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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 CHRISTIAN RELIGIOUS
EDUCATION ACTIVITIES

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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. Christian Religious Education Activities 3
Programme of Pastoral Instruction 1
Total 25

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ESSENCE STATEMENT
Christian Religious Education (CRE) activity area at pre-primary level aims to teach children about God. This is based on Proverbs
22:6 which states, ‘Teach children how they should live, and they will remember it all their life’. The key resource to be used is
the Holy Bible. This activity area therefore, emphasises on the acquisition of living values such as love, sharing, honesty, respect,
and responsibility. This aligns with the National Goal of Education No. 4, which postulates propagation of sound moral and
religious values.

Life approach is the primary methodology used in facilitating CRE Activity Area. Other methodologies such as play-based and
experiential learning are also appropriate for this age. The competencies acquired at pre-primary 2 will lay a strong foundation for
learning CRE in Grade 1.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of pre-primary education, the learner should be able to:
a) demonstrate an awareness of the love of God as the sole creator and heavenly father.
b) acquire christian moral values and principles to foster responsible living.
c) practise the teachings of the Jesus Christ at home, school and in the community.
d) portray good manners while in church and respect it as the house of God.

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Summary of Strands and Sub-strands
Strand Sub strands Suggested Number of Lessons
1.0 Creation 1.1 God the Creator 9
1.2 Caring for God’s Creation 9
2.0 The Holy Bible 2.1 Handling the Holy Bible 8
2.2 Noah and the Boat 9
3.0 The Life of Jesus Christ 3.1 The Birth of Jesus Christ 9
3.2 Celebrating the Birth of Jesus 9
4.0 Christian Values 4.1 Respect for Parents 9
4.2 Responsibility 9
5.0 The Church 5.1 A house of God 9
5.2 Church Activities 10
Total Number of lessons 90

NOTE: The suggested number of lessons per sub-strand may be less or more depending on the context.

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STRAND: 1.0 CREATION
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question
1.0 1.1 By the end of the sub- The learner is guided to: How do we
Creation God the strand, the learner should • take turns to talk about things found in the appreciate God’s
Creator be able to: school environment, creation?
a) name five things • take a nature walk in the school
(9 lessons) created by God, environment and identify things created
b) draw two things by God,
created by God in their • observe road safety rules as they take the
environment, nature walk,
c) valuee God’s creation • collect some flowers or seeds found in the
by keeping the school environment and display them in
environment clean. the CRE learning corner,
• picture read the story of creation from the
children’s Bible,
• draw the sun, moon and stars to appreciate
God’s creation,
• colour the sun moon and stars,
• recite a memory verse from Genesis 1:25,
• in groups, sing simple songs related to
creation story,
• say simple prayers to thank God for His
creation,

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 • use appropriate protection equipment,
such as gloves as they clean or collect
litter from the school or home
environment.
Core competencies to be developed:
Creativity and Imagination: Learners develop Communication and self-expression skills as they undertake tasks that
encourage the artistic expression of ideas by drawing the sun, moon and stars.
Values:
Unity: Cooperation is enhanced as learners in groups identify things created by God in the school environment.
Link to pertinent and contemporary issues (PCIs):
Environmental awareness: Learners identify things created by God in the environment.
Link to other activity areas:
Environmental Activities: The concept of God as the creator of plants and animals relates to the concept of plants and
animals in Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Questions
1.0 Creation 1.2 By the end of the sub- The learner is guided to: How do you take
Caring for strand, the learner should • take turns to talk about ways they care of God’s
God’s be able to: care for self, creation?
Creation a) take care of self and • care for self by carrying out basic
others at home and hygiene practices,
(9 lessons) school, • care for others by informing the
b) list three plants found teacher about learners who are not
at home and school, feeling well or absent from school,
c) mention three animals • ensure that their classmates/desk
found at home or mates are safe and well,
school, • mention three plants found at home
d) tell three ways of or school,
caring for God’s • draw and colour plants in the school
creation, environment,
e) desire to care for • list three animals found at home or
God’s creation. in the school environment,
• model animals in the school
environment,
• observe drawn pictures based on
Genesis 2:15,
• say what they have observed from
the pictures,

