2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

PP1 Environmental Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Environmental Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Environmental Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for PP1 Environmental Activities in Term 1.

Class / Grade: PP1
Learning Area: Environmental Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

PP1 Environmental Activities Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Social Environment	1.1 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)
	2	1.0 Social Environment	1.1 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)
	3	1.0 Social Environment	1.1 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)
	4	1.0 Social Environment	1.1 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)
	5	1.0 Social Environment	1.1 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)
2	1	1.0 Social Environment	1.2 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)
	2	1.0 Social Environment	1.2 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)
	3	1.0 Social Environment	1.2 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)
	4	1.0 Social Environment	1.2 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)
	5	1.0 Social Environment	1.2 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)
3	1	1.0 Social Environment	1.2 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)
	2	1.0 Social Environment	1.2 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)
	3	1.0 Social Environment	1.2 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)
	4	1.0 Social Environment	1.2 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)
	5	1.0 Social Environment	1.3 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)

Curriculum Design & Content

PP1 Environmental Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in PP1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Social Environment

5 Sub-strands40 Lessons in Term 1

1.1 1.1 Myself

5 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 1.2 Our School

10 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 1.3 Home

10 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 1.4 Interpersonal Relationship

5 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.5 1.5 Dressing

10 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

2.0 Health Practices

4 Sub-strands25 Lessons in Term 1

2.1 2.1 Hand washing

5 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 2.2 Cleaning nose

5 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 2.3 Care for the teeth

5 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.4 2.4 Sanitation/Toileting

10 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

PP1 Environmental Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP1 Environmental Activities showing the term-by-term distribution of all 4 strands.

Term 1Current

1.0 Social Environment
2.0 Health Practices

Term 2View Term 2 →

2.0 Health Practices
3.0 Natural Environment

Term 3View Term 3 →

3.0 Natural Environment
4.0 Environmental Care and Safety

Other PP1 Schemes of Work for Term 1

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

Mathematical Activities (Term 1)Psychomotor & Creative Activities (Term 1)Religious Education Activities (Term 1)Language Activities (Term 1)

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Curriculum Compliance & Official Accreditation

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

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: PP1 Environmental Activities Term 1

What strands and sub-strands are covered in PP1 Environmental Activities Term 1?

In Term 1, PP1 Environmental Activities covers the following main strands: 1.0 Social Environment, 2.0 Health Practices. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for PP1 Environmental Activities in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is PP1 Environmental Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.