1
Strand 1.0
1.0 Social Environment
6 Sub-strands60 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:
- Talk about body parts (head, ears, eyes, mouth, hand) for self-awareness.
- Tell the uses of ears, nose, mouth and eyes for self-awareness.
- Appreciate one's body parts for self-esteem.
Key Inquiry Questions (KIQs)
- What are the parts of your body?
- What are the uses of your body parts?
Suggested Experiences
- Learners sing songs and say poems on body parts.
- Learners identify different parts of the body from a chart.
- Learners play different games on body parts.
- Learners tell the uses of different body parts.
- Learners draw and model parts of the body.
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 work done by different people in the school.
- Participate in developing classroom rules (Dos and Don'ts) for interpersonal relationships.
- Appreciate the school community for harmonious living.
Key Inquiry Questions (KIQs)
- Who are the people found at school?
- What work is done by people at school?
- How do we come up with rules and guidelines?
- What are the dos and don'ts in the class?
Suggested Experiences
- Learners name people found at school (teachers, watchman, driver, cook).
- Learners take a school walk identifying people by the work they do.
- Learners role play work done by people at school.
- Learners are guided in coming up with rules and regulations of their class.
- Learners sing songs, draw and model people in school.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.3 1.3 Our Home
Term 120 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Name different structures and buildings found at home.
- Talk about the uses of buildings and structures at home.
- Name people found at home and tell relationships between them for harmonious living.
- Talk about work done by people at home and appreciate them.
Key Inquiry Questions (KIQs)
- Which buildings and structures are found at home?
- Who are the people found at home?
- What work is done by people at home?
Suggested Experiences
- Learners name different structures and buildings at home (main house, kitchen, store).
- Learners talk about uses of buildings and structures at home.
- Learners name people found at home and talk about relationships (father, mother, brother, sister, grandparents).
- Learners role play work done by people at home and sing related songs.
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:
- Identify courteous words used in day to day life.
- Talk about the use of courteous words for interpersonal relationships.
- Appreciate the need to use courteous words and show empathy to the needy.
- Use greetings and respond with actions appropriately.
Key Inquiry Questions (KIQs)
- Which words do you use to show respect to other people?
- How do you greet different people?
Suggested Experiences
- Learners are guided to identify courteous words used in their community.
- Learners practice in groups the use of courteous words and greetings.
- Learners role play and dramatise sharing play materials and snacks courteously.
- Learners recite poems on sharing and sing greeting songs.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.5 1.5 Neighbourhood
Term 110 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Identify classmates by names for harmonious living.
- Name classmates as neighbours for interpersonal relationships.
- Identify physical features in the neighbourhood for safety and security.
- Appreciate classmates as their neighbours.
Key Inquiry Questions (KIQs)
- Who is a neighbour?
- What are the names of my classmates?
- What physical features are found in your neighbourhood?
Suggested Experiences
- Learners listen to a story on the neighbourhood and answer questions.
- Learners tell names of their classmates as immediate neighbours.
- Learners talk about friendship and what they can do together.
- Learners identify physical features in their neighbourhood (churches, rivers, hills, shops).
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.6 1.6 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 times and occasions.
- Dress and undress appropriately.
- Put on shoes correctly (tying laces, socks).
- Appreciate one's clothes for self-esteem.
Key Inquiry Questions (KIQs)
- Which clothes do we wear on different occasions and ceremonies?
- How do we put on clothes and shoes correctly?
Suggested Experiences
- Learners sort and group clothes worn at different times and occasions.
- In the home corner, practice wearing clothes, buttoning, tying laces, and wearing socks.
- Learners practice putting on sweaters, jackets, shirts, shoes, shorts, skirts and blouses.
- Learners sing songs and recite poems about clothes.
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.