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2026 KICD CBC Curriculum Design4 Strands · 20 Sub-strands160 Suggested Lessons

PP1 Environmental Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for PP1 Environmental Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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PP1 Environmental Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP1 Environmental Activities under the Kenya CBC curriculum framework.

Class / Level
PP1
Pre-Primary Education
Major Strands
4 Strands
20 Sub-strands
Annual Lessons
160 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

PP1 Environmental Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
111.0 Social Environment1.1 Myself

By the end of the sub strand, the learner should be able to;

a) Tell their names for identity.

1. What is your name?

- Learners are guided to tell their names.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Social Environment1.1 Myself

By the end of the sub strand, the learner should be able to;

a) Tell their names for identity.

1. What is your name?

- Learners sing songs about their names and sex.

- Learners are guided to group themselves according to sex.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Social Environment1.1 Myself

By the end of the sub strand, the learner should be able to;

a) Identify their sex for self-awareness.

1. Are you a boy or a girl?

- Learners are guided on picture reading categorizing boys and girls.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Social Environment1.1 Myself

By the end of the sub strand, the learner should be able to;

a) Identify body parts (head, hands and legs).

1. Are you a boy or a girl?

- Learners are guided to identify body parts (head, hands and legs).

- Learners are guided on picture reading on body parts from charts.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Social Environment1.1 Myself

By the end of the sub strand, the learner should be able to;

a) Appreciate oneself for self-esteem.

1. Which are your body parts?

- Learners sing songs on body parts.

- In groups, learners sing songs about themselves.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
211.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Talk about people working in the school for identification.

1. Who are the people in school?

- Learners are guided to talk about work done by people in the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Talk about people working in the school for identification.

1. Who are the people in school?

- Learners are guided to talk about work done by people in the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Talk about people working in the school for identification.

1. Who are the people in school?

- Learners are guided to walk round the school to identify structures.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Appreciate the work done by people in school.

1. What work is done by different people in school?

- In groups, learners identify different structures on the chart.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Appreciate the work done by people in school.

1. What work is done by different people in school?

- In groups, learners identify different structures on the chart.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
311.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Identify structures found in the school for familiarization.

1. What structures are found in the school?

- Learners sing songs about structures and people in school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Identify structures found in the school for familiarization.

1. What structures are found in the school?

- Learners recite poems about our school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Identify structures found in the school for familiarization.

1. What structures are found in the school?

- Learners recite poems about our school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Social Environment1.2 Our School

By the end of the sub strand, the learner should be able to;

a) Identify the flag and the flag post for patriotism.

1. What are the colours of the flag?

- Learners are guided to colour the flag.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Social Environment1.3 Home

By the end of the sub strand, the learner should be able to;

a) Name people found at home.

1. Who are the people found at home?

- Learners are guided in naming people found at home.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

PP1 Environmental Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

1.0 Social Environment

5 Sub-strands40 Lessons

1.1 1.1 Myself

Term 15 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Tell their names for identity.
  • Identify their sex for self-awareness.
  • Identify body parts (head, hands and legs).
  • Appreciate oneself for self-esteem.
Key Inquiry Questions (KIQs)
  • What is your name?
  • Are you a boy or a girl?
  • Which are your body parts?
Suggested Experiences
  • Learners are guided to tell their names.
  • Learners sing songs about their names and sex.
  • Learners are guided to group themselves according to sex.
  • Learners are guided on picture reading categorizing boys and girls.
  • Learners are guided to identify body parts (head, hands and legs).
  • Learners are guided on picture reading on body parts from charts.
  • Learners sing songs on body parts.
  • In groups, learners sing songs about themselves.
Teaching Resources

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

1.2 1.2 Our School

Term 110 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about people working in the school for identification.
  • Appreciate the work done by people in school.
  • Identify structures found in the school for familiarization.
  • Identify the flag and the flag post for patriotism.
Key Inquiry Questions (KIQs)
  • Who are the people in school?
  • What work is done by different people in school?
  • What structures are found in the school?
  • What are the colours of the flag?
Suggested Experiences
  • Learners are guided to talk about work done by people in the school.
  • Learners are guided to walk round the school to identify structures.
  • In groups, learners identify different structures on the chart.
  • Learners sing songs about structures and people in school.
  • Learners recite poems about our school.
  • Learners are guided to colour the flag.
  • Learners watch pictures or videos depicting structures and people in the school.
Teaching Resources

