KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRE-PRIMARY SCHOOL CURRICULUM DESIGN

PRE-PRIMARY 2
 First Published 2017

Revised 2024

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, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-096-7

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the aspirations of the
Constitution of Kenya 2010, the Kenya Vision 2030, the National Curriculum Policy 2019, the United Nations Sustainable Development
Goals (SDGs), and the regional and global conventions to which Kenya is a signatory. Towards achieving the mission of basic education, the
Ministry of Education (MoE) has successfully and progressively rolled out the implementation of the Competency Based Curriculum (CBC)
at Pre-Primary, Primary and Junior School levels.

The implementation of Competency Based Curriculum involves monitoring and evaluation to determine its success. After the five-year
implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the achievement of learning
outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya constituted a Presidential Working Party
on Education Reforms (PWPER) in 2022, to address salient issues affecting the education sector. The PWPER made far reaching
recommendations for basic education that necessitated curriculum review. The recommendations of the PWPER, monitoring reports,
summative evaluation of the primary cycle, feedback from curriculum implementers and other stakeholders, led to rationalisation and review
of the basic education curriculum.

The reviewed Pre-Primary Two (PP2) curriculum designs build on competencies attained by learners at Pre-Primary One (PP1). They focus
on pre-literacy, pre-numeracy, motor and cognitive development, and social and emotional skills.

The curriculum designs present National Goals of Education, essence statements, general and specific expected learning outcomes for the
different learning areas, as well as strands and sub strands. The designs also outline suggested learning experiences, suggested key inquiry
questions, core competencies, Pertinent and Contemporary Issues (PCIs), values and assessment rubrics.

It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and efficient
implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION
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PREFACE
The Ministry of Education (MoE) nationally implemented Competency Based Curriculum (CBC) in 2019. Pre-Primary Two (PP2) is the
second level of Pre-Primary school in the reformed education structure as provided for in the Basic Education, Act, 2013. The reviewed PP2
curriculum furthers learning already acquired at Pre-Primary One (PP1).

Therefore, the PP2 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning
to Learn and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands and the
other aspects of the CBC. They also offer several suggested learning resources and a variety of assessment techniques. It is expected that the
designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes for PP2 and prepare them for smooth
transition to Grade One. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting and enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR BASIC EDUCATION
MINISTRY OF 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 and review (SNE
adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of
education involves thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative
process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF)
2017. The curriculum responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, the Kenya
Vision 2030, the East African Community Protocol, the International Bureau of Education Guidelines and the United Nations Sustainable
Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to facilitate the achievement of the stipulated 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 PP1 curriculum designs were developed with the support of the World Bank through the Kenya Primary Education Equity in
Learning Programme (KPEELP); a project coordinated by the MoE. Therefore, the Institute is very grateful for the support of the Government of
Kenya, through the MoE and the development partners for policy, resource and logistical support. Specifically, special thanks go to the Cabinet
Secretary in the Ministry-MoE, and the Principal Secretary in the State Department of Basic Education.

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, and educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs), and representatives of various stakeholders for their roles in the development of the PP1 curriculum
designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission (TSC), and the Kenya
National Examinations Council (KNEC) for their support in the process of developing these designs. Finally, we are very grateful to the
Chairperson of the KICD Council, and other members of the Council for the very consistent guidance in the process. We assure all teachers,
parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC at PP2 and the preparation of
learners for transition to Grade One.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
The people of Kenya belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect
for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.
b) Economic Needs
Education should prepare a learner with requisite competencies that support a modern and independent growing economy. This
should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competencies for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests,
talents and character for positive contribution to the society.

4. Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a
self-disciplined and ethical citizen with sound moral and religious values.

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5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also provide the learner
with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value and respect
own and other people’s culture, as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to
operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this
membership entails.

8. Promote positive attitude towards good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION FOR PRE-PRIMARY
S/No Activity Area Number of Lessons per Week
1. Language Activities 5
2. Mathematical Activities 5
3. Creative Activities 6
4. Environmental Activities 5
5. Religious Activities 3
Pastoral/Religious Instruction Programme 1
Total 25

Note:
The time allocated for each activity area is 30 minutes.

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LEVEL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By end of Pre-Primary Education, the learner should be able to;
1) demonstrate acquisition of literacy, numeracy and communication skills for continuous learning,
2) develop desirable social, moral and religious values for harmonious co-existence,
3) develop creative, innovative and critical thinking skills for problem solving,
4) develop awareness of the immediate environment for learning and enjoyment,
5) develop physically, emotionally and spiritually for self-growth,
6) demonstrate respect and value for own country and diverse cultures for national cohesion,
7) discover their interest and talent for self-fulfillment and contribution to the society.

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LANGUAGE ACTIVITIES

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ESSENCE STATEMENT
Language Activities is a learning area that provides learners with opportunities to build on communicative skills acquired at home as they
transit to formal learning. Introduction to pre-literacy activities facilitate the young learners build a firm foundation for oral and written
communication skills. The aim of the learning area is to develop the learner’s pre-literacy and literacy skills which include listening and
speaking, pre-reading and reading, and pre-writing and writing. The skills include aspects such as telling and retelling stories, listening for
comprehension, book care and handling, scribbling, colouring, articulation of letter sounds, letter names, syllables and three letter words.

Language Activities are predominantly learnt through the communicative language learning approach. Learners will also be given
opportunities to develop pre-literacy skills through play-based learning, task-based learning and project-based learning. Learning will take
place through interesting, engaging and age-appropriate experiences such as playing, singing, chanting rhymes, reciting poems and modelling.
The skills in language acquired at the end of Pre-Primary level prepare the learner to seamlessly transit to Primary education.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Pre-Primary Education, the learner should be able to;
1) develop appropriate listening skills from varied experiences to enrich their ability to communicate,
2) express own opinions, ideas and feelings creatively, freely and confidently using basic vocabulary in varied situations as they
appreciate others,
3) participate in conversations using appropriate verbal and non-verbal language in their everyday experiences,
4) articulate letter sounds correctly in preparation for reading,
5) articulate syllables correctly in preparation for reading,
6) articulate letter sounds and syllables correctly forming three letter words in preparation for reading,
7) develop appropriate reading readiness skills in varied learning experiences,
8) apply appropriate writing readiness skills in varied learning experiences.

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THEMES
In the PP2 Language Activities Curriculum, four language skills (two in one making the three skills) are presented through themes. The
following themes will facilitate the learning of Language Activities in context:

1. Greetings and Farewell

• Commonly used greetings
• Time related greetings
2. Our neighbourhood
• Work done by our neighbours
• Things in our neighbourhood:
-hospital/health centres/dispensaries
-structures
-shops / kiosks / markets
-animals
-physical features
-plants
3. Our school
• Our teacher(s)
• People in our school
• Our school compound
• Buildings in our school
• Way/road to our school
4. Our market
• Things found in the market
• Buying and selling
• People found at the market

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5. Animals
• Domestic animals
• Wild animals
• Importance/use of animals
6. Weather conditions
• Sunny
• Cloudy
• Rainy
• Windy
7. Water
• Sources of water
• Uses of water
• Storage of water
8. Time
• Telling time through daily routine
• Days of the week
• Popular public holidays
9. Transport
• By foot
• By bicycles
• By boat/ship
• By motorcycles
• By animals
• By motor vehicles
• By railway
• By aeroplane

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STRANDS
1. Listening and Speaking
2. Reading
3. Writing

SUMMARY OF STRANDS AND SUB STRANDS

Themes Strands Sub Strands Suggested Number of
Lessons
1.0 Greetings and Farewell 1.1 Listening and Speaking 1.1.1 Greetings and farewell 3
1.1.2 Time-related greetings and farewell 2
1.2 Reading 1.2.1 Reading readiness 3
1.3 Writing 1.3.1 Writing readiness 2
2.0 Our Neighbourhood 2.1 Listening and Speaking 2.1.1 Listening for comprehension 2
2.1.2 News telling 2
2.2 Reading 2.2.1 Book handling 2
2.2.2 Reading readiness 2
2.2.3 Letter recognition 8
2.3 Writing 2.3.1 Letter writing 6
2.3.2 Writing practice 2

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3.0 Our School 3.1 Listening and Speaking 3.1.1 Active Listening 2
3.1.2 Self-expression 2
3.2 Reading 3.2.1 Print awareness 3
3.2.2 Reading syllables 2
(ba - bu, da – du)
3.3 Writing 3.3.1 Drawing and colouring pictures 1
3.3.2 Writing syllables 2
(ba - bu, da – du)
4.0 Our Market 4.1 Listening and Speaking 4.1.1 Polite language 2
4.1.2 Passing information 2
4.2 Reading 4.2.1 Visual discrimination 3
4.2.2 Letter-sound correspondence 4
4.2.3 Reading syllables 2
4.3 Writing 4.3.1 Eye-hand coordination 2
4.3.2 Writing letters of the alphabet 2
4. 3.3 Writing syllables 3
(fa-fu, ha-hu)
5.0 Animals 5.1 Listening and Speaking 5.1.1 Auditory discrimination 2
5.1.2 Audience awareness 2
5.2 Reading 5.2.1 Visual memory 3
5.2.2 Reading syllables 2
(ja-ju, la-lu)
5.3 Writing 5.3.1 Pattern writing 2
5.3.2 Writing syllables 2
(ja-ju, la-lu)

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6. Weather conditions 6.1 Listening and Speaking 6.1.1 Auditory memory 2
6.1.2 Reporting skills 2
6.2 Reading 6.2.1 Visual discrimination 3
6.2.2 Reading syllables 3
(ma-mu, pa-pu)
6.3 Writing 6.3.1 Recording skills 2
6.3.2 Writing syllables 2
(ma-mu, pa-pu)
7.0 Water 7.1 Listening and Speaking 7.1.1 Naming 3
7.1.2 Articulation of letter sounds 2
7.2 Reading 7.2.1 Picture reading 1
7.2.2 Reading syllables 2
(ra-ru, ta-tu)
7.2.3 Word formation 4
7.3 Writing 7.3.1 Hand writing 4
7.3.2 Writing syllables 2
(ra-ru, ta-tu)
8.0 Time 8.1 Listening and Speaking 8.1.1 News telling 5
8.1.2 Passing information 4
8.1.3 Story telling 4
8.2 Reading 8.2.1 Reading syllables 2
(va-vu, za-zu),
8.2.2 Reading three-letter words 2
8.3 Writing 8.3.1 Writing syllables 2
8.3.2 Writing three-letter words 2

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 9.0 Transport 9.1 Listening and Speaking 9.1.1 Naming 4
9.1.2 News telling 4
9.2 Reading 9.2.1 Picture reading 2
9.3 Writing 9. 3.1 Drawing and colouring pictures 3
9.3.2 Writing practice 5
Total number of Lessons 150

NOTE: The suggested number of lessons per Sub Strand may be less or more depending on the context.

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 1.0 GREETINGS AND FAREWELL

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.1 Listening 1.1.1 Greetings By the end of the Sub The learner is guided to: 1. Why do we
and Speaking and Farewell Strand, the learner • tell why we greet each other as we interact, greet
should be able to: • role-play initiating and responding to greetings, people?
a) tell why we greet • listen to an audio clip on people greeting, watch a 2. Which
(3 lessons) people in our day- video clip on people greeting or read pictures of words do
to-day lives, people greeting and bidding each other farewell, we use to
b) use greetings • tell words we use to greet different people (family greet one
correctly while members, visitors, teachers, school mates, friends, another?
interacting, younger persons, persons of the same age and older
c) use farewell words people) using appropriate words,
and gestures in • collaboratively practise bidding farewell using
social interactions, words and gestures,
d) adopt the use of • recite poems on greetings and bidding farewell,
greetings and • sing time-related songs on greetings and with
bidding farewell in reference to different people (teacher, mother,
daily interactions. peers, visitors).

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Core competencies to be developed:
• Creativity and Imagination: The learner initiates and responds to greetings while role-playing greetings and bidding farewell to each
other.
• Communication and Collaboration: The learners collaboratively practise greeting and responding to one another’s greetings.

Values:
• Unity: The learner together with others cooperate while practising bidding each other farewell using words and gestures.
• Respect: The learner is guided to tell the words used to greet people of different ages, thus showing humility to the older people as
they use the appropriate greeting for them.
Pertinent and Contemporary Issue(s):
Interpersonal Relationships: The learner shows concern by greeting others in the role-play and bidding each other farewell.
Link to other Activity Areas:
Greeting and bidding farewell is done to show concern, and for social relations. This relates to Religious Education where values that help
maintain social relations are addressed.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.2 Listening 1.2.1 Time- By the end of the Sub The learner is guided to: 1. How do we
and Speaking Related Strand, the learner should • tell different words used to greet one greet
Greetings and be able to: another at different times of the day, people at
Farewell a) identify time-related • read pictures or watch a video clip on different
greetings used in people greeting and bidding farewell at times of
interactions, different times of the day, the day?
(2 lessons) b) use time-related • collaboratively practise greetings used at 2. How do
greetings while different times of the day, you bid
interacting with • practise bidding farewell at different times each other
people, of the day, farewell at
c) bid farewell correctly • role-play greeting and bidding farewell at different
in relation to time, different times of the day (good morning, times of
d) appreciate the use of good afternoon, good evening), the day?
greetings and bidding • sing songs on time-related greetings and
of farewell in daily bidding farewell using words and gestures.
interactions.

