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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

PP1 Environmental Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Environmental Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Environmental Activities Term 2 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 2.

Class / Grade
PP1
Pre-Primary Level
Learning Area
Environmental Activities
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

PP1 Environmental Activities Term 2 Scheme of Work Table

Week-by-week lesson 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
112.0 Health Practices2.4 Sanitation/Toileting

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

a) Talk about the importance of toilet facilities for personal hygiene.

1. Which are the toilet facilities in school?

- Learners are guided in talking about how to express the urge for toileting.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.4 Sanitation/Toileting

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

a) Express the urge for toileting.

1. What do you do when you need to go to the toilet?

- Learners practice seeking permission to go to toilets.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.4 Sanitation/Toileting

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

a) Express the urge for toileting.

1. What do you do when you need to go to the toilet?

- Learners observe a role play on the use of sanitary facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.4 Sanitation/Toileting

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

a) Use toilet facilities properly for personal hygiene.

1. How do you use toilet facilities?

- Learners observe a role play on the use of sanitary facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.4 Sanitation/Toileting

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

a) Use toilet facilities properly for personal hygiene.

1. How do you use toilet facilities?

- Learners use games to practice the use of toileting facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
212.0 Health Practices2.4 Sanitation/Toileting

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

a) Appreciate the need to use clean toilet for personal hygiene.

1. Why do you keep the toilet clean?

- Learners are guided to talk about the need to use clean toilet/latrine for personal hygiene.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.5 Foods/Feeding

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

a) Talk about different food eaten at home.

1. How do we eat?

- Learners are guided in naming foods eaten at home.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.5 Foods/Feeding

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

a) Talk about different food eaten at home.

1. How do we eat?

- Learners are guided in telling of cleaning foods before eating.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.5 Foods/Feeding

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

a) Talk about the importance of eating clean food.

1. Why do we eat clean food?

- Organise learners in groups to talk about foods they eat at home and school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.5 Foods/Feeding

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

a) Tell the importance of eating food.

1. Why do we eat food?

- Learners are guided to read pictures of foods found in the local environment.

- Learners are guided to colour drawings of foods.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
312.0 Health Practices2.5 Foods/Feeding

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

a) Talk about the dangers of sharing food from someone else's mouth.

1. Why do we eat food?

- Learners sing songs and recite poems on importance of eating food.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.5 Foods/Feeding

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

a) Feed self using clean hands or feeding items appropriately.

1. How should we behave when eating?

- Learners are guided to discuss the dangers of eating food from someone's mouth.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.5 Foods/Feeding

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

a) Feed self using clean hands or feeding items appropriately.

1. Why should we use clean feeding items when feeding ourselves?

- Individually, learners practice feeding self.

- Learners are guided to talk about proper feeding habits.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.5 Foods/Feeding

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

a) Observe proper feeding habits.

1. Why should we use clean feeding items when feeding ourselves?

- Learners practice cleaning the feeding area.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.5 Foods/Feeding

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

a) Maintain a clean feeding area.

1. Why should we clean our feeding area?

- Learners tell stories, sing songs and recite poems on foods eaten at home and school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

PP1 Environmental Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

2.0 Health Practices

2 Sub-strands20 Lessons in Term 2

1.1 2.4 Sanitation/Toileting

10 Suggested LessonsTerm 2
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.

1.2 2.5 Foods/Feeding

10 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

3.0 Natural Environment

5 Sub-strands45 Lessons in Term 2

2.1 3.1 Plants

10 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 3.2 Animals

10 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 3.3 Weather

10 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.4 3.4 Water

10 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.5 3.5 Soil

5 Suggested LessonsTerm 2
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?
Learning 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 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 1View Term 1 →
  • 1.0 Social Environment
  • 2.0 Health Practices
Term 2Current
  • 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 2

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

Mathematical Activities (Term 2)Psychomotor & Creative Activities (Term 2)Religious Education Activities (Term 2)Language Activities (Term 2)

Explore Schemes for Other CBC Grades

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

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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:

Help & Answers

Frequently Asked Questions: PP1 Environmental Activities Term 2

What strands and sub-strands are covered in PP1 Environmental Activities Term 2?

In Term 2, PP1 Environmental Activities covers the following main strands: 2.0 Health Practices, 3.0 Natural Environment. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for PP1 Environmental Activities in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.