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Data Bases Free Computer Studies Notes

October 5, 2025 Hillary Kangwana Leave a comment

DATABASES.

What is a Database?

It is a collection of information related to a particular subject or purpose.

A collection of related data or information grouped together under one logical structure.

A logical collection of related files grouped together by a series of tables as one entity.

Examples of databases.

You can create a database for;

Customers’ details. – Library records.
Personal records. – Flight schedules.
Employees’ records. – A music collection.
An Address book (or Telephone directory), where each person has the Name, Address, City & Telephone no.

DATABASE CONCEPTS.

Definition & Background.

A Database is a common data pool, maintained to support the various activities taking place within an organization.

The manipulation of database contents to yield information is by the user programs.

The database is an organized set of data items that reduces duplications of the stored files.

INTEGRATED FILE SYSTEMS.

These refer to the traditional methods of storing files, i.e., the use of paper files. E.g., Manual & Flat files.

In Integrated file systems, several inter-independent files are maintained for the different users’ requirements.
The Integrated file systems have the problems of data duplication.
In order to carry out any file processing task(s), all the related files have to be processed.
Some information resulting from several files may not be available, giving the overall state of affairs of the system.

DATABASE MAINTENANCE.

A Database cannot be created fully at once. Its creation and maintenance is a gradual and continuous procedure. The creation & the maintenance of databases is under the influence of a set of user programs known as the Database Management Systems (DBMS).

Through the DBMS, users communicate their requirements to the database using Data Description Languages (DDL’s) & Data Manipulation Languages (DML’s).

In fact, the DBMS provide an interface between the user’s programs and the contents of the database.

During the creation & subsequent maintenance of the database, the DDL’s & DML’s are used to:

Add new files to the database.
Incorporate fields onto the existing records in the database.
Delete the obsolete (outdated) records.
Carry out adjustments on (or amend) the existing records.
Expand the database capacity, for it to cater for the growth in the volume for enhanced application requirements.
Link up all the data items in the database logically.

Data Dictionary.

All definitions of elements in the system are described in detail in a Data dictionary.

The elements of the system that are defined are: Dataflow, Processes, and Data stores.

If a database administrator wants to know the definition of a data item name or the content of a particular dataflow, the information should be available in the dictionary.

Notes.

Databases are used for several purposes, e.g., in Accounting – used for maintenance of the customer files within the base.
Database systems are installed & coordinated by a Database Administrator, who has the overall authority to establish and control data definitions and standards.
Database storage requires a large Direct Access storage (e.g., the disk) maintained on-line.
The database contents should be backed up, after every update or maintenance run, to supplement the database contents in case of loss. The backup media to be used is chosen by the organization.

Data Bank.

A Data Bank can be defined as a collection of data, usually for several users, and available to several organizations.

A Data Bank is therefore, a collection of databases.

Notes.

The Database is organizational, while a Data Bank is multi-organizational in use.

The Database & the Data Bank have similar construction and purpose. The only difference is that, the term Data Bank is used to describe a larger capacity base, whose contents are mostly of historical references (i.e., the Data Bank forms the basis for data or information that is usually generated periodically). On the other hand, the contents of the Database are used frequently to generate information that influences the decisions of the concerned organization.

TYPES OF DATABASE MODELS.

Relational database model.

A Relational database is a set of data where all the items are related.

The data elements in a Relational database are stored or organized in tables. A Table consists of rows & columns. Each column represents a Field, while a row represents a Record. The records are grouped under fields.

~ A Relational database is flexible and easy to understand.

~ A Relational database system, has the ability to quickly find & bring information stored in separate tables together using queries, forms, & reports. This means that, a data element in any one table can be related to any piece of data in another table as long as both tables share common data elements.

Examples of Relational database systems;

Microsoft Access.
FileMaker Pro.

Hierarchical database model.

It is a data structure where the data is organized like a family tree or an organization chart.

In a Hierarchical database, the records are stored in multiple levels. Units further down the system are subordinate to the ones above.

In other words, the database has branches made up of parent and child records. Each parent record can have multiple child records, but each child can have only one parent.

Components of Data hierarchy.

Databases (logical collection of related files).

Files (collection of related records).

Records (collection of related fields).

Fields (Facts, attributes – a set of related characters).

Characters (Alphabets, numbers & special characters or symbols).

Network database model.

A Network database model represents many-to-many relationships between data. It allows a data element or record to be related to more than one other data element or record. For example, an employee can be associated with more than one department.

DATA BASE MANAGEMENT SYSTEMS (DBMS).

These are programs used to store & manage files or records containing related information.

A collection of programs required to store & retrieve data from a database.

A DBMS is a tool that allows one to create, maintain, update and store the data within a database.

A DBMS is a complex software, which creates, expands & maintains the database, and it also provides the interface between the user and the data in the database.

A DBMS enables the user to create lists of information in a computer, analyse them, add new information, delete old information, and so on. It allows users to efficiently store information in an orderly manner for quick retrieval.

A DBMS can also be used as a programming tool to write custom-made programs.

CLASSIFICATION OF DATABASE SOFTWARE.

Database software is generally classified into 2:

PC-based database software (or Personal Information Managers – PIMs).
Corporate-based database software.

PC-based database software.

The PC-based database programs are usually designed for individual users or small businesses.

They provide many general features for organizing & analyzing data. For example, they allow users to create database files, enter data, organize that data in various ways, and also create reports.

They do not have strict security features, complicated backup & recovery procedures.

Examples of PC-based systems;

* Microsoft Access. * FoxPro.

* Dbase III Plus * Paradox.

Corporate database software.

They are designed for big corporations that handle large amounts of data.

Issues such as security, data integrity (reliability), backup and recovery are taken seriously to prevent loss of information.

Examples of Corporate-based systems;

* Oracle. * Informix * Ingress.

* Progress. * Sybase. * SQL Server.

Common features of a database packages.

Have facilities for Creating
Have facilities for Updating records or databases.

Using a DBMS, you can define relationships between records & files maintained in a database. In this case, a transaction in one file of the database can also cause a series of updates in parts of other tables. Thus, the data is input only once to the database and is made available to the many files composing it.

Have facilities for generating Reports.
Have a Find or Search facility that enables the user to scan through the records in the database so as to find information he/she needs.
Allow Sorting that enables the user to organize & arrange the records within the database.
Contain Query & Filter facilities that specify the information you want the database to search or sort.
Have a data Validating

FUNCTIONS OF A DATABASE MANAGEMENT SYSTEM.

The DBMS is a set of software, which have several functions in relation to the database as listed below:

Creates or constructs the database contents through the Data Manipulation Languages.
Interfaces (links) the user to the database contents through Data Manipulation Languages.
Ensures the growth of the database contents through addition of new fields & records onto the database.
Maintains the contents of the database. This involves adding new records or files into the database, modifying the already existing records & deleting of the outdated records.
It helps the user to sort through the records & compile lists based on any criteria he/she would like to establish.
Manages the storage space for the data within the database & keeps track of all the data in the database.
It provides flexible processing methods for the contents of the database.
Protects the contents of the database against all sorts of damage or misuse, e.g. illegal access.
Monitors the usage of the database contents to determine the rarely used data and those that are frequently used, so that they can be made readily available, whenever need arises.
It maintains a dictionary of the data within the database & manages the data descriptions in the dictionary.

Note. Database Management System (DBMS) is used for database;

Control, and
Report generation.

ADVANTAGES OF USING A DBMS.

Database systems can be used to store data, retrieve and generate reports.
It is easy to maintain the data stored within a database.
1. A DBMS is able to handle large amounts of data.
2. Data is stored in an organized format, i.e. under different fieldnames.
3. With modern equipment, data can easily be recorded.
4. Data is quickly & easily accessed or retrieved, as it is properly organized.
5. It helps in linking many database tables and sourcing of data from these tables.
6. It is quite easy to update the data stored within a database.

A database is a collection of files grouped together by a series of tables as one entity. These tables serve as an index for defining relationships between records and files maintained in the database. This makes updating of the data in the related tables very easy.

Use of a database tool reduces duplication of the stored files, and the reprocessing of the same data items. In addition, several independent files are maintained for the different user requirements.

It is used to query & display records satisfying a given condition.
It is easy to analyse information stored in a database & to prepare summary reports & charts.
It cost saving. This results from the sharing of records, reduced processing times, reduced use of software and hardware, more efficient use of data processing personnel, and an overall improvement in the flow of data.
Use of Integrated systems is greatly facilitated.

An Integrated system – A total system approach that unifies all the aspects of the organization. Facilities are shared across the complete organization.

A lot of programming time is saved because the DBMS can be used to construct & process files as well as retrieve data.
Information supplied to managers is more valuable, because it is based on a widespread collection of data (instead of files, which contain only the data needed for one application).
The database also maintains an extensive Inventory Control file. This file gives an account of all the parts & equipment throughout the maintenance system. It also defines the status of each part and its location.
It enables timely & accurate reporting of data to all the maintenance centres. The same data is available and distributed to everyone.
The database maintains files related to any work assigned to outside service centres.

Many parts are repaired by the vendors from whom they are purchased. A database is used to maintain data on the parts that have been shipped to vendors and those that are outstanding from the inventory. Data relating to the guarantees and warranties of individual vendors are also stored in the database.

DISADVANTAGES OF DATABASES.

A Database system requires a big size, very high cost & a lot of time to implement.
A Database requires the use of a large-scale computer system.
The time involved. A project of this type requires a minimum of 1 – 2 years.
A large full-time staff is also required to design, program, & support the implementation of a database.
The cost of the database project is a limiting factor for many organizations.

Database-oriented computer systems are not luxuries, and are undertaken when proven economically reasonable.

Exercise (a).

(a). What is a database?

(b). What are Database management system software?

Name and explain the THREE types of database models. (6 marks).
Explain THREE major concerns in a database system. (6 marks).
How are database software generally classified? Give examples of range of products in each type of classification.
State 5 features of an electronic database management system.
Explain the importance of using a Database management system for storage of files in an organization.

Exercise (b).

Write short notes on:
- Database maintenance.
- Data bank.
State the components of a data hierarchy.
(a). List the TWO classes of database software.

(b). Give FOUR widely used Database management systems today.

Identify FIVE functions of a Database management system.
Describe the advantages and disadvantages of a database.

Exercise (c).

Define the following terms:
- (4 marks)
- Database Management System (DBMS). (4 marks).
- Relational database.
- Hierarchical database.
- Network database.
List and briefly describe THREE advantages of using the electronic database approach in data storage as compared to the file-based approach.
List and briefly describe TWO features found in a typical Database Management System.
Identify and describe three major shortcomings of the conventional file structures that are being addressed by the database approach. (6 marks).
Describe the functions of the following tools found in a database management system (DBMS).
- Data Definition Language (DDL) (2 marks).
- Data Manipulation Languages (DML) (2 marks).
- Data Dictionary (DD) (3 marks).

Teachers' Resources

PHYSICS UNIFORM CIRCULAR MOTION REVISION QUESTIONS

October 5, 2025 Hillary Kangwana Leave a comment

UNIFORM CIRCULAR MOTION

A light inextensible string of length L is fixed at its upper end and support a mass m at the other end. m is rotated at horizontal plane or radius r as shown. The maximum tension the string can withstand without breaking is 2N. Assuming the string breaks when the radius is maximum, calculate the velocity of the mass when the string breaks, given that L 1.25m, and m= 0.1kg.
The diagram below shows a mass m, which is rotated in a vertical circle. The speed of the mass is gradually increased until the string breaks. The string breaks when the mass is at its lowest position A and at a speed of 30ms^-1. Point a is 5m above the ground.
a) Show on the diagram.
i) The initial direction of the mass at the point the string breaks.
ii) The path of the mass from A until it strikes the ground at a point b.
b) Calculate;
i) The time the mass takes to reach the ground after breaking off.
ii) The horizontal distance the mass travels before it strikes the ground.

iii) The vertical velocity with which the mass strikes the ground.

State the principle by which a speed governor limits the speed of a vehicle.
The rear wheel of a certain car has a diameter of 40cm. At a certain speed of the car, the wheel makes 7 revolutions per second. A small stone embedded in the tyre tread flies off initially at an angle of 45⁰ to the ground. Determine the initial velocity of the pebble (take p = ²²/₇)
a) Explain why a pail of water can be swung in a vertical circle without the water pouring out.
b) A car of mass 1,200kg is moving with a velocity of 25m/s around a flat bend of radius 150m. Determine the minimum frictional force between the tyres and the road that will prevent the car from sliding off.
a) The fig shows the diagram of a set up to investigate the variation of centripetal force with the radius r of the circle in which a body rotates. Describe how the set up can be used to carry out the investigation

b) The table shows results obtained from an investigation similar to the one in part (a)

Mass, m(g)	60	50	40	30	20
Radius, r (cm)	50	41	33	24	16

i) Plot a graph of force, F (y-axis) on the body against the radius r (in metre)
ii) Given that the mass of the body is 100g, use the graph to determine the angular velocity.
A small object moving in a horizontal circle of radius 0.2m makes 8 revolutions per second. Determine its centripetal acceleration.
(a) Define the term angular velocity.

(b) A body moving with uniform angular velocity found to have covered an angular distance 170 radians in t seconds. Thirteen seconds later it is found to have covered a total angular distance of 300 radians. Determine t

(c) Fig. 8 shows a body of mass m attached to the centre of rotating table with a string whose tension can be measure. (This device for measuring the tension is not shown in the figure).

The tension, T, on the string was measured for various values of angular velocity,

The distance r of the body from the centre was maintained at 30cm. Table 1 shows the results obtained.

Table 1

Angular Velocity (rads ^-1)	2.0	3.0	4.0	5.0	6.0
Tension T (N)	0.04	0.34	0.76	1.30	1.96

i) Plot the graph of T (y-axis) against W²
ii) From the graph, determine the mass, m, of the body given that T= mw²r-C where C is a constant

iii) Determine the constant C and suggest what it represents in the set up.

A child of mass 20kg sits on a swing of length 4m and swings through a vertical height of 0.9m as shown in the figure below.

Determine the:

i) Speed of the child when passing through the lowest point.
ii) Force exerted on the child by the seat of the swing when passing through the lowest point.
a) State what is meant by centripetal acceleration?
b) Figure 12 shows masses A, B and C placed at different points on a rotating table. The angular velocity, @ of the table can be varied.

i) State two factors that determine whether a particular mass slides off the table or not.
ii) It is found that masses slide off at angular velocities @_A, @ @_c of in decreasing order.
c) A block of mass 200g is placed on a frictionless rotating table while fixed to the centre of the table by a thin thread. The distance from the centre of the table to the block is 15cm. If the maximum tension the thread can withstand is 5.6N, determine the maximum angular velocity the table can attain before the thread cuts.

Find the maximum speed with which a car of mass 100kg can take a corner of radius 20m if the coefficient of friction between the road and the tyres is 0.5.
An object of mass 0.5kg is rotated in a horizontal circle by a string 1m long. The maximum tension in the string before it breaks is 50N. Calculate the greatest number of revolutions per second the object can make.
An astronaut is trained in a centrifuge that has an arm length of 6m. If the astronaut can stand the acceleration of 9g. What is the maximum number of revolutions per second that the centrifuge can make?
A small body of 200g revolves uniformly on a horizontal frictionless surface attached by a cord 20cm long to a pin set on the surface. If the body makes two revolutions per second. Find the tension of the cord.
A circular highway curve on a level ground makes a turn 90⁰. The highway carries traffic at 120km/h. Knowing that the centripetal force on the vehicle is not to exceed ¹/₁₀ of its weight, calculate the length of the curve.
A turntable of record player makes 33 revolutions per minute. What is the linear velocity of a point 0.12m from the center?
An object 0.5kg on the end of a string is whirled around in a vertical circle of radius 2m, with a speed of 10m/s. What is the maximum tension in the string?
a) Define centripetal force.
b) A particle revolves at 4 HZ in a circle of radius 7cm.Calculate its.
i) Linear Speed.
ii) Angular velocity. (Take
c) A 150g mass tied to a string is being whirled in a vertical circle of radius 30cm with uniform speed. At the lowest position, the tension in the string is 9.5N.Calculate,
i) The speed of the mass.
ii) The tension in the string when the mass is at the uppermost position of the circular path. (Take g = 10m/s²).
a) Define angular velocity.
b) Figure 6 shows an object of mass 2.0 kg whirled in a vertical circle of radius 0.7m at a uniform speed of 50ms^-1

Figure 6

(i) Determine:

I the centripetal force on the object.

II the tension in the string when the object is at A.

III the tension in the string when the object is at B

(ii) The speed of rotation is gradually increased until the string snaps. At what point is the string likely to snap? Explain

c) A centrifuge is used to separate cream from milk. A particle of cream has a smaller mass than a particle of milk. Explain how the centrifuge does the separation.
(a) The figure below shows an object of mass 0.2kg whirled in vertical circle of radius 0.5m at uniform speed of 5m/s

Determine the tension in the string at

(i) Position A

(ii) Position B

(iii) At what point is the string likely to cut. Explain

(a) Define the term angular velocity

(b) A body moving with uniform angular velocity is found to have covered an angular distance of 170 radians in t seconds. Thirteen seconds later it is found to have covered a total angular distance of 300 radians. Determine t.

(c) The figure below shows a body of mass m attached to the centre of rotating table with a string whose tension can be measured

The tension, T, on the string was measured for various values of angular velocity. The distance r of the body from the centre was maintained at 30cm. the table below shows the results obtained

Angular velocity (rad s^-1)	2.0	3.0	4.0	5.0	6..0
Tension, T (N)	0.04	0.34	0.76	1.30	1.90
(Angular velocity)² ²

Complete the table above

(ii) Plot the graph of T (y-axis) against ²

From the graph, determine the mass, m, of the body, given that T = m²r – c, where c is a constant.
Determine the constant c and suggest what it represents.

The setup in figure 5 below shows a 50g mass being whirled on a horizontal circular path and balanced by hanging mass M.

Figure 5

Rotich used the above setup to investigate the variation of periodic time, T and the radius, r of the path of the 50g mass and obtained the result shown in the table 1.

Radius, r (m)	0.50	0.41	0.33	0.24	0.16
Periodic time, T (s)	0.99	0.90	0.81	0.69	0.56
T²(s²)

(a) Complete the table

(b) Use table 1 above to draw the graph of T² against r on the grid provided

(c) From the equation , determine from the graph the value of the force, F that keeps the 50g mass in the horizontal circular path (i.e m = 50g)

a) Distinguish between centripetal and centrifugal force
b) The figure shows a motor used by a student in the laboratory to investigate the variation of speed and force on a 10.0 kg mass kept at a fixed distance r from the centre of the rotation

The speed corresponding forces were entered in the table as shown below.

V²(M/S²)	0.2	0.4	0.8	1.4	2.2	3.0	3.4	3.6
F(N)	0.6	1.2	2.4	4.08	6.48	8.90	10.0	10.7

On the grid provided , plot a graph of F (y- axis ) against v²

ii) calculate the slope of the graph

iii) Given that F = mv ² find the radius of the rotor

State two factors that affect the centripetal force on a body dencibly circular motion
a) A body in a uniform circular motion experience acceleration despite having constant Explain (2mk)
A car travelling with uniform speed on a level circular path is likely to experience skidding experience (2 mk)
The figures below shows a 40g wooden block being whirled with uniform speed in a horizontal circular path of radius . If it takesseconds to describe an area of length

Figure 6

Identify the forces acting on the wooden block
Determine the linear velocity of the block
Determine the centripetal force

An object of mass 0.5kg is attached to one end of a light inextensible string and whirled in a vertical circle of radius 1.0m and centre O as in figure 8

If the tension on the string when the object is at the lowest position, A is 13.0N

Calculate;

The velocity V of the object
The tension on the string when the object is at the highest point C of the circle
Explain why a pail of water can be swung in a vertical circle without the water pouring out

A string of negligible mass has a metal ball tied at the end of the string 100cm long and the ball has a mass of 0.04kg. The ball is swinging horizontally, making 4 revolutions per second.

Determine;

a) the angular velocity in radian/second
b) the angular acceleration
c) The tension on the string
d) The linear velocity

(b) A centrifuge is used to separate three liquid by rotating it in circular path

Arrange the density of the liquids in descending order (highest to lowest)

a) Define angular displacement.
b) A stone having a mass of 1.5 kg is whirled round on the end of a string in a horizontal circle as shown below. The speed of the stone is V m/s and the radius of the circle is 0.8m.

Calculate:

(i) The tension, T in the string given that it makes an angle of 37° with the horizontal

plane of the circle.

(ii) The value, of the velocity, V.

(iii) The periodic time, T, of the motion.

c) In circular motion, there is acceleration and yet the speed is constant.

Explain.

a) Explain why the moon is said to be accelerating when revolving around the earth at constant speed
b) When is a satellite said to be in a “parking orbit”?
c) A mass of 0.5kg is rotated by a string at a constant speed V in a vertical circle of radius 1m. The maximum tension in the string is 50N.
i) Indicate on the diagram in figure 11 the positions for the maximum tension(1mk)

Figure 11

ii) Write an expression for this maximum force experienced

iii) Use your expression to determine the value of V

iv) Hence determine the minimum tension in the string
(a) Distinguish between angular and linear velocity.

(b) Explain why bodies in circular motion undergo acceleration even when their speed is constant.

A particle moving along a circular path of radius 5cm describes an arc length of 2cm every second. Determine:-
1. Its angular velocity.
2. Its periodic time.
A stone of mass 40g is tied to the end of a string 50cm long and whirled in a vertical circle at 2 revolutions per second. Calculate the maximum tension in the string.
The figure below shows a container with small holes at the bottom in which wet clothes have been put.

When the container is whirled in air at high speed, it is observed that the clothes dry faster. Explain how the rotation of the container causes the clothes to dry. (3 mks)

a) Define the term angular velocity
b) The diagram below shows a spring tied to an object of mass M and made to rotate in a circular path of radius r.

Figure 9

Fig 9

i) What provides the force that keeps the object moving in the circle
ii) The speed of the object is constant, why is there acceleration

iii) Although there is a force acting on the object, no work is done on the object. Explain

iv) If the object is whirled faster and faster, what will happen to the

reading of the spring balance. Give an explanation for your answer

c) The object used above of mass 0.5kg is then whirled in a vertical circle at 5m/s as shown in the figure below.

Figure 10

Fig 10

Calculate the tension in the string when the object is at the position shown

Figure 9 shows a pail of water being swung in a vertical circle.

Fig. 9

Explain why the water does not pour out when the pail is at position A as shown.

a) State two important factors to be considered when setting the banking angle of a road.
b) A ball of mass 2kg is whirled a the end of a string in a horizontal circular path at a Speed of 5ms^-1. if the string is 2.0m long find.
i) the angular velocity of the
ii) the tension in the string.

(b) In an experiment to investigate the relationship between centripetal force (F) and angular velocity (w) for a body of mass 2 kg moved in a circle of diameter 120cm ,the graph below was drawn

Determine the linear velocity when the centripetal force is 5N.

c) (i) The figure below shows a ball being whirled in a clockwise direction in a vertical plane.

Sketch on the figure the path followed by the ball if the strings cuts when the ball is at position A.

(ii) A body having uniform motion in a circular path is always accelerating. Explain.

d) (i) The figure below shows a trolley moving on a circular rail in a vertical plane. Given that the mass of the trolley is 250g and the radius of the rail is 1.5m

(i) Determine the minimum velocity at which trolley passes point X.

(ii) If the trolley moves with a velocity of 4m/s as it passes point Z, Find

Find

(I) angular velocity at this point

(II) The force exerted on the rails at this point.

(a) A stone of mass 450g is rotated in a vertical circle at 3 revolutions per second. If the string has a length of 1.5m, determine:

(i) The linear velocity.

(ii) The tension of the string at positions A, and B

Fig.2

(b) A stone is whirled with uniform speed in horizontal circle having radius of 10cm. it takes the stone 10 seconds to describe an arc of length 4cm.

(i) The angular velocity ω.

(ii) The period time T.

(a) Define the term angular velocity

(b) The graph below was obtained when an experiment to investigate the variation of the centripetal force, F, with the radius, r of the circle on which a body rotates was performed.

From the graph, determine the angular velocity, w of the body given that m = 100g and

F = mw²r + c where c is a constant.

constant speed.

(d) Figure 7 below shows a ball whirled in a clockwise direction in a vertical plane.

Fig 7

(i) Sketch on the diagram above (fig. 7), the path followed by the ball if the string cuts when the ball is at position Q.

(ii) State two ways in which the centripetal force on the ball in its circular motion, would be

reduced.

The figure below shows the path of a stone attached to a string whirled in a space in a horizontal circle.

Sketch on the diagram the path the body follows if the string breaks when the body is at the position shown.

a) A body moving in a circular path at constant speed is said to be accelerating.
b) Figure 10 below shows a bucket filled with water moving round in a vertical circular path of radius 1m

Fig 10

If the mass of water is 5kg and the speed of the bucket is 20m/s;

i) Explain why the water is not falling down when the bucket arrives at point C of the Circular path.
ii) What is the net force on water at point C.?

iii) Show by calculation that this net force is greater at point A than at point C.

iv) Calculate the value of the angular velocity
(a) A stone is whirled in a vertical circle as shown in figure 8 below. A, B,C and D are various positions of the stone in its motion.

Fig. 8

The stone makes 2 revolutions per second in a circle of radius 0.4m, and has a mass of 100g.

(i) Calculate:

I The angular velocity

II The centripetal force

(ii) At C where the stone has acquired a constant angular speed, the string cuts. On the same diagram (figure 8), sketch the path of the stone.

(iii) The stone takes 0.5 seconds to land on the ground. How high is point C above the ground.

(iv) How far does it travel horizontally before hitting the ground.

(b) A bullet of mass 200g traveling at a velocity of 600m/s hits a bag of sand of mass 29.8 kg hanging from a support as shown in figure 9 below. The bullet embeds itself in the sand and the bag swings to the right and rises through a vertical height, h (cm).

Calculate the vertical height, h that the bag and the bullet rises.

Bullet

A lead shot of mass 40g is tied to a string of length 70cm. It is swung vertically at 5 revolutions per second.

(a) Determine;

(i)Periodic time

(ii) Angular velocity

(iii) Linear velocity

(iv) Maximum tension in the string.

(b) The figure 5 below shows a container with small holes at the bottom in which wet clothes have been put. When the container is whirled in air at high speed as shown, it is observed that the clothes dry faster. Explain how the rotation of the container causes the clothes to dry faster.

Holes

Fig 5

Wet clothes

Container

a) (i) Differentiate between centripetal and centrifugal forces.

(ii) What provides the centrifugal force needed to make a car travel round in a bend of unbanked road?

(b) Below is a diagram of an aircraft of mass 2000kg together with the pilot performing some air maneuvers in a vertical plane.

If the radius of the circular path is 40m and the aircraft is moving at a velocity of 200ms^-1. Calculate

(i) The external force F₁ provided by the air at point C.

(ii) The external force F₂ provided by the air at point B.

(ii) A horizontal pipe of radius 2.0cm. At one end, gradually increases in size so that its radius is 5 cm at the other end. Water is pumped into the smaller end at a velocity of 8.0ms^-1. Find the velocity of water at the wider end.

a) State 2 factors that affect the magnitude of centripetal force of an object moving a long a curved path.
b) A stone is tied to a light string of length 0.5m if the stone has a mass of 20g and is swung in a vertical circle with a uniform angular velocity of 6 revolutions per second determine:
i) The period, T
ii) The tension of the string when the stone is at

(I) bottom of the swing

II) The top of the swing

III) Linear velocity

The figure 2 below shows a body of mass 1000Kg which moves along a circular path in vertical plane.

If the radius of the circular path is 10m and the body moves with a velocity of 200ms^-1, calculate the force which acts on the body at point C.

a) Define angular velocity.
b) Figure 6 shows an object of mass 2.0 kg whirled in a vertical circle of radius 0.7m at a uniform speed of 50ms^-1

Figure 6

(i) Determine:

I the centripetal force on the object.

II the tension in the string when the object is at A.

III the tension in the string when the object is at B

(ii) The speed of rotation is gradually increased until the string snaps. At what point is the string likely to snap? Explain

c) A centrifuge is used to separate cream from milk. A particle of cream has a smaller mass than a particle of milk. Explain how the centrifuge does the separation.
(a) The figure below shows an object of mass 0.2kg whirled in vertical circle of radius 0.5m at uniform speed of 5m/s

Determine the tension in the string at

(i) Position A

(ii) Position B

(iii) At what point is the string likely to cut. Explain

A wooden block mass 200g is placed at distance of 9cm from the centre of a turn table. When the turn table is rotated at a constant angular velocity the block begins to slide off the table. If the frictional force between the block and the turn table is 0.8N, determine:
a) (i) The linear speed of the block.

(ii) the angular velocity of the turn table.

(b) An object of mass 0.5kg is attached to one end of a light inextensible string and whirled up in vertical circle of radius 1.0m and centre 0 as shown in figure below such that the lowest point A is at the height of 4 m from the ground.

If the tension on the string when the object is at the lowest point A is 13.0N, calculate.

(i) The velocity V of the object.

(ii) The tension on the string when the object is at the

(i) Highest point C of the circle.

(ii) Point B of the circle.

(iii) If the string was to break when the objects is at the lowest point A of the circle. Sketch on the diagram the path traced by the object until it hits the ground.

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Grade Two Free CBC Exams Download

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Grade Two Free CBC Exams Download

ENGLISH GRADE 2 (2).pdf
CRE GRADE 2 (1).pdf
CRE GRADE 2.pdf
ENGLISH GRADE 2 (1).pdf
ENGLISH GRADE 2.pdf
ENVIRONMENTAL GRADE 2 (1).pdf
ENVIRONMENTAL GRADE 2.pdf
GRADE 2 ENGLISH.pdf
GRADE 2 ENVIRONMENTAL (1).pdf
GRADE 2 ENVIRONMENTAL.pdf
GRADE 2 HYGIENE & NUTRITION.pdf
GRADE 2 KISWAHILI.pdf
GRADE 2 MATHEMATICS.pdf
GRADE 2 MOVEMENT.pdf
GRADE 2 READING & KUSOMA.pdf
GRADE 2 RELIGIOUS.pdf
GRADE TWO PRACTISE PAPER – 30_07_2018-1.pdf
grade-2-cre-activities.pdf
grade-2-english-activities.pdf
grade-2-environmental-activities.pdf
grade-2-kiswahili-activities.pdf
grade-2-literacy-activities.pdf
grade-2-mathematical-activities.pdf
HYGIENE GRADE 2 (1).pdf
HYGIENE GRADE 2.pdf
Hygiene grade two.pdf
INTERGRATED LEARNING AREAS GRADE 2.pdf
IRE GRADE 2.pdf
KISWAHILI GRADE 2 (1).pdf
KISWAHILI GRADE 2 (2).pdf
KISWAHILI GRADE 2 (3).pdf
KISWAHILI GRADE 2.pdf
KISWAHILI GREDI 2.pdf
KUSOMA GREDI 2.pdf
Language grade two.pdf
LITERACY GRADE 2.pdf
MATHEMATICS GRADE 2 (1).pdf
MATHEMATICS GRADE 2 (2).pdf
MATHEMATICS GRADE 2.pdf
MUSIC GRADE 2.pdf

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Free Pre-Technical Studies CBC Notes, Exams & Schemes of Work

October 5, 2025 Hillary Kangwana Leave a comment

Free Pre-Technical Studies CBC Notes, Exams & Schemes of Work

Looking for comprehensive Pre-Technical Studies CBC notes, exams, and schemes of work for free. Look no further. Improve your understanding and performance.

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Teachers' Resources

COMPUTER FORM 4 SCHEMES OF WORK – TERM 1 TO 3

October 5, 2025 Hillary Kangwana Leave a comment


WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES	REMARKS
1	Reporting from home and settling for the first term
2	1		Definition of networking terms	By the end of the lesson, the learner should be able to · Define the term computer network · Explain the term data communication	· Q/A discussion	· Newspaper · Letters · books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 1-5 · Computer studies by Onunga & Rena Shah Bk 4 page 1-5
	2-3		Networking	By the end of the lesson, the learner should be able to · Explain the types of computer n/w · Discuss the purpose of n/w	· Q/A demonstration practical	· Handouts · Books · Internet · Working Pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 5-9 · Computer studies by Onunga & Rena Shah Bk 4 page 6
	4			By the end of the lesson, the learner should be able to · Explain the demerits of n/w	· Q/A demonstration practical	· Twisted cables · Internet 5 · Working pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 10-17 · Computer studies by Onunga & Rena Shah Bk 4 page 6
3	1		Elements of networking	By the end of the lesson, the learner should be able to · Discuss communication with cables	· Q/A demonstration practical	· Handouts · Books · Internet · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 17-22 · Computer studies by Onunga & Rena Shah Bk 4 page 9-11
	2-3		Elements of networking	By the end of the lesson, the learner should be able to · Explain the types of wireless communication	· Q/A demonstration practical	· Books · Internet · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 23-28 · Computer studies by Onunga & Rena Shah Bk 4 page 17-22
4	1		Communication Devices	By the end of the lesson, the learner should be able to · Define the term communication devices · Explain the work of: Modems, network cards, hubs	· Q/A demonstration practical	· Letters · Software · Working Pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 30-33 · Computer studies by Onunga & Rena Shah Bk 4 page 20
	2-3		Network Software	By the end of the lesson, the learner should be able to · Discuss the different network s/w: O/S, protocols	· Q/A demonstration practical	· Handouts · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 30-31
	4		Types of computer networks	By the end of the lesson, the learner should be able to · Discuss the three types of computer networks LAN,MAN, WAN	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 4-5 · Computer studies by Onunga & Rena Shah Bk 4 page 22
5	1		Network topologies	By the end of the lesson, the learner should be able to · Define the term network topology · Differentiate btw. Logical and physical topologies	Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 33-34 · Computer studies by Onunga & Rena Shah Bk 4 page 16
	2-3		Network Topologies	By the end of the lesson, the learner should be able to · Define the term network topology · Differentiate between Logical and physical topologies · Explain a star topology	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 35-36 · Computer studies by Onunga & Rena Shah Bk 4 page 18
	4		Network Topologies	By the end of the lesson the learner should be able to · Explain a Mesh Topology Tree Topology	· Q/A demonstration practical	· Working PC · Handouts	· Longhorn Computer studies by S.Mburu and C. Chemwa page 37-38 · Computer studies by Onunga & Rena Shah Bk 4 page 19
2. APPLICATION AREAS OF NFORMATION AND COMMUNICATION TECHNOLOGY
6	1		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain Application areas of ICT · Financial system	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 37-39 · Computer studies by Onunga & Rena Shah Bk 4 page 27
	2-3		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain application areas of ICT in common system	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 40-41 · Computer studies by Onunga & Rena Shah Bk 4 page 27
	4		Application of ICT	By the end of the lesson, the learner should be able to · Explain application areas of ICT in retail system · Explain application areas of ICT in Reservation system	Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 40-59 · Computer studies by Onunga & Rena Shah Bk 4 page 28
7	1		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain Application areas of ICT in Education	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58 · Computer studies by Onunga & Rena Shah Bk 4 page 49
	2-3		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain Application of ICT in Education System	· Q/A demonstration practical	· Internet · Books · Working	· Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58 · Computer studies by Onunga & Rena Shah Bk 4 page 50
	4		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain Application areas of ICT in industrial System	· Q/A demonstration practical	· Internet · Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58 · Computer studies by Onunga & Rena Shah Bk 4 page 39
8	Half Term
9	1		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain application areas of ICT in entertainment and virtual reality	· Q/A demonstration practical	· Internet · Books · Working Pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 61,64-65 · Computer studies by Onunga & Rena Shah Bk 4 page 51/55
	2-3		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain application areas of ICT in marketing and law enforcement	· Q/A demonstration practical	· Internet · Books · Working Pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 63
	4		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain application area of ICT in transportation system	· Q/A Discussion	· Internet · Books · Working Pc	· Longhorn Computer studies by S.Mburu and C. Chemwa page 44-46 · Computer studies by Onunga & Rena Shah Bk 4 page 47
	1		Application areas of ICT	By the end of the lesson, the learner should be able to · Explain Application areas of ICT in Library System	· Q/A Discussion	· Internet · Books · Journals	· Longhorn Computer studies by S.Mburu and C. Chemwa page 44
	IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON SOCIETY
10	2-3		Application areas of ICT in the society	By the end of the lesson, the learner should be able to · Discuss effects on (i) Employment (ii) Automated production	· Q/A demonstration practical	· Letters · Working PC · Newspapers	· Longhorn Computer studies by S.Mburu and C. Chemwa page 44
	4		Impact of ICT in the society	By the end of the lesson, the learner should be able to · Discuss effects if ICT on work’s health · State the characteristics of future trends in ICT · Discuss rapid evolution in ICT	· Q/A Discussion	· Handouts · Journals	· Longhorn Computer studies by S.Mburu and C. Chemwa page 44 · Computer studies by Onunga & Rena Shah Bk 4 page 60
11	1		Impact of ICT in the society	By the end of the lesson, the learner should be able to · Discuss effects of ICT on (i) Environmental issues (ii) Cultural effects	· Q/A Discussion	· Handouts · Journals · Videos · Photographs	· Longhorn Computer studies by S.Mburu and C. Chemwa page 44 · Computer studies by Onunga & Rena Shah Bk 4 page 63
	2-3		Evolution of computer systems	By the end of the lesson, the learner should be able to · Discuss Artificial intelligence	· Q/A Discussion	· Class Register · Accounts book · Journals	· Longhorn Computer studies by S.Mburu and C. Chemwa page 52-53 · Computer studies by Onunga & Rena Shah Bk 4 page 81
	4		Evolution of Computer systems	By the end of the lesson, the learner should be able to · Explain expanded information superhighway	· Q/A Demonstration Practical	· handouts · class register · accounts	· Longhorn Computer studies by S.Mburu and C. Chemwa page 79-80

COMPUTER FORM 4 SCHEMES OF WORK – TERM 2
CAREER OPPORTUNITIES IN ICT
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES	REMARKS
1	Reporting from home and settling for the first term work
2	1		Career opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss the roles of a system analyst, a chief programmer	· Q/A Discussion	· Books · Journals	· Longhorn Computer studies by S.Mburu and C. Chemwa page 79 · Computer studies by Onunga & Rena Shah Bk 4 page 95
	2-3		Career opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss functions of computer programmer and d/b administrator	· Q/A Demonstration Practical	· Books · Handouts · Newspapers · Realia	· Longhorn Computer studies by S.Mburu and C. Chemwa page 81 · Computer studies by Onunga & Rena Shah Bk 4 page 97
	4		Career Opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss the functions of a s/w engineer and a computer engineer	· Q/A demonstration Practical	· Books · Working PC	· Longhorn Computer studies by S.Mburu and C. Chemwa page 80
3	1		Career opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss the function of a web designer, web administrator and computer operator	· Q/A demonstration Practical	· Books · Handouts · Journals	· Longhorn Computer studies by S.Mburu and C. Chemwa page 81
	2-3		Career opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss the function of computer technician and data processing manager	Learner to Q/A discussion	· Books · Realia	· Longhorn Computer studies by S.Mburu and C. Chemwa page 78
	4		Career opportunities in ICT	By the end of the lesson, the learner should be able to · Discuss other educational opportunities in the various institutions	· Q/A Discussion	· Books · Newspapers	· Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84
4	1		Identification of further Educational opportunities	By the end of the lesson, the leaner should be able to · Explain the different courses offered in universities, polytechnics, middle level colleges	· Q/A Discussion	· Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84 · Computer studies by Onunga & Rena Shah Bk 4 page 106-110
	2-3		Developing project using ms access d/base Description of a given system	By the end of the lesson, the learner should be able to · Identify a problem · Definition of a problem	· Q/A discussion	· Books · Sampled projects	· Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84 · Computer studies by Onunga & Rena Shah Bk 4 page 106-112
	4		Fact finding	By the end of the lesson, the learner should be able to: · Identify the number of manual documents that are needed for the system given	· Q/A observation	· Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84 · Computer studies by Onunga & Rena Shah Bk 4 page 106-120
5	1		Fact finding	By the end of the lesson, the learner should be able to · Design a sample interview guideline for the system given	· Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84
	2-3		Fact finding	By the end of the lesson, the learner should be ale to · Design a sample questionnaire for the system giver	· Q/A practical	· Sampeled projects · books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 93-94 · Computer studies by Onunga & Rena Shah Bk 4 page 122
	4		System design · Preliminary design phase	By the end of the lesson, the learner should be able to · Identify the flowchart symbols · Design a simple flowchart for the system	· Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95
6	1		System design · Preliminary design phase	By the end of the lesson, the learner should be able to · Design a complex flowchart for the system	· Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95
	2-3		Detailed design	By the end of the lesson, the learner should be able to · Design the outputs for the system	Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95
	4		Detailed design	By the end of the lesson, the leaner should be able to · Design input interface for the system	· Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 96-100
7	1		Files and data stores design	By the end of the lesson, the learner should be able to · Design a database	· Q/A practical	· Sampled projects · Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 100-101
	2-3		Creating relationships	By the end of the lesson, the learner should be able to · Create relationships	· Q/A practical	· Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 103
	4		Hardware and software requirements	By the end of the lesson, the learner should be able to · Identify h/w and s/w requirements for the system	· Q/A discussion	· Books · Realia	· Longhorn Computer studies by S.Mburu and C. Chemwa page 103
9	1,2,3,4		Constructing information management system given · Designing inputs	By the end of the lesson, the learner should be able to · Design inputs	· practical	· internet · sampled projects · books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153
10	1,2,3,4		Designing outputs	By the end of the lesson, the learner should be able to · Design outputs	· practical	· books · internet · sampled projects	· Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153
11			· Designing	By the end of the lesson, the learner should be able to · Design various management systems	· practical	· Books	· Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153
12	1,2,3,4	Writing end of term exams
13	The school closes

COMPUTER FORM 4 SCHEMES OF WORK – TERM 3
1	Reporting from home and settling for the third term work
2-3	POST MOCKS AND JOINTS
4-7	REVISION
7	K.C.S.E BEGINS

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Primary school revision papers to all classes.
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C.P.E past papers.