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Core Competencies to be developed:
• Communication and Collaboration: The learner together with others collaboratively practise and role-play time-related greetings and
bidding of farewell.
• Self-efficacy: The learner joyfully and fearlessly sings songs on time-related greetings and bidding of farewell using words and
gestures.
Values:
• Respect: The learner practises learned greetings to get to understand the essence of human dignity.
• Unity: The learner co-operates with others to role-play greetings.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner maintains love, peace and unity by showing concern on how others are doing through the role-play on
greetings.
Link to other Activity Areas:
The learner relates the concept of greetings and farewell to their learning of time in Mathematics Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.2 Reading 1.2.2 Reading By the end of the Sub Strand the The learner is guided to: Which letter
Readiness learner should be able to: • interact with text and pictures in books, sounds from the
a) identify texts and pictures • open books and read them from left to alphabet sound
(3 lessons) from books or any other right, similar?
surface, • turn pages of a book from right to left,
b) read texts and pictures from • role-play covering of books,
the left to the right of a page, • role-play arranging books, with shared
c) turn pages from right to left roles, on shelves, bags and tables,
in readiness for reading, • read pictures from different materials:
d) demonstrate good care of books, charts, digital devices and boards,
own books, • read letter sounds from charts in turns,
e) enjoy reading pictures and
• read letters of the alphabet from charts.
texts from different
materials.
Core Competencies to be developed:
• Communication and Collaboration: The learner talks and listens to one another in the role-play on arranging books on shelves as a
way of caring for the books.
• Imagination and Creativity: The learner while role-playing covering of books, comes up with ideas on how best to do it.
Values:
• Unity: The learner works equitably with others to achieve a common goal of role-playing arranging books on shelves, bags and table.
• Social justice: The learner works with fairness as they share roles on who to do what in the arrangement of books on the shelves, bags
and tables.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learners work together as a team in the role plays in an effort to maintain relations.
Link to other Activity Areas.
Book care is a book handling skill necessary in all Activity Areas.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.3 Writing 1.3.1 Writing By the end of the Sub Strand, the The learner is guided to: How do we
Readiness learner should be able to: • mention writing surfaces such as books, ensure that we
identify writing materials ground, boards, slates and tools such as write properly
(surfaces and tools) in preparation pencils, sticks, chalks, colours, on our books?
for writing, • practice holding a writing tool properly,
(2 lessons) a) hold a writing tool properly in • turn pages from right to left when
preparation for writing, writing,
b) turn pages from right to left in • collaboratively write patterns from left
preparation for writing, to write,
c) take pleasure in pre-writing • freely draw pictures of choice,
activities in and out of school. • colour pictures in books.
Core Competencies to be developed:
• Learning to Learn: The learner persists in holding a writing tool properly and turning pages from right to left in preparation for
reading and writing.
• Creativity and Imagination: The learner interacts with print materials and acquires new ideas on how to hold writing tools in
preparation for writing.
Values:
Responsibility: The learner learns to hold a writing tool and write with resilience.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner collaboratively works with others to make patterns.
Link to other Activity Areas:
Linked to all other activity areas as the learner has to learn how to turn pages every time they practise writing.

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 2.0 OUR NEIGHBOURHOOD
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.1 Listening 2.1.1 Listening By the end of the Sub The learner is guided to: 1. What do
and Speaking for Strand the learner should be • listen to a story on things in the we do
Comprehension able to: neighbourhood from the teacher or a digital when a
a) tell why we should device. The story may include road parts such story is
listen attentively when as bridges and keeping safe when using the being told?
(2 lessons) one is talking, roads, 2. What do
b) listen to information for • retell the story, we always
comprehension, • answer oral questions from a story either see around
c) answer questions from collaboratively or as individuals, us?
the listening • tell stories about things found in the
experience, neighbourhood,
d) take pleasure in • recite poems on things found in the
activities that involve neighbourhood (structures such as houses,
listening and speaking. hospitals, roads, people, plants).
Core Competencies to be developed:
• Communication and Collaboration: The learner listens to the stories and answers questions collaboratively with others.
• Critical Thinking and Problem Solving: The learner objectively answers questions from the story about things in the neighbourhood.
Values:
• Unity: The learner co-operates with others in groups to answer questions on the story told.
• Social Justice: The learner together with others practise fairness while responding to oral questions asked by the teacher in turns.
Pertinent and Contemporary Issues(s):
Social Cohesion: The learner collaboratively listens to and retells stories about things in the neighbourhood.
Link to other Activity Areas:
Listening for comprehension is a skill that closely relates to moral values and discipline so as to benefit from oral instructions. Such
values are taught in Religious Education.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.1 Listening 2.1.2 News By the end of the Sub Strand The learner is guided to: 1. What do you
and Speaking Telling the learner should be able to: • explain different happenings or events usually see on
a) talk about happenings as sequentially, your way to
they occur in daily life, • listen to news from the teacher or pre- school?
(2 lessons) b) tell and retell news and recorded news from a digital device using 2. What do you do
verbal messages to simplified language, when we are
communicate things that • collaboratively tell and re-tell news in not in school?
have happened, turns,
c) role-play how different • talk about the importance of neighbours,
vehicles move along the • tell news on happenings about people or
roads as observed on the events in the neighbourhood,
way to school, • role play how vehicles in the
d) take pleasure in passing neighbourhood move as observed,
verbal messages. • tell news on things observed during a
nature walk in their neighbourhood,
• sing songs related to things found in the
neighbourhood.

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Core Competencies to be developed:
• Communication and Collaboration: The learner tells, retells and listens to news about happenings in the neighbourhood.
Self-efficacy: The learner confidently tells news on things observed during a nature walk in their neighbourhood.
Values
• Love: The learner accepts and respects others’ ideas as they tell news.
• Respect: The learner appreciates others’ opinions while telling news.
Pertinent and Contemporary Issue(s)
Social Cohesion: The learner talks about the importance of neighbours with others as they tell news.
Link to other Activity Areas:
The learner relates the concept of news telling about people or events in the neighbourhood, to the concept of people and the environment
in Environmental Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.2 Reading 2.2.1 Book By the end of the Sub The learner is guided to: How do we take
Handling Strand, the learner should • talk about ways of caring for books, care of our
be able to: • role-play covering books collaboratively, books?
(2 lessons) a) talk about ways of • observe pictures of well-arranged books on
caring for books for shelves or tables,
sustainability, • arrange books in bags,
b) demonstrate book • arrange and store books properly in
handling skills in and collaboration with peers,
out of school, • practise arranging books top side up in shelves
c) demonstrate ability to or book corner,
arrange books properly, • practise dusting books with nose covered where
d) take pleasure in book there is dust,
handling and storage
• wash hands after dusting books,
activities.
• sing songs as they arrange books on shelves, in
bags or on tables.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner learns different ways of covering and caring for books in preparation for reading.
• Self-efficacy: The learner assertively role-plays covering of books as a way of caring for them.
Values:
• Unity: The learners co-operate as they role play covering of books.
• Responsibility: The learner is accountable for taking care of own books by applying varied ways of book care.
Pertinent and Contemporary Issue(s):
Health Related Issues: Awareness on health-related issues is enhanced as the learner washes hands and covers the nose to keep off dust
when dusting and arranging books.
Link to other Activity Areas:
Book care is a necessary skill across Activity Areas as learners prepare to read and write.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.2 Reading 2.2.2 Reading By the end of the Sub The learner is guided to: 1. What are the
Readiness Strand the learner • identify pictures of things found in the different
should be able to: neighbourhood from the writing board, charts, things found
a) identify pictures of books, flash cards or digital devices near our
(2 lessons) things found in the (neighbours, buildings, domestic animals, school?
neighbourhood, utensils, rivers, roads, play grounds, trees, 2. Which letter
b) chant rhymes on market), sounds are
letter sounds and • talk about the pictures collaboratively, almost
letter names, • read letters of the alphabet collaboratively and similar?
c) enjoy participating as individuals from charts and flashcards,
in pre-reading • read letter sounds collaboratively and as
activities. individuals from charts,
• chant rhymes on letter sounds and letter names.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The leaner identifies pictures of things found in the neighbourhood by recalling and
generating ideas.
• Self-efficacy: The learner chants rhymes on letter sounds and letter names confidently in class.
Values:
• Social Justice: The learner together with others share charts and flash cards with unity and without discrimination.
• Unity: The learner works harmoniously with others in reading aloud letter sounds.
Pertinent and Contemporary Issue(s):
Environmental Awareness: The learner’s identification of pictures and naming of things found near the school is an indicator of
environmental awareness.
Link to other Activity Areas:
Environmental Activities where the learner reads pictures of things found in the neighbourhood like animals.

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20
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.2 Reading 2.2.3 Letter By the end of the Sub Strand the The learner is guided to: Which letters of
Recognition learner should be able to: • listen to an audio clip on letter names or the alphabet are
a) identify different letter names read letter names from the board, almost written
(8 lessons) in and out of class, • recall letter names learnt, the same?
b) differentiate between upper • read letters of the alphabet from charts,
case and lower case letters of books, flash cards,
the alphabet, • match upper case and lower case letters,
c) match upper case and lower • visit a learning corner with a variety of
case letters of the alphabet, jumbled letters in different cases and
d) take pleasure in chanting identify each letter name,
rhymes on letter names. • play letter memory games like fishing
game using letter flash cards,
• chant rhymes collaboratively on letter
names.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner recalls previously learned letter names from the board.
• Digital literacy: The learner listens to an audio clip on letter names.
Values:
• Respect: The learner chants the letter sounds together with others and accepts others as they work together.
• Responsibility: The learner is diligently engaged in assigned roles and duties of chanting letter names.
Pertinent and Contemporary Issue(s)
Social Cohesion: The learner works together with others in groups to achieve a common goal (chanting and playing a fishing game).
Link to other Activity Areas:
Chanting of rhymes on letter names is linked to singing of songs in Creative Activities.

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21
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.3 Writing 2.3.1 Letter By the end of the Sub The learner is guided to: How do we tell
Writing Strand the learner should be • read letters of the alphabet in lower case whether a letter is
able to: from charts, books, digital device, in upper case or
a) identify letters of the • read letters of the alphabet in upper case lower case?
(6 lessons) alphabet in both lower from charts, books, digital device,
and upper case, • write letters of the alphabet in the air,
b) write letters of the • write letters of the alphabet in lower case on
alphabet in lower case, different materials: books, ground, board,
c) write letters of the and digital device,
alphabet in upper case, • write letters of the alphabet in upper case on
d) match lower case and different materials,
upper case letters in • match in writing lower case and upper case
writing, letters,
e) focus on activities • model letters of the alphabet in groups using
related to writing of clay, dough or plasticine,
letters of the alphabet.
• clear working area and wash hands with soap
and clean water,
• display work done for peer assessment.

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22
Core Competencies to be developed:
• Learning to Learn: The learner persists to learn about letter creating and learns that letters of the alphabet can be written in both lower
and upper case and can be modelled.
• Creativity and Imagination: The learner writes letters of the alphabet in the air imaginatively with the picture in mind of how the letter
looks on a book.

Values:
Integrity: The learner shows accountability by accomplishing tasks given (writing and matching of letters).
Pertinent and Contemporary Issue(s):
Personal Hygiene: The learner washes hands with clean water and soap after a modelling activity.
Link to other Activity Areas.
Letter writing relates to Creative Activities as the learner models the letters of the alphabet.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.3 2.3.2 Writing By the end of the Sub The learner is guided to: Why do we
Writing Practice Strand the learner should • read the letters of the alphabet from books, charts, make patterns?
be able to: board, digital device,
(2 lessons) a) identify letters of the • colour letters of the alphabet within borders,
alphabet from texts, • write letters of the alphabet in lower case on books
b) write letters of the and digital devices,
alphabet correctly and • write letters of the alphabet in upper case on books
neatly, and digital devices,
c) make patterns using • make letter patterns on different surfaces
letters of the alphabet, collaboratively and as individuals,
d) take pleasure in • model letters of the alphabet collaboratively,
activities related to
• tidy up the working space and clean hands after
writing of letters of the
modelling,
alphabet.
• display the work written and modelled in class.
Core Competencies to be developed:
• Self-efficacy: The learner performs different activities in letter writing (modelling, colouring, and writing) and confidently displays
work done.
• Digital Literacy: The learner writes letters of the alphabet in lower case and upper case on a mobile phone, tablet or lap top.
Values
• Social Justice: The learner exercises freedom to express self, as well as equity when sharing resources as they model and colour.
• Peace: The learner together with others, resolve differences that may occur when working together in making patterns responsibly.
Pertinent and Contemporary Issue(s):
Personal Hygiene: The learner clears the working space and washes hands after the modelling experiences.
Link to other Learning Areas:
Creative Activities: The learner colours letters of the alphabet within borders while practising to write. Colouring is a learning experience
mostly done in Creative Arts.

