2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

PP1 Environmental Activities Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Environmental Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Environmental Activities Term 3 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 3.

Class / Grade: PP1
Learning Area: Environmental Activities
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

PP1 Environmental Activities Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	3.0 Natural Environment	3.6 Sound	By the end of the sub strand, the learner should be able to; a) Identify different sounds within their immediate environment.	1. What sounds do you hear?	- Learners are guided to take a walk to listen to different sounds within their environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 Natural Environment	3.6 Sound	By the end of the sub strand, the learner should be able to; a) Identify different sounds within their immediate environment.	1. What sounds do you hear?	- In groups, learners discuss different sounds in their immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 Natural Environment	3.6 Sound	By the end of the sub strand, the learner should be able to; a) Talk about different sounds in their immediate environment.	1. What sounds do you hear?	- Learners imitate different sounds within their immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 Natural Environment	3.6 Sound	By the end of the sub strand, the learner should be able to; a) Imitate sounds in their immediate environment.	1. What are the different sources of sounds?	- Learners produce sounds by playing with different objects or items in their immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 Natural Environment	3.6 Sound	By the end of the sub strand, the learner should be able to; a) Appreciate different sounds in the environment.	1. What are the different sources of sounds?	- Learners sing songs related to sounds in the environment. - Learners are guided to role-play while producing different sounds in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	3.0 Natural Environment	3.7 Smell	By the end of the sub strand, the learner should be able to; a) Identify the sources of smell in the immediate environment.	1. Which part of the body is used for smelling?	- Learners are guided to identify different sources of smell in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 Natural Environment	3.7 Smell	By the end of the sub strand, the learner should be able to; a) Identify the sources of smell in the immediate environment.	1. Which part of the body is used for smelling?	- Learners are guided to identify different sources of smell in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 Natural Environment	3.7 Smell	By the end of the sub strand, the learner should be able to; a) Differentiate between good and bad smell in the immediate environment.	1. Which are some of the sources of smell?	- In groups, learners sort and group substances that smell good and bad.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 Natural Environment	3.7 Smell	By the end of the sub strand, the learner should be able to; a) Talk about good and bad smell in their immediate environment.	1. Which substances smell good?	- Learners sing songs and recite poems on good scent.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 Natural Environment	3.8 Light	By the end of the sub strand, the learner should be able to; a) Talk about the sources of light in the immediate environment.	1. What are the sources of light?	- Learners are guided to talk about sources of light in their environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	3.0 Natural Environment	3.8 Light	By the end of the sub strand, the learner should be able to; a) Talk about the sources of light in the immediate environment.	1. How can you differentiate day and night?	- Learners talk about objects that produce light.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 Natural Environment	3.8 Light	By the end of the sub strand, the learner should be able to; a) Talk about uses of light in the environment.	1. What produces light in the day and night?	- Learners are guided to talk about uses of light in their environment. - Learners are guided to play with shadows.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 Natural Environment	3.8 Light	By the end of the sub strand, the learner should be able to; a) Differentiate day and night.	1. What are the uses of light?	- Learners perform simple experiments using sources of light (like putting lights off and on) and emphasize conservation of energy.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Environmental Care and Safety	4.1 Care	By the end of the sub strand, the learner should be able to; a) Talk about materials and items used in cleaning their classroom and immediate environment.	1. Which items and materials are used in cleaning the home and classroom environment?	- Learners are guided to talk about materials and items used in keeping their classroom and home clean.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Environmental Care and Safety	4.1 Care	By the end of the sub strand, the learner should be able to; a) Talk about materials and items used in cleaning their classroom and immediate environment.	1. Which items and materials are used in cleaning the home and classroom environment?	- Learners are guided to talk about materials and items used in keeping their classroom and home clean.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP1 Environmental Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in PP1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

3.0 Natural Environment

3 Sub-strands15 Lessons in Term 3

1.1 3.6 Sound

5 Suggested LessonsTerm 3

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?

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

1.2 3.7 Smell

5 Suggested LessonsTerm 3

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?

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

1.3 3.8 Light

5 Suggested LessonsTerm 3

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?

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

Strand 2.0

4.0 Environmental Care and Safety

2 Sub-strands25 Lessons in Term 3

2.1 4.1 Care

10 Suggested LessonsTerm 3

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?

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

2.2 4.2 Safety

15 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

2.0 Health Practices
3.0 Natural Environment

Term 3Current

3.0 Natural Environment
4.0 Environmental Care and Safety

Other PP1 Schemes of Work for Term 3

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

Mathematical Activities (Term 3)Psychomotor & Creative Activities (Term 3)Religious Education Activities (Term 3)Language Activities (Term 3)

Explore Schemes for Other CBC Grades

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

PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 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:

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 3

What strands and sub-strands are covered in PP1 Environmental Activities Term 3?

In Term 3, PP1 Environmental Activities covers the following main strands: 3.0 Natural Environment, 4.0 Environmental Care and Safety. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for PP1 Environmental Activities in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.