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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HINDU RELIGIOUS EDUCATION

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ESSENCE STATEMENT

Hindu Religious Education offers an opportunity to learn Hinduism/Sanatan, Jain, Buddhist and Sikh faiths. Religious
knowledge is acquired early in life from family and community. The formal teaching of HRE aims at nurturing faith in
Paramatma, self-awareness, guiding one’s personal obligations and duty to the immediate environment. HRE at Pre-Primary will
be delivered through formal, non-formal and informal approaches which will enable the learner to enjoy learning.

HRE provides opportunities to instill moral values and good social habits in learners for effective living as individuals, members
of the community and the nation at large. It will provide ways for physical, mental, emotional and spiritual growth for learners,
and enables them develop personal beliefs while appreciating the beliefs of others.

Pertinent and contemporary issues in society have been well mainstreamed in the HRE curriculum. The learners acquire requisite
competencies as enshrined in the Basic Education Curriculum Framework. Hindu Religious education emphasises morals that
teach learners to be optimistic, respect each other, and anticipate the best for themselves and others.

GENERAL LEARNING OUTCOMES

By the end of Pre-Primary Two, the learner should be able to:
1. Develop self-awareness and a sense of identity as an individual and member of a family, community, the nation and globally.
2. Exhibit reverence and adoration for enlightened beings as guides for living a healthy and harmonious life.
3. Acknowledge the divinity of the scriptures for respect and appropriate handling.
4. Demonstrate basic rituals as taught for grounding them in faith to enhance self-efficacy and self-esteem.
5. Practice Sadachaar ethically and morally to care for self and others for sustainable living.
6. Perform simple age-appropriate yoga exercises for holistic wellbeing and enjoyment.
7. Appreciate Paramatma’s creation by showing care for themselves, others and the environment.

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SUMMARY OF STRANDS AND SUB-STRANDS
Strand Sub-Strand No. of Lesson
1.0 Creation 1.1 Our family 4
1.2 Our Environment 4
1.3 Panchmahabhoot 6
2.0 Manifestations of Paramatma 2.1Enlightened Beings 5
2.2 Attributes of Paramatma 6
2.3 Paramatma’s Names from other 4
religions
3.0 Scriptures 3.1Names of other Scriptures 4
3.2Role of Scriptures 4
4.0 Worship 4.1 Protocols of Worship 8
4.2 Basic Chants/Dhuns 6
4.3 Musical Instruments in Worship 6
5.0 Sadachaar 5.1 General Etiquettes 6
5.2 Practice Gratitude 5
5.3 Obedience 4
5.4 Sewa (Selfless service) 6
6.0 Yoga 6.1 Basic concepts of Yoga 6
6.2 Simple Postures 6
Total number of lessons 90

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STRAND 1.0: CREATION

Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key

Outcome Inquiry
Question (s)
1.0 1.1 Our By the end of the sub- The learner is guided to: How special are
CREATION family strand the learner should ● share a moment of self-introduction by your paternal and
be able to: mentioning their family members’ maternal family
(4 lessons) a) name all members names and gender, members to you?
of their family for ● use a digital device to sort out pictures
● paternal self-awareness, of boys and girls in their extended
and b) associate themselves family,
maternal with the extended ● colour sketches of boys and girls in
family families for their paternal and maternal families,
understanding, ● recite poems on the occasion that are
c) appreciate the attended by their extended family
importance of family members,
members as a gift ● sing songs that appreciate the
from Paramatma. importance of family members as a
gift from Paramatma.
1.2 Our By the end of the sub- The learner is guided to: How do we care
Environment strand the learner should ● mention the names of birds and for our

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(4 lessons) be able to: domestics animals found in their environment?
a) identify common immediate environment,
● Birds and birds and domestic ● draw and colour models of birds and
domestic animals found in domestic animals in their environment
animals their immediate in groups,
● Road environment, ● colour sketches of birds and domestic
environme
b) classify the common animals in their environment,
nt
birds and domestic ● compose/sing a short poem that
(footpaths,
vehicles, animals found in appreciate birds and domestic animals
pedestrian their environment in their environment as Paramatma’s
s) using colours as creation,
Paramatma’s ● keep clean water and food for birds and
creation, domestic animals in their environment,
c) outline three features ● observe and talk about the road
in a road environment within their area.
environment within
their area,
d) appreciate the
importance of birds
and domestic
animals as a gift
from Paramatma.