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 • watch video clips of animals and
plants created by God,
• sing songs about God’s creation,
• in pairs recite, simple poems about
caring for God’s creation.
Core competencies to be developed:
Learning to learn: Learners develop the skill of learning independently as they demonstrate how to care for self by carrying
out basic hygiene practices.
Values:
Integrity: Learners demonstrate accountability as they care for self and others.
Link to pertinent and contemporary issues (PCIs):
• Environmental issues and Environmental conservation: Learners acquire skills of responsibility as they recite simple
poems about caring for God’s creation.
• Disaster risk reduction and Safety: Learners develop awareness on safe ways to handle plants and animals in their
environment.
Link to other activity areas:
Environmental Activities: The concept of plants and animals relates to the concept of plants and animals in Environmental
Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to name five Names five things Names five things Names three to four things Names three to one
things created by created by God in the created by God in created by God in the thing created by God
God in the environment and can the environment. environment. in the environment.
environment. draw them.

Ability to list three Lists three plants found Lists three plants Lists two plants found in the Lists one plant
plants found in the in the school found in the school school environment. found in the school
school environment. environment environment. environment.
illustratively.
Ability to tell three Tells three ways of caring Tells three ways of Tells two ways of caring for Tells one way of
ways of caring for for God’s creation in caring for God’s God’s creation. caring for God’s
God’s creation. details. creation. creation.

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STRAND: 2.0 THE HOLY BIBLE
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Questions
2.0 2.1 By the end of the sub- The learner is guided to: How should you
The Holy Handling the strand, the learner should • tell how they handle the Holy Bible, handle the Holy
Bible Holy Bible be able to: • ensure their hands are clean as they Bible?
a) mention five ways of open the Holy Bible,
(8 lessons) handling the Holy • ensure they do not scribble inside
Bible, the Holy Bible,
b) handle the Holy Bible • ensure they do not tear pages from
with care and respect, the Holy Bible,
c) appreciate the Bible as • watch a video clip on proper ways of
a Holy book. handling the Holy Bible,
• draw and colour the holy Bible,
• identify how and where to keep the
holy Bible,
• sing songs about the Holy Bible.

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Core competencies to be developed:
• Communication and Collaboration: The skill of speaking engagingly is developed as learners share experiences of how
they handle the Holy Bible.
• Creativity and Imagination: The skill of communication and self-expression is enhanced as learners undertake tasks that
encourage the artistic expression of ideas by drawing and colouring the Holy Bible.
Values:
• Responsibility: Accountability is developed as learners identify how and where to keep the Holy Bible.
• Respect is developed as learners accept and appreciate diverse opinions.
Link to pertinent and contemporary issues (PCIs):
Citizenship: Integrity is portrayed as learners handle the Holy Bible with respect, even when no one is watching.
Link to other activity areas:
Language Activities: The concept of handling the Holy Bible relates to the concept of book handling in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Questions
2.0 2.2 By the end of the The learner is guided to: How did Noah obey
The Holy Bible Story; sub-strand, the • tell how they obey their parents at home, God?
Bible Noah and the learner should be • mention three actions that show obedience to
boat able to: teachers,
a) state three • mention three ways that show obedience to
actions that God,
(9 lessons) show • picture-read the story of Noah from the
obedience to Children’s Bible,
parents, • watch a video clip on the story of Noah in
b) tell three ways Genesis 6:14, 17,18,19,20,
he or she obeys • colour drawn pictures of a boat,
God, • name some of the animals that went into the
c) retell the story boat,
of Noah and • match drawn pictures of animals that went
the boat,
into the boat,
d) desire to obey
• trace pictures of birds that went into the boat
the teachings
from picture cut-outs,
of God.
• sing songs related to Noah and the boat.

