Grade 7 Social Studies Strands, Sub-strands & Schemes of Work (2026)

• How can personal abilities and interests influence career choices?

• reflect and journal personal abilities and interests and share with a friend in class
• brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
• share personal values/principles that helps him or her pull through as a steady person
• use print or digital resources to search for how to develop personal principles and share in class
• search using digital or print media how to manage emotions (happiness, love, fear and anger) in day- to- day life
• share previous experiences in groups how he/she dealt with emotions
• watch relevant video clips or print media on effective management of emotions in day-to-day life

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

• What is entrepreneurship 2. Which entrepreneurial opportunities exist in society?
• Below expectation Learner explores personal abilities and interests for self- improvement omitting much details Learner identifies entrepreneurial opportunities that closely match their personality leaving out many of them?

• using digital or print media to search and classify entrepreneurial opportunities in social studies and make a presentation in class
• create posters of common entrepreneurial opportunities in social studies and display in class
• use digital or print media to find out the personality requirements for any five social studies entrepreneurial opportunities in day to day life and make presentations in class
• draw charts showing alignment of personal talents or abilities with different entrepreneurial opportunities in the country
• engage a relevant resource person to give a talk on entrepreneurial opportunities versus personality types Approaches expectation The learner explores personal abilities and interests for self- improvement omitting a few details. Learner identifies entrepreneurial opportunities that closely match their personality leaving out a few of them

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

• How did human beings come to be?

• engage a resource person to discuss the traditional and religious stories on human origin from different communities
• compare the different stories on human origin from their communities and share in class
• write a collaborative essay on traditional and religious stories of human origin
• record traditional stories about the origin of humankind in society
• use relevant print or electronic media, resources to research and present in class the traditional and religious stories about the origin of humankind
• discuss ways of recording traditional stories about the origin of humankind in society
• discuss the implications of the traditional and religious stories on human origin

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

• How has early African civilization influenced the world today?

• brainstorm on factors that led to the growth of ancient Egypt, Great Zimbabwe, and the Kingdom of Kongo
• use appropriate digital or print media to find out the location of ancient Egypt, Great Zimbabwe, and the Kingdom of Kongo from the map of Africa
• watch and critic audio-visual documentary on the contribution of Ancient Kingdoms to the modern world civilisation
• write an essay on the contribution of ancient Kingdoms to the development of the modern world civilisation and present it in class

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

• Why has slavery and servitude existed for thousands of years?

• brainstorm on the meaning of slavery and servitude and share their findings in class
• discuss various forms of slavery and servitude in traditional African society
• use digital or print resource to find out the factors which led to development of Indian ocean slave trade
• draw the geographical extent of the regions covered by the Indian Ocean Slave trade in Africa
• debate on various social injustices committed to the Africans during Indian ocean slave trade in 15th century
• develop slogans on ways of promoting human dignity for a just and peaceful world and share in class

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

• How has money transformed trade in Africa?

• brainstorm on what is barter trade
• discuss the comparison between barter trade and use of currency in Africa
• use digital /print media to find out factors that led to introduction of money in Africa
• brainstorm on the impact of introduction money in Africa
• engage a resource person to give a talk on the impact of the introduction of money in Africa
• role play barter trade and the use of currency trade in Africa and provide a critic

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

• How do varied personalities shape society?
• Why is respect and appreciation of diversity crucial for social cohesion?

• brainstorm on what is human diversity
• use digital or print materials to search for factors that determine human diversity
• debate and classify desirable and undesirable personality attributes
• role play in class the personality attributes that enhance self- awareness
• outline personality attributes to enhance self-awareness
• engage a resource person to discuss life skills that would promote healthy interactions in a multi-cultural society (effective communication, negotiation skills, Assertiveness, empathy)
• research using appropriate print, library resources or digital devices on the components of human identity in a multi- cultural society
• role play the importance of building healthy relationships in a multicultural society

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

• How can we promote peace for mutual social well-being?
• How can I manage stress and emotion to promote inner peace?
• Below Expectation learner assesses contribution of ancient Kingdoms to the modern world civilisation leaving out many contributions Learner identifies the various forms of slavery and servitude in traditional African society omitting many details learner locates on a map of Africa the areas settled by one or none of selected African communities Learner traces the factors that led to introduction of money in Africa leaving out many factors Below Expectation learner identify different relationships in the society omitting major details Learner explores qualities of a peaceful person in the community leaving out many details?