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 By the end of sub-strand The learner is guided to: 1. How do you
1.3 Panch the learner should be ● watch videos/ask parents the take care of
mahabhoot able to: importance of Panchmahabhoot Vayu plants?
a) state the importance (Air) and Jal (water), 2. How can we
(6 lessons) of Panchmahabhoot ● collect/draw pictures of objects having prevent air
as a gift from air in them such as ball, balloon, pollution?
Paramatma, bouncing castle, car tire that represent
● Vayu (Air)
b) differentiate plants Vayu,
● Jal (water) and animals that live ● discuss the different sources of water,
in water and fly in draw and color clouds, swimming
the air within their pool, river, ocean,
environment, ● demonstrate the use of water in a
c) appreciate responsible manner at school/home,
Paramatma’s ● classify different animals, plants and
creation through flowers from the school environment
watering of plants to relate them to what they are familiar
for sustainability. with,
● observe different Paramatma’s
creations in the school environment
and appreciate them.

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Core competencies to be developed:
● Communication and Collaboration: Learner develops teamwork when drawing and colouring model of birds and domestic
animals in their environment with peers.
● Digital literacy: Learner adopts the new digital technology when using a digital device to sort out pictures of boys and
girls in their paternal and maternal family.
Values:
● Unity: Learner develops cooperation while drawing and colouring models of birds and domestic animals in their
environment in groups.
● Responsibility: Learner develops hard work while colouring sketches of boys and girls in their paternal and maternal
families.
Pertinent and Contemporary issues (PCIs):
● Road Safety: Learner promotes road safety rules when observing and talking about the road environment within their area.
● Citizenship: Learner enhances social cohesion while singing songs that appreciate the importance of family members as a
gift from Paramatma.
Links to other activity areas:
● The learner is able to relate colouring of sketches, singing songs, drawing and coloring models in creative arts to the
learning experience of colour sketches, singing songs, drawing and colour models.
● The learner is able to relate identification of animals, plants and flowers in the school environment to the learning
experiences of identifying different animals, plants and flowers from the school environment.

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 Suggested Assessment Rubric

Levels Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicators

Ability to name all The learner names all The learner names all The learner names some The learner names some
members of their members of their members of their members of their extended members of their
extended family. extended family extended family. family. extended family with
systematically. prompts.
Ability to classify The learner classifies The learner classifies The learner classifies some The learner classifies
common birds and common birds and common birds and of the common birds and some of the common
domestic animals in domestic animals with domestic animals domestic animals. birds and domestic
their environment. illustrations. correctly. animals with help.
Ability to The learner differentiates The learner The learner differentiates The learner
differentiate plants plants and animals that differentiates plants and plants and animals that live differentiates plants and
and animals that live live in water and fly in animals that live in in water and fly in the air animals that live in
in water and fly in the air with ease. water and fly in the air. with omissions. water and fly in the air
the air within their with a lot of mix-ups.
environment.
Ability to outline The learner outlines The learner outlines 2 The learner outlines 1 to 2 The learner is able to tell
three features in three features in road to 3 features in the road features in the road only one feature in the
road environment environment with ease. environment. environment. road environments.
within their area.

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STRAND 2.0: MANIFESTATION OF PARAMATMA

Strand Sub-Strand Specific Learning Outcome Suggested Learning Suggested Key

Experiences Inquiry Question (s)
2.0 2.1 By the end of the sub-strand the The learner is guided to: Why is it important to
Manifestation Enlightened learner should be able to: - use digital devices to learn about the
of Paramatma Beings a) identify the five selected learn about the five Enlightened beings?
Enlightened Beings according selected Enlightened
(5 lessons) to the four faiths, Beings according to the
b) demonstrate values learnt four faiths,
● Shri Ram from the teachings of the five ● discuss short stories
● Shri Krishna selected Enlightened Beings about the five selected
● Lord in daily life, Enlightened Beings
Mahavir c) acknowledge teachings of the and share knowledge
● Lord learnt,
five selected Enlightened
Buddha
● Sri Guru
Beings to enhance faith in ● role-play values learnt
Nanak Dev ji Paramatma. from the teachings of
the five selected
Enlightened Beings,
● visit places of worship
to learn more about the

