French Grade 7

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
FRENCH
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

2021
First Published in 2021
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher.
ISBN: 978-9914-43-934-2
Published and printed by Kenya Institute of Curriculum Development

FOREWORD
Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in
meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the
education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4
system of education to inform the Competency-Based Curriculum through a phase-in phase-out model. The reforms were
informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report on Re-
alignment of Education Sector (2012), 21 st century learning and approaches, the East Africa Protocol on harmonisation of
education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya
2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional
Paper No. 1 of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the
Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values and attitudes that will drive
the country’s future generations as documented by the Basic Education Curriculum Framework (BECF). Towards achieving the
mission of the Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum
implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and Junior Secondary (Grade 7-9) will
subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for
progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.
PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,
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PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for
Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper
Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers
implementation of the Competency-Based Curriculum to Junior Secondary education level. This level marks the zenith of
Middle School education whose main feature is to offer a broad opportunity for the learner to explore talents, interests and
abilities before selection of pathways and tracks in Senior Secondary education level.
The Grade 7 curriculum designs for the respective learning areas will enable the development of 21 st Century competencies.
Ultimately, this will lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the
Basic Education Curriculum Framework (KICD, 2017).
It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and
efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum.
Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the curriculum
mission ‘Nurturing Every Learner’s Potential’.
JULIUS O. JWAN, PhD, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION
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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to
develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The
curriculum development process for any level involves thorough research, international benchmarking, and robust stakeholder
engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based Curriculum (CBC)
as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century and
the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the
United Nations Sustainable Development Goals.
The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets
of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher
order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The
Grade 7 designs also provide opportunities for learners to develop the core competencies as well as engage in Community
Service Learning. The designs present assessment rubric linked to sub strands in the individual subjects. Teachers are
encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the
Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners
targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World Bank
through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The Institute is
grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for
the policy, resource, and logistical support.
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I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in
the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and
representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning
and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National
Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD Governing Council for their
consistent guidance during the development of the curriculum designs. The Institute assures all curriculum implementers,
parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.
PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD ..............................................................................................................................................................................iii
PREFACE ................................................................................................................................................................................... iv
ACKNOWLEDGEMENT ........................................................................................................................................................... v
TIME ALLOCATION ..............................................................................................................................................................viii
NATIONAL GOALS OF EDUCATION ................................................................................................................................... ix
LEARNING OUTCOMES FOR MIDDLE SCHOOL ..............................................................................................................xii
ESSENCE STATEMENT .........................................................................................................................................................xii
SUBJECT GENERAL LEARNING OUTCOMES..................................................................................................................xiii
STRAND 1.0: LISTENING AND SPEAKING ......................................................................................................................... 1
STRAND 2.0: READING ......................................................................................................................................................... 21
STRAND 3.0: WRITING .......................................................................................................................................................... 37
STRAND 4.0: LANGUAGE STRUCTURES ........................................................................................................................... 53
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY .................................................................. 70
APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING RESOURCES
AND NON-FORMAL ACTIVITIES ........................................................................................................................................ 74
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TIME ALLOCATION
Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical and Pre-Vocational Education 5
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 2
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Sports and Physical Education 2
13. Optional Subject 3
14. Optional Subject 3
Total 45
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NATIONAL GOALS OF EDUCATION
Education in Kenya should:

i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They
must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense
of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live
together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following
in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in need
of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can
only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes
that will prepare our young people for these changing global trends.
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iii) Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of
character.
iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of
sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for
collective activities and corporate social service irrespective of gender, ability or geographical environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that
must follow rapid development in order to build a stable and modern society.
vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and
nations. Education should therefore lead the youth of the country to accept membership of this international community
with all the obligations and responsibilities, rights and benefits that this membership entails.
viii. Promote positive attitudes towards good health and environmental protection.
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Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that
will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and
conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:

1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Learning foreign languages is a prerequisite for global citizenship; the national goals of education advocate promoting
international consciousness and fostering positive attitudes towards other nations. Proficiency in foreign languages empowers
one and provides limitless opportunities to enjoy the privileges, rights, and benefits of global citizenship and contribute
positively to its very existence. At Upper Primary, learners were equipped with the necessary listening, speaking, reading, and
writing skills. French at Junior Secondary builds on the linguistic competencies acquired in upper primary. The proposed
learning experiences provide the opportunity to experiment with and explore the language in contextualized communication
situations. The content is delivered using interactive and participatory methods of learning aimed at unlocking the learners'
multiple intelligences. The expected results are heightened awareness, understanding, and appreciation of the French language.
The learner will exit Junior Secondary as an intermediate user of the language. Importantly, this will form a crucial foundation
for those advancing in French to Senior Secondary.
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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
1. listen actively to varied audio stimuli on issues relating to day-to-day life
2. use spoken language to interact with others on various topics
3. read simple texts on everyday contexts with comprehension
4. create simple written texts on various topics using varied media
5. utilize digital literacy skills responsibly in learning and communication
6. address pertinent and contemporary issues using relevant knowledge, skills and attitudes acquired
7. transform their learning experiences into service learning in the community
8. align their learning experiences to the development of the core competencies
9. appreciate cultural diversity for national cohesion and international consciousness.
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STRAND 1.0: LISTENING AND SPEAKING
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 1.1 Listening By the end of the sub The learner is guided to: 1. How do you
Listening comprehension strand, the learner should • watch short audio-visual clips on show respect
and : Social be able to: the use of informal language in when addressing
Speaking interaction a) identify informal interactions (ellision on Tu, e.g. T’ different people?
(2 Lessons) expressions in simple es fatigué, T’as mal?) 2. What guides your
social interactions • listen to songs with informal choice of words
b) use appropriate expressions when speaking to
expressions in informal • recite rhymes with vocabulary on different people?
social interactions informal phrases in groups
c) pronounce sounds in • record own interactions, share and
words correctly comment in groups
d) value using appropriate • simulate simple dialogues on
expressions in informal informal interactions in pairs
social interactions (subject + verb + interrogatives e.g
Tu fais quoi, Tu vas où?)
• create songs using informal
expressions
• pronounce words correctly with the
semi vowel /y/
• listen to and repeat words
containing the semi-vowel /y/
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Core-Competencies to be developed:
• Communication and Collaboration: learner develops active listening and adaptive speaking skills in activities that involve
asking and responding to open questions and appropriate tone.
• Citizenship: learner develops national and cultural diversity skills in activities that involve appropriate use of the tu form,
understanding of differences, and diversity in cultures and languages of the world.
Values:
• Respect: learner addresses different categories of people using the appropriate register.
Pertinent and Contemporary Issues:
• Citizenship: social cohesion as learners address people they are familiar with using the informal register.
Link to other subjects:
• English: this subject has content on the use of informal and formal language.
• Life skills education: this subject has content on interpersonal relationships.
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to identify The learner identifies The learner identifies Learner partially The learner identifies
informal words and informal words and informal words and identifies and uses informal words and
expressions expressions in simple expressions in oral social appropriate informal expressions but needs a
oral interactions with interactions with peers words and expressions lot of prodding yet still
ease. in social interactions misuses them.
Ability to use The learner uses a wide The learner uses the The learner uses some The learner uses words
informal variety of appropriate correct expressions to words and expressions and expressions in
expressions in words and expressions address the target in informal informal interactions but
social interactions in the informal context audience in formal and interactions. Shows makes numerous errors
of oral communication. informal contexts of un-sustained attention that affect

communication. to the person speaking communication. The
attention span of the
learner is erratic and un-
sustained.
The learner not only The learner uses Sometimes unable to The learner consistently
pays keen attention to appropriate words and associate words and mixes formal and
the person who is expressions to carry out expressions to the informal words and
speaking but also social interactions. The appropriate contexts – expressions and cannot
contributes and learner also pays keen may use those for make definite choices for
motivates the speaker by attention to the person formal situations in application.
providing additional who is speaking. informal ones and vice
expressions versa.
Ability to The learner pronounces The learner pronounces The learner The learner pronounces
pronounce sounds the semi vowel sounds the semi vowel sounds pronounces the semi the semi vowel sounds
in words correctly in words accurately and in words accurately and vowel sounds in words in words with
with excellent clarity clearly. fairly accurately and inaccuracies that
occasional lack of occasionally impedes
clarity meaning

1.0 1.2 Listening By the end of the sub The learner is guided to: Who makes
Listening Comprehension: strand, the learner • watch short video clips describing the up your
and Immediate should be able to: physical characteristics of persons immediate
Speaking Family a) describe members of • identify physical attributes of members of family?
(4 Lessons) the immediate the family from pictures or video clips.
family by physical • relate the members of an immediate family
attributes to their physical attributes
and occupation • listen to simple dialogues describing
b) articulate sounds members of an immediate family
correctly to enhance • formulate and answer questions on family
the clarity of speech • practice pronouncing words with sounds
c) appreciate the role of with accent aigu /é / and accent grave /è/
the family in one's • read rhymes and tongue twisters containing
life. sounds /é /& /è/
• record short descriptions about members of
an immediate family.
• Communication and Collaboration: learner develops critical listening and practical speaking skills as they listen to audios
and talk about the physical attributes of their families.
Values:
• Care and compassion: learner develops the value of care and compassion as they engage in interpersonal interactions with
family members with different attributes at home.