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

1.3 1.3 Home

Term 110 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Name people found at home.
  • Tell the relationship between people found at home.
  • Talk about work done by people found at home for appreciation.
  • Appreciate the people at home for harmonious living.
Key Inquiry Questions (KIQs)
  • Who are the people found at home?
  • What work is done by people at home?
  • What is the relationship of people found at home?
Suggested Experiences
  • Learners are guided in naming people found at home.
  • Learners are guided to talk about relationship of people found at home (e.g. sister, brother, mother etc.).
  • Learners watch videos of people found at home.
  • Learners draw pictures of people at home.
  • Learners colour pictures of people at home.
  • Learners model people at home.
  • Learners sing songs and recite poems about people found at home.
  • Learners news-tell about family members.
Teaching Resources

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

1.4 1.4 Interpersonal Relationship

Term 15 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about courteous words used in different situations.
  • Use courteous words appropriately during interactions.
  • Show etiquette in their interactions for personal relationships.
Key Inquiry Questions (KIQs)
  • What do you tell someone who has done something good to you?
  • What do you tell someone who has done something bad to you?
  • What words would you use to show appreciation?
  • How do you greet different people?
  • When do you use courteous words?
Suggested Experiences
  • Learners are guided on situations where they can use courteous words.
  • Learners are guided to talk about courteous words.
  • Learners are guided to use courteous words in incidental learning to reinforce etiquette.
  • In groups, learners practice the use of courteous words.
Teaching Resources

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

1.5 1.5 Dressing

Term 110 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify clothes worn at different occasions.
  • Talk about clothes for different occasions.
  • Talk about the importance of dressing.
  • Appreciate clothes worn at different occasions.
Key Inquiry Questions (KIQs)
  • What clothes do people wear at home?
  • What clothes do you wear at school?
  • What clothes do you wear at different occasions?
Suggested Experiences
  • Learners are guided to identify clothes worn at different occasions.
  • Learners are guided in talking about clothes worn during different occasions.
  • Learners view videos and photographs of clothes worn on different occasions.
  • Learners appreciate clothes worn at different occasions.
Teaching Resources

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

2
Strand 2.0

2.0 Health Practices

5 Sub-strands35 Lessons

2.1 2.1 Hand washing

Term 15 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Wash hands appropriately for personal hygiene.
  • Demonstrate hand washing behaviour at critical times.
  • Appreciate the need to wash hands for personal hygiene.
  • Tell the importance of washing hands.
Key Inquiry Questions (KIQs)
  • Why do we wash hands?
  • How do we wash hands?
  • When do we wash our hands?
Suggested Experiences
  • Learners observe the demonstration of washing hands.
  • Learners are guided to wash hands appropriately.
  • In groups, learners practice washing hands.
  • Learners sing songs and recite poems related to hand washing as they wash hands.
  • Learners watch videos on hand washing demonstrations.
Teaching Resources

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

2.2 2.2 Cleaning nose

Term 15 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Tell the importance of cleaning their nose.
  • Demonstrate the ability to wipe the nose appropriately.
  • Maintain a clean handkerchief for personal hygiene.
  • Talk about the dangers of putting objects in the nose.
Key Inquiry Questions (KIQs)
  • Why do we clean our nose?
  • When do we clean our nose?
  • What do we use to clean our nose?
  • Why should we use a clean handkerchief?
  • What are the dangers of putting objects in the nose?
Suggested Experiences
  • Learners are guided to discuss the importance of cleaning the nose using a clean handkerchief.
  • Learners observe the teacher while demonstrating nose wiping.
  • Learners are guided on how to use a clean handkerchief appropriately and how to take care of it.
  • Learners practice wiping their nose.
  • Learners are guided to talk about dangers of putting objects in the nose.
  • Learners sing songs and recite rhymes and poems about cleaning the nose.
  • Learners watch videos on cleaning the nose.
Teaching Resources

