Scholarship Opportunities at Kenya Water Institute- All KCSE Graduates To Apply

October 5, 2025 Hillary Kangwana Leave a comment

Scholarship Opportunities at Kenya Water Institute

The Government of Kenya through the Ministry of Water, Sanitation and Irrigation in collaboration with The Denmark International ScholarshipProgram invites interested and qualified students / participants forPartially Funded Kenya Water Institute Scholarships for training in Plumbing, Pipefitting and Wastewater Management Technology.

The Institute hopes to recognize, trainand mentor young Kenyans who demonstrate interest and willingness to develop careers in Construction and Water, Irrigation and Sanitation sectors.

Eligibility for the scholarship

Must be a Kenyan citizen with a National Identity Card,
Applicants must not exceed 35 years old,
Must have a Certificate of Kenya Secondary Education (KCSE),
The scholarship is available for both female and male students / participants, but special emphasis is placed on female studentsinterested in developing careers in construction and water sector fields.

Award Type: Scholarship-on-Admission

Level of study: Post-Secondary / College

Duration: 9 months (6 months classroom & 3 months field work)

Scholarship Attributes

The Denmark International& Kenya Water Institute Scholarshipwill cover:-

Full Tuition and Accommodation,
Stipends (Up-keep and Transport for students),
Graduation Fee among others.
The scholarship is tenable only at Kenya Water Institute.
Deadline for Application: 25^thNovember, 2022

How to Apply:

Fill online Application Form on KEWI Website – https://forms.gle/sm6auwzp75frm7du7
Scan and upload copy of your – National Identity Card (both sides),
Scan and upload copy of your Kenya Certificate of Secondary Education (KCSE),
Qualified and selected candidates will be required to come with their original and copiesof their documents for authentication on the day of admission.

For any clarification on application details, please call Mercy on – 0723137450

Teachers' Resources

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

October 5, 2025 Hillary Kangwana Leave a comment

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

Latest Education News

2024 form one placement results via SMS code 22263 (How to download 2021 form one admission letter)

October 5, 2025 Hillary Kangwana Leave a comment

The 2024 form one selection exercise for KCPE 2023 candidates is completeed. You can now get form one selection results through the SMS Code 22263 from any network.

The KCPE 2023 candidates have been placed in National, Extra County, County and Sub County Secondary schools. It is important to note that the form one selection process is fully automated.

HOW TO RECEIVE 2024 FORM ONE SELECTION RESULTS THROUGH SMS

The fastest way of receiving your 2024 form one results is by sending an SMS. Simply send an SMS with the candidate’s Index Number (Full index number) to 22263 from any network (Airtel, Safaricom, Telkom).

This is a premium service and the cost of the SMS is Ksh. 25. Remember to send the SMS once the results have been officially announced.

2024 FORM ONE SELECTION CRITERIA FOR KCPE 2023 CANDIDATES

Selection of the KCPE 2023 candidates follows a set criteria. This is to ensure that there is transparency and fairness during the selection exercise. Each school category has its own selection criteria. See details below so that to be familiar with the form one selection process.

SELECTION OF KCPE 2023 CANDIDATES TO NATIONAL SCHOOLS

National schools are the most prestigious schools in the country. Competition for form one places at these schools is very stiff. Usually, KCPE candidates who score above 400 marks are admitted to National schools. This is the main selection criteria. This year, the cut off mark to join National schools is likely to be lowered.

Another criterion for selecting form one to join National schools is that of affirmative action whereby the Counties facing various challenges would have their cutoff marks lowered.

Top candidates in the KCPE 2023 examinations per County will also get automatic places at the National Schools.

How to download the 2024 Form one admission letter to National Schools

To download your 2024 form one admission letter to National Schools, follow these easy steps;

Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter.
Then, Select the county and sub-county where your KCPE centre is located and key in your index number and Submit.
Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
Use the printer icon to print or download icon to download to your computer.
Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
Finally, present it for admission together with a certified copy of birth certificate.