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 3.0 OUR SCHOOL
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.1 Listening 3.1.1 Active By the end of the Sub The learner is guided to: 1. When do you
and Speaking Listening Strand the learner should • tell reasons why we listen attentively when speak during a
be able to: being talked to, conversation?
a) tell why we listen • tell stories and poems while others listen, 2. How do
(2 lessons) attentively when • retell stories told by the teacher and other people
being addressed, learners, respond to
b) pay attention to • view and listen to short clips and imitate, instructions?
conversations in and • listen to simple instructions and respond,
out of school, • take turns in conversations,
c) respond to simple • view recorded clips of their own
instructions conversations as they are appreciated and
appropriately in and corrected,
out of school,
• participate in verbal games, poems and songs
d) enjoy participating
that involve turn-taking.
in conversations.

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25
Core Competencies to be developed:
• Communication and Collaboration: The learner listens attentively and responds to conversations, stories and simple instructions.
• Self-efficacy: The learner participates in conversations and responds to simple instructions.
Values:
• Peace: The learner practises patience with others and take turns in conversations.
• Unity: The learners work together in performing the given task, such as retelling stories and taking turns during a conversation.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works in unity with others in telling stories, viewing clips and participating in verbal games among other
experiences.
Link to other Activity Areas:
Active listening links to all the other Activity Areas since learners are required to listen actively so as to benefit from daily instructions.

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26
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
3.1 Listening 3.1.2 Self By the end of the Sub Strand the The learner is guided to: 1. What can
and Speaking Expression learner should be able to: • express own needs (what they require), you say
a) express own needs and ideas ideas and thoughts freely, about
verbally in and out of school, • tell news or talk about what they are yourself?
(2 lessons) b) use appropriate vocabulary to doing during school activities (reading, 2. What do we
express own needs and ideas writing, colouring), require
in and out of school, • be engaged in short discussions and while in
c) actively participate in answering of simple questions, school?
activities on self-expression. • in pairs and small groups, tell news and
stories on school activities,
• sing songs about their school needs.
Core Competencies to be developed:
• Communication and Collaboration: The learner uses vocabulary to express their needs and ideas and tells news as others listen.
• Self-efficacy: The learner expresses self with confidence in discussions and answering of questions.
Values:
Respect: The learner collaborates with others to take turns in telling news or talking about what is done in school.
Unity: The learner works together with others in harmony to perform assigned roles (discussions).
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works amicably with others in telling news and stories.
Link to other Activity Areas: The learner can apply the skill of singing songs related to expression of school needs to the concept of
songs in Creative Activities.

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27
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.2 Reading 3.2.1 Print By the end of the Sub The learner is guided to: 1. Why do we
Awareness Strand the learner • read pictures on things found in the school and talk enjoy reading
should be able to: about them, pictures?
(2 lessons) a) identify pictures • collaboratively read picture stories to each other 2. How do we go
related to school, and appreciate one another, to school
b) identify pictures • read pictures on safe things to do in school, safely?
of different safe • read pictures on safe and unsafe places in school,
vehicles to and • read pictures of safe vehicles to and from school
from school, (school buses, private vehicles, public buses and
c) read pictures from matatus),
different materials • identify unsafe vehicles to and from school (lorries,
in and out of bicycles on busy roads, motorcycles on busy
school, roads),
d) show interest in • read pictures, letter sounds and names of letters of
reading in and out the alphabet from different materials,
of school.
• play games on identification of pictures, letter
sounds and letters of the alphabet.

Core Competencies to be developed:

• Communication and Collaboration: The learner read pictures and picture stories collaboratively with others.
• Self-efficacy: The learner correctly identifies pictures and is appreciated by others.

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28
Values:
• Respect: The learner takes turns with other learners in talking about pictures related to school.
• Unity: The learners work together in talking about the pictures.
• Responsibility: The learner becomes a better/safe road user with the awareness that there are safer vehicles to school and that others
are unsafe.
Pertinent and Contemporary Issue(s):
• Child Safety and Security: The learner identifies safe and unsafe places in school and this helps them to avoid playing around unsafe
places while in school.
• Child Road Safety: The learner becomes aware of the safe vehicles to use to and from school in case where road transport is needed.
Link to other Activity Areas:
The learner can relate reading of pictures of different things found within the school environment to their learning about the environment
in Environmental Activities.

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29
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
3.2 Reading 3.2.2 Reading By the end of the Sub Strand The learner is guided to: From where can
Syllables the learner should be able to: • read letter sounds from a chart, writing we read letter
a) join two sounds to read board, book or digital device, sounds while in
ba - bu, da-du syllables in and out of • join 2 sounds, a consonant and a vowel to and out of school?
class (ba-bu, da-du), make syllables,
(2 lessons) b) read syllables in and out • blend sounds to make syllables, example;
of class, ba be bi bo bu, da de di do du,
c) enjoy participating in • practise reading syllables collaboratively
activities that involve as they correct one another (peer
reading of syllables. teaching),
• play games on syllables like a fishing
game using flash cards with syllables.
Core Competencies to be developed:
• Self-efficacy: This is enhanced as the learner gains confidence in reading syllables.
• Learning to Learn: The learner persists in learning as they join sounds to make syllables.
Values:
• Love: The learners correct each other positively as they make syllables in class.
• Responsibility: The learner assists peers to read syllables.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works harmoniously with others to achieve a common goal in reading syllables.
Link to other Activity Areas:
Reading syllables links to all other Activity Areas where reading of words and sentences is involved.

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30
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.3 Writing 3.3.1 Drawing By the end of the Sub The learner is guided to: Which things are
and Colouring Strand the learner • name things found within the school, found in our school
Pictures should be able to: • read pictures of things found within the school, environment?
a) identify pictures of • draw pictures of things found within the school
objects within the environment,
(1 lesson) school • draw pictures of things found in and outside the
environment, school compound such as cars, bicycles,
b) draw different motorcycles, hand carts,
objects within and • colour the drawings while sharing the colour
outside the school pencils,
environment, • model different things found in school and share
c) colour the the modelling materials,
drawings using • wash hands after modelling,
different colours,
• display the work done for peer assessment and
d) show excitement in
for enhancement of self-efficacy,
drawing activities.
• sing songs/recite poems in groups related to the
things found in the school.

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31
Core Competencies to be developed:
• Creativity and Imagination: The learner creatively draws and colours things found within the school environment.
• Self-efficacy: The learner, without assistance, draws and colours pictures of things found within the school and displays the pictures
for others to see.
Values:
• Unity: The learner shares drawing and colouring tools with others in the class.
• Peace: The learner practises patience in sharing the available drawing and colouring tools.
Pertinent and Contemporary Issue(s):
Personal Hygiene Awareness: The learner washes hands with clean water and soap after modelling things found within the school
environment.
Link to other Activity Areas:
The learner can relate the concept of drawing, colouring and modelling of different things found within the school to their learning in
Creative Activities.

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32
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.3 Writing 3.3.2 Writing By the end of the Sub The learner is guided to: 1. How do we sit
Syllables Strand the learner • read the already learnt syllables from charts, when writing?
should be able to: books, flash cards, a writing board or a digital 2. From where
a) identify syllables device (ba-bu, da-du), can we read
ba - bu, da-du from texts, • write the syllables in the air, sounds and
b) write syllables • join sounds to make syllables in writing syllables?
(2 lessons) properly in and out (consonants and vowels) collaboratively,
of class (ba-bu, da- • model learnt syllables,
du), • wash hands with clean water and soap after
c) participate in modelling,
writing syllables • colour the learnt syllables,
with excitement. • make patterns using syllables,
• display work written and modelled,
• chant rhymes on syllables.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner joins letter sounds to write the syllables appropriately.
• Creativity and Imagination: The learner draws and colours syllables using own creative ideas.
Values:
• Respect: The learner works with others in harmony while modelling and colouring syllables.
• Social justice: The learner ensures fairness in sharing of the drawing, modelling and colouring items.
Pertinent and Contemporary Issue(s):
Personal Hygiene Awareness: The learner washes hands with clean water and soap after the colouring and modelling experiences.
Link to other Activity Areas:
The learner applies the skills acquired as they engage in colouring and modelling activities to their learning of the same concept in
Creative Activities.

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33
 4.0 OUR MARKET
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.1 Listening 4.1.1 Polite By the end of the Sub Strand, The learner is guided to: 1. Which
and Speaking Language the learner should be able to: • watch a role play or video clip of people words do
a) identify polite words using polite language (please, excuse me, we use to
used to appreciate, may I and I am sorry) where applicable, request for
(2 lessons) apologise and make • identify words used in polite language something?
requests, from the role play, video clip 2. Which
b) use appropriate watched/story told, words do
vocabulary when making • role-play buying and selling using polite we use to
requests, apologising and language (bargaining for better prices of show that
appreciating (please, items) we are
excuse me, may I, sorry), • listen to a story from the teacher on use of sorry?
c) advocate for use of polite polite language,
language in social • construct simple sentences in turns using
interactions. polite language,
• sing songs related to market.

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34
Core Competencies to be developed:
• Communication and Collaboration: The learner converses with others in a role play on buying and selling while using polite
language.
• Self-efficacy: The learner without fear constructs simple sentences using polite language.
Value:
• Responsibility: The learner engages in assigned roles as a buyer or a seller while role-playing.
• Respect: The learner interacts with others while taking turns in constructing simple sentences using polite language.
Pertinent and Contemporary Issue(s):
Financial Literacy: The learner learns to negotiate for lower prices of items while role-playing buying and selling.
Link to other Activity Areas:
Use of polite language is related to moral values in Religious Education (RE) where learners learn and practise moral values like
requesting and apologising.

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35
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.1 Listening 4.1.2 Passing By the end of the Sub The learner is guided to: Why do we buy
and Speaking Information Strand, the learner should • tell their classmates their understanding of a and sell things at
be able to: market: what it is and what happens there, the market?
a) talk about a market • read pictures from charts, books or magazines
(2 lessons) using simple on people in the market,
language, • watch a video clip on people buying and selling
b) engage in in the market,
conversations related • collect packaging containers for different items
to market practices to and arrange/display in the shop corner
pass information, (containers, sachets),
c) take pleasure in • tell short stories about people found in the
passing verbal market,
messages during • talk about things bought and sold in the market,
conversations. • role-play conversations between a buyer and
seller while in the shop corner.

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36
Core Competencies to be developed:
• Communication and Collaboration: The learner participates in a role play as a buyer or seller where with others, talk and listen to one
another in a market conversation.
• Creativity and Imagination: The learner collects different materials and using own ideas, arranges them at the market corner in the
classroom.
Values:
• Respect: The learner takes turns in the conversation with others to role-play buying and selling.
• Unity: In groups, the learner tells stories about the market and listens to others.
Pertinent and Contemporary Issue(s):
Financial Literacy: The learner role-plays buying and selling at the shop corner exhibiting such skills like bargaining and negotiation.
Link to other Activity Areas:
Buying and selling activities relate to counting in Mathematics Activities where money in different currencies is counted.

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37
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.2 Reading 4.2.1 Visual By the end of the Sub The learner is guided to: 1. Which items
Discrimination Strand, the learner • watch a video clip on things found in the market do we buy
should be able to: and people buying and selling, from the
(3 lessons) a) identify pictures of • observe pictures of things found in the market market?
different items sold and people in the market buying and selling, 2. Why do we
in the market, • sort pictures of different things found in the buy things
b) tell similarities in market, from the
pictures of things • using pictures, share with other learners’ market?
found in the similarities on things found in the market: size,
market, colour, shape,
c) tell differences in • using pictures, tell differences on things found
pictures of things in the market: size, colour, shape,
found in the • identify pictures of dirty or rotten items sold in
market, the market that we should not buy for safety and
d) actively participate health reasons,
in picture reading • sing songs related to activities taking place in
activities. the market.

Core Competencies to be developed:

• Critical Thinking and Problem Solving: The learner objectively points out differences and similarities of things found in the market
from the pictures read.
• Communication and Collaboration: The learner talks and listens to other learners when talking about similarities and differences in
things found in the market.

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38
Values:
• Responsibility: The learner demonstrates diligence when identifying things in the market that can be sold and bought.
• Patriotism: The learner gets to understand more about their market and appreciate things bought and sold in the market.
Pertinent and Contemporary Issue(s):
Health Awareness Issues: The learner learns to take precaution when buying items at the market so as not to buy the dirty or rotten food
items that could be harmful to health.
Link to other Activity Areas:
Sorting and grouping in Mathematics Activities as the learner sorts pictures of different things found in the market.

