| 1 | 1 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) explore social cultural diversities in Kenya | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - explore their own beliefs and those of others as they discuss personal and social cultural factors that influence social cohesion | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) explain ways of building a healthy self- esteem in diverse social cultural society | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - use digital or print material to find out how to improve one’s self-esteem and share the findings in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) explain ways of building a healthy self- esteem in diverse social cultural society | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - watch video clips on ways of handling different emotional states and share experiences | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) describe the impact of emotions on self and others | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - engage a resource person to talk about managing effects of emotions in a diversified environment | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) manage peer pressure in a culturally diverse environment | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - practice inclusivity as they role play ways of managing peer pressure | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) manage peer pressure in a culturally diverse environment | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - discuss ways of managing risky behaviours associated with road usage (speaking out, reporting to parents or police officers, use of seat belts) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) appreciate social cultural diversities in Kenya | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - develop self-confidence and values to enhance positive peer pressure as they act out skits on social cultural diversity and inclusion - in groups, compose communication messages on social cultural diversities in Kenya and share in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) appreciate social cultural diversities in Kenya | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - in groups, compose communication messages on social cultural diversities in Kenya and share in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | People and Relationships | Diversity and interpersonal skills | By the end of the sub strand, the learner should be able to; a) appreciate social cultural diversities in Kenya | 1. How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | - in groups, compose communication messages on social cultural diversities in Kenya and share in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) identify situations that lead to conflicts in the family | 1. How can resolving conflicts help us live peacefully in the community? | - speak clearly as they discuss and present situations that may lead to conflicts in a family | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) identify situations that lead to conflicts in the family | 1. How can resolving conflicts help us live peacefully in the community? | - work together harmoniously as they role play peace building scenarios in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) apply peaceful ways of resolving conflicts in the family | 1. How can resolving conflicts help us live peacefully in the community? | - resolve differences amicably as they discuss the experiences from the role play scenarios | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) design strategies for effective communication in resolving conflicts | 1. How can resolving conflicts help us live peacefully in the community? | - create posters with strategies to enhance for effective communication in resolving conflicts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) build healthy relationships to promote peace in the family | 1. How can resolving conflicts help us live peacefully in the community? | - undertake group activities and exchange new ideas as they role play a scenario in the family where empathy is shown | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | People and Relationships | Peaceful Conflict Resolution | By the end of the sub strand, the learner should be able to; a) build healthy relationships to promote peace in the family | 1. How can resolving conflicts help us live peacefully in the community? | - use digital or print resources to research ways of building healthy relationships | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