• Citizenship education: learner develops the spirit of social cohesion as they discuss the family unit.
• Social Studies: This subject has content on family values.
• Religious Studies: This subject has content on moral and spiritual values in the family.
Assessment Rubric
Expectation
Ability to use The learner exhibits The learner displays The learner makes a The learner's choice of
vocabulary and fluency using appropriate appropriate use of few errors in vocabulary used to
expressions vocabulary and expressions vocabulary and vocabulary and discuss family is
when discussing family expressions when expressions when largely inappropriate.
and friends. discussing family. talking about family.
Ability to The learner can pronounce The learner pronunciation The learner can Learner mispronounces
articulate the vocabulary and while speaking is quite apt. adequately articulate words. Occasionally
sounds expressions excellently words and expressions the message is
while speaking. that make sense. distorted.
Ability to The learner can detect and The learner can detect and The learner can The learner attempts to
describe people classify the descriptive extract the descriptive partially detect the identify the description
words from the recorded words heard from the descriptive words in the from the recorded text
text describing members of recorded text that describe recorded text which that describes members
a family. The classification members of a family. The describe family of a family. The
is quite detailed classification adheres to members. The guided Learner does limited
the basic instructions classification is classification with
provided. reasonably well done difficulty.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 1.3 Oral By the end of the sub strand, The learner is guided to: 1. How does your
Listening Expression: the learner should be able to: • play word games with vocabulary room look?
and Our room a) choose appropriate on different parts of a room like "le 2. What do you
Speaking (4 lessons) vocabulary and expressions mur, l'armoire, le lit." like about your
to talk about their room • interact with audiovisual materials room?
b) describe their room in an on standard items in a room
organized and coherent • play the quick-fire game to identify
manner objects in a room
c) articulate sounds correctly • engage in simple dialogues in
to enhance speech, groups using expressions of
d) exhibit appreciation for location and possession
their room • play "mind squeeze" games on
standard items in a room to
develop critical thinking
• practice pronouncing words with
[o] sound correctly (Rideau,
tableau)
• engage in rhyme games to practice
sounds [o] with the help of media
devices
• create and recites own rhymes and
short poems to enhance sound
articulation

• share how they organize their
room with other learners in the
school community as they discuss
the positioning of items for safety
and security.
Core competencies to be developed:
• Communication and Collaboration: the learner develops skills to speak effectively and logically during interaction with
others in dialogues.
Values:
• Patriotism: the learner shows loyalty, love, and pride in the room presented.
• Responsibility: the learners care for their personal and communal property in their room.
• Safety and security education: learners discuss the safe positioning of items in their rooms.
• Home Science where content about personal hygiene, good grooming, and different items in a home can be found.
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to The learner is The learner always The learner chooses The learner chooses
choose spontaneous in chooses appropriate appropriate vocabulary vocabulary and
vocabulary and choosing appropriate vocabulary and and expressions in expressions to describe a
expressions vocabulary and expressions when describing a room. Errors room, but the choice is
choice expressions when describing a room; makes made do not affect the inappropriate most of the
describing a room and minimal errors in the use intended meaning. time. Consistently makes
often adds self-learnt of the speech and errors that affect the
words. expressions intended meaning.

Ability to The learner describes a The learner describes a The learner describes a The learner attempts to
organize ideas room in a faultless room in an organized room with some good describe a room but with
coherently organized manner. The manner. Ideas are well ideas that are reasonably limited ideas that are not
flow of ideas is smooth, linked, and coherence is well organized and linked. well organized.
and coherence is achieved with relative Coherence may be Coherence is greatly
achieved with great ease. affected by the shaky affected.
ease. organization of ideas.
Ability to The learner correctly The learner correctly The learner can The learner manipulates
manipulate manipulates the sound manipulates the sound manipulate the sound the sound [eau] in very
sounds [eau] in all words learn; [eau] in all words learnt [eau] in most of the words few of the words learnt
can pronounce new with relative ease. Errors learnt. They make a few with many difficulties.
words with the sound are minimal. errors that, at times, Errors are consistent and
[eau] with great ease. distort the meaning of the affect the meaning of
words. words thus distorting
communication.

1.0 1.4 Oral By the end of the sub The learner is guided to: 1. What media devices
Listening expression: strand, the learner should • watch visual slides listens to how the do you know?
and Media be able to: names of devices are pronounced, 2. How can we use
Speaking (3 lessons) a) identify different and repeats the names of media media devices to
media devices in their devices enhance oral
surrounding • identify various types of media in communication?
b) respond to oral their immediate environment (Qu’est- 3. Why do we use
instructions on how ce que c’est? C’est…/Ce sont…) different media
to operate media • pronounce words on selective devices for oral
devices vocabulary about media, to articulate communication?
c) display enthusiasm in sound [∫] (affiche, touches, tache,
using media devices cache)
to learn • play the quick-fire game to identify
media devices
• listen to instructions on how to
operate media devices (allumer,
cliquer, eteindre, sauvegarder…)
• relate media devices to their names
using flash cards.
• create and records simple audio texts
referring to different media devices in
the surrounding
• share and give feedback on audio

documents with other groups in the
class
• practice active listening using media
devices
• explain the importance of using
digital devices during different school
functions.
Core Competencies to be developed:
• Digital literacy: the learner uses digital technology to accomplish tasks effectively.
• Critical thinking and problem solving: the learner reflects on finding solutions to problems encountered while operating
digital devices.
Values :
• Responsibility: the learner observes self-discipline as digital devices are used.
• Honesty and trustworthiness: the learner manifests responsible use of the devices provided in class.
• Child care and protection: parents support the learner as they build their digital literacy skills and ensure discipline through
responsible media use.
Links to other subjects:
• Life Skills Education: this subject has content on problem-solving skills
• English: certain topics cover how to use media for effective communication
• Computer Science: this subject has content on the effective use of media devices

Assessment Rubric
Expectation
Ability to The learner can identify The learner can The learner can identify The learner can identify
identify media media devices within and identify all media most media devices media devices within the
devices outside their immediate devices presented within the immediate environment with
environment within the immediate environment assistance
environment
Ability to The learner understands, The learner responds The learner responds The learner responds to
respond to oral interprets, and responds to promptly and appropriately to most few verbal instructions
instructions oral instructions on accurately to oral oral instructions about about media devices
matters of media device instructions about media devices
operations media devices
Ability to create The learner quickly The learner generates The learner generates The learner struggles to
using media generates several audio accurate and some logical audio generate at least two
devices recordings of varying straightforward audio recordings on the use of accurate audio recordings
complexity on use of recordings on media media devices in their about media devices in
media devices devices in the surrounding their surrounding
surrounding

1.0 1.5 Listening By the end of the sub strand, The learner is guided to: 1. How do we
Listening comprehension the learner should be able to: • identify areas in school orally locate places?
and and oral a) locate different places in • watch audio visual materials on places 2. Why is it
Speaking expression: school in school essential to
School b) relate places in school to • practice sounding words with sounds [r] hold activities
various activities and [l] in designated
(4 lessons) c) desire to carry out various • imitate and distinguishes the sounds [r] places?
school activities in the and [l] orally
right places • converse about facilities and activities
in school using simple expressions
• simulate simple dialogues about
locating facilities in school
• practise using the question forms ( Où
est…? Où est-ce que…)
• Communication and collaboration: the learner develops active listening and practical speaking skills in simple dialogues on
activities and their respective places in the school.
• Digital literacy: the learner interacts with digital technology and develops research skills.
Values:
• Peace: the learner develops the habit of peaceful and harmonious coexistence as facilities in the school are shared.
• Unity: the learner values working in solidarity with others in the school community.
• The learner develops and maintains good inter and intra-personal relationships through engagement in activities that require

sharing facilities.
• Geography: Interacting with visual stimuli.
• Life Skills Education: Appreciating the value of buildings and property.
Assessment Rubric
Expectation
Ability to The learner always listens The learner often listens The learner sometimes The learner hardly listens
communica keenly and speaks when keenly and speaks when listens keenly and keenly and hardly speaks
te clearly relating places to different relating places to different speaks when relating when relating places to
activities in school; activities in school places to different different activities in
articulates words correctly in activities in school school
discussing places and
activities in school
Ability to The learner locates places in The learner accurately locates The learner locates The learner locates a few
locate school and accurately places in school with relative places in school with places in school with
places associates activities that take ease; may hesitate on ease but makes some difficulty; makes some
place in the different sites activities but eventually errors relating the relevant associations with
within the school with ease makes the correct associations places to activities activities.
or ideas
Ability to The learner articulates The learner occasionally says The learner says The learner articulates
articulate correctly and has audible sounds with errors in sounds, words, and sounds while talking about
sounds and clear diction vocabulary/words/expressions phrases on places and places and activities in
on places and activities in the activities in the school school with continued
school with some errors guidance yet still makes
consistent errors.

1.0 Listening 1.6 Listening By the end of the sub The learner is guided to: 1. Why are there
and Speaking comprehension strand, the learner should • listen to video or audio clips to different places
and Oral be able to: identify different items sold in a where one can buy
expression: a) identify different items typical Kenyan market goods?
Shopping sold at the market • simulate simple dialogues about 2. Why is honesty
b) make up basic buying and selling in a market important when
(5 lessons) dialogues on buying • play word games to enhance buying and selling?
and selling retention of vocabulary related
c) appreciate the to goods and transactions
importance of wise • listen to and repeat words
buying and selling with containing sound [i] (igname,
integrity. image, piment…)
• prepare and present skits,
poems, or songs on the
importance of making good
decisions and spending money.
• Communication and collaboration: the learner develops active listening and adaptive speaking skills through simulations of
typical market scenes.
• Self-efficacy: the learner gains and displays practical communication skills through role-playing situations that involve
deciding what to buy.
Values:
• Honesty and trustworthiness: Learner develops openness in pricing, paying for goods, and giving correct change as they

shop.
• Financial literacy: the learners get enlightened about the value of money, which informs decisions on spending.
• Business studies: this subject has content on wise buying.
Assessment Rubric
Expectation
Ability to choose The learner uses the The learner can use the The learner uses some The learner uses limited
appropriate appropriate vocabulary to vocabulary to identify of the vocabulary but vocabulary to identify
vocabulary identify common market common market items makes some errors that common market items.
items with a lot of ease. and say what they need affect identifying
with minimal errors common market items.
Ability to make a) The learner talks about b) The learner talks about c) The learner talks aboutd) The learner talks about
dialogues on buying and selling with buying and selling with buying and selling but buying and selling but
buying and selling excellent fluency and even fluency and can conclude makes errors that struggles to express a
includes a clear a transaction effectively obscure coherence to a need and sustain the
introduction and limited extent conversation
conclusion.
Ability to e) The learner confidently f) The learner progressivelyg) The learner h) The learner is hesitant
communicate and efficiently adapts adapts the conversation to progressively adapts to adapt the
effectively conversation effectively to the role assumed and conversation to the role conversation to the role
the role assumed and the effectively simulates the assumed and the assumed and displays
simulated situation situation simulated situation unease in the simulated
situation.

