2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 3 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 3 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 3 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 3 Hygiene and Nutrition Activities in Term 2.

Class / Grade: Grade 3
Learning Area: Hygiene and Nutrition Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 3 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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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	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) mention reasons for cleaning a toilet, latrine or urinal in their environment	1. What materials do we use to clean the toilet, latrine or urinal?	- Learners are guided to mention the importance of cleaning toilets, latrines or urinal.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) mention reasons for cleaning a toilet, latrine or urinal in their environment	1. Why do we clean the toilet or urinal?	- Learners identify materials used for cleaning the toilet, latrine or urinal using pictures or realia.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) identify the materials used in cleaning a toilet, latrine or urinal in their environment,	1. How should we clean the toilet/latrine and urinal?	- Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) identify the materials used in cleaning a toilet, latrine or urinal in their environment,	1. How should we clean the toilet/latrine and urinal?	- Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) identify the materials used in cleaning a toilet, latrine or urinal in their environment,	1. How should we clean the toilet/latrine and urinal?	- Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	1.8 Care of toilets/ latrines and urinals	By the end of the sub strand, the learner should be able to; a) identify the materials used in cleaning a toilet, latrine or urinal in their environment,	1. How should we clean the toilet/latrine and urinal?	- Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) identify materials used as beddings at home,	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) state the uses of different bedding materials at home, b) make a bed using available beddings at home,	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) state the importance of making a bed, b) appreciate the need for a well- made bed.	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) appreciate the need for a well- made bed.	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) appreciate the need for a well- made bed.	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) appreciate the need for a well- made bed.	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.9 Bed making	By the end of the sub strand, the learner should be able to; a) appreciate the need for a well- made bed.	1. In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	2.1Prevention of parasites in and out of the body	By the end of the sub strand, the learner should be able to; a) name common external parasites found on the body,	1. How do external and internal parasites look like?	- Learners name common body parasites	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	2.1Prevention of parasites in and out of the body	By the end of the sub strand, the learner should be able to; a) name common external parasites found on the body,	1. How do external and internal parasites look like?	- Learners name common body parasites	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 3 Hygiene and Nutrition Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 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

4 Sub-strands15 Lessons in Term 2

1.1 1.8 Care of toilets/ latrines and urinals

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

mention reasons for cleaning a toilet, latrine or urinal in their environment
identify the materials used in cleaning a toilet, latrine or urinal in their environment,

Key Inquiry Questions (KIQs)

What materials do we use to clean the toilet, latrine or urinal?
Why do we clean the toilet or urinal?
How should we clean the toilet/latrine and urinal?

Learning Experiences

Learners are guided to mention the importance of cleaning toilets, latrines or urinal.
Learners identify materials used for cleaning the toilet, latrine or urinal using pictures or realia.
Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.

Teaching Resources

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

1.2 1.9 Bed making

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify materials used as beddings at home,
state the uses of different bedding materials at home,
make a bed using available beddings at home,
state the importance of making a bed,
appreciate the need for a well- made bed.

Key Inquiry Questions (KIQs)

In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?

Teaching Resources

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

1.3 2.1Prevention of parasites in and out of the body

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

name common external parasites found on the body,
identify common external parasite found on the body,
name common internal parasites found in the body,
identify common internal parasites found in the body,

Key Inquiry Questions (KIQs)

How do external and internal parasites look like?
Which parts of the body do they infest?
What leads to infestation of parasites on or in the body?
What are the effects of parasite infestation?

Learning Experiences

Learners name common body parasites
Learners identify common external body parasites (lice and jiggers) and where they are found in the body using pictures, video clips, charts
Learners name common internal body parasites
Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts

Teaching Resources

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

1.4 2.2Personal hygiene during bed wetting

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

mention causes of bed wetting,
state the effects of bed wetting,
state hygienic practices to observe during bed wetting,
appreciate the importance of personal hygiene during bed wetting.

Key Inquiry Questions (KIQs)

What are the reasons for bed wetting?
What are the effects of bed wetting?
How do we relate with those who bed wet?
What should one do when they wet their bed?