Teachers' Resources

KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3

October 5, 2025 Hillary Kangwana Leave a comment

ASILIA

KLB
Mwongozo wa Mwalimu
Oxford
Kamusi

JUMA	KIPINDI	SOMO	SHABAHA	MBINU	VIFAA	ASILIA	MAONI
1	4-6	KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO
2	5-6	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na lugha	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
3	1	Kusikiliza na kuzungumza Fasihi simulizi na fasihi andishi	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kubainisha sifa za fasihi simulizi na fasihi andishi pamoja na tofauti, aidha tanzu zake	Majadiliano Kuuliza na kujibu maswali	Jedwali Utendaji wa wanafunzi	C. Kuhenga Fasihi simulizi na tamathali za usemi KLB BK 4 UK 4-19 Chem BK 4 UK 4
	2	Isimu Jamii Maana, lugha na mawasiliano	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana ya isimu jamii, umuhimu wake, maana ya lugha, dhima na uhusiano kati ya mawasiliano na lugha	Kujadiliana Kusikiliza Kuuliza maswali	Vifaa halisi Picha na michoro	I.I Odeon a M. Geoffrey Fani ya isimu jamii UK 1-8
	3	Sarufi Vivumishi, ngeli za majina na upatanishi wake	Kufika mwisho wa funzo mwanafunzi aweze; Kuvibainisha vivumishi vya sifa, vionyeshi, idadi na kuvitumia pamoja na ngeli mbalimbali katika sentensi	Kuuliza Kusikiliza Kujibu maswali	Jedwali, kadi zenye vivumishi vya sifa vionyeshi na idadi	Chem BK4 UK 102 KLB BK4 UK 26-27 Nkwera: Fasihi na sarufi UK 28
	4	Kusoma Matangazo	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa sauti matangazo kwa ufasaha na utaratibu tofauti Kuyatofautisha matangazo hayo	Kutafuta matangazo mbalimbali Kubainisha sifa zake	Nakala za matangazo ya redio nay a kuandikwa	Chem. UK 102 KLB BK4 UK 26
	5	Kuandika Barua rasmi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua sehemu muhimu za kuzingatia na kuzitilia maanani ili kuweza kutunga barua nzuri ipasavyo	Maelezo, kujadiliana na kuandika barua	Nakala za barua rasmi	Chem. UK 32 KLB BK4 UK 8-15 Mwongozo wa uandishi wa insha
	6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti ya hadithi, dhamira, maudhui, lugha na wahusika katika hadithi	Kujadiliana Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
4	1	Kuandika insha ya methali	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha maana bayana na batini, visa katika kubuni insha inavyostahiki	Utendaji wa wanafunzi	Mifano ya insha za methali	Chem. UK 66 KLB BK4 UK 28-29, 16-17
	2	Kusikiliza na kuzungumza	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuelewa taarifa, kudondoa mambo muhimu kwa kuzingatia matamshi bora na lugha	Utendaji wa wanafunzi Kuuliza na kujibu maswali Majadiliano	Vifaa halisi Picha na michoro	Tuki: kamusi sanifu KLB BK4 UK30-32
	3	Sarufi Nomino/jina	Kufika mwisho wa funzo mwanafunzi aweze; Utambuzi wa aina mbalimbali za nomino, kuzitolea mifano katika sentensi sahihi	Kusikiliza Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 5 KLB BK4 UK 32-35 F.V. Nkwera
	4	Kusoma kwa mapana Magazeti	Kufika mwisho wa funzo mwanafunzi aweze; Kuwa staid katika usomaji Kuzingatia matamshi bora Kudondoa hoja za kitaifa na kimataifa na zinazohusiana na janga la ukimwi	Majadiliano na usomaji wa magazeti	Taifa Leo Majira Majarida Ya Kiswahili Katika maktaba	Magazeti ya magktaba KLB BK4 UK 35-37
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui na wahusika katika hadithi fupi	Kujadiliana Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
5	1	Kuandika Muhtasari	Kufika mwisho wa funzo mwanafunzi aweze; Uzingativu wa kanuni za muhtasari Kudondoa hoja muhimu bila kubadili maana na kuandika muhtasari	Kusoma makala Kudondoa hoja muhimu na kuandika muhtasari	Fungu la ufupisho	KLB BK4 UK 37-38 Tuki Kamusi sanifu
	2	Kusikiliza na kuzungumza: Mtandao	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kuwasiliana kwa mtandao na kutambua istilahi zinazohusiana na mtandao	Majadiliano Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 137 KLB BK4 UK 39-41 Tuki Kamusi sanifu
	3	Sarufi Vitenzi	Kufika mwisho wa funzo mwanafunzi aweze; Kuvitanbua na kutaja aina zake na kuweza kuvitungia sentensi	Kutambulisha vitenzi Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 39 KLB BK4 UK 43-46
	4	Kuandika Memo	Kufika mwisho wa funzo mwanafunzi aweze; Kutambulisha aina mbalimbali za meme na kuandika ujumbe kwa kutumia meme	Maswali Majadiliano Kujibu maswali	Tarakilishi Rununu Nukilishi	Chem. UK 78 KLB BK4 UK 46-50
	5	Isimu Jamii Hadhi na chimbuko la lugha ya Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kuelewa hadhi ya lugha ya Kiswahili na chimbuko la lugha hii katika upwa wa pwani ya Afrika mashariki	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 9-21
	6	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na matumizi ya lugha	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
6	1	Kusikiliza na kuongea Methali na misemo	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi sahihi, kuelewa maana, methali zilizo sawa na zenye maaana kinzani	Majadiliano Kuuliza na kujibu maswali	Vinasa sauti Picha na michoro	Kamusi ya methali Kamusi ya misemo
	2	Kusoma kwa ufahamu Haki za binadamu	Kufika mwisho wa funzo mwanafunzi aweze; Matamshi sahihi, kuelewa maana, msamiati ili kuweza kujibu maswali ipasavyo	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 56-58
	3	Sarufi Viwakilishi	Kufika mwisho wa funzo mwanafunzi aweze; Aina za viwakilishi zitambulishwe na ziweze kutumika katika umoja na wingi ipasavyo katika mwasiliano	Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 17 KLB BK4 UK 58-60 Oxford BK4 UK
	4	Isimu Jamii Dhana ya lahaja za Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa dhana ya lahaja za Kiswahili, zinakotumika na lafudhi zake ipasavyo	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 27-32
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa ipasavyo	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
7	1	Kuandika Tahakiki	Kufika mwisho wa funzo mwanafunzi aweze; Utambuzi wa vipengele vya tahakiki na kuvitumia ipasavyo katika zoezi la kutahakiki taarifa	Kusikiliza Kuuliza maswali Kujadiliana	Tamthilia Riwaya Diwani ya ushairi na hadithi fupi	KLB BK4 UK 75-78 Rejea zote
	2-3	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui mbinu za kisanaa na wahusika katika hadithi fupi	Kujadiliana Kuuliza Kujibu maswali baada ya hadithi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
	4	Kusikiliza na kuongea Mafumbo	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha matamshi bora Kunoa akili Kumakinika katika ufumbuzi na utatuzi wa matatizo/mafumbo	Kushiriki katika ufumbuzi Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 71 KLB BK4 UK 79-81
	5	Fasihi simulizi Lakabu	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi bora Kuwa watambuzi na wachunguzi ili kuweza kuunda na kutumia lakabu ipasavyo	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na bango lenye picha	Chem. UK 60 KLB BK4 UK 79-81
	6	Kusoma Viwanda	Kufika mwisho wa funzo mwanafunzi aweze; Kusomakuimarisha matamshi bora na kuweza kuujua na kuutumia ipasavyo Kujibu maswali ipasavyo	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 84-88
8	1	Sarufi Viunganishi	Kufika mwisho wa funzo mwanafunzi aweze; Kuvitambua na kuvitumia kwa usahihi katika mazungumzo na pia kwenye sentensi ipasavyo	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Jedwali Vifaa halisi Picha na bango lenye picha	F.V Nkwera Sarufi na Fasihi Chem. UK 97 KLB BK4 UK 88-89
	2	Kusoma Wavuti	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa matamshi bora Kutambua maana ya wavuti na istilahi zake na kuzitumia ipasavyo	Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 89-91
	3	Kuandika Simu na Memo	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu kuhusu sehemu muhimu za simu, memo na kuzibainisha ili kuweza kudhihirisha matumizi yake ipasavyo katika mtungo	Kusikiliza Kuuliza na kujibu maswali Kutunga mtungo	Vifaa halisi Picha na bango lenye picha	Chem. UK 193 KLB BK4 UK 91-93 Mwongozo wa insha
	4	Isimu Jamii Usanifishaji wa Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa sababu na jinsi Kiswahili kilivyosanifishwa baada ya kumaizi maana ya usanifishaji Kujadiliana	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 33-37
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
9	1	Kusikiliza na kuongea Bungeni	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi bora Kustawisha mawasiliano na itifaki, aidha istilahi sahihi za bunge	Kusoma kwa sauti © Education Plus Agencies Kujadiliana Kufanya zoezi	Vifaa halisi Picha na michoro	Chem. UK 61 KLB BK4 UK 94-97
	2	Kusoma Kumbukumbu za mkutano	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa matamshi bora, kuelewa msamiati, kumudu kuandika kumbukumbu za mkutano ipasavyo	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Nakala za kumbukumbu za mkutano	Chem. UK 169 KLB BK4 UK 97-99
	3	Sarufi Vielezi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua aina mbalimbali za vielezi na kuvitumia katika sentensi na mawasiliano	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Chati ya vielezi Utendaji wa wanafunzi	Chem. UK 75-76 KLB BK4 UK 100-101 Nkwera 24-26
	4-6	LIKIZO FUPI
10	1-2	LIKIZO FUPI
	3	Kusoma Riwaya teule	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuelewa mambo yahusuyo riwaya, kujadili maudhui, kiini, wahusika na mbinu za kisanaa na za lugha	Kusoma Kujadiliana	Vitabu vya riwaya (hadithi)	Chem. UK 55, 65 KLB BK4 UK 102
	4	Isimu Jamii Maendeleo ya Kiswahili nchini Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili imepiga nchini Kenya ipasavyo	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 38-51
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
11	1	Sarufi Vihusishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vihusishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 108 KLB BK4 UK 110
	2	Sarufi Vivumishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vivumishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 108 KLB BK4 UK 110
	3	Isimi Jamii Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58
	4	Isimi Jamii Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
12	1	Kusoma Mashairi huru	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha tofauti ya mashairi, arudhi na huru Kuyachambua bila utatanishi	Kukariri shairi Kusikiliza Kuuliza na kujibu maswali	Makala ya majarida ya kiswahili	Chem. UK 113, 173 KLB BK4 UK 114 Tuki: Kamusi sanifu
	2	Kuandika Utungaji wa kisanii	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia kanuni za utunzi wa mashairi huru na kuweza kutunga mashairi mazuri	Kusikiliza Kuuliza maswali Kuweza kutunga mashairi mazuri yaliyo na maudhui	Mifano ya mashairi huru	Chem. UK 173 KLB BK4 UK 114 Mwongozo wa utunzi
	3	Sarufi Vihisishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vihisishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 213 KLB BK4 UK 110-111 Nkwera
	4	Kusikiliza na kuzungumza Mjadala	Kufika mwisho wa funzo mwanafunzi aweze; Mada ya mjadala Kuigiza mazungumzo na kuweza kuwasilisha hoja kwa ufasaha	Kujadiliana na kuelekezwa	Chati Mchoro na picha	KLB BK4 UK 115-117
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
13	1	Kusoma Utandawazi	Kufika mwisho wa funzo mwanafunzi aweze; Kukuza ustadi wa kuso,a kwa ufasaha Kujadili msamiati na kuutumia katika sentensi	Kusikiliza Kuuliza na kujibu maswali	Ramani ya ulimwengu Michoro na picha	Chem. UK 160 KLB BK4 UK 117-119 Tuki: Kamusi sanifu
	2	Sarufi Mwingiliano wa maneno	Kufika mwisho wa funzo mwanafunzi aweze; Kuyatambua maneno/istilahi ziundazo sentensi na kuzitumia ipasavyo kwa ufasaha	Kuitunga sentensi Kuuliza na kujibu maswali Kufanya zoezi	Chati na michoro	KLB BK4 UK 76-77
	3	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kushiriki katika kutoa mchango/hoja za kujibu swali lolote katika nyanja yoyote ya fasihi	Kujadiliana Kuuliza na kujibu maswali Kushiriki kujibu maswali	Vifaa halisi Picha na michoro	Maswali ya kudurusu ya riwaya, tamthilia, ushairi na hadithi fupi
	4	Ushairi Bahari/aina za ushairi	Kufika mwisho wa funzo mwanafunzi aweze; Kudfurusu kwa kukumbuka na kutaja ainana sifa za bahari hizi za ushairi Kuchambua ushairi ipasavyo na kutambulisha bahari yake	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Mashairi	E. Kezilahabi Kunga za Ushairi Malenga wa Ziwa kuu
	5-6	Isimu Jamii Changamoto zinazokabili Kiswahili nchini na mikakati ya kuimarisha	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha mikakati inayokikabili Kiswahili kwa sasa nchini Kenya Kujadiliana na pia kubainisha mikakati ya kuzitatua	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-55
14	1	Kusikiliza na kuzungumza Matamshi bora (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kutamka irabu na konsonanti vizuri ipasavyo na kuweza kuzitambulisha	Kutamka Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3
	2	Kusikiliza na kuzungumza Matamshi bora (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha ala za kutamkia, irabu zinakotamkwa hali kadhalika konsonanti Kutambulisha aina za konsonandi	Kutunga sentensi sahihi	Vifaa halisi Picha na michoro	Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3
	3	Sarufi Kuakifisha (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha alama za kuakifisha na kuweza kuzitumia ipasavyo katika maandishi	Kusikiliza Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. BK1 UK 20,37,69,92,131,138, 180,196 KLB BK1 UK 22-23
	4	Isimu Jamii Sajili katika muktadha isiyo rasmi	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza na kuelewa Kubainisha sajili na sifa za lugha ya nyumbani, hospitali, sokoni, mkahawani na mazungumzo ya kawaida	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 88-92
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
15		MITIHANI

Teachers' Resources

FARM TOOLS UPDATED AGRICULTURE NOTES PDF

October 5, 2025 Hillary Kangwana Leave a comment

FARM TOOLS AND EQUIPMENT

TOOL

A tool is any instrument held in the hand and used to do work

EQUIPMENT

This is something used for specific purpose

Why farmers use tools and equipment

To increase efficiency
To make farm operations easier
To minimize injuries
To enhance production

Precautions in handling tools and equipment

Proper maintenance
Proper use of tools
Proper storage
Use safety devices and clothing
Proper dressing
Skilful handling of tools

Categories of farm tools and equipment

Garden tools and equipment
Livestock production tools and equipment
Workshop tools and equipment
Plumbing tools and equipment
Masonry tools and equipment

Factors determining the choice of tools to use

The task to be performed
The tools efficiency
The level of knowledge and skill of user
Availability of the tools

General maintenance practices of farm tools

Sharpen the cutting edge
Grease the moving parts
Repair or replace worn out parts
Proper and safe storage
Clean after use
Tighten loose nut and bolts
Oil and paint before long storage

Reasons for maintaining farm tools and equipment

To increase lifespan / durability
To improve efficiency
To avoid injury
Reduce production cost

Teachers' Resources

FORM 3 BIOLOGY SCHEME OF WORK TERM 3

October 5, 2025 Hillary Kangwana

FORM 3 BIOLOGY SCHEME OF WORK TERM 3

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1	Opening and Revision
2	1	REPRODUCTION IN PLANTS AND ANIMALS	Fertilisation process.	By the end of the lesson, the learner should be able to: To explain the fertilisation process.	Discussion Drawing diagrams.	chart	KLB BK III. PP. 113-114
	2	REPRODUCTION IN PLANTS AND ANIMALS	Implantation.	By the end of the lesson, the learner should be able to: To define implantation. To define ectopic pregnancy.	Drawing illustrative diagrams. Discussion.	text book	KLB BK III. P. 114
	3-4	REPRODUCTION IN PLANTS AND ANIMALS	The placenta. Role of the placenta. Placental exchanges.	By the end of the lesson, the learner should be able to: To describe the formation of the placenta and the structure of the placenta. To state and explain the role of the placenta. To identify substances allowed / not allowed to pass through the placenta	Exposition and discussion. Exposition and discussion. Drawing diagrams showing placental exchanges. Detailed discussion.	Chart- The placenta. text book	KLB BK III. P. 115 KLB BK III. P. 116
	5	REPRODUCTION IN PLANTS AND ANIMALS	Pregnancy and hormones.	By the end of the lesson, the learner should be able to: To identify functions of human oestrogen and progestrone during pregnancy.	Tabulate functional differences.	text book
3	1	REPRODUCTION IN PLANTS AND ANIMALS	Abortion, miscarriage, birth.	By the end of the lesson, the learner should be able to: To describe processes of abortion, miscarriage and birth.	Q/A: To elicit students responses on related issues.	text book	KLB BK III. PP. 117-119
	2	REPRODUCTION IN PLANTS AND ANIMALS	Lactation and parental care.	By the end of the lesson, the learner should be able to: To explain the role of oxytocin in milk let down. To draw and label mammary glands.	Discussion Drawing and labelling mammary glands.	Wall- charts mammary glands.	KLB BK III. P. 120
	3-4	REPRODUCTION IN PLANTS AND ANIMALS	Secondary sexual characteristics. The menstrual cycle.	By the end of the lesson, the learner should be able to: To state secondary sexual characteristics in males and females. To explain the role of hormones in the menstrual cycle.	Detailed discussion.	text book Chart- Phases of human menstrual cycle.	KLB BK III. P. 121
	5	REPRODUCTION IN PLANTS AND ANIMALS	28-day menstrual cycle.	By the end of the lesson, the learner should be able to: To represent hormonal levels on a 28-day chart.	Open discussion. Interpreting illustrative charts.	chart	KLB BK III. PP. 122-123
4	1	REPRODUCTION IN PLANTS AND ANIMALS	Menopause, infertility and emerging issues.	By the end of the lesson, the learner should be able to: To describe hormonal changes at menopause. To discuss emerging issues related to infertility and menopause.	Open discussion.	text book	KLB BK III. P. 123
	2	REPRODUCTION IN PLANTS AND ANIMALS	Menopause, infertility and emerging issues.	By the end of the lesson, the learner should be able to: To describe hormonal changes at menopause. To discuss emerging issues related to infertility and menopause.	Open discussion.	text book	KLB BK III. P. 123
	3-4	REPRODUCTION IN PLANTS AND ANIMALS	Sexually Transmitted Infections & HIV/AIDS.	By the end of the lesson, the learner should be able to: To identify the symptoms of STIs. To explain the mode of transmission of STIs / AIDS and discuss methods of control. To differentiate between HIV and AIDS.	Detailed discussion. Q/A: Distinction and relationship between HIV and AIDS.	Chart- STIs causal agents, symptoms, prevention and control measures.	PP. 123-125
	5	GROWTH & DEVELOPMENT.	The concepts of growth and development.	By the end of the lesson, the learner should be able to: To distinguish growth from development.	Q/A: Aspects that occur during growth. Detailed discussion of growth and development.	text book	KLB BK III. P. 134
5	1	GROWTH & DEVELOPMENT.	Measurement of growth.	By the end of the lesson, the learner should be able to: To identify aspects that indicate growth of an organism. Sketch a growth curve.	Discuss growth aspects-height, weight and volume.	text book	KLB BK III. P. 134
	2	GROWTH & DEVELOPMENT.	Growth phases.	By the end of the lesson, the learner should be able to: To describe lag and decelerating phases of growth.	Students will have collected data, e.g. height of shoots of different ages. Teacher assists students to draw growth curves. Discussion- phases of growth.	Shoots of known ages.	KLB BK III. P. 135
	3-4	GROWTH & DEVELOPMENT.	Growth phases.	By the end of the lesson, the learner should be able to: To describe lag and decelerating phases of growth.	Students will have collected data, e.g. height of shoots of different ages. Teacher assists students to draw growth curves. Discussion- phases of growth.	Shoots of known ages.	KLB BK III. P. 135
	5	GROWTH & DEVELOPMENT.	Intermittent growth curve.	By the end of the lesson, the learner should be able to: Explain growth curve showing intermittent growth.	Q/A: life cycles of insects. Exposition and detailed discussion.	chart	KLB BK III. P. 135
6	1	GROWTH & DEVELOPMENT.	Structure of the seed.	By the end of the lesson, the learner should be able to: To draw and label a typical seed. To state the functions of the parts of a seed.	Students examine external structure of bean seeds and maize seeds. Teacher assists them to identify the parts of the seeds. Drawing and labeling the seeds.	Specimens of maize and bean seeds.	KLB BK III. P. 136
	2	GROWTH & DEVELOPMENT.	Longitudinal sections of monocots and dicots.	By the end of the lesson, the learner should be able to: To identify structural differences between monocots and dicots.	Obtain longitudinal section of the seeds. Identify structural differences of the specimens. Carry out iodine tests. Explain the observations.	Hand lens Maize and bean seeds. Iodine Scalpels.	KLB BK III. P. 136
	3-4	GROWTH & DEVELOPMENT.	Dormancy in seeds. Seed germination.	By the end of the lesson, the learner should be able to: To define seed dormancy. To explain factors that cause dormancy and ways of breaking dormancy. To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination.	Detailed discussion. Observe previously prepared specimens. Discuss the observations.	video Seeds Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution.	KLB BK III. P. 137 KLB BK III. P 140.
	5	GROWTH & DEVELOPMENT.	Seed germination.	By the end of the lesson, the learner should be able to: To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination.	Observe previously prepared specimens. Discuss the observations.	Seeds Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution.	KLB BK III. P 140.
7	1	GROWTH & DEVELOPMENT.	Epigeal germination.	By the end of the lesson, the learner should be able to: To differentiate between epigeal and hypogeal germination. To describe epigeal germination.	Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing comparative diagrams.	Specimens of germinating bean/castor seed at different phases of germination.	KLB BK III. P. 141
	2	GROWTH & DEVELOPMENT.	Hypogeal germination.	By the end of the lesson, the learner should be able to: To describe hypogeal germination.	Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing diagrams.	Specimens of germinating maize seed at different phases of germination.	KLB BK III. P. 141
	3-4	GROWTH & DEVELOPMENT.	Primary growth of a seedling. Region of growth in a root.	By the end of the lesson, the learner should be able to: To describe primary growth of a seedling. To determine the region of growth in a root.	Brief discussion. Group experiments- Observe previously prepared specimens to determine regions of growth. Discuss observations made. Draw relevant diagrams.	Germinating bean seeds Cork pin Beaker Indian ink Blotting paper Ruler.	KLB BK III. P 143 KLB BK III. P. 144
	5	GROWTH & DEVELOPMENT.	Apical meristems.	By the end of the lesson, the learner should be able to: To draw and label longitudinal and transverse sections of apical meristems.	Drawing and labelling transverse sections of apical meristems.	Charts- Apical meristems.	KLB BK III. P. 144
8	1	GROWTH & DEVELOPMENT.	Secondary growth.	By the end of the lesson, the learner should be able to: To describe secondary growth of plants.	Detailed discussion.	text book	KLB BK III. PP. 145-146
	2	GROWTH & DEVELOPMENT.	Growth hormones.	By the end of the lesson, the learner should be able to: To explain role of hormones in growth of plants.	Discuss the role of IAA, gibberellins, cytokinins, and abscisic acid e.t.c, in plant growth.	text book	KLB BK III. P. 147
	3-4	GROWTH & DEVELOPMENT.	Apical dominance. Growth and development in insects.	By the end of the lesson, the learner should be able to: To explain the role of auxins in apical dominance. To differentiate between complete and incomplete metamorphosis.	Probing questions leading to definition and explanation of apical dominance. Q/A: Features of complete and incomplete metamorphosis of insects.	Shoot with lateral growth. chart	KLB BK III. PP. 147-148. KLB BK III. PP.148-14.9
	5	GROWTH & DEVELOPMENT.	Role of hormones in insect growth.	By the end of the lesson, the learner should be able to: To identify hormones that promotes insect growth.	Exposition and explanations.	text book	KLB BK III. PP. 148-149.
9	End Term Exams/Closing

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Grade 7 Latest Exam Papers with Answers

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Performing Arts Grade 7 CBC Free Schemes of Work

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PERFORMING ARTS

GRADE 7 SCHEMES OF WORK

NAME OF THE TEACHER SCHOOL YEAR III TERM

Ref used:

Grade 7 Performing arts curriculum Design

MTP Grade 7 Performing Arts Teachers Guide

MTP Grade 7 Performing Arts Learners Book

Week	LSN	STRAND	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Ref
1	1	PERFORMING	Verse – Persona’s point of view	By the end of the lesson the learner should be able to: Knowledge a) discuss how a persona’s point of view expresses meaning in a verse Skill b) rehearse the verse to internalize the persona. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • read the verse script to brainstorm, with other learners, the meaning conveyed by the persona’s view • rehearse the verse to internalize the persona’s message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 129-131* *MTP Performing Arts P.b pg. 130*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	2		Verse – using voice techniques in a performance	By the end of the lesson the learner should be able to: Knowledge a) state the persona’s point of view. Skill b) perform a verse using voice techniques to convey the intended message. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • perform a verse before an audience while employing the use of voice, body and movement to deliver the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 131-132* *MTP Performing Arts P.b pg. 130-131*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	3		Verse – Using body and space appropriately in a performance	By the end of the lesson the learner should be able to: Knowledge a) state ways in which verse performance express issues in the society. Skill b) use body and space appropriately in performing a verse to convey the intended message. Attitude c) Develop curiosity in defining the persona point of view.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • perform a verse before an audience while employing the use of voice, body and movement to deliver the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 132-133* *MTP Performing Arts P.b pg. 131-133*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
2	1		Verse – appreciating verse performance	By the end of the lesson the learner should be able to: Knowledge a) list ways we can make presentation of a verse interesting and memorable. Skill b) Watch a video clip on verse performance features. Attitude c) appreciate the use of poetic language, voice, paralinguistic features and stage movements as complementary elements in verse performance.	1. How do we use verse performance to express issues in society? 2. How do we make the presentation of a verse interesting and memorable?	The learner is guided to: • watch live or recorded verse performances to identify performance features • reflect on individual performance based on appraisal from other learners.	Exercise books ICT devices Observation checklists Portfolio Anecdotal record *MTP Performing Arts T.G pg. 133-134* *MTP Performing Arts P.b pg. 134*	Oral presentations Written tests Question and answer Assignments Participatory assessment Peer assessment
	2		Skit –describing a scenario for a skit	By the end of the lesson the learner should be able to: Knowledge a) describe a scenario on a selected theme on a pertinent and contemporary issue Skill b) audition and cast appropriately for the skit. Attitude c) appreciate the use of skit in addressing pertinent issues in society.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • research and create a scenario, in a group, based on a contemporary issue such gender education, animal welfare education • watch a live or recorded performance and is guided to execute plot • examine a given scenario of a skit, identify and take up a role, in a group	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 134-138* *MTP Performing Arts P.b pg. 133-135*	Oral presentations Written tests Work reports
	3		Skit – interpreting milestones and performing in a skit	By the end of the lesson the learner should be able to: Knowledge a) define milestones in a skit. Skill b) interpret milestones and perform a devised skit, in groups. Attitude c) appreciate the use of skit in addressing pertinent issues in society.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • perform a skit on a pertinent issue in the society before an audience in the school and the community	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 134-138* *MTP Performing Arts P.b pg. 133-135*	Oral presentations Written tests Work reports
3	1		Skit – manipulating voice, body and space to deliver a skit	By the end of the lesson the learner should be able to: Knowledge a) identify the role of props and costumes. Skill b) manipulate voice, body and space to effectively deliver a message using a skit Attitude c) appreciate the use of skit in addressing pertinent issues in society.	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • rehearse the skit focusing on character development through use of voice, body and space	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 140-141* *MTP Performing Arts P.b pg. 137-138*	Oral presentations Written tests Work reports
	2		Skit –use of props, costumes and make up in a skit	By the end of the lesson the learner should be able to: Knowledge a) identify the role of props and costumes in a play. Skill b) use props, costume and makeup to enhance performance of a skit on a given theme. Attitude c) appreciate the use of skit in addressing pertinent issues in society. Project a) stage a five-minute skit in class/school	1. How do we present a skit on stage? 2. How do we role-play a character on stage? 3. What role do props and costumes play to enhance the performance of a skit?	The learner is guided to: • use appropriate costumes and props in performance *Project Task:* • script a skit based on a pertinent and contemporary issue in society • cast for the skit • rehearse the skit • design and collect costume and props for the skit • stage a full presentation of the skit in class • get feedback from the class.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 141-144* *MTP Performing Arts P.b pg. 138-140*	Oral presentations Written tests Work reports
	3	CRITICAL APPRECIATION	Kenyan Folk Music – medium of performance in Kenyan folk music	By the end of the lesson the learner should be able to: Knowledge a) identify the medium of performance in a Kenyan folk music performance. Skill b) listen to Kenyan folk music and identify its components Attitude c) appreciate different cultures through analyzing folk music from diverse Kenyan communities.	1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?	The learner is guided to: • watch videos or live performances of Kenyan folk music and is guided to identify the medium of performance (vocal and/or vocal and instrumental) • watch videos or live performances and identify the components in the folk music (performers, songs, instruments/voice, costumes and props, dance movements)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 145-150* *MTP Performing Arts P.b pg. 141-144*	Oral presentations Written tests Work reports
4	1		Messages and values in Kenyan folk music performance	By the end of the lesson the learner should be able to: Knowledge a) discuss the messages and values in Kenyan folk music performances b) describe the style of performance in Kenyan folk music using appropriate terminology. Skill c) express personal feelings towards Kenyan folk music experienced from performances Attitude d) appreciate different cultures through analyzing folk music from diverse Kenyan communities.	1. What values can one acquire from folk music in Kenya?2. How are different styles of performance applied in Kenyan folk music?3. How do different performance media enrich folk music?	The learner is guided to: • individually and in groups discuss messages and values portrayed in Kenyan folk music • discuss the styles of traditional performance ( solo, solo-response and choral) • discuss personal feelings, mood and attitudes experienced from folk performances watched or listened to • analyze Kenyan folk music performances within the community and on mass media.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 151-153* *MTP Performing Arts P.b pg. 145-147*	Oral presentations Written tests Work reports
	2		Kenyan Folk dance – components of Kenyan folk dance performance	By the end of the lesson the learner should be able to: Knowledge a) analyze the components of a Kenyan folk dance performance Skill b) examine the messages and values in a Kenyan folk dance performance. Attitude c) appreciate analyzing folk dance from diverse Kenyan communities.	1. What constitutes a folk dance? 2. How can a dance be used as a medium of communication? 3. What should one consider in analyzing a Kenyan folk dance?	The learner is guided to: • watch live or recorded performances of Kenyan folk dances for general appreciation • listen to or watch performances, pick out and discuss distinct components of a Kenyan folk dance; song, ornamentation, instrumental accompaniment, costumes and décor, props and artifacts, dance steps, formations and patterns, transitions, audience, division of roles	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 154-156* *MTP Performing Arts P.b pg. 149-150*	Oral presentations Written tests Work reports
	3		Analyzing folk dance from diverse Kenyan communities	By the end of the lesson the learner should be able to: Knowledge a) Outline the main events in a Kenyan folk dance performance. Skill b) critique a Kenyan folk dance using a given criterion. Attitude c) appreciate analyzing folk dance from diverse Kenyan communities.	1. What constitutes a folk dance? 2. How can a dance be used as a medium of communication? 3. What should one consider in analyzing a Kenyan folk dance?	The learner is guided to: • watch live or recorded dance performances and discuss messages and values in a Kenyan folk dance • write a summary of events (plot) in a Kenyan folk dance performance individually and in groups • critique recorded or live performances of Kenyan folk dances from various communities using a given criteria	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 157-159* *MTP Performing Arts P.b pg. 150-151*	Oral presentations Written tests Work reports
5	1		Narrative – themes addressed in the script and performance of a narrative.	By the end of the lesson the learner should be able to: Knowledge & skill a) identify and illustrate the theme addressed in the script and performance of a narrative b) identify the various narration techniques used in the narration process and state their effectiveness in the narration process Attitude c) appreciate the narrative as a tool of addressing contemporary issues in society.	1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?	The learner is guided to: • stage live performance of a narrative on guided themes • evaluate others’ performance in groups or pairs • identify and discuss how pertinent issues in society are highlighted through performance of narratives	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 159-163* *MTP Performing Arts P.b pg. 151-154*	Oral presentations Written tests Work reports
	2		Use of body, voice and space aids to effectively communicate the intended message	By the end of the lesson the learner should be able to: Knowledge a) explain how the use of body, voice and space aids to effectively communicate the intended message. Skill b) demonstrate the use of body, voice and space. Attitude c) appreciate the narrative as a tool of addressing contemporary issues in society.	1. How can pertinent issues in society be addressed in narratives?2. How does character development in narratives mirror the society?	The learner is guided to: • watch live performances of narrative to identify and discuss the various performance elements; body, space, voice, message, storyline and narration style • discuss the role of the audience in the narration process	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 163-164* *MTP Performing Arts P.b pg. 154-156*	Oral presentations Written tests Work reports
	3		Use of costumes and props to enhance communication in a narrative	By the end of the lesson the learner should be able to: Knowledge a) explain the role of the costumes and props in a narrative Skill b) Demonstrate the use of costume and props enhances communication in narrative Attitude c) appreciate the narrative as a tool of addressing contemporary issues in society.	3. What attributes define an effective narrator?4. What is the role of costume and decor in the narration process?	The learner is guided to: • visit a performing gallery nearby and participate in watching and critiquing the narrative performances • discuss how props and costume enhance communication in the narration process in groups or pairs	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 165-167* *MTP Performing Arts P.b pg. 156-158*	Oral presentations Written tests Work reports
6	1		Verse –criteria for evaluating a verse performance	By the end of the lesson the learner should be able to: Knowledge a) examine the criteria for evaluating a verse performance Skill b) watch a video clip on verse performance. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • research on the criteria for evaluating a verse; body, voice, movement, theme, poetic language • watch live or recorded performances of verse while paying attention to key events in the verse • constructively evaluate verse performances with a view to suggesting improvements	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 168-170* *MTP Performing Arts P.b pg. 158-159*	Oral presentations Written tests Work reports
	2		Examine main characters and events in verse	By the end of the lesson the learner should be able to: Knowledge a) examine main characters and events in a verse. Skill b) comment on the significance of the values promoted in verse Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • analyze, in groups, traits of characters presented in the verse and relate them to own experiences	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 171* *MTP Performing Arts P.b pg. 159-160*	Oral presentations Written tests Work reports
	3		Use of body, voice and space in a verse	By the end of the lesson the learner should be able to: Knowledge a) state the meaning of a verse. Skill b) analyze the use of body, voice and space to effectively communicate topical concerns in verse. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • present orally and in writing own or group appraisal of a performance • relate stage conflicts and resolutions in a verse to real life situations.	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 171* *MTP Performing Arts P.b pg. 160*	Oral presentations Written tests Work reports
7	1		Using verse to communicate issues in society	By the end of the lesson the learner should be able to: Knowledge a) analyze the use of body, voice and space to effectively communicate topical concerns in verse. Skill b) demonstrate the use of a verse to communicate issues in the society. Attitude c) appreciate the use of verse to communicate issues in society.	1. What does one look for when evaluating a verse?2. What is the role of verse in shaping the learner’s perspective in society?	The learner is guided to: • brainstorm with others how the various performance elements combine to aid delivery of the message	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 172* *MTP Performing Arts P.b pg. 161*	Oral presentations Written tests Work reports
	2		Skit – use of the plot to communicate the message in a skit	By the end of the lesson, the learner should be able to: Knowledge a) discuss how character development is achieved in a skit Skill b) examine how plot is used to communicate the intended message in a skit. Attitude c) appreciate the role of the skit in society	1. How is plot used in communicating a message in a skit? 2. How is a character developed in a skit?	The learner is guided to: • watch live or recorded performances of skits and discusses how the various elements aid in communicating the intended message (scenario, storyline, milestones, plot, conflict, characterization, language, improvisation, use of voice and body)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 173-176* *MTP Performing Arts P.b pg. 162-164*	Oral presentations Written tests Work reports
	3		How themes in a skit can help address moral issues	By the end of the lesson, the learner should be able to: Knowledge a) evaluate how thematic concerns in a skit can help addresses moral issues Skill b) analyze how body, voice and space can effectively be used to communicate messages in a skit. Attitude c) appreciate the role of the skit in society	3. How do themes addressed in skits shape moral issues in society?	The learner is guided to: • watch live or recorded performances of skits and discusses how the various elements aid in communicating the intended message (scenario, storyline, milestones, plot, conflict, characterization, language, improvisation, use of voice and body)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 177* *MTP Performing Arts P.b pg. 164-165*	Oral presentations Written tests Work reports
8	1		Role of costumes and make up in depicting characters in a skit	By the end of the lesson, the learner should be able to: Knowledge a) state the role of skit in addressing issues in the society. Skill b) examine the role of costume and make-up in depicting the intended characters in a skit. Attitude c) appreciate the role of the skit in society	4. In what ways can body, voice and space be used to communicate in a skit? 5. What is the role of costume and makeup in a skit?	The learner is guided to: • evaluate performances by others to appraise qualities of a good performance. (storyline, acting, language and style, costume and make-up, props, use of space)	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 178-179* *MTP Performing Arts P.b pg. 165-167*	Oral presentations Written tests Work reports
	2	PERFORMING ART IN SOCIETY	Performing arts in society – social and economic role of performing arts	By the end of the lesson, the learner should be able to: Knowledge a) discuss the social and economic role of Performing Arts in Society. Skill b) watch a video on songs, dances, narratives and skit to identify economic and social roles of P.A in society. Attitude d) appreciate the place of Performing Arts in society	1. Why do we need Performing Arts in society?	The learner is guided to: • watch live or recorded songs, dances, verses, narratives and skits to identify the social and economic roles of Performing Arts in society • in groups research in the community and in the digital space and reports on the role of Performing Arts in society	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 181-184* *MTP Performing Arts P.b pg. 168-169*	Oral presentations Written tests Work reports
	2		Performing arts platform	By the end of the lesson, the learner should be able to: Knowledge a) state the social and economic roles of PA in the society Skill b) utilize the Performing Arts platforms and contexts in furthering the role of Performing Arts in society. Attitude c) appreciate the place of Performing Arts in society	2. How can Performing Arts products be availed to the wider society?	The learner is guided to: • participate in festivals, celebrations, ceremonies and talent fairs within and without the school to exhibit or illustrate the place of Performing Arts in society • discuss how Performing Arts can be utilized to address societal issues such as: peace, integrity	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 184-185* *MTP Performing Arts P.b pg. 169-170*	Oral presentations Written tests Work reports
	3		Applying lessons learnt in performing arts	By the end of the lesson, the learner should be able to: Knowledge a) identify lesson leant from performing arts. Skill b) apply lessons learnt in Performing Arts to real life situations. Attitude c) appreciate the place of Performing Arts in society	3. How can lessons learnt in Performing Arts be applied in real life situations?	The learner is guided to: • discuss lessons learnt from Performing Arts and identify	Exercise books ICT devices Observation checklists Portfolio Anecdotal records Internet connectivity *MTP Performing Arts T.G pg. 185-186* *MTP Performing Arts P.b pg. 170-171*	Oral presentations Written tests Work reports
9	1-3	END YEAR ASSESSMENT/CLOSING.

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FRENCH SCHEMES OF WORK FORM 2 TERM 1-3

October 5, 2025 Hillary Kangwana Leave a comment

PROGRAMME DE TRAVAIL DE FRANÇAIS

FORME 2 : TROISIEME TRIMESTRE

SEM	LÇN	TITRE	OBJECTIFS	ACTIVITES D’APPRENDRE	REFERENCE	REMARQUES
1	1 2 3	DEMANDER A QUELQU’ UN CE QU’IL VEUT. DIRE CE QU’ON VEUT EXPRIMER LA QUANTITE	A la fin de la semaine, l’apprenant doit être capable de: -conjuguer le verbe “VOULOIR” au présent de l’indicatif et au passé composé dans la forme ordinaire et polie. -demander à quelqu’un ce qu’il veut. -dire ce qu’on veut en utilisant le verbe ‘vouloir’. -utiliser “s’il te plait” et “s’il vous plait” avec le verbe ‘vouloir’. -exprimer la quantité en utilisant les expressions comme; un kilo de…., deux litres de…, un paquet de…, cinq mètres de…, trois bouteilles de…, e.t.c -poser et repondre aux questions.	-Actes de parole -jeux de role -dialogue -communication -lecture/écrire -phonétique -exploitation de vocabulaire -l’écoute -exercices	-Parlons français 2 -Entre copains 2 -Au sommet 2
2	1 2 3	LE PRONOM PARTITIF “EN” LE PRONOM ADVERBIAL “EN” DEMANDER ET DIRE LE PRIX.	A la fin de la semaine, l’apprenant doit être capable de: -utiliser le pronom ‘en’ pour remplacer les noms précédés par les articles partitifs: de, du, de la, de l’, d’, des. ex: du riz, de la viande, de l’huile, e.t.c -utiliser le pronom ‘en’ pour remplacer les noms de places précédé par les articles partitifs. ex: de la France, de Nairobi, du cinéma, e.t.c -utiliser le pronom ‘en’ pour remplacer les noms précédés par: “un et une.” -maitriser la position correcte du pronom dans une phrase au temps présent, passé composé et futur proche. -maitriser la position du pronom dans une phrase affirmative et négative. -demander et dire le prix de quelque chose. -poser et répondre aux questions.		-Parlons français 2 -Entre copains 2 -Au sommet 2
3	1 2 3	LES ADJECTIFS INTERROGATIFS. LES ADJECTIFS DEMONSTRATIFS DEMANDER ET DONNER SON AVIS	A la fin de la semaine, l’apprenant doit être capable de: -demander des précisions en utilisant les adjectifs interrogatifs: lequel, laquelle, lesquels, lesquelles. -utiliser les adjectifs démonstratifs: “celui-ci/la, ceux-ci/la, celle-ci/la, celles-ci/la” pour donner des précisions. -demander et donner un avis ou opinion en utilisant les mots et expressions différentes. -maitriser les expressions utilisées pour exprimer une opinion. -poser et répondre aux questions.	-Actes de parole -jeux de role -dialogue -communication -lecture/écrire -phonétique -exploitation de vocabulaire -l’écoute -exercices	-Parlons français 2 -Entre copains 2 -Au sommet 2
4	1 2 3	LE COMPARATIF ET LE SUPERLATIF CONJUGAISON DEMANDER A QUELQU’ UN CE QU’IL VEUT FAIRE EXPRIMER UN SOUHAIT	A la fin de la semaine, l’apprenant doit être capable de: -utiliser: “plus, moins, aussi plus, aussi moins, le/la plus, le/la moins e.t.c pour faire la comparaison. -conjuguer les verbes “vouloir, aimer, et souhaiter” au présent, au passé et au conditionnel. -demander et dire à quelqu’un ce qu’on veut faire en utilisant les verbes “vouloir, aimer, souhaiter” -exprimer un souhait à quelqu’un. -poser et répondre aux questions.
5	1 2 3	POUR + VERBE A L’INFINITIF VERBES SUIVIS PAR L’INFINITIF. L’INTERROGATION NEGATIVE/LA REPONSE POSITIVE	A la fin de la semaine, l’apprenant doit être capable de: -inventer des phrases en utilisant pour + l’infinitif. -comprendre l’usage de pour + l’infinitif. -identifier et conjuguer les verbes suivis par l’infinitif au présent. ex: aimer, devoir, falloir, préferer, e.t.c -inventer des phrases avec les verbes suivis par l’infinitif. -utiliser les verbes suivis par l’infinitif avec les verbes pronominaux. -utiliser “si” pour donner la reponse positive à la question dans la forme négative. ex: -Tu ne parles pas français? Si, je le parle. -poser et repondre aux questions.	-Actes de parole -jeux de rôle -dialogue -communication -lecture/écrire -phonétique -exploitation de vocabulaire -l’écoute -exercices	-Parlons français 2 -Entre copains 2 -Au sommet 2
6	1 2 3	DEMANDER ET EXPRIMER L’APPARTENANCE LES LEGUMES LES FRUITS	A la fin de la semaine, l’apprenant doit être capable de: -demander et exprimer l’appartenance en utilisant les adjectifs possessifs. ex: mon, ton, notre, à moi, à lui, leur, à nous, son, sa, votre, notre…. e.t.c -identifier quelques légumes. -parler de légumes ex: quelle légumes aimes-tu? -identifier quelques fruits. -parler de fruits ex: quel fruit aimes-tu? -poser et répondre aux questions.
7	1 2 3	LES VETEMENTS LES REPAS LES MAGASINS ET LES BIENS.	A la fin de la semaine, l’apprenant doit être capable de: -identifier quelques types de vêtements. -parler de vêtements. -identifier quelques types de repas au Kenya et en France. -parler de repas. -identifier quelques types de magasins et les biens y vendus -parler de magasins. -poser et répondre aux questions.
8	1 2 3	LES ANIMAUX LES OISEAUX LES VERBES EN “–RE”	A la fin de la semaine, l’apprenant doit être capable de: -identifier quelques animaux communs: domestiques et sauvages. -parler des animaux. -identifier quelques oiseaux. -parler des oiseaux. -conjuguer quelques verbes se terminant en “-RE” au présent et au passé. (conduire, prendre, vendre, attendre, rendre, entendre e.t.c ) -inventer quelques phrases en utilisant les verbes. -poser et répondre aux questions.	-Actes de parole -jeux de role -dialogue -communication -lecture/écrire -phonétique -exploitation de vocabulaire -l’écoute -exercices	-Parlons français 2 -Entre copains 2 -Au sommet 2
9	1 2 3	LE PLURIEL DES NOMS IRREGULIERS. LES PRONOMS IMPERSONNELS LES EXPRESSIONS DE QUANTITE	A la fin de la semaine, l’apprenant doit être capable de: -écrire les noms irréguliers au pluriel. ex: seau – seaux, journal – journaux e.t.c -demander et repondre aux questions en utilisant les pronoms impersonnels: quelque chose, quelqu’un, tout le monde. -écrire des phrases. -identifier et former des phrases en utilisant les expressions de quantité comme: trop de, beaucoup de, plus de, peu de, moins de, assez de, aussi plus de, aussi moins de, e.t.c -poser et répondre aux questions.
10	1 2 3	L’ORDINATEUR ET LE VOCABULAIRE LA MONNAIE/L’ARGENT CONSEILLER QUELQU’UN	A la fin de la semaine, l’apprenant doit être capable de: -identifier quelques vocabulaires d’ordinateur et internet -savoir comment envoyer un email. -parler brièvement d’ordinateur/internet. -identifier quelques monnaies différents ex: euro, francs.. -parler de la monnaie/argent. -conseiller quelqu’un/donner un conseil à quelqu’un. -poser et répondre aux questions.	-Actes de parole -jeux de role -dialogue -communication -lecture/écrire -phonétique -exploitation de vocabulaire -l’écoute -exercices	-Parlons français 2 -Entre copains 2 -Au sommet 2
11	1 2 3	LES PREPOSITIONS ADVERBIALES LES EXPRESSIONS AVEC “FAIRE” PRONOMS DEMONSTRATIFS.	A la fin de la semaine, l’apprenant doit être capable de: -utiliser les prépositions adverbiales, ‘presque et environ’ dans les phrases. -inventer des phrases avec les expressions comme; faire le ménage, faire la cuisine, faire la lessive, faire un gâteau, faire les courses e.t.c -utiliser les pronoms démonstratifs: “celui, ceux, celle, celles” dans les phrases. -poser et répondre aux questions.
12, 13		EXAMENS	EXAMENS DE LA FIN DE TRIMESTRE

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HOME SCIENCE SCHEMES OF WORK FORM 1-4 (EDITABLE)

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HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	TEACHING AID	TEACHING ACTIVITY	REFERENCE	REMARKS
4	1-4	REPORTING	AND ORIENTATION
5	1-2	Introduction to Home science -Definition -Importance	By the end of the lesson, the learner should be able to Define home science Explain the importance of home science to: An individual Community Nation	Charts Books Writing materials	Teacher-pupil discussion -Note taking	KLB F1 page 1
	3-4	Personal hygiene definition good grooming care of the body the skin.	By the end of the lesson, the learner should be able to Define personal hygiene Explain good grooming Draw and label the structure of the human skin Explain the functions of different parts of the skin	Charts Books Writing materials	Identification using chart Discussions Note taking	KLB F1 pg 6
6	1-2	Care of different parts of the body face hands and nails eyes feet	By the end of the lesson, the learner should be able to Explain the care of hair, face, hands and nails, feet and eyes.	Books Writing materials	Teacher/pupil discussion note taking	KLB F1 pg 10
	3-4	Care of the teeth structure of the tooth care of the teeth	By the end of the lesson the learner should be able to draw and label the structure of the tooth state dental rules	Chart on structure books writing materials	Demonstrations Teacher pupil discussions -note taking -drawing	KLB F1 pg 13
7	1-2	Enhancing personal appearance care of personal items handkerchiefs combs and hair brushes towels	State ways of enhancing personal appearance -Explain the care of handkerchiefs, towels, combs and hair brushes	Assorted items books writing materials	-Note taking -demonstrations	KLB F1 pg 16
	3-4	Figure types care of shoes leather canvas care of clothes	Explain the care of clothes and shoes Identify figure types	Pictures books	Discussion -Note taking	KLB BK 1 pg 20
8	1-2	Choice and use of clothes and accessories factors to note	By the end of the lesson learners should be able to State factors in choice of clothes and accessories Identify own figure type-	Learners pair up and identify partner’s figure type	Other learners pictures	H/science F1 KLB pg19
	3-4	Cosmetics types choice use misuse	By the end of the lesson, the learner should be able to Identify various types and examples of cosmetics Explain choice and use and misuse of cosmetics	Identification of assorted cosmetics discussions	Assorted cosmetics books	H/science F1 by KLB pg 23
9	1-2	Adolescence changes in adolescence o physical changes in boys and girls	By the end of the lesson, the learner should be able to o State changes that occur to boys and girls during adolescence	Group discussions	Books chalks B.B	H/science F1 pg 24
	3-4	Emotional changes social changes Safety in the home and first aid common accidents common causes of accidents	By the end of the lesson, the learner should be able to identify common accidents in the home State common causes of accidents	Teacher-pupil discussions	Text books Chalk board -B.B	H/science by EAEP pg 26
10	1-2	First aid definition contents of a first aid kit and their uses	By the end of the lesson, the learner should be able to Define first aid Assemble a first aid kit	Assembling of a first aid kit	Contents of a first aid kit -empty box	H/science by EAEP pg 26
	3-4	Common accidents, their first aid prevention. burns and scalds cuts and bruises suffocation	Explain the cause, prevention and first aid for: Burns and scalds Cuts and bruises Suffocation	· Demonstrations · Group practical	· First aid kit	H/science KLB PG 28
11	1-2 3-4	choking fracture shock fainting	By the end of the lesson, the learner should be able to state causes, prevention and first aid for choking, fractures, shock and fainting	· Demonstration · practice in groups · -discussions	· First aid box · books	H/science pg 30
12	1-2	Foreign bodies in the eyes, ears and nose	By the end of the lesson, the learner should be able to Explain first aid for entry of foreign bodies into the eye, ear and nose.	Discussions practice in groups	· First aid box	Focus on H/science pg 35
	3-4	· Nose bleeding drowning insect sting and bites	By the end of the lesson, the learner should be able to Explain first aid and prevention of nose bleeding, drowning insect stings and bites	Practice in groups discussions	· First aid box	Focus F2 pg 37
13	1-2	Medicine use misuse	By the end off the lesson, the learner should be able to explain the correct way to use medicine explain ways in which medicine is misused and abused.	· Teacher-pupil discussion	· Assorted medicine and drugs · -text books	KLB pg 50-51
	3-4	Housing the family Types of houses essential areas and their placement methods of providing shelter -actors to consider	By the end of the lesson, the learner should be able to Name types of houses explain the essential areas in a house state factors to consider	Practical identification in the compound/vicinity discussions	Pictures compound and environs books	Focus H/science pg 59
14	1-2 3-4	Bonding advantages disadvantages room interrelationship buying renting	By the end of the lesson, the learner should be able to State advantage s and disadvantages of renting, building and buying shelter. explain room inter relationship in a house	Discussion study examples of house plans draw house plans	Pictures, text books, chalk, B.B	Focus on H/science pg 55
	EXAMINATIONS AND REVISION

HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1
WK	LESSON	TOPIC/SUBTOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	TEACHING AID	REFERENC(S)	REMARKS
1	1-4	Reporting and revision of holiday assignment
2	1-2	Housing the family Common types of houses Modern house plans/designs	By the end of the lesson the learner should be able to: Identify common types of houses State the advantages and disadvantages of modern house designs.	Teacher- pupil discussions Identifications	School compound & surroundings Books	KLB Form 1 pg 52-59
2	3&4	Essential areas and their placement in the house	By the end of the lesson, the learner should be able to Identify essential areas in a house Explain the placement of essential areas in a house	Teacher-Pupil discussions	Books Chalk Board pictures	KLB Form 1 pg 59-64
3	1 2&3	Methods of providing family shelter factors to put in mind specific methods building	State general factors to consider when providing family shelter State factors to consider when building State advantages & disadvantages of building explain room interrelationship	study of house plans drawing of plans Group discussions & presentations	Books pictures Chalk Board	KLB Form 1 Pg 65-67
3	4	Buying of houses Renting	By the end of the lesson, the learner should be able to: State factors to consider when buying/renting a house State the advantages & disadvantages of buying/renting	Teacher –pupil discussions Group discussions Presentations	Books Chalk Board	Focus on H/Science Form 1 KLB Form 1 Pg 67-69
4	1-4	Care of the Home Classification of dirt Basic cleaning equipment & materials	By the end of the lesson, the learner should be able to Classify dirt State factors to consider in choice and cover of cleaning equipment & materials	Group Discussions & presentations Teacher- pupil discussions	Assorted cleaning equipment & materials	KLB Form 1 H/Science Pg 80-82
5	1	Improvising cleaning equipment & materials	By the end of the lesson, the learner should be able to Improvising various cleaning equipment & materials	Practical improvising of equipment & materials Discussions	Assorted equipment Raw materials Books	KLB Form 1 H/Science Pg 80-82
5	2&3 4	Reasons for cleaning a house Methods of removing dirt surfaces Sweeping Dusting	By the end of the lesson, the learner should be able to State reasons for cleaning a house Identify methods of removing dirt Explain sweeping and dusting	Teacher-pupil discussion Demonstration	Brooms Dusters/ Clothes Books	KLB Form 1 Pg 83-85
6	1-4	Suction Scrubbing Wiping Cleaning different rooms in the house Writing of methods	By the end of the lesson the learner should be able to Explain suction, scrubbing and wiping Write down the methods of cleaning different rooms	Teacher- pupil discussions Note taking	Books Chalk Board	KLB Form 1 Pg 85-105
7	1-4	Practical cleaning of various rooms Daily and weekly cleaning using the various rooms in the school compound MID TERM BREAK
8	1 2&3	Kitchen equipment Classification General points to consider in choice Large equipment	· Classify kitchen equipment · State general points to consider in choice of equipment · Explain the care and use of large equipment	· Teacher – pupil discussions · -Identification	Assorted large kitchen equipment	H/Science KLB form I pg 106-112
8	4	Small kitchen equipment General points to consider when buying small equipment Choice, use and care	State points in choice of small kitchen equipment Choice, use and care for various small equipment	Identification Teacher- pupil discussions	Assorted small kitchen equipment and tools	H/Science KLB form I pg 113
9	1-2	Time and labour saving kitchen equipment -Choice, use and care	By the end of the lesson the learner should be able to State the choice, use and care of kitchen equipment (labour saving)	Teacher-pupil discussions Identification	Assorted labour saving equipment	KLB form I pg 125-127
9	3&4	Kitchen equipment made from -Plastic	Identify types of plastics Care and clean plastic equipment	Identification Discussions	Assorted plastic equipment	KLB form I pg 127-128
10	1 2&3	Common metals used to make kitchen equipment Stainless steel Aluminum Iron Enamel	Identify equipment made from stainless steel, aluminum and iron State points in care and cleaning of stainless steel, aluminum and iron	Identification Discussions	Assorted kitchen equipment	KLB form I pg 129-131
	4	Wood	· Identify equipment made from enamel and wood · Mention various ways of finishing wooden equipment · Care for wooden equipment	· Identifications · Teacher – pupil discussions	Assorted kitchen equipment	KLB form I pg 131-136
11	1 2&3 4	· Glass · Earthenware / ceramics · Calabashes / gourds Practical cleaning of equipment	By the end of the lesson the learner should be able to; Explain the use, care and cleaning of glass, earthenware and calabashes Glass Ceramics	Identification Teacher- pupil discussions Demonstration and cleaning in groups	KLB form I pg 136-139	Assorted equipment Books Assorted cleaning equipment
12 13	1-4 1-4	Safety precautions and rules when handling kitchen equipment -Improvising kitchen equipment	By the end of the lesson, the learner should be able to · State rules and precautions to observe when handling kitchen equipment · Improvise kitchen equipment and tools	· Teacher-pupil discussions · Demonstrations and practice · Identification of available improvised equipment · practical improvisation of equipment( making)	· Assorted kitchen equipment ant tools · Books · Assorted equipment and materials	KLB form I pg 140 -142
14	1-3	REVISION OF TERMS WORK AND HOLIDAY ASSIGNMENT END TERM

HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	LEARNING TEACHING / ACTIVITIES	TEACHING AID	REF	REMARKS
1	1-4	REPORTNG and revision of the holiday assignment
2	1	Sewing equipment and tools Classification	By the end of the lesson the learner should be able to; Identify equipment Classify sewing tools	Identification Teacher-pupil discussions	Assorted sewing equipment ant tools	H/scie fm I by EAEP pg 113
	2-3	Choice use and care of small equipment	State the choice, use and care of small equipment and tools	Teacher-pupil discussions	Assorted small equipment Books	KLB fm 1 pg 183
	4	Large sewing equipment Sewing machine Parts of a sewing machine	By the end of the lesson the learner should be able to Draw and label the parts of a sewing machine	Identification Drawing Demonstration	-Sewing machine -Other large equipment	H/sc by EAEP pg 118 KLB fm 1 H/scie
3	1	Use of a sewing machine	Wind and thread a sewing machine	Demonstration Practice in groups	Sewing machines Threads and needles	KLB fm 1 pg 193-195
	2-3		By the end of the lesson the learner should be able to; Stitch using a sewing machine	-Practice the use of a sewing machine	Sewing machine Fabrics	KLB fm 1 H/scie pg 192
	4	Faults in use of a sewing machine	By the end of the lesson the learner should be able to; State causes of problems and their remedies	Teacher-pupil discussion	Charts Books	H/scie KLB fm1 pg 196
4	1-2	Stitches -Classification	By the end of the lesson the learner should be able to; Classify stitches Name different stitches	-Identification Discussions	Samples Books	H/scie by EAEP pg 124
4	3-4	Stitches Working of different stitches Temporary	By the end of the lesson the learner should be able to; Work temporally stitches	Demonstration Working of samples	Fabrics Sewing threads and needles	H/scie by EAEP pg 124
5	1	Working of temporary stitches	By the end of the lesson the learner should be able to; Work assorted stitches	Demonstration Working of samples	Fabrics Needles Threads	H/scie KLB pg 200
5	2-4	Stitches Working of different stitches Permanent stitches	By the end of the lesson the learner should be able to; Work permanent stitches	Demonstration Working of samples	Fabrics Sewing threads and needles	H/scie by EAEP pg 126
6	1-3	Stitches -Working of different stitches -Embroidery stitches	By the end of the lesson the learner should be able to; -Work embroidery stitches	-Demonstration -Working of samples	-Fabrics -Sewing threads and needles	H/scie by EAEP pg 127
6	4	Mid term break
7	1	Mid term break
	2-3	Environmental hygiene Disposal of house hold refuse Drainage Free open	By the end of the lesson the learner should be able to; Define environmental hygiene Explain proper disposal of house hold refuse Explain free and open drainage	Discussions Observation/ identification	School compound Books Chalk Board	KLB fm 2 pg 1-4
	4	Drainage Concealed drains Disposal of sewage	Explain concealed drains State advantages and disadvantages of concealed drains	Discussions Note taking	Books Chalk Board	KLB fm 2 pg 4-9
8	1	Sanitation Definition Causes of poor sanitation Dangers of poor sanitation	By the end of the lesson the learner should be able to; Define sanitation State causes and dangers of poor sanitation	Teacher-pupil discussions Note taking	Books Chalk Board	KLB fm 2 pg 9-11
8	2-3	Common communicable diseases and typhoid, malaria, cholera, dysentery	By the end of the lesson the learner should be able to; -State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials -ext books	KLB H/scie pg 11-15
9	1	T.B Scabies Bilharzia	By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials Text books	KLB H/scie pg 11-15
9	2-3	Worm infestation	By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease	Group discussions and presentations Note taking	Note books Writing materials Text books	KLB fm 1 pg 17
	4	Food nutrients Definition Terms Classification of nutrients	By the end of the lesson the learner should be able to; Define terms related to food nutrients Classify nutrients	Teacher-pupil discussions Note taking	Charts Books	Focus on H/scie pg 65
10	1	Carbohydrates	By the end of the lesson the learner should be able to; State functions and classes of CHO’s	Teacher-pupil discussions -Note taking	Charts Books Assorted foods	KLB fm 2 pg 112
	2-3	Lipids Proteins Water	By the end of the lesson the learner should be able to; State functions of each nutrient Identify food sources of lipids, water and proteins	Teacher-pupil discussions	Pictures Charts Books Food sources	Focus on H/scie fm 2 pg 67
	4	Micro-nutrients Vitamins – B complex
11	1-2	Micro-nutrients Vitamins B complex Vitamin C	By the end of the lesson the learner should be able to; Identify water soluble vitamins State functions of vitamin D and C Identify food sources of vitamin B and C	Identification of food sources Discussions	Pictures Charts Books Board	Focus on H/scie pg 71
11	3-4	Vitamins A, D, E and K	By the end of the lesson the learner should be able to; State sources of each vitamin State functions of each of the vitamins	Teacher-pupil discussions Identification of food sources Note taking	Pictures Charts Books Food sources	Focus on H/scie pg 74
12	1-4	Minerals Calcium Phosphorous Iron Iodine Fluorine Sodium Potassium	By the end of the lesson the learner should be able to; Identify source of minerals State functions of minerals	Teacher-pupil discussions Note taking	Pictures Charts Books Board	Focus on H/scie fm 2 pg 75
13	1-4	REVISION OF TERMS WORK AND END OF TERM

HOME SCIENCE FORM 2 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC/ SUB-TOPIC	OBJECTIVES	LEARNING ACTIVITIES	TEACHING AID	REFRENCE	REMARKS
1	REPORTING & ISSUING OF TEXTBOOKS
2	1-2	Use of a sewing machine threading winding the bobbin	By the end of the lesson the learner should be able to wind a bobbin and thread the machine.	Learners practice threading and winding in groups teacher demonstration	Sewing machines threads bobbins and cases	Focus H/science F1
	3-4	Environmental Hygiene Disposal of house hold refuse Drainage	By the end of the lesson the learner should be able to Define environmental hygiene, drainage. classify refuse and give suitable methods of disposal identify types of drainage	Physical identification discussions	Compound books	Focus H/science f 2 pg 1-5
3	1-2	Sanitation definition causes of poor sanitation dangers of poor sanitation C.C diseases typhoid cholera	By the end of the lesson the learner should be able to Define sanitation, identify causes of poor sanitation, explain dangers of poor sanitation, state signs and symptoms	Teacher-pupil discussions	Text books chalk BB	Focus H/science F2 pg 5-7
	3-4	Common communicable diseases Dysentery -Malaria -Bilharzias -Scabies	By the end of the lesson, the leaner should be able to state signs and symptoms of dysentery, malaria, bilharzias and scabies	Teacher-pupil discussion	Books chalk B.B	Focus F2 pg 8-10
4	1-2	Ringworms Tuberculosis Worm infestation	By the end of the lesson the learner should be able to State signs and symptoms of ringworms, T.B, and worm infestation Identify types of worms that infest in humans	Teacher-pupil discussion	Charts Pictures Books	Focus F2 pg 10 H/science by EAEP F2
	3-4	Laundry equipment types of laundry equipment	By the end of the lesson the learner should be able to Identify varieties of laundry equipment	Physical identification of equipment	Assorted laundry equipment	Focus H/science
5	1-2	Choice, use and care of different laundry equipment washing equipment	By the end of the lesson, the learner should be able to · Choose, use and care for washing equipment.	Teacher-pupil discussion note taking	Text books chalk B.B note books	Focus F2 H/science pg 14
	3-4	Choice and care of drying equipment clothesline pegs hangers	By the end of the lesson, the learner should be able to Choose, use and care for clotheslines, pegs and hangers	Teacher-pupil discussion note taking	Text books chalk B.B note books	Focus form 2 Pg 16-17
6	1-2	Choice, use and care of finishing equipment	By the end of the lesson, the learner should be able to Choose, use and care for finishing equipment	Teacher-pupil discussion note taking	Text books chalk B.B note books	Focus form 2 H/SCIENCE pg 17-22
	3-4	Detergents and laundry agents definition soaps	By the end of the lesson, the learner should be able to Define detergents name types of soaps	Teacher-pupil discussion identification of examples	Assorted soaps -books	Focus form 2 pg 23-24
7	1-2	Soap less detergents-synthetic detergents hard and soft water	By the end of the lesson the learner should be able to The learner should be able to describe soap less detergents, state properties of hard and soft water	Teacher –pupil discussion	Books B.B Chalk	Focus form 2 pg 24-26
	3-4	Other laundry agents bleaches starch blue conditioner salt	By the end of the lesson, the learner should be able to Name types of bleaches state reasons for using starch, conditioner, salt and bleaches.	Teacher-pupil discussion identification	Assorted laundry agents	Focus form 2 pg 26-27
8	1-2 3-4	Laundry processes repair of clothes and house hold articles	By the end of the lesson, the learner should be able to Explain various laundry processes Repair clothes and house hold articles	Teacher-pupil discussion practical repair of clothes and house hold articles	Fabric/garments Sewing Equipment and tools Books	Focus form 2 pg 33-40
9	1-2	Laundering different fabrics cotton and linen [fast and loosely coloured] Woolens Silks Nylons Acrylics Polyester	By the end of the lesson, the learner should be able to Explain the difference in handling fast coloured and loosely coloured cottons	Teacher-pupil discussions Note taking	Text books Note books	Focus F2 Pg 42-46
	3-4	General rules for ironing general rules for pressing care labels	State rules for ironing and pressing Explain care labels	Teacher-pupil discussion	Pictures books	Focus F2 pg 46-50
10	1-2	Special treatment in laundry work	State factors to consider while removing stains define stain removal and disinfection state materials for disinfection	Teacher-pupil discussion	Text books B.B Chalk	Focus form 2 pg 51-53
	3-4	Fixing co lour starching bluing vale ting dry cleaning sponging fabric conditioning	By the end of the lesson, the learner should be able to prepare starch, identify types of starch, explain vale ting, dry cleaning, sponging and fixing of co lour.	Teacher-pupil discussion	Books Chalk B.B	FOCUS FORM 2 pg 53-55
11 & 12	1-4	Practical cottons Woolens nylons acrylics	By the end of the lesson, the learner should be able to Laundering and treat different fabrics correctly	Special treatment
13	1-4	Storage of clothes and house hold articles	By the end of the lesson, the learner should be able to Identify storage facilities -explain methods of storing clothes	Practical hanging folding teacher-pupil discussion	Clothes, hangers, assorted facilities	KLB F2 pg 103
14	1-4	REVISION OF TERM’S WORK

HOME SCIENCE FORM 2 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	TEACHING AID	TEACHING ACTIVITY	REFERENCE	REMARKS
1	3&4	Laundry process. Repair of clothes & house hold articles. Importance. Factors that determine the repair method.	By the end of the lesson the leaner should be able to Identify laundry process. Explain the various laundry processes.	Teacher – pupil discussions.	Book. Chalk. Board.	KLB fm 2 H/science. Pg 52-55
2	1	Darning. · Rules · Darning different	By the end of the lesson the learner should be able to · Darn · A straight cut · A three cornered cut.	· Discussion Working of samples.	Fabrics. Sewing tools. Threads. Books.	KLB Fm 2 H/science. Pg 57-62
2	2&3	Types of tears cuts	By the end of the lesson the learner should be able to a diagonal cut a circular hole in a woven fabric. A hole in a knitted fabric. Machine darning Reinforcing thin place
	4	Patenting Rules Types.	By the end of the lesson the learner should be able to State rules of patching Identify types of patches	Discussion Working of samples	Fabrics Sewing tool Threads Books	KLB Fm 2 H/science Pg 62-66
3	1	Working	Work patches
	2&3	Repairing · Hanging hems · Gasping seams · Replacing buttons. · Belt loops. · Button holes. · Working of samples	By the end of the lesson the learner should be able to. Explain the repair of hanging hems gasping seams, belt loops, and button holes & replacing buttons.	· Discussion · Working of sample.	· Garments requiring repair. · Books · Chalk · Board.
4	4	Laundering different fabrics.	By the end of the lesson the learner should be able to · Write the methods that are used for laundering different fabrics.	· Discussion & note taking	· Groups · Note books	KLB fm 2 pg 71-77.
5	1	Care labels. Importance symbols & interpretation.	By the end of the lesson the learner should be able to · State the importance of care labels. · Identify symbols used on care labels & interpret them	· Drawing · Discussion	· Charts. · Books · Chalk	KLB fm 2 H/science Pg 77-82.
	2-4	Sundering different fabrics. · Cotton. · Woolen	By the end of the lesson the learner should be able to launder different fabrics	Practical laundry in groups	· Laundry equip & materials. · Garments	KLB fm 2 pg 71-77
	2&3	Repairing · Hanging hems · Gasping seams · Replacing buttons. · Belt loops. · Button holes. · Working of samples	By the end of the lesson the learner should be able to. · Explain the repair of hanging hems gasping seams, belt loops, and button holes & replacing buttons.	· Discussion · Working of sample.	· Garments requiring repair. · Books · Chalk · Board.
4	4	Laundering different fabrics.	By the end of the lesson the learner should be able to · Write the methods that are used for laundering different fabrics.	· Discussion & note taking	· Groups · Note books	KLB fm 2 pg 71-77.
5	1	Care labels. · Importance · symbols & · Interpretation.	By the end of the lesson the learner should be able to · State the importance of care labels. · Identify symbols used on care labels & interpret them	· Drawing · Discussion	· Charts. · Books · Chalk	KLB fm 2 H/science Pg 77-82.
	2-4	Sundering different fabrics. · Cotton. · Woolen	-By the end of the lesson the learner should be able to launder different fabrics	Practical laundry in groups	· Laundry equip & materials. · Graments	KLB fm 2 pg 71-77	2-4
6	1&2	Laundering Different fabrics · Loosed coloured. · Woolens · Silks · Nylons · Acylics · Polyster	By the end of the lesson the learner should be able to Explain the difference in handling fast colored and loosely colored cottons.	· Teacher – pupil discussions. · Note taking.	· Text books · Note books	Focus fm 2 Pg 42-46
	3&4	· General rules for ironing. · General rules for pressing. · Care labels.	By the end of the lesson the learner should be able to · State rules for ironing and pressing. · Explain care labels.	· Teacher pupil · Discussions	· Pictures. · Books	Focus fm 2 pg 46-50.
7	1&2	Special treatment in laundry work. · Defination. · Stain removal. · Disnifection	By the end of the lesson the learner should be able to · State factors to consider while removing stains. · Define stain removal & disinfection. · State methods of disinfection.	· Teacher – pupil · Discussions	Text books · B.B. · Chalk	Focus fm 2 pg 51-53

3&4

Fixing colour starching.

· Blueing

· Valeting

· Dry cleaning

· Sponging

· Fabric. Conditioning.

By the end of the lesson the learner should be able to prepare starch.

· Identify types of starch.

· Explain valeting dry cleaning, sponging and fixing of colour.

· Teacher – pupil

· Discussion

· Books

· Chalk

· B.B

Focus fm 2 pg 53-55

1-4

Practical

· Cottons

· Woolens

· Nylons

· Tcylres

By the end of the lesson the learner should be able to prepare starch

Laundering and special treatment.
Laundering and treat different fabrics correctly.

1-4

Storage of clothes & household articles.

By the end of the lesson the learner should be able to prepare starch

· Identify storage facilities.

· Explain methods of storing clothes.

· Practical hanging /folding.

· Teacher learner discussions.

· Clothes.

· Hangers.

· Assorted facilities.

KLB fm 2

Pg 103

10	1&2	· Seams · Types. · Choice of seams · Qualities of well made seams. · Points to note when making seams, plain seam.	By the end of the lesson the learner should be able to Classify seams. · State the qualities of well made seams. · Explain factors in choice of seams. · Identify various types of plain seams.	· Teacher – pupil · Discussions	· Samples · Boards · Chalk · Board	Fm 2 KLB pg 141.
	3&4	Working of pain seams · Open · Not open. · Neatening of edges.	By the end of the lesson the learner should be able to · Work an open and plain seam that is nor open. · Neaten edges of a plain seam.	Practical working of seams and neatening.	· Fabrics · Needles. · Threads. · Books.	Form 2 KLB pg 142-146
11	1	French seam. · Uses. · Working	By the end of the lesson the learner should be able to · Explain the uses of a French seam. · Work a French seam.	· Working of samples. · Discussions.	· Fabrics. · Needles. · Threads. · Books samples.	Fm 2 KLB pg 147-148
	2&3	Double stitched seam. · Machine fell. · Run & fell.	By the end of the lesson the learner should be able to:- · Identify types of double stitched seam. · Work double –stitched seam.	· Discussions. · Working samples	· Fabrics. · Needles. · Threads · Samples	KLB fm2 pg 149
	4	Overlaid seam	By the end of the lesson the learner should be able to · State uses of an overlaid seam. · State advantages. · Work samples.	· Working of samples	· Fabrics. · Needles · Threads. · Samples.	KLB fm 2 pg 148
12	1&2	Consumer buying. · Principles of wise buying. · Factors influencing consumer buying.	By the end of the lesson the learner should be able to:- · Define buying. · Explain the principles of wise buying. · State factors that influence consumer buying.	· Books · Chalk · Board.	KLB fm 3 pg 166.	Teacher pupil Discussion.
	3&4	Common methods of buying.	By the end of the lesson the learner should be able to:- Explain the commonly used methods of buying	· Books. · Chalk	KLB fm 3 pg 168	Teacher –pupil discussion.
	1&2	Making a budget. · Definition. · Importance. · Steps	By the end of the lesson the learner should be able to Define a budget. State the importance of budgeting Explain in budgeting	· Sample budgets · Books.	KLB 3 PG 172	Teacher – pupil discussions.
	3&4	Factors that may affect – Sample budget.	By the end of the lesson the learner should be able to Explain factors that may affect a budget. Prepare a sample budget	· Books. · Writing materials	KLB fm 3 pg 173	Each learner prepares a sample budget.
13		Holiday assignment
14	1-4	REVISION AND END OF TERM

HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES		LEARNING/ TEACHING ACTIVITIES		TEACHING AID	REF	REMARKS
1	1-4	REPORTNG REVISION OF SERIES 3 EXAM 1
2	1	Maternal child health care Antenatal care	By the end of the lesson the learner should be able to; Define antenatal care Explain activities at antenatal clinics State importance of antenatal care		Teacher-learner discussions Note taking		Books Chalk -Board	KLB fm 3 pg 41-43
	2	Maternal child health care Factors that affect normal foetal development Developmental stages of foetus	By the end of the lesson the learner should be able to; Explain the stages of growth of a foetus Explain factors that affect normal foetal development		Teacher-learner discussions Note taking		Pictures Books -Board	H/sc by EAEP pg 57
	3-4	Maternal child health care – preparing for delivery Post-natal care Care of lactating mother	By the end of the lesson the learner should be able to; Explain the preparation for delivery Define post-natal care Give the importance of post-natal care		Teacher-learner discussions		Pictures Books	H/sc by EAEP pg 64 KLB fm 3 pg 43 Focus fm 3 pg 53
3	1	Immunization Definition Importance Immunization chart	By the end of the lesson the learner should be able to; Define immunization Identify common vaccines		Teacher-pupil discussions		Charts Cards Resource -personnel	H/sc KLB pg 50
	2	Childhood diseases and ailments Respiratory	By the end of the lesson the learner should be able to; State signs and symptoms and management of respiratory tract infections		Teacher-pupil discussions		Books Resource persons	H/sc EAEP pg 78
	3-4	Childhood diseases and ailments – influenza(B) Measles Pneumonia Tetanus Vomiting Hepatitis	By the end of the lesson the learner should be able to; State the signs, prevention and management of each disease		Teacher-pupil discussions		Books Resource persons	H/sc by EAEP pg 80
4	1	Childhood diseases and ailments Mumps Chicken pox Diarrhoea Diptheria	By the end of the lesson the learner should be able to; State signs, prevention and management of each disease		Teacher-pupil discussions		Books Resource persons	H/sc EAEP pg 83
	2	Breastfeeding Importance/ advantages and disadvantages	By the end of the lesson the learner should be able to; State the advantages and disadvantages of breastfeeding		–Teacher-learner discussions		Books Board	H/sc KLB pg 55
	3-4	Problems related to breastfeeding -Supplementary feeding	By the end of the lesson the learner should be able to; Explain problems related to breastfeeding State advantages and disadvantages of supplementary feeding		Teacher-learner discussions		Pictures Books	H/sc KLB pg 56
5	1	Weaning Definition Importance Factors to consider	By the end of the lesson the learner should be able to; Define weaning State importance of weaning Explain factors to consider when weaning		Discussions Note taking		Books	H/sc fm 3 pg 63
	2	Choice and preparation of weaning foods Dangers of too early/too late weaning	By the end of the lesson the learner should be able to; State the dangers of weaning too early or too late		Writing of recipes and menus Discussion		Sample menus Books	KLB fm 3 pg 68
	3-4	Practical on weaning dishes
6	1-2	Habit training Play and play things	By the end of the lesson the learner should be able to; Explain the importance of habit training and play State the types of play		Make toys Note taking Discussion		Materials for toys Books	KL fm 3 pg 71
	3-4	Construction of apron Taking body measurements	By the end of the lesson the learner should be able to; Take measurements for apron		Learners take measurements in pairs		Tape measures Writing materials	Fm 2 KLB pupils book pg 152-154 KLB teachers guide
		Drafting pattern for apron	By the end of the lesson the learner should be able to draft a pattern for apron		Learners work in groups		Blown paper Writing materials	Fm 2 KLB pg 159-165 fm 2 teachers guide
7	1	Revision of the series 3 exam 3
	2	Preparation of fabric Graining		By the end of the lesson the learner should be able to grain fabric for apron	Each learner works on own fabric	Fabrics Scissors		Fm 2 KLB pupils book pg 165
	3-4	Preparation of fabric Pressing		By the end of the lesson the learner should be able to press his fabric	Each learner presses his own fabric	Fabric Pressing equipment		Fm 2 KLB pupils book pg 165
8	1-2	Laying out of pattern pieces before cutting Cutting		By the end of the lesson the learner should be able to; Lay out pattern pieces Cut out fabric for apron	Each learner lays out and cuts own fabric	Fabrics Patterns Pins Scissors		Fm 2 KLB pupils book pg 165-166
	3-4	Transfer of pattern markings		By the end of the lesson the learner should be able to; Identify methods of transferring pattern markings Transfer pattern marking onto fabric	Discussions Demonstration Transfer of markings into fabric by each learner	Fabric (art) Patterns Sewing tools		KLB fm pg 202-203
9	1	Stitching up of apron Neck and waist bands		By the end of the lesson the learner should be able to stitch up neck and waist bands	Each learner stitches up his apron	Neck bands Waist bands Needles Threads		KLB fm 2 pupils book pg 167
	2	Stitching up of apron Sides		By the end of the lesson the learner should be able to stitch up the sides of his apron	Each learner works on own apron	Apron pieces Sewing tools		KLB fm 2 pg 167
	3-4	Stitching up of apron Hem Attaching bands		By the end of the lesson the learner should be able to stitch up Hem Neck and waist bands	Each learner works on own apron	Apron pieces Sewing tools		KLB fm 2 pg 167
10	1-4	Stitching up of apron Pockets Trimmings		By the end of the lesson the learner should be able to Prepare and attach pocket to apron Attach trimmings to apron	Each learner works on own apron	Apron Pocket Trimmings Sewing tools		KLB fm 2 pg 167
11	1	Meal planning and management Definition Importance Factors to consider		By the end of the lesson the learner should be able to Define meal planning State the importance of meal planning Explain factors to consider when planning meals	Teacher-pupil discussions Note takings	Note books Chalks Board		Focus H/sc fm 3 pg 1
	2-3	Types of meals Menu planning		By the end of the lesson the learner should be able to Identify types of meals Define menu Plan variety of menus	Teacher-pupil discussions Drawing up of menus	Sample menus Books Chalk Board		H/sc fm 3 by EAEP pg 3
	4	Food presentation Points to note Styles of meal service		State factors to note when presenting meals Explain styles of meal service	Teacher-pupil discussions Note takings	Pictures Books		Focus H/sc fm 3 pg 17-20
12	1-3	Table setting Requirements Points to note Practical table setting		By the end of the lesson the learner should be able to Identify requirements for table setting State points to note Set a table for a meal	Teacher-pupil discussions Practical table setting	Tables Requirements for table setting Books		Focus fm 3 pg 20
	4	Garnishing and decorating food Table etiquette		By the end of the lesson the learner should be able to Differentiate garnishing from food decoration State etiquette to be observed at table	Teacher-pupil discussions	Pictures Books		Focus fm 3 pg 24-25
13	1-4	REVISION END OF TERM

HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 2
WK	LESSON	TOPIC/SUBTOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	TEACHING AID	REFERENCE(S)	REMARKS
1	1-2	Reporting/ Holiday assignment
	3-4	Flour mixtures and raising agents Types of flour Types of flour mixtures	By the end of the lesson the learner should be able to Identify types of flours Classify flour mixtures	Teacher-pupil discussions	Books Chalk Board	Focus form 3 pg 87-89
2	1	Raising agents Defination Use of air Use of steam	By the end of the lesson the learner should be able to Define raising agents Explain use of air and steam as raising agents	Teacher –pupil discussions	Books Chalk Board	Form 3 KLB pg 77-78	2
	2	Carbon dioxide as a raising agent Biological method of raising flour mixtures	By the end of the lesson the learner should be able to Explain the use of carbon dioxide as a raising agent -Explain the biological method of raising flour mixtures	Teacher – pupil discussions	-Books Chalks Assorted agents	KLB form 3 pg 79-80
	3-4	Batters Defination Recipes	By the end of the lesson the learner should be able to Explain batters Identify recipes that use batters	Teacher –pupil discussions Recipe writing	Recipe books Chalk Board	Form 3 H/science by EAEP pg
3	1-2	Pastry making General rules Types Recipes Common faults and causes	By the end of the lesson the learner should be able to Identify types of pastries Explain common problems and their causes in pastry making	Teacher –pupil discussions Recipe writing	Recipe books Chalk Board	H/science EAEP pg 84-87	3
	3-4	Cake making Ingredients Preparation of cake tins Testing if cooked Cooling cakes	By the end of the lesson the learner should be able to State and explain the importance of ingredients used in cake making Prepare cake tins Explain the methods of testing cakes for doheriss Explain how to cool cakes	Practical preparation of cake tins -Discussion	Cake tins Oil and brushes Books	H/science by EAEP form3 pg 117-119
4	1	-Rubbed in cakes -Creamed cakes	By the end of the lesson the learner should be able to Explain the making of rubbed in mixtures Identify faults in making of rubbed in cakes and creamed cakes	Teacher-pupil discussions Recipe writing	Books Chalks Board	H/science by EAEP pg 120-127	4
	2	Bread and doughnut Ingredients Recipe Method Common faults and causes	By the end of the lesson the learner should be able to Explain the method of making bread / doughnuts State common faults and their causes	Teacher-pupil discussions Recipe writing	Books Chalk Board	H/science by EAEP pg 128-132
5	1	Practical on Creamed cake	By the end of the lesson the learner should be able to Prepare creamed mixtures correctly	Demonstrations Practice in groups	Ingredients Kitchen equipment Recipes	Recipes Books	5
	2	Biscuit mixtures General guidelines Recipes	By the end of the lesson the learner should be able to -State guidelines in making	-Teacher –pupil discussions -Recipe writing	-Chalk -Board -Recipe books	KLB form 3 pg 105
	3-4	Practical on	Batters Rubbed in cakes	Demonstrations Practice the preparation of each in group	Kitchen equipment Recipes Food stuffs	Recipe Books
6	1	Pleats Types Working	By the end of the lesson the learner should be able to Identify types of pleats Work different pleats	Teacher-pupil discussions Work of samples	Samples Books Chalk Board Sewing equipment machine	H/science KLB pg 112	6
	2	Management of fullness Defination Importance Darts	By the end of the lesson the learner should be able to; -Define management of fullness -State the importance of managing fullness -Identify types of darts	Teacher-pupil discussions Working of samples	Samples Books Chalk Board Sewing equipment and tools	H/science KLB pg 109
	3-4	Disposal of fullness Tucks Gathers	By the end of the lesson the learner should be able to Name types of tucks Explain the working of tucks and gathers	Discussions Working of samples	Samples Fabrics Sewing equipment and tools	H/science KLB form 3 pg 115
7	1-2	Easing Shirring	By the end of the lesson the learner should be able to Work easing and shirring	Discussions Work of samples	Samples Fabrics Sewing equipment and tools	H/science KLB form 3 pg
3-4	MID-TERM BREAK
8	1-2	Disposal of fullness Smocking Elastic	By the end of the lesson the learner should be able to; Work smocking and elastic				8

	3-4	construction of apron taking body measurements	By the end of the lesson, the Learner should be able to take measurements for apron	Learners take measurements in pairs	Tape measures writing materials	Form 2 KLB pupils BK pg152-154 -KLB Teachers guide
9	1-4	Drafting pattern for apron	By the end of the lesson, the learner should be able to draft a pattern for apron	Learners work in groups	Brown paper writing materials	Form 2 KLB PG 159-165 -form 2 teachers guide.
10	1	Revision of Series 1 exam
	2-3	Preparation fabric Graining	By the end of the lesson, the learner should be able to grain fabric for apron	Each learner works on own fabric	Fabrics scissors	Form 2 KLB pupils BK pg 165
11	4 1	Preparation of fabric pressing	By the end of the lesson, the learner should be able to press his fabric	Each learner presses his own fabric	Fabric pressing equipment	Form 2 KLB pupils BK pg 165
	2-4	Laying out of pattern pieces before cutting	By the end of the lesson, the learner should be able to lay out pattern pieces cut out fabric for apron	Each learner ays out and cuts own fabric	fabrics patterns pins scissors	KLB F2 pupils BK pg 165-166
12	1-2	Transfer of pattern markings	The learner should be able to identify methods of transferring pattern markings transfer pattern markings out of fabric	Discussions demonstrations transfer of markings into fabric b each learner	Fabrics[cut] patterns sewing tools	KLB F 1 pg 202-203
	3-4	Stitching up apron neck and waist bands	By the end of the lesson, the learner should be able to stitch up neck and waist bands	Each leaner stitches up his own	Neck bands waist bands needles threads	KLB F 2 pg 167
13	1-2	Stitching up of apron sides	By the end of the lesson, the learner should be able to stitch up the sides of his apron	Each learner works on own apron	Apron pieces -sewing tools	KLB F 2 pg 167
	3-4	Revision and end of term Holiday assignment

HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC	OBJECTIVES	LEARNING / TEACHING ACTIVITIES	TEACHING AID	REF	REMARKS
1	4	HOLIDAY ASSIGNMENT	By the end of the lesson the learner should be able to: Present his assignment for checking	Each learner presents their work which the teacher checks	Question papers and note books	questions
2	1&2	Series 2 exam 1	By the end of the lesson the learner should be able to make corrections on the exam	discussions	Question papers and marking schemes	Past papers
	3-4	construction of apron -taking body measurements	By the end of the lesson, the Learner should be able to take measurements for apron	Learners take measurements in pairs	Tape measures -writing materials	Form 2 KLB pupils BK pg152-154 -KLB Teachers guide
3	1-4	Drafting pattern for apron	By the end of the lesson, the learner should be able to draft a pattern for apron	Learners work in groups	-Brown paper -writing materials	Form 2 KLB PG 159-165 -form 2 teachers guide.
4	1&2	Preparation fabric -graining	By the end of the lesson, the learner should be able to grain fabric for apron	Each learner works on own fabric	-Fabrics -scissors	Form 2 KLB pupils BK pg 165
	3&4	Preparation of fabric pressing	By the end of the lesson, the learner should be able to press his fabric	Each learner presses his own fabric	-Fabric pressing equipment	Form 2 KLB pupils BK pg 165
5	1-4	Laying out of pattern pieces before cutting	By the end of the lesson, the learner should be able to lay out pattern pieces cut out fabric for apron	Each learner ays out and cuts own fabric	-fabrics -patterns -pins -scissors	KLB F2 pupils BK pg 165-166
6	1-2	Transfer of pattern markings	The learner should be able to identify methods of transferring pattern markings -transfer pattern markings out of fabric	Discussions -demonstrations -transfer of markings into fabric b each learner	Fabrics[cut] -patterns -sewing tools	KLB F 1 pg 202-203
	3-4	Stitching up apron -neck and waist bands	By the end of the lesson, the learner should be able to stitch up neck and waist bands	Each leaner stitches up his own	Neck bands -waist bands -needles -threads	KLB F 2 pg 167
7	1-2	Stitching up of apron -sides	By the end of the lesson, the learner should be able to stitch up the sides of his apron	Each learner works on own apron	Apron pieces -sewing tools	KLB F 2 pg 167

	3&4	Management of fullness Definition Importance Darts	By the end of the lesson the learner should be able to; Define management of fullness State the importance of managing fullness Identify types of darts	-Teacher-pupil discussions -Working of samples	-Samples -Books -Chalk -Board -Sewing equipment and tools	H/science KLB pg 109
8	1&2	Disposal of fullness -Tucks -Gathers	By the end of the lesson the learner should be able to; -Name types of tucks -Explain the working of tucks and gathers	-Discussions -Working of samples	-Samples -Fabrics -Sewing equipment and tools	H/science KLB form 3 pg 115
	3	-Easing -Shirring	By the end of the lesson the learner should be able to; Work easing and shirring	-Discussions -Work of samples	-Samples -Fabrics -Sewing equipment and tools	H/science KLB form 3 pg
	4	MIDTERM BREAK
9	1&2	-Pleats -Types -Working	By the end of the lesson the learner should be able to; -Identify types of pleats -Work different pleats	Teacher-pupil discussions -Work of samples	-Samples -Books -Chalk -Board -Sewing equipment machine	H Science KLB pg 112

	3&4	Management of fullness · -pleats	· -work different types of pleats	· Working of samples	Sewing equipment fabrics	KLB fm 3 pg 112-116
10	1&2	Needlework processes -pockets	By the end of the lesson the learner should be able to; identify different pockets -explain factors on choice of pockets	Identification discussion	Samples/ garments with pockets books	KlB FM 3 PG 124
	3&4	Pockets Patch pockets	By the end of the lesson the learner should be able to; Work different patch pockets Secure patch pockets correctly	Working of samples	Sewing equipment and tools fabrics	KLB fm 3 pg 125
11	1&2	Pockets -in seam -bound	By the end of the lesson the learner should be able to; work in seam pockets and bound pockets	Working of samples	Sewing equip & tools fabrics	KLB fm 3 pg 124 Focus Hsc fm 3
	3&4	Interfaced waistband	By the end of the lesson the learner should be able to Prepare and attach an interfaced waistband	Working of samples	Sewing equip fabrics	KLBfm 3 pg 128
12	1&2	Openings and fastenings	By the end of the lesson the learner should be able to · Define opening and fastening · Identify different openings	Discussion Identification Working of samples	Samples Books Sewing equip	KLB fm 3 pg 130
	3&4	Continuous wrap opening Bound opening	By the end of the lesson the learner should be able to · Work the opening correctly	Working of samples	Sewing equip fabrics	KLB fm3 pg 131
13	1&2	Faced slit opening	By the end of the lesson the learner should be able to Work the opening correctly	Working of samples	Sewing equip fabrics	KLB fm 3 pg 134
	3&4	Front openings	By the end of the lesson the learner should be able to prepare facings correctly work front facings	Working of samples	Sewing equip fabrics	KLB fm 3 pg 137
14	1-4	REVISION AND HOLIDAY ASSIGNMENT

HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	LEARNING/ TEACHING ACTIVITIES	TEACHING AID	REF	REMARKS
1	1- 4	REPORTNG
2	1-4	Fabric construction processes Openings	By the end of the lesson the learner should be able to work samples on openings Identify various openings	Demonstrations Stitching Teacher-learner discussions	Samples Fabrics Sewing equipment Books	KLB fm 3 pg 130-144
3	1-4	Fabric construction processes Fastenings	By the end of the lesson the learner should be able to; Identify various work fasteners samples on fastenings	-Demonstrations Stitching Teacher-learner discussions	Samples Fabrics Sewing equipment Assorted fastening	KLB fm 3 pg 14
4	1-4	Fabric construction processes Hem management	By the end of the lesson the learner should be able to manage hems	Stitching Teacher-learner discussions	Fabrics Sewing equipment	KLB fm 3 pg 157-160
5	1	Caring for the sick at home -Reasons for caring the sick at home	By the end of the lesson the learner should be able to; -State reasons for caring the sick at home	-Teacher-pupil discussions -Note taking	-Books -Chalk -Board	KLB fm 4 pg 1-2 focus fm 4 pg 1-4
5	2-3	Needs of patient Physical Emotional	By the end of the lesson the learner should be able to; Explain the needs of a patient (physical and emotional)	Teacher-pupil discussions Note taking	Books Chalk Board	focus fm 4 pg 4-6
	4	Needs of a patient Social Spiritual	By the end of the lesson the learner should be able to; Explain the social and spiritual needs of a patient	Teacher-pupil discussions Note taking	Books Chalk Board	KLB fm 4 pg 3
6	1	Preventive measures in the spread of infection	By the end of the lesson the learner should be able to; Explain the measures to be taken to prevent spread of infections	Teacher-pupil discussions	First aid kit (gloves and antiseptic)	KLB pg 6-7
	2-3	Ventilation Definition Reasons for sufficient ventilation Dangers of poor ventilation Ways of ventilating a room	By the end of the lesson the learner should be able to; Define ventilation State reasons for sufficient ventilation State dangers of poor ventilation Identify ways of ventilating a room	Teacher-pupil discussions	Books Chalk Board	KLB H/scie fm 4 pg 9-10
	4	Ways of ventilating a room Natural Mechanical	By the end of the lesson the learner should be able to; Identify different ways of ventilating a room	Identification of ventilators in the school compound	Building in the compound Pictures Books	KLB H/scie fm 4 pg 10-14
7	1	Midterm break
7	2-4	Fuels in the home Common types Wood Charcoal Gas Paraffin Electricity Biogas Solar energy Other forms	By the end of the lesson the learner should be able to; Identify the common fuels in the home State the advantages and disadvantages of each fuel Explain precautions to take when using the fuels	Group discussions and presentations Note taking	Assorted fuels Books	KLB fm 4 pg 17-27
8	1	Conservation of energy	By the end of the lesson the learner should be able to; Explain ways of conserving energy at home	Teacher-pupil discussions	Pictures Books	KLB fm 4 pg 28
	2-3	Lighting in the home Definition Reasons for appropriate lighting in a house Source of light	By the end of the lesson the learner should be able to; Define lighting State reasons for appropriate lighting Explain natural sources of light	Teacher-pupil discussions Identification	Building in the compound Books	KLB fm 4 pg 29-31
	4	Artificial lighting Qualities Candles Lamps-oil lamps	By the end of the lesson the learner should be able to; State qualities of good artificial light Explain the use, care and cleaning of oil lamps and candles	Discussions Note taking Practical use	Candles Lamps Matchbox Oil	KLB fm 4 pg 32
9	1-3	Pressure lamps Gas lamps Electric lamps Types Methods of lighting Lighting specific areas	By the end of the lesson the learner should be able to; Identify each lamp Explain methods of lighting Explain how to light specific areas	Group discussions and presentations	Fixtures in the compound Pictures Books	KLB fm 4 pg 35
9	4	Cleaning of oil lamps Hurricane	By the end of the lesson the learner should be able to clean lamps correctly	Learners work in groups	Lamps Cleaning equipment and materials Books	H/scie by EAEP pg 46
10	1	Furnishing the home Definition Interior decoration Definition Colour and the colour wheel	By the end of the lesson the learner should be able to; Define furnishing and interior decoration Explain and use the colour wheel	Discussions Note taking	Charts Books	H/scie by EAEP pg 56
	2-3	Characteristics of colour Terms used in relation with colour Colour schemes	By the end of the lesson the learner should be able to; State the characteristics of colour Define terms related to colour Explain and use different colour schemes	Teacher-pupil discussions Note taking	Charts Books	H/scie by EAEP pg 57,59
	4	Revision of series 3 exam 2
11	1	Hard furnishings Classes Points in choice Furniture for different rooms bedrooms	By the end of the lesson the learner should be able to; Classify hard furnishings State points in the choice of hard furnishings Explain the furniture requirements for different rooms	Teacher-pupil discussions	Pictures Books	H/scie by EAEP pg 60-63
11	2-3	Furniture requirement for different rooms Kitchen Living room Dinning Bathroom Accessories Definition Accessories used in the home	By the end of the lesson the learner should be able to; Explain in the furniture requirements for different rooms Define accessories in the home Identify accessories used in the home	Teacher-pupil discussions Identification	Furniture available in the school (staffroom) Pictures	KLB fm 4 H/scie pg 56-60
	4	Soft furnishings Definition Reasons for use Choice of fabrics for soft furnishing	By the end of the lesson the learner should be able to; Define soft furnishing Explain reasons for use of soft furnishings Explain the choice of fabric for soft fabrics	Teacher-pupil discussions	Pictures books Assorted soft furnishings	H/scie by EAEP pg 63-66
12	1	Flower arrangements -Definition -Principles of flower arrangements -Equipment needed	By the end of the lesson the learner should be able to; Define flower arrangements Explain principles of flower Identify equipment used in arranging flowers	Identification Discussions	-Books -Assorted equipment	KLB fm 4 H/scie pg 62
	2-3	-Choice of flowers -Methods of arranging -Basic shapes	By the end of the lesson the learner should be able to; Explain choice of flowers -dentify basic shapes Arrange flowers into basic shapes	Discussions Practical arrangement of flowers	Flowers Books Equipment for arrangement	KLB fm 4 H/scie pg 64-66
	4	Consumer protection -Importance -Rights of a consumer	By the end of the lesson the learner should be able to; State the importance of consumer protection State the rights of a consumer	Teacher-pupil discussions Note taking	Books Chalk Board	KLB fm 4 H/scie pg 130-134
13	1-3	Agencies dealing with consumer protection -Kenya Consumer Association (KCA) -Kenya Bureau of Standards (KEBS)	By the end of the lesson the learner should be able to; State the functions of KCA and KEBS State functions of counterfeit issues section Identify the KEBS certification marking scheme (mark of a quality)	Teacher-pupil discussions Drawing	Charts -Books	KLB fm 4 pg 134-139
	4	-Trade Description Act -Price control department	By the end of the lesson the learner should be able to; Explain the importance of trade descriptions Act and price control department	Teacher-pupil discussions	-Books -Chalk -Board	KLB fm 4 pg 140-142

HOME SCIENCE FORM 4 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC/ SUB-TOPIC	OBJECTIVES	LEARNING ACTIVITIES	TEACHING AID	REFERENCE	REMARKS
1	1-2	REPORTING
	3-4	Flower arrangement points to consider equipment needed choice of flowers	By the end of the lesson, the learner should be able to state points to consider when arranging flowers, identify equipment for arrangement, identify and choose flowers.	Teacher- pupil discussions identification note taking	Flowers in compound assorted equipment books	KLB BK 4 pg 62
2	1-2	Methods of arranging flowers basic shapes	By the end of the lesson, the learner should be able to Explain the methods of arranging flowers in different shapes	Practical arrangement of flowers	Assorted flowers equipment	KLB F4 pg 64
	3-4	Food preservation definition advantages disadvantages traditional methods	By the end of the lesson, the learner should be able to Define food preservation state its advantages and disadvantages explain traditional methods of preservation	Teacher-pupil discussion note taking	Pictures books	KLB F 4 pg 68
3	1-2	Modern methods of preserving food	By the end of the lesson, the learner should be able to explain modern methods of preserving food.	Teacher-learner discussion note taking	Books pictures	KLB F4 pg 79
	3-4	Convenience Foods definition types advantages and disadvantages	By the end of the lesson, the learner should be able to Define convenience foods, identifying its various types State advantages and disadvantages.	Teacher-learner discussion note taking	Books assorted foods	KLB F4 pg 83
4	1-2	Rechauffe cookery definition Advantages of using left-over food. disadvantages storage factors in use left over preparation of food	By the end of the lesson, the learner should be able to Define rechauffe state advantages and disadvantages of using left over foods explain the preparation of variety of left overs	Teacher-pupil discussion	Books Writing materials	KLB F 4 pg 86
	3-4	Rechauffe cookery recipes	By the end of the lesson, the learner should be able to write recipes on requested dishes.	Note taking	Recipe books -writing materials	KLB F4 pg 89
5	1-2	Practical on	Reheated dishes
	3-4	Clothing construction processes collars	By the end of the lesson, the learner should be able to Name types of collars -prepare and attach collars	Demonstration practical preparation and attachment of collars	Fabric Sewing tools -books	KLB F4 pg 100
6	1-2	Qualities of a good collar Coffs preparation attaching qualities of a well-made cuff	By the end of the lesson, the learner should be able to State qualities of good collars and Coffs prepare and attach Coffs	Practical preparation and attachment teacher-learner discussion	Fabric sleeves sewing tools	KLB F 4 pg 106
7	3-4 1-2	Sleeves types preparation of set in sleeves attaching qualities of well-made sleeves	By the end of the lesson, the learner should be able to : name types of sleeves prepare and attach set in sleeves qualities of a well-made sleeve	Teacher-learner discussion practical preparation and attachment of sleeves	Fabrics sewing tools books		KLB F4 pg 111
	3-4	Facings and interfacings	By the end of the lesson, the learner should be able to Differentiate facings from interfacings uses of facings and interfacings	Teacher-pupil discussion practical attachment	Sewing tools fabrics interfacings books	KLB F4 pg 116
8	1-4	Speed test to Include all processes learnt
9	1-4	Preparation For paper 3 Answering sample questions
10	1-4	Preparation for paper 1 exams	By the end of the lesson, the learner should be able to identify common Mistakes in exams attempt several questions	Question and answering	Past papers
11 & 12	1-4	Paper 3	Speed test processes	On clothing	And construction.
14	1-4	Paper 3	Questions and answers
	END TERM EXAMINATIONS

HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1
WEEK	LESS ON	TOPIC/SUB TOPIC	OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	TEACHING AID	REF	REMARKS
1	2-4	REVISION AND HOLIDAY ASSIGNMENT
2	1	PRE MOCK 1 EXAM REVISION	By the end of the lesson the learner should be able to: make corrections on pre mock 1 paper 3	Teacher pupil discussions	Past papers and marking scheme	Past papers
	2&3	PRE MOCK 1 EXAM REVISION	By the end of the lesson the learner should be able to: make corrections on pre mock 1 paper 1	Teacher pupil discussions	Past papers and marking scheme	Past papers
3	4 1	PRE MOCK 1 EXAM REVISION	By the end of the lesson the learner should be able to: make corrections on pre mock 1 paper 2	Teacher pupil discussions Working of speed test	Past papers and marking scheme Sewing equip Speed test	Past papers
	2&3	PRE MOCK 2 EXAM planning	By the end of the lesson the learner should be able to: Plan for practical exam	Each learner prepares own plan	Question papers Recipe books	Exam papers
4	4 1 – 4	PRE MOCK 2EXAM
5	1	PRE MOCK 2 EXAM REVISION	By the end of the lesson the learner should be able to: make corrections on pre mock 2 paper 3	Teacher pupil discussions	Past papers and marking scheme	Past papers
6	2&3 4 1	PRE MOCK 2 EXAM REVISION PRE MOCK 2 EXAM REVISION	By the end of the lesson the learner should be able to: make corrections on pre mock 2 paper 1 make corrections on pre mock 2 paper 2	Teacher pupil discussions Working of speed test	Past papers and marking schemes Past papers and marking scheme Sewing equip Speed test	Past papers Past papers
	2-4	CONDENSED EXAM
7	1-4	REVISION OF CONDENSED EXAM
8	1	REVISION OF CONDENSED EXAM
	2-4	MID TERM BREAK
9	1-4	REVISION AND PREPARATION FOR MOCKS PAPER 1	By the end of the lesson the learner should be able to: Get ready for mocks paper1	Teacher pupil discussions Group discussions	Past papers and marking schemes	Form 1-4 syllabus
10	1-4	REVISION AND PREPARATION FOR MOCKS PAPER 2	By the end of the lesson the learner should be able to: Get ready for mocks paper1	Teacher pupil discussions Working of speed test	Past papers and marking scheme Sewing equip Speed test	Form 1-4 syllabus
11	1-4	REVISION AND PREPARATION FOR MOCKS PAPER 3	By the end of the lesson the learner should be able to: Get ready for mocks	Teacher pupil discussions Working of speed test Trial planning	Past papers and marking schemes	Form 1-4 syllabus KNEC guidelines
12-14	1-4	MOCK EXAMS

HOME SCIENCE FORM 4 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	LEARNING/TEACHIG ACTIVITIES	TEACHING AID	REF	REMARKS
1	1	REPORTNG
1	2-3	Revision of holiday assignment (paper 2)	By the end of the lesson the learner should be able to; Identify and rectify mistakes in paper 2	Teacher-pupil discussions	Marking schemes Speed test Past paper	Pre mock 2 paper 2 exam
2	4 1-4	Post mock exams
3	1-4	Preparation for paper 2 exam	By the end of the lesson the learner should be able to correct areas in which he has difficulties in clothing construction processes	-Working of processes -Sample speed test -Discussions	Past papers Sewing equipment and tools Fabrics
4	1-4	Preparation for K.C.S.E paper 3 exams	By the end of the lesson the learner should be able to; Prepare recipes in readiness for planning exam Improve on speed used in planning	-Sample planning tests -Discussions	Past papers and marking schemes Writing materials
5	1-4	Preparation for planning exam K.C.S.E HOMESCIENCE PAPER 3 PLANNING EXAM
6	1-4	Preparation for K.C.S.E. PAPER 3 PRACTICALS Revision for paper I
7	1-4	K.C.S.E PAPER 3 PRACTICALS Revision for paper I
8-13	K.C.S.E EXAMS END OF TERM

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Form three latest updated notes, exams, schemes of work lesson plans, revision materials free

October 5, 2025 Hillary Kangwana Leave a comment

Form three latest updated notes, exams, schemes of work lesson plans, revision materials free

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Free History schemes of work Form One to Four, Term 1-3

October 5, 2025 Hillary Kangwana Leave a comment

Looking for free History and Government Schemes of work? Download them below at no cost..