1.0 Listening 1.7 Listening By the end of the sub The learner is guided to: 1. What is free
and Comprehension strand, the learner should • listen to and identify different time?
Speaking and Oral be able to: hobbies from audio material 2. How do you
expression: a) identify common • engage in simple dialogues about spend your free
Hobbies hobbies from their their hobbies in pairs time?
immediate (aimer/preferer/ ne pas aimer)
(6 lessons) environment • play sound games using
b) justify their choice of flashcards(sound [u])
hobbies • pronounce words correctly with
c) exhibit sensitivity to sound [u]
other people's • use digital media to record self and
preferences peers talking about their hobbies.
concerning hobbies • simulate an interview with a
correspondent on their hobbies
• recite poems to create awareness in
the community about the need to
lead an active life by choosing
hobbies that improve their quality
of life
• Citizenship: the learner develops entrepreneurial skills during the exercise of hobbies.
• Digital literacy: the learner develops digital literacy skills while using digital devices to record talks about their hobbies.

Values:
• Respect through appreciating the diversity in the choice of hobbies amongst people around them.
• Self-management: the learner discovers how to cope with stress through good hobbies positively.
• Physical Health Education as most of the hobbies are psychomotor.
Assessment Rubric
Expectation
Ability to identify The learner quickly The learner identifies The learner identifies With a lot of prompting,
common hobbies identifies a wide range of most of the common some of the common the learner identifies just
common hobbies learnt hobbies learnt from hobbies learnt from the primary pursuits
from print and digital image and digital print and digital devices learnt, from image and
devices devices digital devices,
Ability to justify The learner justifies The learner justifies the The learner justifies the The learner makes
the choice of choices of particular choice of particular choice of particular attempts to justify the
hobbies hobbies with ease and hobbies and shows hobbies and shows choice of hobbies; shows
shows exceptional reasoned tolerance and moderately reasoned minimal tolerance and
tolerance and understanding of others' tolerance and understanding of others'
understanding of others' choices and points of understanding of others' choices and points of
choices and points of view. choices and points of view
view. view.

1.8 1.8 Listening By the end of the sub The learner is guided to: 1. How do we
Listening Comprehension: strand, the learner • listen to audio materials to identify maintain good
and Health should be able to: common ailments talked about health?
Speaking a) identify common • engage in simple dialogues to inquire about 2. Why is it
ailments in their each other's state of health essential to be
immediate • practice tongue-twisters to enhance aware of
environment pronunciation other’s state
b) express one's state • recite poems, in pairs and in groups, to of health?
of health in oral practice the pronunciation of words with
interactions sound [jɛ] give examples
c) appreciate aspects • pronounce words with the sound [jɛ]
of good health correctly
enjoyed • use digital devices to research on common
ailments
• discuss common ailments in their
immediate environment or within the
school community
• Communication and collaboration: the learner develops active listening and practical speaking skills as they listen and
respond appropriately to inquiries on health.
• Digital Literacy: the learner uses digital devices to accomplish learning tasks while researching on ailments effectively.
Values:

• Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves.

• Health promotion: Prevention and management of common ailments
• Health Science: this subject has content on common ailments.
• Life Skills Education: this subject has content on self-awareness.
Assessment Rubric
Ability to identify The learner can orally The learner can orally The learner can orally The learner can orally
common ailments identify all common identify all common identify most of the identify a few common
ailments learnt with a lot of ailments learnt with common ailments learnt. ailments learnt.
ease and give details on the ease.
diseases.
Ability to express The learner sufficiently The learner expresses The learner expresses a The learner expresses a
one's state of expresses a state of health a state of health using state of health in state of health using
health in communication using a appropriate communication using an minimal vocabulary
variety of vocabulary and vocabulary and appropriate but limited and inappropriate
expressions; supplies great expressions. vocabulary and expression but requires
detail in expressing a expressions; makes some frequent prompting.
current state of health errors that may interfere
with coherence
Ability to The learner articulates The learner articulates The learner articulates The learner articulates
articulate sounds sound [jɛ] correctly in all sound [jɛ] correctly in sound [jɛ] correctly in sound [jɛ] correctly in
words learnt with ease and all words learnt with most of the words learnt. very few words learnt.

can say the sound correctly ease and has good There are a few distortions Consistent significant
even in new words. audibility but with which sometimes affect distortions significantly
minor distortions that the meaning of the words affect the meaning of
do not affect meaning. noted. the words noted.

STRAND 2.0: READING
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 1.1 Reading By the end of the sub strand, the The learner is guided to: 1. Why do you need
Reading aloud: learner should be able to: • read out aloud new words after the to read words
social a) identify words and teacher using the correct
interaction expressions used in simple, • read in turns simple dialogues in pronunciation?
(1 Lesson) informal interactions informal register from comic strips, 2. How do we
b) correctly articulate words and children's magazines, etc. identify informal
phrases in simple texts and • practice pronouncing words and language?
dialogues expressions in rhythm
c) show interest in learning new • build vocabulary and lexical
words and expressions content to use in informal contexts
of communication
• Communication and Collaboration: The learner acquires active listening and effective speaking while doing activities that
involve reading for enunciation.
Values:
• Respect as learners address familiar persons using the appropriate register.
• Citizenship: Social cohesion as learner engages in activities involving collaborative reading and reading in turns.
• Indigenous languages, Kiswahili, and English have content on informal interactions.

Assessment Rubric
Expectation
Ability to identify The learner quickly and The learner accurately The learner partly The learner identifies
words and accurately identifies identifies words and identifies words and words and phrases used
expressions in words and phrases used in expressions used in expressions used in in informal interactions
informal informal interactions and informal interactions informal interactions with difficulty
interactions shows interest in
discovering new words
and expressions
Ability to correctly The learner reads with The learner can read The learner can read The learner can read and
articulate words confidence correctly and correctly articulate and correctly articulate correctly articulate some
articulating words and words and expressions words and expressions words and expressions
expressions used in used in informal used in informal used in informal contexts
informal contexts of contexts of contexts of of communication with
communication communication communication; considerable assistance
however, the learner but still makes a lot of
lacks consistency errors

Question(s)
2.0 2.2 Reading By the end of the sub strand, the The learner is guided to: 1. Why is it essential
Reading for fluency: learner should be able to: • derive the meaning of fluency in to read fluently?
Immediate a) give examples of fluent reading reading 2. How do you know
Family b) read simple texts about • identify indicators of fluent someone is a fluent
(3 Lessons) members of the immediate reading from audio recordings or reader?
family with fluency by listening to peers reading
c) exhibit enjoyment in reading for • read short texts on attributes of
fluency members of the immediate
family and their occupations to
practice fluency
• articulate the sound /é/ & /è/ in
words and expressions
• read rhymes and tongue twisters
containing sounds /é /& /è/
• engage in pair reading
• Communication and collaboration: the learner develops collaboration skills as they read in pairs.
Values:
• Care and compassion for others as learners learn to accept differences in appearances and character among family members.
Pertinent and contemporary issues:
• Social cohesion: Learners develop an awareness of the importance of maintaining family unity as they read about family life.
• English, Kiswahili, German, Arabic, Mandarin and Indigenous languages: these subjects have content on the immediate

family.
Assessment Rubric
Expectation
Ability to give The learner quickly and The learner can The learner sometimes The learner can determine
examples of confidently states whether determine whether a hesitates while deciding whether a reader sounds
fluent reading a reader sounds natural, reader sounds natural, whether a reader sounds natural, obeys the punctuation,
obeys the punctuation, obeys the natural, obeys the stress, intonation rules, and
stress, intonation rules, punctuation, stress, punctuation, stress, maintains a constant pace
and maintains a constant intonation rules, and intonation rules, and while reading with constant
pace while reading maintains a constant maintains a constant prompting
pace while reading pace while reading
Ability to read The learner articulates The learner The learner can The learner reads independent
fluently words exceptionally well articulates words well articulate most words words laboriously, displaying
while reading with the while reading with correctly but does not little understanding of the text
correct intonation, rhythm the correct intonation, always maintain the and consistently makes
and pace rhythm and pace correct intonation, errors in intonation and pace
rhythm and pace. that result in distortions
Ability to work The learner exhibits an The learner shows The learner shows The learner accepts to read
in teams exceptional level of understanding and limited understanding of alongside peers but shows
understanding and willingness to seek the text but is willing to limited understanding of the
willingness to seek information or assist seek information or be text; is unwilling to seek
information or assist others as they read in assisted as they read in information or help as they
others as they read in pairs pairs. pairs read in pairs

2.0 2.3 Reading By the end of the sub The learner is guided to: 1. Why should we read
Reading Comprehension: strand, the learner should • read simple dialogues about words correctly?
Our room be able to: items in a room 2. What can help you
a) derive meaning from • view short video clips of items identify a place or
(2 lessons) reading simple texts on in a room and reads the objects in an area?
the description of a embedded subtitles
room • engage in "read, listen and
b) read simple texts on the track" to practice pace and
description of a room rhythm
fluently • match names of things in a
c) display a liking for room to corresponding pictures
reading simple • practice "echo reading" of
descriptive texts. simple texts to develop fluency,
expression, and decoding skills
• read descriptive texts prepared
by other learners
• search for word rhymes from
the Internet.
• recite the word rhymes
• Learning to learn: the learner develops working skills through sharing and reading each other's descriptive texts.
• Digital literacy: the learner develops the skill of using digital technology to search for information.