SELECTION OF KCPE 2023 CANDIDATES TO EXTRA COUNTY SECONDARY SCHOOLS

Extra County Secondary schools (formerly Provincial schools) are the second tier of schools in Kenya. They are the most preferred category of schools after National Schools.

The selection of candidates to Extra-County schools is based on a ratio of 20:40:40. This means that 20% of available vacancies in an extra county school goes students from the Subcounty where the school is found.

While the host county and other counties get 40% each. After the selection exercise for the 2020 placement of form ones, they will be expected to download their letters through the Ministry of education’s online portal.

The admission letter is important to both students and Parents/ Guardians. This is because it enables the two parties to prepare adequately for reporting to selected secondary school.

How to download the 2024 Form one admission letter to Extra County Schools

Admission letters for KCPE 2023 candidates will be available online, once the selection exercise has been completed. To download your 2024 form one admission letter follow the simple steps below;

Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter.
Now, Select the county and sub-county where your KCPE centre is found and key in your index number and Submit.
Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
Use the printer icon to print or download icon to download to your computer.
Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
Finally, present it for admission together with a certified copy of birth certificate

Please note that the admission letters will be posted online once the selection exercise is complete.

SELECTION OF KCPE 2023 CANDIDATES COUNTY SECONDARY SCHOOLS

Selection for 2024 form one students also follows a set criteria. Students joining County schools in based on the 20:80 ratio. This means that 20% of the available slots in a County school go the hosting Sub-County while the remaining 80% are shared among other Subcounties; in that County.

How to download the 2024 Form one admission letter to County Schools

To download the admission letter to County Schools:

To download your admission letter, follow the simplified steps below;

Click on this link to access the download page from the Ministry of Education’s Website: Ministry of education download link for form one admssion letter. Now,
Next, Select the county and sub-county where your KCPE centre is located and key in your index number and Submit.
Click on the link named “admission letter” at the bottom of the page for a copy of your admission letter.
Use the printer icon to print or download icon to download to your computer.
Get your primary school’s headteacher to endorse the letter and stamp it in the space provided.
Finally, present it for admission together with a certified copy of birth certificate.

Here is your full guide to the 2024 form one selection results and placement letters.

How to easily Check 2024 Form One Selection via SMS, Online

2024 Form One Secondary School Placement Letter online

2024 Form One Selection and Placement; Check Secondary Placement Here

2024 Form one placement results online; Step by step guide

2024 Form one placement results online portal

2024 Form one results and placement portal; Kenya Education Management Information System (KEMIS)

How To Check 2024 Form One Placement Results for KCPE 2023 Candidates On Your

2024 Form One Selection Portal; Get selection results and download your admission letter

2024 Form One Selection Results Portal

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2024 Form One Selection Results, Joining Instructions And Admission Letters

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How to get 2024 form one admission results through sms and download secondary schools

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2024 Form One Selection Criteria, Results, Reporting Dates, Admission Letters and Instructions

2024 Form One Joining Instructions, Admissions for all National, Extra County and County schools

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Teachers' Resources

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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SULPHUR AND ITS COMPOUNDS Objectives By the end of the Chapter, the learner should be able to: (a) Name the sources of sulphur. (b) Describe the extraction of sulphur. (c) Describe…

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Livestock Production III… (Selection and Breeding) Introduction The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation. …

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ULTIMATE ACHIEVERS ACADEMY Name: ………………………………………………………….. …Date: ……………Adm No: ………… FORM THREE TIME: 2 HOURS 30 MINUTES MATHEMATICS INSTRUCTIONS TO CANDIDATES Write your name, class and Admission Number in the…

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Agriculture Schemes of work term 1-3 Form 2

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BACHELOR OF SCIENCE (TELECOMMUNICATION & INFORM. TECH) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

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KISWAHILI LUGHA NOTES FORM 1, 2, 3 & 4

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MATUMIZI YA LUGHA Kiimbo Jinsi sauti inavyopanda na kushuka mtu anapoongea. Huibua maana halisi ya maneno yanayosemwa kama ifuatavyo: Sentensi za taarifa Mtoto anaandika barua. …