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Core competencies to be developed:
• Self-efficacy: Self-confidence- the learners demonstrate confidence as they talk about obedience.
• Critical thinking and Problem solving: Learners develop active listening and communication skills as they follow
simple instructions such as, picture-reading the story of Noah and the boat from the Children’s Bible.
Value:
Peace: Learners portray respect for self and others as they take turns to talk about obeying parents.
Link to PCIs:
Environmental issues: Learners are familiarised with some of the animals that went into the boat.
Link to other activity areas:
Language Activities: The concept of listening to Bible stories relates to the concept of storytelling in Language Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to mention five Creatively mentions Mentions five ways Mentions three to four Mentions two to one
ways of handling the five ways of handling of handling the Holy ways of handling the Holy way of handling the
Holy Bible with the Holy Bible with Bible with respect. Bible with respect. Holy Bible with
respect. respect. respect.

Ability to state three States three actions that States three actions States two actions that States only one
actions that show show obedience to that show obedience show obedience to parents. action that show
obedience to parents. parents illustratively. to parents. obedience to
parents.
Ability to narrate the Narrates the story of Narrates the story of Narrates the story of Noah Narrates the story of
story of Noah and the Noah and the boat in Noah and the boat. and the boat but omits Noah and the boat
Ark. details. minor details. but omits major
details

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STRAND: 3.0 THE LIFE OF JESUS CHRIST
Strand Sub- Specific Learning Suggested Learning Experiences Suggested
Strand Outcomes Key Inquiry
Questions
3.0 3.1 By the end of the sub- The learner is guided to: Why is the
The Life The Birth strand, the learner should • picture- read the story of the birth of Jesu Christ: birth of Jesus
of Jesus of Jesus be able to: Luke 2: 7-13, Christ
Christ Christ a) dramatise the birth of • role-play the events that took place during the birth important?
Jesus Christ, of Jesus Christ,
(9 lessons) b) tell one importance of • in turns talk about one importance of the birth of
the birth of Jesus Jesus Christ,
Christ, • watch a video clip about the birth of Jesus Christ,
c) recognise that Jesus • colour drawn pictures about events that took place
Christ is the son of during the birth of Jesus Christ.
God. • sing songs about the birth of Jesus Christ.
Core competencies to be developed:
Creativity and Imagination: Self-expression is developed as learners undertake tasks that encourage artistic expression of
ideas by drawing and colouring pictures about the birth of Jesus Christ.
Value:
Unity: Cooperation is enhanced as learners share drawing and colouring materials with each other.
Link to pertinent contemporary issues (PCIs):
Social cohesion: Learners demonstrates cohesion as they share items willingly.
Link to other Activity Areas:
Environmental Activities: The concept of the birth of Jesus Christ relates to the concept of family in Environmental
Activities.

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Strand Sub- Specific Learning Suggested Learning Experiences Suggested Key
Strand Outcomes Inquiry
Questions
3.0 3.2 By the end of the sub- The learner is guided to: Why do
The Life Celebrating strand, the • share experiences of how they Christians
of Jesus the Birth of learner should be able celebrate their birthdays, celebrate the
Christ Jesus Christ to: • tell how they celebrate Christmas, birth of Jesus
a) tell how they • sing and dance to pre-recorded Christmas Christ?
celebrate the birth of carols,
(9 lessons) Jesus Christ, • picture-read the visit of the wise men:
b) observe Matthew 2:9- 11,
pictures of the wise • colour drawn pictures of the wise men,
men, • colour drawn pictures of gifts presented to
c) sing songs related to
baby Jesus,
the birth of Jesus
• in groups, sing songs about the birth of baby
Christ.
Jesus,
• recite a poem about baby Jesus,
• record each other as they recite the poem,
• improvise cards with a Bible message on
the birth of Jesus Christ,
• display the cards in the CRE learning corner.