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

2.3 2.3 Care for the teeth

Term 15 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Name items used to clean their teeth.
  • Talk about items used to clean their teeth.
  • Clean teeth appropriately for personal hygiene.
  • Tell appropriate times for cleaning the teeth.
Key Inquiry Questions (KIQs)
  • What items are used to clean the teeth?
  • What should we do in order to keep our teeth healthy?
  • Why do we clean our teeth?
  • When do we clean our teeth?
Suggested Experiences
  • Learners are guided to name items used to clean their teeth.
  • Learners listen to a resource person talk about items that are used to clean their teeth.
  • Learners imitate cleaning teeth.
  • Learners are guided to talk about appropriate times for cleaning their teeth.
  • Learners watch videos on cleaning of teeth.
  • Learners sing songs related to care for the teeth.
Teaching Resources

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

2.4 2.4 Sanitation/Toileting

Term 1 Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify toilet facilities in the school.
  • Talk about the importance of toilet facilities for personal hygiene.
  • Express the urge for toileting.
  • Use toilet facilities properly for personal hygiene.
  • Appreciate the need to use clean toilet for personal hygiene.
Key Inquiry Questions (KIQs)
  • Why should we use toilet facilities?
  • Which are the toilet facilities in school?
  • What do you do when you need to go to the toilet?
  • How do you use toilet facilities?
  • Why do you keep the toilet clean?
Suggested Experiences
  • Learners are guided to talk about the importance of sanitary facilities in the school.
  • Learners are guided to identify the toilet facilities in the school compound.
  • Learners are guided in talking about how to express the urge for toileting.
  • Learners practice seeking permission to go to toilets.
  • Learners observe a role play on the use of sanitary facilities.
  • Learners use games to practice the use of toileting facilities.
  • Learners are guided to talk about the need to use clean toilet/latrine for personal hygiene.
  • Learners observe a video on appropriate use of toilet facilities.
Teaching Resources

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

2.5 2.5 Foods/Feeding

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about different food eaten at home.
  • Talk about the importance of eating clean food.
  • Tell the importance of eating food.
  • Talk about the dangers of sharing food from someone else's mouth.
  • Feed self using clean hands or feeding items appropriately.
  • Observe proper feeding habits.
  • Maintain a clean feeding area.
  • Appreciate different foods eaten at home.
Key Inquiry Questions (KIQs)
  • How do we eat?
  • Why do we eat clean food?
  • Why do we eat food?
  • How should we behave when eating?
  • Why should we use clean feeding items when feeding ourselves?
  • Why should we clean our feeding area?
  • What are the dangers of eating from someone's mouth?
Suggested Experiences
  • Learners are guided in naming foods eaten at home.
  • Learners are guided in telling of cleaning foods before eating.
  • Organise learners in groups to talk about foods they eat at home and school.
  • Learners are guided to read pictures of foods found in the local environment.
  • Learners are guided to colour drawings of foods.
  • Learners sing songs and recite poems on importance of eating food.
  • Learners are guided to discuss the dangers of eating food from someone's mouth.
  • Individually, learners practice feeding self.
  • Learners are guided to talk about proper feeding habits.
  • Learners practice cleaning the feeding area.
  • Learners tell stories, sing songs and recite poems on foods eaten at home and school.
  • Learners practice the appropriate cultural feeding habits using clean feeding items.
  • Learners watch videos on different feeding habits and cleaning foods (fruits and vegetables).
Teaching Resources

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

3
Strand 3.0

3.0 Natural Environment

8 Sub-strands60 Lessons

3.1 3.1 Plants

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify the types of plants found in the home and school environment.
  • Talk about safe and harmful plants found in the home environment.
  • Talk about safe and harmful plants found in the school environment.
  • Appreciate the importance of plants found in the home and school environment.
Key Inquiry Questions (KIQs)
  • Which plants are found at home and school environment?
  • Which plants are safe?
  • Which plants are harmful?
  • What is the importance of plants found in the home and school environment?
Suggested Experiences
  • Learners are guided to take a walk in the school compound to name plants within their school environment.
  • Learners are guided to name plants found in the home environment.
  • Learners are guided to identify safe plants in the home and school environment.
  • Learners are guided to identify harmful plants in the home and school environment.
  • In groups, learners group pictures of safe and harmful plants.
  • Learners paste picture cut-outs of plants found at home and school environment.
  • Learners sing songs on plants found at home and school environment.
  • Learners recite poems and rhymes about plants found at home and school environment.
Teaching Resources