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 Enlightened Beings
accompanied by
parents/guardians,
● recognise values from
the teachings of
Enlightened Beings.
By the end of the sub-strand the The learner is guided to: How can we express
2.2 Attributes learner should be able to: ● listen to a resource our gratitude to
of Paramatma a) identify the three attributes of person/watch animated Paramatma?
Paramatma to enhance stories representing the
(6 lessons) development of faith, attributes of
● Creating b) demonstrate the three Paramatma,
● Loving attributes of Paramatma to ● share their knowledge
● Caring enhance their faith, with peers on the
c) appreciate Paramatma’s attributes of
attributes for reverence.
Paramatma,
● discuss the attributes of
Paramatma with the
guidance of the
teacher,
● sing
songs/bhajan/stavan/sh

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 abad about attributes of
Paramatma as creator,
loving and caring.
2.3 By the end of the sub-strand the The learner is guided to: Why is it important to
Paramatma’s learner should be able to: ● mention names of respect other
Names from a) Mention the names of Paramatma from other religions?
other religions Paramatma from other religions,
religions for understanding, ● match the names of
(4 lessons) b) match the names of Paramatma in relation to
Paramatma with their their respective
● Allah respective religions, religions,
● Yahweh
c) appreciate the attributes of ● sing/recite
(God),
Paramatma in other religions songs/carols/surahs that
for harmonious living. appreciate attributes of
Paramatma.
Core competencies to be developed:
● Communication: Learner enhances teamwork while singing songs/bhajan/stavan/shabad about attributes of Paramatma as
creator, loving and caring in groups.
● Learning to learn: Learner develops independent learning collaboratively while matching the name of Paramatma with
their respective religion.
Values:
● Respect: Learner develops acceptance of other faiths when identifying the Enlightened Beings according to the four faiths.

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Pertinent and contemporary issues (PCIs):
● Citizenship: Learner develops social cohesion while singing songs/bhajan/stavan/shabad about Attributes of Paramatma as
Creator, loving and caring.
Links to other activity areas:
● The learner is able to relate singing songs about the attributes of Paramatma as creator, loving and caring in Creative Arts
to the learning experience of singing songs about the attributes of Paramatma as creator, loving and caring.
● The learner is able to relate matching names of Paramatma to their religion in Mathematical Activities to the learning
experience of match name of Paramatma in relation to their religion.

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 Suggested Assessment Rubric
Levels Exceeds Meets Expectations Approaches Expectations Below Expectations
Indicators Expectations
Ability to identify all the The learner The learner identifies The learner identifies three The learner identifies
five selected Enlightened identifies all the all the five selected to four of the selected less than three of the
Beings according to the five Enlightened Enlightened Beings. Enlightened Beings. selected Enlightened
four faiths. Beings pointing Beings.
out the correct
images.
Ability to illustrate the The learner The learner illustrates The learner illustrates two The learner illustrates
three attributes of illustrates all the all the three attributes of the three attributes of less than two of the
Paramatma to enhance three attributes of of Paramatma. Paramatma. three attributes of
their faith. Paramatma Paramatma.
correctly with
examples.
Ability to match the The learner The learner matches The learner matches with The learner matches
names of Paramatma matches the the names of omissions the names of the names of
with their respective names of Paramatma. Paramatma. Paramatma with mix
religions. Paramatma ups.
precisely.

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STRAND 3.0: SCRIPTURES
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcome Experiences Inquiry Question (s)
3.0 Scriptures 3.1 Names of By the end of the sub-strand The learner is guided to: Why is it important
other the learner should be able ● name scriptures from to learn about
Scriptures: to: other faiths, scriptures from other
a) mention scriptures from ● use digital devices to faiths?
(4 lessons) other faiths for access another
familiarisation, scriptures,
● Bible b) match the scripture with ● sing songs/carols/surahs
● Quran their respective religion that express love and
for enhancing unity as enshrined in
knowledge, scriptures,
c) acknowledge the ● listen to stories selected
importance of Scriptures from holy scriptures,
to promote religious ● match the names and
tolerance. pictures of respective
scriptures.