Download a pdf and editable copy of the schemes of work here;

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

FORM 1-4 HISTORY SCHEMES OF WORK FOR TERM 1-3

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

SCHEMES OF WORK

HISTORY FORM ONE

TERM I

Introduction to History and Government

– Meaning of history

– Meaning of Government

By the end of the lesson, the learner should be able to

(a) Define the term history

(b) Explain the meaning of the term government

· Explaining the meaning of the terms history and government

· Student writing down important points

· Asking questions

· Answering questions

· Note taking by the teacher on the chalk board

· Chalk board

· Students book

· Pictures

· Charts

· Handouts

· Realia

· Milestone in History and Government page 1-2

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 1-2

· K.L.B Bk 1 page 1-2

· Gateway page 1

Introduction to history and government

Sources of information on history and Government

– Unwritten source

– Oral tradition

– Limitations of oral tradition

– Archeology

– Paleontology

By the end of the lesson, the learner should be able to

(a) Identify the source of information on history and Government. Oral traditions and its limitations

(b) Archeology

· Explanation

· Discussion

· Asking and answering questions

· Giving assignment

· Note taking

· Charts

· Students book

· Maps

· Picture

· Handouts

· Realia

· Milestone in History and Government page 2-4

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 6-15

· K.L.B Bk 1 page 2-6

· Gateway Revision page 1

Introduction to History and Government

Anthropology

Geology

Genetics

By the end of the lesson, the learner should be able to

(a) Explain anthropology, Geology and Genetics as sources of information on History and Government

· Explanations

· Discussions

· Answering questions

· Asking questions

· Note taking

· Text book

· Hand outs

· Picture maps

· Realia

· Teachers guide

· Resource person

· Milestone in History and Government page 26-27

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 8-10

· K.L.B History and Government Bk 1 page 4

· Gateway Revision page 2-3

Introduction to History and Government

– Linguistics

– Ethnology

– Resources person

By the end of the lesson, the learner should be able to

(a) Explain linguistics ethnology and resource persons

(b) A source of information on History and Government

· Explanations on content

· Discussions

· Asking and answering questions

· Note taking

· Chart

· Realia

· Hand outs

· Students book

· Audio Visual Radio

· Milestone in History and Government page 6-7

· Milestone Teachers guide 226

· Evolving world Bk 21 page 12-15

· K.L.B History and Government Bk 1 page 2-6

· Gateway Revision page 3-4

Introduction to History and Government

– Mass media

– Written sources and their limitations

By the end of the lesson, the learner should be able to:

(a) Explain mass media and written sources of information on History

(b) State the limitations of written sources

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Charts

· Realia

· Handouts

· Students book

· Audio visual radio

· Milestone in History and Government page 6-7

· Milestone Teachers guide 226

· Evolving world Bk 21 page 12-15

· K.L.B History and Government Bk 1 page 2-6

· Gateway Revision page 3-4

Introduction to History and Government

– Importance of studying history

– Importance of studying Government

By the end of the lesson, the learner should be able to

(a) Explain the importance of studying History and Government

– Explaining the importance of studying history and Government

– Note taking

– Discussions

– Asking questions

– Answering questions

· Picture

· Handouts

· Teachers book

· Students book

· Charts

· Realia

· Milestone in History and Government page 6-7

· Milestone Teachers guide 26

· Evolving world Bk 21 page 4-5

· K.L.B History and Government Bk 1 page 6-7

· Gateway Revision page 3-4

Early Man

The origin of early man

– Mythical theory

– Creation theory

– Evolution theory

By the end of the lesson, the learner should be able to

(a) Explain the origin of man as given in the mythical theory, creation and evolution theory

· Discussions on the origin of man

· Asking and answering questions

· Note taking

· Photographs

· Students book

· Pictures

· Handouts

· Teachers guide book

· Charts

· maps

· Milestone in History and Government page 8-9

· Milestone Teachers guide 26

· Evolving world Bk 2 page 16

· K.L.B History and Government Bk 1 page 8-9

· Gateway Revision page 3-4

Early man

Evolution of Man

– Meaning of evolution

– Stages in the evolution of man

– Aegyptopitism

– Dryopitr

By the end of the lesson, the learner should be able to

(a) explain and identify the stages through which a man evolved

(b) Aegytopithecus

· Explaining the stages of evolution

· Discussing time different features of man at each stage

· Asking and answering question

· Note taking

· Maps

· Students book

· Teachers guide

· Hand outs

· Charts

· Maps

· Pictures

· Milestone in History and Government page 9-11

· Milestone Teachers guide 26

· Evolving world Bk 2 page 17-29

· K.L.B History and Government Bk 1 page 9-21

· Gateway Revision page 5

Early man

Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)

Australopithecus

By the end of the lesson, the learner should be able to

(a) Identify and explain the stages through which man evolved i.e

– kenyapithecus

– Ramapithecus

– Australopithecus

· Explaining the stages of evolution

· Discussing

· Describing

· Answering questions

· Asking questions

· Charts

· Students book

· Photographs

· Pictures

· Hand outs

· Milestone in History and Government form 1 page 11-12

· Milestone Teachers guide 31

· Evolving world Bk 2 page 19-22

· K.L.B History and Government Bk 1 page 11-16

Early man

Evolution of man

Homohabilis (handy man)

Homo Erectures (upright man)

By the end of the lesson, the learner should be able to

(a) Explain the stages through which man evolved i.e homohabilis and erectus

· Explanation

· Discussing

· Describing

· Questions and answers

· Chart

· Pictures

· Students book

· Teachers book

· Realia

· Hand outs

· Milestone in History and Government form 1 page 13-14

· Milestone Teachers guide 31

· K.L.B History and Government Bk 1 page 11-14

Early Man

Homo Sapies( intelligent man

Rhodesium man

Neanderthan man

Cro-magnion

By the end of the lesson, the learner should be able to

(a) State characteristics of Homo sapies, Rhodesium, cro-magnon

(b) Explain the stages through which man evolved

· Explanations

· Discussions

· Questions and answers

· Text book

· Maps

· Pictures/photographs

· Documents

· Handouts

· Resource person

· Milestone in History and Government form 1 page 13-14

· Milestone Teachers guide 31

· Evolving world Bk 2 page 22-23

· K.L.B History and Government Bk 1 page 14-16

· Gateway Revision page 7

Early man

Evolution of man

Homo sapiens

By the end of the lesson, the learner should be able to

(a) Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens

(b) State the characteristics of Homo Sapiens-Sapiens

· Drawing a picture of Homo sapiens sapiens

· Note taking

· Explaining the characteristics of Homo Sapiens Sapiens

· Maps

· Photographs

· Students book

· Teachers guide

· Revision

· Resource person

· Documents

· Realia

· Milestone in History and Government form 1 page 14-15

· Milestone Teachers guide 31

· Evolving world Bk 2 page 23-24

· K.L.B History and Government Bk 1 page 16

· Gateway Revision page 7

Early man

Cultural and economic practices of early man

Early stone age/ lower paleolithition and 2^nd phase

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the milestone age

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Students book

· Charts

· Realia

· Pictures

· Documentaries

· Gateway revision

· Resource person

· Views pages

· Cuttings

· Milestone in History and Government form 1 page 14-15

· Milestone Teachers guide 31

· Evolving world Bk 2 page 24-28

· K.L.B History and Government Bk 1 page 16-20

· Gateway Revision page 7

Early man

Middle stone age/middle Paleolithic use and 2^nd phases

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the late stone age

(b) Explain the economic practices of man during their stage

· Explaining the cultural and economic practices of early man in middle stone age

· Discussions

· Note taking

· Asking and answering questions

· Maps

· Photographs

· Students book

· Realie

· Resource person

· Documentary

· Newspaper cuttings

· Hand outs

· pictures

· Milestone in History and Government form 1 page 17-18

· Milestone Teachers guide 31

· Evolving world Bk 2 page 24-28

· K.L.B History and Government Bk 1 page 18-19

· Gateway Revision page 8-9

Early man

The late stone age/upper Paleolithic 15,000-8,000 years ago

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the late stone age

(b) Explain the economic practices of man during their stage

· Explanation

· Discussions

· Note taking

· Asking questions and answering questions

· Maps

· Photographs

· Students book

· Realie

· Resource person

· Documentary

· Newspaper cuttings

· Hand outs

· Pictures

· Milestone in History and Government form 1 page 18-19

· Milestone Teachers guide 31

· Evolving world Bk 2 page 27

· K.L.B History and Government Bk 1 page 19-21

· Gateway Revision page 9-10

Development of Agriculture

– Development of early Agriculture

– Beginning of crop growing

– The beginning of animal domestication

By the end of the lesson, the learner should be able to

(a) State factors that contribute to the beginning of crop growing

(b) State factors that led to domestication of animals

· Discussions

· Explanations

· Demonstrations

· Drawing

· Asking and answering questions

· Note taking

· Maps

· Charts

· Students book

· Hand outs

· Pictures

· Realia

· Resource person

· Documents

· Teacher’s guide

· Milestone in History and Government form 1 page 20-21

· Milestone Teachers guide 35-36

· Evolving world Bk 2 page 30-33

· K.L.B History and Government Bk 1 page 22-24

· Gateway Revision page 11-12

Development of Agriculture

– Early Agriculture in Egypt

– Characteristics of early Agriculture

– Impact of Early Agriculture in Egypt

By the end of the lesson, the learner should be able to

(a) State the characteristics of early Agriculture

(b) Explain the impact of early Agriculture in Egypt

· Explanations

· Discussions

· Asking and answering questions

· Drawing map of Egypt

· Note taking

· Maps

· Charts

· Students book

· Picture

· Hand outs

· Resource person

· Milestone in History and Government form 1 page 21-23

· Milestone Teachers guide 36

· Evolving world Bk 2 page 36-38

· K.L.B History and Government Bk 1 page 24-26

Development of Agriculture

– Early Agriculture in Mesopotamian

– Characteristic of early Agriculture in Mesopotamia

– Impacts of early Agriculture in Mesopotamia

By the end of the lesson, the learner should be able to

(a) Identify the characteristics of early Agriculture in Mesopotamia

(b) Explain the impacts of early Agriculture in Mesopotamia

· Explanation

· Discussions

· Asking and answering questions

· Note taking

· Maps

· Photographs

· Students book

· Teachers guide

· Pictures

· Hand-outs

· Realia

· Resource person

· documents

· Milestone in History and Government form 1 page 23-25, 24-26

· Milestone Teachers guide 36

· Evolving world Bk 2 page 34-35

· K.L.B History and Government Bk 1 page 25-26

Development of Early Agriculture

The Agricultural Revolution

By the end of the lesson, the learner should be able to

(a) Define the term Agrarian Revolution

(b) Explain the farming methods in Britain after the Agrarian Revolution

· Discussions

· Explanations

· Asking and answering questions

· Writing down important points

· Demonstrating

· Photographs

· Text book

· Teachers guide

· Hand-outs

· Charts

· Map

· Resource person

· Pictures

· News paper cutting

· Milestone in History and Government form 1 page 26-27,

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 39-41

· K.L.B History and Government Bk 1 page 25-26

· Gateway Revision Page 14-15

Development of Agriculture

Farming methods after Agrarian Revolution

By the end of the lesson, the learner should be able to

(a) Explain the farming methods in Britain after the Agrarian Revolution

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Hand-outs

· Picture

· Charts

· Realia

· Resource person

· documents

· Milestone in History and Government form 1 page 26-28

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 40-42

· K.L.B History and Government Bk 1 page 28-30

· Gateway Revision Page 14-15

Development of Agriculture

– Effects of Agrarian Revolution in Britain

– Agrarian Revolution in U.S.A

By the end of the lesson, the learner should be able to

(a) Explain the effects of the Agrarian Revolution in Britain

(b) Explain the factors that contributed to Agrarian Revolution in U.S.A

· Explaining the effects of Agrarian Revolution in Britain and factors contributing to Agrarian Revolution in U.S.A

· Discussion

· Asking and answering questions

· Note taking

· Picture

· Students book

· Teachers guide

· Hand-outs

· Realia

· Charts

· Resource person

· documents

· Milestone in History and Government form 1 page 28-33

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 42-44

· K.L.B History and Government Bk 1 page 30-33

· Gateway Revision Page 15-17

Development of Agriculture

– Effects of Agrarian Revolution in U.S.A

– Food situation in Africa and the role of the world

By the end of the lesson, the learner should be able to

(a) State the effects of Agrarian period from U.S.A

(b) Explain the food situation in Africa and the rest of the world

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Maps

· Charts

· Teachers guide

· Students book

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 32-34

· Milestone Teachers guide 37

· Evolving world Bk 2 page 45-46

· K.L.B History and Government Bk 1 page 33

Development of Agriculture

– Factors contributing to food shortage in Africa

– Remedies of food shortage

By the end of the lesson, the learner should be able to

(a) Identify the factors contributing to food shortage in Africa and the rest of the world

(b) Identify effects of food shortage

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Drawings

· Teachers guide

· Students book

· Pictures

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 29-33

· Milestone Teachers guide 37

· Evolving world Bk 2 page 45-50

· K.L.B History and Government Bk 1 page 33-36

· Gateway Revision Page 17-19

The people of Kenya up to the 19^th Century

– Early inhabitants

– Origin, migration and settlement of people of Kenya

By the end of the lesson, the learner should be able to

(a) Trace the origin, migration and settlement of the people of Kenya

· Discussions

· Drawing the map of Kenya showing the early inhabitants

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Maps

· Chart

· Pattern

· handouts

· Milestone in History and Government form 1 page 39-40

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 51-52

· K.L.B History and Government Bk 1 page 38-39

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the Eastern cushites

– Rendile

– Somali

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of the Eastern Cushites i.e Rendile and Somali

(b) State factors and reasons for their migrations

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Maps

· Charts

· Students book

· Hand-outs

· pictures

· Milestone in History and Government form 1 page 39-40

· Milestone 40-41 Teachers guide 43

· Evolving world Bk 2 page 52-53

· K.L.B History and Government Bk 1 page 48

· Gateway Revision page

The people of Kenya up to 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration of the Western Bantu

By the end of the lesson, the learner should be able to

(a) State the reasons for the migration of the Bantus

(b) Explain the reasons of their settlements

· Explanations

· Discussions

· Asking and answering questions

· Writing down important points

· Students book

· Teachers guide

· Maps

· Charts

· handouts

· Milestone in History and Government form 1 page 41

· Milestone Teachers guide 43

· Evolving world Bk 2 page 52-53

· K.L.B History and Government Bk 1 page 48-49

The people of Kenya up to the 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration if the western Bantu

By the end of the lesson, the learner should be able to

(a) State the reasons for the migration of the Bantus

(b) Explain the reasons for their settlements

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Demonstration

· Maps

· Charts

· Teachers guide

· Students book

· Hand-outs

· pictures

· Milestone in History and Government form 1 page 41-42

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 53-56

· K.L.B History and Government Bk 1 page 40-42

1-3

Revision and Exams

By the end of the lesson, the learner should be able to

(a) Revise the terms work and be in a position to answer the questions asked in the exam

· Revising for exams 1

· Exam papers

· Pens

· Text book

· Question papers

· Revision books

· Text books

· notes

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORYY FORM ONE

TERM II

The people of Kenya up to 19^th century

Origin, migration and settlement of

– Abaluhya

– Abagusii

– Abakuria

By the end of the lesson, the learner should be able to

(a) State the causes of migration of Abaluhya, Abagusiii and Abakuria

(b) Explain the origin and settlement of Abaluhya, Abagusii and Abakuria

· explaining the origin, migration and settlement of Abagusii, Abaluhya and Abakuria

· discussions

· demonstrating

· drawing of maps showing migration patterns

· students book

· teachers guide

· maps

· charts

· pictures

· Milestone in History and Government form 1 page 42-44

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 55-56

· K.L.B History and Government Bk 1 page 40-42

· High flyer page 10

The people of Kenya up to 19^th Century

Origin, migration and settlement of the Eastern Bantu

– Mt. Kenya Bantus e.g Aembu, Ameru, Akamba, Agikuyu

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of Eastern Bantu i.e Mt. Kenya Bantu e.g

– Aembu

– Ameru

– Akamba

– Agikuyu

(b) Explain the results of Eastern Bantu migration

· Drawing

· Discussions

· Explanations

· demonstrating

· students book

· teachers guide

· maps

· charts

· pictures

· handouts

· realia

· Milestone in History and Government form 1 page 44-45

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 56-58

· K.L.B History and Government Bk 1 page 43

· Golden Tips pages 21-22

· High Flyer page 10

The people of Kenya up to 19^th Century

Origin, migration and settlement of

– Costal bantu

– Taita

– Pokomo

– Mijikende

– Waswahili

By the end of the lesson, the learner should be able to

(a) explain the origin, migration and settlement of the Costal Bantu

· discussions

· explanations

· asking and answering questions

· maps

· students book

· teachers guide

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 46-47

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 56-58

· K.L.B History and Government Bk 1 page 43-44

· Golden Tips pages 21

· High Flyer page 10-11

The People of Kenya up to the 19^th Century

Origin, migration and settlement of the River lake nilotes

– luo

By the end of the lesson, the learner should be able to

(a) explain the origin, migration of the river lake nilotes

(b) – luo

· Discussions

· Explanations

· Asking and answering questions

· Charts

· Maps

· Teachers guide

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 47-48

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 58-59

· K.L.B History and Government Bk 1 page 45-47

· Golden Tips pages 22

· High Flyer page 11

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the highland nilotes

– Nandi

– Kipsigis

– Tugen

– Pokot

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of the Nandi, Kipsigis, Tugen, Pokot

· Discussions

· Explanations

· Asking and answering questions

· Photos

· Student book

· Teachers guide

· Maps

· Charts

· Milestone in History and Government form 1 page 48-49

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page

· K.L.B History and Government Bk 1 page 47-48

· Golden Tips pages 23

The people of Kenya up to 19^th Century

Origin, migration and settlement of the highlands Nilotes

– The maasai

– The Iteso

By the end of the lesson, the learner should be able to

(a) State the causes of Highland Nilotes migrations

(b) Explain the origin, migration and settlement of the maasai and Iteso

· Discussions

· Explanation

· Asking and answering questions

· Drawing maps

· Photos

· Students books

· Teachers Guide

· Maps

· Charts

· Milestone in History and Government form 1 page 49-51

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 61-62

· K.L.B History and Government Bk 1 page 47-48

· Golden Tips pages 23

The People of Kenya up to the 19^th Century

Results of the migration and settlement of the Bantu

By the end of the lesson, the learner should be able to

(a) Explain the results of the migration and settlement of the Bantu

· Explaining

· Asking and answering questions

· discussions

· Photos

· Students book

· Teachers Guide

· Maps

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 51

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 58

· K.L.B History and Government Bk 1 page 49-51

· Golden Tips pages 24

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the plain Nilotes

By the end of the lesson, the learner should be able to

(a) Explain the results of migration and settlement of the Plan Nilotes

· Explaining results of the migration and settlement of the Plain Nilotes

· Discussions

· Asking and answering questions

· Maps

· Students book

· Teachers guide

· Charts

· Hand outs

· Milestone in History and Government form 1 page 51-52

· Milestone Teachers guide 43

· Evolving world Bk 2 page 60-61

· K.L.B History and Government Bk 1 page 47-51

· Golden Tips pages 23

· High Flyer page 11

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the highland Nilotes

By the end of the lesson, the learner should be able to

9a) explain the results of the migration and settlement of the highland Nilotes

· Discussions

· Explanations

· Answering and asking questions

· Maps

· Students book

· Charts

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 52-53

· Milestone Teachers guide 43

· Evolving world Bk 2 page 61

· K.L.B History and Government Bk 1 page 48-51

· Golden Tips pages 24

· High Flyer page 11

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the Cushites

By the end of the lesson, the learner should be able to

(a) Explain the results of the migration and settlement of the Cushites

· Explanations

· Discussions

· Answering and asking questions

· Maps

· Charts

· Hand-outs

· Realia

· Pictures

· Students book

· Teachers guide

· Milestone in History and Government form 1 page 53

· Milestone Teachers guide 43

· Evolving world Bk 2 page 53

· K.L.B History and Government Bk 1 page 48-51

· Golden Tips pages 24

Social Economic and political organization of Kenya societies in 19^th Century

– Bantu

– Agikuyu social economic organization

By the end of the lesson, the learner should be able to

(a) Explain the social economic organization of the Agikuyu

· Discussions

· Explanations

· Asking and answering questions

· Drawing maps

· Charts

· Photographs

· Students books

· Maps

· Pictures

· Hand-outs

· Milestone in History and Government form 1 page 54-55

· Milestone Teachers guide 43

· Evolving world Bk 2 page 63

· K.L.B History and Government Bk 1 page 52

· Golden Tips pages 26

· High Flyer page 12

Social, economics and Political origins of Kenyan societies in the 19^th century

– Bantus

– Politics of the Agikuyu

– Social and economic organization of the Ameru

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Agikuyu

(b) Discuss the social and economics organization of the Ameru

· Explaining the political organization of the Agikuyu

· Discussing the social and economic organization of the Ameru

· Asking and answering questions

· Maps

· Students book

· Maps

· Hand-outs

· charts

· Milestone in History and Government form 1 page 55-56

· Milestone Teachers guide 48

· Evolving world Bk 2 page 66-68

· K.L.B History and Government Bk 1 page 52-54

· Golden Tips pages 26

· High Flyer page 12-13

Social economic and political organization of Kenya societies in the 19^th century

The political organization of the Ameru

The political social and economic organization of Akamba

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Ameru

(b) The political, social, and economics organization of the Akamba

· Explaining the political organization of the ameru

· Political, social and economic organization of the Akamba

· Photos

· Students book

· Teachers guide

· Maps

· Charts

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 56-58

· Milestone Teachers guide 48

· Evolving world Bk 2 page 68-69

· K.L.B History and Government Bk 1 page 53-55

· Golden Tips pages 27

Social, Economic and political organization of Kenyan societies in the 19th century

The social, economic and political organization of the Abagusii

By the end of the lesson, the learner should be able to

(a) Explain the social, economics and political organization of the Abagusii

· Explaining the social, economic and political organization

· Discussion

· Asking and answering questions on the content cover

· Photos

· Charts

· Students book

· Maps

· Students book

· Teachers Guide

· Milestone in History and Government form 1 page 58-59

· Milestone Teachers guide 48

· Evolving world Bk 2 page 70-71

· K.L.B History and Government Bk 1 page 56

· Golden Tips pages 27

Social economic and political organization of Kenyan societies in the 19^th Century

The social, economic, political organization of the Mijikenda

By the end of the lesson, the learner should be able to

(a) Discuss the social economic and political organization of the Mijikenda

· Discussing the social, economic and political organization of the Mijikenda

· Explanations

· Asking and answering questions

· Students book

· Teachers Guide

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 59-60

· Milestone Teachers guide 48

· Evolving world Bk 2 page 71-72

· K.L.B History and Government Bk 1 page 56-57

Social economic and Political organization of Kenyan societies in the 19^th Century

Nilotes

Luo

The social, economic and political organization of the luo

By the end of the lesson, the learner should be able to

(a) Explain the social, political and economic organization of the luo

· Explanations

· Discussions

· Asking and answering questions

· Drawing of the maps

· demonstrating

· students book

· teachers guide

· charts

· maps

· hand-outs

· realia

· pictures

· Milestone in History and Government form 1 page 61-62

· Milestone Teachers guide 48

· Evolving world Bk 2 page 76-77

· K.L.B History and Government Bk 1 page 59

· Golden Tips pages 28

· High Flyer page 14

Social economics and political organization of Kenyan societies in 19^th Century

Nilotes

Nandi

Social and economic organization of the Nandi

By the end of the lesson, the learner should be able o

(a) Explain the social, economic organization of the Nandi

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Pictures

· Chart

· Map

· Handouts

· Realia

· Milestone in History and Government form 1 page 62-63

· Milestone Teachers guide 48

· Evolving world Bk 2 page 73-74

· K.L.B History and Government Bk 1 page 60-61

Social economic and political organization of Kenya societies in 19^th century

Nilotes

Nandi

Political organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Nandi

(b) Explain the social organization of the Maasai

· Discussions

· Explanations

· Demonstrations

· Asking and answering questions

· Students books

· Teachers Guide

· Hand-outs

· Realia

· Pictures

· Charts

· Milestone in History and Government form 1 page 62-63

· Milestone Teachers guide 48

· Evolving world Bk 2 page 74-75

· K.L.B History and Government Bk 1 page 60-61

· Golden Tips pages 29

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

– Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Maasai

· Explaining the economic organization of the Maasai

· Discussions

· Asking and answering questions

· Student books

· Hand outs

· Teachers guide

· Pictures

· Charts

· Maps

· Milestone in History and Government form 1 page 63-64

· Milestone Teachers guide 48

· Evolving world Bk 2 page 75

· K.L.B History and Government Bk 1 page 61

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Maasai

· Explaining the political organization of the Maasai

· Discussions

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Charts

· Maps

· Handout

· Milestone in History and Government form 1 page 64

· Milestone Teachers guide 48

· Evolving world Bk 2 page 76

· K.L.B History and Government Bk 1 page 61

Social, economic and political organization of Kenyan societies in the 19^th century

Cushites

– Boranna

The social and economic organization of borana

By the end of the lesson, the learner should be able to

(a) Explain the social and economic organization of the Borana

(b) Explain the eleven gada of the Boranna Kinship system

· Discussing the organization of the Boranna

· Explanations

· Asking and answering questions

· Photos

· Students book

· Teachers guide

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 64-65

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80-81

· K.L.B History and Government Bk 1 page 62-63

· Golden Tips page 30

Social, economic and political organization of Kenyan societies in the 19^th century

The Political organization of the Boranna

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Boranna

· Discussing the political organization of the Boranna

· Explanations

· Asking and answering questions

· Demonstration using gestures

· Students book

· Photographs

· Teachers guide

· Hand-outs

· Milestone in History and Government form 1 page 66

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80-81

· K.L.B History and Government Bk 1 page 62-63

· Golden Tips page 30-31

· High Flyer page 15

Social, economic and political organization of Kenyan societies in the 19^th century

Somali

The social and economic organization of the Somali

By the end of the lesson, the learner should be able to

(a) Explain the social and economic organization of the Somali

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Pictures

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 66

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 63-65

· Golden Tips page 30-31

· High Flyer page 15

Social economic and political organization of Kenya

The political organization of the Somali

By the end of the lesson, the learner should be able to

(a) Discuss the political organization of the Somali

· Discussions

· Explanations

· Asking and answering questions

· Students books

· Teachers guide

· Pictures

· Charts

· Hand-out

· Milestone in History and Government form 1 page 66-67

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 64

· Golden Tips page 30-31

· High Flyer page 15

Contacts between East Africa and the outside world up to the 19^th century

The early history of the East African Coast

By the end of the lesson, the learner should be able to

(a) Discuss the early history of the East African Coast

· Discussing the source of information of early African Coast

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 66-67

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 64

· Golden Tips page 30-31

· High Flyer page 21

Contacts between East Africa and the outside world up to the 19^th century

Sources of information on the early History of East Africa Coast

By the end of the lesson, the learner should be able to

(a) Discuss the sources of information on the early history of the East African Coast

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand outs

· Milestone in History and Government form 1 page 68-69

· Milestone Teachers guide 53

· Evolving world Bk 2 page 84-85

· K.L.B History and Government Bk 1 page 66

· High Flyer page 21

Contacts between East Africa and the outside world up to the 19^th century

The early visitors to the East African Coast up to 1500

By the end of the lesson, the learner should be able to

(a) Identify the origin of the early visitors to the East African Coast up to 1500

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand out

· Milestone in History and Government form 1 page 69-70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85

· K.L.B History and Government Bk 1 page 67,85

Contacts between East Africa and the outside world up to the 19^th century

The early visitors to the East African coast up to 1500

Romanian

By the end of the lesson, the learner should be able to

(a) Identify the origin of early visitors to the East African coast up to 1500 i.e Romans

· Identifying

· Discussions

· Explanations

· Asking and answering questions

· Maps

· Students book

· Charts

· Handouts

· Realia

· pictures

· Milestone in History and Government form 1 page 69-70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85

· K.L.B History and Government Bk 1 page 67

Contacts between East African Coast and outside world up to 19^th century

– Chinese

– Persians

By the end of the lesson, the learner should be able to

(a) Identify the origin of the early visitors to the east African Coast i.e Chinese and persians

· Identifying

· Discussions

· Explanations

· Asking and answering questions

· Maps

· Students book

· Charts

· Hand-outs

· Pictures

· Realia

· Milestone in History and Government form 1 page 70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85-86

· K.L.B History and Government Bk 1 page 67

Contacts between East African Coast and outside world up to 19^th century

Arabs

By the end of the lesson, the learner should be able to

(a) Identify the orign of the early visitors to the East African coast i.e Arabs

· Identifying

· Demonstrations

· Explanations

· Discussing

· Asking and answering questions

· Maps

· Charts

· Students book

· Teachers guide

· Hand outs

· Milestone in History and Government form 1 page 70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85-86

· K.L.B History and Government Bk 1 page 68

· Gateway Revision page 23

Contacts between East African Coast and outside world up to 19^th century

Trade between the East-coast of Africa and outside world

Organization of the trade

Factors which facilitated trade

By the end of the lesson, the learner should be able to

(a) Explain the development of trade between the East African Coast and outside world

(b) Explaining factors that facilitated the trade

· Discussing

· Asking and answering questions

· Explanations

· Demonstrating

· Identifying

· Charts

· Students book

· Teachers guide

· Hand-outs

· Realia

· Maps

· Milestone in History and Government form 1 page 70-71

· Milestone Teachers guide 54

· Evolving world Bk 2 page 87-89

· K.L.B History and Government Bk 1 page 68

· Gateway Revision page 22

Contacts between East African Coast and outside world up to 19^th century

Impacts of trade on the people of East Africa

– Inter marriages

– Kiswahili language

– Swahili culture

By the end of the lesson, the learner should be able to

(a) Discuss the extract of trade between the East African Coast and the outside world

· Drawings

· Identifying

· Explanations

· Asking and answering questions

· Teachers guide

· Hand- outs

· Students book

· maps

· Milestone in History and Government form 1 page 72

· Milestone Teachers guide 54

· Evolving world Bk 2 page 89-90

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 22

Contacts between East African Coast and outside world up to 19^th century

The spread of Islam

Factors that facilitated the spread of Islam

By the end of the lesson, the learner should be able to

(a) Explain factors that led to the spread of Islam

· Explanations

· Discussions

· Identifying

· Stating

· Asking and answering questions

· Student book

· Hand-outs

· Charts

· Maps

· Realia

· Personal experience

· Milestone in History and Government form 1 page 72-73

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

Contacts between East African Coast and outside world up to 19^th century

The characteristics of the Coastal city states

Reasons for Decline

By the end of the lesson, the learner should be able to

(a) Explain the characteristics of the coastal city states

(b) Explain reasons for decline of the coast of city states

· explaining

· Discussions

· Illustrations

· Asking and answering questions

· Photos

· Maps

· Students book

· Teachers guide

· Resource persons

· Discussions

· Realia

· Milestone in History and Government form 1 page 72-73

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

Contacts between East African Coast and outside world up to 19^th century

The growing of city states

Factors that contributed to the rise and growth of the coastal city states

By the end of the lesson, the learner should be able to

(a) Discuss the factors that contributed to the growth of the coastal city state

· Discussing

· Explaining

· Illustrations

· Asking and answering questions

· demonstrations

· photos

· maps

· students book

· teachers guide

· documents

· Resource person

· Realia

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

Contacts between East African Coast and outside world up to 19^th century

· The growth of a class of wealth merchants

By the end of the lesson, the learner should be able to

(a) Discuss the growth of wealth merchants

· Discussions

· Explanations

· Demonstrating

· Asking and answering questions

· Pictures

· Teachers guide

· Students book

· Resource persons

· Realia

· Document

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

1-3

Revision and Exams

By the end of the lesson, the learner should be able to

(a) Revise the terms work and be able to answer the questions asked in the exams

· Revision of Exams

· Exam papers

· Pens

· Others

· Relevance stationery

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM ONE

TERM III

Contacts between East African and outside world up to 19^th Century

The coming of Portuguese

Reasons for coming of Portuguese

By the end of the lesson, the learner should be able to

(a) Identify the reasons for the coming of the Portuguese to the East African Coast

· Discussing

· Explanations

· Identifying

· Asking and answering questions

· Photos

· Resource persons

· Students book

· Teachers guide

· Charts

· Maps

· realia

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

Contacts between East African and outside world up to 19^th Century

Their consequences and rules

– States in the Portuguese

– Conquest of the east African Coast

– Reasons for their success

By the end of the lesson, the learner should be able to

(a) Trace the Portuguese conquest of East Africa

(b) Discuss factors that led to the success of the Portuguese conquest

– Explaining

– Discussions

– Tracing

– Identifying

– Asking and answering questions

· Pictures

· Realia

· Hand-outs

· Students books

· Documents

· Resource persons

· Milestone in History and Government form 1 page 76-78

· Milestone Teachers guide 54

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 70-71

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

Portuguese rule

– Decline of Portuguese power

– Factors that contributed to the decline of the Portuguese power

By the end of the lesson, the learner should be able to

(a) Discuss the factors that contributed to the decline of the Portuguese power

(b) Discuss the impact of Portuguese rule

· Discussing

· Explaining

· Illustrating

· Identifying

· Asking and answering question

· Resource persons

· Students book

· Maps

· Teachers guide

· Pictures

· Hand-outs

· Documents

· Milestone in History and Government form 1 page 77-81

· Milestone Teachers guide 54

· Evolving world Bk 2 page 93-95

· K.L.B History and Government Bk 1 page 71-73

Contacts between East African and outside world up to 19^th Century

– Establishment and impact of Oman Rule

– Factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

By the end of the lesson, the learner should be able to

(a) Explain the factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

· Discussing

· Explanations

· Drawing maps

· Asking and answering questions

· Maps

· Photos

· Students book

· Documents

· Charts

· Hand-outs

· Resource person

· Milestone in History and Government form 1 page 81-83

· Milestone Teachers guide 54-55

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 73-75

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

Seyyid Said the development of plantation Agriculture

By the end of the lesson, the learner should be able to

(a) Explain how Seyyid Said developed plant from Agriculture

· Explaining

· Discussing

· Asking and answering questions

· Photos

· Students book

· Teachers Gide

· Map

· Charts

· Resource person

· Milestone in History and Government form 1 page 83

· Milestone Teachers guide 55

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 73-74

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

· International Trade

· Organization and development

· Consequences to long distance and international trade

By the end of the lesson, the learner should be able to

(a) Explain the organization and development of international trade

(b) Explain the consequences of long distance and international trade

· Explaining

· Discussions

· Asking and answering questions

· Students book

· Teachers Guide

· Documents

· Charts

· Maps

· Hand-outs

· Resource person

· Realia

· Milestone in History and Government form 1 page 86-87

Milestone Teachers guide 55

· Evolving world Bk 2 page 103-105

· K.L.B History and Government Bk 1 page 76-77

· Gateway Revision page 28-29

Contacts between East African and outside world up to 19^th Century

· The spread of Christianity

· Reasons for the coming of Christian missionary

By the end of the lesson, the learner should be able to

(a) Explain the reasons for coming of Christian missionaries and missionary attributes in East African

· Discussions

· Explanations

· Asking and answering questions

· Demonstration

· Photos

· Maps

· Charts

· Students book

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 88-90

· Milestone Teachers guide 54

· Evolving world Bk 2 page 105-107

· K.L.B History and Government Bk 1 page 77-79

· Gateway Revision page 29

Contacts between East African and outside world up to 19^th Century

· Factors that contributed to the spread of Christianity

· Challenges that the Christian missionaries Faced

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to the spread of Christianity and challenges that the Christian missionary faced

· Explaining

· Discussions

· Asking and answering questions

· Photos

· Maps

· Students book

· Teachers guide

· Hand-outs

· Realia

· Documents

· Milestone in History and Government form 1 page 90-91

· Milestone Teachers guide 55

· Evolving world Bk 2 page 108-109

· K.L.B History and Government Bk 1 page 77-79

· Gateway Revision page 29-30

Contacts between East African and outside world up to 19^th Century

Effects of missionary activities in East Africa

By the end of the lesson, the learner should be able to

(a) Explain the effects of missionary activities in East Africa

· Explaining

· Discussions

· Asking and answering questions

· Students book

· Teachers guide

· Documents

· Realia

· Hand-outs

· Newspaper cuttings

· charts

· Milestone in History and Government form 1 page 91

· Milestone Teachers guide 55

· Evolving world Bk 2 page 109-111

· K.L.B History and Government Bk 1 page 80-81

Citizenship

· Meaning of citizenship

· Kenyan citizenship

By the end of the lesson, the learner should be able to

(a) Explain the meaning of citizenship and where Kenyan Citizenship entails

· Explaining

· Discussing

· Asking and answering questions

· Illustrations

· drawing

· students book

· teachers guide

· Documents

· Newspaper cuttings

· Hand-outs

· Charts

· Maps

· Milestone in History and Government form 1 page 93

· Milestone Teachers guide 61

· Evolving world Bk 2 page 113-114

· K.L.B History and Government Bk 1 page 83-84

Citizenship

Deprivation of Citizenship

By the end of the lesson, the learner should be able to

(a) Explain the circumstances under which citizenship can be withdrawn

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Maps

· Students book

· Teachers Guide

· Pictures

· Newspaper cutting

· Resource person

· Milestone in History and Government form 1 page 93-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 113-114

· K.L.B History and Government Bk 1 page 84

Citizenship

Rights of a citizen

Right to life

Right to liberty

By the end of the lesson, the learner should be able to

(a) Explain the rights of Kenyan Citizen

(b) Right to Life

· Discussing

· Explanations

· Asking and answering questions

· Photos

· Newspaper

· Cuttings

· Students book

· Resource person

· Hand-outs

· Milestone in History and Government form 1 page 94-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 114-118

· K.L.B History and Government Bk 1 page 84-86

1-2

Citizenship

· Rights to the child

· Protection from slavery and forced labour

· Protection from torture

· Right of property

· Freedom of movement

· Freedom of assembly

· Freedom of expression

By the end of the lesson, the learner should be able to

(a) Explain the rights of child and other rights of a citizen e.g

· Protection of slavery and forced labour

· Protection from torture

· Discussions

· Explanations

· Asking and answering questions

· Illustrations

· Demonstrating

· Identifying

· Documents

· Resource persons

· Charts

· Realin

· News paper cuttings

· Pictures

· Student book

· Teachers Guide

· Milestone in History and Government form 1 page 94-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 114-118

· K.L.B History and Government Bk 1 page 84-86

Citizenship

· Responsibilities of Kenyan Citizen

· Personal and civic responsibility

By the end of the lesson, the learner should be able to

(a) Explain the civic and personal responsibilities of citizens

· Explanations

· Asking and answering questions

· discussions

· News cutting

· Documents

· Students book

· Teachers Guide

· Resource person

· Charts

· Picture

· Handouts

· Realia

· Milestone in History and Government form 1 page 97-100

· Milestone Teachers guide 61

· Evolving world Bk 2 page 117-119

· K.L.B History and Government Bk 1 page 86-87

1 to 2

Citizenship

· Civic Responsibilities

· Limitation to rights of citizens

By the end of the lesson, the learner should be able to

(a) Explain the civic responsibilities of a citizen

· Discussions

· Explanations

· Asking and answering questions

· Discussing

· Documents

· Hand-outs

· Resource persons

· Student book

· Realia

· Personal experience

· News papers cuttings

· Milestone in History and Government form 1 page 97-100

· Milestone Teachers guide 61-62

· Evolving world Bk 2 page 117-119

· K.L.B History and Government Bk 1 page 86-88

Citizenship

Elements of good citizenship

By the end of the lesson, the learner should be able to

(a) Explain the elements of good citizenship

· Discussions

· Explanations

· Asking and answering questions

· Documents

· Teachers book

· Students book

· Hand-outs

· Realia

· Documents

· News cuttings

· Resource person

· Milestone in History and Government form 1 page 100-102

· Milestone Teachers guide 62-63

· Evolving world Bk 2 page 118-119

· K.L.B History and Government Bk 1 page 86-87

National Integrations

Meaning of national integration

Importance of national integration

By the end of the lesson, the learner should be able to

(a) Explain the meaning and importance of national integration

· Documents

· Discussions

· Asking and answering questions

· Students book

· Teachers Guide

· Documents

· Hand-outs

· Realia

· Newspaper cuttings

· charts

· Milestone in History and Government form 1 page 103-104

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 120-121

· K.L.B History and Government Bk 1 page 89-90

National Integration

Factors promoting National unity

· The constitution

· National mottos

· National language

· National political parties

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote national unity

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Document

· Charts

· Teachers guide

· Newspaper cuttings

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 104-105

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 121-124

· K.L.B History and Government Bk 1 page 90-91

National Integration

Parliament Education

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote national unity

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Students books

· Teachers Guide

· Realia

· Documents

· Resource person

· Charts

· Milestone in History and Government form 1 page 105-106

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 122

· K.L.B History and Government Bk 1 page 90

1 to 2

National Integration

· Equitable distribution of resources

· Social economic interaction

· Factors limiting national unity i.e tribalism, nepotism, racism

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote National unity

(b) Explain factors that limit National unity

· Discussions

· Identifying

· Listening to a resource person

· Asking and answering questions

· Resource person

· Students book

· Teachers guide

· Realia

· Charts

· Pictures

· Newspaper cuttings

· Hand outs

· Milestone in History and Government form 1 page 105-106

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 121-126

· K.L.B History and Government Bk 1 page 90

National Integration

· Factors limiting National Unity i.e

· Religious rivalry

· Uneven economic development

· Corruption

· Divisible politics

By the end of the lesson, the learner should be able to

(a) Explain the factors that limit national unity

· Identifying

· Discussing

· Explanations

· Listening

· Asking and answering questions

· Teachers Guide

· Pictures

· Student book

· Teachers experience

· Resource person

· Hand outs

· Realia

· Milestone in History and Government form 1 page 106-107

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 124-126

· K.L.B History and Government Bk 1 page 91-93

1 to 2

National Integration

Conflict Resolution

By the end of the lesson the learner should be able to

(a) Explain the meaning of conflict

(b) Explain the causes of conflicts at individual level and national level

· Discussions

· Explanations

· Listening

· Asking and answering questions

· Note taking

· Student book

· Teachers guide

· Pictures

· Hand-outs

· Realia

· Resource person

· Charts

· Milestone in History and Government form 1 page 107-110

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

Revision of Work

The process of conflict, resolution/resolving

By the end of the lesson, the learner should be able to

(a) Explain the process of conflict resolution/resolving

· Explaining

· Discussions

· Asking and answering questions

· Revising questions

· illustrating

· photos

· students book

· teachers Guide

· hand-outs

· Realia

· Resource person

· Milestone in History and Government form 1 page 110-111

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

1-3

Revision and Exams

Revision of topics covered from term I to III

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam

· Revising of questions

· Sitting for exams

· Answering questions by writing

· Exam papers

· Pens

· Other relevant stationery

· Question papers

· Revision book

· Text books

· notes

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM I

Trade

Definition of trade

Methods of trade

Barter trade

Currency trade

By the end of the lesson, the learner should be able to

(a) define the tem trade

(b) Identify the methods of trade

· Defining terms

· Identifying

· Explaining

· Asking and answering questions

· Student’s book

· Resource person

· Pictures

· Milestone in History and Government form II page 1-3

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

2 to 3

trade

Types of trade

Origin and development

By the end of the lesson, the learner should be able to

(a) State types of trade

(b) Explain the origin, development, organization and the impact of local trade

· Discussions

· Identifying

· Describing

· Asking and answering questions

· illustrations

· hand-outs

· Realia

· documents

· Resource persons

· Students book

· Teachers guide

· Charts

· Pictures

· Gateway Revision

· Milestone in History and Government form II page 3-6

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 4-7

· History and Government pages 32-33

· Golden tips page 65

Trade

Trans-Saharan Trade

Organization of the Trade

Trade Routes

Problems faced by trades

By the end of the lesson, the learner should be able to

(a) Define the term Trans-Saharan Trade

(b) Explain the organization trade routes of the trade

· Discussions

· Identifying trade routes

· Asking and answering questions

· Defining terms

· Student book

· Teachers book or guide

· Resource person

· Charts

· Documents

· Realia

· News paper cuttings

· Gateway Revision

· Milestone in History and Government form II page 6-8

· Milestone Teachers guide 32-38

· Evolving world Bk 2 page 6-9

· Gateway Secondary Revision

· History and Government pages 32-33

· Golden tips page 65-66

Trade

Decline of the trans-Saharan

By the end of the lesson, the learner should be able to

(a) Explain the decline of the Trans-Saharan trade

· Discussing the decline of trans-saharan trade

· Explanations

· Asking and answering questions

· Gateway Revision

· Teachers Guide

· Charts

· Maps

· Students book

· Hand-outs

· Milestone in History and Government form II page 8-9

· Milestone Teachers guide 32-38

· Evolving world Bk 2 page 10

· Gateway Secondary Revision pg 34

Trade

Impact of the trans-Saharan trade

By the end of the lesson, the learner should be able to

(a) Explain the impact of the trans-Saharan trade

· Discussing

· Making and taking notes

· Asking and answering questions

· Gateway Revision

· Teachers guide

· Charts

· Maps

· Students book

· Hand outs

· Milestone in History and Government form II page 9-10

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 9-10

· Gateway Secondary Revision pg 34

Trade

International Trade

· Trans-Atlantic trade

· Origin and development

By the end of the lesson, the learner should be able to

(a) State the origin of the Trans-Atlantic trade

(b) Discuss the development of the trans-Atlantic trade

· Defining international trade

· Discussing the origin and development of Trans- Atlantic trade

· Asking and answering questions

· Note taking

· Students book

· Maps

· Charts

· Gateway revision

· Hand-outs

· Realia

· Pictures

· Documents

· Resource person

· Milestone in History and Government form II page 10-12

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 11-14

· Gateway Secondary Revision 34-35

· History and Government pages 11-14

· Golden tips page 67-68

Trade

· Organization of the trans-Atlantic Trade

· Methods used to obtain slaves

By the end of the lesson, the learner should be able to

(A) Explain the organization of trans-Atlantic trade

(B) Describe the methods used to obtain slaves

· Explaining

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Realia

· Handouts

· Resource person

· Documents

· Gateway Revision

· Milestone in History and Government form II page 12-13

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 11-14

· Gateway Secondary Revision 35

· History and Government pages 14-16

· Golden tips page 68

Trade

· Decline of Trans-Atlantic of trade

· Impact of Trans- Atlantic trade

By the end of the lesson, the learner should be able to

(a) Explain the decline of Trans-Atlantic trade

(b) Discuss the impact of the trans-Atlantic trade

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Students book

· Pictures

· Teachers

· Charts

· Maps

· Resource person

· Gateway Revision

· Milestone in History and Government form II page 13-16

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 16-19

· Gateway Secondary Revision 36-37

Transport

· Definition of transport

· Traditional forms of transport

By the end of the lesson, the learner should be able to

(a) Define the term “transport”