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39
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.2 Reading 4.2.2 Letter- By the end of the Sub The learner is guided to: Why do we learn
Sound Strand, the learner should be • watch an animated clip on letter names letter sounds?
Correspondence able to: and letter sounds,
a) identify letters of the • identify letters from books, charts,
alphabet by name, boards, flash cards and digital devices,
b) read letter sounds • read letter sounds in turns from a chart,
from a variety of texts, books, boards, flash cards and digital
c) match letter names and device,
(4 lessons) letter sounds • chant rhymes on letter names and letter
appropriately, sounds in turns and in the right order
d) appreciate chanting collaboratively
rhymes on letter names (Letter a, sound /a /, Letter b, sound
and letter sounds. /b/……).
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner brings out the difference between letter names and letter sounds when chanting
rhymes.
• Self-efficacy: The learner confidently identifies letters of the alphabet in class.
Values:
• Respect: The learner takes turns to read letter sounds with other learners.
• Peace: The learner works in harmony with others in groups to chant rhymes on letter names and sounds.

Pertinent and Contemporary Issue(s):

Social Cohesion: The learner works together with other learners to chant letter names and letter sounds.
Link to other Activity Areas:
Chanting of rhymes links to Creative Activities and Religious Activities (RE) as the learner chants rhymes in a tune related to songs. Most
of the Music and RE learning experiences are about singing.

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40
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.2 Reading 4.2.3 Reading By the end of the Sub The learner is guided to: Where can we
Syllables Strand the learner should be • listen to recorded syllables from a digital device, read letter
able to: • identify letter sounds, sounds from?
fa-fu, ha-hu a) identify syllables from • join two sounds to form syllables,
a variety of texts, • read the syllables
b) read syllables by fa fe fi fo fu
(2 lessons) joining two letter ga ge gi go gu
sounds: ha he hi ho hu on flash cards, books, charts,
fa-fu, ha-hu, writing board or digital device,
c) chant rhymes related to • chant rhymes on letter sounds collaboratively and
syllables, as individuals while others listen to, and
d) enjoy chanting rhymes appreciate the effort by clapping,
related to reading of • play games related to letter sounds and syllables
syllables. using flash cards.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner objectively puts together two different sounds to form syllables.
• Self-efficacy: The learner individually chants letter sounds appropriately while others listen to and appreciate the effort by clapping.
Values:
• Respect: The learner takes turns with other learners to chant letters of the alphabet and read syllables.
• Unity: The learner works collaboratively with others as a team in chanting letter sounds.
• Love: The learner appreciates the effort of others by clapping.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner harmoniously works with others to achieve common targets (reading letters and syllables).

Link to other Activity Areas:

In all the other Activity Areas, reading of syllables and words is a skill necessary for preparation in reading and writing.

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41
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.3 4.3.1 Eye- By the end of the Sub The learner is guided to: How can we
Writing Hand Strand, the learner • tell how we move eyes and hands when writing, form/create/make
Coordination should be able to: • practise writing letters on the floor, on a writing board, letters of the
a) say how to move on the air, on books and on a digital device, alphabet?
eyes and hands • colour letters of the alphabet,
when writing, • colour pictures of things found in the market,
b) demonstrate eye- • model letters of the alphabet and things found in the
hand coordination market using clay, plasticine or dough.
(2 lessons) when writing on • wash hands after modelling,
different surfaces, • paint and print letters of the alphabet and wash hands,
c) value activities
• trace letters of the alphabet.
that involve eye-
• practise fixing letter puzzles collaboratively to enhance
hand coordination.
eye-hand coordination.
• display work done,
• play digital games on letters of the alphabet that involve
the manipulation of a digital device.

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42
Core Competencies to be developed:
• Self-efficacy: The learner is internally motivated while displaying for the others to see coloured letters and pictures, modelled letters
and items found in the market, painted letters, traced letters and fixed puzzles.
• Creativity and Imagination: The learner explores and discovers new ways of modelling the letters of the alphabet.

Values:
• Responsibility: The learner diligently colours, models, paints, traces and fixes puzzles as assigned by the teacher.
• Respect: The learner practices patience while fixing puzzles with peers to form letters.
Pertinent and Contemporary Issue(s):
Personal Hygiene Awareness: The learner acknowledges washing of hands after modelling and painting activities for health purposes.
Link to other subjects:
Creative Activities where learners model different objects in the same way they model letters of the alphabet.

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43
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
4.3 Writing 4.3.2 Writing By the end of the Sub Strand, The learner is guided to: Which
Letters of the the learner should be able to: • read letters of the alphabet from a book, materials do
Alphabet a) identify the letters of the chart, board, cards and/or from a digital we use for
alphabet in the right device, writing?
sequence, • trace letters of alphabet in both cases,
(2 lessons) b) write letters of the alphabet • copy letters of the alphabet in lower case,
in the lower case (small • copy letters of the alphabet in upper case.
letters), • practise writing letters of the alphabet
c) write letters of the alphabet using a digital device,
in upper case (capital • make patterns using letters of the alphabet
letters), collaboratively,
d) match letters of the alphabet • match letters of the alphabet in writing
(lower and upper case), (lower and upper case),
e) appreciate the need to write
• model letters of alphabet in both cases,
letters of the alphabet
• display their work in class.
correctly.

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44
Core Competencies to be developed:
• Creativity and Imagination: The learner explores different ways of colouring, modelling, painting, tracing and displaying their work.
• Self-efficacy: The learner expresses self-awareness by performing all the different tasks given (tracing, copying, modelling and
painting) with motivation and without assistance.
Values:
• Respect: The learner appreciates diverse opinions of others while making patterns using letters of the alphabet with other learners.
• Responsibility: The learner works hard to colour, model, write and match letters of the alphabet.

Pertinent and Contemporary Issue(s):

Social Cohesion: The learners work together in groups to model, trace, write and make patterns of letters.
Link to other Activity Areas:
Matching lower case and upper case letters links to Mathematics Activities where the learner matches numbers with objects.

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45
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.3 Writing 4.3.3 Writing By the end of the Sub The learner is guided to: 1. Which items
Syllables Strand, the learner • read syllables from a chart, book, flash cards, bought from
should be able to: board or a digital device, the market
a) join sounds to • engage in blending sounds to make syllables (fa fe have syllable
fa-fu, ha-hu form syllables (fa fi fo fu, ga ge gi go gu, ha he hi ho hu), ‘ba’?
– fu, ga – gu, ha – • practise writing syllables collaboratively on the 2. Which
hu), writing board, materials do
(3 lessons) b) write syllables • write syllables on a digital device where we need in
independently, applicable, writing
c) appreciate • write syllables on own books while reading aloud syllables?
activities that each syllable,
involve writing of • practise writing learned syllables on flashcards,
syllables. • participate fairly in syllable writing games.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner reflects on each sound while joining them to write syllables on flashcards and
books.
• Digital Literacy: The learner interacts with digital technology when writing syllables on a digital device.

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46
Values:
• Unity: The learner cooperates with others in writing syllables on the writing board.
• Responsibility: The learner demonstrates resilience in writing syllables on the different writing surfaces.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works collaboratively with others to write syllables on the board.
Link to other Activity Areas:
In all the other Activity Areas, reading of syllables and words is a skill in the curriculum and so relates to all writing activities in other
Activity Areas.

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 5.0 ANIMALS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.1 Listening 5.1.1 Auditory By the end of the Sub The learner is guided to: 1. Which letter
and Speaking Discrimination Strand, the learner • listen to articulation of letter sounds from the sounds
should be able to: teacher or an audio recording/video clip, almost sound
(2 lessons) a) identify letter • articulate/read letter sounds correctly, the same?
sounds from a • articulate closely related letter sounds as 2. Which
variety of texts, demonstrated: /p/ and /b/ ,/t/ and /d/, /k/ and /c/, animal
b) distinguish closely /l/ and /r/, /f/ and /v/, /s/ and/z/, /w/ and /y/, /k/ sounds do
related letter and /q/, you hear
sounds when • play letter sound games collaboratively within our
articulated, encouraging one another, school?
c) imitate familiar • listen to an audio clip on sounds produced by
sounds made by different animals,
different animals • listen to sounds made by animals during a
kept at home, nature walk around the school neighbourhood
d) develop interest in and talk about happy sounds and distress sounds
listening to from the animals,
sounds in the • imitate sounds made by animals,
environment. • sing songs and recite poems on sounds made by
animals.

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Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner reasons logically to distinguish between the sounds made by different animals.
• Self-efficacy: The learner correctly identifies and assertively imitates sounds made by animals.
Values:
• Integrity: The learner consistently recites poems on sounds made by animals for mastery.
• Unity: The learner embraces others as they collaboratively play letter sound games.
Pertinent and Contemporary Issue(s):
Animal Welfare Awareness is created as the learner distinguishes sounds from animals that show happiness, distress, hunger and pain as
they move around during the nature walk and listen to sounds made by animals.
Link to other Activity Areas:
Discriminating sounds of animals in the environment relates to the concept of animals kept at home in Environmental Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.1 Listening 5.1.2 Audience By the end of the Sub The learner is guided to: 1. How should
and Speaking Awareness Strand, the learner should • say when one is supposed to speak loudly we speak to
be able to: when passing a message, be heard?
(2 lessons) a) explain when to speak • say when one is supposed to speak softly 2. How do the
loudly when when passing a message, animals kept
addressing audience, • give reasons why some people may speak at home
b) explain when to speak softly even when talking to many people help us?
softly when speaking (sickness, shyness, fear, low self-esteem),
to an audience, • listen to the teacher or a recorded clip
c) exhibit audience telling a story on the importance of animals
awareness when (what animals give us),
communicating, • re-tell the stories audibly and with clarity
d) enjoy speaking while being recorded for replay,
actively and audibly to • listen to the recorded pieces of their own
convey messages to clip,
others.
• react to the recorded clip in reference to
audience awareness.

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Core Competencies to be developed:
• Learning to Learn: The learner persists in retelling stories told by the teacher or from the audio clip on the importance of animals.
• Communication and Collaboration: The learner develops listening skills as they listen keenly and actively to stories from the teacher
or clip so as to retell the same.
Values:
• Responsibility: The learner demonstrates resilience in listening to stories and takes upon self to retell the story to other learners.
• Respect: The learner practices patience with others and takes turns in retelling stories.
Pertinent and Contemporary Issue(s):
Animal Welfare awareness is created as the learner’s imitation of different animal sounds that communicate distress, hunger, pain and
satisfaction helps them to take action when caring for animals.
Link to other Activity Areas:
Imitating sounds of animals in the environment related to the concept of animals kept at home in Environmental Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.2 Reading 5.2.1 Visual By the end of the The learner is guided to: How can wild
Memory Sub Strand, the • visit a learning corner within the class to observe animals be
learner should be different objects, dangerous?
(3 lessons) able to: • settle back to their seats and mention the objects
a) recall letters of observed,
the alphabet in • read letters of the alphabet aloud and correctly from
and out of class, charts, books or digital devices to test their memory
b) identify pictures on the same,
of wild animals, • chant letters of the alphabet collaboratively in the
c) differentiate absence of a chart or writings of the same,
pictures of wild • tell names of wild animals observed during a visit to
animals, game park, watched on media or seen on pictures
d) embrace collaboratively,
activities that • get involved in visual memory games like a fishing
involve game using flashcards with drawings of animals,
recalling. • play letter memory games.

Core Competencies to be developed:

• Self-efficacy: The learner is self-motivated while correctly identifying names of wild animals observed during a visit to game park,
watched on media or seen on pictures.
• Critical Thinking and Problem Solving: The learner applies the vocabulary and creativity used in storytelling to retell the stories.