Values:
• Patriotism: the learner shows loyalty, love, and pride in their room.
• Responsibility: the learner cares for their personal property in the room.
• Safety and security education: the learner learns how to keep items in their rooms safely.
• Home Science: this subject has content about home and where different items in the house can be found.
Assessment Rubric
Expectation
Ability to The learner can to The learner can The learner can answer The learner answers
comprehend simple correctly answer all correctly answer all comprehension comprehension questions
texts comprehension questions comprehension questions from texts from texts read. Answers
from texts rea; responses questions from texts read. A few answers are sometimes wrong and
are spontaneous and read. given are incorrect. supplied after persistent
detailed. prompting.

2.0 2.4 Reading By the end of the sub strand, The learner is guided to: 1. How can media
Reading aloud: the learner should be able to: • identify media devices using a mind map devices help us in
Media a) read names of media • read aloud labels on media devices improving our
(2 lessons) devices • discover names and parts of different reading skills?
b) read instructions and media devices 2. What kind of
labels on media devices • read aloud simple presentations in class reading materials
c) show enthusiasm in to enhance knowledge about media can you access
reading aloud devices from media
• source names, tags, and instructions from devices?
controlled sites in groups
• develop posters on the importance of
reading to sensitize the community.
• Communication and collaboration: the learner develops good teamwork skills by working in groups to source reading
materials from different sites.
• Digital literacy: the learner uses digital learning platforms to enhance learning.
Values:
• Responsibility: the learner cultivates responsibility through switching off media devices after use and storing them
appropriately.
• Honesty and trustworthiness: the learner abides by laid-down guidelines when accessing reading materials from the Internet.
• Parental engagement: Parents support in building literacy skills and responsible use of digital devices.

• Digital citizenship as learners acquire knowledge on handling and manipulating digital devices. The learner develops
patience through coping with the challenges of working with technology and also develops integrity by using media
responsibly.
• Computer Science: this subject has content on how to use digital devices effectively and safely.
Assessment Rubric
Expectation
Ability to read The learner reads names The learner reads names The learner reads The learner reads names of
names of of media devices written of media devices in names of some media media devices in written and
media devices and audio-visual written and audio-visual devices in written and audio-visual materials but
materials with ease materials audio-visual materials with considerable assistance
from the teacher
Ability to The learner reads andReads The learner reads The learner reads The learner pronounces
articulate correctly articulates a vocabulary with the vocabulary, but the words correctly with some
words and wide variety of correct pronunciation, pronunciation, assistance but does not
expressions vocabulary intonation, and rhythm intonation, and rhythm usually have the correct
correctly independently, is not always correct intonation and rhythm
spontaneously and with
ease
Ability to read The learner takes the Uses The learner can use The learner The learner hardly uses
using various initiative to discover and learning applications to occasionally uses learning applications to
electronic use appropriate learning practice pronunciation learning applications to practice pronunciation
media applications to practice practice pronunciation
pronunciation

2.0 Reading 2.5 Reading By the end of the sub strand, The learner is guided to: 1. Which activities
Comprehension: the learner should be able to: • match places in school to do you engage in
School a) state the facilities and activities while at school?
(2 lessons) activities in school • read simple texts about places and 2. How easy is it to
b) derive meaning from activities in school locate facilities
simple texts • respond to questions about in your school?
c) show pleasure in reading facilities and activities in school
texts fluently • practice pronouncing the [r] and
[l] sounds in words sourced on
and offline
• use pictograms to indicate
different activities and places
• Self-efficacy: the learner develops leadership skills by mobilizing resources liaison with the community to make posters and
signages.
• Digital literacy: the learner uses digital technology skills to create posters and signs to locate places in the community.
Values:
• Unity: the learner works in solidarity with others in the school community to promote reading.
• The learner enhances interpersonal and intrapersonal relationships through collaborative reading.
• Mathematics: this subject has content on bearings and the location of places.
• Geography: this subject has content on the location of places.

Assessment Rubric
Expectation
Ability to state The learner confidently The learner enumerates The learner enumerates
The learner enumerates
facilities and enumerates places in school places in school and most most places in school
key places in school
activities in and the activities that take activities that take place in and some activities that
but does not always
school place in the cited places the cited places take place in the cited
match activities
places correctly to the cited
places
Ability to infer
Lear The learner responds toCorre The learner responds toLear The learner respondsLear
to The learner responds to
information questions with accuracy questions with accuracy some questions with questions with little
from texts and is excellent at infering and infers meaning from accuracy and partially accuracy and has
meaning from the the vocabulary and images infers meaning from difficulty inferring
vocabulary and images in a in a standard range of texts the vocabulary and meaning from the
wide variety of texts images in texts vocabulary and images
in texts
Ability to lead The learner keenly observes The learner observes the The learner prompted The learner observes
community the immediate community's immediate community's to note the immediate the immediate
activities needs for signage, makes a needs for signage, makes a community's needs for community's needs for
decision, and draws a plan decision, and draws a plan signage; may help draw signage but requires
to create signs and place to create signs and place a plan to create signs assistance to make a
them in required places them in required places and place them in decision and draw a
required places plan to create signs and
place them in places
needed

2.0 2.6 Reading By the end of sub strand, The learner is guided to: 1. Why is it essential
Reading Comprehension: the learner should be able • build vocabulary on buying and to compare items
Shopping to: selling through the paired reading of before buying?
(2 Lessons) a) choose appropriate simple dialogues 2. How can we
vocabulary on buying • respond to questions from reading identify the
and selling, texts different stalls at
b) derive meaning from • read aloud their prepared shopping the market?
short texts on buying lists for comparison
and selling • search for and read comic strips from
c) show interest in reading digital platforms
correctly • search for and read varied texts on
shopping
• provide reading materials to sensitize
the community on wise buying and
honest selling
• Communication and collaboration: the learner develops collaboration skills through reading and comparing peers’ shopping
lists
• Digital literacy: the learner develops interactive skills by sourcing for and reading texts on buying and selling.
Values:
• Honesty and trustworthiness: the learner discusses the value of honesty portrayed in the reading comprehension texts.
• Financial literacy attained through purchasing items. The learners familiarise themselves with shopping lists on goods bought
at the market.

• Business Studies has content on buying and selling.
• Mathematics: this subject has content on addition, subtraction, and other calculations
Assessment Rubric
Ability to The learner always uses The learner uses Learner sometimes uses The learner hardly uses
choose appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary
appropriate when simulating buying when simulating buying when simulating buying when simulating buying
vocabulary and selling situations and selling situations and selling situations and selling situations
Ability to The learner responds The learner responds The learner responds The learner responds
comprehend correctly to all questions correctly to all the correctly to some of the correctly to very few
simple texts on buying and selling questions on buying and questions on buying and questions on buying and
from reading texts with a selling from reading texts selling from reading texts. selling from reading texts
lot of ease.
Ability to The learner always listens The learner listens to The learner gets The learner is constantly
work in teams keenly to others and others and speaks when distracted sometimes and distracted when listening
speaks when contributing contributing to the group does not always speak to others and stutters
to the group discussion discussion when contributing to the when contributing to
group discussion group discussions

2.0 Reading 2.7 Reading By the end of the sub The learner is guided to: 1. What is the
Comprehension: strand, the learner should • view pictures, flashcards, and importance of
Hobbies be able to: slides to identify leisure activities hobbies?
a) acquire vocabulary on • play quick find word puzzles to 2. Where can we
hobbies build vocabulary on hobbies get information
(4 lessons) b) read simple texts on • read simple dialogues on on hobbies?
hobbies to deduce hobbies, and answer related 3. What do you
meaning questions in groups consider when
c) display a liking for • access and read interviews on choosing
reading texts hobbies from magazines on the hobbies?
Internet
• create awareness in the
community on the importance of
leading an active life by engaging
in hobbies
• share reading materials with
peers
• Self-efficacy: the learner develops practical communication skills as they communicate reasons for engaging in certain
hobbies and not others.
• Digital literacy: the learner develops digital literacy skills through interacting with digital devices when reading.
• Health Education: the learners read and comprehend the good habits for healthy living.

Values:
Social justice: the learners share their choices and accommodate each other's preferences.
• Physical Health Education: the learner interacts with physically demanding hobbies.
• Performing Arts: the learner interacts with artistic hobbies.
Assessment Rubric
Ability to build The learner reads a wide The learner reads The learner reads some of The learner hardly
vocabulary on variety of materials on recommended texts to the recommended texts to reads recommended
hobbies hobbies to build build vocabulary on build vocabulary on texts to build
vocabulary hobbies hobbies vocabulary on hobbies
Ability to The learner promptly The learner accurately The learner accurately The learner attempts to
comprehend and accurately responds responds to all questions responds to most of the respond accurately to
simple texts to all questions on on hobbies. questions on hobbies questions on hobbies.
hobbies.

2.0 2.8 Reading By the end of the sub The learner is guided to: 1. How can you
Reading Comprehension: strand, the learner should • read short texts on common ailments tell you are not
Health be able to: for information feeling well?
a) read short texts on • identify common ailments from short 2. What health
(3 lessons) common ailments texts information are
b) demonstrate fluency • source for and read written texts on we likely to
in reading short texts common ailments from the Internet find in our
on common ailments • read comic strips and simple dialogues environment?
c) display eagerness to on common ailments for fluency
read about common • read adapted medical brochures and
ailments. medicine packs for vocabulary
acquisition
• read aloud, to other learners, texts on
common ailments for awareness
• Critical Thinking and Problem solving: the learner develops researching skills from the Internet.
Values:
• Care and compassion: the learners inquire about the wellbeing of others and take good care of themselves to prevent
common ailments.
• Health promotion: the learner finds out how to prevent and manage common ailments.