(b) Identify traditional forms of transport

· Explaining meaning of the terms transport

· Discussions

· Asking questions

· Note taking

· Students book

· Pictures

· Teachers

· Charts

· Maps

· Resource person

· Gateway revision

· Milestone in History and Government form II page 18-21

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 16-19

· Gateway Secondary Revision 38

· History and Government pages 20-23

· Golden tips page 70

2 to 3

Transport

· Wheel vehicles

· Use of the wheels in Mesopotamia

· China

· Africa

· Europe

By the end of the lesson, the learner should be able to

(a) Describe the development of the wheel in Mesopotamia, china, Africa and Europe

(b) Describe wheeless vehicle or a form of land transport

· Discussing

· Explanations

· Describing

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Maps

· Hand-outs

· Realia

· Gateway Revision

· Milestone in History and Government form II page 21-24

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 38

· History and Government pages 14-16

· Golden tips page 73

Transport

Water Transport

· Boats

· Dug-out boats

· Rafts

· Camoes

· Sailing ships

By the end of the lesson, the learner should be able to

(a) Explain water as a means of transport

· Explaining

· Drawing pictures

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form II page 35

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 41

Development of Transport and communication

Development in modern means of Transport

· Road transport

· Roman roads

· Modern roads

· Bicycle

· Motor vehicle

By the end of the lesson, the learner should be able to

(a) Explain road transport as a means of transport i.e explain how Mac. Adam roads were made

(b) Trace the development of the bicycle and motor vehicle

· Discussing how the Mac. Adam roads were made

· Explaining the difference between the Adam and modern tarmac roads

· Discussing the development in bicycle and explaining the development of the motor vehicle

· Students book

· Photos

· Teachers guide

· Photographs

· Milestone in History and Government form II page 26-31

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 26-29

· Gateway Secondary Revision 39

Development of transport and communication

· Rail transport

· Electric engine

· Trans-Sahara railway

· Great American Railway

· The Canadian-pacific railway

· The Ugandan railway

By the end of the lesson, the learner should be able to

(a) Explain the development of the railway from the invention of steam engine locomotive

(b) Discuss the advantages of the great American Railway

· Discussing the great railway

· Illustrating their advantages and disadvantages

· Asking and answering questions

· Students book

· Photos

· Teachers guide

· Milestone in History and Government form II page 31-35

· Milestone Teachers guide 36-38

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 40

· Golden tips page 77

· High Flyer page 31

Development of air transport and communication

· Transport

· Development of air transport, space exploration

· Origin of space exploration

By the end of the lesson, the learner should be able to

(a) Discuss each attempted of inventing, the aero plane and explaining the impact of air transport today

(b) Discuss space frame today

· Discussing the impact of air travel

· Discussing early attempts to invent aeroplane

· Discussing impacts of air transport and space exploration

· Photos

· Students books

· Gateway Revision

· Photos

· Students book

· Teachers guide

· Milestone in History and Government form II page 38-40

· Milestone Teachers guide 38

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 40

· Golden tips page 80-87

· High Flyer page 32

Development of transport and communication

· Air transport

· Development of air transport

· Space exploration

· Origin of space exploration

By the end of the lesson, the learner should be able to

(a) Explain how the steam power shout is passed to drive steam ships

(b) Name three pioneers in the world of steamships and explain their contribution in this area

· Explain how steam power works

· Identifying three power in steamship explaining their contributions in the area

· Naming

· Note taking

· Asking and answering questions

· Photos

· Students book

· Gateway Revision

· Charts

· Pictures

· Hand-outs

· Realia

· Resource persons

· Milestone in History and Government form II page 36-38

· Milestone Teachers guide 36-38

· Gateway Secondary Revision 42

· Golden tips page 82

· High Flyer page 32

Development of transport and communication

· Impact of modern means of transport

· Impact of road transport

· Impact of rail transport

· Impact of space exploration/travel

By the end of the lesson, the learner should be able to

(a) Discuss the achievements of space exploration

(b) Discuss the impact of road, railway and water transport

· Revising and achievements of space exploration

· Explaining the impact of railway and water transport

· Discussing the impact of air transport and space explorations

· Asking and answering questions

· Note taking

· Gateway Revision

· photos

· Students books

· Documents

· Teachers Guide

· Realia

· Hand-outs

· Resource person

· Milestone in History and Government form II page 41-44

· Milestone Teachers guide 38

· Gateway Secondary Revision 43-44

· Golden tips page 82-83

Development of transport and communication

· Traditional forms of communication

· Smoke signals

· Drum beats

· Messengers

· Horn blowing

· Written messages

· Stone tables

· Scrolls

By the end of the lesson, the learner should be able to

(a) Discuss the traditional forms of communication

· Discussing the traditional forms of communication

· Asking and answering questions

· Note taking

· Explanations

· Photos

· Students books

· Teachers guide

· Documents

· Charts

· Gateway Revision

· Realia

· Resource person

· Milestone in History and Government form II page 45-47

· Milestone Teachers guide 38

· Gateway Secondary Revision 45

· Golden tips page 83

· High Flyer page 33

Development of transport and communication

· Development in modern forms of communication

· Telegraph

· E-mail

· Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a) Identify the modern means of communication

(b) Explain the use of telephone, cell phones, television and radio

· Discussing the modern forms of communication

· Telecommunication

· Telephones & cell phones

· Television

· Radio

· Photos

· Students book

· Teachers guide

· Gateway revision

· Milestone in History and Government form II page 43-50

· Milestone Teachers guide 39

· Evolving world Bk 2 page 57-61

· Gateway Secondary Revision 45-49

· Golden tips page 86-89

· High Flyer page 32

Development of transport and communication

· Development in modern terms of communications

· Telegraph

· E-mail

· Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a) Explain the use of telegraph, E-mail and Fax (Facsimile )

· Discussing the use of telegraph, E-mail and fax

· Explanations

· Drawing

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Charts

· Realia

· Handouts

· Documents

· Resource persons

· Personal experience

· Milestone in History and Government form II page 43-50

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 47

· Golden tips page 87-88

· High Flyer page 34-35

Development of transport and communication

· Telex

· Pager

· Internet

· Satellites rockets

· Impacts of telecommunication services

By the end of the lesson, the learner should be able to

(a) Explain the use of the telex, pager, the internet and satellite of rockets

(b) Discuss the impact of telecommunication services

· Discussing the use of telex, pager, internet and the satellites of rockets

· Discussing the impact of telecommunication resources

· Explanations

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Gateway revision

· Chart

· Pictures

· Hand-outs

· Realia

· Personal experience

· Milestone in History and Government form II page 52-55

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 47-48

· Golden tips page 88-89

· High Flyer page 35

· Evolving world page 61-64

Development of transport and communication

· Development in modern means of communication

· Print media

· Newspapers

· magazines

By the end of the lesson, the learner should be able to

(a) explain the role of the media in national development and discuss positive and negative impacts of the print medias

· discussing the role of the print media in national development

· explanations

· illustrating

· asking and answering questions

· note taking

· photos

· Newspapers

· Magazines

· Students books

· Teachers guide

· Milestone in History and Government form II page 55-59

· Milestone Teachers guide 39

· Gateway Secondary Revision 49-50

· Golden tips page 89-90

· High Flyer page 34

Development of communication

· Journals

· Periodicals

· Positive impact of point media

· Negative impact of print media

· Newspapers

· Magazines

By the end of the lesson, the learner should be able to

(a) Explain the role of the print media national development and discuss the positive and negative impacts of print media

· Discussing the use of print media

· Explaining the effects of print media (both positive and negative effects)

· Asking and answering questions

· Note taking

· Students books

· Photos

· Video films and documentations

· Resource person

· Teachers guide

· Charts

· Newspaper cuttings

· Gateway revision

· Milestone in History and Government form II page 59-60

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 50

· Golden tips page 90

· High Flyer page 34

· Evolving world page 65-68

Development in industry

Definition of

· Industry

· Early sources of energy

· Wood

· Water

· Wind

By the end of the lesson, the learner should be able to

(a) Define the term industry and identify the early sources of energy i.e wind, water and wood

· Defining the term industry

· Discussing the early sources of energy

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Charts

· Gateway revision

· Realia

· Handouts

· Resource persons

· Milestone in History and Government form II page 62-63

· Milestone Teachers guide 41-42

· Evolving world Bk 2 page 69-70

· Gateway Secondary Revision 51

· Golden tips page 92

· High Flyer page 36

· Evolving world page 61-64

Development industry

Uses of metals in Africa

· Bronze

· Gold

· Copper

By the end of the lesson, the learner should be able to

(a) Explain the uses of bronze, gold and copper

· Explaining the uses of bronze, gold and copper

· Notes taking

· Asking and answering questions

· Discussing

· Pictures

· Student book

· Teachers guide

· Gateway revision

· Charts

· Maps

· Resource person

· Milestone in History and Government form II page 63

· Milestone Teachers guide 42

· Evolving world Bk 2 page 71-72

· Gateway Secondary Revision 51

· Golden tips page 93

· High Flyer page 37

· Evolving world page 71-72

Development of industry

Iron

· Consequences of iron working

By the end of the lesson, the learner should be able to

(a) Explain the uses of iron and the consequences of iron working

· Discussing the uses of iron

· Explaining the consequences of iron working

· Asking and answering questions

· Photos

· Students book

· Teachers book

· Revision

· Hand-outs

· Scrolls

· Documents

· Charts

· Maps

· Milestone in History and Government form II page 64-65

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 51-52

· Golden tips page 94

· High Flyer page 37

· Evolving world page 61-64

Development of industry

Industrial Revolution in Europe

· Uses of various sources of energy

– Coal

– Petroleum

By the end of the lesson, the learner should be able to

(a) Explain the uses of various source of energy i.e cool and petroleum

· Discussing the uses of iron

· Explaining the consequences of iron working

· Asking and answering questions

· Photos

· Students book

· Teachers book

· Revision

· Hand-outs

· Scrolls

· Documents

· Charts

· maps

· Milestone in History and Government form II page 65-66

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 52-53

· Golden tips page 94-96

· High Flyer page 38-39

· Evolving world page 74-80

2-3

Development of Industry

Industrial Revolution in Europe

· Steam and its uses

· Electricity

· Uses of iron & steel

By the end of the lesson, the learner should be able to

(a) Explain the uses of various sources of energy i.e steam & electricity

(b) Explain the uses of iron and steel

· Revising on the uses of various sources of energy i.e coal and petroleum

· Explain uses of steam and electricity

· Discussing the uses of iron and steel

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form II page 67-69

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 53

· Golden tips page 95-96

· High Flyer page 38-39

· Evolving world page 77-80

Development of industry

Industrialization in Britain

· Characteristics of industrial revolution

· The textile industry in Britain

By the end of the lesson, the learner should be able to

· Explain the characteristics of the industrial revolution

· Describe the textile industry in Britain

· Explaining the characteristics of industrial Revolution

· Describe the textile industry in Britain

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form II page 69-71

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 54

· Golden tips page 96-97

· High Flyer page 39-40

· Evolving world page 80-81

Development of Industry

Industrialization in Continental Europe

· Reasons why continental Europe countries lagged behind in industrial take off

By the end of the lesson, the learner should be able to

(a) Explain why continental European countries lagged in industrial take off

· Explaining why continental Europe lagged behind in industrial take off

· Students book

· Teachers guide

· Charts

· Maps

· Realia

· Resource person

· Milestone in History and Government form II page 72-73

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 55-56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 80-81

Development of Industry

Factors contributing to Britain’s Industrialization

By the end of the lesson, the learner should be able to

(a) Explain factors contributing to Britain Industrialization

· Explaining the factors that contributed to industrial revolution in Britain

· Students book

· Teachers guide

· Gateway revision

· Resource persons

· Charts

· Map

· Hand outs

· Milestone in History and Government form II page 71-72

· Milestone Teachers guide 42

· Evolving world Bk 2 page 80

· Gateway Secondary Revision 54

· Golden tips page 96

· High Flyer page 39

· Evolving world page 80-81

Development of industry

Effects of industrial Revolution in Europe

· Political effects

· Economic effects

By the end of the lesson, the learner should be able to

(a) Explain the effect of industrial revolution

· Discussing the effects of industrial Revolution i.e Political and economic effects

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Videos

· Resource person

· Milestone in History and Government form II page 73-74

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 55-56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 82

Development of industry

Social effects of industrial revolution in Europe

By the end of the lesson, the learner should be able to

(a) Explain the social effects of industrial revolution in Europe

· Explaining the social effects of industrial revolution in Europe

· Making and taking notes

· Photos

· Students book

· Teachers guide

· Hand-out

· Charts

· Maps

· Realia

· Milestone in History and Government form II page 74-76

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 83

Development of industry

Scientific Revolution

· Scientific inventions

· Medicine

By the end of the lesson, the learner should be able to

(a) Explain the scientific inventions made in medicine

· Explaining the scientific inventions made in medicine

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Charts

· Resource person

· Realia

· Handouts

· Videos

· Milestone in History and Government form II page 76-79

· Milestone Teachers guide 43

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 56

· Golden tips page 97

· High Flyer page 41

1-3

Revision of the topics covered

Revision of the work covered

By the end of the lesson, the learner should be able to

(a) Revise the work covered

· Asking questions

· Answering questions

· Writing

· Marking scheme

· Pens

· Exam papers

· Teachers Guide page 43

· Text books

· Marking schemes

· Notes

· Revision books

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM II

Development of Industry

· Scientific inventions

· Physics

By the end of the lesson, the learner should be able to

(a) Discuss the inventions made in Physics

(b) State and explain two inventors and their inventions in the field of physics

· Discussing the inventions made in physics

· Asking and answering questions

· Stating various inventors and their invention

· explanations

· pictures

· students book

· teachers guide

· charts

· maps

· Realia

· Resource Person

· Milestone in History and Government form II page 79-80

· Milestone Teachers guide 43

· Evolving world Bk 2 page 84-85

· Gateway Secondary Revision 57-58

· Golden tips page 98

· High Flyer page 41

Development of Industry

Chemistry

Biology

By the end of the lesson, the learner should be able to

(a) State the inventors and their inventions in chemistry and Biology

(b) Discuss the inventions made in chemistry and Biology

· Discussions

· Explanations

· Note taking

· Illustrations

· Drawings

· Asking and answering questions

· Charts

· Maps

· Pictures

· Realia

· Resource person

· Photos

· Hand-outs

· Documents

· Students book

· Teachers Guide

· Milestone in History and Government form II page 80-81

· Milestone Teachers guide 43

· Gateway Secondary Revision 58-59

· Golden tips page 97

· Evolving world History and Government page 85

Development of Industry

· Impact of scientific inventions

· Agriculture

· Industry

By the end of the lesson, the learner should be able to

(a) Discuss the impact of scientific inventions in Agriculture and industry

· Discussions

· Explanations

· Note taking

· Asking questions for clarifications

· Answering questions

· Demonstrations

· Teachers Guide

· Students book

· Documents

· Pictures

· Hand-outs

· Resource person

· Charts

· Realia

· Milestone in History and Government form II page 81-84

· Milestone Teachers guide 43

· Gateway Secondary Revision 59-60

· Golden tips page 97

· High Flyer page 40

· Evolving world page 90-91

Development of Industry

· Impact on scientific inventions on medicine

· Factors undermining scientific revolution countries

By the end of the lesson, the learner should be able to

(a) Discuss the impact of scientific inventions in medicine

(b) Explain factors undermining the scientific revolution in developing countries

· Discussions

· Explanations

· Making and taking notes

· Demonstrating

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Resource persons

· Realia

· Pictures

· Discussions

· Teachers notes

· Milestone in History and Government form II page 85-86

· Milestone Teachers guide 43

· Gateway Secondary Revision 60

· Golden tips page 100

· High Flyer page 42

· Evolving world page 92

Developing of industry

· Emerging of the worlds industrial world powers

· United states of America (USA)

By the end of the lesson, the learner should be able to

(a) Discuss the factors that let or contributed to

industrialization in the U.S.A

· Discussions

· Explanations

· Making and taking notes

· Drawing maps

· Asking and answering questions

· Photos

· Students book

· Teachers guide

· Gateway revision

· Hand-outs

· Realia

· Resource person

· Milestone in History and Government form II page 87-89

· Milestone Teachers guide 43

· Gateway Secondary Revision 61

· Golden tips page 100-101

· High Flyer page 42

· Evolving world page 93-94

Development of Industry

· Germany

· Factors that facilitated industrialization in Germany

By the end of the lesson, the learner should be able to

(a) Discus the factors that led to industrialization in Germany

(b) Discuss factors that enabled Germany to recover after the two wars

· Discussing

· Explanations

· Asking and answering questions

· Drawing maps

· Pictures

· Student book

· Teachers guide

· Gateway Revision

· Charts

· Maps

· Milestone in History and Government form II page 89-91

· Milestone Teachers guide 43

· Gateway Secondary Revision 61

· Golden tips page 101

· Evolving world History and Government page 92

Development of Industry

· Japan

· Factors that contributed to industrialization in Japan

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to industrialization in Japan

· Explaining the factors that contributed to industrialization in Japan

· Charts

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Milestone in History and Government form II page 91-93

· Milestone Teachers guide 43

· Gateway Secondary Revision 62

· Golden tips page 101-102

· High Flyer page 43

· Evolving world History and Government page 99-100

Development in industry

· Industrialization in the third world countries

· South Africa

Factors that facilitated the growth of industry in South Africa

By the end of the lesson, the learner should be able to

(a) Define the term third world and explain the factors that facilitated the growth of industry in south Africa

· Defining term third world countries

· Explaining the factors that led to growth of industry in South Africa

· Charts

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Milestone in History and Government form II page 93-95

· Milestone Teachers guide 43

· Gateway Secondary Revision 62

· Golden tips page 101-102

· High Flyer page 43

· Evolving world History and Government page 99-100

Development in industry

Brazil

· Factors that have promoted industrial growth in Brazil

By the end of the lesson, the learner should be able to

(a) Discuss the factors that led to industrial growth in Brazil

· Explaining the factors that led to industrial growth in Brazil

· Students book

· Teachers guide

· Gateway Revision

· Resource persons

· Realia

· Hand-outs

· Charts

· Maps

· Milestone in History and Government form II page 97-98

· Milestone Teachers guide 43

· Gateway Secondary Revision 63

· Golden tips page 102

· High Flyer page 44

· Evolving world History and Government page 100-102

Development of industry

India

· Factors that contributed growth in India

By the end of the lesson, the learner should be able to

(a) Explain the factors that have contributed to industrial growth in India

· Discussing the factors leading to industrial growth in India

· Note taking

· Questions and answers

· Charts

· Students book

· Teachers guide

· Realia

· Documents

· Newspaper cuttings

· Hand-outs

· Scrolls

· Milestone in History and Government form II page 98-99

· Milestone Teachers guide 43

· Gateway Secondary Revision 63

· Golden tips page 103

· High Flyer page 44

· Evolving world History and Government page 104-106

Urbanization

Meaning of urbanization

· Early urbanization in Africa

· Factors that facilitated early urbanization in Africa and Europe

By the end of the lesson, the learner should be able to

(a) Define the term urbanization

(b) Describe the factors that facilitated urbanization in Africa and Europe

· Defining urbanization

· Discussing the factors that facilitated early urbanization in Africa and Europe

· Maps

· Newspapers cuttings

· Photos

· Graphs

· Students book

· Teachers guide

· Milestone in History and Government form II page 101

· Milestone Teachers guide 45-47

· Gateway Secondary Revision 64

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 108-109

Urbanization

Early urbanization in Cairo

· Factors that facilitated urbanization in Cairo

By the end of the lesson, the learner should be able to

(a) Explain the factors that facilitated urbanization

· Discussing factors that facilitated urbanization in Cairo

· Maps

· Students book

· Teachers guide

· Charts

· Maps

· Text books

· Milestone in History and Government form II page 101

· Milestone Teachers guide 45-47

· Gateway Secondary Revision 64

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 108-109

urbanization

Early urbanization consequences of urbanization

By the end of the lesson, the learner should be able to

(a) Explain the consequences of urbanization in Cairo

· Discussing the consequences of urbanization in Cairo

· Drawing maps

· Student books

· Teachers guide

· Maps

· Charts

· Realia

· Newspapers cuttings

· Hand-outs

· Resource person

· Milestone in History and Government form II page 101-103

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 109-110

Urbanization

· Early urbanization

· Merowe/Meroe

· Kilwa

By the end of the lesson, the learner should be able to

(a) Explain the early urbanization in Merowe or Meroe and Kilwa

· Discussing the early urbanization in Meroe and Kilwa

· Drawing maps

· Photos

· Students books

· Teachers guide

· Charts

· Handouts

· Newspapers cuttings

· Realia

· Milestone in History and Government form II page 104

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 105

· High Flyer page 47

· Evolving world History and Government page 107-108

Urbanization

Early urbanization in Europe

· Factors that contributed to early urbanization in Europe and London

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to early urbanization in London

· Explaining the factors that contributed to early urbanization in London

· Maps

· Student book

· Teachers guide

· Gateway Revision

· Hand-outs

· Realia

· Charts

· Newspaper cuttings

· Milestone in History and Government form II page 105-106

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 108

· High Flyer page 48

· Evolving world History and Government page 113-116

Urbanization

Early urbanization in Athens

· Consequences of early urbanization

By the end of the lesson, the learner should be able to

(a) Explain the early urbanization in Anthens and consequences of early urbanization

· Discussing early urbanization in Athens

· Explaining the consequences of early urbanization

· Students book

· Teachers guide

· Photos

· Charts

· Maps

· Resource person

· Videos

· Milestone in History and Government form II page 106-109

· Milestone Teachers guide 47

· Gateway Secondary Revision 65-66

· Golden tips page 109-110

· Evolving world History and Government page 113-114

2-3

urbanization

Emergences of modern urban, countries in Africa

· Nairobi

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to development and growth of Nairobi

· Discussing the factors that facilitated urbanization in Nairobi

· Listening to a resource person

· Photos

· Students book

· Atlas

· Teachers guide

· Resource person

· Charts

· Maps

· Handouts

· Realia

· Milestone in History and Government form II page 109-111

· Milestone Teachers guide 47

· Gateway Secondary Revision 66

· Golden tips page 110

· High Flyer page 49-50

· Evolving world History and Government page 116-117

Urbanization

Consequences of urbanization in Nairobi

By the end of the lesson, the learner should be able to

(a) Explain consequences of urbanization in Nairobi

· Discussing the effects of urbanization in Nairobi

· Students book

· Teachers guide

· Photos

· Maps

· Realia

· Maps

· Charts

· Hand-outs

· Milestone in History and Government form II page 111-112

· Milestone Teachers guide 47

· Gateway Secondary Revision 66-67

· Golden tips page 111

· High Flyer page 50

· Evolving world History and Government page 117-118

Urbanization

Johannesburg

· Consequences of modern urbanization in Africa

– Johannesburg

By the end of the lesson, the learner should be able to

(a) Explain the consequences of urbanization in Africa

(b) Explain factors influencing growth of Johannesburg

(d) State the problems facing Johannesburg or an urban centre and state solution to the problems

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Pictures

· Realia

· Hand-outs

· Maps

· Pictures

· Teachers guide

· Students book

· Milestone in History and Government form II page 112-114

· Milestone Teachers guide 47

· Gateway Secondary Revision 67

· Golden tips page 111

· High Flyer page 50

· Evolving world History and Government page 118-120

urbanization

Impact of Agrarian and industrial development and urbanization

By the end of the lesson, the learner should be able to

(a) Explain the consequences of Agrarian and industrial development and urbanization

· Discussions

· Explanation

· Note taking

· Asking and answering questions

· Hand-outs

· Maps

· Realia

· Students book

· Teachers guide

· Resource person

· Charts

· pictures

· Milestone in History and Government form II page 114-115

· Milestone Teachers guide 47

· Gateway Secondary Revision 67-68

· Golden tips page 112

· Evolving world History and Government page 120-121

Social, Economic and political organization of African Societies in the 19^th Century

· Buganda kingdom

· Origin of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a) Explain the origin of Buganda Kingdom

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Pictures

· Maps

· Realia

· Resource persons

· Charts

· Hand-outs

· Milestone in History and Government form II page 116-117

· Milestone Teachers guide 49

· Gateway Secondary Revision 69

· Golden tips page 111

· Evolving world History and Government page 122

Social, Economic and political organization of African Societies to the 19^th Century

· Factors that contributed to the rise and expansion of Buganda

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to the risk and expansion of Buganda Kingdom

· Discussing

· Explanation

· Drawing maps

· Note taking

· Asking and answering

· Students book

· Teachers guide

· Maps

· Gateway revision

· Realia

· Hand-outs

· Documents

· Milestone in History and Government form II page 117

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 69

· Golden tips page 113

· High Flyer page 52

· Evolving world History and Government page 123-124

Social, Economic and political organization of African Societies to the 19^th Century

· The social organization of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Buganda Kingdom

· Explanations

· Discussions

· Note taking

· Answering questions

· Asking questions

· Students book

· Teachers guide

· Maps

· Gateway Revision

· Pictures

· Hand-outs

· Documents

· Milestone in History and Government form II page 117-118

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 69

· Golden tips page 113

· High Flyer page 52

· Evolving world History and Government page 126

1 to 2

Social Economic and political organization of African Societies to the 19^th Century

· Economic organization of the Buganda Kingdom

· Political organization of the Buganda kingdom

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Buganda Kingdom

(b) Explain the political-organization of the Buganda Kingdom

· Explanations

· Discussions

· Drawing maps

· Note taking

· Asking and answering questions

· Students book

· Teachers Guide

· Hand-outs

· Maps

· Charts

· Gateway Revision

· News paper cuttings

· Milestone in History and Government form II page 118-119

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 113

· High Flyer page 53

· Evolving world History and Government page 125-127

Social Economic and political organization of African societies in the 19^th Century

· The shona

· The origin and development of the Shona

By the end of the lesson, the learner should be able to

(a) Explain the factors leading to the origin and development of the Shona

· Explaining the origin of the Shona

· Explaining the development of the Shona

· Students book

· Teachers guide

· Maps

· Charts

· Scrolls

· Realia

· Documents

· Hand-outs

· Video

· Milestone in History and Government form II page 119-120

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 114

· High Flyer page 53

· Evolving world History and Government page 127

Social, Economic and political organization of African Societies in the 19^th Century

Factors leading to the rise and expansion of the Shona tribe

By the end of the lesson, the learner should be able to

(a) Explain the factors that led to the rise and expansion of the Shona tribe

· Discussing the rise and expansion of the Shona tribe/States

· Students book

· Teachers guide

· Charts

· Realia

· Hand-outs

· Videos

· Milestone in History and Government form II page 121

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 114-115

· High Flyer page 52-53

· Evolving world History and Government page 128

Social economic, and political organization of African societies in the 19^th century

Social organization of the Shona

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Shona

· Discussing the social organization of the Shona

· Students book

· Teachers guide

· Maps

· Charts

· Resource persons

· Realia

· Hand-outs

· Pictures

· Milestone in History and Government form II page 121

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70-71

· Golden tips page 114-115

· High Flyer page 52-53

Social Economic and political organization of African societies in the 19^th Century

Economic organization of Shona

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Shona

· Discussing the economic organization of the Shona

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Charts

· Pictures

· Hand-outs

· Realia

· Videos

· Milestone in History and Government form II page 121-122

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 77

· Golden tips page 115

· High Flyer page 53

· Evolving world History and Government page 129

Social Economic and political organization of African Societies in the 19^th century

Political organization of the Shona

By the end of the lesson, the learner should be able to

(a) Discuss the political organization of the Shona

· Discussing the political organization of the shona

· Note taking

· Asking and answering questions

· Student book

· Teachers guide

· Maps

· Photos

· Charts

· Pictures

· Videos

· Milestone in History and Government form II page 122-123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71

· Golden tips page 114

· High Flyer page 52

· Evolving world History and Government page 128

Social Economic and political organization of African Societies in the 19^th century

The origin of Asante

· Factors that led to rise and expansion of Asante/Ashanti

By the end of the lesson, the learner should be able to

(a) Explain the origin of Asante

(b) Explain the rise and expansion of the Asante/Ashanti

· Explaining the origin of the Asante

· Discussing the factors that led to rise and expansion of the Asante/Ashanti

· Photos

· Maps

· Students book

· Charts

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form II page 122-123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71

· Golden tips page 115

· High Flyer page 53

· Evolving world History and Government page 128

Social Economic and political organization of African Societies in the 19^th century

Social organization of the Asante

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Asante

· Discussing the social organization of the Asante

· Asking and answering questions

· Note taking and making of notes

· Teachers guide

· Photos

· Students guide

· Maps

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form II page 123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71-72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 133

Social Economic and political organization of African Societies in the 19^th century

Economic organization of Asante

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Asante

· Discussing the economic organization of the Asante

· Drawing maps

· Students book

· Teachers guide

· Photos

· Hand-outs

· Pictures

· Realia

· Milestone in History and Government form II page 124

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 133

Social Economic and political organization of African Societies in the 19^th century

The political organization of the Asante Empire

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Asante

· Discussing the political organization of the Asante

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Pictures

· Charts

· Realia

· Pictures

· Hand-outs

· Milestone in History and Government form II page 124

Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 137

Social Economic and political organization of African Societies in the 19^th century

Social economic and political organization of the Asante (Revision)

By the end of the lesson, the learner should be able to

(a) Explain the political, social and economic organization of the Asante

· Revising on the political, social and economic organization of the Asante

· Drawing maps

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Gateway revision

· Maps

· Charts

· Pictures

· Maps

· Realia

· Hand-outs

· Revision papers

· Milestone in History and Government form II page 122-125

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 115-116

· High Flyer page 53

· Revision books of papers

· Marking schemes

Revision and Examinations

The learner should be able to

· Revise the terms work and answer questions asked in the exam papers

· Revising questions

· Sitting for exams

· Answer questions by writing

· Exam papers

· Pens

· Other relevant stationery

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM III

Constitution and constitution making

Definition of the term constitution

· Functions of the constitution

By the end of the lesson, the learner should be able to

(a) Define the term constitution and outline dysfunction

· Defining the term constitution

· Discuss the function of the constitution

· Student book

· Teachers guide

· Gateway Revision

· Documents

· Charts

· Resource person

· Constitution of Kenya

· Milestone in History and Government form II page 126

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117

· High Flyer page 54

· Evolving world History and Government page 135

Constitution & constitution making

Types of constitution

By the end of the lesson, the learner should be able to

(a) Explain the types of constitution

· Discussing the types of constitution

· Listening to resource person

· Student book

· Teachers guide

· Documents

· Resource person

· Charts

· Maps

· Picture

· Constitution

· Milestone in History and Government form II page 126-127

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117

· High Flyer page 54

· Evolving world History and Government page 136-137

Constitution and constitution making

Written constitution

Unwritten constitution

By the end of the lesson, the learner should be able to

(a) Explain the types of constitution

(b) Explain the advantages and disadvantages of written and unwritten constitution

· Discussing the advantages and disadvantages of written and unwritten constitution

· Students book

· Teachers guide

· Gateway Revision

· Documents

· Charts

· Pictures

· Maps

· Resource person

· Milestone in History and Government form II page 127

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117-118

· High Flyer page 54

· Evolving world History and Government page 136-137

Constitution and constitution making

The independence of a constitution and its provision

By the end of the lesson, the learner should be able to

(a) Explain the independence of a constitution and its provisions

· Discussing the independence of constitution and explaining its provisions

· Students book

· Teachers book

· Charts

· Milestone in History and Government form II page 127-130

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 118

· High Flyer page 55

· Evolving world History and Government page 139

Constitution and constitution making

The (11) Chapters of the Kenya constitution

The republic of Kenya

The executive

The Parliament

By the end of the lesson, the learner should be able to

(a) Explain the (11) eleven chapters of the Kenya Constitution

· Discussing the chapters of the Kenyan constitution

· Student book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 131

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 118-119

· High Flyer page 55

· Evolving world History and Government page 149-150

Constitution and constitution making

The Kenyan constitution

· Principles of the Kenyan constitution

By the end of the lesson, the learner should be able to

(a) Explain the principles of Kenyan Constitution

· Discussing the chapters of the Kenyan Constitution

· Student book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 131

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 56

· Evolving world History and Government page 141

Constitution and constitution making

The (11) chapters of the Kenyan constitution

· The judiciary

· Citizenship

· Protection from fundamental human rights and freedom

· Bill of rights

By the end of the lesson, the learner should be able to

(a) Explain the eleven chapters of the constitution

· Discussing the chapters of the Kenyan constitution

· Students book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 132

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 120

· High Flyer page 56

· Evolving world History and Government page 140

Constitution and constitution making

· Finance

· The Public Service

By the end of the lesson, the learner should be able to

(a) Explain the (11) chapters of the Kenyan constitution

· Discussing the chapters of the Kenyan constitution

· Students book

· Teachers guide

· Gateway Revision

· Documents

· Milestone in History and Government form II page 132

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119-120

· High Flyer page 54-56

· Evolving world History and Government page 146

Constitution and constitution making

By the end of the lesson, the learner should be able to

(a) Explain the process of constitution making

· Discussing the process of constitution making

· Students book

· Teachers Guide

· Resource person

· Milestone in History and Government form II page 135

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 120

· High Flyer page 54-56

· Evolving world History and Government page 141

Constitution and constitution making

Constitution making

· Process of constitution making in Kenya

· Civic education

· Debating the recommendations

By the end of the lesson, the learner should be able to

(a) Explaining the process of constitution making

· Discussing the process of constitution making

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Milestone in History and Government form II page 132-133

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 55

Constitution and constitution making

· National constitution conference

· The Referendum

· Enactment by National assembly

By the end of the lesson, the learner should be able to

(a) Explain the process of constitution making

· Discussing the process of constitution making

· Explanation

· Note making

· Asking and answering questions

· Students book

· Revision papers

· Newspaper cuttings

· Documents

· Realia

· Resource person

· Pictures

· Milestone in History and Government form II page 135

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 55

· Evolving world History and Government page 141-150

1 – 3

Constitution and constitution making

Constitution amendments since independence

By the end of the lesson, the learner should be able to

(a) Explain the main amendments to the Kenyan

(b) Constitution since independence

· Discussions

· Explanations

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Gateway Revision

· Realia

· Handouts

· Documents

· Newspaper cuttings

· Milestone in History and Government form II page 135-139

· Milestone Teachers guide 53-54

· Golden tips page 120-122

· High Flyer page 55-56

· Evolving world History and Government page 152

Democracy and Human Rights

· Democracy

· Meaning of democracy

· Types of democracy

By the end of the lesson, the learner should be able to

(a) Define democracy

(b) Discuss types of democracy

· Defining democracy

· Discussions

· Listening to resource person

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource person

· Constitution of Kenya

· Charts

· Pictures

· Milestone in History and Government form II page 141-142

· Milestone Teachers guide 53-54

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

· Principles of democracy

· Citizen participation

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy (Citizen participation)

· Listening to a resource person

· Students book

· Resource person

· Charts

· Pictures

· Realia

· handouts

· Milestone in History and Government form II page 142-143

· Milestone Teachers guide 56-57

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

Regular free and fair elections

· Political tolerance

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy

· Listening to resource persons

· Students book

· Teachers guide

· Resource persons

· Photos

· Gateway revision

· Charts

· Pictures

· Handouts

· Realia

· Milestone in History and Government form II page 144

· Milestone Teachers guide 56-57

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human rights

Transparency and accountability

· Control of abuse of power

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy

· Taking and making notes

· Gateway Revision

· Students book

· Photos

· Charts

· Constitution of Kenya

· Revision

· Handouts

· Milestone in History and Government form II page 144-145

· Milestone Teachers guide 58

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

· Principles of democracy

· Multi-party

· Equality

· Economic freedom

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Explaining the principles of democracy

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Students book

· Milestone in History and Government form II page 145-146

· Milestone Teachers guide 58

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

Principles of democracy

· Bill of human rights

· Human rights

· Rule of law

· Fair procedures

· The ombuds person

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Explaining the principles of democracy

· Asking and answering questions

· Teachers guide

· Documents

· Charts

· Maps

· Pictures

· Drawings

· Realia

· Milestone in History and Government form II page 145-146

· Milestone Teachers guide 56-58

· Golden tips page 124-125

· High Flyer page 57

· Evolving world History and Government page 163-165

Democracy and Human Rights

Human rights

· The concept of human rights

By the end of the lesson, the learner should be able to

(a) Explain the meaning of human rights

(b) Explain the concept of human rights

· Defining and explaining the concept of Human rights

· Asking and answering of questions

· Student’s book

· Teachers guide

· Resource person

· Documents

· Charts

· Handouts

· Pictures

· Milestone in History and Government form II page 147

· Milestone Teachers guide 56-58

· Golden tips page 125

· High Flyer page 57

· Evolving world History and Government page 163

Democracy and Human Rights

The bill f rights

The concept of the bill of rights

By the end of the lesson, the learner should be able to

(a) Explain the concept of the Bill of Rights and their sources

· Discussing the concept of the Bill of Rights

· Asking and answering questions

· Students guide

· Documents

· Charts

· Handouts

· Pictures

· Videos

· Milestone in History and Government form II page 147-148

· Milestone Teachers guide 56-58

· Golden tips page 125

· High Flyer page 57

· Evolving world History and Government page 165

Democracy and Human Rights

The UN character on human rights

By the end of the lesson, the learner should be able to

(a) Explain the origin and practice of UN charter in relation to the Human Rights

· Explaining the origin and practice of the UN Charter on human rights

· Asking and answering of questions

· Listening to a resource person

· Students book

· Teachers guide

· Resource person

· Charter

· Videos

· Resource person

· Milestone in History and Government form II page 142

· Milestone Teachers guide 56-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 168

Democracy and Human rights

The rights of the child

By the end of the lesson, the learner should be able to

(a) Explain the rights of the child

· Explaining the rights of the child

· Asking and answering questions

· Taking and making notes

· Students book

· Teachers guide

· Photos

· Documents

· Charts

· Videos

· Pictures

· Milestone in History and Government form II page 152-153

· Milestone Teachers guide 57-58

· Golden tips page 126

· High Flyer page 58

· Evolving world History and Government page 170

Democracy and Human rights

Classification of human rights

· Political rights

· Social rights

By the end of the lesson, the learner should be able to

(a) Explain the political and social rights e.g human beings

· Discussing

· Political and social rights of human beings

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Photos

· Documents

· Charts

· Pictures

· Handouts

· Realia

· Videos

· Milestone in History and Government form II page 152-153

· Milestone Teachers guide 57-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 163-164

Democracy and Human Rights

· Economic rights

· Environmental rights

By the end of the lesson, the learner should be able to

· Explain the economic environmental and developmental rights

· Discussing the economic, environmental and developmental rights of citizens

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Charts

· Maps

· Videos

· Milestone in History and Government form II page 153-154

· Milestone Teachers guide 56-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 164

11-13

Revision of all work covered

Sitting for examination

By the end of the lesson, the learner should be able to

(a) Revise the previous work and be ready for exams

· Revising exams

· Papers

· Pens

· Other relevant stationery

· Exam papers

· Marking scheme

· Text books

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM I

European invasion of African and the process of colonization

The scramble for and partition of Africa

· Defining scramble, Partition

· Methods used by European to acquire colon

By the end of the lesson, the learner should be able to

(a) Explain the meaning of scramble and partition

(b) Explain how European countries were involved in the struggle and partition of Africa

· Defining the terms scramble and partition

· Discussing how European nation were involved in the scramble and partition of Africa

· Explanations

· Asking and answering questions

· Taking and making notes

· Students book

· Teachers guide

· Resource person

· Documents

· Realia

· Handouts

· Videos

· Charts

· maps

· Milestone in History and Government form III page 1-3

Milestone Teachers guide 34-36

· Golden tips page 129

· High Flyer page 58-59

· Evolving world History and Government page 1-2

· Gateway paper 2

European invasion of Africa and the process of Colonization

Factors that led to scramble for colonies in Africa

· Economic

· Political

By the end of the lesson, the learner should be able to

(a) Explain the economic and political factors that led to the scramble for colonies in Africa

· Discussing the factors leading to the scramble for colonies

· Economic factors

· Political factors

· Listening to a resource person

· Taking and making notes

· Asking and answering questions

· Demonstrating

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Videos

· Documents

· Handouts

· Realia

· Teachers guide

· Pictures

· Milestone in History and Government form III page 3-4

· Milestone Teachers guide 35-36

· Golden tips page 129-130

· High Flyer page 59

· Evolving world History and Government page 3-8

· Gateway paper 2

European invasion of Africa and the process of colonization

The factors that led to scramble for colonies in Africa

· Strategic

· Social

By the end of the lesson, the learner should be able to

(a) Explain the strategic and social factors that led to the scramble for colonies in Africa

· Discussing the factors that led to the scramble for colonies

· Strategic and social factors

· Listening to a resource person

· Explanation

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Maps

· Photographs

· Pictures

· Charts

· Handouts

· Teachers guide

· Documents

· Maps

· Videos

· Film

· Milestone in History and Government form III page 5-8

· Milestone Teachers guide 35-36

· Golden tips page 130

· High Flyer page 59

· Evolving world History and Government page 5-7

· Gateway paper 2 73-74

European invasion of Africa and the process of colonization

The process of partition

By the end of the lesson, the learner should be able to

(a) Describe the process of partition

· Describing the process of partition

· Asking and answering questions

· Taking and making notes

· Demonstrating

· Illustration

· drawing

· maps

· charts

· textbooks

· revision materials

· resource person

· realia

· Handouts

· Documents

· Gateway Revision

· Milestone in History and Government form III page 8-9

· Milestone Teachers guide 35-36

· Golden tips page 130

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

The process of partition

· The Berlin conference of 1884-1885

By the end of the lesson, the learner should be able to

(a) Explain the participation of European powers in Berlin conference and the resolutions that were passed during the conference

· Explaining the process of African in the Berlin conference of 1884-1885

· Demonstrating

· Illustrating

· Taking and making notes

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Maps

· Charts

· Realia

· Documents

· Handouts

· Gateway revision

· Pictures

· Videos

· Milestone in History and Government form III page 10-12

· Milestone Teachers guide 35-36

· Golden tips page 130-131

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

The methods used by Europeans to acquire colonies in Africa

The impact of partition in Africa

By the end of the lesson, the learner should be able to

(a) Explain the methods that the Europeans used to acquire colonies and the impact of partition of Africa

· Discussing the methods used by the Europeans to acquire colonies in Africa

· Explaining the partitions of Africa

· Asking and answering questions

· Note taking

· Demonstrating

· illustrations

· students book

· teachers guide

· Resource person

· Maps

· Charts

· Realia

· Documents

· Handouts

· Gateway Revision

· Pictures

· Videos

· Milestone in History and Government form III page 10-12

· Milestone Teachers guide 35-36

· Golden tips page 130-131

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

African Reaction to European Colonization resistance

· Maji maji uprising 1905-1907

· The courses of uprising

By the end of the lesson, the learner should be able to

(a) Identify the different types of reaction to European colonization and the causes of Maji Maji uprising of 1905-1907

· Explaining Maji Maji uprising

· Discussing the causes of maji maji uprising

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Videos

· Documents

· Maps

· Charts

· Pictures

· Milestone in History and Government form III page 14-16

· Milestone Teachers guide 35-37

· Golden tips page 131-132

· High Flyer page 61-62

· Evolving world History and Government page 11-13

· Gateway paper 2 page 75

European invasion of Africa and the process of colonization

The causes of uprising

· Results of the uprising

· Reasons for the defeat

By the end of the lesson, the learner should be able to

(a) Explain the results of and reasons of the uprising to fail

· Describe the course of the uprising

· Giving results and reasons why the uprising failed

· Taking and making notes

· Answering and asking questions

· Demonstrating

· Students book

· Resource person

· Photographs

· Documents

· Realia

· Charts

· Teachers Guide

· Handouts

· Maps

· Videos

· Films

· Milestone in History and Government form III page 16-19

· Milestone Teachers guide 75-77

· High Flyer page 62

· Evolving world History and Government page 14-15

· Gateway paper 2 page 75-77

European invasion of Africa and the process of colonization

African reaction to European colonization

· Resistance

· Samoure Toure of Mandinka empire

· The reasons why Samoure Toure resisted French colonization

By the end of the lesson, the learner should be able to

(a) Explain the rise of Samoure Toure to power and the reasons that made Samoure Toure to resist the French colonization

· Explaining the reasons for the rise of Samoure Toure

· Discussing the reasons why Samoure Toure resisted

· Note taking

· Asking and answering questions

· Demonstration

· Illustrations

· Students book

· Resource person

· Maps

· Charts

· Photographs

· Pictures

· Charts

· Realia

· Handouts

· Teachers guide

· Documents

· Films

· Milestone in History and Government form III page 19-22

· Milestone Teachers guide 35-37

· Golden tips page 133

· High Flyer page 62-63

· Evolving world History and Government page 16-17

· Gateway paper 2 page 76

European invasion of African and the process of colonization

The reasons that made Samoure Toure to resist the French for a long time

· Reasons why samoure Toure was Defeated by the French

By the end of the lesson, the learner should be able to

(a) Explain the reasons that made Samoure Toure to resist for long

(b) Explain the reasons why Samoure Toure was defeated by the French

· Explaining reasons why Samoure Toure resisted for long

· Discussing reasons why Samoure Toure was defeated by the French

· Illustrations

· Taking and making notes

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Pictures

· Handouts

· Realia

· Videos

· Films

· News paper cuttings

· Milestone in History and Government form III page 22-23

· Milestone Teachers guide 35-37

· Golden tips page 133

· High Flyer page 63

· Evolving world History and Government page 19-20

· Gateway paper 2 page 77-78

European invasion of Africa and process of Colonization

· Lobengula of the Ndebele

· Reasons for the conquest of Ndebele land

· The Rudd concession and its term

By the end of the lesson, the learner should be able to

(a) Explain the reasons why the British were determined to conquer Ndebele land and the terms of Rudd Concession of 1888

· Discussing why the British conquered Ndebele land

· Discussing the terms of the Rudd Concession of 1888

· Illustrations

· Demonstrations

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Pictures

· Handouts

· Videos

· Films

· Newspaper cuttings

· Charts

· Milestone in History and Government form III page 23-25

· Milestone Teachers guide 35-38

· Golden tips page 134

· High Flyer page 63-64

· Evolving world History and Government page 20-21

· Gateway paper 2 page 78-79

European invasion of Africa and the process of colonization

· African Reaction to European colonization

· Reasons for the defeat of the Ndebele

· Effects of the Ndebele war of 1893

By the end of the lesson, the learner should be able to

(a) Explain why the Ndebele were defeated by the British in 1893 and the effects of the Ndebele war of 1893