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Values:
• Unity: The leaner cooperates and interacts positively with others in recalling names of the wild animals.
• Responsibility: The learner demonstrates excellence in retelling told stories.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner values togetherness while collaborating with others in identifying names of wild animals observed during a
visit to game park.
Link to other Activity Areas:
The concept of names of wild animals relates to the learning of the same concept in Environmental Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.2 Reading 5.2.2 Reading By the end of the Sub The learner is guided to: Why do you think
Syllables Strand, the learner • watch a video clip/listen to a recording on we learn to read
should be able to: reading of syllables, syllables?
a) recall syllables • read syllables,
ja-ju, la-lu learnt earlier, • join sounds to form syllables
b) join sounds to read (ja-ju, ka-ku and la-lu),
(2 lessons) syllables (ja-ju, ka- • blend sounds to read syllables …ja, ka, la,
ku and la- lu), • practise reading syllables collaboratively,
c) perform activities with some guiding others,
that involve reading • chant rhymes on syllables,
of syllables. • get involved in a variety of activities to
practise reading syllables.
Core Competencies to be developed:
• Communication and Collaboration: The learner articulates sounds correctly and blends them to form syllables with peers.
• Learning to Learn: The learner persists in joining sounds to form syllables.
Values:
• Responsibility: The learner demonstrates hard work while practising to read syllables.
• Unity: The learner cooperates with peers as they practise reading syllables collaboratively.
Pertinent and Contemporary Issue(s):
Effective Communication: The learner practices to articulate syllables correctly as they chant syllable rhymes.
Link to other Activity Areas:
Chanting of syllable rhymes relates to singing of songs in Creative Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
5.3 Writing 5.3.1 Pattern By the end of the Sub Strand, The learner is guided to: 1. Which tools do
Writing the learner should be able to: • read letters of the alphabet, we use for
a) identify letter patterns • recite the letters of the alphabet pattern writing?
written on different collaboratively while taking turns, 2. Why do we
(2 lessons) surfaces, • observe a demonstration on how write patterns?
b) write simple letter patterns to write a pattern,
on different surfaces (air, • hold a writing tool appropriately,
books, ground, board), • copy simple patterns,
c) take pleasure in pattern • practise writing simple patterns by
writing activities in and joining letters of the alphabet,
out of class. • display written patterns.
Core Competencies to be developed:
• Communication and Collaboration: The learner recites clearly and correctly the letters of the alphabet with peers while taking turns.
• Self-efficacy: The learner assertively displays written patterns with confidence for others in the class to see.
Values:
Respect: The learner waits patiently to recite letters of the alphabet in turns.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works in pattern making with others and becomes aware on the need to cooperate with others.
Link to other Activity Areas:
Making patterns using letters of the alphabet links to pattern making using shapes in Mathematics and pattern making in Creative
Activities too.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
5.3 Writing 5.3.2 Writing By the end of the Sub Strand, The learner is guided to: Why do we
Syllables the learner should be able to: • write letters of the alphabet, write syllables?
a) identify syllables from a • join dots to make syllables,
variety of texts, • copy syllables properly in and out of class,
ja-ju, la-lu b) write syllables properly in • write syllables on the board and on books,
and out of class (ja-ju, la- • make patterns using syllables.
(2 lessons) lu), • model syllables while sharing the modelling
c) show excitement in using materials (plasticine and or clay),
basic writing tools to write • practise writing syllables on ICT devices
syllables. where applicable (others may write on
ground, books, cards and board),
• display work done in class.
Core Competencies to be developed:
• Digital Literacy: The learner uses digital technology to write syllables.
• Self-efficacy: The learner confidently displays work done on syllables.
Values:
• Unity: The learner demonstrates fairness while working with others as they share the modelling materials.
• Responsibility: The learner demonstrates hard work while engaging in the assigned role of writing syllables.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner interacts with others in activities while writing syllables and even as they share writing tools.
Link to other Activity Areas:
Writing of syllables relates to all other activity areas as the learner has to learn how to write sounds, syllables, words and sentences
gradually across the curriculum.

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 6.0 WEATHER CONDITIONS
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
6.1 Listening 6.1.1 Auditory By the end of the Sub Strand, The learner is guided to: 1. What activities
and Speaking Memory the learner should be able to: • recognise letters of the alphabet, do we do when
a) recall letter sounds and • identify syllables, it is rainy?
syllables in and out of • listen to the teacher presenting letter 2. What activities
(2 lessons) class, sounds and syllables, do we do when
b) identify sounds associated • listen to audio clips on letter sounds it is windy?
with different weather and syllables,
conditions, • imitate sounds and syllables in turns
c) imitate sounds associated as presented by the teacher or/and
with different weather audio clips,
conditions, • watch a video clip on sounds
d) actively participate in associated with rainy and windy
activities that involve weather conditions,
recognition of sounds. • imitate sounds associated with rainy
and windy weather conditions,
• role-play windy and rainy weather
conditions producing sounds
associated with the two.

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Core Competencies to be developed:
• Communication and Collaboration: The learner listens attentively to the teacher presenting letter sounds and syllables and in
response articulates the same by chanting collaboratively.
• Self-efficacy: The learner is motivated when reading aloud letter sounds and syllables as the others listen.
Values:
• Respect: The learner works amicably with others in class and take their opinions positively.
• Peace: The learner works with others with care and harmony as they take turns in chanting letter rhymes collaboratively.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner gets to interact with the others as they chant rhymes together.
Link to other Activity Areas:
Recalling and chanting different letter sound rhymes relates to Creative Activities where the learner recalls songs and poems.

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Strand Sub Strand Specific Learning Suggested Learning Experience Suggested Key
Outcome Inquiry
Question(s).
6.1 Listening 6.1.2 Reporting By the end of the Sub The learner is guided to: 1. How is the
and Speaking Skills Strand, the learner • name different weather conditions, weather today?
should be able to: • take a nature walk outside the classroom 2. Which clothes
to observe the weather, do we wear on
(2lessons) a) name different • talk about the observed weather a rainy day?
weather conditions, conditions in turns,
b) report orally the • watch a video clip/read picture on the
weather conditions effect of different weather conditions -
observed, rainy, windy, sunny and calm,
c) express • report the weather conditions observed
appreciation in from the clip or pictures,
reporting • identify different activities done during
incidences or different weather conditions,
happenings. • identify the negative effects of weather
conditions,
• role-play a rainy day with learners
carrying umbrellas,
• sing songs related to different weather
conditions.

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Core Competencies to be developed:
• Learning to Learn: The learner takes a nature walk, observes the weather condition and persistently discovers more from the
environment about weather.
• Communication and Collaboration: The learner role plays a rainy day carrying umbrellas while in communication with others.
Values:
• Responsibility: The learner practices the importance of covering self with an umbrella when raining during the role play.
• Unity: The learner learns to cooperate with others as they take turns to report observation findings after the nature walk.
Pertinent and Contemporary Issue(s):
Tolerance (Life Skill): The leaner acquires the life skill of patience as they walk around and observe the weather conditions during the
nature walk.
Link to other Activity Areas:
The learner applies the skills of reporting to Environmental Activities where the learner observes weather during the nature walk and role
plays use of umbrella on a rainy day.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
6.2 Reading 6.2.1 Visual By the end of the Sub The learner is guided to: 1. How can you
Discrimination Strand, the learner should be • view pictures depicting different weather describe the
able to: conditions from a digital device, flash weather
(3 lessons) a) identify different cards or charts and books collaboratively, today?
pictures of weather • talk about the pictures of different 2. Which clothes
symbols, weather conditions collaboratively, do we wear
b) match and pair pictures • identify pictures of different clothes worn on a hot day?
of weather symbols and during different weather conditions,
activities taking place, • tell why we should dress differently in
c) enjoy participating in different weather conditions,
activities that involve • match and pair pictures of weather
differentiating objects symbols with activities taking place,
based on what is • recite poems on weather conditions.
observed.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner objectively matches and pairs pictures of weather symbols and activities taking
place.
• Self-efficacy: The learner with confidence, discusses the pictures observed on different weather conditions as the others listen.
Values:
• Integrity: The learner works with honesty and discipline as they view weather pictures and talk about them.
• Social Justice: The learner shares learning resources such as picture flash cards, picture books and charts equitably.
Pertinent and Contemporary Issue(s):
Preventive Health Awareness: The learner learns that we should dress in warm clothes during cold weather conditions and light clothes on
a sunny day to avoid illness.
Link to other Activity Areas:
The concept of matching and pairing is relevant in Environmental Activities where the learner draws pictures and symbols of weather.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
6.2 Reading 6.2.2 Reading By the end of the Sub Strand, the The learner is guided to: Why is it easy to
Syllables learner should be able to: • read aloud syllables learnt, read syllables?
• view video clip/listen to audio clip on
ma-mu, pa-pu a) recall the syllables learnt reading of syllables,
earlier, • re-read syllables viewed and listened to,
(2 lessons) b) join letter sounds to form • join letter sounds to form syllables,
syllables (ma-mu, na-nu and • blend letter sounds to read syllables e.g
pa-pu), ma, na, pa,
c) read syllables (ma-mu, na-nu • practise reading syllables
and pa-pu), collaboratively,
d) take pleasure when • chant rhymes on syllables
performing activities that
collaboratively.
involve reading of syllables.
Core Competencies to be developed:
• Learning to Learn: The learner explores more on reading of syllables with persistence.
• Self-efficacy: The learner reads syllables correctly, independently and with confidence.
Values:
• Responsibility: The learner reads the syllables presented with resilience.
• Unity: The learner chants rhymes on syllables cooperatively with others.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works collaboratively with others in practising reading syllables.
Link to other Activity Areas:
The skills acquired in chanting of rhymes on syllables can be applied to singing of songs in Creative Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
6.3 Writing 6.3.1 By the end of the Sub Strand, The learner is guided to: What do we
Recording the learner should be able to: • observe different weather conditions outside wear on a rainy
Skills a) observe different weather the classroom, on a video clip or from day?
conditions during the day, pictures,
(2 lessons) b) tell difference between • talk about different weather conditions and
weather conditions differences,
observed, • read symbols of different weather conditions,
c) record observed weather • engage in a weather recording project for a
conditions in a simple week where they observe different weather
weather chart, conditions daily, and with consultation record
d) actively participate in on a simple weather chart using symbols (the
activities involving chart should be recorded in the morning and
reporting or recording in the afternoon daily),
observations. • display the recorded weather chart at the end
of the week for self, teacher and peer
assessment.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner objectively records the weather chart on a daily basis after observation.
• Self-efficacy: The learner confidently displays the recorded weather chart for others to view and peer assess.
Values:
• Unity: The learner works cooperatively with others to record the weather chart.
• Responsibility: The learner records the weather chart persistently for a week.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner interacts with others where they do consultation in recording observed weather.
Link to other Activity Areas:
Recording observed weather is linked to Environmental Activities where the learner learns about weather symbols.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
6.3 Writing 6.3.2 Writing By the end of the Sub Strand The learner is guided to: 1. How do we sit
Syllables the learner should be able to: • read different materials (books, charts, when writing?
a) identify syllables from a digital devices) and identify syllables, 2. Which tools
variety of texts • copy syllables in books, do we use for
ma-mu, pa-pu (ma-mu, na-nu and pa-pu), • independently write syllables on the writing
b) write syllables neatly in board and on books, syllables?
(2 lessons) and out of class. • collaboratively make patterns using
c) enjoy using basic tools for syllables,
writing syllables in and out • display in the classroom work done,
of school. • practise writing syllables on ICT devices
where applicable.
Core Competencies to be developed:
• Digital Literacy: The learner practises writing syllables on ICT devices.
• Self-efficacy: The learner assertively displays in classroom the work done on syllables.
Values:
• Respect: The learner works in humility with others in making patterns using syllables.
• Responsibility: The learner writes syllables diligently on ICT devices.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner interacts with others while displaying work done on syllable writing.
Link to other Activity Areas:
The learner models syllable patterns which relates to modelling in Creative Activities.

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 7.0 WATER
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
7.1 Listening 7.1.1 Naming By the end of the Sub The learner is guided to: How do we use
and Speaking Strand, the learner should • watch a video clip related to different sources water at home?
be able to: of water,
(3 lessons) a) identify different • mention different ways and places of getting
places and ways of water (sources),
getting water, • talk about safety precautions surrounding
b) mention different water sources,
containers for storing • observe containers for storing water during a
water, nature walk (water tank, pots, jerricans,
c) role-play uses of buckets, drums),
water in our daily • name different containers used for storing
lives, water,
d) appreciate the • talk about uses of water,
importance of water • role play uses of water (cooking, drinking,
in our daily lives. washing),
• recite poems on uses to water.