• Health Science that has content on common ailments.
• Life Skills Education: this subject has content on self-awareness.
Assessment Rubric
Expectation
Ability to read The learner can easily pick The learner can pick out The learner can partly The learner can pick out
for out specific information on specific information on pick out specific very little information on
comprehension common ailments from common ailments from information on common common ailments from
reading texts and correctly reading texts to answer all ailments from reading reading text; cannot give
answer all questions in great questions eventually texts with; can correctly correct answers to basic
detail. correctly. answer questions from questions
the read text.
Ability to read The learner reads simple The learner reads simple The learner reads simple The learner reads simple
fluently texts accurately with texts accurately, texts accurately but has texts with a lot of
excellent phrasing, maintaining the some challenges inaccuracies and has
expression and pace that appropriate pace and maintaining the consistent challenges in
enhances comprehension. expression that enhance appropriate pace and maintaining appropriate
Self-correction is automatic. comprehension. expression that enhance pace and expression.
Self-correction is applied comprehension. Comprehension is greatly
in some instances. hampered.
Ability to The learner searches for and The learner searches for The learner searches for The learner searches for
research explores a wide variety of and explores the and explores some and explores other sources
sources of information on recommended sources of sources of information of information on common
common ailments; proceeds information on common on common ailments ailments after consistent
to analyze the information ailments prompting

STRAND 3.0: WRITING
3.0 1.1 Guided By the end of the sub strand, The learner is guided to: 1. Why is correct
Writing writing: the learner should be able to: • reorganize jumbled words and spelling
Social a) select words and informal expressions to make necessary?
interaction expressions in the meaningful texts 2. To whom do you
informal register • reorganize dialogues into a logical write using
(1 Lesson) b) use informal expressions sequence informal
to write simple dialogues • fill in crosswords language?
c) create organized and • fill in blanks in simple, informal
coherent informal texts in conversations
writing • write mini-talks to simulate
d) show interest in writing telephone conversations
short texts using informal • engage in guided textual chats using
words media devices
• Communication and Collaboration: the learner gets the skill of writing correctly and accurately while engaging in activities
that involve writing coherently and in an organized manner.
• Digital literacy: the learner uses digital devices to carry out writing activities involving filling in crosswords, puzzles, and
conversations.
Values:
• Respect: the learners address their peers using the informal register.

• Social cohesion: the learners practice how to keep in touch with peers using an informal register
• English has content on the use of informal and formal language.
• Performing Arts has content on dialogue formats on how scripts are written
• Life Skills Education has content on establishing relations and networks
Assessment Rubric
Ability to write The learner writes The learner writes The learner writes short, The learner attempts to
short interactions excellent interactive good interactive texts interactive texts with write short, interactive
and dialogues texts using accurate using vocabulary and irregularly sustained use of texts. Vocabulary and
vocabulary and expressions that are vocabulary and expressions language are mainly
expressions that are appropriate for appropriate for informal inappropriate for
appropriate for informal informal interaction texts. informal texts.
interaction
Ability to write The learner writes short The learner writes The learner writes short The learner writes short
using the informal texts using informal short texts using texts using informal texts using expressions
register expressions and elision informal expressions expressions and elision and elision that often
though the text lucks and elision; makes a though the text lacks result in distorting
sustained coherence few mistakes that do coherence and vocabulary meaning even after
suitable for everyday not affect coherence. on informal interactions are assistance
interactions. misused and distort the
meaning

Question(s)
3.0 3.2 Guided By the end of the sub strand, the The learner is guided to: 1. Why should we
Writing writing: learner should be able to: • practice spelling words through write sentences
Immediate a) write words using correct spelling games correctly?
Family spelling • identify members of the immediate 2. What makes a good
(3 Lessons) b) create descriptive texts about family using mind maps descriptive text?
members of the immediate • draw a family tree diagram of their
family immediate family
c) display enthusiasm in writing • talk about the relationships in the
short descriptive texts family and family identity
• practice writing guided short texts
on the immediate family members
• Communication and collaboration: the learner writes clearly and correctly with the help of spelling drills and guided texts.
• Citizenship: the learner develops active community life skills through activities that involve discovering their relations,
thereby creating a sense of belonging to a family unit.
Pertinent and contemporary Issues:
• Social cohesion: the learners accept and appreciate different attributes of the members of their families as they write about
them
Values:
• Care and compassion: the learners write about their relationships with members of their immediate family.
• Social Studies, English, Kiswahili and Indigenous Languages have content on the immediate family.

Assessment Rubric
Ability to The learner can use The learner adequately The learner makes quite The learner makes
construct highly effective and uses vocabulary and some predictive (gender spelling errors while
correct appropriate phrases while expressions while writing number) spelling errors writing, thus distorting a
sentences writing texts. about family and friends. while writing, which large part of the intended
compromises clarity communication.
Ability to The learner uses The learner employs the The learner makes some The learner attempts to
describe descriptive expressions descriptive expressions attempts to describe describe family members
people learnt to describe the learnt adequately to family members using using descriptive
immediate family describe the immediate descriptive expressions expressions and
members effortlessly family members clearly. and vocabulary learnt vocabulary learnt, and the
though the writing writing contains
contains quite some errors predictive mistakes.

Question(s)
3.0 3.3 Descriptive By the end of the sub strand, The learner is guided to: 1. Why should we
Writing Writing: the learner should be able to: • fill in missing words in texts write clearly?
Our room a) identify appropriate word • label different items in a room on 2. What do we need to
order and patterns when a picture be able to write
writing simple descriptive • create posters naming additional clearly?
texts things in a room
(2 lessons) b) create organized and • write simple sentences from a
coherent texts when variety of vocabulary given
describing a room • prepare checklists for items in a
c) show eagerness to write room
simple descriptive texts • write descriptive texts guided by
shared images
• create simple texts describing
their room
• Learning to learn: the learner develops self-reflection skills by appraising the organization and coherence in the created texts.
Values:
• Patriotism: the learner shows loyalty, love, and pride in the described room.
• Responsibility: the learner cares for their personal property in the room.
• Safety and security education: The learner describes a room and shares how to ensure the safety and security of the place.

Home Science where content about home and different items in it can be found.
Assessment Rubric
Ability to use Learner writes descriptive The learner writes The learner writes descriptive The learner is aware of
correct word texts using appropriate word descriptive texts texts using appropriate word the word order but
order order and successfully using an appropriate order most of the time. repeatedly uses the
experiments with new word word order. wrong order when
orders. writing descriptive texts
Ability to The learner confidently uses The learner employs The learner makes some The learner attempts to
describe a the descriptive expressions the descriptive attempt to describe a room, describe a room, place,
room, place, learnt to describe a room, expressions learnt place, or items using or items using descriptive
or item. place, or item. adequately to descriptive expressions and expressions and
describe a room, vocabulary learnt through the vocabulary taught, and
place, or items. writing contains quite some the writing contains
other grammatically related many repeated errors.
errors

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
3.0 3.4 Creative By the end of the sub strand, the The learner is guided to: 1. Which writing
Writing Writing: learner should be able to: • draw and label media devices activities can you
Media a) write names of media • match media devices to their use carry out using media
devices • practice typing skills using MS devices?
(2 lessons) b) create simple texts using Word/Office and French 2. How can you use
media devices shortcut keys media devices in
c) derive pleasure in writing • fill in gaps in creative texts writing?
using media devices • play word games, e.g.,
anagrams, pangrams,
palindromes in groups
• construct a short write up on the
safe use of media devices and
posts the text on the class notice
board
• Creativity and imagination: the learner makes the connection between the use of digital devices and the production of
creative texts
• Digital literacy: the learner enhances writing skills through using media devices to create readers.
• Learning to learn: the learner is motivated to learn continuously by discovering shortcut keys while manipulating media
devices.
Values:
• Responsibility: Learner develops a sense of responsibility through taking care of media devices.
Pertinent and Contemporary Issus:
• Child care and protection: the learner is guided by both teachers and parents on responsible media devices.

• Life Skills Education has content on the importance of using social media platforms and coping with technology challenges.
• Computer Science: the subject has content on interacting safely with media devices.
Assessment Rubric
Expectation
Ability to list The learner generates a list The learner generates a The learner generates a The learner generates a
different types of of various electronic list of electronic media list of electronic list of media devices
media devices media devices as well and devices and matches most devices and matches but fails to match most
matches them with all of them with their them to some familiar illustrations to the
their multiple illustrations illustrations illustrations names
Ability to create The learner experiments The learner creates The learner creates one The learner creates
texts using a using different electronic accurate and well-edited or two texts using texts with prompting;
given electronic medium to create accurate texts on a provided electronic media designs an unstructured
medium texts and images which are electronic medium. provided; texts may text that invariably
well-edited using various have a few errors. needs re-organization
visual effects and editing.
Ability to interact The learner composes The learner composes The learner composes The learner composes
through media clear and comprehensible comprehensible texts to editable texts to interact introductory texts to
devices texts to interact regularly interact with teachers, with teachers, peers interact with teachers,
with teachers, friends, and peers through digital through a digital peers through digital
classmates through a platforms as instructed platform as instructed platforms.
digital platform.

