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

PP2 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 PP2 Environmental Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 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 PP2 Environmental Activities in Term 2.

Class / Grade
PP2
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

PP2 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 Practices2.1 Hand Washing

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

a) Tell the importance of washing hands for personal hygiene.

1. Why do we wash our hands?

- Learners are guided to follow the right steps when washing hands with soap and water.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.1 Hand Washing

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

a) Wash hands appropriately following the right steps.

1. When do we wash our hands?

- In pairs learners practice washing hands appropriately.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.1 Hand Washing

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

a) Tell critical times to wash hands.

1. What do we use to wash our hands?

- Learners talk about critical times for hand washing (before eating, after toilet, after play).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.2 Care For the Nose

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

a) Tell the importance of having a personal handkerchief.

1. Why do we clean our nose?

- Observe demonstrations on how to use a clean handkerchief to clean the nose.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.2 Care For the Nose

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

a) Tell the importance of having a personal handkerchief.

1. Why do we clean our nose?

- Observe demonstrations on how to use a clean handkerchief to clean the nose.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
212.0 Health Practices2.2 Care For the Nose

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

a) Wipe one's nose appropriately using a clean handkerchief.

1. What do we use to clean our nose?

- Practice wiping nose appropriately using personal handkerchiefs.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.2 Care For the Nose

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

a) Wipe one's nose appropriately using a clean handkerchief.

1. What do we use to clean our nose?

- Discuss dangers of sharing handkerchiefs and putting objects in the nose.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.3 Care for Teeth

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

a) Tell dangers of using substances that destroy teeth.

1. Why do we brush our teeth?

- Classify items that destroy teeth (excessive sweets, opening bottles with teeth).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.3 Care for Teeth

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

a) Tell dangers of using substances that destroy teeth.

1. Why do we brush our teeth?

- Classify items that destroy teeth (excessive sweets, opening bottles with teeth).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.3 Care for Teeth

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

a) Talk about actions that destroy teeth.

1. When do we brush our teeth?

- Observe demonstration on appropriate circular and up-down teeth brushing.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
312.0 Health Practices2.3 Care for Teeth

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

a) Brush teeth using appropriate brushing materials found in one's locality.

1. What do we use to brush our teeth?

- Practice brushing teeth with toothbrushes or local chewing sticks.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Health Practices2.3 Care for Teeth

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

a) Appreciate the need to care for teeth by avoiding sugary foods.

1. How do we brush our teeth?

- Sing songs and recite poems on teeth brushing.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Health Practices2.4 Toileting

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

a) Talk about the importance of using a clean toilet.

1. When do we go to the toilet?

- Observe teacher demonstrate safe and proper use of toilet facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Health Practices2.4 Toileting

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

a) Talk about the importance of using a clean toilet.

1. When do we go to the toilet?

- Observe teacher demonstrate safe and proper use of toilet facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Health Practices2.4 Toileting

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

a) Talk about the importance of using a clean toilet.

1. When do we go to the toilet?

- Observe teacher demonstrate safe and proper use of toilet facilities.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

PP2 Environmental Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP2 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

5 Sub-strands35 Lessons in Term 2

1.1 2.1 Hand Washing

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Tell the importance of washing hands for personal hygiene.
  • Wash hands appropriately following the right steps.
  • Tell critical times to wash hands.
  • Appreciate the need to wash hands at critical times.
Key Inquiry Questions (KIQs)
  • Why do we wash our hands?
  • When do we wash our hands?
  • What do we use to wash our hands?
  • How do we wash our hands?
Learning Experiences
  • Learners are guided to follow the right steps when washing hands with soap and water.
  • In pairs learners practice washing hands appropriately.
  • Learners talk about critical times for hand washing (before eating, after toilet, after play).
  • Learners sing songs and recite poems related to hand washing.
Teaching Resources

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

1.2 2.2 Care For the Nose

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Tell the importance of having a personal handkerchief.
  • Wipe one's nose appropriately using a clean handkerchief.
  • Appreciate the need to own and care for a personal handkerchief.
Key Inquiry Questions (KIQs)
  • Why do we clean our nose?
  • What do we use to clean our nose?
  • Why should we not share a handkerchief?
Learning Experiences
  • Observe demonstrations on how to use a clean handkerchief to clean the nose.
  • Practice wiping nose appropriately using personal handkerchiefs.
  • Discuss dangers of sharing handkerchiefs and putting objects in the nose.
  • Sing songs and recite rhymes on handkerchief care.
Teaching Resources

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

1.3 2.3 Care for Teeth

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Tell dangers of using substances that destroy teeth.
  • Talk about actions that destroy teeth.
  • Brush teeth using appropriate brushing materials found in one's locality.
  • Appreciate the need to care for teeth by avoiding sugary foods.
Key Inquiry Questions (KIQs)
  • Why do we brush our teeth?
  • When do we brush our teeth?
  • What do we use to brush our teeth?
  • How do we brush our teeth?
Learning Experiences
  • Classify items that destroy teeth (excessive sweets, opening bottles with teeth).
  • Observe demonstration on appropriate circular and up-down teeth brushing.
  • Practice brushing teeth with toothbrushes or local chewing sticks.
  • Sing songs and recite poems on teeth brushing.
Teaching Resources