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65
Core Competencies to be developed:
• Communication and Collaboration: The learner explains different places and ways of getting water as others listen keenly and
actively.
• Critical Thinking and Problem Solving: The learner creatively demonstrates how we use water at home as they role-play.
Values:
• Responsibility: The learner demonstrates hard work while role-playing uses of water.
• Respect: The learner practises patience while taking turns in talking about sources of water.
Pertinent and Contemporary Issues:
Disaster Risk Reduction (DRR): The learner is cautioned to keep off dangerous sources of water for safety.
Link to other Activity Areas:
The concept of water sources and uses relates to learning about water sources, uses, storage and even rain under elements of weather in
Environmental Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
7.1 Listening 7.1.2 By the end of the Sub Strand, the The learner is guided to: Which letter
and Speaking Articulation of learner should be able to: • view and listen to letter sounds sounds almost
Letter Sounds a) say letter sounds in and out of from audio or video clips that sound similar?
school (a-z), enhance letter-sound articulation,
b) demonstrate awareness of • in turns, say the letter sounds from
(2 lessons) letter-sound correspondence charts and flashcards,
in and out of class, • collaboratively match letter sounds
c) take pleasure in activities with corresponding names of
relating to articulation of objects whose name begins with
letter sounds. the letter sound (a for apple, b for
boy…)
• chant rhymes on letter sounds.
Core Competencies to be developed:
• Communication and Collaboration: The learner correctly articulates letter sounds and as a team matches letter sounds with
corresponding object names beginning with the letter sound.
• Self-efficacy: The learner assertively chants rhymes on letter sounds in class.
Values:
• Respect: The learner demonstrates patience while taking turns in articulating the letter sounds.
• Integrity: The learner demonstrates discipline while chanting rhymes on letter sounds with others in class.
Pertinent and Contemporary Issue(s):
Effective Communication: The learner correctly articulates letter sounds in preparation for reading of words.
Link to other Activity Areas:
Articulation of letter sounds links to all Activity Areas since effective pronunciation is important across the curriculum.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
7.2 Reading 7.2.1 Picture By the end of the Sub Learner is guided to; How do we use
Reading Strand, the learner • view a video clip/observe pictures on different uses water at home?
should be able to: of water where applicable,
a) name activities • talk about different uses of water mentioning
(1 lesson) that involve use activities where water is used (cooking, bathing,
of water, washing, drinking, farming),
b) read pictures • observe uses of water during a nature walk in the
illustrating use of school neighbourhood,
water, • collaboratively read pictures illustrating uses of
c) show excitement water on charts, books while helping one another
in activities interpret correctly,
related to picture • role play uses of water (pretend to cook, drink,
reading. wash, brush teeth, wash handkerchief, bath,
• sing songs, recite poems on uses of water.
Core Competencies to be developed:
• Learning to Learn: The learner persists and pursues observing of pictures to acquire new information about uses of water.
• Critical Thinking and Problem Solving: The learner correctly interprets illustrations related to uses of water.
Values:
• Peace: The learner demonstrates love to other learners while working together to interpret pictures on uses of water.
• Responsibility: The learner demonstrates self-drive while role playing uses of water at home.
Pertinent and Contemporary Issue(s):
Health Related Issues: The learner is enlightened on uses of water for personal hygiene as they role play bathing, washing handkerchief
and brushing of teeth.
Link to other Activity areas:
Reading pictures illustrating uses of water links to drawing and colouring of pictures on uses of water in Creative Activities.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
7.2 Reading 7.2.2 Reading By the end of the Sub Strand, the The learner is guided to: Which words
Syllables learner should be able to: • listen to an audio clip on reading begin with the
a) recall the syllables already of syllables, syllable ‘ra--- ’?
ra-ru, ta-tu learnt, • re-read syllables already learnt,
b) read syllables in and out of • join sounds to form new syllables (ra
(2 lessons) class, – ru, sa – su, ta – tu),
c) acknowledge the use of • blend sounds to make syllables … ra,
syllables in daily re, ri ,ro, ru,
communication. • read syllables collaboratively
and individually,
• practise reading syllables collaboratively,
• chant rhymes on syllables.
Core Competencies to be developed:
• Self-efficacy: The learner assertively reads the syllables individually in class.
• Communication and Collaboration: The learner listens to and correctly articulates the syllables in collaboration with others.
Values:
• Responsibility: The learner engages in assigned roles of reading syllables.
• Respect: The learner demonstrates patience with others in class as they take turns in reading syllables.
Pertinent and Contemporary Issue(s):
Effective Communication: The learner articulates syllables effectively in communication while interacting with other learners.
Link to other Activity Areas:
Reading of syllables is a skill that cuts across all other Activity Areas as the learner has to read sounds and syllables that make words for
comprehension.

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69
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
7.2 Reading 7.2.3 Word By the end of the Sub Strand, The learner is guided to: 1. What do we
Formation the learner should be able to: • listen to audio clips on word formation need to do in
a) identify syllables and where syllables and sounds are joined and order to read
sounds in preparation for read out, words?
(4 lessons) reading words, • read sounds and syllables from charts, 2. How do we read
b) blend syllables and sounds books and other materials, words?
to form three-letter words in • blend syllables and sounds to form three-
and out of school, letter words orally, example;
c) read three-letter words in - ca and t for cat
and out of school, - pe and g for peg
d) appreciate performing - po and t for pot
activities that involve • read three letter words,
reading of three-letter words • practise reading three letter words
in and out of school. collaboratively,
• play games in forming three- letter words.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner reasons on how to join syllables and letter sounds to form 3 letter words.
• Self-efficacy: The learner boldly plays games in forming three-letter words.
Values:
• Integrity: The learner forms three-letter words without seeking assistance.
• Social Justice: The learner practises equity by allowing each other an opportunity to read sounds and syllables from charts, books and
other materials.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner learns to work amicably with others and avoids conflicts even as they practise reading three- letter words.
Link to other Activity Areas:
Word formation is a prerequisite for reading and writing and so cuts across all the other Activity Areas in the curriculum.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
7.3 Writing 7.3.1 Hand By the end of the The learner is guided to: Why are we
Writing Sub Strand, the • explain how a good handwriting should be, supposed to
learner should be • observe charts and books with good handwriting write neatly?
(4 lessons) able to: where letters are well shaped, arranged and of good
a) identify different size,
letter sounds and • observe the shaping of letters from a digital device,
syllables from a • read syllables from any available source: digital
variety of text, device, books or charts,
b) write letters, • read three-letter words from any available source:
syllables and digital device, books or charts,
three-letter • practise writing letters, syllables and three-letter
words neatly and words neatly and legibly, collaboratively and later
legibly, individually e.g bat, tab, mat, bet, met, pet,
c) appreciate the • display written words for others to read,
need to write
• blend sounds and read them aloud as they write them
legibly and
down in books.
neatly.

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Core Competencies to be developed:
• Self-efficacy: The learner confidently writes and assertively displays written three-letter words.
• Creativity and Imagination: The learner skilfully blends syllables and letter sounds to read three-letter words.

Values:
• Responsibility: The learner demonstrates resilience in writing three-letter words.
• Unity: The learner interacts with others in striving to achieve the common goal of writing three-letter words.
Pertinent and Contemporary Issue(s):
Effective Communication: The learner practises writing three-letter words neatly for readability purpose.
Link to other Activity Areas:
Good hand-writing is a skill necessary in all other Activity Areas for ease of reading and comprehension.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s).
7.3 Writing 7.3.2 Writing By the end of the Sub Strand, The learner is guided to: Why do we
Syllables the learner should be able to: • read syllables, write syllables?
a) identify syllables in and out • write letters of the alphabet,
ra-ru, ta-tu of class, • copy syllables already learnt properly,
b) write syllables in and out of • write syllables on different surfaces: the
(2 lessons) class, board, charts, ground and on books,
(ra-ru, sa-su and ta-tu), • practise writing syllables on ICT devices
c) show excitement in using where applicable,
basic tools for writing • make patterns using syllables,
activities in and out of • display work done,
class. • collaboratively chant rhymes on syllables
as they write them.
Core Competencies to be developed:
• Digital Literacy: The learner interacts with technology while writing syllables.
• Self-efficacy: The learner displays patterns written using syllables with confidence
Values:
• Respect: The learner works in harmony to chant rhymes on syllables as they write them in books.
• Responsibility: The learner independently writes syllables in books.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner positively interacts with others in activities while writing syllables, chanting rhymes and even as they share
the writing tools.
Link to other Activity Areas: Writing skills are necessary in all other Activity Areas for effective communication.

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 8.0 TIME
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
8.1 Listening 8.1.1 News By the end of the Sub The learner is guided to: 1. What do
and Speaking Telling Strand, the learner should • watch a video clip indicating activities done we do
be able to: at different times of the day, before
(5 lessons) a) tell news on daily • observe and talk about pictures showing coming to
happenings with ease, activities done at different times of the day, school?
b) narrate events as they • talk about different activities we do every 2. What do
happen in a sequence day from morning to evening: waking up, we do
to communicate order taking breakfast, preparing for school, going every day
and time, to school, break time, lunch, evening, when we
c) actively contribute in sleeping), are not in
learning experiences • narrate in turns, the day’s happenings, like school?
that involve narration what they did before coming to school and
of happenings. what they will do after school,
• sing songs related to time.
Core Competencies to be developed:
• Communication and Collaboration: The learner audibly and correctly articulates words in sentences while talking about different
activities we do every day from morning to evening.
• Self-efficacy: The learner with confidence narrates the day’s happenings, like what they did before coming to school and what they
will do after school.
• Critical Thinking and Problem Solving: The learner recalls and narrates the order or routine of daily activities.

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Values:
• Integrity: The learner demonstrates self-discipline through talking about different activities we do every day from morning to evening
for this will help do the right thing at the right time.
• Respect: The learner practises patience and takes turns with others to narrate the day’s happenings.
Pertinent and Contemporary Issue(s):
Interpersonal Relationship: The learner maintains a positive relationship with others as they narrate the day’s happenings to each other
thus maintaining order.
Link to other Activity Areas:
Telling news about time links to measurement of time in Mathematics Activities, where the learner tells time through daily activities
based on the time they are done.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
8.1 Listening 8.1.2 Passing By the end of the Sub The learner is guided to: 1. What do you
and Speaking Information Strand, the learner should • watch a video clip on daily routine, do before
be able to: • listen to audio clip on stories of time, coming to
(4 lessons) a) identify vocabulary • identify and talk about activities related to school?
related to time time using periods, like morning and 2. What do you
(morning, evening, evening, days like yesterday and tomorrow, do on the days
yesterday, today, • in turns, make simple sentences using time you do not go
tomorrow), vocabulary like today, yesterday, tomorrow, to school?
b) use time related morning, evening,
vocabulary to make • react to sentences made by each other as a
simple sentences, class,
c) narrate stories of daily • role play activities done at different times of
happenings, the day,
d) value the importance • tell stories about chores that are done at
of passing home and school,
information for
• sing songs related to time.
communication.

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Core Competencies to be developed:
• Communication and Collaboration: The learner listens attentively to sentences constructed by peers using time related words and
comments on how correct they are.
• Critical Thinking and Problem solving: The learner recalls happenings so as to pass information on what happened previously
(yesterday, in the morning).
Values:
• Respect: The learner together with others patiently take turns while making sentences that depict time.
• Peace: The learner demonstrates responsibility by telling stories about chores that take place at home and in school.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner, together with others role-play activities done at different times of the day.
Link to other Activity Areas:
Singing songs to pass information on time relates to the concept of singing songs related to time and daily routine in Creative Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
8.1 Listening 8.1.3 Story By the end of the Sub The learner is guided to: 1. Which days
and Speaking Telling Strand, the learner • identify common religious and national public do we like
should be able to: holidays based on the learners’ religion: celebrating
(4 lessons) (a) mention common ▪ Christians - Christmas, Easter and Mashujaa and why?
public holidays Day. 2. What
celebrated in ▪ Muslims - Id ul Fitr and Mashujaa Day, activities do
Kenya, ▪ Hindus - Diwali and Mashujaa Day, we do on
(b) identify days of • watch a short video clip on people celebrating a our worship
the week, public holiday, day?
(c) role-play • tell stories on how the public holidays are celebrated,
activities done on • role-play religious public holidays,
different days of • role-play Mashujaa day and any other public holiday
the week, they are familiar with,
(d) tell stories related • identify days of week (Sunday-Saturday),
to activities of
• tell stories on activities done on different days of the
days of the week, week,
(e) uphold the
• collaboratively role-play activities done on different
celebration of
days of the week (e.g. market, school, church /
various public
mosque),
holidays.
• sing songs related to Mashujaa Day,
• sing songs related to days of the week.