3.0 Writing 3.5 Creative By the end of the sub The learner is guided to: 1. Why is it important
Writing: School strand, the learner should be • match facilities in school to to write clear
able to: related activities, in labels?
(3 lessons) a) state the facilities and pairs/groups, using the cocktail 2. How do written
activities in school game labels help to
b) write short creative texts • discover vocabulary on places identify places?
on places and activities and activities by completing 3. What strategies do
in school simple written exercises, e.g., you need to write
c) produce clear and pictograms of labelling places creatively?
legible labels using • search for adapts and creates
media devices posters naming different places
d) show enthusiasm in in school using digital
writing short creative technology
texts. • label places in the school and
the community
• Creativity and imagination: the learner makes connections through planning, organizing ideas, and choosing words to
communicate effectively.
• Digital literacy: the learner shares texts created using digital devices.
Values:
• Peace: the learners learn how to coexist peacefully and harmoniously.
• Unity: the learners develop virtues that bind them together as united entities communities.

• Inter and intrapersonal relationships: learners develop the ability to work together.
• Mathematics has content on bearing and location of places
• Geography has content on the location of places
Assessment Rubric
Expectation
Ability to state The learner can quickly The learner can identify The learner can identify . The learner can identify
places and and accurately identify all the places and three quarters of the less than half of the places
activities in school all the places and activities in school places and activities in and activities in school.
activities in school school
Ability to write The learner creatively The learner creatively The learner writes short The learner writes short
creatively writes short texts on writes short texts on factual texts on places texts on places and
places and activities in places and activities in and activities in school activities in school with
school with an school with some amount of very little or no creativity;
exceptional amount of creativity. errors hamper intended
creativity communication.
Ability to produce The learner creatively The learner makes clear The learner makes clear The learner makes
clear and legible uses varied media and legible labels using and legible, and creative labels that are not
labels devices to make clear and various media. practical labels always clear.
legible labels

3.0 Writing 3.6 Functional By the end of the sub strand, The learner is guided to: 1. Why do we need
and Creative the learner should be able • make and fill word puzzles on to plan before
Writing: to: goods sold at the market shopping?
Shopping a) select adequate • fill in responses in dialogues 2. How do you
vocabulary to write texts appropriately. ensure you do not
b) use media devices to • write shopping lists on digital forget essential
create simple shopping devices, items when
lists • give feedback on peer's work in shopping?
c) appreciate the group activities
importance of planning • spell new words correctly in
before spending writing.
• draft short skits on buying and
selling
• manipulate and customize
promotional adverts of goods
on sale
• sensitize the school community
on wise buying
• Self-efficacy: the learner develops self-awareness and planning skills as s/he prepares shopping lists to make an informed
decision on buying.
• Digital literacy: the learner develops skills in creating shopping lists with digital technology.
Values:
• Respect: the learner show respect as they sensitize the community on wise buying.

• Financial Literacy: the learner develops budgeting skills through adjusting a shopping list to available income.
• Business Studies, English and Kiswahili have content on shopping and price-lists
Assessment Rubric
Ability to The learner composes The learner writes The learner writes The learner writes
select shopping lists with a shopping lists with shopping lists with shopping lists with
adequate variety of vocabulary on adequate vocabulary on limited vocabulary learnt minimal vocabulary on
vocabulary in market goods. market goods. on market goods. market goods.
writing.
Ability to The learner easily creates The learner creates The learner writes The learner produces
create using shopping lists with all shopping lists with most shopping lists with some shopping lists with items
media items correctly put in items correctly put in items put in inappropriate categorized haphazardly.
their respective their respective categories.
categories. categories.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
3.0 Writing 3.7 Creative By the end of the sub-stand, The learner is guided to: 1. What do you enjoy
writing: Hobbies the learner should be able • match expressions to hobbies writing about?
to: • write simple dialogues on 2. Why should we
(4 lessons) a) use appropriate hobbies write about our
vocabulary to write • create charts and posters on hobbies?
creative texts hobbies
b) create texts with • write the correct spelling of
organized and coherent words with sound [u]
content on hobbies • reorganize jumbled dialogues
c) show eagerness to write to establish the logic
texts on hobbies • take notes from a recorded
source of words with sound
[u]
• record personal leisure in
diaries and digital devices
• write posters and place them
in strategic places to sensitize
the community on the
importance of engaging in
healthy or acceptable leisure
activities
• Communication and collaboration: the learner develops the skill of cooperation by influencing the team to reflect on the
progress in creative writing and making suggestions on how to improve.

• Creativity and imagination: the learner develops creative skills through producing texts with organized and coherent content
on hobbies.
• Digital literacy: the learner develops writing skills through interacting with different media devices used to write about their
hobbies
Values:
• Social justice: the learners shares freely about their preferences about leisure activities.
• Health education: the learner discover the role of hobbies in promoting healthy living and stress management.
• Physical health Education has content on hobbies.
• Life Skills Education: self-management as learners choose suitable hobbies
Assessment Rubric
Expectation
Ability to use The learner uses appropriate The learner uses adequate The learner uses The learner uses limited
vocabulary vocabulary beyond the class vocabulary to create texts appropriate vocabulary to write texts
list to write texts on on hobbies vocabulary to write on hobbies but requires
hobbies. texts on hobbies but constant prompting.
lacks creativity.
Ability to The learner creates very The learner creates The learner sometimes The learner creates a few
create texts well-organized and organized and coherent creates texts which texts with much
coherent—texts where a texts Using appropriate lack proper prompting, but the texts
wide range of vocabulary is vocabulary organization and lack proper organization,
excellently applied. coherence. and coherence is greatly
affected.

Question(s)
3.3 3.8 Creative By the end of the sub strand, the The learner is guided to: 1. What should we do
Writing writing: learner should be able to: • describe how they are feeling using to maintain good
Health a) describe common ailments short texts health?
using appropriate vocabulary • write short sentences /texts related 2. How do you ensure
and expressions to common ailments your texts are
(3 Lessons) b) create simple texts on • rearrange jumbled words to form creatively written?
common ailments, coherent texts on common ailments.
c) exhibit ease in writing on • produce simple texts with organized
how they feel when unwell and coherent content
• create words and phrases that
describe diseases from images
sourced from digital media
• collaborate and share with others
how they take care of themselves
• Communication and collaboration: the earner develops self-expression skills through writing about one's health and
wellbeing
• Critical thinking and problem solving: the learner acquires critical thinking and problem-solving skills by choosing different
types of texts to write on.
Values:
• Care and compassion: the learner inquires about the wellbeing of others and takes good care of self.
• Health promotion: Learners are enlightened on the prevention and management of common ailments.

• Health Science has content on common ailments
• Life Skills Education has content on self-awareness
Assessment Rubric
Expectation
Ability to The learner uses a variety of The learner uses The learner uses limited The learner uses words and
describe relevant words and appropriate words and stock words and expressions to describe basic
common expressions with ease to expressions to describe expressions to describe common ailments with
ailments describe the common the common ailments the common ailments considerable assistance.
ailments
Ability to The learner creates texts on The learner adapts texts The learner writes texts The learner writes limited
create common ailments with a on common ailments with on common ailments but texts on common ailments,
texts developed plot, characters, a relevant plot, key with lots of repetition. but with a lot of assistance.
and expressions creatively characters, and The plot is shaky The plot, characters, and
and coherently. The learner expressions coherently. characters and expressions are not well
uses extensive vocabulary Vocabulary on health and expressions are defined. Creativity may be
on health and wellbeing and wellbeing is adequately undeveloped. Creativity evident, but coherence lacks.
to express feeling. used. and coherence are
evident.

STRAND 4.0: LANGUAGE STRUCTURES
4.0 4.1 Social By the end of the sub The learner is guided to: How do you
Language Interactions: strand, the learner should • identify informal register structures address peers and
structures Informal be able to: from the material presented [audio or familiar people?
register a) discern informal written], e.g., use of tu, questions in
register structures in a familiar french [Tu manges quoi?] and
(1 Lesson) text elision
b) use elision and • practice using elision in pairs
informal register in [t'es là? t'as pas de…/]
interactions • match sentences and expressions in
c) appreciate the use of standard French to respective elided
informal register in forms
social interactions • transform sentences in standard French
into elided form and vice versa
• Self-efficacy: the learner develops practical communication skills through activities that involve appropriate elision and tu
forms of verbs.
Values:
• Care and compassion for others as the learner appropriately addresses persons around them.
• Social cohesion as the learner appreciates the dynamism of language structures and use in various communication situations.
• English examines the use of varied registers for effective communication.

Assessment Rubric
Expectation
Ability to pick out The learner can discern an The learner can discern The learner can discern The learner can discern
informal register extensive range of informal most informal language some informal very few informal
language structures from structures from a language structures language structures
various materials with variety of materials from a variety of from various core
consistent ease. with ease. materials, albeit with reference material with
some difficulty. many difficulties.
Ability to use The learner correctly and The learner correctly The learner employs The learner employs
elision and spontaneously employs and almost consistently elision and informal elision and informal
informal register elision and informal register employs elision and register satisfactorily in register in
in communication. informal register in a communication; able to communication
relevant situation of self-coherent in some incorrectly even with
communication. following lapses. consistent guidance.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
4.0 4.2 Possessive By the end of the sub strand, The learner is guided to: 1. How do we use
Language adjectives: the learner should be able to: • fill in blanks with the possessive
structures Immediate Family a) differentiate the singular correct possessive adjectives in
and plural forms of adjectives everyday
(3 Lessons) possessive adjectives • write grammatically correct communication?
b) formulate sentences using phrases using appropriate 2. Why is grammar
the correct possessive adjectives essential in
adjectives • download exercises on language learning?
c) value the proper use of possessive adjectives from
grammar elements the Internet for own
practice
• Self-efficacy: the learner develops practical communication skills through discussing interpersonal relationships within the
families and describing the family members.
Values:
• Care and compassion: the learners talk about their relationships with members of their immediate family.
Pertinent and contemporary Issues:
• Life skills: accepting and appreciating the different attributes of members of the family.
• Social Studies, English, Kiswahili and Indigenous Languages have content on the immediate and extended family.