SMARTPASS EXAMINATION FORM 4 ENGLISH PP3

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ENGLISH FORM FOUR PAPER 3 END OF TERM EXAMINATION

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101/3 FORM 4 ENGLISH Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

Form 4 exams 2021-2022 With Answers (Term 1-3)

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KISWAHILI FORM 2 SCHEMES OF WORK TERM 1-3

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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 1 MTIHANI 2 Isimu Jamii Mazungumzo hotelini Kufika mwisho wa funzo mwanafunzi aweze; Wanafunzi waweze kutamka maneno ipasavyo Waweze…

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PHYSICS FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING ACTIVITIES TEACHING/LEARNING RESOURCES REFERENCES REMARKS 5 1-2 INTRODUCTION TO PHYSICS Physics as a science By the end of the lesson, the learner should be…

Business Studies Notes Form 1,2,3 and 4 Free

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APPLICATION PACKAGES (WORD PROCESSORS) WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 Reporting from home and settling for first term work 2 1 DEFINITION OF WORD PROCESSOR By the end of the lesson,…

BUSINESS STUDIES NOTES FORM 1, 2, 3 AND 4 FREE

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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…

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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…

12 3…42Page 1 of 42

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BACHELOR OF SCIENCE(BIOLOGICAL SCIENCES) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

October 5, 2025 Hillary Kangwana Leave a comment

BACHELOR OF SCIENCE(BIOLOGICAL SCIENCES) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE(BIOLOGICAL SCIENCES)
	PROG CODE	INSTITUTION NAME	PROGRAMME NAME	2022/2023 CUTOFF	2019/2021 CUTOFF	2018 CUTOFF	2017 CUTOFF	2016 CUTOFF	2015 CUTOFF
1	1103179	KCA UNIVERSITY	BACHELOR OF ARTS PERFORMING ARTS AND FILM TECHNOLOGY	2022/2023 CUTOFF	2019/2021 CUTOFF	25.011	–	–	–
1	1111161	KENYATTA UNIVERSITY	BACHELOR OF ARTS (MUSIC)	–	–	–	–	–	–
2	1181161	UNIVERSITY OF EASTERN AFRICA, BARATON	BACHELOR OF ARTS (MUSIC)	23.64	24.274	34.588	–	29.46	30.903
3	1229161	MASENO UNIVERSITY	BACHELOR OF ARTS (MUSIC, WITH IT)	23.64	25.262	24.438	31.698	26.735	23
4	1253161	MOI UNIVERSITY	BACHELOR OF ARTS (MUSIC)	–	23.992	25.808	29.087	26.248	23
BACHELOR OF EDUCATION (ARTS) MUSIC
1	1111162	KENYATTA UNIVERSITY	BACHELOR OF EDUCATION (ARTS) MUSIC	31.364	30.141	26.701	–	29.607	35.779
2	1229162	MASENO UNIVERSITY	BACHELOR OF EDUCATION (MUSIC, WITH IT)	24.285	27.379	25.429	30.126	26.082	23
BACHELOR OF EDUCATION (ARTS) GERMAN
1	1111169	KENYATTA UNIVERSITY	BACHELOR OF EDUCATION (ARTS) GERMAN	30.241	29.086	28.168	–	26.156	23
2	1117169	PWANI UNIVERSITY	BACHELOR OF ARTS (GERMAN)	22.803	23.683	25.18	–	29.243	23
3	1253169	MOI UNIVERSITY	BACHELOR OF ARTS (GERMAN)	27.865	24.789	26.302	29.18	33.2	23

KNEC News Portal, Knec Schools Exams Portal

St Catherine Girls Secondary School Kesses KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

October 5, 2025 Hillary Kangwana Leave a comment

St. Catherine Secondary School is a girls’ only boarding school located in Kesses Sub location, in Uasin Gishu County; within the Rift Valley Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

For all details about other schools in Kenya, please visit the link below;

SCHOOLS’ NEWS PORTAL

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/. This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.