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Core competence to be developed:
Communication and Collaboration: Teamwork is enhanced as learners recognise and value ideas of others and contribute to
group tasks.
Value:
Responsibility: Self-drive is portrayed as learners work together to improvise cards with a Bible message.
Link to pertinent and contemporary issues (PCIs):
Information technology- digital literacy: learners acquire digital literacy skills as they record each other using digital devices.
Link to other Activity Areas:
Environmental Activities: the concept of celebrating the birth of Jesus Christ relates to the concept of family in
Environmental Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to Dramatises the birth of Dramatises the birth of Dramatises the birth of Dramatises the birth
dramatise the birth Jesus Christ in details. Jesus Christ. Jesus Christ but omits of Jesus Christ but
of Jesus Christ. minor details. omits major details.

Ability to tell one Tells the importance of Tells the importance of Tells the importance of the Tells the importance
importance of the the birth of Jesus Christ the birth of Jesus birth of Jesus Christ but of the birth of Jesus
birth of Jesus in details. Christ. omits minor details. Christ but omits
Christ. major details.

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STRAND: 4.0 CHRISTIAN VALUES
Strand Sub- Specific Learning Suggested Learning Experiences Suggested Key
Strand Outcomes Inquiry
Questions
4.0 4.1 By the end of the sub- The learner is guided to: Why should
Christian Respecting strand, the learner should • tell how they show respect to the elderly, you respect
Values Parents be able to: • role-play ways of showing respect to their your parents?
a) mention four ways they parents and elderly people for example, use
(9 lessons) show respect to of polite words, greeting elders with
parents, respect,
b) recite a Bible verse • in turns, recite Ephesians 6:1,
about respecting • take turns to tell why he or she should
parents, respect parents: Ephesians 6:2-3,
c) show respect to the • role-play ways of showing respect to parents,
elderly at home, and in • sing songs about respecting parents.
school.
Core competencies to be developed:
• Citizenship: Learners tell how they show respect to their parents and the elderly by using polite words.
• Collaboration: Leaners actively participate in group activities.
Value:
Respect: Learners display positive regard for self and others as they take turns to tell why they should respect parents and the
elderly.
Link to pertinent contemporary issues (PCIs):
Social Cohesion: Learners show positive behaviour by respecting each other as they perform various tasks.
Link to other activity areas:
Environmental Activities: The concept of respect for parents relates to the concept of proper behaviour at home and school in
Environmental Activities.
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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
4.0 4.2 By the end of the The learner is guided to: How do you
Christian Responsibility sub-strand, the • listen to Colossians 3:23, care for your
Values learner should be • mention items they use in school, school items?
(9 lessons) able to: • display and count the items they carry to
a) mention items school,
they carry to • in pairs, list the use of each item,
school, • draw and colour items they carry to school
b) take care of the • say how they take care of items they use at
items they use in school,
school, • sing a song about items they carry to school,
c) list three chores
• say why they should not forget school items at
they do at home
home,
and school,
• talk about the simple chores they do at home,
d) show
responsibility by • in turns, talk about the activities they do in
taking care of school,
their school items. • take part in collecting litter, sweeping or
watering plants,
• use protective gear as they collect litter in the
school compound,
• recite a simple poem on responsibility.

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Core competencies to be developed:
Citizenship: Learners develop active community and family life skills as they help with chores at home and in school.
Value:
Patriotism: Learners demonstrate responsibility at home and school as they engage in guided activities.
Link to pertinent and contemporary issues (PCIs):
Responsibility: Social cohesion is enhanced as learners perform assigned responsibilities at home and school.
Link to other activity areas:
Environmental Activities: The concept of responsibility relates to the concept of responsibility at home and school in
Environmental Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to mention four Mentions four ways Mentions four ways Mentions four to three Mentions two to one
ways they show respect they show respect to they show respect to ways they show respect to way they show
to parents. parents illustratively. parents. parents. respect to parents.
Ability to recite a Bible Confidently and Recites a Bible verse Recites a Bible verse about Recites a Bible verse
verse about respecting fluently recites a Bible about respecting respecting parents but about respecting
parents. verse about respecting parents. lacks confidence. parents but misses out
parents. some words.
Ability to take care of Takes care of the items Takes care of the Takes care of some of the Takes care of some
the items they use in they use in school and items they use in items they use in school. of the items they use
school. encourages others to school. in school but require
do so. consistent support.
Ability to list three Lists more than three Lists three chores Lists two chores they do at Lists one chore they
chores they do at home chores they do at they do at home and home and school. do at home and
and school. home and school. school. school.