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 3.2 Role of By the end of the sub-strand The learner is guided to: Why are scriptures
Scriptures the learner should be able ● discuss benefits of important in our
• Ramayan to: scriptures in their lives, lives?
• Kalpasutr a a) state the importance of ● listen to audio-visual
• Dhammap scriptures in their day devices that give role of
ada to day lives, scriptures,
• Sri Guru b) mention at least three ● share with peers ways of
Granth values learnt from acquiring values from
Sahib ji scriptures, another scriptures,
(4 lessons) c) appreciate the ● assist those living with
scriptures as a guide to special needs,
promote spiritual ● recite poems on the role
growth. of scriptures at their
own time.
Core competencies to be developed:
● Learning to learn: Learner develops relationships when sharing with peers on ways of acquiring values from another
scriptures.
● Digital literacy: Learner interacts with technology when watching animated stories selected from Scriptures.

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Values:
● Respect: Learner portrays etiquette while assisting those living with special needs.
Unity: Learner demonstrates cooperation while singing songs expressing love and unity among themselves.
Pertinent and contemporary issues (PCIs):
● Citizenship: Learner promotes social cohesion when interacting with scriptures from other religions.
Links to other activity areas:
● The learner is able to relate singing songs expressing love and unity as enshrined in scriptures in Creative Activities to the
learning experience of singing songs expressing love and unity as enshrined in scriptures.
● The learner is able to relate matching names of Paramatma to their religion in Mathematical Activities to the learning
experience of match name of Paramatma in relation to their religion.
● The learner is able to relate developing speaking skills by reciting poems on the role of Scriptures in language activities to
the learning experience of developing speaking skills by reciting poems on the role of Scriptures.

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Suggested Assessment Rubric
Levels Exceeds Meets Expectations Approaches Below Expectations
Indicators Expectations Expectations
Ability to match the The learner matches The learner matches the The learner matches the The learner matches
scripture with their the scriptures with scriptures with their scriptures with their some of the scriptures
respective religions. their respective respective religions respective religions with with their respective
religions citing correctly. minor omissions. religions with major
relevant examples. omissions.
Ability to mention The learner mentions The learner mentions The learner mentions two The learner mentions
three values learnt three values learnt three values learnt from values learnt from the one value learnt from
from the scriptures. from the scriptures the scriptures. scriptures. the scriptures.
correctly and
confidently.

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STRAND 4.0: WORSHIP
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcome Experiences Inquiry
Question (s)
4.0 4.1 Protocols of Worship By the end of the sub- The learner is guided to:
WORSHIP strand the learner should ● practice protocols of worship Why is it
(8 lessons) be able to: in their places of worship, important to
● Personal cleanliness a) identify the ● demonstrate protocols of follow the
● Wearing the right attire protocols of worship worship in turn with the protocols
● Covering heads for each faith, guidance of the teacher, observed during
● Bowing down
b) demonstrate the ● watch videos that show worship?
protocols of
● Removing shoes protocols of worship,
worship for
● Washing hands
respect to ● assist children with special
● Cleaning feet with water Paramatma, needs in their school on
● Joining hands c) appreciate protocols observing protocols,
● Presenting offerings of worship outside ● visit different places of
● offering of light /inside a place of worship to observe protocols
● offering of flowers worship. of worship.
● bowing / prostration
4.2 Basic Chants/Dhuns: By the end of the sub- The learner is guided to: Why is it
strand the learner should ● use audio-visual aids to recite important to

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(6 lessons) be able to: the basic Chants/Dhuns, recite
a) recite the seven ● recite chants/Dhuns, Chants/Dhuns?
● Hare Ram Hare Ram selected basic ● visit places of worship
Krishna Krishna Hare chants/Dhuns of accompanied by teachers/
Ram each faith, parents to observe and
● Shri Krishna b) demonstrate the participate in the chanting,
● Sharnam Mamah appropriate order ● perform basic chants/Dhun
● Buddham Saranam for the recitation with the guidance of their
Gacchami
of basic teacher and parent.
● Aagya Bhai Akaal ki
chants/Dhuns to
● Satnam Waheguru
show respect to
Paramatma,
c) appreciate
recitation of
Chants/Dhuns as
an act of worship.

