| 1 | 1 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) explore solutions to challenges in carrying out field work | 1. How should we conduct field work? | - use mean, median and mode to analyse road safety data from the locality and present in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) explore solutions to challenges in carrying out field work | 1. How should we conduct field work? | - brainstorm on challenges likely to be encountered during field work and possible solutions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) explore solutions to challenges in carrying out field work | 1. 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? | - brainstorm on challenges likely to be encountered during field work and possible solutions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) value field work in investigating phenomena. Meeting Expectation Learner explores crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa. Meeting Expectation Learner uses latitudes and longitudes to locate places and features on a map. Learner describes the origin, size, shape and position of the earth in the solar system. Learner examines methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work | 1. 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? | - 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) value field work in investigating phenomena. Meeting Expectation Learner explores crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa. Meeting Expectation Learner uses latitudes and longitudes to locate places and features on a map. Learner describes the origin, size, shape and position of the earth in the solar system. Learner examines methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work | 1. 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? | - 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) value field work in investigating phenomena. Meeting Expectation Learner explores crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa. Meeting Expectation Learner uses latitudes and longitudes to locate places and features on a map. Learner describes the origin, size, shape and position of the earth in the solar system. Learner examines methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work | 1. 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? | - 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Natural and Historic Built Environments in Africa | Field work | By the end of the sub strand, the learner should be able to; a) value field work in investigating phenomena. Meeting Expectation Learner explores crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa. Meeting Expectation Learner uses latitudes and longitudes to locate places and features on a map. Learner describes the origin, size, shape and position of the earth in the solar system. Learner examines methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work | 1. 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? | - 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 textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) explore roles of European groups in the ‘Scramble for and Partition’ of Africa | 1. How did developments in Europe influence the scramble and partition of Africa? | - discuss the various European groups that came to Africa and share | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) explore roles of European groups in the ‘Scramble for and Partition’ of Africa | 1. How did developments in Europe influence the scramble and partition of Africa? | - brainstorm on the terms “Scramble for and Partition of Africa and make presentations | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) examine the terms of the Berlin Conference of 1884- 1885 on the partitioning of Africa | 1. How did developments in Europe influence the scramble and partition of Africa? | - match the countries in Africa with their colonial masters | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) locate the regions partitioned by the European groups that came to Africa | 1. How did developments in Europe influence the scramble and partition of Africa? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) acknowledge the political organisation of the selected African communities up to 1900 | 1. How did developments in Europe influence the scramble and partition of Africa? | - using posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Political Development and Governance | Political Development in Africa | By the end of the sub strand, the learner should be able to; a) acknowledge the political organisation of the selected African communities up to 1900 | 1. How did developments in Europe influence the scramble and partition of Africa? | - using posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Political Development and Governance | The Constitution of Kenya | By the end of the sub strand, the learner should be able to; a) discuss the importance of the Constitution of Kenya | 1. Why should a country have a 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Political Development and Governance | The Constitution of Kenya | By the end of the sub strand, the learner should be able to; a) discuss the importance of the Constitution of Kenya | 1. Why should a country have a constitution? | - watch a video on the promulgation of the Constitution of Kenya and discuss in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