· Discussing the reasons for the defeat of Ndebele

· Explaining the effects of Ndebele war of 1893

· Asking and answering questions

· Taking and making notes

· Students guide

· Resource person

· Photographs

· Revision materials

· Handouts

· Videos

· Films

· Charts

· News paper

· Documents

· maps

· Milestone in History and Government form III page 25-26

· Milestone Teachers guide 35-38

· Golden tips page 135

· High Flyer page 65

· Evolving world History and Government page 25

· Gateway paper 2 page 78

European invasion of Africa and the Process of Colonization

· The causes of Shona- Ndebele or chimusenga wars of 1896-1897

· Results of Chimurenga wars

By the end of the lesson, the learner should be able to

(a) Discuss the causes and results of Chimurenga wars of 1896-1897

· Discussing the causes and courses of the Chimurenga wars

· Explaining the results of Chimurenga wars

· Asking and answering questions

· Taking and making notes

· Students book

· Resource person

· Photographs

· Revision materials

· Handouts

· Videos

· Maps

· Charts

· Documents

· Films

· Newspaper cuttings

· Milestone in History and Government form III page 26-27

· Milestone Teachers guide 35-38

· Golden tips page 134

· High Flyer page 64

· Evolving world History and Government page 22-25

· Gateway paper 2 page 79

European invasion of Africa and the process of colonization

· Reasons why some leaders collaborated

· Buganda – reasons why Kabaka Mutesa collaborated with the British

By the end of the lesson, the learner should be able to

(a) Explain the reasons why some African leaders collaborated with the Europeans

(b) Explain why Kabaka Mutesa collaborated with the British

· Explaining the meaning of collaboration

· Discussing reasons why Kabaka Mutesa collaborated

· Listening to a resource person

· Asking and answering questions

· Taking and making notes

· Illustrating

· Students book

· Charts

· Photographs

· Maps

· Revision materials

· Documents

· Pictures

· Photos

· Videos

· Teachers guide

· Milestone in History and Government form III page 27-29

· Milestone Teachers guide 35-38

· Golden tips page 135-136

· High Flyer page 65

· Evolving world History and Government page 28-31

· Gateway paper 2 page 79

European invasion of Africa and the process of Colonization

· Reasons why Kabaka Mwanga collaborated with the British

· The terms of Buganda Agreement of 1900

By the end of the lesson, the learner should be able to

(a) Explain why Kabaka Mwanga collaborated with the Brititsh and the terms of Buganda Agreement of 1900

· Discussing reasons why Kabaka Mwanga collaborated

· Explaining terms of the Buganda Agreement of 1900

· Resource person

· Photographs

· Extracts of Buganda Agreement

· Maps

· Realia

· Pictures

· Maps

· Charts

· Resource person

· Documents

· Teachers guide

· Milestone in History and Government form III page 30-31

· Milestone Teachers guide 35-38

· Golden tips page 135-136

· High Flyer page 66

· Evolving world History and Government page 28-31

· Gateway paper 2 page 81-82

European invasion of Africa and the process of Colonization

Collaboration

· Lewanika of Lozi Kingdom

· Reasons why Lewanika collaborated with the Europeans

· The result of Lewanika’s collaboration

By the end of the lesson, the learner should be able to

(a) Explain why Lewanika collaborated with the Europeans

(b) Explain the results of Lewanika’s collaboration

· Discussing reasons why Lewanika collaborated

· Explain the results of the collaboration

· Listening to a resource person

· Making and taking notes

· Asking and answering questions

· discussions

· students book

· resource person

· Photographs

· Maps

· Teachers guide

· Documents

· Scrolls

· Pictures

· Text books

· Handouts

· Realia

· Milestone in History and Government form III page 31-32

· Milestone Teachers guide 40-41

· Golden tips page 137

· High Flyer page

· Evolving world History and Government page 26-27

· Gateway paper 2 page 38

Establishment of Colonial Rule in Kenya

The background to the Scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a) Explain the early contacts between East Africa and Europe

· Explaining the early contacts between Africa and Europe

· Listening to a resource person

· Class discussion

· Illustrations

· Demonstrations

· Asking and answering questions

· Students book

· News paper cuttings

· Text books

· Handouts

· Realia

· Charts

· Documents

· Teachers guide

· Milestone in History and Government form III page 34

· Milestone Teachers guide 40-41

· Golden tips page 135-136

· High Flyer page 67

· Evolving world History and Government page 33

· Gateway paper 1 page 38

Establishment of colonial Rule in Kenya

· Reasons for the scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the scramble for colonies in East Africa

· Discussing the reasons for Colonies in East Africa

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Students book

· Resource person

· Photographs

· Charts

· Maps

· Handouts

· Newspaper cuttings

· Documents

· Scrolls

· Milestone in History and Government form III page 34-35

· Milestone Teachers guide 40-41

· Golden tips page 139

· High Flyer page 67-68

· Evolving world History and Government page 33-34

· Gateway paper 2 page 38

Establishment of Colonial Rule in Kenya

The process of partition

· The Anglo-German agreement of 1886

By the end of the lesson, the learner should be able to

(a) Explain the Anglo-German Agreement of 1886 and Helgoland treaty of 1890

· Discussing the terms of Anglo-German Agreement and the Helgoland treaty of 1890

· Explanations

· Illustrating

· Demonstrating

· Asking and answering questions

· Making and taking notes

· Resource person

· Photographs

· Maps

· Charts

· Documents

· Scrolls

· Charts

· Text books

· Newspaper cuttings

· Videos

· Pictures

· Students books

· Milestone in History and Government form III page 35-38

· Milestone Teachers guide 40-41

· Golden tips page 139-138

· High Flyer page 68

· Evolving world History and Government page 34

· Gateway paper 1 page 38-39

Establishment of Colonial Rule in Kenya

The British occupation of Kenya

· The methods used to establish colonial rule in Kenya

· The problems faced by I.B.E.A.co

By the end of the lesson, the learner should be able to

(a) Explain the methods used to establish colonial rule in Kenya and the problems that the I.B.E.A Co. faced

· Illustrations

· Explaining the problems that the I.B,A co. faced

· Describing

· Asking and answering questions

· Note taking

· Discussing the methods used to establish colonial rule in Kenya

· Scrolls

· Teachers guide

· Students book

· Resource person

· Maps

· Photographs

· Pictures

· Documents

· Newspaper cuttings

· Handouts

· Realia

· Charts

· Milestone in History and Government form III page 38-40

· Milestone Teachers guide 40-41

· Golden tips page 140

· High Flyer page 68-69

· Evolving world History and Government page 35-37

· Gateway paper 1 page 39

Establishment of colonial rule in Kenya

· Response of the people of Kenya to British invasion

· resistance (Nandi)

· The factors responsible for the rise of Nandi power

· Reasons fir the Nandi Resistance to colonial rule

By the end of the lesson, the learner should be able to

(a) Explain the factors responsible for the rise of Nandi power and why Nandi resisted

· Explain the factors responsible for the factors for the rise of Nandi power

· Discussing reasons for the Nandi resistance

· Listening to a resource person

· Making and taking notes

· Asking and answering questions

· Pictures

· Handouts

· Realia

· Videos

· Films

· Scrolls

· Documents

· Textbooks

· Students book

· Resource person

· Milestone in History and Government form III page 38-40

· Milestone Teachers guide 40-41

· Golden tips page 140

· High Flyer page 68-69

· Evolving world History and Government page 35-37

· Gateway paper 1 page 39

Establishment of Colonial Rule in Kenya

· The course of Nandi Resistance

By the end of the lesson, the learner should be able to

(a) Explain the course of the Nandi resistance

· Discussing the course of the Nandi resistance

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Documents

· Films

· Handouts

· Textbooks

· Maps

· Videos

· Students book

· Resource person

· Photographs

· Resource person

· Milestone in History and Government form III page 43-44

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 38-39

· Gateway paper 1 page 40

Establishment of colonial Rule in Kenya

· The factors that enabled the Nandi to resist the British for a long period

By the end of the lesson, the learner should be able to

(a) Explain the factors that enabled the Nandi to resist for a long period

· Describing

· Explanations

· Illustrations

· Making and taking notes

· Asking and answering questions

· Discussing the reasons for the long Nandi Resistance

· Listening to a resource person

· Students book

· Resource person

· Photographs

· Documents

· Realia

· Teachers guide

· Revision books

· Handouts

· Videos

· Films

· Charts

· Milestone in History and Government form III page 44-45

· Milestone Teachers guide 40-42

· Golden tips page 141-142

· High Flyer page 70

· Evolving world History and Government page 39-40

· Gateway paper 1 page 40

Establishment of colonial rule in Kenya

· Reasons why the Nandi were defeated

· The effects of Nandi resistance

By the end of the lesson, the learner should be able to

(a) Explain the reasons that made the Nandi to be defeated and the effects of the Nandi resistance

· Asking and answering questions

· Discussing the reasons why Nandi were defeated

· Discussing the effects of the Nandi resistance

· Listening to a resource person

· Making and taking notes

· Explanations

· Students book

· Resource person

· Maps

· Teachers guide

· Charts

· Videos

· Films

· Realia

· Handouts

· Documents

· Gateway Revision

· Milestone in History and Government form III page 45

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 40

· Gateway paper 1 page 40-41

Establishment of colonial Rule in Kenya

The Agyriania resistance

· Reasons for Agririnian resistance

· The cause for resistance

By the end of the lesson, the learner should be able to

(a) Explain why the Agriama resulted and discuss the course of the resistance

· Explaining why the Agriama resisted

· Discuss their cause of resistance

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Describing

· Illustrating

· Students book

· Resource person

· Photographs

· Maps

· Documents

· Handouts

· Realia

· Text books

· Revision books

· Videos

· Pictures

· Teachers guide

· Milestone in History and Government form III page 45

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 40

· Gateway paper 1 page 40-41

Establishment of colonial rule in Kenya

The effects of Agriama resistance

By the end of the lesson, the learner should be able to

(a) Explain the effects of the Agriama resistance

· Discussing the effects of the Agriama resistance

· Asking and answering questions

· Listening to a resource person

· Asking and answering questions

· Note taking

· Students books

· Photographs

· Maps

· Teachers guide

· Charts

· Realia

· Handouts

· Pictures

· Videos

· Films

· Revision books

· Milestone in History and Government form III page 47

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 70

· Evolving world History and Government page 42

· Gateway paper 1 page 41

Establishment of colonial Rule in Kenya

· Bukusu

· Causes of the Bukusu resistance

· Causes of the resistance

· Effects of Bukusu resistance

By the end of the lesson, the learner should be able to

(a) Explain the causes and effects of the Bukusu resistance

· Discussing the causes of Bukusu resistance

· Explaining the course and effects of the resistance

· Illustrations

· Note taking

· Demonstration

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Pictures

· Documents

· Handouts

· Realia

· Scrolls

· Videos

· Film

· Teachers guide

· Milestone in History and Government form III page 48

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 70-71

· Evolving world History and Government page 42

· Gateway paper 1 page 40-41

Establishment of colonial rule in Kenya

Somali

· Causes of the Somali resistance

· Course of the wars

· Effects of the Somali war

By the end of the lesson, the learner should be able to

(a) Explain the causes course and the effects of the Somali’s resistance

· Discussing the causes of the Somali resistance

· Explain the course of resistance

· Discussing the effects of Somali resistance

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Teachers guide

· Videos

· Films

· Realia

· Handouts

· Documents

· Scrolls

· Milestone in History and Government form III page 48-49

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 71

· Evolving world History and Government page 43

· Gateway paper 1 page 42

Establishment of colonial rule in Kenya

Collaboration

– Maasai

– Reasons why the Maasai collaborated with the British

– The results of the Maasai collaboration

By the end of the lesson, the learner should be able to

(a) Explain why the Maasai collaborated with the British and the effects of the collaboration

· Explaining why the Maasai Collaborated

· Discussing the effects of the collaboration

· Asking and answering questions

· Note taking

· Illustration

· Demonstrations

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Charts

· Maps

· Pictures

· Videos

· Films

· Pictures

· Handouts

· Realia

· Milestone in History and Government form III page 49-51

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 71

· Evolving world History and Government page 43-45

· Gateway paper 1 page 42-45

Establishment of colonial Rule in Kenya

Wanga

· Reasons why Nabanga mumia of wanga collaborated with the British

· Results of Wanga’s collaboration

By the end of the lesson, the learner should be able to

(a) Explain why Nabongo mumia of Wanga collaborated with the British and the results of Wanga collaboration

· Discussing why Nabango collaborated

· Explaining the results of the collaboration

· Illustrations

· Demonstrations

· Drawings

· Note taking

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Realia

· Teachers guide

· Videos

· Films

· Pictures

· Handouts

· Pictures

· Maps

· Charts

· Scrolls

· Milestone in History and Government form III page 51-53

· Milestone Teachers guide 40-42

· Golden tips page 144

· High Flyer page 72

· Evolving world History and Government page 46-47

· Gateway paper 1 page 43

Establishment of colonial rule in Kenya

Mixed reaction

· The Agikuyu reaction and its effects

· The Akamba reaction and its effects

By the end of the lesson, the learner should be able to

(a) Explain the Agikuyu and Akamba reactions to colonial rule and their effects

· Explanations

· Demonstration

· Illustrations

· Discuss the reaction of Agikuyu & effects

· Explain Akamba reaction and its effects

· Asking and answering questions

· Making and taking of notes

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Videos

· Maps

· Charts

· Scrolls

· Handouts

· Revision book

· Documents

· Milestone in History and Government form III page 53-57

· Milestone Teachers guide 40-42

· Golden tips page 144-145

· High Flyer page 72-74

· Evolving world History and Government page 47-51

· Gateway paper 1 page 43-44

Establishment of colonial rule in Kenya

Mixed reaction

· The Agikuyu reaction and its effects

· The Akamba reaction on and its effects

By the end of the lesson, the learner should be able to

(a) Explain the Luo reaction and its effects

(b) Explain reasons why armed resistance by Kenyan communities Failed

· Discussing the Luo reaction and its effects

· Explaining why armed resistance by Kenyan communities failed

· Demonstrations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Class discussions

· Resource person

· Photographs

· Maps

· Charts

· Teachers guide

· Documents

· Realia

· Handouts

· Pictures

· Videos

· Films

· Scrolls

· Milestone in History and Government form III page 53-57

· Milestone Teachers guide 40-42

· Golden tips page 144-145

· High Flyer page 72-74

· Evolving world History and Government page 47-51

· Gateway paper 1 page 44-45

Colonial Administration

Indirect rule

· The British in Kenya

· The British in Kenya and the methods used to administrate Kenya

By the end of the lesson, the learner should be able to

(a) Explain the meaning of indirect rule and how British used indirect rule to administrate Kenya

· Explain the meaning of indirect rule and how it was used by the British to administrate Kenya

· Asking and answering questions

· Making and taking of notes

· Students book

· Resource person

· Photographs

· Charts

· Maps

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Films

· Scrolls

· Documents

· textbooks

· Milestone in History and Government form III page 61-63

· Milestone Teachers guide 44-45

· Golden tips page 149

· High Flyer page 76

· Evolving world History and Government page 56-58

· Gateway paper 2 page 82

Colonial Administration

The British in Nigeria and use of indirect rule

By the end of the lesson, the learner should be able to

(a) Explain the meaning o indirect rule and how the British used indirect rule to administrate Nigeria

· Discussing the use of indirect rule in Nigeria by the British

· Asking and answering questions

· Explanations

· Illustration

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Videos

· Films

· Scrolls

· Realia

· Teachers guide

· Scrolls

· Documents

· Milestone in History and Government form III page 63-64

· Milestone Teachers guide 44-45

· Golden tips page 149-150

· High Flyer page 76-77

· Evolving world History and Government page 58-59

· Gateway paper 2 page 82-83

Colonial Administration

Reasons why the British adopted indirect rule in Nigeria

Reasons for the failure of indirect rule in southern Nigeria

By the end of the lesson, the learner should be able to

(a) Discuss the effects of indirect rule in Nigeria

· Discussing the effects of indirect rule in Nigeria

· Asking and answering questions

· Illustrations

· Demonstrations

· Note taking

· Drawing

· Students book

· Resource person

· Revision materials

· Charts

· Maps

· Pictures

· Handouts

· Realia

· Charts

· Videos

· Films

· Gateway Revisions

· Milestone in History and Government form III page 67-68

· Milestone Teachers guide 44-45

· Golden tips page 150

· High Flyer page 77

· Evolving world History and Government page 61

· Gateway paper 2 page83

1-2

Colonial Administration

Direct rule

· The British rule Zimbabwe (southern Rhodesia)

· Reasons why the British adopted direct rule in Zimbabwe

By the end of the lesson, the learner should be able to

(a) Explain reasons why direct rule was adopted in Zimbabwe

· Explaining why direct rule was adopted Zimbabwe

· Asking and answering questions

· Drawing

· Demonstrating

· Illustrations

· Explanations

· Class discussions

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Videos

· Pictures

· Charts

· Handouts

· Teachers own collection

· Realia

· Milestone in History and Government form III page 68-69

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77

· Evolving world History and Government page 61-62

· Gateway paper 2 page83-84

Colonial Administration

The Application of direct rule in Zimbabwe

By the end of the lesson, the learner should be able to

(a) Explain how direct rule was applied in Zimbabwe

· Discussing how direct rule was used in Zimbabwe

· Asking and answering questions

· Illustrations

· Drawing

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Handouts

· Realia

· Documents

· Charts

· Teachers guide

· Scrolls

· Newspaper cuttings

· Milestone in History and Government form III page 70

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77-78

· Evolving world History and Government page 63-67

· Gateway paper 2 page 84

Colonial Administration

Assimilation

· The meaning of Assimilation policy and its Structure

By the end of the lesson, the learner should be able to

(a) Explain the meaning of assimilation policy and its structure and use in the French colonies

· Explaining the meaning of assimilation policy and ilts structure

· Discussing the use of assimilation policy in the French colonies

· Asking and answering questions

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Charts

· Handouts

· Documents

· Teachers guide

· Scrolls

· Newspaper cuttings

· Maps

· Milestone in History and Government form III page 71-72

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77-78

· Evolving world History and Government page 63-67

· Gateway paper 2 page 84

1-2

Colonial Administration

The French in Senegal

By the end of the lesson, the learner should be able to

(a) Explain how assimilation policy was applied in Senegal

· Discussing how assimilation policy was used in Senegal

· Explanations

· Asking and answering questions

· Making and taking notes

· illustrations

· students book

· resource person

· Photographs

· Maps

· Teachers’ guide

· Documents

· Pictures

· Newspaper cuttings

· Teachers own collection

· Realia

· Handouts

· charts

· Milestone in History and Government form III page 71-72

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 79

· Evolving world History and Government page 67

· Gateway paper 2 page 84-85

Colonial Administration

Reasons for the failure of Assimilation policy

By the end of the lesson, the learner should be able to

(a) Explain why the policy of assimilation failed

· Describing

· Class discussions

· Illustrations

· Asking and answering questions

· Making and taking notes

· Discussing why the assimilation policy failed

· Text books

· Charts

· Maps

· Documents

· Scrolls

· Teachers own collection

· Personal experience

· Videos

· Pictures

· Films

· Revision materials

· handouts

· Milestone in History and Government form III page 73-74

· Milestone Teachers guide 44-45

· Golden tips page 153

· High Flyer page 80

· Evolving world History and Government page 69-70

· Gateway paper 2 page 84-85

Colonial Administration

The policy of Association

By the end of the lesson, the learner should be able to

(a) Explain the use of the policy association

· Discussing the use of policy of association

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Students books

· Resource person

· Photographs

· Revision materials

· Teachers guide

· Realia

· Handouts

· Maps

· Charts

· Videos

· Pictures

· Films

· Documents

· Resource person

· Milestone in History and Government form III page 75

· Milestone Teachers guide 45

· Golden tips page 153-154

· High Flyer page 80

· Evolving world History and Government page 70-71

· Gateway paper 2 page 85

12-13

Revision and Exams

Revision of topics covered

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising of questions

· Sitting for the exam

· Answering questions by writing

· Exam papers

· Pens

· Chalk board

· Other relevant stationery

· Questions papers

· Revision books

· Text books

· Notes

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM II

Economic and social development during the colonial period in Kenya

The Uganda Railway

· Reasons for the building of the Uganda Railway

· Problems encountered during the building of the Uganda Railway

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the constructing the Uganda Railway and problems that wer encountered during the construction

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Pictures

· Resource person

· Document

· Hand outs

· Milestone in History and Government form III page 76-78

· Milestone Teachers guide 47-48

· Golden tips page 151

· High Flyer page 81

· Evolving world History and Government page 73

· Gateway paper 2 page 84-85

Economic and social developments during the colonial period in Kenya

Effects of the Uganda Railway

By the end of the lesson, the learner should be able to

(a) Explain the effects of the construction of the Uganda Railway

· Discussions

· Explanations

· Asking and answering questions

· Note making

· illustrations

· Students book

· Teachers guide

· Maps

· Charts

· Pictures

· Resource person

· Documents

· Handouts

· Milestone in History and Government form III page 78-79

· Milestone Teachers guide 47-48

· Golden tips page 151

· High Flyer page 81-82

· Evolving world History and Government page 74

· Gateway paper 1 page 46-47

Economic and social development during the colonial period in Kenya

Colonial land policies

· The land ordinances (Laws) that were passed to govern the distribution and use of land

By the end of the lesson, the learner should be able to

(a) Explain the land laws that were passed to govern the distribution and use of land

· Discussing the laws that were passed to govern the distribution and use of land

· Explanations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Hand outs

· Documents

· Maps

· Charts

· pictures

· Milestone in History and Government form III page 80

· Milestone Teachers guide 48-49

· Golden tips page 157-158

· High Flyer page 81-82

· Evolving world History and Government page

· Gateway paper 1 page 47

Economic and social developments during the colonial period in Kenya

The effects of colonial land policies

By the end of the lesson, the learner should be able to

(a) Explain the effects of colonial land policies

· Explaining the effects of colonial land policies

· Charts

· Documents

· Illustrations

· Describing

· drawing

· Resource person

· Documents

· Teachers guide

· Pictures

· Realia

· Handouts

· Charts

· Maps

· Textbooks

· Scrolls

· videos

· Milestone in History and Government form III page 81-82

· Milestone Teachers guide 47-49

· Golden tips page 157-158

· High Flyer page 81-82

· Evolving world History and Government page 78-80

· Gateway paper 1 page 47-50

Economic and social Developments during the colonial period in Kenya

The effects of colonial land policies

By the end of the lesson, the learner should be able to

(a) Explain the effects of colonial land policies

· Explaining effects of colonial land policies

· Charts

· Documents

· Discussions

· Illustrations

· Asking and answering questions

· Making and taking notes

· Teachers guide

· Documents

· Videos

· Films

· Pictures

· Films

· Pictures

· Scrolls

· Revision books

· Maps

· Charts

· Newspaper cuttings

· Pictures

· Milestone in History and Government form III page 82-85

· Milestone Teachers guide 47-49

· Golden tips page 157-158

· High Flyer page

· Evolving world History and Government page 80

· Gateway paper 1 page 47-50

2-3

Economic and social developments during the colonial period in Kenya

Stages which cattle farming went through

By the end of the lesson, the learner should be able to

(a) Trace the development stages of cattle farming

· Explaining the development stages of cattle farming

· Asking and answering questions

· Making and taking notes

· Class discussions

· Documents

· Newspaper cuttings

· Pictures

· Teachers guide

· Videos

· Film

· Charts

· Students book

· Photographs

· Milestone in History and Government form III page 82-85

· Milestone Teachers guide 47-49

· Golden tips page 156-157

· High Flyer page 82

· Evolving world History and Government page 75

· Gateway paper 1 page 47-50

Economic and social Development during the colonial period in Kenya

The Devonshire white paper 1923

· The terms of Devonshire white paper

· The results of the Devonshire white paper

By the end of the lesson, the learner should be able to

(a) Explain the background of the Devonshire white paper, the terms and results of DWP

· Explaining the background of the Devonshire white paper

· Discussing the terms and the results of the Devonshire white paper

· Students book

· Photographs

· Maps

· Teachers guide

· Handouts

· Realia

· Pictures

· Charts

· Newspaper cuttings

· Milestone in History and Government form III page 85-87

· Milestone Teachers guide 47-49

· Golden tips page 158-159

· High Flyer page 84

· Evolving world History and Government page 80-82

· Gateway paper 1 page50

Economic and social development during the colonial period in Kenya

Urbanization

· Factors that determined the development of town in Kenya during the colonial period

By the end of the lesson, the learner should be able to

(a) Explain the factors that determined the development of town in Kenya during the colonial periods

· Explaining the factors that determined the development of towns in Kenya during the colonial period

· Making and taking of notes

· Asking and answering questions

· Charts

· Students book

· Photographs

· Maps

· Realia

· Handouts

· Newspaper cuttings

· Resource person

· Scrolls

· Milestone in History and Government form III page 86-87

· Milestone Teachers guide 47-49

· Golden tips page 159

· High Flyer page 84

· Evolving world History and Government page 82

· Gateway paper 1 page50-51

Economic and Social developments during the colonial period in Kenya

The effect of urbanization

By the end of the lesson, the learner should be able to

(a) Explain the effects of urbanization

· Discussing the effects of urbanization

· Asking and answering questions

· Making and taking of notes

· illustrations

· students book

· photographs

· Maps

· Charts

· Resource person

· Videos

· Films

· Teachers guide

· Handouts

· Realia

· Milestone in History and Government form III page 87-88

· Milestone Teachers guide 47-49

· Golden tips page 159-160

· High Flyer page 84

· Evolving world History and Government page 83-84

· Gateway paper 1 page 51

Economic and social developments during the colonial period in Kenya

Education

· Characteristics of colonial education

By the end of the lesson, the learner should be able to

(a) Explain the characteristics of colonial education

· Discussing the characters of colonial education

· Asking and answering of questions

· Making and taking notes

· Class discussions

· Students book

· Resource persons

· Maps

· Charts

· Teachers guide

· Videos

· Films

· Documents

· Newspaper cuttings

· Milestone in History and Government form III page 89-90

· Milestone Teachers guide 47-49

· Golden tips page 160

· High Flyer page 85

· Evolving world History and Government page 84-86

· Gateway paper 1 page 51-52

Economic and social developments during the colonial period in Kenya

Developments in primary education

By the end of the lesson, the learner should be able to

(a) Explain the developments of education i.e primary education in Kenya

· Explaining the developments in primary education in Kenya

· Asking and answering questions

· Note taking

· Class discussions

· Students book

· Photographs

· Resource person

· Handouts

· Realia

· Documents

· Pictures

· Text books

· videos

· Milestone in History and Government form III page 91-92

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 85

· Evolving world History and Government page 85-86

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Development sin University education

By the end of the lesson, the learner should be able to

(a) Explain the developments of secondary education in Kenya

· Discussing the developments of secondary education in Kenya

· Asking and answering questions

· Making and taking of notes

· Students book

· Photographs

· Maps

· Handouts

· Realia

· Pictures

· Videos

· Textbook

· Teachers guide

· films

· Milestone in History and Government form III page 92

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 86-87

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Developments in university education

By the end of the lesson, the learner should be able to

(a) Explain the developments of university education in Kenya

· Discussing the developments of university education in Kenya

· Asking and answering questions

· Note taking

· Students book

· Photographs

· Maps

· Resource persons

· Handouts

· Pictures

· Realia

· Charts

· Documents

· Teachers guide

· Milestone in History and Government form III page 92-93

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 86-87

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Health

· Developments in missionary health

By the end of the lesson, the learner should be able to

(a) Explain the trends in the development of Health care i.e Missionary Health

· Explaining the developments of Health care i.e missionary health

· Students book

· Photographs

· Maps

· Teachers guide

· Maps

· Charts

· Realia

· Pictures

· Documents

· Textbooks

· handouts

· Milestone in History and Government form III page 93-94

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 87-89

· Gateway paper 1 page 53

Economic and social developments during the colonial period in Kenya

Development in Government health

By the end of the lesson, the learner should be able to

(a) Explain the developments in Government Health Care

· Explaining the developments in Government health care

· Illustrations

· Describing

· Class discussions

· Asking and answering questions

· Making and taking notes

· Students book

· Photographs

· Resource person

· Teachers guide

· Realia

· Handouts

· Documents

· Revision books

· Textbooks

· Maps

· Charts

· Milestone in History and Government form III page 94-95

· Milestone Teachers guide 47-49

· Golden tips page 161-162

· High Flyer page 86

· Evolving world History and Government page 87-89

· Gateway paper 1 page 53-54

Political Developments and struggle for independence in Kenya (1919-1963)

Early, political organization in Kenya up to 1939

· Factors that influenced political opinion among Africans

By the end of the lesson, the learner should be able to

(a) Explain the origins and organization of political movements in Kenya up to 1939

(b) The factors that influenced political opinion among Africans

· Discussing the origins, developments, organizations of political movements in Kenya up to 1939

· Explaining the factors that have influenced political opinion among Africans

· Asking and answering questions

· Making and taking notes

· Charts

· Documents

· Teachers guide

· Maps

· Diagrams

· Pictures

· Handouts

· Textbooks

· Pictures

· Milestone in History and Government form III page 96

· Milestone Teachers guide 51-53

· Golden tips page 163

· High Flyer page 87-88

· Evolving world History and Government page 90-91

· Gateway paper 1 page 55

Political Developments and struggled for independence in Kenya *1919-1963)

The East African Association (E.A.A)

By the end of the lesson, the learner should be able to

(a) Explain the issues raised by the E.A.A to the colonial government

(b) The achievements of E.A.A

· Discussing he issues raised by E.A.A

· Explaining the achievement of E.A.A

· Asking and answering questions

· Making and taking of notes

· Class discussions

· Drawings

· demonstrations

· students book

· resource person

· Documents

· Photographs

· Teachers Guide

· Maps

· Charts

· Documents

· Realia

· Handouts

· Pictures

· videos

· Milestone in History and Government form III page 96-98

· Milestone Teachers guide 51-53

· Golden tips page 163

· High Flyer page 88

· Evolving world History and Government page 91-93

· Gateway paper 1 page 55

Political Developments and the struggle for independence in Kenya (1919-1963)

The kikuyu Central Association (K.C.A)

By the end of the lesson, the learner should be able to

(a) Explain the memorandum pressed to the Hilton Young Commission

· Discussing the memorandum present to Hilton Young commission

· Making and taking notes

· Asking and answering questions

· Demonstrations

· illustrations

· students book

· Resource Person

· Documents

· Photographs

· Handouts

· Charts

· Videos

· Pictures

· Realia

· Teachers guide

· Milestone in History and Government form III page 98-99

· Milestone Teachers guide 53-54

· Golden tips page 163

· High Flyer page 88

· Evolving world History and Government page 94-95

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Karironda Tax payers welfare Associations (Grievances)

By the end of the lesson, the learner should be able to

(a) Discuss the memorandum of the Young Karironda Tax payers welfare Association to the chief native commissioner

· Discussing the memorandum of the YKTPW

· Asking and answering questions

· Illustrations

· Demonstrations

· Making and taking notes

· Students book

· Resource person

· Documents

· Photographs

· Pictures

· Maps

· Charts

· Realia

· Handouts

· Videos

· Textbooks

· Milestone in History and Government form III page 99-100

· Milestone Teachers guide 51-53

· Golden tips page 164

· High Flyer page 88

· Evolving world History and Government page 96-97

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Ukamba Members Association (U.M.A)

Taita Hills Association (T.HA)

By the end of the lesson, the learner should be able to

(a) Explain the grievances of U.M.A and T.H.A

· Discussing the grievances of UMA & THA

· Asking and answering questions

· Discussing the grievances of C.A.A

· Making and taking notes

· Resource persons

· Realia

· Textbooks

· Maps

· Handouts

· Videos

· Films

· Pictures

· Documents

· Milestone in History and Government form III page 100-101

· Milestone Teachers guide 52-53

· Golden tips page 165

· High Flyer page 89-90

· Evolving world History and Government page 97-99

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Coastal African Association

By the end of the lesson, the learner should be able to

(a) Explain the grievances of C.A.A

· Asking and answering questions

· Illustrations

· Demonstrations

· Making and taking of notes

· Class discussions

· Resource persons

· Photographs

· Documents

· Students books

· Teachers guide

· Maps

· Pictures

· Films

· Videos

· Scrolls

· Realia

· Milestone in History and Government form III page 101-102

· Milestone Teachers guide 51-53

· Golden tips page 165

· High Flyer page 90

· Evolving world History and Government page 98

· Gateway paper 1 page 57

Political Developments and the struggle for independence in Kenya (1919-1963

The origin of independent churches and schools

By the end of the lesson, the learner should be able to

(a) Trace the origins of the independence churches and schools

· Illustrations

· Making and taking of notes

· Class discussions

· Asking and answering of questions

· Discussing the origin of the independent churches and schools

· Resource persons

· Students book

· Teachers guide

· Pictures

· Maps

· Charts

· Scrolls

· Realia

· Video

· Films

· Milestone in History and Government form III page 102-103

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 100

· Gateway paper 1 page 57

Political Developments and the struggle for independence in Kenya (1919-1963

The reasons for the establishment of independent churches and schools

· Discussing the reasons for the establishment of independent churches and schools

· Explaining the major independent churches in Kenya and their characteristics

· Resource person

· Students book

· Teachers guide

· documents

· Milestone in History and Government form III page 103-104

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 101

· Gateway paper 1 page 57-58

Political Developments and the struggle for independence in Kenya (1919-1963

Trade union movements

· Demands made by the trade unions

By the end of the lesson, the learner should be able to

(a) Explain the demands made by trade union in colonial Kenya

· Discussing the demands made by Trade union in colonial Kenya

· Illustrating

· Demonstrations

· Making and taking notes

· Asking and answering questions

· Maps

· Pictures

· Charts

· Realia

· Teachers guide

· Handouts

· Resource person

· Photographs

· Students book

· Milestone in History and Government form III page 103-104

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 101

· Gateway paper 1 page 57-58

Political Developments and the struggle for independence in Kenya (1919-1963

Development of trade unions movement in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain duties of the trade union movements in Kenya in the struggle for independence

· Discussing developments of trade union movements in Kenya in the struggle for independence

· Asking and answering questions

· Demonstrating

· Note taking

· Illustrations

· Students book

· Resource person

· Handouts

· Realia

· Videos

· Films

· Photographs

· Milestone in History and Government form III page 105-106

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 93

· Evolving world History and Government page 101

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

Contributions of the trade union movement in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain contribution of trade union movements in the struggle for independence

· Explain the contribution of the trade union movements in the struggle for independence

· Asking and answering questions

· Demonstration

· Note taking

· Students book

· Resource person

· Photographs

· Pictures

· Videos

· Films

· Charts

· Maps

· Realia

· Handouts

· Videos

· Milestone in History and Government form III page 105-106

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 93

· Evolving world History and Government page 122

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

· Political organizations and movements in Kenya after 1945

· Factors that contributed to the formation of political movements after 1945

By the end of the lesson, the learner should be able to

(a) Explain the political organization and movements in Kenya after 1945

(b) Explain the factors that contributed to the formation of political movements after 1945

· Discussing the political organizations and movements in Kenya after 1945

· Explaining the factors that contributed to the formations of political movements after 1945

· Students book

· Teachers guide

· Photographs

· Pictures

· Charts

· Realia

· Documents

· Newspaper cuttings

· Milestone in History and Government form III page 107-108

· Milestone Teachers guide 51-54

· Golden tips page 163

· High Flyer page 87

· Evolving world History and Government page 90-91

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

The Kenya African Union (K.A.U)

The Kenya African study

The objectives and demands of K.A.U

By the end of the lesson, the learner should be able to

(a) Explain demands of K.A.U

(b) Discuss the objectives and demands of K.A.U

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· illustrations

· pictures

· students book

· teachers Guide

· Realia

· Resource person

· Charts

· Maps

· Milestone in History and Government form III page 108-110

· Milestone Teachers guide 51-54

· Golden tips page 169

· High Flyer page 94

· Evolving world History and Government page 90-91

· Gateway paper 1 page 59

2-3

Political Developments and the struggle for independence in Kenya (1919-1963

The Mau Mau movement

By the end of the lesson, the learner should be able to

(a) Explain the causes of Mau Mau war

(b) Describe the courses of the Mau Mau war

· Discussions

· Explanations

· Describing

· Note taking

· Asking and answering questions

· Teachers guide

· Videos

· Pictures

· Documents

· Resource person

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form III page 110-112

· Milestone Teachers guide 51-54

· Golden tips page 168

· High Flyer page 94

· Evolving world History and Government page 110

· Gateway paper 1 page 60

Political Developments and the struggle for independence in Kenya (1919-1963

The results of Mau Mau war

The Kenya National African (KANU) and Kenya African Democratic Union (KADU)

By the end of the lesson, the learner should be able to

(a) Explain the results of the Mau Mau wars

(b) Discuss the origin and activities of KANU and KADU

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· illustrations

· resource person

· documents

· pictures

· Charts

· Maps

· Newspaper cuttings

· Students book

· Teachers guide

· Milestone in History and Government form III page 112-116

· Milestone Teachers guide 51-54

· Golden tips page 168

· High Flyer page 96

· Evolving world History and Government page 115

· Gateway paper 1 page 61

Political Developments and the struggle for independence in Kenya (1919-1963

The Africa People’s party

By the end of the lesson, the learner should be able to

(a) Explain the origin and activities of A.P.P

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Videos

· pictures

· Milestone in History and Government form III page 116

· Milestone Teachers guide 51-54

· Golden tips page 169-170

· High Flyer page 95

· Evolving world History and Government page 118

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

The role of women in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the role of women in the struggle for independence

· Discussions

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Videos

· Pictures

· Newspaper cuttings

· Milestone in History and Government form III page 117-119

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 96-97

· Evolving world History and Government page 123

· Gateway paper 1 page 63

Political Developments and the struggle for independence in Kenya (1919-1963

Constitutional changes leading to independence

The African representatives in the Legco

By the end of the lesson, the learner should be able to

(a) Explain the constitutional changes leading to independence i.e African representatives in the Legco

· Discussions

· Asking and answering questions

· Note taking

· explanations

· students book

· teachers guide

· documents

· Resource person

· Videos

· Handouts

· Newspaper cutting

· Revision papers

· Milestone in History and Government form III page 119

· Milestone Teachers guide 51-54

· Golden tips page 172

· High Flyer page 97

· Evolving world History and Government page 123

· Gateway paper 1 page 63-64

Political Developments and the struggle for independence in Kenya (1919-1963

· The Littleton Constitution

· Reforms that resulted from the Lyttelton constitution

By the end of the lesson, the learner should be able to

(a) Explain the reforms that resulted from Lyttelton Constitution

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Pictures

· Charts

· Videos

· Resource person

· Teachers guide

· Students book

· Milestone in History and Government form III page 120-121

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 173

· Evolving world History and Government page 127

· Gateway paper 1 page 63-64

Political Developments and the struggle for independence in Kenya (1919-1963

Constitutional changes

The Lennox-Boyd constitution

By the end of the lesson, the learner should be able to

(a) Explain the results of the lennox-Boyd constitution

· Discussing the results of Lennox-Boyd constitution

· Note taking

· Answering and asking questions

· Students book

· Documents

· Resource person

· Teachers guide

· Photographs

· Handouts

· Videos

· Pictures

· Charts

· maps

· Milestone in History and Government form III page 121

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 97

· Evolving world History and Government page 128

2-3

Political Developments and the struggle for independence in Kenya (1919-1963

The first Lancaster house conference (1960)

By the end of the lesson, the learner should be able to

(a) Explain the first and second Lancaster House conference and the results

· Discussing the First Lancaster House Conference of 1960 and its results

· Explaining the 2^nd Lancaster House Conference

· Documents

· Resource persons

· Photographs

· Videos

· Pictures

· Handouts

· Students book

· Milestone in History and Government form III page 121-123

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 97

· Evolving world History and Government page 129

The Rise of African Nationalism

Introduction

· Factors that have favoured rise and development of African nationalism

By the end of the lesson, the learner should be able to

(a) Discuss the factors that favored the rise and development of African Nationalism

· Discussing the factors that favored the rise and development of African Nationalism

· Students book

· Photographs

· Resource person

· Handouts

· Charts

· Videos

· Pictures

· Milestone in History and Government form III page 125-126

· Milestone Teachers guide 56-58

· Golden tips page 173

· High Flyer page 98-99

· Evolving world History and Government page 133-135

· Gateway paper 2 page 86

The Rise of African Nationalism

– The factors that strengthened the development of Africa nationalism

By the end of the lesson, the learner should be able to

(a) Discuss the factors that strengthened the development of African Nationalism

· Discussing the factors that have strengthened nationalism

· Note taking

· Asking and answering questions

· Videos

· Maps

· Charts

· Maps

· Realia

· Documents

· Photographs

· Teachers guide

· Students book

· Milestone in History and Government form III page 126-127

· Milestone Teachers guide 56-58

· Golden tips page 133

· High Flyer page 98-99

· Evolving world History and Government page 133

· Gateway paper 2 page 86-87

The rise of African Nationalism

Nationalism in Ghana

– The background to the development of African Nationalism in Ghana

By the end of the lesson, the learner should be able to

(a) Explain the background to the development of Nationalism in Ghana

· Explaining the background to the development of nationalism in Ghana

· Class discussions

· Asking and answering questions

· Teachers guide

· Videos

· Pictures

· Charts

· Realia

· Students book

· Photographs

· Milestone in History and Government form III page 127-129

· Milestone Teachers guide 56-58

· Golden tips page 175

· High Flyer page 99

· Evolving world History and Government page 135-136

· Gateway paper 2 page 87-88

The Rise of African Nationalism

– The factors that favored the growth of African Nationalism in Ghana

By the end of the lesson, the learner should be able to

(a) Explain the factors that favoured growth of African nationalism in Ghana

· Discussing the factors that favored the growth of African Nationalism in Ghana

· Charts

· Discussions

· Note taking

· Maps

· Realia

· Maps

· Charts

· Videos

· Teachers guide

· Students book

· Photographs

· Milestone in History and Government form III page 129

· Milestone Teachers guide 56-58

· Golden tips page 175

· High Flyer page 99

· Evolving world History and Government page 136-137

· Gateway paper 2 page 87-88

The riles of African Nationalism

The role of African Nationalist leaders in Ghana i.e Kwame Nkurumah

By the end of the lesson, the learner should be able to

(a) Discuss the role of Kwame Nkurumah in the Nationalist Activities of Ghana

· Explaining the role of Kwame Nkurumah in the nationalist activities in Ghana

· Class discussions

· Asking and answering questions

· Note taking

· Students book

· Films

· Videos

· Textbooks

· Teachers guide

· Photographs

· Teachers guide

· Milestone in History and Government form III page 129

· Milestone Teachers guide 56-58

· Golden tips page 175-176

· High Flyer page 99

· Evolving world History and Government page 137-138

· Gateway paper 2 page 87-88

The Rise of African Nationalism

Nationalism in Mozambique

– The background to nationalism in Mozambique

By the end of the lesson, the learner should be ableto

(a) Explain the background to African Nationalism in mozambique

· Discussing the background to African Nationalism

· Asking and answering questions

· Taking and making notes

· Pictures

· Realia

· Maps

· Photographs

· Resource person

· Students book

· Milestone in History and Government form III page 129-130

· Milestone Teachers guide 56-58

· Golden tips page 176-177

· High Flyer page 100

· Evolving world History and Government page 139

· Gateway paper 2 page 88

The rise of African Nationalism

The factors that favored the development of African Nationalism in Mozambique

By the end of the lesson, the learner should be able to

(a) Identify and explain the unique factors that favored growth and development of African Nationalism in Mozambique

· Discussing the unique factors that favored the growth and development of African nationalism in Mozambique

· Asking and answering questions

· Note taking

· Students book

· Photographs

· Resource persons

· Maps

· Charts

· Realia

· Handouts

· Pictures

· Textbooks

· Milestone in History and Government form III page 130

· Milestone Teachers guide 88-89

· Golden tips page 176-177

· High Flyer page 100

· Evolving world History and Government page 140

· Gateway paper 2 page 88

The rise of African Nationalism

– The contribution of Eduardo Mondlance and Somara Machel in Mozambique’s Nationalism

By the end of the lesson, the learner should be able to

(a) Explain the contribution of Eduardo Mondlane and Samora Machel in Mozambique’s Nationalism

· Discussing the contribution of Eduardo Mondlane and Samora Machel in Mozambiques Nationalism

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Photographs

· Maps

· Realia

· Handouts

· Pictures

· Textbooks

· Handouts

· Pictures

· Milestone in History and Government form III page 131-133

· Milestone Teachers guide 56-58

· Golden tips page 176-177

· High Flyer page 100-101

· Evolving world History and Government page 140-143

· Gateway paper 2 page 89

The rise of Nationalism

Nationalism in South Africa

– Background and Development of African Nationalism in south Africa

By the end of the lesson, the learner should be able to

(a) Discuss the background and development of African Nationalism in South Africa

· Discussing African Nationalism in south Africa i.e the background and development

· Asking and answering questions

· Note taking

· Photographs

· Students book

· Documents

· Pictures

· Charts

· Maps

· Videos

· Films

· Teachers guide

· Milestone in History and Government form III page 133-134

· Milestone Teachers guide 56-58

· Golden tips page 178

· High Flyer page 101-102

· Evolving world History and Government page 143

· Gateway paper 2 page 89-90

13-14

Revision and Exams

Revision of Topics covered

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising of questions

· Sitting for the exams

· Answering questions by writing

· Films

· Videos

· Charts

· Maps

· Teachers guide

· Exam papers

· Pens

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM III

The Rise of African Nationalism

– Nationalism in south Africa

– The factors that favored the development of African Nationalism in South Africa

By the end of the lesson, the learner should be able to

(a) Explain the factors that favored the developments of Nationalism in South Africa

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Photos

· Students book

· Resource person

· Pictures

· Revision materials

· Milestone in History and Government form III page 133-135

· Milestone Teachers guide 56-58

· Golden tips page 178-179

· High Flyer page 101-102

· Evolving world History and Government page 144

· Gateway paper 2 page 89-90

The Rise of African Nationalism

The African nationalist activities in South Africa

By the end of the lesson, the learner should be able to

(a) Explain the African Nationalist activities in South Africa

· Discussing the factors that favored African nationalist activities in South Africa

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Pictures

· Teachers guide

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form III page 135-136

· Milestone Teachers guide 56-58

· Golden tips page 178-179

· High Flyer page 102

· Evolving world History and Government page 145-153

· Gateway paper 2 page 90

The Rise of Africa Nationalism

The African National congress (ANC)

– objectives

By the end of the lesson, the learner should be able to

(a) explain the role of the African National Congress in the struggle for independence in South Africa

· discussing the role of Africa in the struggle for independence in South Africa

· asking and answering questions

· photographs

· students book

· resource person

· pictures

· handouts

· Realia

· Video

· Pictures

· Documents

· Milestone in History and Government form III page 136-137

· Milestone Teachers guide 56-58

· Golden tips page 178

· High Flyer page 102

· Evolving world History and Government page 145

· Gateway paper 2 page 90

The Rise of African Nationalism

The methods used by the African Nationalists to articulate their grievances

By the end of the lesson, the learner should be able to

(a) Explain methods used by the African Nationalists to articulate their grievances

· Discussions of methods used

· Asking and answering questions

· Illustrations

· Note taking

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Pictures

· Documents

· Videos

· Milestone in History and Government form III page 138-140

· Milestone Teachers guide 56-58

· Golden tips page 179

· High Flyer page 103

· Evolving world History and Government page 152

· Gateway paper 2 page 90

1-4

The Rise of African Nationalism

The contribution of Nelson Mandela in growth of Nationalism in south Africa

By the end of the lesson, the learner should be able to

(a) Explain the role of Mandela in the growth of Nationalism in south Africa

· Discussing role of Nelson Mandela in growth of nationalism in south Africa

· Making and taking notes

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Films

· Videos

· Pictures

· Charts

· Maps

· Handouts

· Teachers guide

· Milestone in History and Government form III page 142

· Milestone Teachers guide 56-58

· Golden tips page 179

· High Flyer page 102

· Evolving world History and Government page 150

· Gateway paper 2 page 90

The lives and contributions of Kenyan Leaders

Jomo Kenyatta 1892-1978

Early life of Jomo Kenyatta

By the end of the lesson, the learner should be able to

(a) Explain early life of Jomo Kenyatta

· Discussing the early life of Mzee Jomo Kenyatta in Kenya

· Making and taking of notes

· Asking and answering questions

· Realia

· Text books

· Maps

· Videos

· Films

· Resource person

· Students book

· Photographs

· Milestone in History and Government form III page 145-146

· Milestone Teachers guide 60

· Golden tips page 181

· High Flyer page 104

· Evolving world History and Government page 155

· Gateway paper 2 page 65

2-3

The lives and contributions of Kenya leaders

Kenyatta’s contribution in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain Kenyatta’s contribution in struggle for independence