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

3.2 3.2 Animals

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify animals found in the school environment.
  • Identify animals found in the home environment.
  • Talk about animals found at home and school environment.
  • Identify safe and dangerous animals found at home and school environment.
  • Appreciate the animals found at home and school environment.
Key Inquiry Questions (KIQs)
  • Which animals are found at home and school?
  • Which animals are dangerous to you?
  • Which animals are safe to handle at home and school?
Suggested Experiences
  • Learners are guided to walk around and name animals found within the school compound.
  • Learners are guided to identify animals found at home and school environment by taking a school tour.
  • Learners colour pictures of animals from a picture book.
  • Learners are guided to identify dangerous animals found at home and school environment.
  • In groups, learners discuss dangerous animals found at home and school.
  • Learners sort and group pictures of dangerous animals from a picture book.
  • Learners sing songs and recite poems about animals found at home and school environment.
  • Learners watch videos of animals and identify those found at home and school.
Teaching Resources

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

3.3 3.3 Weather

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Observe weather conditions in the immediate environment.
  • Identify different weather conditions in the immediate environment.
  • Respond to weather conditions appropriately in the immediate environment.
  • Appreciate different weather conditions in the immediate environment.
Key Inquiry Questions (KIQs)
  • What is the weather condition of the day?
  • How do you respond to different weather conditions?
Suggested Experiences
  • Learners are guided to observe weather conditions of the day.
  • Learners are guided to talk about weather conditions they have observed.
  • Learners are guided to talk about different weather conditions by observing pictures, charts and watching videos.
  • Learners sing songs and recite poems about different weather conditions for enjoyment.
  • Learners are guided to respond to different activities as per weather conditions of the day (e.g. playing with kites, propellers during windy times, and dressing).
Teaching Resources

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

3.4 3.4 Water

Term 210 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify sources of water at home and school.
  • Talk about uses of water in their home and school.
  • Conserve water at home and school.
  • Appreciate water conservation at home and school.
Key Inquiry Questions (KIQs)
  • Where do we get water in the school and at home?
  • What are the uses of water?
  • How do we conserve water at home and at school?
  • Why is it important to conserve water?
Suggested Experiences
  • Learners are guided to take a walk to identify sources of water within the school environment.
  • Learners are guided to talk about sources of water at home and school.
  • Learners are guided to observe sources of water from a picture book, watch videos and charts.
  • Learners are guided to talk about uses of water.
  • Learners are guided to draw items used to conserve water at home and at school.
  • Learners are guided to close taps after use.
  • Learners are guided on how to use and re-use water properly.
  • Learners are guided to engage in sinking, floating, filling and emptying.
  • Learners are guided to sing songs, recite poems, and rhymes related to water.
Teaching Resources

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

3.5 3.5 Soil

Term 25 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about safety measures when playing with soil.
  • Take safety measures when playing with soil.
  • Play with soil for enjoyment.
  • Appreciate playing with soil for enjoyment.
Key Inquiry Questions (KIQs)
  • What safety measures do you observe when playing with soil?
  • What do you need to do when playing with soil?
Suggested Experiences
  • Learners are guided to talk about safety measures while playing with soil.
  • Learners take safety measures while playing with soil.
  • Learners tell safety measures when handling soil.
  • Learners are guided to play with soil.
  • Learners sing songs and recite poems on safety when handling soil.
Teaching Resources

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

3.6 3.6 Sound

Term 35 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify different sounds within their immediate environment.
  • Talk about different sounds in their immediate environment.
  • Imitate sounds in their immediate environment.
  • Appreciate different sounds in the environment.
Key Inquiry Questions (KIQs)
  • What sounds do you hear?
  • What are the different sources of sounds?
Suggested Experiences
  • Learners are guided to take a walk to listen to different sounds within their environment.
  • In groups, learners discuss different sounds in their immediate environment.
  • Learners imitate different sounds within their immediate environment.
  • Learners produce sounds by playing with different objects or items in their immediate environment.
  • Learners sing songs related to sounds in the environment.
  • Learners are guided to role-play while producing different sounds in the environment.
Teaching Resources