• brainstorm on qualities of a peaceful person in the community
• write an essay on qualities of a peaceful person
• use digital or print resources to find out peaceful conflict resolution process
• engage a resource person to give a talk on factors that promote peaceful co- existence
• role play on in peaceful conflict resolution process in day-to-day life
• compose and recite peace poems on the importance peaceful co-existence in the community in day-to day life. Approaching Expectation learner assesses contribution of ancient Kingdoms to the modern world civilisation leaving out few contributions Learner identifies the various forms of slavery and servitude in traditional African society omitting a few details learner locates on a map of Africa the areas settled by 2 selected African communities Learner traces the factors that led to introduction of money in Approaching Expectation Africa leaving out few factors Learner identify different relationships in the society Omitting minor details Learner explores qualities of a peaceful person in the community leaving out few qualities

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

• How can community service learning contribute to community development?
• Below Expectation Learner explains a few of the steps in the CSL project?

• brainstorm on the meaning of the terms community, community services, community service learning (CSL), project (activities outside class), problem (gaps or opportunities), solution (remedy), plan of activity, implementation, written report of a project
• discuss the steps involved in carrying out a CSL project
• identification and verification of a problem/gap/opportunity
• planning to solve an identified problem
• designing solution(s) to the problem
• implementing the solution/filling the gap
• reflecting and reporting on the project/activity done
• identify and brainstorm on problems/gaps in their context/community
• discuss, verify and adopt one problem for the class/groups project
• propose and plan way(s) of solving the problem
• implement the solution of the problem in the community
• write and report on the accomplished project
• discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project

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

• Learner did not attempt the CSL project/activity in group(s) Learner hardly explains the importance of CSL in the community?

• Learner did not complete the CSL project/activity in group(s) Learner explains fairly the importance of CSL in the community

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

• How significant are sources of historical information in understanding past human accounts?

• use appropriate print media or digital resources to identify sources of historical information in the society and share in class
• design posters on primary and secondary sources of historical information in the society and display in class
• discuss ways of preserving sources of historical information
• debate on the significance of various sources of historical information in providing evidence of past human accounts
• engage a relevant resource person on historical information

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

• Why did people start practising agriculture in Africa?
• How did Agriculture begin in Africa?
• Inquiry Question(s)?

• use appropriate digital devices and other sources to draw the map of Africa and show areas where early agriculture was practised in selected geographical regions. (Rift Valley of Eastern Africa, Egypt and Nubia)
• carry out research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class
• view video clips or photographs on methods of irrigation used in ancient Egypt
• draw diagrams showing methods of irrigation which were used in ancient Egypt
• discuss the contribution of the Nile valley agriculture to world civilisation
• collect/ download pictures and photographs of different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt
• discuss different careers associated with agro farming and animal husbandry

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

• How are maps used?
• Why is time different in various locations?

• brainstorm on the position, shape and size of Africa and share in class
• buzz on the countries that make up Africa and display in class
• draw an outline map of Africa creatively and indicate the countries that make up Africa and display in class
• use relevant print media or digital devices to establish the position and location of places and features on a map
• calculate time of different places using longitudes
• research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
• discuss the three types of maps in social Studies
• discuss and appreciate positive features that are associated with Africa

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

• Why is it important to understand the solar system?
• Inquiry Question(s)?

• share stories on the origin of the earth from their communities
• use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the nebula cloud theory)
• brainstorm on the size, shape and position of the earth in the solar system
• carry out library research on effects of rotation and revolution of the earth on human activities
• draw the solar system and indicate the position of the earth as the home of humankind
• draw the internal structure of the earth and display in class (core, mantle and crust)
• develop communication messages on the effects of rotation and revolution of the earth on human activities

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

• Why are elements of weather in the environment important?
• How can we predict change in weather conditions?
• Inquiry Question(s)?

• use relevant print or digital resources to research the elements of weather in the environment and write a report
• record and calculate weather conditions in the local environment (temperature, rainfall)
• discuss the factors considered when constructing and siting a weather station in the school compound
• use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer assess
• brainstorm on the significance of weather to the human environment and how to appropriately change to varied weather conditions
• discuss effects of weather on road safety
• invite a resource person from a meteorological station to discuss possible careers related to climate

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

• Why is field work important in social studies?
• How should we conduct field work?
• Below Expectation Learner explores very few crops grown and animals kept in selected regions during early agriculture. Learner describes with major gaps the position, shape, and size of Africa. Below Expectation Learner uses latitudes and longitudes to locate fewer places and features on a map. Learner hardly describes the origin, size, shape and position of the earth in the solar system. Learner examines few methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work with major gaps?