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 4.3 Musical Instruments By the end of the sub- The learner is guided to: 1. How can we
in Worship strand the learner should ● use pictures and digital make our
be able to: resources to identify different worship
(6 lessons) a) identify different musical instruments used in interesting?
types of musical worship, 2. Why is music
● Tabla instruments used in ● visit places of worship important in
● Harmonium worship in the four accompanied by the teacher/ worship?
● Manjira faiths, parents to see different
b) play musical musical instruments,
instruments used in ● learn to play musical
their place of instruments like Tabla,
worship, cymbals, dholak and
c) appreciate the use of Harmonium,
musical instruments ● play musical instruments of
in worship for their interest on special
spiritual growth. occasions during worship.
Core competencies to be developed:
● Learning to learn: Learner develops independence when learning to play musical instruments like Tabla, cymbals, dholak
and Harmonium.
● Collaboration: Learner enhances the skill of teamwork while assisting children with special needs in their school on
observing protocols.
● Digital literacy: as the learner interacts with digital technology when watching videos showing protocols of worship.

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Values:
● Respect: Learner demonstrates etiquette when visiting places of worship with the guidance of the teacher / parent.
● Responsibility: Learner promotes diligence when playing musical instruments like Tabla, cymbals, dholak and
Harmonium.
Pertinent and contemporary issues (PCIs):
● Citizenship: Learner demonstrates social cohesion, nationalism when assisting children with special needs in their school
on observing protocols.
Links to other activity areas:
● The learner is able to relate to playing musical instruments of their interest on special occasions during worship in Creative
Activities to the learning experience of playing musical instruments of their interest on special occasions during worship.
● The learner is able to relate developing speaking skills by reciting the Chants/Dhuns in Language Activities to the learning
experience of reciting the Chants/Dhuns.

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Suggested Assessment Rubric
Levels Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to The learner demonstrates The learner The learner The learner
demonstrate the protocols of worship demonstrates demonstrates the demonstrates the
protocols of appropriately while protocols of worship protocols of worship protocols of worship
worship. guiding others. appropriately. with omissions. only when
motivated.
Ability to recite the The learner recites the basic The learner recites the The learner recites the The learner recites the
basic chants/Dhuns chants/Dhuns of each faith basic chants/Dhuns of basic chants/Dhuns of basic chants/Dhuns of
of each faith. with correct intonations. each faith correctly. each faith with mixed each faith with
intonations. incorrect intonations.
Ability to identify The learner identifies The learner identifies The learner identifies The learner identifies
different types of different types of musical different types of some instruments used instruments used in
musical instruments instruments used in worship instruments used in in worship. worship only when
used in worship. with precision. worship. prompted.

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STRAND 5.0: SADACHAAR
Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcome Experiences Inquiry
Question (s)
5.0 5.1 General Etiquettes By the end of the sub- The learner is guided to: 1. How would
SADACHAAR Common greetings strand the learner ● practice greeting at school you respond
should be able to: and at home, to the
(6 lessons) a) mention words that ● make charts, collect pictures greetings of
● Namaste express general that show different forms of the elders?
● Namaskaar etiquette for a 2. Why are
greetings for different age
● Ram Ram healthy greetings
● Jay Shri Krishna groups,
relationship, important?
● Hari-Om ● demonstrate appropriate
b) demonstrate forms
● Jay Ambe Maa of greetings for greetings,
● Jay Swami Narayan ● recite short poem on
● Jay Jinendra
different age of
people, greetings from different
● Namaste Banteji
c) appreciate different faiths,
● Sat Sri Akal
● Waheguru ji ka Khalsa forms of greetings ● listen to audio with different
Waheguru ji ki Fateh in our daily life. forms of greetings,
● role-play greetings for
different ages.

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5.2 Practice Gratitude By the end of the sub- The learner is guided to: 1. How do you
strand the learner ● demonstrate gratitude by show
(5 lessons) should be able to: saying appropriate words, gratitude to
a) identify different practice using words of your
● Aabhaar practices of gratitude in their neighbour?
● Dhanyavaad gratitude in their neighbourhood, 2. Why should
● Shukriya neighbourhood, ● watch videos on different we practice
● Asaante sana b) demonstrate practices of gratitude in their gratitude at
● Bahut meharbaani the place of
practice of gratitude neighbourhoods,
● Thank you worship?
● Dhanvaad
at places of ● be courteous while
worship, interacting with neighbours,
c) practice gratitude - avoid accepting gifts from
while observing neighbours in the absence of
measures of safety
parents,
and security,
- report to the parents or
d) appreciate the
practice of gratitude guardian if they observe
in daily life. funny behavior/ inappropriate
touch,
● practice expressing gratitude
to peers/elders/youngsters at
a place of
home/school/worship.