Learning Experiences

Learners will be guided to mention causes of bed wetting (drinking too much liquids before sleeping, dreaming, not able to control the bladder, feeling unwell).
The learners will listen to stories and share experiences on bed wetting.
learners will be guided to tell the effects of bed wetting (bad smell, bed sores, low self-esteem, beddings infested with maggots) through pictures, video clips and experience sharing

Teaching Resources

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

Strand 2.0

3.0 Foods

2 Sub-strands4 Lessons in Term 2

2.1 3.1 Eating Habits and Values

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

name foods available in our community,
give reasons for not eating certain foods available in the community,
appreciate reasons for not eating certain types of foods.

Key Inquiry Questions (KIQs)

learners are guided to identify foods available in their community through brainstorming, pictures, buzz groups, video clips Learners are guided to mention reasons why some members of the community do not eat certain foods (health, religion, personal preferences, culture, availability)through experience sharing, discussion, buzz groups Learners role play on how to handle a person who does not eat certain food available in their community?

Learning Experiences

not eat certain foods in their neighbourhood and report their findings

Teaching Resources

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

2.2 3.2 Food Etiquette

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify good table manners to observe when taking meals,
practice good table manners when taking meals,
appreciate the importance of practicing good table manners when taking meals.

Key Inquiry Questions (KIQs)

Which are the good table manners?
How should we behave when taking meals?

Learning Experiences

learners are guided to identify good table manners (eating with mouth closed, not talking while eating, not placing elbow on the table, washing hands before eating, not picking nose or teeth while at the table, not stretching your hand to pick table condiments or food, correct use of cutlery and crockery, eating with the pace of the others, keeping low tone when conversing with others at the table) through discussion, pictures, video clips and story telling.
Learners role play good table manners
In pairs, learners are guided to assess each other's table manners during snack and meal times in school.
Learners can take pictures or record on table manners using computing devices and share in class.

Teaching Resources

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

Strand 3.0

3.0 Foods and Nutrition

3 Sub-strands10 Lessons in Term 2

3.1 3.3 Food groups

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

mention reasons for eating food,
group foods into energy giving, body building and protective foods,
appreciate the importance of eating food from all the three food groups in a meal.

Learning Experiences

learners are guided to mention reasons for eating food (energy, growth, prevent diseases)
learners are guided to classify foods into energy giving, body building and protective foods using pictures, realia, charts and video clips
In groups, learners are guided to identify energy giving, body building and protective foods from their environment.
Learners are guided to discuss the importance of eating foods from all the three food groups in a meal
Learners can take pictures using computing devices of foods from the different classes and display in class
Learners can play games using computing devices on classifying foods into the three food groups
Learners can search internet for food items in the different classes of food using computing devices

Teaching Resources

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

3.2 3.3 Food and fitness

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

give reasons why some people eat too much or too little food
mention the risks of eating too much or too little food
give reasons why exercising is important in physical fitness
appreciate the importance of eating the right amounts of food at the right time and doing adequate physical exercises

Key Inquiry Questions (KIQs)

Why do some people eat too much or too little food?
What are the problems of eating too much or too little food?
Why should we eat adequate food at the right time?
Why is it important to do physical exercises regularly?

Learning Experiences

learners are guided to give reasons why some people eat too much or too little food through discussions, stories
In groups, learners are guided to mention the risks of eating too much or too little food using pictures or videos
Learners are guided to identify the importance of engaging in physical exercises through experience sharing, videos, doing exercises.
Learners are guided in keeping a record of their participation in physical exercise

Teaching Resources

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

3.3 3.5 Safety in food storage

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify storage facilities for food at home,
state where to store cooked and raw foods at home,
mention factors to observe when storing cooked and raw foods at home,
give reasons for proper storage of food at home,
appreciate the importance of proper storage of food at home.

Key Inquiry Questions (KIQs)

Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class?

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 1View Term 1 →

1.0 Main Strand

Term 2Current

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

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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 3 Hygiene and Nutrition Activities Term 2

What strands and sub-strands are covered in Grade 3 Hygiene and Nutrition Activities Term 2?

In Term 2, Grade 3 Hygiene and Nutrition Activities covers the following main strands: 1.0 Main Strand, 3.0 Foods, 3.0 Foods and Nutrition. 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 3 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 3 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.