· Explaining and discussing the contribution in the struggle for independence

· Asking and answering questions

· Making and taking of notes

· Photographs

· Realia

· Handouts

· Maps

· Resource person

· Students books

· Films

· Milestone in History and Government form III page 147

· Milestone Teachers guide 60-61

· Golden tips page 181-182

· High Flyer page 104

· Evolving world History and Government page 156-158

· Gateway paper 2 page 65-66

The lives and contributions of Kenyan leaders

Kenyatta’s achievements in past independence Kenya

By the end of the lesson, the learner should be able to

(a) Explain the achievements of Kenyatta in post-independent Kenya

· Explaining Kenyatta’s Achievements in Post independent Kenya

· Asking and answering questions

· Note taking

· Pictures

· Realia

· Videos

· Maps

· Films

· Text books

· Resource person

· Photograph

· Students book

· Milestone in History and Government form III page 148

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 156-158

· Gateway paper 2 page 66-67

The lives and contributions of Kenyan leaders

Tom Mboya – the early live of Tom mboya

By the end of the lesson, the learner should be able to

(a) Explain the early life of Tom Mboya

· Discussing the early life of Tom Mboya

· Asking and answering questions

· Making and taking of notes

· Class discussions

· Photographs

· Students book

· Resource person

· Films

· Videos

· Pictures

· Text book

· Scrolls

· Realia

· Handouts

· Milestone in History and Government form III page 149

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 160

· Gateway paper 2 page 67-68

The lives and contribution of Kenyan Leaders

The Role of Tom Mboya in Trade Unions

By the end of the lesson, the learner should be able to

(a) Explain role of Tom Mboya in unionism

· Discussions on role of Mboya in trade

· Asking and answering questions

· Class discussions making and taking of notes

· Note taking

· Photographs

· Student book

· Class discussions

· Handouts

· Documents

· Videos

· Films

· Pictures

· Milestone in History and Government form III page 149-150

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 160-161

· Gateway paper 2 page 67-68

The lives and contributions of Kenyan leaders

The role of Tom Mboya in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain Tom Mboya’s contributions in the struggle for independence

· Explaining the role of Mboya in the struggle for independence

· Class discussions

· Illustrations

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Text books

· Handouts

· Pictures

· Videos

· Films

· photographs

· Milestone in History and Government form III page 150-151

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 161-162

· Gateway paper 2 page 67-68

The lives and contribution of Kenyan Leaders

The role of Tom Mboya in the struggle for Independence

By the end of the lesson, the learner should be able to

(a) Explain Tom Mboya’s achievements in education, global trade unions and other fields

· Discussing Tom Mboya’s achievements in education and global trade unionism plus other fields

· Asking and answering questions

· Making and taking of notes

· Photographs

· Handouts

· Realia

· Videos

· Films

· Maps

· Charts

· Resource person

· Milestone in History and Government form III page 152-153

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 162

· Gateway paper 2 page 69-70

The lives and contributions of Kenyan Leaders

Ronald Gideon Ngala

– The early life of Ngala

By the end of the lesson, the learner should be able to

– Explain the early life of Ngala

· Explaining early life of Ngala

· Asking and answering questions

Note taking

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· pictures

· Milestone in History and Government form III page 152-153

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 108

· Evolving world History and Government page 162

· Gateway paper 2 page 70-71

2-3

The lives and contribution of Kenyan Leaders

The role of Ronald Ngala in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the contributions of Ronald in the struggle for independence

· Discussing the contributions of Ronald Ngala in the struggle for independence

· Asking and answering questions

· Note taking

· Explanations

· Photographs

· Students book

· Resource person

· Charts

· Maps

· Pictures

· Realia

· Pictures

· Films

· documents

· Milestone in History and Government form III page 153-154

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 108

· Evolving world History and Government page 163-165

· Gateway paper 2 page 70-71

The lives and contributions of Kenyan leaders

The role of Ronald Ngala in struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain contributions of Ronald in the struggle for independence

· Discussions

· Explanations

· Class discussions

· Asking and answering questions

· Making and taking of notes

· Resource person

· Text books

· Handouts

· Realia

· Videos

· Films

· Textbooks

· Pictures

· Maps

· chart

· Milestone in History and Government form III page 154

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 108

· Evolving world History and Government page 163-164

· Gateway paper 2 page 71

The lives and contributions of Kenyan leaders

Jaramogi Oginga Odinga

– Early life of Oginga Odinga

By the end of the lesson, the learner should be able to

(a) Explain the early life of Jaramogi Oginga Odinga

· Discussions

· Explanations

· Demonstrations

· Asking and answering questions

· Note taking

· Photographs

· Students books

· Resource person

· Videos

· Films

· Pictures

· Maps

· Charts

· Teachers guide

· Milestone in History and Government form III page 155-156

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 106

· Evolving world History and Government page 165

· Gateway paper 2 page 72

2-3

The lives and contributions of Kenyan Leaders

The role of Jaramogi in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the role of Jaramogi Oginga Odinga in the struggle for independence

· Disusing the role of Jaramogi Oginga Odinga in the struggle for independence

· Drawings

· Note taking

· Photographs

· Resource person

· Realia

· Handouts

· Pictures

· Maps

· charts

· Milestone in History and Government form III page 158

· Milestone Teachers guide 60-61

· Golden tips page 183

· High Flyer page 107

· Evolving world History and Government page 166

· Gateway paper 2 page 72

The lives and contributions of Kenyan Leaders

The role of Jaramogi in the birth of multi- patriotism

By the end of the lesson, the learner should be able to

(a) Explain role of Oginga Odinga in the birth of Multi-patriotism

· Class discussions

· Asking and answering questions

· Explaining roles of Oginga in birth of multi-patriotism

· Photographs

· Students book

· Resource person

· Maps

· Charts

· Realia

· Handouts

· Text books

· Pictures

· Milestone in History and Government form III page 158-159

· Milestone Teachers guide 60-61

· Golden tips page 183

· High Flyer page 107

· Evolving world History and Government page 169

· Gateway paper 2 page 73

The lives and contributions of Kenyan leaders

Daniel Arap Moi

– Early Life

By the end of the lesson, the learner should be able to

(a) Explain the early life of Daniel Arap Moi

· Describing the early life of Moi

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Class discussions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Films

· Pictures

· Newspaper cuttings

· documents

· Milestone in History and Government form III page 159-160

· Milestone Teachers guide 60-61

· Golden tips page 73-74

· High Flyer page 105

· Evolving world History and Government page 170

· Gateway paper 2 page 73-74

The lives and contributions of Kenyan leaders

The role of Moi in the struggle of independence

By the end of the lesson, the learner should be able to

(a) Explain role of Moi in struggle for independence

· Discussing the role of Moi in the struggle for independence

· Explanation

· Asking and answering questions

· Making and taking notes

· Class discussions

· Photographs

· Resource person

· Pictures

· Student book

· Videos

· Newspaper cuttings

· Documents

· handouts

· Milestone in History and Government form III page 160-161

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 170

· Gateway paper 2 page 74

3-4

The lives and contributions of Kenyan leaders

The contributions of Moi in post independent Kenya

By the end of the lesson, the learner should be able to

(a) Explain the contributions and achievement of Daniel Arap Moi in post independent in Kenya

· Explanation

· Discussing the contributions and achievement of Daniel Arap Moi in post independent Kenya

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Textbooks

· Documents

· Scrolls

· Newspaper cuttings

· Revision books

· Charts

· Maps

· Milestone in History and Government form III page 161-162

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 172

· Gateway paper 2 page 74-75

The formation structure and functions of the government of Kenya

Electoral process

– Stages of Electoral process

– Dissolution of parliament

– Registration of voters

By the end of the lesson the learner should be able to

(a) Describe the Electoral process in Kenya i.e dissolutions of parliament, registration of voters and nominations

· Discussing the electro process in Kenya i.e dissolution of parliament, registration of voters and nominations

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Teachers guide

· Handouts

· Videos

· Films

· Milestone in History and Government form III page 163-164

· Milestone Teachers guide 63-65

· Golden tips page 186

· High Flyer page 109

· Evolving world History and Government page 174

· Gateway paper 2 page 76

The formation structure and functions of the government of Kenya

Nominations

– Qualifications for nominations

– A president

– A parliamentary candidate

– A civic candidate

By the end of the lesson, the learner should be able to

(a) Explain qualification for nominations of

A president

A parliamentary candidate and civic candidate

· Discussing qualifications for nominations of a president, a parliamentary and civic candidate in Kenya

· Explanations

· Note taking

· Photographs

· Students book

· Resource person

· Videos

· Realia

· Teachers guide

· Videos

· Films

· Videos

· Handouts

· Pictures

· Newspaper cuttings

· Milestone in History and Government form III page 165-166

· Milestone Teachers guide 63-65

· Golden tips page 186

· High Flyer page 109

· Evolving world History and Government page 174

· Gateway paper 2 page 76-77

The formation structure and functions of the government of Kenya

Electoral process

– Presentation of nomination papers

– Campaigns

– polling

By the end of the lesson, the learner should be able to

(a) explain the remaining stages in the electoral process i.e presentation of nomination papers, campaigns and polling

· Discussing the remaining stages in the electoral process in Kenya

· Explanations

· asking and answering questions

· Note taking

· photographs

· students book

· Resource person

· Handouts

· Realia

· Pictures

· Videos

· Films

· Documents

· Milestone in History and Government form III page 166-168

· Milestone Teachers guide 63-65

· Golden tips page 186-188

· High Flyer page 109

· Evolving world History and Government page 174-177

· Gateway paper 2 page 78

The formation structure and functions of the government of Kenya

Circumstances that can lead to a by election

The importance of election

Functions of electro commission of Kenya

By the end of the lesson, the learner should be able to

(a) Explain the circumstances that can lead to a by-election

(b) Importance of elections and the functions of the electro commission of Kenya

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Videos

· Resource person

· Videos

· Documents

· Handouts

· Pictures

· Milestone in History and Government form III page 168-170

· Milestone Teachers guide 63-65

· Golden tips page 187

· High Flyer page 109

· Evolving world History and Government page 177

· Gateway paper 2 page 77-79

The formation structure and functions of the government of Kenya

The formation of government

– The process of formations of a government

By the end of the lesson, the learner should be able to

(a) Explain process of formation of a government

· Explanations

· Listening to resource person

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Videos

· Documents

· Newspaper cuttings

· Revision books

· Milestone in History and Government form III page 170-171

· Milestone Teachers guide 63-65

· Golden tips page 188

· High Flyer page 110

· Evolving world History and Government page 179

· Gateway paper 2 page 79

The formation structure and functions of the government of Kenya

The structure and functions of the Government of Kenya

– Legislature

– The composition

– The functions of legislature

By the end of the lesson, the learner should be able to

(a) Describe the structure and function of the legislature

· Description

· Explanations

· Listening to resource person

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Newspaper cuttings

· Revision books

· Milestone in History and Government form III page 171-174

· Milestone Teachers guide 63-65

· Golden tips page 188

· High Flyer page 110

· Evolving world History and Government page 180

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

The law of making process

By the end of the lesson, the learner should be able to

(a) Explain the process of making law

· Explanations

· Note making and taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Videos

· Milestone in History and Government form III page 174-175

· Milestone Teachers guide 63-65

· Golden tips page 188-189

· High Flyer page 117

· Evolving world History and Government page 185

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

Parliamentary Supremacy

By the end of the lesson, the learner should be able to

(a) Explain the parliamentary supremacy

· Note taking

· Demonstrations

· Illustrations

· Explanations

· Asking and answering questions

· Students book

· Resource person

· Realia

· Handouts

· Documents

· Newspaper cuttings

· Constitution

· Picture

· Milestone in History and Government form III page 174-175

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 118

· Evolving world History and Government page 185

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

The executive

– The powers and functions of the president

By the end of the lesson, the learner should be able to

(a) Explain the power and functions of president

· Explanations

· Descriptions

· Discussions

· Asking and answering questions

· Note taking

· Resource person

· Realia

· Handouts

· Documents

· Constitution

· Revision text books

· Charts

· Maps

· Photographs

· Students book

· Milestone in History and Government form III page 175-176

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 110

· Evolving world History and Government page 189

· Gateway paper 2 page 81-82

The formation structure and functions of the government of Kenya

The composition and functions of cabinet

By the end of the lesson, the learner should be able to

(a) Explain composition and function of the cabinet

· Explaining composition of cabinet

· Asking and answering questions

· Making and taking notes

· Documents

· Realia

· Constitution

· Videos

· Pictures

· Charts

· Resource person

· Student book

· photograph

· Milestone in History and Government form III page 177

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 111

· Evolving world History and Government page 192

· Gateway paper 2 page 82

The formation structure and functions of the government of Kenya

The composition and functions of civil service i.e PC, DC

By the end of the lesson, the learner should be able to

(a) Explain the composition and functions of the cabinet

· Explanations

· Discussions

· Asking and answering questions

· Making and taking of notes

· Resource person

· Constitution

· Realia

· Handouts

· Pictures

· Videos

· Constitution of Kenya

· Charts

· Maps

· Milestone in History and Government form III page 178-180

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 112

· Evolving world History and Government page 193

· Gateway paper 2 page 82

The formation structure and functions of the government of Kenya

Parliamentary Supremacy

By the end of the lesson, the learner should be able to

(a) Explain parliamentary supremacy

· Explanations

· Asking and answering questions

· Note taking

· Resource person

· Photographs

· Students books

· Resource person

· Constitution of Kenya

· Handouts

· Videos

· Charts

· Maps

· Milestone in History and Government form III page 175

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 118

· Evolving world History and Government page 187

· Gateway paper 2 page 81

The formation structure and functions of the government of Kenya

The executive

– The powers and functions of the president

By the end of the lesson, the learner should be able to

(a) Explain the powers and functions of the president

· Explanations

· Discussions

· descriptions

· photographs

· students book

· Resource person

· Handouts

· Realia

· Constitution of Kenya

· Videos

· Pictures

· Charts

· Milestone in History and Government form III page 175-176

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 110

· Evolving world History and Government page 189

· Gateway paper 2 page 81-82

2-4

The formation structure and functions of the government of Kenya

The composition and functions of cabinet

By the end of the lesson, the learner should be able to

(a) Explain composition and functions of cabinet

· Explaining the composition and functions of the cabinet

· Illustrations

· Asking and answering questions

· Resource person

· Pictures

· Constitution of Kenya

· Charts

· Videos

· photographs

· Milestone in History and Government form III page 177

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 111

· Evolving world History and Government page 192

· Gateway paper 2 page 82-84

The formation structure and functions of the government of Kenya

The Armed forces

– Composition of armed forces

– Functions of the armed forces

By the end of the lesson, the learner should be able to

(a) Explain the composition and the functions of the armed forces

· Explanations

· Asking and answering of questions

· Note taking

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Pictures

· Constitution of Kenya

· Revision book

· Milestone in History and Government form III page 182-183

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 113

· Evolving world History and Government page 191-192

· Gateway paper 2 page 82-84

The formation structure and functions of the government of Kenya

The Police

– The composition of police force

By the end of the lesson, the learner should be able to

(a) List the compositions of the police force

· Identifying the police force

· Asking and answering questions

· Note taking

· Resource person

· Handouts

· Realia

· Pictures

· Newspaper cuttings

· Constitution of Kenya

· photographs

· Milestone in History and Government form III page 184

· Milestone Teachers guide 63-65

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 199

· Gateway paper 2 page 84-85

The formation structure and functions of the government of Kenya

The functions of the police force

By the end of the lesson, the learner should be able to

(a) Explain the functions of the police force

(b) Explain the challenges facing the police force

· Discussing the functions of the police force

· Note taking

· Asking and answering of questions

· Photographs

· Students book

· Resource person

· Documents

· Videos

· Pictures

· Constitution of Kenya

· Handouts

· Newspaper cuttings

· Milestone in History and Government form III page 184

· Milestone Teachers guide 63-66

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 199-200

· Gateway paper page 85

The formation structure and functions of the government of Kenya

The prisons department

– Functions

– challenges

By the end of the lesson, the learner should be able to

(a) explain the functions of prisons and challenges facing the prisons department

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Photographs

· Documents

· Resource person

· Handouts

· Newspaper cuttings

· Constitution of Kenya

· Charts

· Milestone in History and Government form III page 184-185

· Milestone Teachers guide 63-66

· Golden tips page 193

· High Flyer page 115

· Evolving world History and Government page 202-204

· Gateway paper page 85-86

The formation structure and functions of the government of Kenya

The challenges facing the police departments

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing the police department

· Explaining

· Discussions

· Illustrations

· Demonstrating

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Charts

· Maps

· Handouts

· Realia

· Milestone in History and Government form III page 184-185

· Milestone Teachers guide 63-66

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 200-201

· Gateway paper page 86

The formation structure and functions of the government of Kenya

The Judiciary

– The functions of the Chief Justice

– The functions of the attorney General

By the end of the lesson, the learner should be able to

(a) Explain the functions of Chief Justice and the Attorney General

· Discussions

· Illustrations

· Note taking

· Asking and answering questions

· Explaining

· Pictures

· Students book

· Resource person

· Documents

· Realia

· Handouts

· Videos

· Newspaper cuttings

· Milestone in History and Government form III page 188-190

· Milestone Teachers guide 63-66

· Golden tips page 194

· High Flyer page 119

· Evolving world History and Government page 204-208

· Gateway paper page 86

The formation structure and functions of the government of Kenya

The structure and functions of the Court system in Kenya

The court of appeal

By the end of the lesson, the learner should be able to

(a) Explain the functions of the court Appeal and the High court

· Explaining the functions

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Charts

· Documents

· Resource person

· Student book

· Teachers guide

· Milestone in History and Government form III page 190-193

· Milestone Teachers guide 63-66

· Golden tips page 194

· High Flyer page 120

· Evolving world History and Government page 200-211

· Gateway paper page 88

The formation structure and functions of the government of Kenya

The functions of the Chief Magistrate’s court

The resident magistrates court

The district magistrate’s court

By the end of the lesson, the learner should be able to

(a) Explain the functions of the Chief Magistrate’s court, the resident magistrates, the district magistrates Court

· Discussing functions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Charts

· Documents

· Photographs

· Teachers guide

· Milestone in History and Government form III page 193-194

· Milestone Teachers guide 63-66

· Golden tips page 195

· High Flyer page 121

· Evolving world History and Government page 212-211

· Gateway paper page 88-89

The formation structure and functions of the government of Kenya

The functions of

– The Kadhis court

– The court martial

– Industrial court

– Special tribunal

By the end of the lesson, the learner should be able to

(a) Explain the functions of Kadhi’s court, the court martial, industrial court and special tribunals

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource person

· Charts

· Pictures

· Realia

· Documents

· Milestone in History and Government form III page 194-195

· Milestone Teachers guide 63-66

· Golden tips page 195

· High Flyer page 121-122

· Evolving world History and Government page 213-217

· Gateway paper page 88-89

The formation structure and functions of the government of Kenya

The development of the Judiciary

– The rule of law

– The concept of National Justice

By the end of the lesson, the learner should be able to

(a) Analyze the independence of the judiciary and the concept of rule of law and national Justice

· Discussions

· Explanations

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Resource person

· Pictures

· Realia

· Handouts

· Documents

· Teachers guide

· charts

· Milestone in History and Government form III page 195-197

· Milestone Teachers guide 64-66

· Golden tips page 195

· High Flyer page 122-123

· Evolving world History and Government page 217-221

· Gateway paper page 88-89

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOR

TERM I

World Wars

– The first world war (1914-1918)

– Causes of the first world war

By the end of the lesson, the learner should be able to

(a) Explain the causes of the first world war

· Discussing the causes of the first world war

· Asking and answering questions

· Maps

· Photographs

· Students book

· Resource persons

· Milestone in History and Government form IV page 1-7

· Milestone Teachers guide 29-30

· High Flyer series page 125

· Evolving world History and Government page 1-7

· Gateway paper 2 page 92

· Explore, Students book 4 page 1-10

· Golden tips pages 197

2-3

World wars

The cause of the war

– The western front

– Eastern front

– The war at sea

– The peace treaties

By the end of the lesson, the learner should be able to

(a) Describe the course of the first world war in the western front, Eastern Front , at sea and the peace treaties entered into

· Discussing the course of the war on the Eastern and western fronts, wars at the sea and the peace treaties entered into

· Charts

· Maps

· Resource persons

· Students book

· Photographs

· Milestone in History and Government form IV page 7-14

· Milestone Teachers guide 29-31

· High Flyer series page 126-127

· Evolving world History and Government page 1-7

· Gateway paper 2 page 92-94

· Explore, Students book 4 page 11-19

· Golden tips pages 197-198

World Wars

Results of the first world war

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of league of Nations

(b) Describe the covenant and organization of the league of Nations

· Discussing the results of the first world war

· Asking and answering of questions

· Photographs

· Students book

· Maps

· documents

· Milestone in History and Government form IV page 14-16

· Milestone Teachers guide 29-31

· High Flyer series page 127-128

· Evolving world History and Government page 16-17

· Gateway paper 2 page 94-95

· Explore, Students book 4 page 19-22

· Golden tips pages 198

World Wars

The League of nations

– Formation

– The covenant of the league

– Organization of the league

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of League of Nations

(b) Describe the covenant and organizations of the league of nations

· Discussing the formation, covenant and organization of the league of nations

· Asking and answering of questions

· Photos

· Maps

· Students book

· Charts

· documents

· Milestone in History and Government form IV page 16-18

· Milestone Teachers guide 29-31

· High Flyer series page 127-128

· Evolving world History and Government page 17-20

· Gateway paper 2 page 95

· Explore, Students book 4 page 23-27

· Golden tips pages 198-199

World wars

– Performance of the league of nations

– The failures of the leagues of Nations

By the end of the lesson, the learner should be able to

(a) Analyse the performance of the league of Nations

(b) Analyse the failures of the league of Nations

· Discussing the performance and failures of the league of Nations

· Asking and answering questions

· Maps

· Photographs

· Documents

· Student book

· Milestone in History and Government form IV page 18-20

· Milestone Teachers guide 29-31

· High Flyer series page 128-129

· Evolving world History and Government page 20-23

· Gateway paper 2 page 95-96

· Explore History, Students book 4 page 27-31

· Golden tips pages 199-200

3-4

World wars

The second world war

– The causes of the second world war

By the end of the lesson, the learner should be able to

(a) Explain the cause of the second world war

· Discussing the causes of the second world war

· Asking and answering of questions

· Maps

· Photographs

· Films

· Videos

· Students book

· Milestone in History and Government form IV page 18-20

· Milestone Teachers guide 29-31

· High Flyer series page 128-129

· Evolving world History and Government page 23-27

· Gateway paper 2 page 95-96

· Explore History, Students book 4 page 27-31

· Golden tips pages 200

World Wars

The course of the second world war

– Invasion of Denmark and Norway

– The fall of France

By the end of the lesson, the learner should be able to

(a) Describe the cause of the second world war i.e invasion of Denmark and Norway and fall of France

· Discussing the cause of the second world war i.e invasion of Denmark and Norway and the fall of France

· Maps

· Photographs

· Students book

· Films

· Milestone in History and Government form IV page 26-28

· Milestone Teachers guide 29-31

· High Flyer series page 129

· Evolving world History and Government page 27-30

· Gateway paper 2 page 97

· Explore History, Students book 4 page 35-37

· Golden tips pages 200

World wars

– The battle of Britain

– War in the Balkans

– War in North Africa

By the end of the lesson, the learner should be able to

(a) Describe the course of the second world war i.e the battle of Britain war in the Balkans and North Africa

· Explaining the battle of Britain and North Africa

· Describing war in Balkans

· Asking and answering questions

· Maps

· Photographs

· Films

· Videos

· Milestone in History and Government form IV page 28-30

· Milestone Teachers guide 29-31

· High Flyer series page 129

· Evolving world History and Government page 31-32

· Gateway paper 2 page 97-98

· Explore History, Students book 4 page 37-38

· Golden tips pages 200

World Wars

– The invasion of the USSR operations (Barbarossa)

– The defeat of Germany

– The Nazi rule in Europe

By the end of the lesson, the learner should be able to

(a) Discuss the invasion of USSR

(b) Explain the defeat of Germany

· Discussing the invasion of USSR and factors leading to German’s defeat

· Discussing the Nazi rule in Europe

· Maps

· Photographs

· Films

· Video

· Students book

· Milestone in History and Government form IV page 30-31

· Milestone Teachers guide 29-31

· High Flyer series page 130

· Evolving world History and Government page 32-33

· Gateway paper 2 page 98

· Explore History, Students book 4 page 39-40

· Golden tips pages 200

World Wars

– War with Japan

– Effects of the second world war

By the end of the lesson, the learner should be able to

(a) Discuss war with Japan

(b) Explain the results of the second world war

· Discussing war with japan

· Explaining effects of second world war

· Asking and answering questions

· Maps

· Videos

· Students book

· Charts

· Milestone in History and Government form IV page 32-35

· Milestone Teachers guide 29-31

· High Flyer series page 130-131

· Evolving world History and Government page 33-37

· Gateway paper 2 page 98-100

· Explore History, Students book 4 page 41-43

· Golden tips pages 201

International Relations

International organizations

– The united nations organization (UNO)

– Formation

– The UNO charter

– The UNO membership

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of the United Nations

(b) Explain the UN charter and its membership

· Discussing the formation and membership of the UN

· Explaining the UN charter and its membership

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Milestone in History and Government form IV page 37-40

· Milestone Teachers guide 33-34

· High Flyer series page 131

· Evolving world History and Government page 39-44

· Gateway paper 2 page 101

· Explore History, Students book 4 page 44-47

· Golden tips pages 202-203

International Relations

– The objectives of the UN

– Organization of the UN

By the end of the lesson, the learner should be able to

(a) Explain the organization of the UN

(b) Explain the objectives of the UN

· Explaining the objectives and the organizations of the UN

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Milestone in History and Government form IV page 40-43

· Milestone Teachers guide 33-34

· High Flyer series page 131-132

· Evolving world History and Government page 39-44

· Gateway paper 2 page 101-102

· Explore History, Students book 4 page 47-54

· Golden tips pages 203

International Relations

The performance of the UN

By the end of the lesson, the learner should be able to

(a) Explain the performance of the UN

· Discussing the performance of the UN

· Asking and answering of questions

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 43-45

· Milestone Teachers guide 33-35

· High Flyer series page 132-133

· Evolving world History and Government page 50-55

· Gateway paper 2 page 102-103

· Explore History, Students book 4 page 54-56

· Golden tips pages 204

International Relations

The challenges that the UN faces

By the end of the lesson, the learner should be able to

(a) Explain the challenges that the UN faces

· Explain the challenges facing theUN

· Asking and answering of questions

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 45-46

· Milestone Teachers guide 33-35

· High Flyer series page 133

· Evolving world History and Government page 55-56

· Gateway paper 2 page 102-103

· Explore History, Students book 4 page 56-57

· Golden tips pages 204

International Relations

The commonwealth

– Formations

– Membership and their characteristics

By the end of the lesson, the learner should be able to

(a) Explain the formation of the commonwealth

(b) Explain the membership of the commonwealth

· Explaining the formation and membership of commonwealth

· Discussing the characteristics of member states of the commonwealth

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 46-48

· Milestone Teachers guide 33-35

· High Flyer series page 133-134

· Evolving world History and Government page 56-60

· Gateway paper 2 page 104-105

· Explore History, Students book 4 page 58-60

· Golden tips pages 204-205

International Relations

– The functions of the commonwealth

– Challenges that the commonwealth faces

By the end of the lesson, the learner should be able to

(a) Explain the functions of the commonwealth

(b) Explain the challenges commonwealth faces

· Explaining the functions and challenges of the commonwealth

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 48-49

· Milestone Teachers guide 33-35

· High Flyer series page 134

· Evolving world History and Government page 56-60

· Gateway paper 2 page 104-105

· Explore History, Students book 4 page 60-62

· Golden tips pages 204-205

International Relations

Non-Aligned movement

– The formation

– Reasons for the formation

By the end of the lesson, the learner should be able to

(a) Explain the formation of non-aligned movement giving reasons for its formation

· The reasons for the formation of Non-aligned movement

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 49-51

· Milestone Teachers guide 33-35

· High Flyer series page 136-137

· Evolving world History and Government page 62-70

· Gateway paper 2 page 106-107

· Explore History, Students book 4 page 64-68

· Golden tips pages 205-206

International Relations

The performance of the Non-aligned movement

The challenges of the Non-Aligned movement

By the end of the lesson, the learner should be able to

(a) Explain the performance of the Non-Aligned movement

(b) Describe the challenges facing the non-Aligned movement

· Discussing the Performance of the non-Aligned movement

· Describe the challenges facing the Non-Aligned movements

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 51-52

· Milestone Teachers guide 33-35

· High Flyer series page 137-138

· Evolving world History and Government page 70-74

· Gateway paper 2 page 106-107

· Explore History, Students book 4 page 68-69

· Golden tips pages 206

International Relations

The cold war

– Causes of cold war

– Characteristics of cold war

By the end of the lesson, the learner should be able to

(a) Explain the causes of the cold war

(b) Explain the characteristics of cold war

· Discussing the cold war

· Explaining the causes and characteristics of the cold war

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 52-54

· Milestone Teachers guide 33-35

· High Flyer series page 134-135

· Evolving world History and Government page 74-79

· Gateway paper 2 page 107-109

· Explore History, Students book 4 page 70-71

· Golden tips pages 206-207

2-3

International Relations

The steps that USA took to strengthen ties with Allies

By the end of the lesson, the learner should be able to

(a) Explain the steps that USA took to strengthen ties with allies

· Discussing and explaining the steps the USA took in order to strengthen ties with allied nations

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 54

· Milestone Teachers guide 33-35

· High Flyer series page 135

· Evolving world History and Government page 79-84

· Gateway paper 2 page 109

· Explore History, Students book 4 page 72

· Golden tips pages 207

International Relations

– Steps taken by USA to strengthen ties with Allies

By the end of the lesson, the learner should be able to

(a) Explain the steps that USSR took to strengthen ties with Allies

· Discussing and explaining the steps taken by USSR to strengthen ties with allied nations

· Asking and answering of questions

· Photographs

· Maps

· Students book

· teachers guide

· Milestone in History and Government form IV page 55

· Milestone Teachers guide 33-35

· High Flyer series page 135

· Evolving world History and Government page 81-82

· Gateway paper 2 page 109-110

· Explore History, Students book 4 page 75

· Golden tips pages 207

International Relations

The causes of the cold war

– War in Vietnam and Cuba

By the end of the lesson, the learner should be able to

(a) Explain the causes of the cold war in Vietnam and Cuba

· Discussing and explaining the causes of cold war in Vietnam and Cuba

· Photographs

· Maps

· Student book

· Teachers guide

· Milestone in History and Government form IV page 55-56

· Milestone Teachers guide 33-35

· High Flyer series page

· Evolving world History and Government page 83

· Gateway paper 2 page 109-110

· Explore History, Students book 4 page 73-74

· Golden tips pages 207

International Relations

War in Europe and Angola

By the end of the lesson, the learner should be able to

(a) Explain the course of cold war in Europe and Angola

· Discussing the case of cold war in Europe and Angola

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 56-57

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83

· Gateway paper 2 page 135

· Explore History, Students book 4 page 76-

· Golden tips pages 207

International Relations

– Decline of the cold war

By the end of the lesson, the learner should be able to

(a) Explain the main events that led to the decline and end of the Cold war

· Explaining the main events that led to the decline and the end of the cold war

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 57-58

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83

· Gateway paper 2 page 111

· Explore History, Students book 4 page 76-79

· Golden tips pages 207-208

International Relations

Effects of the cold war

By the end of the lesson, the learner should be able to

(a) Explain the effects of cold war

· Discussing the effects of cold war

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 58-59

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83-85

· Gateway paper 2 page 111

· Explore History, Students book 4 page 79-80

· Golden tips pages 208

Co-operation in Africa

Pan-Africanism

– The origin of Pan-Africanism

– Aims of Pan-Africanism

– Development of Pan-Africanism

By the end of the lesson, the learner should be able to

(a) Explain the origin and aims of Pan-Africanism

(b) Discuss the development of Pan-Africanism

· Explaining the meaning of co-operation in Africa

· Discussing the origin of Pan-Africanism

· Explaining the aims and development of Pan-Africanism

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 60-62

· Milestone Teachers guide 37-38

· High Flyer series page 138-139

· Evolving world History and Government page 86-92

· Gateway paper 2 page 112-114

· Explore History, Students book 4 page 81-82

· Golden tips pages 209

2-3

Co-operation in Africa

– Pan-Africanism after 1945

– The south pan-African conference (1945)

– The Africa pan-African conference (1958)

By the end of the lesson, the learner should be able to

(a) Explain the activities of Pan-Africanism after 1945 i.e the sixth and Accra Pan-African Conference

· Explaining the activities of Pan-Africanism after 1945 i.e the sixth pan-African conference and Accra Pan-African Conference (1958)

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 62-64

· Milestone Teachers guide 37-38

· High Flyer series page 139-140

· Evolving world History and Government page 92-94

· Gateway paper 2 page 114

· Explore History, Students book 4 page 83

· Golden tips pages 210

Co-operation in Africa

– Addis Ababa pan-African Conference (1960-1963)

– The performance of Pan-Africanism

By the end of the lesson, the learner should be able to

(a) Explain the activities of Pan-Africanism after 1945

(b) Discuss the performance of pan-Africanism

· Explaining the activities of Pan-Africanism after 1945

· Discussing the performance of Pan-Africanism

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 64

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 95-98

· Gateway paper 2 page 114

· Explore History, Students book 4 page 83-84

· Golden tips pages 210

Co-operation in Africa

– Organization of African Unity OAU

– Formation of OAU

– Objectives of OAU

By the end of the lesson, the learner should be able to

(a) Explain the formation of OAU

(b) Describe its membership and objectives

· Explaining formation of OAU

· Discussing its membership and objectives

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 64-67

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 98-100

· Gateway paper 2 page 114-115

· Explore History, Students book 4 page 85-87

· Golden tips pages 210-211

Co-operation in Africa

– Structure of OAU

– Performance of OAU

– Challenges facing OAU

By the end of the lesson, the learner should be able to

(a) Describe the structure and performance of OAU

(b) Explain the challenges facing the OAU

· Discussing the structure and performance of OAU

· Explaining the challenges facing OAU

· Asking and answering of Questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 67-70

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 101-104

· Gateway paper 2 page 115-116

· Explore History, Students book 4 page 87-88

· Golden tips pages 211-212

Co-operation in Africa

The African Union

– Formation of African Union

– Objectives of the African Union

– The Structure of African Union

By the end of the lesson, the learner should be able to

(a) Explain the formation, objectives and the structure of the African Union

· Explaining formation and objectives of African Union

· Discussing the structure of the African Union

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 70-72

· Milestone Teachers guide 37-38

· High Flyer series page 141-142

· Evolving world History and Government page 104-109

· Gateway paper 2 page 116-118

· Explore History, Students book 4 page 88-93

· Golden tips pages 212-213

Co-operation in Africa

The east African Community (EAC)

– The formation of the EAC

– The objectives of the EAC

– The organizations of the EAC

By the end of the lesson, the learner should be able to

(a)e explain the formation, objectives and the organization of the EAC

· Discussing the formation of EAC

· Explaining the objectives and organization of the East African Community

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 72-74

· Milestone Teachers guide 37-39

· High Flyer series page 143-144

· Evolving world History and Government page 109-109

· Gateway paper 2 page 118-112

· Explore History, Students book 4 page 94-95

· Golden tips pages 214

Co-operation in Africa

The challenges facing the EAC

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing the EAC up to 1977

· Discussing and explaining the EAC up to 1977

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 74-76

· Milestone Teachers guide 37-39

· High Flyer series page 144

· Evolving world History and Government page 112-113

· Gateway paper 2 page 119-120

· Explore History, Students book 4 page 95-96

· Golden tips pages 214

Co-operation in Africa

The rebirth of EAC in 2001

– Formation

– Objectives of EAC

– Principles of EAC after rebirth

By the end of the lesson, the learner should be able to

(a) Explain the rebirth and objectives of EAC

(b) Describe the principles of EAC after rebirth

· Explaining the rebirth and objectives of EAC

· Describing the principles of EAC after rebirth

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 76

· Milestone Teachers guide 37-39

· High Flyer series page143- 144

· Evolving world History and Government page 113-115

· Gateway paper 2 page 120

· Explore History, Students book 4 page 96-99

· Golden tips pages 214-215

Co-operation in Africa

Organization of EAC

– Performance

– Challenges facing EAC

By the end of the lesson, the learner should be able to

(a) Explain the organization, challenges and performance of EAC

· Discussing the organization of EAC, its challenges and performance

· Photographs

· Charts

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 77-78

· Milestone Teachers guide 37-39

· High Flyer series page144

· Evolving world History and Government page 115-117

· Gateway paper 2 page 120-121

· Explore History, Students book 4 page 99-101

· Golden tips pages 215

Co-operation in Africa

ECOWAS

– Formation of ECOWAS

– Aims of its formation

– Organizations of ECOWAS

By the end of the lesson ,the learner should be able to

(a) Explain the formation, objectives and organization of ECOWAS

· Explaining the formation of ECOWAS

· Discussing the aims of ECOWAS

· Explaining the organization of ECOWAS

· Maps

· Charts

· Photographs

· Students book

· Milestone in History and Government form IV page 78-79

· Milestone Teachers guide 37-39

· High Flyer series page145

· Evolving world History and Government page 115-117

· Gateway paper 2 page 121-122

· Explore History, Students book 4 page 102-104

· Golden tips pages 216

Co-operation in Africa

– Performance of ECOWAS

– Challenges facing ECOWAS

By the end of the lesson, the learner should be able to

(a) Discuss the performance of ECOWAS

(b) Explain the challenges facing ECOWAS

· Discussing the performance of ECOWAS

· Explaining the challenges facing ECOWAS

· Charts photographs

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 79-80

· Milestone Teachers guide 37-39

· High Flyer series page145

· Evolving world History and Government page 118-120

· Gateway paper 2 page 123

· Explore History, Students book 4 page 104-106

· Golden tips pages 216

Co-operation in Africa

COMESA

– Formation of COMESA

– The organization of COMESA

– Functions of COMESA

By the end of the lesson, the learner should be able to

(a) Explain the formation and organization of COMESA

(b) State the functions of COMESA

· Discussing the formation of COMESA

· Explaining the organization of COMESA

· Stating its functions

· Maps

· Charts

· Photographs

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 80-83

· Milestone Teachers guide 37-39

· High Flyer series page145-146

· Evolving world History and Government page 120-124

· Gateway paper 2 page 123

· Explore History, Students book 4 page 107-108

· Golden tips pages 217

Co-operation in Africa

– Performance of COMESA

– Achievements of COMESA

– Challenges of COMESA

By the end of the lesson, the learner should be able to

(a) Explain the performance, achievements and challenges facing COMESA

· Explaining the performance of COMESA

· Explaining the achievements of COMESA

· Discussing the challenges facing COMESA

· Photographs

· Students book

· Gateway Revision

· Charts

· Milestone in History and Government form IV page 83

· Milestone Teachers guide 37-39

· High Flyer series page147

· Evolving world History and Government page 124-127

· Gateway paper 2 page 124

· Explore History, Students book 4 page 109-110

· Golden tips pages 218-219

National Philosophies (Kenya

African socialism

– Origin of African Socialism

– Development of African socialism

– The aims and principles of African socialism

By the end of the lesson, the learner should be able to

(a) Explain the origin of socialism

(b) Explain the development, aims and principles of African Socialism

· Explaining the origin of African socialism

· Discussing the development, aims and principles of African Socialism

· Photographs

· Students book

· Gateway Revision paper 2

· charts

· Milestone in History and Government form IV page 85-86

· Milestone Teachers guide High Flyer series page147-148

· Evolving world History and Government page 128-132

· Gateway paper page 92-94

· Explore History, Students book 4 page 111-115

· Golden tips pages 220

National Philosophies (Kenya

Harambee Philosophy

– The origin of Harambee philosophy

– The development of Harambee philosophy

By the end of the lesson, the learner should be able to

(a) Explain the origin and development of Harambee philosophy

· Explaining the origin and development of Harambee philosophy

· Students book

· Gateway revision paper 1

· Photographs

· Milestone in History and Government form IV page 86-87

· Milestone Teachers guide 41-42

· High Flyer series page 148-149

· Evolving world History and Government page 133-136

· Gateway paper 1page 94-95

· Explore History, Students book 4 page 116-1159

· Golden tips pages 220

National Philosophies (Kenya

Nyayo Philosophy

– Origin of Nyayo Philosophy

– Development of the Nyayo Philosophy

By the end of the lesson, the learner should be able to

(a) Explain the origin and the development of the Nyayo Philosophy

· Explaining the origin and development of the Nyayo Philosophy

· Students book

· Gateway revision paper 1

· Photographs

· Milestone in History and Government form IV page 87

· Milestone Teachers guide 41-42

· High Flyer series page 149

· Evolving world History and Government page 136-139

· Gateway paper 1page 94-95

· Explore History, Students book 4 page 120-124

· Golden tips pages 221

National Philosophies (Kenya

The impact of National Philosophies

– African socialism

– Harambee and Nyayo philosophies

By the end of the lesson, the learner should be able to

(a) Explain the impact of National Philosophies

· Discussing the impact of National philosophies

· Asking and answering of questions

· Photographs

· Students book

· Milestone in History and Government form IV page 88-90

· Milestone Teachers guide 41-42

· High Flyer series page 149

· Evolving world History and Government page 139-141

· Gateway paper 1page 96

· Explore History, Students book 4 page 125-126

· Golden tips pages 222

National Philosophies (Kenya

The impact of National Philosophies

– African socialism

– Harambee

– Nyayo Philosophies

By the end of the lesson, the learner should be able to

(a) Explain the impact of National Philosophies

· Discussing the impact of National Philosophies

· Asking and answering questions

· Photographs

· Students book

· Milestone in History and Government form IV page 88-90

· Milestone Teachers guide 41-42

· High Flyer series page 149-150

· Evolving world History and Government page 139-141

· Gateway paper 1page 96

· Explore History, Students book 4 page 127-128

· Golden tips pages 222

13-14

1-4

Revision and Examinations

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising questions

· Sitting for the exam

· Answering questions by writing

· Exam papers

· – pens

· Rulers

· Other relevant stationery

· Questions papers

· Revision books

· Text books

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOUR

TERM II

1-2

Social Economic and political Development and challenges in Kenya since independence

Political development from 1963-1991

By the end of the lesson, the learner should be able to

(a) Explain the political development from 1963-1991 in Kenya

· Explaining the political developments in Kenya from 1963-1991

· Asking and answering questions

· Note taking

· Pictures

· Students book

· Resource person

· Realia

· Handouts

· Teachers guide

· documents

· Milestone in History and Government form IV page 91-98

· Milestone Teachers guide 44-45

· High Flyer series page 150

· Evolving world History and Government page 142-143

· Gateway paper 1page 98

· Explore History, Students book 4 page 129-131

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Political assassination between 1965-1990

– Multiparty democracy in Kenya

– Challenge of multiparty democracy

By the end of the lesson, the learner should be able to

(a) Discuss political assassination between 1965-1990

(b) Explain the status of multiparty politics after independence

– Discussing political assassination between 1965-1990

– Explanations

– Illustrations

– Asking and answering questions

· Students book

· Teachers guide

· Realia

· Documents

· Resource person

· Pictures

· Newspaper cuttings

· Milestone in History and Government form IV page 93-94

· Milestone Teachers guide 44-45

· High Flyer series page 150

· Evolving world History and Government page 143-148

· Gateway paper 1page 102

· Explore History, Students book 4 page 130

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Multiparty democracy in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the origin and growth of multiparty politics in Kenya after 1990

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Note taking

· Newspaper cuttings

· Handouts

· Documents

· Photographs

· Students book

· Resource person

· Realia

· Milestone in History and Government form IV page 98-101

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 148-151

· Gateway paper 1page 101-103

· Explore History, Students book 4 page 132-133

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

Challenges of Multiparty democracy in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing multiparty elections and democracy in Kenya

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Documents

· Realia

· Handouts

· Newspaper cuttings

· Resource person

· Charts

· Videos

· Milestone in History and Government form IV page 101

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 151-152

· Gateway paper 1page 103

· Explore History, Students book 4 page 136-137

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

The role of Political organization or parties in government and nations building

By the end of the lesson, the learner should be able to

(a) Explain the role of political parties I the government and nation building

· Explanation

· Discussions

· Asking and answering questions

· Note taking

· Charts

· Videos

· Documents

· Resource persons

· Handouts

· Realia

· Newspaper cuttings

· Milestone in History and Government form IV page 102

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 151-152

· Gateway paper 1page 103

· Explore History, Students book 4 page 136-137

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Economic development and challenges

– Land policies

By the end of the lesson, the learner should be able to

(a) Explain the land policies and land use re nations that developed after independence

· Discussing

· Explaining

· Illustrations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource persons

· Charts

· Pictures

· Realia

· Documents

· Milestone in History and Government form IV page 102-106

· Milestone Teachers guide 44-45

· High Flyer series page 152

· Evolving world History and Government page 154

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139

Social Economic and political Development and challenges in Kenya since independence

– Economic development and challenges

– Land policies

By the end of the lesson, the learner should be able to

(a) Explain the policies and land use reforms that developed after independence

· Explaining land policies

· Discussions

· Asking and answering questions

· Note taking

· Student book

· Resource person

· Charts

· Realia

· Documents

· Maps

· Teachers guide

· Milestone in History and Government form IV page 102-106

· Milestone Teachers guide 44-45

· High Flyer series page 152

· Evolving world History and Government page 154-155

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139-141

1-2

Social Economic and political Development and challenges in Kenya since independence

– Economic developments and challenges of land politics on land

By the end of the lesson, the learner should be able to

(a) Explain the challenges of land policies on land

(b) Explain the challenges facing land policies

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Illustrations

· Students book

· Documents

· Pictures

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 106-108

· Milestone Teachers guide 44-45

· High Flyer series page 152-153

· Evolving world History and Government page 154-155

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139-141

Social Economic and political Development and challenges in Kenya since independence

– Industry

– Developments in industry

By the end of the lesson, the learner should be able to

(a) Explain the role of industries in national developments

· Discussing the role of industry in national development

· Pictures

· Charts

· Resource person

· Realia

· Handouts

· documents

· Milestone in History and Government form IV page 108

· Milestone Teachers guide 44-45

· High Flyer series page 153

· Evolving world History and Government page 157-158

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 141-142

Social Economic and political Development and challenges in Kenya since independence

– Developments in Industry

By the end of the lesson, the learner should be able to

(a) Explain the industrial development ventures after independence

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Handouts

· Resource person

· Pictures

· Realia

· Milestone in History and Government form IV page 108

· Milestone Teachers guide 44-45

· High Flyer series page 153

· Evolving world History and Government page 157-160

· Gateway paper 1page 107-108

· Explore History, Students book 4 page 141-142

1-3

Social Economic and political Development and challenges in Kenya since independence

Economic developments

– Challenges on Industry

– Social developments and challenges

– industrialization

By the end of the lesson, the learner should be able to

(a) explain the economic challenges Kenya faces on industry

(b) explain the development in education since independence

· explanations

· Education

· Discussions

· Asking and answering questions

· Note taking

· Photographs

· Resource persons

· Pictures

· Charts

· Realia

· Documents

· Teachers guide

· Students book

· Milestone in History and Government form IV page 109-113

· Milestone Teachers guide 44-46

· High Flyer series page 153

· Evolving world History and Government page 161-166

· Gateway paper 1page 108-112

· Explore History, Students book 4 page 143-146

Social Economic and political Development and challenges in Kenya since independence

– Challenges in provision of education

By the end of the lesson, the learner should be able to

(a) Explain the challenges that Kenya has faced in the provision of education

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Realia

· Students book

· Teachers guide

· Handouts

· Charts

· Pictures

· Maps

· Documents

· Newspaper cuttings

· Milestone in History and Government form IV page 113-115

· Milestone Teachers guide 44-46

· High Flyer series page 154-155

· Evolving world History and Government page 163

· Gateway paper 1page 112-113

· Explore History, Students book 4 page 145

Social Economic and political Development and challenges in Kenya since independence