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STRAND: 5.0 THE CHURCH
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
5.0 5.1 By the end of the sub- The learner is guided to: Why is the
The Church A House of strand, the learner • draw and colour a Church, church a Holy
God should be able to: • model a church building, place?
a) tell how children • in turns talk about how they behave in
(9 lessons) should behave in church,
church, • watch a video clip of children behaving well
b) dramatise how they in church,
behave in church, • role-play how to behave while in church,
c) recite a simple Bible • recite poems about the church,
verse about the • sing songs about the church,
church,
• recite Matthew 21:13A. “My house shall be
d) behave appropriately
called a house of prayer.”
when in church.

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Core competencies to be developed:
• Digital literacy: Learner adopts new digital technology skills as they watch video clips on appropriate behaviour while in
church.
• Creativity and Imagination: Learners showcase exploration skills and originality through drawing, colouring, and
modelling the church.
Values:
Social justice: The learners demonstrate cooperation as they share drawing and colouring materials.
Link to pertinent and contemporary issues (PCIs):
Self-esteem: Learners demonstrate confidence as they role-play how to behave in church.
Link to other activity areas:
Environmental Activities: The concept of appropriate behaviour relates to the concept of good behaviour in Environmental
Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry Questions

5.0 The 5.2 Church By the end of the sub- The learner is guided to: Why should you take
Church Activities strand, the learner • talk about activities they do in church, part in church
should be able to: • observe a picture gallery of activities?
(10 lessons) a) list four activities children doing different
they do in church, activities in church,
b) dramatise • dramatise the activities they do in
activities they do church,
in church, • visit a church in the neighbourhood
c) enjoy and sing and dance to different songs,
participating in • use different musical
church activities. instruments such as
tambourine, shakers, drums,
kayambas to perform songs
familiar to them,
• recite a poem on activities they do in
church,
• observe road safety precautions as
they visit a church in the school
neighbourhood,
• take turns to tell why they enjoy
participating in church activities.

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Core competencies to be developed:
• Communication and Collaboration: Learners embrace teamwork as they listen to each other’s ideas and patiently wait
for their turn to air views.
• Self-efficacy: Learners display confidence as they role-play activities they do in Church.
Value:
Unity: Learners work towards achieving a common goal as they take on different roles to perform various tasks.
Link to pertinent and contemporary issues (PCIs):
Environmental education: Learners are provided with opportunities to visit a church in the neighbourhood and sing and
dance to different songs in the company of a teacher.
Link to other activity areas:
Creative Activities: Activities such as singing and dancing relates to the concept of performing in Creative Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to dramatise Dramatises how they Dramatises how they Dramatises how they Attempts to
how they behave in behave in church with behave in church. behave in church but lacks dramatise how they
church. confidence. confidence. behave in church
with support.

Ability to list four Lists more than four Lists four activities Lists two to three activities Lists two to one
activities they do in activities they do in they do in church. they do in church. activity they do in
church. church. church.

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SUGGESTED RESOURCES, ASSESSMENT METHODS, ASSESSMENT TOOLS AND NON-FORMAL
PROGRAMMES
Suggested Resources Suggested Assessment Suggested Assessment Non-Formal
Methods Tools Programmes to
Support Learning
• Good News Bible • Oral questions • Checklists Programmes of
• The Children’s Bible • Observations • Observation Pastoral Instruction
• ICT devices • Portfolios schedules (PPI).
• Flashcards • Anecdotal records
• Picture cut-outs • Portfolio
• Picture books • Written tests
• Modelling materials (clay, dough, plasticine) • Questions and answers
• Colouring materials (Coloured
pencils/chalk/crayons)
• Wallcharts
• Musical instruments (e.g. shakers, drums etc)
• Improvised costumes and materials for role-
play

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