Assessment Rubric
Expectation
Ability to use The learner uses The learner uses The learner correctly The learner uses
possessive adjectives singular and plural singular and plural uses singular and plural singular and plural
correctly forms of possessive forms of possessive forms of possessive forms of possessive
adjectives appropriately adjectives correctly and adjectives sometimes adjectives randomly
and creatively when appropriately when when writing short
writing short texts writing short texts texts

4.0 4.3 Adjectives By the end of the sub The learner is guided to: How can we
Language and strand, the learner should • rearrange jumbled up words to form structure a
Structures Prepositions: be able to: correct sentences, for example; noun and sentence well to
Our room a) identify appropriate adjective agreement achieve a good
(2 lessons) prepositions and • play "complete my line" games using description?
adjectives to describe a items and possessive adjectives "mon
room armoire."
b) employ proper • match categories of words in sets of flash
adjectives and cards e.g. qualitative adjectives e.g “ une
prepositions of place in grande fenêtre”
simple descriptive texts • use digital devices to complete simple
c) exhibit eagerness to exercises on qualitative adjectives (grand,
use proper nouns and joli, petit, beau, nouveau, jaune, noir,
adjectives in sentence blanc) and prepositions of place (sur, à
construction côté de, sous, derrière, dans, devant)
• use language (on and offline) applications
to do some shared exercises
• correct sentences on cards pasted (on
walls) around the classroom
• Digital Literacy: the learner interacts with technology by manipulating different digital devices in research and in creating
texts.

• Critical thinking and problem solving: the learner develops evaluation and decision-making skills by using suitable language
structures to apply in descriptive texts.
Values:
• Patriotism: Learner shows loyalty, love, and pride in own room.
• Responsibility: Learner cares for personal property in the described room.
• Safety and security education as learners share the aspects of the described space for safety and security.
• Home Science has content about home and the different items that can be found in a home.
Assessment Rubric
Ability to The learner quickly The learner identifies The learner identifies The learner identifies
identify identifies a wide variety of all nouns, adjectives, most nouns, adjectives, very few nouns,
qualitative nouns, adjectives, and prepositions of and prepositions of place adjectives, and
adjectives and prepositions of place, and place and their correct in texts. The placement is prepositions of place in
prepositions of appropriate placement in placement in texts. sometimes wrong and texts. The placement is,
place texts. They can expand the distorts the intended most of the time,
standard list with new meaning. incorrect.
adjectives and prepositions
of place.
Ability to use The learner constantly The learner analyses, The learner partially The learner hardly
nouns, analyses, appropriately chooses, and uses the analyses, chooses, and analyses, selects or uses
qualitative selects and uses the correct proper nouns, uses the correct nouns, the correct nouns,
adjectives, and nouns, qualitative adjectives, qualitative adjectives, qualitative adjectives, and qualitative adjectives,
prepositions in and prepositions to complete and prepositions to prepositions to complete and prepositions to
texts texts complete texts texts complete texts

4.0 4.4 Nouns and By the end of the sub The learner is guided to: 1. How does the use
Language Verbs: Media strand, the learner should • fill in gaps in texts about media by of media devices
Structures be able to: application of Pour+infinitive verb help in learning a
(2 lessons) a) use singular and forms (pour ouvrir un fichier, pour language?
plural forms of nouns allumer l’ordinateur) 2. Why should we use
to identify media • practice using the interrogative : correct grammar
devices Qu’est-ce que c’est? structures in
b) use the verb with • use (C’est /Ce sont +nom - communication?
infinitive C’est un ordinateur ; Ce sont les
formulations in touches) in the identification of devices
simple sentence appropriately
construction • constitute grammatically correct
c) demonstrate zeal in sentences using card games
identifying media • practice different ways of passing
devices in the information using well-structured
immediate sentences with appropriate verbs in the
environment present tense. E.g the use of Tic-Tac-
Toe (regarder) Je regarde mes
messages electroniques,(taper)je
tape…
• participate in group presentations on
varied grammar tasks

• Communication and Collaboration: the learner develops fluent writing and organization skills as they express their opinions,
and build upon ideas about media devices
• Digital literacy: the learner uses digital devices to enhance learning through responding appropriately to a series of
instructions.
• Critical thinking and problem solving: the learner evaluates a situation and responds accordingly.
Values:
• Care and Compassion: while learners interact with others using media devices.
• Responsibility: the learner acquires information on issues of taking good care of media devices for the benefit of all.
• Honesty and trustworthiness: while handling different information on media devices with respect.
Child care and protection: Parental guidance and involvement on the safe use of media and devices
• English has content on the correct use of language structures and indigenous language.
• Computer Science: the subject has content on learning the language of operating devices such as basic coding.
• Life Skills Education: addresses ethics of communication
Assessment Rubric
Expectation
Ability to use The learner uses The learner uses The learner uses some The learner uses the a few
singular and appropriate singular and appropriate singular and appropriate singular and singular and plural forms of
plural forms of plural forms of nouns plural forms of nouns in plural forms of nouns in nouns correctly, makes
nouns and in identifying varied identifying most media identifying media errors in identifying some
media devices devices devices primary media devices

Ability to use The learner exhibits The learner exhibits good The learner exhibits The learner exhibits limited
the infinitive excellent command of command of verb varying command of command of verb
form of verbs verb infinitives when infinitives when verb infinitives when infinitives when identifying
identifying media identifying media identifying media media devices
devices devices devices

4.0 Language 4.5 By the end of the sub strand, The learner is guided to: 1. How do you
Structures Prepositions: the learner should be able to: • practise using prepositions of place locate places?
School a) select correct (au long de, au coin de, au bout de) 2. What makes it
(2 lessons) prepositions to locate to complete sentences easy for you to
places • ask and respond to questions using locate places?
b) use sentence structures qu’est-ce que c’est?, C’est/Ce sont
combining interrogative • illustrate the interrogative qu’est-ce
and prepositions of place que c’est and its response c’est/ ce
in locating places sont
c) embrace the proper use • construct sentences using the
of grammar for effective prepositions of place and the
communication interrogative
Core Competencies to be developed
• Communication and collaboration: the learner develops teamwork skills through asking and responding to questions.
• Self-efficacy: the learner develops practical communication skills learning to give precise and accurate locations of items
and places.
• Digital literacy: the learner uses digital technology skills to locate places.
Values:
• Unity: the learner develops the habit of working with others to learn and practice using the grammar elements.
• Inter and Intrapersonal relationships: the learner develop the ability to work with peers in groups.
• English, Geography and Kiswahili have content on the location of places.

Assessment Rubric
Ability to • The learner accurately • The learner asks • The learner makes a fair • The learner attempts
use correct asks/answers questions and answers attempt at the correct use to use prepositions
prepositions on place and activities questions on of prepositions of place (of place) and the
and using correct prepositions places and and the interrogative interrogative form
interrogative and interrogative forms. activities correctly form. in a jumbled-up
forms • Prepositions and • Minimal • Some mistakes are manner
interrogative are used to grammatical errors evident in attempts to • Intended
bring out the intended made do not construct some complete communication is
meaning. obscure intended sentences. often still not clear
• The expressions are meaning. • Through positive despite consistent
flawless reinforcement, effective guidance.
communication is
achieved
Ability to • The learner quickly and • The learner • The learner makes an • The learner attempts
organize confidently constructs regularly places attempt at structuring and to organize ideas
ideas or well-developed sentences the prepositions organizing the with consistent
expressions when expressing self on and interrogative prepositions and prompting.
places and activities. in the right place interrogative to locate • There are many
• There is always an to bring out the places prepositional and
explicit agreement exact meaning • There are several errors in interrogative errors.
between the prepositions • There is correct the placement of proper • However, a
of place and Sequencing of prepositions, but meaning sentence or two
interrogative. ideas is usually can be derived through may be correct.
appropriate remediation.

Question(s)
Language 4.6 Indefinite By the end of the sub strand, The learner is guided to: 1. How do you
structures and Partitive the learner should be able to: • listen to short dialogues with the inquire about
Articles: a) identify polite forms of structures:(Je voudrais+objet+ goods you would
Shopping expressing information adjective + s’il vous plait ) like to buy at the
(2 lessons) b) use the partitive articles in • practice using Je voudrais + objet market?
context in paired activities 2. Why is it
c) display eagerness to use • match names of common items at important to make
correct grammar in the market with their correct sentences?
sentence construction corresponding indefinite and
partitive articles articles;
[un/une/des]: [du/de/de la/des]
• fill in texts with conjugated
present tense forms of the required
verbs, e.g., acheter.
• create awareness in the school
community on wise buying and its
benefits
• Learning to learn: the learner develops self-reflection skills by adhering to correct language structures in sentence
construction.
• Communication and collaboration: the learner develops adaptive speaking skills while interacting with others in
conversations.