– Social development and challenges

– Health services

By the end of the lesson, the learner should be able to

(a) Explain the measures undertaken by the Government to improve health care services

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Handouts

· Students book

· Teachers guide

· Documents

· Newspaper cuttings

· Realia

· Resource person

· Milestone in History and Government form IV page 115-117

· Milestone Teachers guide 44-46

· High Flyer series page 155

· Evolving world History and Government page 165-166

· Gateway paper 1page 113-114

· Explore History, Students book 4 page 145-146

Social Economic and political Development and challenges in Kenya since independence

– The challenges that faces the provision of health care services in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the challenges Kenya faces in the provision of Health care services

· Discussions

· Explanations

· Asking and answering questions

· Demonstration

· Illustrations

· Note taking

· Students book

· Teachers book

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Resource persons

· Milestone in History and Government form IV page 117-119

· Milestone Teachers guide 44-46

· High Flyer series page 155

· Evolving world History and Government page 166

· Gateway paper 1page 114-115

· Explore History, Students book 4 page 146

Social Economic and political Development and challenges in Kenya since independence

Culture and sports

By the end of the lesson, the learner should be able to

(a) Explain the developments in culture and sports in since independence

· Demonstration

· Illustrations

· Drawing

· Asking and answering questions

· Note taking

· Discussing

· Students book

· Teachers guide

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Resource person

· Newspaper cuttings

· Milestone in History and Government form IV page 119-122

· Milestone Teachers guide 44-46

· High Flyer series page 155-156

· Evolving world History and Government page 166-169

· Gateway paper 1page 115-117

· Explore History, Students book 4 page 146-148

Social Economic and political Development and challenges in Kenya since independence

Challenges in culture and sports

By the end of the lesson, the learner should be able to

(a) Explain the challenges Kenya faces in culture and sports

· Demonstrating

· Illustration

· Drawing

· Asking and answering questions

· Note taking

· discussion

· Students book

· Teachers guide

· Realia

· Videos

· Resource person

· Newspaper cuttings

· Handouts

· Milestone in History and Government form IV page 122-123

· Milestone Teachers guide 44-46

· High Flyer series page 155-156

· Evolving world History and Government page 166-169

· Gateway paper 1page 117-118

· Explore History, Students book 4 page 146-149

Social Economic and political Development and challenges in Kenya since independence

Social, economic and political developments in DRC

Political developments

The political situation in DRC at Independence

By the end of the lesson, the learner should be able to

(a) Explain the political situation in DRC at independence and the major political developments in DRC between 1960-1065

· Discussions

· Explanations

· Illustrations

· Demonstrating

· Drawing

· Asking and answering questions

· Note taking

· Students book

· Pictures

· Photographs

· Maps

· Charts

· Documents

· Realia

· Handouts

· Videos

· Films

· Milestone in History and Government form IV page 125-128

· Milestone Teachers guide 47-49

· High Flyer series page 155-156

· Evolving world History and Government page 172-175

· Gateway paper 1page 125-126

· Explore History, Students book 4 page 150-155

Social economic and potential Development and the changes in Africa since Independence

The contributions of Mobutu to the history of the DRC

By the end of the lesson, the learner should be able to

(a) Explain the contributions of Mobutu to the History of DRC i.e political and economics

· Discussions

· Explanations

· Asking and answering questions

· Making and taking notes

· Illustrating

· Demonstrating

· Drawing

· Pictures

· Charts

· Students book

· Teachers Guide

· Maps

· News paper cuttings

· Milestone in History and Government form IV page 125-128

· Milestone Teachers guide 47-49

· High Flyer page 151

· Evolving world History and Government page

· Gateway paper1page 126

· Explore, Students book 4 page

Social, Economic and political Development and the changes in Africa since independence

· The economic development in DRC between 1960-1994

By the end of the lesson, the learner should be able to

(a) Explain the economic development in DRC between 1960-1994

· Explanations

· Discussions

· Illustrating

· Making and taking notes

· Pictures

· Charts

· Realia

· Charts

· Maps

· Teachers guide

· Teachers book

· Real objects

· Newspaper cuttings

· Milestone in History and Government form IV page 129-131

· Milestone Teachers guide 47-49

· High Flyer page 157

· Evolving world History and Government page 176

· Gateway paper 2 page 126

· Explore, Students book 4 page 157-158

Social, Economic and Political Development and changes in Africa since independence

· Social development in DRC sicne independence

By the end of the lesson, the learner should be able to

(a) Explain the social development in DRC since independence

· Discussing

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Drawing maps

· Pictures

· Charts

· Realia

· Maps

· Teachers guide

· Real objects

· Newspaper cuttings

· Documents

· Milestone in History and Government form IV page 131

· Milestone Teachers guide 47-49

· High Flyer page 157-158

· Evolving world History and Government page 176-177

· Gateway paper 2 page 126-127

· Explore, Students book 4 page 156-157

Social Economic and political Development and challenges in Africa since independence

Tanzania

· The major political development in Tanzania between 1961-1985

By the end of the lesson, the learner should be able to

(a) Explain the political development in Tanzania between 1961-1987

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Charts

· Students book

· Teachers book/guide

· Charts

· Maps

· Pictures

· Documents

· News paper cuttings

· Milestone in History and Government form IV page 131-133

· Milestone Teachers guide 47-49

· High Flyer page 158

· Evolving world History and Government page 181-183

· Gateway paper 2 page 127

· Explore, Students book 4 page 159-160

Social Economic and Political Developments and challenges in Africa since independence

The contributions of Mwalimu Julius Nyerere to the History of Tanzania

By the end of the lesson, the learner should be able to

(a) Define Ujamaa and analyse the contribution of Mwalimu Julius Nyerere to the History of Tanzania

· Defining meaning of Ujamaa

· Discussion

· Explanations

· Asking and answering questions

· Note taking

· Charts

· Students book

· Maps

· Newspaper cuttings

· Teachers guide

· Realia

· Pictures

· photographs

· Milestone in History and Government form IV page 133

· Milestone Teachers guide 47-49

· High Flyer page 159

· Evolving world History and Government page 181-183

· Gateway paper 2 page 127

· Explore, Students book 4 page 159

Social, Economic and political Development and challenges in Africa since independence

· The economic development in Tanzania since independence

By the end of the lesson, the learner should be able to

(a) Explain the economic developments in Tanzania since independence

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Charts

· Maps

· Newspaper cuttings

· Realia

· Pictures

· Teachers guide

· Newspaper cuttings

· Milestone in History and Government form IV page 135

· Milestone Teachers guide 47-49

· High Flyer page 158

· Evolving world History and Government page 183-184

· Gateway paper 2 page 127-128

· Explore, Students book 4 page 169

Social, Economic and Political development and challenges in Africa since independence

· Social development in Tanzania since independence

By the end of the lesson, the learner should be able

(a) Explain the social developments in Tanzania since independence

· Explaining

· Illustrations

· Asking and answering questions

· Making notes

· Students book

· Teachers guide

· Charts

· Maps

· Newspaper cuttings

· Realia

· Teachers guide

· documents

· Milestone in History and Government form IV page 135-136

· Milestone Teachers guide 47-48

· High Flyer page 159

· Evolving world History and Government page 184-185

· Gateway paper 2 page 128

· Explore, Students book 4 page 160-161

Social, Economic and political challenges in Africa since independence

Social, political and economic challenges in Africa since independence

By the end of the lesson, the learner should be able to

(a) Outline the promises the African leader made to their people at independence

(b) Explain the Political challenges in Africa since independence

· Identifying

· Outlining on board

· Explaining

· Discussions

· Illustrating

· Asking and answering questions

· Note taking

· Photographs

· Pictures

· Teachers guide

· Students book

· Maps

· Charts

· Newspaper

· Documents

· Charts

· Resource person

· Milestone in History and Government form IV page 136-138

· Milestone Teachers guide 47-48

· High Flyer page 159

· Evolving world History and Government page 188-191

· Gateway paper 2 page 128-130

· Explore, Students book 4 page 162-167

2-4

Local Authorities in Kenya

· Economic challenges in Africa since independence

· Social challenges these people have experienced since independence

By the end of the lesson, the learner should be able to

(a) Explain the economic challenges in Africa since independence

– Discussing

– Illustration

– Explaining

– Note taking

– Asking and answering questions

· Photographs

· Maps

· Resource person

· Newspaper

· Charts

· Documents

· Teachers guide

· Students book

· Newspaper cuttings

· Milestone in History and Government form IV page 138-140

· Milestone Teachers guide 47-50

· High Flyer page 159

· Evolving world History and Government page 188-189

· Gateway paper 2 page 130-131

· Explore, Students book 4 page 162-165

Local authorities in Kenya

Origin of the local authorities

By the end of the lesson, the learner should be able to

(a) Explain the origin of the local authorities

(b) Explain the meaning of the terms local authority

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Newspaper cuttings

· Resource person

· Pictures

· Documents

· photographs

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160

· Evolving world History and Government page 193-194

· Gateway paper 2 page 119

· Explore, Students book 4 page 168

Local authorities in Kenya

The types of local authorities

– City council

– The municipal council

By the end of the lesson, the learner should be able to

(a) Describe the types of local authorities (the city council and municipal council

· Discussions

· Asking and answering questions

· Taking and making notes

· Illustrating

· Photographs

· Maps

· Charts

· Resource persons

· Newspapers

· Pictures

· Documents

· Teachers book

· Students book

· Milestone in History and Government form IV page 142-143

· Milestone Teachers guide 51-52

· High Flyer page 160

· Evolving world History and Government page 194-196

· Gateway paper 2 page 119

· Explore, Students book 4 page 169

Local authorities in Kenya

– County council

– Town councils

By the end of the lesson, the learner should be able to

(a) Explain the types of local authorities

– Discussing

– Asking and answering questions

– Taking and making notes

· Photographs

· Maps

· Resource persons

· Newspapers cuttings

· Resource persons

· Realia

· charts

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160-161

· Evolving world History and Government page 194-195

· Gateway paper 2 page 119

· Explore, Students book 4 page 167-168

Local authorities in Kenya

– The urban and area councils

By the end of the lesson, the learner should be able to

(a) Describe the types of local authorities

· Discussing

· Illustrations

· Asking and answering questions

· Illustrating

· Questions and answers

· Realia

· Charts

· Documents

· Teachers guide

· Students book

· Maps

· Resource person

· Newspaper cuttings

· Personal experience

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160-161

· Evolving world History and Government page 194-195

· Gateway paper 2 page 119

· Explore, Students book 4 page 169

Local authorities in Kenya

– Functions of local authorities

By the end of the lesson, the learner should be able to

(a) Explain the functions of local authorities

· Discussions

· Asking and answering questions

· Explanations

· Taking and making notes

· Photographs

· Pictures

· Maps

· Resource persons

· Newspaper cuttings

· Documents

· Handouts

· Realia

· Textbooks

· Teachers guide

· Milestone in History and Government form IV page 143-144

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 195-196

· Gateway paper 2 page 119

· Explore, Students book 4 page 171-173

Local authorities in Kenya

– The sources of revenue for local authorities

By the end of the lesson, the learner should be able to

(a) Discuss the sources of revenue for local authorities

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Photographs

· Maps

· Resource persons

· Newspaper

· Pictures

· Charts

· Newspaper

· Students book

· Documents

· Handouts

· Realia

· Milestone in History and Government form IV page 143

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 196

· Gateway paper 2 page 119-120

· Explore, Students book 4 page 174

3-4

Local Authorities in Kenya

The relationship between local authorities and the central

By the end of the lesson, the learner should be able to

(a) Explain the relationship between the local authorities and the central government

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Illustrations

· Students book

· Teachers guide

· Documents

· Handouts

· Realia

· Resource persons

· Realia

· Maps

· Newspaper cuttings

· pictures

· Milestone in History and Government form IV page 144-145

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 197-198

· Gateway paper 2 page 120

· Explore, Students book 4 page 173

1-2

Local Authorities in Kenya

– Challenges facing local authorities in Kenya

By the end of the lesson, the learner should be able to

(a) Discuss the challenges facing local authorities in Kenya

· Discussions

· Illustrations

· Demonstrations

· Asking and answering questions

· Note taking

· Photographs

· Pictures

· Maps

· Textbooks

· Resource person

· Documents

· Handouts

· Realia

· News paper cuttings

· Milestone in History and Government form IV page 145-146

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 197-198

· Gateway paper 2 page 120-121

· Explore, Students book 4 page 174-176

Local authorities in Kenya

How some of the local authorities have tried to solve their problems

By the end of the lesson, the learner should be able to

(a) Discuss how the authorities sole there problems

· Discussions

· Explanations

· Illustrations

· Making and taking notes

· Asking and answering questions

· Charts

· Maps

· Photographs

· Handouts

· Newspaper

· Resource person

· Text books

· Teachers guide

· Milestone in History and Government form IV page 51-52

· Milestone Teachers guide 51-52

· High Flyer page 162

· Evolving world History and Government page 199

· Gateway paper 2 page 120

· Explore, Students book 4 page 175

Revision

By the end of the lesson, the learner should be able to

(a) Give correct answers to the oral questions asked by the teacher

· Reading questions

· Discussions

· Writing the answers

· Resource persons

· Documents

· Text books

· Pictures

· Charts

· Maps

· Textbooks

· Handouts

· Realia

· Revising books

· Marking schemes

Government Revenue and expenditure in Kenya

– National budget

– Definition of budget

– Explanations, meaning of national budget

By the end of the lesson, the learner should be able to

(a) Define the term budget

(b) Discuss the meaning of a national budget

· Define the term budget

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Resource person

· Documents

· Students book

· Teachers guide

· Newspaper cuttings

· Pictures

· Realia

· handouts

· Milestone in History and Government form IV page 148-149

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 177-178

· Gateway paper 2 page 122

· Explore, Students book 4 page 201

Government Revenue and Expenditure in Kenya

– Reasons for the preparation of a national budget in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the reasons for preparing a national budget in Kenya

· Explaining

· Discussions

· Drawings

· Asking and answering questions

· Note taking

· Resource person

· Documents

· Teachers guide

· Newspaper cuttings

· Realia

· Students book

· Pictures

· documents

· Milestone in History and Government form IV page 149

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 202

· Gateway paper 2 page 122

· Explore, Students book 4 page 178-179

3-4

Government Revenue and Expenditure in Kenya

– Sources of Government revenue in Kenya

– Taxes

– Direct taxes

– Indirect taxes

By the end of the lesson, the learner should be able to

(a) Explain how taxes are a source of government revenue through direct and indirect taxes

· Discussions

· Illustrations

· Explanations

· Making and taking notes

· Asking and answering questions

· Students book

· Documents

· Handouts

· Teachers guide

· Textbooks

· Pictures

· Realia

· Documents

· Personal experience

· Revision book

· Milestone in History and Government form IV page 149-150

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 203-204

· Gateway paper 2 page 122

· Explore, Students book 4 page 180-181

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOUR

TERM III

Government Revenue and expenditure in Kenya

– Government borrowing from internal bodies

– Loan Repayments

By the end of the lesson, the learner should be able to

(a) Discuss government borrowing from internal bodies and loan repayment as a source of government revenue

· Explanation

· Discussions

· Illustrations

· Drawing

· Maps

· Making and taking notes

· Asking and answering questions

· Resource persons

· Teachers guide

· Revision books

· Maps

· Realia

· Handouts

· Pictures

· Newspaper cuttings

· Pictures

· Text books

· Milestone in History and Government form IV page 150-151

· Milestone Teachers guide 53-54

· High Flyer page 163-164

· Evolving world History and Government page 203-204

· Gateway paper 2 page 122

· Explore, Students book 4 page 180-181

Government, Revenue and Expenditure in Kenya

– Charges from provision of Government Services

– Fees

– Foreign aid

– Profiles from Parastatals

By the end of the lesson, the learner should be able to

(a) discuss the following as source of government revenue

(b) foreign aid

· discussions

· Explanations

· Illustrating

· Asking and answering questions

· Pictures

· Text books

· Revision books

· Documents

· Charts

· Maps

· Realia

· Newspaper cuttings

· Resource persons

· Videos

· Pictures

· Milestone in History and Government form IV page 151

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 204

· Gateway paper 2 page 123

· Explore, Students book 4 page 180-181

Government Revenue and expenditure in Kenya

– Government expenditure

– Capital expenditure and revenue expenditure

By the end of the lesson, the learner should be able to

(a) Discuss capital expenditure and revenue expenditure as types of government expenditure

· Discussions

· Illustrations

· Expenditures

· Asking and answering questions

· Note taking

· Videos

· Pictures

· Resource persons

· Handouts

· Realia

· Newspaper cuttings

· Documents

· Textbooks

· Gateway Revision

· Charts

· maps

· Milestone in History and Government form IV page 152

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 205-206

· Gateway paper 2 page 123

Government Revenue and Expenditure in Kenya

– Payments of subscriptions

– Expenditure on emerging need said

– Assistance to other countries or form of government expenditure

By the end of the lesson, the learner should be able to

(a) Discuss payment of subscriptions, expenditure on emerging need said assistance to other countries as forms of government expenditure

· Discussions

· Expenditure

· Asking and answering questions

· Note taking

· Drawing maps

· Resource person

· Documents

· Textbooks

· Pictures

· Revision book

· Text book

· Pictures

· Handouts

· Realia

· Photographs

· Milestone in History and Government form IV page 152

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 205-206

· Gateway paper 2 page 123

· Explore, Students book 4 page 183

Government Revenue and expenditure in Kenya

Control of Public Finance

– National budget

– committees

By the end of the lesson, the learner should be able to

(a) describe how the government controls public expenditures through the national budget and communities

· Describing

· Illustrating

· Explanations

· Asking and answering questions

· Making and taking notes

· Resource person

· Documents

· Text books

· Pictures

· Revision book

· Photographs

· Realia

· Handouts

· Videos

· Treatment

· Own collection

· Teachers guide

· Milestone in History and Government form IV page 152-153

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 207-209

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Control of Public Finance

– Auditing of public expenditure

– Anti-corruption units

– Arid organizations

By the end of the lesson, the learner should be able to

(a) Describe the control of public finance through auditing of public expenditure and anti-corruption in units and organizations

· Describing

· Explanations

· Making and taking of notes

· Asking and answering questions

· Teachers guide

· Videos

· Handouts

· Teachers own collection

· Realia

· Students book

· Text book

· Revision books

· Documents

· Pictures

· Milestone in History and Government form IV page 154

· Milestone Teachers guide 53-54

· High Flyer page 163-164

· Evolving world History and Government page 207-208

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Control of Public Finance

– Ministerial internal audit

– Control of tendering office of the permanent secretary

By the end of the lesson, the learner should be able to

(a) Explain the control of public finance through ministerial internal audit units, control of tendering and office of the permanent secretary

· Discussions

· Illustrating

· Asking and answering questions

· Making and taking of notes

· Photos

· Students book

· Videos

· Resource persons

· Teachers own connection

· Teachers guide

· Documents handouts

· Realia

· Newspaper cuttings

· Milestone in History and Government form IV page 154-155

· Milestone Teachers guide 53-54

· High Flyer page 164

· Evolving world History and Government page 208

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Revision of topics covered

By the end of the lesson, the learner should be able to

(a) Answer questions asked on government expenditure and Revenue

· Explaining the answers

· Discussing the points raised by students

· Asking and answering of questions

· Students book

· Gateway papers

· Videos

· Teachers own collection

· Realia

· Text books

· Resource person

· Gateway paper page 124

· Text books

· Question paper

The Electoral process and functions of Government in other parts of the world

The United States of America

The history of the united of America

By the end of the lesson, the learner should be able to

(a) Explain a brief history of the U.S.A and the birth of the federal system

(b) Explain the functions of the government to citizens

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Describing

· Making and taking notes

· Resource person

· Text books

· Students book

· Teachers guide

· Gateway

· Teachers own collection

· Handouts

· Milestone in History and Government form IV page 155

· Milestone Teachers guide 56-57

· High Flyer page 164-165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 189

The Electoral process and functions of Government in other parts of the world

The parts of National convention

– The electoral change

– Voter registration

– Explain the types of elections in Britain

By the end of the lesson, the learner should be able to

(a) Explain the electro process in the U.S.A i.e voters registration and nomination of candidates to the house representatives

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Describing

· Making and taking notes

· Resource person

· Text books

· Students book

· Teachers guide

· Gateway

· Teachers own collection

· Handouts

· Milestone in History and Government form IV page 156-158

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The Electoral process and functions of Government in other parts of the world

The nature of campaigns in the Animation electro process

By the end of the lesson, the learner should be able to

(a) Explain the nature of campaigns in U.S.A

(b) Explain the types of elections in U.S.A and the qualifications for being a president

· Explanations

· Discussions

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Students book

· Teachers guide

· Videos

· Teacher own collection

· Realia

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 158-160

· Milestone Teachers guide 56-57

· Evolving world History and Government page 211-212

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The Electoral process and functions of Government in other parts of the world

Congressional elections

– Selecting of candidates for congressional elections (Nominations

By the end of the lesson, the learner should be able to

(a) Explain the election of candidates to various primates in the U.S.A

(b) Explain the qualification for nomination of presidential candidates

· Explanations

· Discussions

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Students book

· Teachers guide

· Videos

· Teachers collection

· Realia

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 160-161

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 211-212

· Gateway paper 2 page 131-136

· Explore, Students book 4 page 190-192

The Electoral process and functions of Government in other parts of the world

Functions of the U.S.A government

– legislation

By the end of the lesson, the learner should be able to

(a) state the functions of the congress

(b) explain the functions of the U.S.A government i.e the legislature

· drawings

· illustrations

· asking and answering questions

· making and taking notes

· illustrations

· students book

· teachers guide

· videos

· pictures

· Films

· Resource person

· Documents

· Teachers own collection

· Photographs

· Newspaper cuttings

· Milestone in History and Government form IV page 161-162

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The electoral process and functions of Government in other parts of the world

The executive

– Functions of the Executive i.e the president

– Legislative

– Executive

– Judicial and foreign affairs

– functions

By the end of the lesson, the learner should be able to

(a) explain the functions of the executive i.e the president in U.S.A

(b) Explain the functions that are used to check the conduct of the U.S.A president

· Discussions

· Explanations

· Illustrations

· Demonstrating

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Teachers personal experience

· News paper cuttings

· Videos

· pictures

· Milestone in History and Government form IV page 163-164

· Milestone Teachers guide 56-57

· High Flyer page 166

· Evolving world History and Government page 223-224

· Gateway paper 2 page 133

· Explore, Students book 4 page 198-200

The Electoral process and functions of Government in other parts of the world

– The vice presidents

– Functions of the cabinet

– Civic and public services

By the end of the lesson, the learner should be able to

(a) Explain the functions of the vice president, the cabinet and the civic and public service

· Discussions

· Explanations

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Handouts

· Videos

· Pictures

· Documents

· Newspaper cuttings

· Pictures

· Milestone in History and Government form IV page 164-165

· Milestone Teachers guide 56-57

· High Flyer page 167

· Evolving world History and Government page 224

· Explore, Students book 4 page 199-200

The Electoral process and functions of Government in other parts of the world

Functions of the Federal Judicial

– The supreme course and its functions

– The federal court of appeal

– The federal district courts

– State courts

– Special federal courts

By the end of the lesson, the learner should be able to

(a) Explain the functions of the federal judicial system

(b) Explain the merits and demerits of federal government

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Students book

· Videos

· Photographs

· Resource people

· Newspaper cuttings

· Documents

· Handouts

· Pictures

· Teachers guide

· Teachers own collections

· Maps

· Charts

· Milestone in History and Government form IV page 165-167

· Milestone Teachers guide 56-57

· High Flyer page 167

· Evolving world History and Government page 224-225

· Gateway paper 2 page 137-139

· Explore, Students book 4 page 199-200

1-2

The electoral process and functions of Government in other parts of the word

Britain

– The electro process in Britain

– Introduction

– General elections

– Voter registration

– Nomination of candidates

By the end of the lesson, the learner should be able to

(a) Explain the Historical background of Britain

(b) Explain the British parliamentary democracy and how voter registration and nomination of parliamentary candidate is done

· Discussions

· Explanations

· Illustrations

· Describing

· Asking and answering questions

· Making and taking notes

· Videos

· Photographs

· Resource people

· Teachers guide

· Pictures

· Documents

· Photographs

· Newspaper cuttings

· Milestone in History and Government form IV page 167-170

· Milestone Teachers guide 56-57

· High Flyer page 168

· Evolving world History and Government page 210-211

· Gateway paper 2 page 138-140

· Explore, Students book 4 page 200-202

The Electoral process and functions of Government in other parts of the world

– Campaigns

– Polling

– Local elections

– Elections

– Function of government in Britain

– Functions of the monarchy

– Functions of the executive

– Functions of the legislature

– Functions of the cabinet

By the end of the lesson, the learner should be able to

(a) Explain how camp rights and polling is done in Britain

(b) Explain the functions of the monarchy executive, prime minister and cabinet in Britain

· Discussions

· Explanations

· Illustrations

· Describing

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Realia

· Resource person

· Newspaper cuttings

· Documents

· Pictures

· Videos

· Milestone in History and Government form IV page 170-174

· Milestone Teachers guide 56-58

· High Flyer page 168-169

· Evolving world History and Government page 211-214

· Gateway paper 1 page 140-142

· Explore, Students book 4 page 203-208

The Electoral process and functions of Government in other parts of the world

– Functions of civil service

– The public boards

– The Judiciary

– The structure of the British court system,

By the end of the lesson, the learner should be able to

(a) Explain the functions of the civil service public board and the judiciary

(b) Describe the structure of the British court system

· Discussions

· Describing

· Illustrations

· Explanations

· Taking notes

· demonstrating

· students book

· news paper cuttings

· videos

· Pictures

· Teachers guide

· Handouts

· Documents

· Realia

· Revision books

· Milestone in History and Government form IV page 175-178

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 214-218

· Gateway paper 1 page 141-142

· Explore, Students book 4 page 205-208

1-2

The Electoral process and functions of Government in other parts of the world

India

– Electoral process in India

– Introduction

– Constituencies and reformation of seats

– Independence electro commission

– Dissolving of parliament and scheduling of elections

– Voters registrations

By the end of the lesson, the learner should be able to

(a) Provide a back ground to the history of India

· Discussions

· Explanations

· Describing

· Illustrating

· Asking and answering questions

· Making and taking notes

· Students book

· Videos

· Photographs

· Resource person

· Documents

· Handouts

· Newspaper cuttings

· Teachers guide

· Milestone in History and Government form IV page 175-178

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 214-218

· Gateway paper 1 page 141-142

· Explore, Students book 4 page 205-208

The electoral process and functions of Government in other parts of the world

– Nominations

– Campaigns

– polling’s

By the end of the lesson, the learner should be able to

(a) explain the electro process in India i.e nominations

(b) campaigns and polling

· discussions

· Explanations

· Making and taking notes

· Asking and answering questions

· Students book

· Videos

· Photographs

· Resource person

· Newspaper cuttings

· Documents

· Charts

· Handouts

· Milestone in History and Government form IV page 182-185

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 226-227

· Gateway paper 1 page 144

· Explore, Students book 4 page 210-213

The electoral process and functions of Government in other parts of the world

– Role of political parties in elections

– System in elections

By the end of the lesson, the learner should be able to

(a) Explain the role of political parties in elections

(b) Discuss systems in elections in India

· Explaining role of political parties in India and discussing the system in election

· Illustrating

· Asking and answering questions

· Making and taking notes

· Handouts

· Pictures

· Charts

· Maps

· Students book

· Teachers guide

· Realia

· Videos

· Films

· Newspaper cuttings

· Milestone in History and Government form IV page 185-187

· Milestone Teachers guide 56-58

· High Flyer page 170

· Evolving world History and Government page 226

· Gateway paper 1 page 144

· Explore, Students book 4 page 214

1-2

The Electoral process and functions of Government in other parts of the world

Functions of the Government in India

– Legislature

– The Lok Sablia (Lower house)

– Rajya Satilia (upper house)

By the end of the lesson, the learner should be able to

(a) Explain the functions of government in India i.e Legislature

· Discussing the functions of the government in India

· Explanation

· Asking and answering questions

· demonstrations

· students book

· videos

· photographs

· resource people

· pictures

· documents

· Realia

· Photos

· Teachers guide

· Newspaper cuttings

· Milestone in History and Government form IV page 187-192

· Milestone Teachers guide 58

· High Flyer page 171

· Evolving world History and Government page 227

· Gateway paper 1 page 144-146

· Explore, Students book 4 page 216-217

1-4

K.C.S.E exams Revision sample papers

Revision

By the end of the lesson, the learner should be able to

(a) Discuss the questions and get the correct Answers

– Asking and answering questions

· Students book

· Videos

· Pictures

· Resource people

· Revision books i.e Gateway

· Revision papers

· Gateway secondary Revision History and Government paper 1 and 2

· High Flyer

· revision

Teachers' Resources

Free Literature and Fasihi Notes, Guides, Revision Questions and Answers Updated

October 5, 2025 Hillary Kangwana Leave a comment

Free Literature and Fasihi Notes, Guides, Revision Questions and Answers

A doll’s house analysis.docx
A DOLL’S HOUSE ENRIQUE IBSEN.docx
A DOLL’S HOUSE EXCERPTS PRED QNS.pdf
A Doll’s House Handouts.pdf
A DOLL’S HOUSE KCSE QNS.pdf
A DOLL’S HOUSE SETBOOK GUIDE.pdf
A DOLL’S HOUSE STUDY GUIDE NOTES.pdf
A DOLL’S HOUSE- ESSAY QUESTIONS AND SAMPLE ESSAYS.docx
A DOLLS ESSAY QSTNS.pdf
A DOLLS HOUSE.pdf
BLOSSOMS ESSAYS PRED QNS.pdf
BLOSSOMS EXCERPTS GUIDE.pdf
BLOSSOMS OF SAVANNAH NOTES.pdf
BLOSSOMS OF THE SAVANNAH ESSAY QUESTIONS-PDF
BLOSSOMS REVISED GUIDE.docx
CHOZI LA HERI (QNS &MS) NEW.pdf
CHOZI LA HERI KCSE QNS.pdf
CHOZI_LA_HERI_GUIDE_LATEST.pdf
DOLL’S HOUSE EXTRACTS &ANSWERS -3.pdf
DOLL’S HOUSE GUIDE ANALYSIS.pdf
DOLLS & BLOSSOMS EXCERPTS.docx
INHERITANCE PRED QNS.pdf
INHERITANCE QUESTIONS.docx
INHERITANCE QUESTIONS.pdf
INHERITANCE_GUIDE.pdf
KCSE INHERITANCE ESSAYS.pdf
KIDAGAA KIMEMWOZEA.pdf
KIGOGO KCSE QUESTIONS.pdf
KIGOGO MWONGOZO.docx
KIGOGO PREDICTION QNS.pdf
KIGOGO STUDY NOTES.pdf
KIGOGO_GUIDE_UPDATED-1.pdf
KIGOGO-1.docx
KIGOGO-MWONGOZO.pdf
KIGOGO.pdf
Kigogo1 guide.pdf
Maswali na Majibu – Mwongozo wa Chozi la Heri.pdf
MASWALI YA KIGOGO(BWANA CHEPKWONY).pdf
MEMORIES WE LOST QNS.pdf
MONITORING LEARNER’S PROGRESS-1.pdf
MWONGOZO-WA-KIGOGO.pdf
MWONGOZO-WA-TUMBO-LISHILOSHIBA-NA-HADITHI-ZINGINE.pdf
MWONGOZOWAKIGOGO1.docx
PEARL &DOLL’S HOUSE GUIDE – Copy-2.pdf
PEARL ESSAYS &ANSWERS.pdf
PEARL QUESTIONS &ANSWERS.pdf
pearl-summary-notes.doc
The Pearl.pdf
The_Pearl_Novel.pdf
TUMBO LISILOSHIBA MWONGOZO.doc

A doll’s house analysis-1.docx
A Doll’s House Notes and Analysis.pdf
A DOLL’S HOUSE NOTES..doc
A DOLL’S HOUSE STUDY GUIDE NOTES-1.pdf
A Doll’s House-1.pdf
A Doll’s House.pdf
A DOLL’S HOUSE- ESSAY QUESTIONS AND SAMPLE ESSAYS.docx
A DOLL’S HOUSE-EXCERPT QUESTIONS (1).docx
A GUIDE TO A DOLLS HOUSE BY BM CLEAN.docx
BLOSSOMS%20OF%20THE%20SAVANNAH%20EXCERPTS%20AND%20QUESTIONS.pdf
DOLL’S HOUSE EXTRACTS &ANSWERS -3.pdf
DOLL’S HOUSE GUIDE ANALYSIS-1.pdf
DOLL’S HOUSE STUDY GUIDE 0714497530..enc
dolls house.pdf
EPISODES IN BLOSSOMS OF THE SAVANNAH 1 (1)-1.pdf
Essays from A Doll’s.docx
GUIDE-TO-BLOSSOMS-OF-THE-SAVANNAH-BY-HENRY-OLE-KULET.pdf
INHERITANCE QUESTIONS.pdf
INHERITANCE_GUIDE-1.pdf
KCSE-REVISION-ORAL-LITERATURE-POETRY-1.pdf
Memories-we-Lost-other-Stories-Guide.docx
Pearl notes (1)-1-1.docx
POETRY NOTES.pdf
POETRY_Q&A_ENGLISH.pdf
SAMPLE ESSAY STRUCTURE – A DOLL’S.pdf
STUDY_GUIDE_TO_A_DOLL S_HOUSE_BY.pdf

Teachers' Resources

Secondary Notes For all subjects – Best Form 1 to 4 Notes Bank

October 5, 2025 Hillary Kangwana Leave a comment

Secondary Notes For all subjects – Best Form 1 to 4 Notes

5. FRENCH
AGRIC
ALL SUBJECTS RESOURCES
BIOLOGYs
BIOLOGYs (1)
BUSINESS
CHEM
COMPUTER
CRE
ENGLISH
GEOGRAPHY
HISTORY
KCSE PAST PAPERS 1995- 2016 BEST
KIWSAHILI
Lodex Schemes of Work
MATH
MOCKS 2017
PHYSICS
RESOURCE BANK- ALL SUBJECTS
SCHEMES ALL SUBJECTS
Sent
TOPICAL REVISION ALL SUBJECTS PDF
Topical Revision Resource
4_768360711427458782.rar
4_768360711427458995.rar
4_768360711427458996.rar
4_768360711427459000.rar
4_768360711427459352.part
4_768360711427459353.part
4_778162488221892647.DOCX
4_5897489885572366385.docx
FASIHI SIMULIZIp.doc
FORM 1 GEOGRAPHY-1.doc
FORM 1 GEOGRAPHY.doc
FORM 2 GEOGRAPHY-1.doc
FORM 2 GEOGRAPHY.doc
FORM 4 GEOGRAPHY.doc
FORM 4 GEOGRAPHY.docx
Form-2-Business-Studies-Qs-Term-2-2017-1.pdf
GEOG-F3.pdf
HIGH SCHOOL PHY NOTES 2016.docx
HISTORY NOTES COMPLETE.docx
INSHA ZA KIUAMILIFU.docx
KIDAGAA KIMEMWOZEA-1.docx
Kigogo-1.docx
Kiswahili Scheme Form 1new 2017.docx
Kiswahili Scheme Form 2 2017.docx
Kiswahili Scheme Form 3.docx
Kiswahili Scheme Form 4.docx
kiswahili syllabus.docx

ALAMA ZA UAKIFISHAJI.docx
2. USHAIRI-1.doc
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LOCAL AUTHORITIES IN KENYA HISTORY NOTES

October 5, 2025 Hillary Kangwana Leave a comment

LOCAL AUTHORITIES IN KENYA

18. Name any one officer of municipal council who is appointed by the public service commission.

The town clerk
The treasurer
The engineer
The medical officer of health
Municipal education officer

(any 1 x 1 =1 mark)

a) Name three types of local authorities in Kenya.

City councils
Municipal council
Town council
County council
Urban council

Any 3 x 1 = 3 marks

b) Explain the services offered by local authorities.

They provide street lighting
Ensure safety of residents
Provide houses to residents & approves housing plans for individuals and companies
Maintain roads within their areas of jurisdiction.
Provide education facilities to residents
Provide recreational facilities e.g. stadium, social hall
Provide health facilities
Provide employment opportunities & training to many people.
Provide water & sewerage services, collect garbage in towns & provide proper sanitation.
Burying unclaimed bodies/offer cemeteries.
Link the people with the government of Kenya through elected leaders.
Mobilize local resources and energy in carrying projects within their areas.
They promote commercial activities by building and maintaining markets .
They make by-laws that regulate the activities and behaviour of those living in their areas of jurisdiction.
Maintain public areas such as squares and gardens

Any 6 x 2 = 12 marks

ANS 18,25 DIST 1

Mention two senior officers in Local Authority appointed by the minister of Local government in conjunction with the public service commission (2mks)

clerk
treasurer
engineer
medical officer of health. Any 2 = 2mks

2.(a) Identify five types of Local Authorities in Kenya

-City council

-Urban council

-Municipal council

-Town council

-County council

-Area council

(b) Explain the functions of Local Authorities in Kenya

-local authorities construct and maintain transport network in their areas of jurisdiction

-they provide social service to the people in their areas

-provision of recreation facilities e.g social hall, stadium

– facilitate business transaction between people by providing market

– issuing of trade license

– offers employment opportunities

– Provision of water and sewerage services

ANS 15,23 DIST 2

Name one local Authority responsible for the administration of rural areas
- County Council
- Area council 1 x 1 = 1 mark

ANS 15,DIST 4

a) – Medical officer of health

– Treasurer

– Municipal engineer

b) – Links people with the central government through their elected leaders, the councilors

– They mobilize local resources and energies in carrying out projects within their areas.

– It helps in national development through provision of education eg building nursery and

primary schools

– They provide building regulations and protection

– They provide day care centres – social clubs and hostels

– They have the responsibility of controlling pollution from industrial commercial and

other premises in their areas.

– They provide housing services. They build residential houses in their local areas.

– They provide and maintain road network within their areas of jurisdiction.

– They promote commercial activities by building and maintaining markets.

(any six 6 x 2 = 12mks)

ANS 20.DIST 5

3.Name the political head of a town council in Kenya (1mk)

– Chairman / chair person . 1 x 1 = 1mk

ANS 16 DIST 6

Name two types of local government authorities in Kenya. ( 2 mks)
i) City council
ii) Urban council

iii) Municipality

iv) Town council
v) Area council ( Any 2 x 1 = 2 mk)

ANS 13,DIST 7

b) Ways on how the central government controls city councils

-The government appoints professionals officers to serve in the council e.g engineers

-Enact laws under which the council operates

-Approve council by-laws before they become operational

-Approval of loan application before disbursing funds

-Can appoint a commission to investigate the operations and financial mismanagement of the councils if such arise

-Appointment of nominated councilors to the city council

-Dissolve councils which failed to perform and appoint a committee to run the council (5×2=10mks)

ANS 26b,DIST 8

24a) Name three types of local authorities in Kenya (3mks)

City council
Municipal council

Town council

Urban council
County/area 3×1 = 3mks
b) Name three types of local authorities in Kenya (3mks)
Over employment.
Misappropriation/embezzlement of funds / corruption

Inadequate trained personal to provide services.

Inadequate funds/poverty.
Lack of autonomy due to government control.
Political interference.

Street families
Increased crime rate.

Vandalism/grabbing of public property
Population increase.
Unplanned structures.

Varied sizes/too small to generate enough revenue to offer services to the people while other are too large and their population too high.
Traffic congestion/air pollution/Noise pollution.
Illiterate councilors

Growth of slums

Duplication of roles. 6×2= 12mks

ANS 24,DIST 9

i) City council
ii) Municipal council

iii) County council

iv) Town council
v) Urban council
iv) Area council. (2×1= 2mks)

ANS 9,DIST 11

– City council

– Municipal councils

– Town councils

– Urban councils

– County councils

– Area councils (5×1=5mks)

b) – Ensures that local authorities conform to the stipulated national policies.

– nominates councilors to local authorities.

– has power to dissolve a local authority.

– approves by laws made by local authorities.

– has power to investigate activities of any local authority.

– has power to overrule some of the decisions of the local authorities.

– has power to withhold grants to local authorities.

– appoints senior officers of the council e.g. clerks. (any 5×2=10mks)

ANS 21,DIST 12

Name two types of local authorities in Kenya. (2mks)

City councils
Municipal councils
County councils
Town councils
Urban and area council

2 x 1 = 2 marks QUES 14,DIST 14

2 local authorities in Kenya
- City council
- municipal council
- town council
- urban council
- area/county council

ANS 14,DIST 15

1.County councils. 1×1 = 1mk

ANS 17,DIST 16

– City council

– Municipal

– Country

– Urban/ area council

– Town (2 x 1=2mks)

ANS 17 DIST 17

a) i) Gives or withholds grants to local authorities
ii) Appoints inspectors to audit the books of accounts of the local authorities as well as

scrutinize the expenditure

iii) Approves levies, rates, taxes and rent increase of local authorities

iv) Approves the loans and expenditure by the local authorities
v) Approves the salaries and emoluments of the chief officers.
b) i) Lack of autonomy e.g being controlled by central government
ii) Financial problems i.e weak financial base

iii) Manpower problems like lack of enough qualified staff.

iv) Population pressure which strains the city council leading to deteroriation of services.
v) Powers of parliament which interferes with the running of the city council
vi) Poor planning

vii) Poor equipments e.g outdate fire engines

viii) Poor working relationship between councilors and chief officers

ix) Overemployment of workers
x) Misapropriation of funds
xi) Street families

xii) Inefficient system of tax collection

xiii) Tax evation (Any 12 x 1 = 12mks)

ANS 22,DIST 18

1.Name two ex-official members of local authorities (2mks)

– Clerks

– District Commissioners ANS 14,DIST 20

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KCSE MOCK EXAMS ENGLISH PAPER 1

October 5, 2025 Hillary Kangwana Leave a comment

Name :……………………………………………………Index No:…………………………

School :…………………………………………………Candidate’s Sign:……………………

Date :…………………

101/1

ENGLISH

Paper1

(Functional skills)

Time: 2 Hrs

SCHOOL BASED JOINT EVALUATION TEST

Kenya Certificate of Secondary Education

INSTRUCTIONS TO CANDIDATES

Write your name and index number in the spaces provided
Sign and write the date of examination in the provided spaces provided above.
Answer all questions in this paper
All your answers must be written in the spaces provided in this booklet.

For examiners use only

Question	Maximum score	Candidate’s score
1	20
2	10
3	30
Maximum score	60

FUNCTIONAL WRITING (20 marks)

Your friend, who is in the United States of America, has requested you to write a recipe of yourfavourite dish and e-mail it to him/her. The dish is meant to serve five people. Write the recipe.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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CLOZE TEST ( 10 MKS)

Read the passage below and fill in each blank space with the most appropriate word.

We all have certain goals in life. Goals vary among people. For someone, a goal would be to get1 ____________of debt, while for another person it would be to 2____________________ a house, while for someone else , it could be a 3______________________ in an exotic location. 4________________________, a bad goal can sap your energy and distract you 5_____________________ making progress. A good goal on the other hand, can provide the clarity and motivation you need to 6______________________ your dreams. 7 ________________, people confuse a goal 8 ______________________ a wish. A goal is different 9 ___________________ a wish. For example, you may want to be a rich person; this is a wish and not a goal. A goal has to be realistic, measurable and has to be 10 ___________________________ within a specific time frame.

ORAL SKILLS(30 MKS)
Read the poem below and answer the questions that follow:

By day the bat is cousin to the mouse

He likes the attic of an aging house

His fingers make a hat about his head

His pulse beat is so slow we think him dead

He lops in crazy figures half the night

Among the trees that face the corner light

But when he brushes up against a screen

We are afraid of what our eyes have seen

For something is amiss or out of place

When mice with wings can hear a human face

Theodore Roethre

(Form: Glencoe Literature: The Reader’s choice: 2001)

i.Identify any three pairs of rhyming words in this poem (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………

ii.How would you perform the last two lines of this poem (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

iii.What is the effect of the recurrence of the word “His” in this poem ( 1mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………b)Put the words below into groups according to the pronunciation of /s/ and /z/ sounds (4 mks)

Fleece, trays, trace, lace, ice, lays, fleas, eyes

c)Sheilla sells sea shells at Seychelles sea shore

Classify the genre above (1 mk)

………………………………………………………………………………………………………

Identify any two sound devices used in the genre above (2mk)

d)Your school has organized an inter-house debating competition towards the end of the term. You are going to take part as a proposer to the motion “seeking a partner’s consent in marriage is the solution to domestic conflict in Kenya.” Explain any four things you would do to ensure you win the competition. (4 marks)

e)Indicate the stressed syllable in each of the following words written in bold. ( 4mks)

i) The convict escaped when the prison van overturned.
ii) Kenya needs to import more wheat.

iii) He will not accept to move the refuse.

iv) Free education is currently the object of media attention.
f) For each of the following words give a homophone .( 3mks)

i)wood

ii)red

iii)thrown

g)Study the telephone conversation below and identify four shortcomings in telephone etiquette by the caller. (4mks )

RECEPTIONIST: Hello, Maranda High School. How can I help you?

CALLER:Exactly the place I wanted. Aren’t I lucky? I want to talk to the principal.

RECEPTION:Who am I talking to?

CALLER:Don’t tell me that you have forgotten my voice! This is the third time I’m calling there this week.

RECEPTIONIST: Kindly remind me…

CALLER:I see you have a short memory. I’m John, the meat supplier. Can I talk to the principal?

RECEPTIONIST:I’m afraid she is busy at the moment. Do you mind leaving a message?

CALLER:If you tell her it is John the Supplier, she’ll certainly talk to me.

RECEPTIONIST:She is attending to some parents at the moment and I am sorry I can’t interrupt her.

CALLER:Ok. Tell her that I have waited for the cheque for too long. How would she feel if she were in my position? I also have creditors to pay. She should call me today; surely that’s not asking for too much, is it?

RECEPTIONIST:May be you could call back in thirty minutes time? I’ll tell her to expect your call then.

CALLER:Just give her my message. (Hangs up)

KASSU JET

MARKING SCHEME ENGLISH 101/1

FUNCTIONAL WRITING

Must have a layout of a review.

Format: 6marks

Heading – Book Review (1mk)

Title (1mk)

Author (1mk)

Publisher (1mk)

Year of publication (1mk)

Reviewer (1mk)

Body: 10marks
The candidate should be able to at least capture the main character(s) 1mark – he /she should be able to give an outline of the plot 2marks
Should be able to highlight the thematic concern(s) in the novel. 1marks
The candidate should show the strength/ quality and weaknesses of the work of art. Can the text arouse interest? Is it enjoyable? etc. Must bring out 2 or more strengths and a weakness + general comment on the text (NB: the strengths should be more) 4marks
What is the target audience? 1mark
The candidate should conclude by recommending it to the form threes, or encouraging them to read it, or giving an overall evaluation? 1mark

(ii) LANGUAGE

A 4

B 3

C 2

D 1

CLOZE TEST

from
different
and
behind
face
himself/herself
person
late
far
workaholic

ORAL SKILLS

A i) clearing your throat

Playing a drum

Clapping your hands

Using an appropriate saying/proverb

Making a joke

Rising intonation

Gestures

Appropriate facial expression

Use gestures in the story

Voice variation

Use of the costumes

Employ the use of songs

Body movements

Upright posture

When they ask questions

When they nod

When they give meaningful eye contacts

I) Pick the odd word out from each of the sets of words owing to the pronunciation of the underlined letters
This
Bread
code
Shepherd
ii) Underline the stressed syllable in the following words
Tailor
Com.ment
Con tent
larm

Polite interrupting

Note taking

Having appropriate eye contact

Having an upright posture

Observing turn taking

Carrying out a research before the discussion

Polite disagreements

I) he interrupts rudely

He is disrespectful/rude

Inattentive/fails to listen to the person talking

Insensitive/fails to empathize with her friend.

(any two well illustrated points)

He should observe turn taking

Should use polite language

He should mind what the other party is saying.

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FORM 4 exams pdf download

October 5, 2025 Hillary Kangwana Leave a comment

Looking for Four (4) comprehensive exams? look no further. Download all the updated Form 4 exams with marking schemes here. Check the TEACHERS’ RESOURCES PORTAL for more free resources.

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Lenana High School KCSE 2025 Exam Papers & Answers

October 5, 2025 Hillary Kangwana

Lenana High School KCSE 2025 Exam Papers & Answers

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Secondary school exams (Form one to four)

October 5, 2025 Hillary Kangwana Leave a comment

Download Free latest exams with marking schemes for Form one to four. The termly examinations cover all subjects and are available for free downloads, here. What is more? These examinations are in editable (word and pdf) formats. You can easily make necessary changes on these soft copy exams.