems they have experienced with their teeth.
Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips
Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips.
Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene

Teaching Resources

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

1.3 1.3 Cleaning the classroom

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

give reasons for cleaning the classroom
identify materials used to clean the classroom
care for the classroom
appreciate the importance of having a clean classroom

Learning Experiences

In groups, learners are guided to give reasons for cleaning the classroom.
Learners identify the materials and equipment used for cleaning the classroom using realia and pictures.
Learners assess their own classroom and identify areas that need to be cleaned.
Learners are guided to clean the classroom (collecting litter, sweeping the floor, dusting surfaces like desks and chairs, removing cobwebs, emptying the dustbin, opening windows for aeration, arranging furniture)through demonstration, video clips.
Learners practise how to clean the classroom
Learners are guided to develop a duty rota on cleaning their classroom
Learners are guided to develop a checklist which they will use to assess cleanliness of their classroom
Learners can simulate how to clean a classroom using computing devices

Teaching Resources

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

1.4 1.4 Use of improvised materials for cleaning utensils

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify types of dirt found on utensils,
identify materials that can be improvised for cleaning utensils,
prepare improvised cleaning materials for cleaning utensils,

Key Inquiry Questions (KIQs)

What type of dirt do we find on utensils?
Which materials can be improvised to clean utensils?
How can we prepare improvised materials for cleaning utensils?
How do we clean utensils using improvised cleaning?

Learning Experiences

Learners are guided to identify types of dirt found on utensils (greasy, starchy, milky dirt) using realia, pictures, video clips.
Learners are guided to identify cleaning materials using pictures, realia.
Learners are guided to identify materials that can be improvised.
Learners are guided in preparing the improvised materials for cleaning e.g sieving ash, crush charcoal, crush egg

Teaching Resources

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

1.5 1.5 Proper use and storage of medicine at home

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify medicines for internal and external use at home,
Interpret simple instructions on dosage of medicine for various ailments,
practice proper storage of medicine at home.

Key Inquiry Questions (KIQs)

Which are the internal and external medicines used at home?
How will I know how and when to take medicine?
How do we store medicine?

Learning Experiences

Learners are guided to identify internal and external medicines used at home (those to be swallowed and those to be applied) using empty packets and containers.
In groups, learners are guided to interpret simple instructions on dosage using empty packets and containers of medicine (time of day medicine is taken, amount of medicine to be taken, whether medicine is for internal or external use, if medicine is to be taken before or after meals, for how long the medicine is to be taken)

Teaching Resources

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

1.6 1.6 Making water safe for drinking

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

mention ways in which water is contaminated in the environment,
differentiate between clean water and safe water for drinking,
state the importance of drinking safe water for good health,
make water safe for drinking by boiling,
store boiled water meant for drinking,
appreciate the need for safe water for drinking.

Key Inquiry Questions (KIQs)

How is water contaminated?
Is clean looking water safe for drinking?
How can we make water safe for drinking?
How can we store water safe for drinking?

Learning Experiences

Learners are guided to discuss ways in which water can be contaminated in their environment (human activities-washing clothes, bathing, urinating, swimming and animals- drinking directly from water source, excreting in water) through pictures, charts, video clips.
Learners are guided to differentiate between clean water and safe water through experimentation (sieve clean looking water with a clean white handkerchief; presence of substances left on the handkerchief is an indication that the water has suspensions in it which makes it unsafe for drinking).
Learners are guided in group discussions on reasons why we need to drink safe water
Learners are guided on how to boil water for drinking through a demonstration or watching video clips
Learners to be guided on how to store boiled for drinking
Learners can explore other ways in which water is contaminated in their environment by carrying out simple guided experiments, searching the internet, talking to parents/guardians/older siblings/grandparents/resource people

Teaching Resources

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

1.7 1.7Kitchen garden

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify forms of kitchen gardens,
name different crops grown in a kitchen garden,
state the importance of a kitchen garden at home and school,
create a kitchen garden at home and school,
appreciate the importance of a kitchen garden at home and school.

Key Inquiry Questions (KIQs)

What forms of kitchen gardens do we have?
Which crops can we grow in kitchen gardens?
Why do we need a kitchen garden?
How can I make and maintain my kitchen garden?

Learning Experiences

Learners are guided to identify forms of kitchen gardens (bags, tyres, basins/boxes, pipes, plots, hanging/floating pots, hanging walls) using pictures, charts, video clips
In groups, learners are guided to discuss the crops grown in kitchen gardens using pictures, video clips, photos
learners discuss the importance of having a kitchen garden
Learners are guided in creating a kitchen garden within the school compound
Learners maintain the kitchen garden in school and at home with the help of a teacher/parent/guardian
Learners can take photos of kitchen gardens at home using computing devices and display in their classroom
Learners can search the internet using computing devices on other forms of kitchen gardens and plants grown
kitchen garden at home and in their neigbourhood

Teaching Resources

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

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

Complete annual curriculum scope for Grade 3 Hygiene and Nutrition Activities showing the term-by-term distribution of all 5 strands.

Term 1Current

1.0 Main Strand

Term 2View Term 2 →

1.0 Main Strand
3.0 Foods
3.0 Foods and Nutrition

Term 3View Term 3 →

3.0 Foods and Nutrition
4.0 Safety Education
5.0 Consumer Education

Other Grade 3 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 3.

Kiswahili Activities (Term 1)Literacy Activities (Term 1)English Activities (Term 1)Mathematics Activities (Term 1)Environmental Activities (Term 1)Christian Religious Education (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

Explore Schemes for Other CBC Grades

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 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: Grade 3 Hygiene and Nutrition Activities Term 1

What strands and sub-strands are covered in Grade 3 Hygiene and Nutrition Activities Term 1?

In Term 1, Grade 3 Hygiene and Nutrition Activities covers the following main strands: 1.0 Main Strand. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 3 Hygiene and Nutrition Activities in Term 1?

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 3 Hygiene and Nutrition Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.