• use digital devices to search for methods of data collection (observation, questionnaire, interview and focus group discussion)
• engage an NTSA officer or any other relevant road officer to discuss current road safety data in the locality
• use mean, median and mode to analyse road safety data from the locality and present in class
• brainstorm on challenges likely to be encountered during field work and possible solutions
• carry out fieldwork to investigate phenomena in the immediate environment. Approaching Expectation Learner explores some crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa leaving fewer gaps. Approaching Expectation Learner uses latitudes and longitudes to locate most places and features on a map. Learner partially describes the origin, size, shape and position of the earth in the solar system. Learner examines most methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work with minor gaps

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

• How did developments in Europe influence the scramble and partition of Africa?

• discuss the various European groups that came to Africa and share
• brainstorm on the terms “Scramble for and Partition of Africa and make presentations
• match the countries in Africa with their colonial masters
• draw the map of Africa and indicate the areas taken up by the different European countries (Belgium, Britain, Germany, Italy, Spain and Portugal) during the partition of Africa and display them in class
• using posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa

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

• Why should a country have a constitution?
• Why should we uphold and protect the Constitution?

• use print or digital devices to conduct an online research and write an essay on the importance of the Constitution and share in class
• watch a video on the promulgation of the Constitution of Kenya and discuss in class
• design a sample constitution for the class and display in class
• write simple slogans or statements on any eight of the national values as provided in the Constitution of Kenya and present in class
• discuss ways of upholding and protecting the Constitution of Kenya

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

• Why is it important to know our rights?
• How can we promote equity and non- discrimination in society?
• How can we promote respect for human rights in our community?

• create posters on the classification of human rights and display them in school
• use a tree diagram to indicate characteristics of human rights and display in class
• brainstorm on issues of equity and non- discrimination
• develop posters on equity and non- discrimination and display them in school

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

• ● How can we promote collaboration between continental Africans and African Diasporas?
• ● How can we promote African Unity in society today?
• Inquiry Question(s)?

• with the aid of print or internet resources, discuss the concept of African diasporas
• use library resources to research on the factors that contributed to the presence of African diasporas across the world and share the findings in class
• use print or digital resources to locate on the world map countries inhabited by African diasporas by 1960 (USA, Brazil and France) and present in class
• watch a video or You- Tube on the role of the diasporas in the political development in Africa
• debate on the role of the diasporas in the political development in Africa
• develop simple slogans on the African diasporas and promotion of African unity in society today. Experiences

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

• How do countries connect and depend on each other in the world today?
• Which are the common concerns in the world today?
• Below Expectation Hardly examines the political organisation of the selected African communities up to 1900. Discusses the importance of the Constitution of Kenya for social wellbeing with major gaps. Analyses ways of upholding and protecting the Constitution of Below Expectation Kenya for social cohesion with many errors. Explores some characteristics of Human Rights as practised for preservation of life. Explains the concept of equity and non- discrimination in fostering solidarity with support. Explores less than half of the factors that contributed to the presence of African diasporas across the world. Hardly assesses the role of the diaspora in the political Below Expectation development in Africa. Explains the interconnectedness and interdependence of different countries with support. Describes qualities of a global citizen in modern society with assistance?

• discuss the interconnectedness and interdependence among countries in the world today
• read news articles in newspapers or use appropriate media to find out aspects that promote globalisation in the community and share the information in class
• debate on positive and negative effects of globalisation at local and national levels
• brainstorm on the qualities of a global citizen in the modern society
• use print or digital resources to research for qualities of a global citizen and write them down
• draw a sketch of a palm and indicate qualities of a global citizen
• sing the National, East Africa and African Union anthems. Approaching Expectation Fairly examines the political organisation of the selected African communities up to 1900. Discusses the importance of the Constitution of Kenya for social wellbeing with minor gaps Analyses ways upholding and protecting the Constitution of Approaching Expectation Kenya for social cohesion with many few errors. Explores some characteristics of Human Rights as practised for preservation of life. Explains one of the concept of equity and non-discrimination in fostering solidarity. Explores more than half of the factors which contributed to the presence of African diasporas across the world. Partly assesses the role of the diaspora in the political Approaching Expectation development in Africa partially. Explains interconnectedness and interdependence of different countries partially. Describes some qualities of a global citizen in modern society

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