Grade 7 Social Studies Schemes of Work & Strands (Term 1 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & digital devices.