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Core Competencies to be developed:
• Citizenship: The learner demonstrates joy and happiness in celebrating Mashujaa Day in the role play which is a sign of patriotism
and citizenship.
• Communication and Collaboration: The learner tells stories on how public holidays are celebrated while others listen.
• Creativity and Imagination: The learner expresses own ideas and imaginations while role-playing activities done on different days of
the week.
Values:
• Peace: The learner demonstrates love to others as they role-play activities done on different days of the week.
• Patriotism: The learner demonstrates loyalty to own country by role-playing what happens on Mashujaa day (raising of the flag,
dances, and President’s speech).
Pertinent and Contemporary Issue(s):
Human Rights Awareness: The learner demonstrates awareness of human rights while role-playing activities that take place on Mashujaa
Day.
Link to other Activity Areas:
• Religious public holidays are also taught in Religious Education as the learner learns about their meaning and celebration.
• Public holidays are also taught in Environmental Activities where the learner learns about important days in our country to be
celebrated.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
8.2 Reading 8.2.1 Reading By the end of the Sub Strand, the The learner is guided to: 1. How do we make
Syllables learner should be able to: • read syllables from charts, books or syllables?
a) recall syllables learnt digital devices, 2. How do we form
earlier in and out of class, • recite syllables, three-letter
va-vu, za-zu b) identify syllables in and out • blend sounds to form syllables e g, words?
of class (va-vu, za-zu), ta, pa, da ma,
(2 lessons) c) blend sounds to form • read syllables (va-vu, wa-wu,za-zu)
syllables, in and out of class,
d) discover activities that • read the syllables collaboratively,
involve reading of syllables. • chant rhymes on syllables
collaboratively.
Core Competencies to be developed:
• Self-efficacy: The learner assertively reads syllables with accuracy in class.
• Learning to Learn: The learner persists in and pursues reading syllables correctly.
Values:
• Unity: The learner together with others chant rhymes on syllables in unison.
• Integrity: The learner with others practise fairness when taking turns to blend and read syllables.
Pertinent and Contemporary Issue(s):
Effective Communication: Reading of syllables is a skill that prepares learners to communicate by way of writing.
Link to other Activity Areas:
Reading across the other Activity Areas requires blending of sounds to form syllables, syllables to form words, words to form sentences
and later paragraphs. Syllables reading is necessary in all Activity Areas.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
8.2 Reading 8.2.2 Reading Three- By the end of the Sub Strand, the The learner is guided to: Why is it
Letter Words learner should be able to: • listen to an audio clip with important to
a) identify syllables and letter syllables, know how to
(2 lessons) sounds for reading purpose, • read syllables and letter sounds read?
b) blend syllables and letter from charts, books and other
sounds to form three-letter materials,
words in and out of class, • take turns to blend syllables and
c) read three-letter words in and letter sounds to form three-letter
out of school, words, for example run, bat, sit,
d) advocate for activities that cat, bat,
involve reading of three-letter • read three-letter words,
words in and out of class. • practise reading three-letter words
collaboratively.
Core Competencies to be developed:
• Self-efficacy: The learner reads syllables accurately and independently.
• Learning to Learn: The learner persists and pursues reading syllables correctly.
Values:
• Unity: The learner together with others practise reading three-letter words.
• Integrity: The learner exercises discipline in taking turns as they blend sounds and read syllables.
Pertinent and Contemporary Issue(s):
Effective Communication: Reading of syllables is a skill that prepares learners to communicate by way of writing.
Link to other Activity Areas:
Reading across the other Activity Areas requires formation of words and sentences and later paragraphs. Syllables reading is necessary in
all Activity Areas.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s).
8.3 Writing 8.3.1 Writing By the end of the Sub The learner is guided to: Why do we learn
Syllables Strand, the learner should • read syllables, syllables?
be able to: • write letters of the alphabet,
va-vu, za-zu a) identify syllables in • copy syllables already learnt properly,
and out of class, • write syllables on different surfaces: the
(2 lessons) b) write syllables in and board, charts, ground and on books,
out of class, (va-vu, • practise writing syllables on ICT devices
wa-wu and za-zu), where applicable,
c) show excitement in • make patterns using syllables,
using basic tools for
• display work done,
writing activities in
• collaboratively chant rhymes on syllables as
and out of class.
they write them.
Core Competencies to be developed:
• Digital Literacy: The learner interacts with technology while writing syllables.
• Self-efficacy: The learner displays patterns written using syllables with confidence
Values:
• Respect: The learner works in harmony to chant rhymes on syllables as they write them in books.
• Responsibility: The learner independently writes syllables in books.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner positively interacts with others in activities while writing syllables, chanting rhymes and even as they share
the writing tools.
Link to other Activity Areas: Writing skills are necessary in all other Activity Areas for effective communication.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
8.3 Writing 8.3.2 Writing By the end of the Sub The learner is guided to: Why is it important
Three-Letter Strand, the learner should • read three-letter words from a chart or digital to know how to
Words be able to: device, write?
a) join syllables and • blend syllables and letter sounds to read three-
(2 lessons) letters representing letter words from different materials (for
sounds to form three- example, cat, run, bag, pen, set),
letter words, • join syllables and letter sounds to write three-
b) read three-letter letter words while sharing writing tools (for
words in and out of example pencils and erasers) with other
school, learners,
c) value performing • write three-letter words by arranging cards of
activities that involve syllables and letter sounds on a pocket chart,
reading and writing of • display work done,
three-letter words. • practise writing three-letter words on ICT
devices or on board, ground, books and cards.
Core Competencies to be developed:
• Digital Literacy: The learner interacts with technology when writing three-letter words on ICT devices.
• Self-efficacy: The learner confidently displays work done on writing of three-letter words.
Values:
• Respect: The learner works in humility with others while writing three-letter words.
• Responsibility: The learner writes three-letter words persistently.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner interacts with others in activities related to writing of three-letter words by sharing writing tools.
Link to other Activity Areas:
Writing skills are necessary in all other Activity Areas for effective communication.

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 9.0 TRANSPORT
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.1 Listening 9.1.1 Naming By the end of the Sub The learner is guided to: 1. How do we
and Speaking Strand, the learner should • view a video clip on different means of go to school
(4 lessons) be able to: transport or read pictures from cards, books, and back
a) identify different charts on means of transport, home?
means of transport, • collaboratively talk about different means of 2. How do
b) tell commonly used transport in relation to viewed video clip, or people move
means of transport read pictures, from one
within the • name means of transport commonly used place to
environment, within the environment (cars, bicycles, tuk another?
c) imitate the sounds tuk, SGR/train, motorcycles, aeroplanes,
made by different donkeys, carts, by foot-walking),
means of transport, • listen to different sounds made by different
d) role-play safe means of transport from the environment
practices when using while on a nature walk within the school,
different means of • imitate sounds made by different means of
transport, transport,
e) enjoy imitating the • talk about safe practices when using different
movement of means of transport…walking along the road,
different means of travelling by a car/bus,
transport. • sing songs, recite poems and/or chant rhymes
related to different means of transport.
.

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Core Competencies to be developed:
• Communication and Collaboration: The learner together with others collaboratively talk about different means of transport.
• Learning to Learn: The learner pursues and persists to acquire more information on various means of transport.
Values:
• Unity: The learner interacts with others to name and imitate sounds made by different means of transport.
• Patriotism: The learner becomes aware of the different means of transport within their environment/country and this develops the
learner’s love for own country.
Pertinent and Contemporary Issue(s):
Safety and Security Issues: The learner is made to understand the need for being careful while using any means of transport to avoid road
crashes.
Link to other Activity Areas:
Listening to and imitating different means of transport is linked to Environmental Activities where the learner listens to different sources
of sounds within the environment.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
9.1 9.1.2 News By the end of the Sub Strand, the The learner is guided to: 1. How do
Listening Telling learner should be able to: • listen to short stories from a peer, teacher or people
and a) tell news on travelling parent on what to do or not to do when move from
Speaking experiences using different walking along the road and when boarding a one place
means of transport, vehicle, to another?
b) tell short stories on means of • repeat the told dos and don’ts in turns, 2. What
(4 lessons) transport observed on the way • give stories of their travelling experience to a happens
to school, place using one of the means of transport when one is
c) recite short poems on how to (what they saw and how they felt), travelling?
safely use the roads, • recite poems on safe road use,
d) report incidences/happenings • give a report on different means of transport
in a sequential manner, seen on the way to school,
e) appreciate singing songs on • sing songs and recite poems related to
different means of transport. different means of transport.
Core Competencies to be developed:
• Communication and Collaboration: The learner interacts with others while telling news and talking about different means of
transport.
• Critical Thinking and Problem solving: The learner pays attention to stories about what to do and not to do when walking along the
road or boarding a vehicle and retells them in class.
Values:
• Unity: The learner cooperates with others when singing songs and reciting poems related to different means of transport.
• Responsibility: The learner is cautioned to observe road safety when walking along the road, boarding a vehicle and alighting from a
vehicle.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner sings songs and recites poems together with others in relation to different means of transport.
Link to other Activity Areas: The learner sings songs and recites poems related to different means of transport and this is related to
singing experiences in Creative Arts.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.2 Reading 9.2.1 Picture By the end of the Sub Strand, The learner is guided to: How can we use
Reading the learner should be able to: • read pictures on different means of transport on the road safely?
a) name pictures of charts, books or digital devices,
different means of • tell the difference between various means of
(2 lessons) transport, transport, examples (air, road, railway line,
b) tell the difference water, foot paths),
between various means • identify people with uniform and different
of transport, protective working clothes in the transport
c) match pictures of people sector, examples (driver, captain, pilot, tout,
working in the transport cyclist, motorbike rider),
sector with the different • match pictures of people with the mode of road
means of transport, transport they work for, example, (a
d) enjoy participating in public/bus/matatu driver and the bus or
picture reading matatu/van),
experiences in • play games on picture identification.
preparation for text • play a fishing game on flashing of pictures with
reading. people or means of transport.
Core Competencies to be developed:
• Critical Thinking and Problem Solving: The learner works on identifying pictures of different means of transport correctly.
• Self-efficacy: The learner matches pictures of different means of transport and the people involved correctly and independently.
Values:
• Responsibility: The learner reads and matches pictures correctly and diligently.
• Unity: The learner works with others harmoniously to match pictures.
Pertinent and Contemporary Issue(s):
Social Cohesion: The learner works with others in matching pictures and playing games harmoniously.
Link to other Activity Areas:
The learner matches pictures of people in the transport sector with different means of transport in the same way they match numbers in
Mathematics Activities.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.3 Writing 9.3.1 Drawing By the end of the Sub The learner is guided to: 1. Which
and Colouring Strand, the learner should • read pictures on different means of transport on materials do
Pictures be able to: charts, books, board and digital devices, we use
a) identify pictures on • draw pictures on different means of transport while when
different means of sharing drawing resources such as pencils, erasers, colouring?
(6 lessons) transport, • colour drawn pictures on means of transport: buses, 2. Why should
b) draw pictures of van, cars, bicycles, aeroplane, donkey, carts, we only
different means of motorbike, colour
transport, • avoid eating crayons or colour pencils or putting within the
c) colour drawn pictures erasers and other writing tools in the mouth or nose borders of a
appropriately and for safety purposes, picture?
realistically, • collaboratively model cars, ship, bicycle, vans,
d) enjoy participating in buses,
drawing and • display drawn, coloured and modelled work,
colouring activities. • sing songs as they colour pictures.

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Core Competencies to be developed:
• Creativity and Imagination: The learner, together with other, uses own ideas to collaboratively model cars, ship, bicycles, buses and
cars.
• Learning to Learn: The learner learns to model different means of transport and tries to achieve perfection by doing it several times.
Values:
• Peace: The learner works collaboratively with others, cooperating and agreeing on issues while modelling.
• Love: The learner works with others while drawing and colouring sharing materials as a sign of caring for one another.
Pertinent and Contemporary Issue(s):
Child Security and Safety: The learner works with caution and avoids putting writing and colouring materials and tools in the mouth or
nose for safety.
Link to other Activity Areas: Picture colouring can be applied to creating or drawing pictures and colouring them in Creative Arts.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
9.3 Writing 9.3.2 Writing By the end of the Sub The learner is guided to: What do you
Practice Strand, the learner should be • read letters of the alphabet in upper case and do to make a
able to: lower case, three-letter
a) recall letters of the • read letter sounds and syllables in groups and word?
alphabet in the right pairs,
(5 lessons) sequence, • write letters and syllables on books,
b) write syllables by • write the letters in upper and lower case on a
joining consonants and digital device,
vowels, • collaboratively and individually join syllables
c) write patterns using and letter sounds and make three-letter
syllables, words,
d) form three-letter words • make patterns using syllables,
using syllables and • write the patterns repeatedly,
letters representing • model letters of the alphabet,
sounds,
• clear the working area and wash hands with
e) show excitement in
soap and water,
writing activities in and
• chant rhymes on letter sounds in turns while
out of class.
writing,
• display the work done in class.

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Core Competencies to be developed:
• Self-efficacy: The learner correctly and confidently reads and writes three-letter words by joining syllables and sounds and displays
work done in class.
• Critical Thinking and Problem Solving: The learner differentiates between lower and upper case, letters while writing them down in
books.
Values:
• Social Justice: The learner chants rhymes on letter sounds while working with others and sharing the opportunity to do so equitably.
• Integrity: The learner writes own work even in the absence of the teacher with honesty and accountability.
Pertinent and Contemporary Issue(s):
Personal hygiene awareness: The learner clears the working area and washes hands with soap and water.
Link to other Activity Areas: The learner can relate the concept of pattern making to their learning of the same concept in Creative
Activities.

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Suggested Assessment Rubric
Strand: Listening and Speaking
Level Exceeding Meeting Approaching Below Expectations
Indicator Expectations Expectations Expectations
Greetings and Ability to use right Consistently uses Uses right Occasionally uses Rarely uses right
farewell vocabulary when right vocabulary vocabulary when right vocabulary vocabulary when
greeting and bidding when greeting and greeting and when greeting and greeting and bidding
farewell in respect to bidding farewell bidding farewell bidding farewell farewell in respect to
time. in respect to time. in respect to time. in respect to time. time.
Listening for Ability to comprehend Comprehends oral Comprehends oral Comprehends oral Comprehends oral
comprehension oral information and information and information and information but information with
answer questions answers all answers questions answers some difficulty and only
correctly from the questions correctly from the questions answers questions
listening experiences. correctly from the listening correctly from the correctly from the
listening experiences. listening listening experiences
experiences. experiences. when assisted.
News telling Ability to tell and retell Tells and retells Tells and retells Attempts to tell Tells and retells news
news to communicate news accurately news to and retell news to to communicate things
things that have and fluently to communicate communicate that have happened in
happened in a sequence. communicate things that have things that have a sequence only when
things that have happened in a happened in a guided but also lacks
happened in a sequence. sequence fluency.
sequence. although lacks
fluency.