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 The learner is guided to: 1. Why is
5.3 Obedience: By the end of the sub- ● practice obedience at home, obedience
• Parents strand the learner school and in the very
• Guardian should be able to: neighborhoods, important?
• Teacher 1. identify acts of ● use digital devices to watch 2. How does
obedience that the animated stories on obedience
(4 lessons) foster harmony, help you at
obedience,
2. practice obedience home?
● recite poem on the
to foster unity,
importance of obedience,
3. appreciate the
● role-play stories on
importance of
obedience to obedience.
enhance family
values.
5.4 Sewa (Selfless By the end of the sub- The learner is guided to: 1. Why should
service) strand the learner ● practice selfless service we help those
should be able to: at school, home and at places in need?
(6 lessons) a) give examples of of worship, 2. How can we
• Cleaning home selfless service to listen to stories that relate best serve at
• School compound be carried out at to selfless service, the place of
• Serving Elders home, school and at ● observe pictures and worship?
• Looking after place of worship, photos of people sharing
domestic animals b) practice sharing

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 • Looking after things at school and and helping the needy
plants home to enhance members in the society,
• Selfless service at good relationship, ● recite short poems on
places of worship. c) appreciate sewa as sharing and recite in the
a form of selfless class,
service. ● visit the centers for
disabled children
accompanied by
parents/teachers to carry
out age-appropriate
selfless service activities.
Core competencies to be developed:
● Communication and collaboration: Learner develops teamwork when role-playing greetings for different age groups.
● Learning to learn: Learner promotes self-discipline when role-playing practice of gratitude with peers.
● Digital literacy: Learner interacts with technology when watching animated stories on the acts of obedience and different
forms of greetings.

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Values:
● Respect: Etiquette is instilled as learner is introduced to greetings at school and their home.
● Unity: Learner becomes non-discriminative when visiting centers for children and persons with disability for selfless
service activities.
Pertinent and contemporary issues (PCIs):
● Life skills: Learner enhances developmental perspective while interacting with neighbours such as:
-being courteous with neighbours, avoid accepting gifts from neighbours in the absence of the parents, report to the parents
or guardian if they observe funny behavior/ inappropriate touch, demonstrate practice of gratitude at a place of worship.
Links to other activity areas:
• Learner is able to relate to the skill of reciting short poems on sharing to the creative skills learnt in Creative Activities.
• Learner is able to relate to the skill of speaking and listening while reciting short poems on greetings to listening and
speaking in Language Activities.

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Suggested Assessment Rubric
Levels Exceeds Expectations Meets Approaches Below Expectations
Indicators Expectations Expectations
Ability to show forms of The learner shows forms The learner shows The learner shows The learner shows some
greetings for different of greetings for different forms of greetings some forms of forms of greetings for
ages of people. ages of people for different ages of greetings for different ages of people
confidently using people correctly. different ages of when prompted.
appropriate gestures. people.
Ability to identify acts of The learner identifies acts The learner The learner The learner identifies
obedience. of obedience with ease. identifies acts of identifies some acts some acts of obedience
obedience. of obedience. with motivation.
Ability to list examples of The learner lists and The learner lists The learner lists The learner lists some
selfless service. demonstrates examples of examples of some examples of examples of selfless
selfless service precisely. selfless service. selfless service. service only when
prompted

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STRAND 6.0: YOGA
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question (s)
6.0 6.1 Basic concepts of By the end of the sub- The learner is guided to: 1. Why is Yoga
YOGA Yoga strand the learner should ● mention basics concepts of important?
• Proper be able to: Yoga, 2. How can we
Exercises a) state the basic ● listen to audio/video on basics learn about
(Asanas) concepts of Yoga for concept of Yoga, Yoga at home?
• Proper enhancing knowledge, ● watch display of the concepts of
Breathing b) display artworks Yoga through digital devices,
(Pranayama) depicting concepts of ● collect information on the
• Proper Relaxation
Yoga taught at their benefits of Yoga from their
• Proper Diet
level, parents, guardians and religious
and Nutrition
c) acknowledge Yoga leaders,
• Meditation
and Positive practice as a way of ● draw artwork depicting the
thinking. life. concept of Yoga as guided.

