| 1 | 1 | People and Population | Population Distribution in the County | By the end of the sub strand, the learner should be able to; a) explain factors influencing population distribution in the county | 1. Why do more people live in some parts of our county than others? | - discuss reasons for population distribution such as fertile soils, water availability, transport and towns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | People and Population | Population Distribution in the County | By the end of the sub strand, the learner should be able to; a) explain factors influencing population distribution in the county | 1. Why do more people live in some parts of our county than others? | - discuss reasons for population distribution such as fertile soils, water availability, transport and towns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | People and Population | Population Distribution in the County | By the end of the sub strand, the learner should be able to; a) appreciate settlement patterns in the county | 1. Why do more people live in some parts of our county than others? | - draw sketch maps showing settlement patterns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | People and Population | Population Distribution in the County | By the end of the sub strand, the learner should be able to; a) appreciate settlement patterns in the county | 1. Why do more people live in some parts of our county than others? | - draw sketch maps showing settlement patterns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | People and Population | Population Distribution in the County | By the end of the sub strand, the learner should be able to; a) appreciate settlement patterns in the county | 1. Why do more people live in some parts of our county than others? | - draw sketch maps showing settlement patterns | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) identify traditional food, songs, dances and artefacts in the county | 1. What can we learn from traditional culture? | - discuss traditional songs, ceremonies, foods and clothing of communities in the county | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) identify traditional food, songs, dances and artefacts in the county | 1. What can we learn from traditional culture? | - discuss traditional songs, ceremonies, foods and clothing of communities in the county | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) explain the importance of traditional culture in the community | 1. What can we learn from traditional culture? | - participate in traditional music, storytelling and cultural dances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) demonstrate respect for cultural practices | 1. What can we learn from traditional culture? | - organize a cultural corner displaying local traditional artefacts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) demonstrate respect for cultural practices | 1. What can we learn from traditional culture? | - organize a cultural corner displaying local traditional artefacts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) demonstrate respect for cultural practices | 1. What can we learn from traditional culture? | - organize a cultural corner displaying local traditional artefacts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Social Organisations | Aspects of Traditional Culture in the County | By the end of the sub strand, the learner should be able to; a) demonstrate respect for cultural practices | 1. What can we learn from traditional culture? | - organize a cultural corner displaying local traditional artefacts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Social Organisations | The School | By the end of the sub strand, the learner should be able to; a) outline the administrative structure of the school | 1. How is our school organized and managed? | - draw the school administrative tree (Headteacher, Deputy, Senior Teacher, Prefects) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Social Organisations | The School | By the end of the sub strand, the learner should be able to; a) describe the role of school administration and motto | 1. How is our school organized and managed? | - recite the school motto and explain the meaning of the school vision and mission | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Social Organisations | The School | By the end of the sub strand, the learner should be able to; a) appreciate the school community | 1. How is our school organized and managed? | - participate in school activities that promote school values and cleanliness | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