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Active listening Ability to pay attention Consistently pays Pays attention to Occasionally pays Rarely pays attention
to conversations and attention to conversations and attention to to conversations and
respond appropriately to conversations and responds conversations and mostly responds
simple instructions. responds appropriately to sometimes inappropriately to
appropriately to simple responds simple instructions.
simple instructions. appropriately to
instructions. simple
instructions.
Self-expression Ability to express own Consistently Expresses own Occasionally Rarely expresses own
needs and ideas using expresses own needs and ideas expresses own needs and ideas using
the appropriate needs and ideas using the needs and ideas the appropriate
vocabulary. using the appropriate using the vocabulary.
appropriate vocabulary. appropriate
vocabulary. vocabulary.
Polite language Ability to identify and Identifies and Identifies and Identifies but Exhibits challenge in
use vocabulary always uses uses vocabulary rarely uses both identification and
depicting polite vocabulary depicting polite vocabulary usage of vocabulary
language. depicting polite language. depicting polite depicting polite
language language. language.
correctly.
Passing information Ability to describe Explicitly Describes Partially describes Describes different
different things using describes different different things different things things using simple
simple language and things using using simple using simple language and passes
pass information simple language language and language and information accurately
accurately through and passes passes passes through conversations
conversations. information information information only when assisted.
accurately through accurately accurately
conversations. through through
conversations. conversations.

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Auditory Ability to distinguish With details, Distinguishes Attempts to Distinguishes between
discrimination between closely related distinguishes between closely distinguish closely related letter
letter sounds, identify between closely related letter between closely sounds, identifies and
and imitate familiar related letter sounds, identifies related letter imitates familiar
sounds of animals kept sounds, identifies and imitates sounds, identifies sounds of animals
at home. and accurately familiar sounds of and imitates kept at home only
imitates familiar animals kept at familiar sounds of when assisted.
sounds of animals home. animals kept at
kept at home. home, though not
always accurately.
Audience awareness Ability to exhibit Consistently Exhibits audience Occasionally Rarely exhibits
audience awareness exhibits audience awareness when exhibits audience audience awareness
when communicating. awareness when communicating. awareness when when communicating.
communicating. communicating.
Auditory memory Ability to recall letter Perfectly recalls Recalls letter Attempts to recall Recalls letter sounds
sounds and syllables letter sounds and sounds and letter sounds and and syllables and
and demonstrate syllables and syllables and syllables and demonstrates
recognition of sounds demonstrates demonstrates demonstrate recognition of sounds
associated with different recognition of recognition of recognition of associated with
weather conditions. sounds associated sounds associated sounds associated different weather
with different with different with different conditions with a lot
weather weather weather of prompting.
conditions. conditions. conditions.

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Naming Ability to use the right Consistently uses Uses the right Occasionally uses Rarely uses the right
vocabulary in the right vocabulary in the right vocabulary in
conversations. vocabulary in conversations. vocabulary in conversations.
(e.g. -water: use right conversations. conversations.
names for water
containers, -
transport: use the right
transport related words).
Articulation of letter Ability to read letters of Excellently reads Reads letters of Attempts to read With a lot of
sounds the alphabet, their letters of the the alphabet, their letters of the assistance, reads
sounds, syllables and alphabet, their sounds, and alphabet, their letters of the alphabet,
demonstrate awareness sounds, and syllables and sounds, and their sounds, and
of letter-sound syllables and demonstrate syllables and syllables and with
correspondence. demonstrates awareness of demonstrates much prompting,
awareness of letter-sound awareness of demonstrates
letter-sound correspondence. letter-sound awareness of letter-
correspondence. correspondence sound
though with some correspondence.
challenges.

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95
Strand: Reading
Level Exceeding Meeting Approaching Below Expectations
Indicator Expectations Expectations Expectations
Reading readiness Ability to read texts and Consistently Reads text and Does one of the Reads text and pictures
pictures from left to the reads text and pictures from two; either reads from left to the right of a
right of a page and turn pictures as left to the right text and pictures page and turns pages
pages from right to left in expected from of a page and from left to the from right to left in
readiness for reading. left to the right turns pages right of a page readiness for reading
of a page and from right to but exhibits a only when given a lot of
carefully turns left in readiness challenge in assistance.
pages one by for reading. turning pages
one from right from right to left
to left in in readiness for
readiness for reading or vice
reading. versa.
Book handling Ability to take care of Consistently Takes care of Occasionally Rarely takes care of
books in different ways in takes care of books in takes care of books in different ways
readiness for reading books in different ways books in different in readiness for reading.
(arranging well in bags, different ways in readiness for ways in
tables, lockers, shelves, in preparation reading. preparation for
handling them carefully, for reading. reading.
requesting for them to be
covered).

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96
Picture reading Ability to identify and Identifies and Identifies and Identifies but Identifies and reads
read correctly pictures of reads correctly reads correctly exhibits correctly pictures of
familiar things in with details pictures of challenges in familiar things in
readiness for reading. pictures of familiar things reading correctly readiness for reading
familiar things in readiness for pictures of only when greatly
in readiness for reading. familiar things in assisted.
reading. readiness for
reading.
Letter recognition Ability to identify letters With an ease, Identifies Identifies letters Exhibits challenge in
of the alphabet and identifies letters letters of the of the alphabet both identifying letters
correctly match the lower of the alphabet alphabet and but struggles with of the alphabet and
and upper case letters. and correctly correctly the correct correctly matching the
matches the matches the matching of the lower and upper case
lower and upper lower and lower and upper letters.
case letters. upper case case letters.
letters.
Reading syllables Ability to join letter sounds Correctly joins Joins letter Attempts to join Reads one letter sound
to form syllables in letter sounds to sounds to form letter sounds to after the other but finds
preparation for reading. form syllables syllables in form syllables in it difficult to blend two
and even three preparation for preparation for sounds and form
letter words in reading. reading. syllables in preparation
preparation for for reading.
reading.

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97
Visual discrimination Ability to identify and Identifies and Identifies and Identifies but Identifies and points out
point out similarities and with a lot of points out exhibits a similarities and
differences on pictures clarity points similarities and challenge in differences on pictures
and other objects. out similarities differences on pointing out and other objects only
and differences pictures and similarities and when assisted.
on pictures and other objects. differences on
other objects. pictures and other
objects.
Letter-sound Ability to identify letter Correctly Identifies letter Identifies letter Identifies some letter
correspondence names and letter sounds identifies letter names and names and letter names and letter sounds
and match the letters and names and letter letter sounds sounds but but only matches the
sounds. sounds and and matches incorrectly letters and sounds when
matches the the letters and matches some assisted.
letters and sounds. letters and
sounds with sounds.
ease.
Word formation Ability to join letter Joins letter Joins letter Joins letter Finds it difficult to join
(three letter words) sounds and syllables and sounds and sounds and sounds and letter sounds and
blend them to read three syllables and syllables and syllables but finds syllables as well as
letter words. correctly blends them to it difficult to blend them to read three
blends them to read three blend some and letter words.
read three letter letter words. read three letter
words with an words.
ease.

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98
Visual memory Ability to recall letter Always recalls Recalls letter Occasionally Rarely recalls letter
names and letter sounds. letter names names and recalls letter names and letter sounds.
and letter letter sounds sounds but has a
sounds. challenge in
recalling letter
names.
Relates and differentiates Always relates Relates and Occasionally Rarely relates and
things in the environment and differentiates differentiates relates and differentiates things in
using observable things in the things in the differentiates the environment using
features. environment environment things in the observable features.
using observable using environment
features. observable using observable
features. features.

Reading three letter Ability to blend syllables Consistently Blends Occasionally Rarely blends syllables
words and letter sounds and read blends syllables syllables and blends syllables and letter sounds and
them out as three letter and letter letter sounds and letter sounds reads them out as three
words. sounds and and reads them and reads them out letter words.
reads them out out as three as three letter
as three letter letter words.
words. words.

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99
Strand: Writing
Level Exceeds Meets Approaches Below Expectations
Indicator Expectations Expectations Expectations
Writing readiness Ability to hold a writing Holds a writing Holds a writing Holds a writing Holds a writing tool
tool properly and turn tool properly tool properly tool properly but properly and turns pages
pages from right to left in and firmly and and turns pages has a challenge in from right to left in
preparation for writing. carefully turns from right to turning pages preparation for writing
pages from left in from right to left only with the hand held.
right to left in preparation for (or vice versa) in
preparation for writing. preparation for
writing. writing.
Letter writing Ability to write letters of Writes letters Writes letters of Writes letters of Writes letters of the
the alphabet correctly and of the alphabet the alphabet the alphabet alphabet correctly and
in the right sequence. correctly, correctly and in correctly but not in the right sequence,
neatly, legibly the right in the right only with great
and in the right sequence. sequence. assistance.
sequence.
Writing practice Ability to write letters of Writes letters Writes letters of Writes letters of Exhibits challenge in
the alphabet in both lower of the alphabet the alphabet in the alphabet writing letters of the
case and upper case and in both cases both cases and although mixes alphabet in both lower
make letter patterns. correctly and makes letter the cases at some case and upper case, and
neatly, and patterns. points and even in making letter
creatively exhibits patterns.
makes letter challenges in
patterns. making letter
patterns.

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100
Drawing and Ability to draw Skillfully draws Draws different Draws different Attempts to draw
colouring pictures different objects different objects objects within the objects within the different objects within
within the within the environment and environment but the environment but
environment and environment and colours the does not colour inappropriately colours
colour colours the drawings the drawings them.
appropriately. drawings appropriately. appropriately.
realistically and
appropriately.

Writing syllables Ability to join Consistently joins Joins letters Occasionally letters Rarely joins letters
letters representing letters representing representing representing joins representing sounds and
sounds and write sounds sounds and writes sounds and writes writes syllables.
syllables. and writes syllables. syllables.
syllables.
Word formation Ability to join Objectively joins Joins syllables and Attempts to join Exhibits challenge
(Forming three letter syllables and letter syllables and letter letter sounds to syllables and letter in joining syllables
words) sounds to form sounds to form form three letter sounds to form and letter sounds to
three letter words. three words. three letter words. form three letter
letter words. words.
Pattern Ability to write Creatively writes Writes patterns Tries to write Writes patterns using
writing/making patterns using patterns using using letters and patterns using letters and syllables,
letters and syllables. letters syllables. letters and only with great
and syllables. syllables. assistance.
Eye-hand Ability to Every time Demonstrates eye- Sometimes Seldom demonstrates
coordination demonstrate eye- demonstrates hand coordination demonstrates eye- eye-hand
hand coordination eye-hand when writing. hand coordination coordination when
when writing. coordination when writing. writing.
when writing.

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101
Recording skills Ability to observe objects Keenly Observes Observes objects Experiences challenges
and conditions and record observes objects and and conditions but in observing objects and
the observations using objects and conditions and experiences a conditions and
pictures. conditions and records the challenge in recording the
correctly observations recording the observations using
records the using pictures. observations using pictures.
observations pictures.
using pictures.
Handwriting Ability to write letters, Consistently Writes letters, Occasionally Rarely writes letters,
syllables and three letter writes letters, syllables and writes letters, syllables and three letter
words neatly and legibly. syllables and three letter syllables and three words neatly and
three letter words neatly letter words neatly legibly.
words neatly and legibly. and legibly.
and legibly.

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102
Suggested Learning Resources, Suggested Assessment Methods and Non-formal Activities that Support Learning
Strands Suggested Learning Resources Suggested Assessment Suggested Non-Formal
Methods Programmes
Listening and Speaking • Manilla papers • Observation schedule • Participation in music
• Models • Oral questions festivals at school level,
• Flash cards • Portfolio County level and National
• Charts • Checklist level.
• Realia • Chanting rhymes • Exhibiting own work
• Masks • Singing songs during Academic/Parents
• Costumes • Reciting poems Days.
• Clay/plasticine/dough for • Playing conversational • Nature walks
modelling games • Use of resource people
• Puppets • Role play • Performing short plays
• Recorded songs • Self-assessment
• Recorded poems and rhymes • Peer assessment
• Book covers, shelves, boxes, bags • Fluency tests
• Learning corners • Dialogues
• Digital and electronic devices • Articulation tests
• Pictures and photographs • Oral interviews
Reading • Letter jig saw puzzles • Self-assessment • Use of posters and any
• Manilla papers • Peer assessment other reading materials for
• Letter boards • Observation schedule identification of letter
• Pocket charts • Oral questions sound and letter names
• Picture puzzles • Portfolio • Participating in sound
• Colour pencils • Checklist reading competitions
• Colouring books • Reading aloud • Reading pictures in
• Crayons • Oral interviews magazines

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103
 • Recorded songs • Question and Answer
• Letter cut-outs • Teacher-made Tests
• Book covers, shelves, boxes, bags
• Charts
• Course books
• Digital and electronic devices.
• Flash cards
• Pictures and photographs
• Video clips
• Audio-visual resources
• Other web resources
Writing • Clay/plasticine/dough for • Self-assessment • Practising scribbling,
modelling • Peer assessment drawing and colouring
• Pocket charts • Learner Portfolios with peers at home.
• Coloured pencils • Checklists • Showcasing their painted,
• Paint and brushes • Teacher-made Tests coloured and written work
• Colouring books • Matching tasks during Cultural Days or
• Crayons Parnts’ Day.
• Clay/plasticine/dough for
modelling
• Letter cut-outs
• Digital and electronic devices
• Charcoal sticks
• Letter jigsaw puzzles
• Brushes
• Sticks

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104