(6 lessons)

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 6.2 Simple postures By the end of the sub- The learner is guided to: How can we
strand the learner should ● identify simple Yoga postures, practice Yoga
(6 lessons) be able to: ● color sketches of simple Yoga postures?
● Sitting a) identify simple Yoga postures,
● Standing postures for ● observe demonstrations of
● Squatting understanding, simple Yoga postures as
● Bending b) relate simple yoga resource persons performed,
● Lying Down
postures for good ● demonstrate simple Yoga
● Relaxation
health, postures with the guidance of
c) develop a positive their teacher and parents,
attitude towards ● practice simple posture like
Yoga. sitting, standing, squatting,
bending, lying down, relaxation
using appropriate attires.
Core competencies to be developed:
● Communication and Collaboration: Learner portrays teamwork when practicing simple posture like sitting, standing,
squatting, bending, lying down, relaxation using appropriate attire in groups.
● Digital literacy: Learner interacts with technology when listening to audio/video on the basics concept of Yoga.

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Values:
● Respect: Learner demonstrates patience when listening to audio/video on the basics concept of Yoga.
● Responsibility: Learner portrays determination when encouraged to get information on the benefits of Yoga from their
parents, guardians and religious leaders.
Pertinent and contemporary issues (PCIs):
Life skills: Learner observes developmental perspective when practicing simple posture like sitting, standing, squatting,
bending, lying down, relaxation using appropriate attire in groups.
Links to other activity areas:
Learner is able to relate the creative skills of practicing simple posture like sitting, standing, squatting, bending, lying down,
relaxation using appropriate attire to the creative skills learnt in Creative Activities.

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Suggested Assessment Rubric
Levels Exceeds Meets Expectations Approaches Below Expectations
Indicators Expectations Expectations
Ability to name basic The learner names The learner names The learner names basic The learner names
concepts of Yoga. basic concepts of basic concepts of concepts of Yoga with basic concepts of
Yoga giving Yoga correctly. minor omissions. Yoga with major
relevant examples. omissions.
Ability to identify simple The learner The learner The learner identifies The learner identifies
Yoga postures. identifies simple identifies simple some simple Yoga some simple Yoga
Yoga postures Yoga postures. postures. postures with
prompts.
using appropriate
illustrations.

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LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand Sub-Strand Suggested Suggested Learning Suggested Non-Formal
Assessment Methods Resources Activities
Creation Myself as ● Oral questioning ● Digital resources ● Visit to places of
Parmatma’s ● Projects (Authenticated online) worship and
Creation ● Portfolio ● Library community centres.
● Observations ● Magazines ● Interact with
● Artwork community service
● Resource persons activities.
● Tactile illustrations ● Role play.
Manifestations of Enlightened Beings ● Oral questioning ● Digital resources ● Visit to places of
Supreme Beings ● Projects (Authenticated online) worship and
(Paramatma) ● Portfolio ● Library community centres.
● Observations ● Magazines ● Interact with
● Artwork community service
● Resource persons activities.
● Tactile illustrations ● Role play.
Scriptures Names of Scriptures ● Oral questioning ● Resource persons ● Visit to places of
● Projects ● Digital media worship.
● Portfolio ● Library ● Discussing with
● Observations ● Scriptures parents.
● Tactile illustrations ● Skit performances.

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Worship Basic ● Oral questioning ● Resource persons ● Visit to places of
Chants/Mantras ● Projects ● Digital media worship.
● Portfolio ● Library ● Discussing with
● Observations ● Scriptures parents.
● Tactile illustrations ● Skit performances.
Sadachaar General etiquettes ● Self and peer ● Parents as resource ● Visiting to places of
review persons worship.
● Oral questioning ● Library ● Visiting elderly
● Projects ● Scriptural stories homes.
● Portfolio ● Tactile illustrations ● Dramatisation.
● Observations
Yoga Basic Concepts of ● Oral questioning ● Resource persons ● Visit to charity
Yoga ● Portfolio ● Digital devices organisations and
● Observations ● Library sites.
● Self and peer ● Tactile illustrations
review
● Quiz

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