Values:
• Honesty and trustworthiness.
• Self-efficacy in expressing what to buy and where to make the purchase.
• English and Home science deal with shopping lists and commodities sold at the marketplace.
Assessment Rubric
Expectation
Ability to The learner always asks The learner asks questions The learner asks The learner asks
express appropriate questions and and gives information in a questions and gives questions and gives
information gives information in a consistent and polite (sometimes) information with no
politely polite manner manner information politely. thought for politeness.
Ability to use The learner very quicly The learner analyses the The learner analyses The learner analyses the
partitive articles analyses the communication situation the communication basic communication
in context communication situation and uses appropriate situation and uses situation and uses some
and uses varied but partitive articles appropriate partitive partitive articles
appropriate partitive articles
articles

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
4.0 Language 4.7 Present tense: By the end of the sub- The learner is guided to: 1. How do you spend
Structures Hobbies strand, the learner should be • isolate verbs in the present your free time?
(2 lessons) able to: tense in poems 2. How do you express
a) identify verbs in the • express likes and dislikes yourself clearly on
present tense form using Jouer de + instruments your likes and
b) conjugate verbs in the de musique, dislikes?
present tense Aimer/adorer/préfèrer +
c) desire to use correct nom, Qu’est-ce que tu +
grammar in aimer/preferer, Tu joues de +
communication instruments de musique,
parce que
• fill in gaps with the correct
verbs
• recite rhymes and poems to
create awareness in the
community on the importance
of leading an active life by
engaging in hobbies
• Communication and collaboration: the learner develops effective speaking and fluent writing skills through expressing self-
using the present tense.
• Critical thinking and problem solving: the learner develops essential thinking skills by isolating verbs in the present tense in
texts.
• Digital literacy: the learner develops digital technology skills by interacting with different digital devices to practice the

present tense.
Values:
• Social justice as learners show respect and accommodate each other's choices on hobbies.
• Healthy living and stress management.
• Physical health Education has content on hobbies.
• Life Skills Education: Self–management as learners choose hobbies that are suitable for them.
Assessment Rubric
Ability to The learner The learner identifies The learner identifies and The learner identifies and
identify verbs in spontaneously identifies and uses verbs in the uses verbs in the present uses verbs in the present
the resent tense verbs in the present present tense tense in some situations tense in a limited number of
tense in texts and correctly in varied situations; this with
creates them in varied situations considerable assistance
situations

4.3 4.8 The By the end of the sub strand, The learner is guided to: How do you
Language Interrogative: the learner should be able to: • ask questions by use of; qu’est-ce que communicate
Structures Health a) identify appropriate tu as?/ qu’est-ce qui ne va pas ?/ ça fait about your state of
interrogative pronouns to mal où ? in paired activities health?
(2 Lessons) talk about health • describe feelings and what hurts by use
b) use the correct form of of the expression verb avoir+ ailment;
the verb to describe a j’ai de la fièvre/grippe
state of health • match images on ailments with correct
c) appreciate the proper use expressions
of interrogatives to • solve online puzzles with vocabulary
express oneself on ailments in group activities
• fill in gaps with the correct form of
verbs in texts
• rearrange words in a sentence to bring
about coherence on language structures
• Communication and collaboration: the learner develops teamwork skills by working with peers in groups.
• Self-efficacy: the learner develops practical communication skills through describing the state of health.
• Digital literacy: the learner uses digital devices to access and interact with audiovisual material and practice responding to
questions.
Values:
• Care and compassion: Learners inquire about the wellbeing of others and takes good care of themselves.
• Health promotion: Prevention and management of common ailments.

• Health Science has content on common ailments.
• Life Skills Education has content on self-awareness.
Assessment Rubric
Ability to The learner quickly and The learner identifies The learner identifies The learner identifies few
Identify constantly identifies interrogative pronouns most interrogative interrogative pronouns in
interrogative interrogative pronouns in in texts on health pronouns in texts on texts on health
pronouns texts on health health
Ability to use The learner confidently uses The learner uses the The learner progressively The learner can correctly
correct verbs the correct form of verbs, correct form of verbs, uses the correct form of conjugate verbs with lots
to describe a conjugated in the present conjugated in the verbs, conjugated in the of guidance but makes
state of health tense. present tense. present tense, makes a many errors in the
few errors in the application.
description of state of
health.

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community
service to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school
and local community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education
(LSE).
All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an
opportunity to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of
learning. Learners will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their
choice as per the guidelines provided in the template. The learning approach will take the form of a whole school approach,
where the entire school community will be engaged in the learning process. Teachers will guide learners to execute a simple
school based integrated CSL class activity. This activity can be done in 1-2 weeks outside the classroom time.
CSL Skills to be covered:

Research : Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in
collecting the data, manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills for as they engage with peers and school community
members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learner will be able to explore opportunities for engagement as members of the school community and providing a
service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources
effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.

Suggested PCIs Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
The learners will be By the end of the CSL class The learner is guided to: 1. How does one
guided to consider the activity, the learner should be ● brainstorm on issues/pertinent and determine
various PCIs provided in able to: contemporary issues in their school community needs?
the various subjects in a) identify a problem in the that need attention 2. Why is it necessary
Grade 7 and choose one school community through ● choose a PCI that needs immediate to be part of a
suitable to their context research, attention and explain why community?
and reality b) plan to solve the identified ● discuss possible solutions to the 3. What can one do to
problem in the community, identified issue demonstrate a sense
c) design solutions to the ● propose the most appropriate of belonging
identified problem, solution to the problem
d) implement solution to the ● discuss ways and tools they can use
identified problem, to collect information on a problem
e) share the findings with (questionnaires, interviews,
relevant actors, observation)
f) reflect on own learning and ● develop tools for collecting the
relevance of the project, information/data
g) appreciate the need to ● identify resources they need for the
belong to a community activity
● collect the information/data using
various means
● develop various reporting
documents on their findings
● use the developed tools to report on

their findings
● implement project
● collect feedback from peers and
school community regarding the
CSL activity
● share the report on activity through
various media to peers and school
community
● discuss the strengths and
weaknesses of implemented project
and lessons learnt
● reflect on how the project enhanced
own learning while at the same time
facilitated service on an issue in the
school community
Assessment Rubric
Expectation
The ability to Learner critically defines Learner defines and Learner defines and Learner requires
identify and analyse and elaborately discusses discusses a pertinent discusses a pertinent support to critically
a pertinent issue in a pertinent issue to be issue to be addressed. issue to be addressed examine and select the
society to be addressed. with minimal support. appropriate issue.
addressed
The ability to plan to Learner correctly and Learner correctly Learner sometimes Learner has difficulty
solve the identified systematically establishes establishes resources establishes resources establishing resources
problem resources needed, needed, develops plans, needed, develops plans, needed, developing

develops plans, assigns assigns responsibilities, assigns responsibilities, plans, assigning
responsibilities, and and generates data on and generates data on responsibilities and
generates data on the CSL the CSL project. the CSL project. generating data on the
project. CSL project.
The ability to design Learner constantly applies Learner applies the Learner applies the Learner requires a lot
solutions to the the knowledge and skills knowledge and skills knowledge and skills of probing to apply the
identified problem gained in subjects to gained in subjects to gained in subjects to knowledge and skills
and implement them address the identified address the identified address the identified gained in subjects to
issue. issue. issue with some address the identified
support. issue.
Ability to share Learner comprehensively Learner confidently Learner shares some of Learner briefly shares
findings to relevant and confidently shares shares findings of the the findings of the issue findings of the issue
actors findings of the issue issue addressed in the addressed in the addressed in the
addressed in the activity. activity. activity. activity, lacks
necessary details.
The ability to reflect Learner distinctively and Learner clearly outlines Learner outlines the Learner struggles to
on own learning and clearly outlines the the benefits of the CSL benefits of the CSL outline the benefits of
relevance of the benefits of the CSL activity on the target activity on the target the CSL activity on the
activity activity on the target community and own community and own target community and
community and own learning. learning, a few unclear. own learning.
learning.

APPENDIX 1: TABLE SHOWING: SUGGESTED ASSESSMENT METHODS, SUGGESTED LEARNING
RESOURCES AND NON-FORMAL ACTIVITIES
Strand Suggested Assessment Methods Suggested Learning Resources Suggested Non-formal
Activities
Listening and • Listening to and identifying • Charts • Songs
speaking informal structures from audio • Video clips • Recitation of poems
material • Video games • Games e.g.skits and role
• Filling in missing letters/words on • Jumbled up grids plays
informal phrases • Word puzzles • Peer education; practice
• Filling in crossword puzzles. • Flashcards(words or games) with peers
• Engaging in simple informal • Comic strips • Participation in French
dialogues • Short stories club activities
• Recording themselves engaging in • Audio recordings
informal social interactions • Pictures
• Reciting poems and rhymes on • Poems
informal greetings and interactions • Songs
• Role-playing on informal • Chalkboard
interactions among peers.
• Word wheel
• Word searches
• Crossword puzzles
• Journals
• Media devices eg phones,
tablets, cameras…
• Dialogues

Reading • Reading aloud texts on informal • Pictures • Role-plays and simulation
interactions • Poems • Songs
• Reading simple texts to demonstrate • Songs • Poems
fluency in pairs. • Short stories
• Reading dialogues • Flashcards
• Answering comprehension
questions
Writing • Writing simple dialogues. • Word puzzles • Interschool activities and
• Filling in missing letters/words on • Flashcards (words or games) presentations
informal phrases • Maps • Recitation of poems
• Filling in crossword puzzles. • Short stories • Role-plays and simulation
• Word searches and puzzles • Real objects (home objects) • Peer education
• Writing guided textual chats • Audio recordings • Participation in French
• Reorganizing simple dialogues • Pictures club
• • Poems
• Songs
• Chalkboard
• Word wheel
• Name tags and labels
• Word searches
• Journals
• Computer
Language • Answering structured questions • Real objects • French club activities
structures • Filling in missing words • Flash cards • French days
• Physical identification of objects • Chalk board /whiteboard •

• Quizzes • Tags and labels
• computer

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REPUBLIC OF KENYA

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Published and printed by Kenya Institute of Curriculum Development

PROF. GEORGE A. O. MAGOHA, EGH

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JULIUS O. JWAN, PhD, CBS

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PROF. CHARLES O. ONG’ONDO, PhD, MBS

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Subject Number of Lessons Per Week

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Education in Kenya should:

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iv) Promote sound moral and religious values.

v) Promote social equality and responsibility.

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By the end of Middle School, the learner should be able to:

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Pertinent and Contemporary Issues:

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