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

1.4 2.4 Toileting

10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Talk about the importance of using a clean toilet.
  • Identify materials used for toileting.
  • Use the toilet properly for safety and hygiene.
  • Appreciate proper use of toilet facilities.
Key Inquiry Questions (KIQs)
  • When do we go to the toilet?
  • How do we use the toilet properly and safely?
  • Why do we need a clean toilet?
Learning Experiences
  • Observe teacher demonstrate safe and proper use of toilet facilities.
  • Practice seeking permission and using the toilet properly.
  • Talk about dangers of dirty toilets and the importance of washing hands after toileting.
  • Participate in singing games on toilet manners.
Teaching Resources

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

1.5 2.5 Food and 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 types of foods for healthy living.
  • Feed self for good health and nutrition.
  • Talk about dangers of sharing food from other people's mouth.
  • Talk about dos and don'ts while eating.
  • Observe table manners while eating.
Key Inquiry Questions (KIQs)
  • What are proper eating habits?
  • What are the dos and don'ts when eating?
  • Why should we wash hands and fruits before eating?
  • How do we clear the feeding area?
Learning Experiences
  • Observe demonstration on feeding procedure and washing fruits.
  • Practice washing fruits and vegetables before eating.
  • Practice feeding self with clean utensils and observing table manners.
  • Discuss the dangers of eating food from other people's mouths.
  • Practice clearing and wiping the feeding area after meals.
Teaching Resources

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

2
Strand 2.0

3.0 Natural Environment

5 Sub-strands35 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:

  • Talk about plants in the immediate environment.
  • Observe plants in the immediate environment.
  • Talk about uses of plants in the immediate environment.
  • Take care of plants found in their immediate environment.
  • Appreciate plants found in their immediate environment.
Key Inquiry Questions (KIQs)
  • How do we care for plants?
  • Why do we care for plants?
  • What are the uses of plants?
Learning Experiences
  • Take a nature walk within school and neighbourhood to observe different types of plants.
  • Water plants in the nature corner and outside in the school compound.
  • Sort and group different parts of plants (leaves, stems, flowers).
  • Sing songs and recite poems on caring for plants.
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:

  • Talk about animals in the immediate environment.
  • Observe animals within the environment.
  • Appreciate the presence of animals in the environment.
Key Inquiry Questions (KIQs)
  • What are some of the animals found within the immediate environment?
Learning Experiences
  • Name domestic and wild animals found in the environment.
  • Model, draw or colour pictures of domestic and wild animals.
  • Take a walk to observe domestic animals and practice feeding them safely.
  • Match and pair pictures of animals using digital devices.
Teaching Resources

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

2.3 3.3 Weather

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Talk about different weather conditions.
  • Observe weather conditions in the immediate environment.
  • Appreciate different weather conditions in the environment.
Key Inquiry Questions (KIQs)
  • What are common weather conditions (sunny, rainy, windy, cloudy)?
  • How do we dress during different weather conditions?
  • How does rain, wind and sun help us?
Learning Experiences
  • Observe and record daily weather conditions using weather symbols on charts.
  • Talk about activities and clothing associated with different weather conditions.
  • Sing songs and recite poems on weather conditions.
Teaching Resources

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

2.4 3.4 Water

5 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • Talk about sources of water.
  • Talk about uses of water in the environment.
  • Play with water for enjoyment and discovery.
  • Appreciate the importance of water in the environment.
Key Inquiry Questions (KIQs)
  • What are the sources of water?
  • What happens when you place different objects in water?
  • What are the uses of water?
Learning Experiences
  • Take a nature walk in the neighbourhood to identify water sources.
  • Perform simple experiments (floating and sinking, dissolving substances, filling and emptying).
  • Water plants in the nature corner and practice turning taps off after use.
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.
  • Play with soil for enjoyment and exploration.
  • Appreciate playing with soil for enjoyment.
Key Inquiry Questions (KIQs)
  • How do you feel when playing with different types of soil?
  • How do we handle soil without hurting ourselves?
  • What are the different uses of soil?
Learning Experiences
  • Manipulate different soils to make models (dolls, huts, simple household items).
  • Discuss safety measures when handling soil (not putting soil in eyes or mouth, washing hands).
  • Take a nature walk to observe and collect different soil samples (clay, sand, loam).
Teaching Resources

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

PP2 Environmental Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 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 PP2 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in PP2.

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

Explore Schemes for Other CBC Grades

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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: PP2 Environmental Activities Term 2

What strands and sub-strands are covered in PP2 Environmental Activities Term 2?

In Term 2, PP2 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 PP2 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 PP2 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.