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

3.7 3.7 Smell

Term 35 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify the sources of smell in the immediate environment.
  • Differentiate between good and bad smell in the immediate environment.
  • Talk about good and bad smell in their immediate environment.
  • Appreciate good smell in the immediate environment.
Key Inquiry Questions (KIQs)
  • Which part of the body is used for smelling?
  • Which are some of the sources of smell?
  • Which substances smell good?
  • Which substances smell bad?
Suggested Experiences
  • Learners are guided to identify different sources of smell in the environment.
  • In groups, learners sort and group substances that smell good and bad.
  • Learners sing songs and recite poems on good scent.
  • Learners take a guided tour of the school compound and identify different smells and their sources.
Teaching Resources

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

3.8 3.8 Light

Term 35 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about the sources of light in the immediate environment.
  • Talk about uses of light in the environment.
  • Differentiate day and night.
  • Appreciate the importance of light in their daily activities.
Key Inquiry Questions (KIQs)
  • What are the sources of light?
  • How can you differentiate day and night?
  • What produces light in the day and night?
  • What are the uses of light?
  • How do we conserve light energy?
Suggested Experiences
  • Learners are guided to talk about sources of light in their environment.
  • Learners talk about objects that produce light.
  • Learners are guided to talk about uses of light in their environment.
  • Learners are guided to play with shadows.
  • Learners perform simple experiments using sources of light (like putting lights off and on) and emphasize conservation of energy.
  • Learners are guided to appreciate light as cause of day and night.
  • Learners sing songs and recite poems related to light.
Teaching Resources

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

4
Strand 4.0

4.0 Environmental Care and Safety

2 Sub-strands25 Lessons

4.1 4.1 Care

Term 310 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Talk about materials and items used in cleaning their classroom and immediate environment.
  • Talk about materials and items used in cleaning their home and the immediate environment, and clean their classroom.
  • Clean their home compound.
  • Appreciate the need to maintain a clean environment.
Key Inquiry Questions (KIQs)
  • Which items and materials are used in cleaning the home and classroom environment?
  • How do we clean our home and classroom?
  • When do we clean our classroom and home?
Suggested Experiences
  • Learners are guided to talk about materials and items used in keeping their classroom and home clean.
  • Learners watch videos and photographs on materials used in cleaning their classroom.
  • Learners are guided in cleaning their classroom and immediate environment.
  • Learners are guided in talking about how to take care of different items and materials used in cleaning their home and classroom.
  • Learners sing songs and recite poems related to care for school and home environment.
  • Learners watch videos of children cleaning their home and classroom environments.
  • Learners improvise cleaning materials using locally available materials.
Teaching Resources

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

4.2 4.2 Safety

Term 315 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • Identify safe places, objects and activities in the immediate environment.
  • Identify dangerous places, objects and activities in the immediate environment.
  • Identify strangers and tell what to do when dealing with strangers.
  • Handle different materials in the immediate environment appropriately.
  • Use different materials and facilities appropriately in the immediate environment.
  • Appreciate the need for safety in the immediate environment.
Key Inquiry Questions (KIQs)
  • What are the dangerous places, objects, activities and games?
  • How can you identify suspicious and unfriendly people?
  • How do you observe safety?
  • How do you use materials safely?
Suggested Experiences
  • Learners are guided to identify safe places, objects, activities and games in their environment.
  • Learners are guided to identify dangerous places, objects, activities and games in their environment.
  • Learners are guided in talking about strangers and what to do when they meet strangers.
  • Learners are guided on how to handle different materials for safety.
  • Learners are guided to clean working areas after an activity.
  • Learners watch videos showing dangerous people, places, objects, activities and games.
  • Learners are guided on how to use different materials and facilities properly.
  • Learners sing songs and recite poems related to safety.
Teaching Resources

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

PP1 Environmental Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP1 Environmental Activities.

Term 1 Scheme13 Weeks
  • 1.0 Social Environment
  • 2.0 Health Practices
View Term 1
Term 2 Scheme14 Weeks
  • 2.0 Health Practices
  • 3.0 Natural Environment
View Term 2
Term 3 Scheme9 Weeks
  • 3.0 Natural Environment
  • 4.0 Environmental Care and Safety
View Term 3

Other PP1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP1.

Mathematical Activities HubPsychomotor & Creative Activities HubReligious Education Activities HubLanguage Activities Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in PP1 Environmental Activities?

The official KICD strands for PP1 Environmental Activities are: 1.0 Social Environment, 2.0 Health Practices, 3.0 Natural Environment, 4.0 Environmental Care and Safety. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in PP1 Environmental Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our PP1 Environmental Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for PP1 Environmental Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.