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ST CATHERINE GIRLS SECONDARY SCHOOL KESSES BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

SCHOOL’S NAME: St. Catherine Secondary School
SCHOOL’S TYPE: Girls’ only boarding school
SCHOOL’S CATEGORY: Extra County school.
SCHOOL’S LEVEL: Secondary
SCHOOL’S KNEC CODE: 26578007
SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
SCHOOL’S PHONE CONTACT:
SCHOOL’S POSTAL ADDRESS: P.O. Box 3336 – 30100 Eldoret, Kenya
SCHOOL’S EMAIL ADDRESS:
SCHOOL’S WEBSITE:

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES BRIEF HISTORY

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ST CATHERINE GIRLS SECONDARY SCHOOL KESSES VISION

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES MISSION

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES MOTTO

ST CATHERINE GIRLS SECONDARY SCHOOL KESSES FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.

BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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ST CATHERINE GIRLS SECONDARY SCHOOL KESSES PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

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Arch Bishop Njenga Girls win the 2019 Western Region Chapa Dimba Na Safaricom Title

October 5, 2025 Hillary Kangwana Leave a comment

Arch Bishop Njenga Girls were in superb form thumping seasoned rivals, Ibinzo, 2-0 to lift the 2019 Western Region Chapa Dimba na Safaricom trophy. Last year’s winners and Kenya Secondary Schools Sports Association (KSSSA) soccer girls 2018 finalists, Arch Bishop Njenga, successfully defended their Chapa dimba na Safaricom trophy. The Western girls’ soccer queens got the opener on the 53rd minute via a terrific counter attack. The match that was played at Bukhungu Stadium, Kakamega, this mornig attracted a good number of local fans.

On the 58th minute, Arch Bishop Njenga got their second goal through a spot kick to seal their victory. Ibinzo got a chance to revive their hopes to pull one back in the 84th minute but failed to convert the spot kick.

Arch Bishop Njenga now bag a cash prize of Kshs. 200,000 and a chance to play at the National Chapa Dimba Na Safaricom tournament.

Western Region 2019 Chapa Dimba Na Safaricom Champions, Arch Bishop Njenga, celebrate after trouncing Ibinzo girls 2-0. The girls will now bag a cash Prize of Kshs. 200,000 and a ticket to play at the Nationals.

Violet Wanyonyi, Bishop Njenga’s striker’s sole goal, yesterday, saw them storm today’s final. On their part, Ibinzo girls secured a chance to play at today’s final after defeating Busia’s Kigandole 2-1 in the other semi final match played yesterday at the same venue.

in the boys category Saints Butere were slated to come up against Lugari Blue Saints on Sunday afternoon.

How to, Did You Know?

NHIF SPECIALIZED OUTPATIENT REFERRALS

October 5, 2025 Hillary Kangwana Leave a comment

SPECIALIZED OUTPATIENT REFERRALS

Overview

Below is a list of NHIF Approved Healthcare Providers of Specialized Outpatient Referrals (referrals details are with the member’s capitated primary healthcare provider.

List of Specialized Outpatient Referrals

Hospital	Category	NHIF Branch	County
AIC LITEIN MISSION HOSPITAL	MISSION	KERICHO	KERICHO
AGA KHAN HOSPITAL	PRIVATE	MOMBASA	MOMBASA
CHIROMO LANE MEDICAL CENTRE	PRIVATE	NAIROBI	NAIROBI
COAST PROVINCIAL GENERAL HOSPITAL	GOK	MOMBASA	MOMBASA
CONSOLOTA HOSP-MATHARI	MISSION	NYERI	NYERI
COPTIC HOSPITAL	MISSION	NAIROBI	NAIROBI
EAGLE EYE LASER & DIAGNOSTIC CENTRE	PRIVATE	NAIROBI	NAIROBI
EMBU PROVINCIAL GENERAL HOSPITAL	GOK	EMBU	EMBU
GARISSA .PPROVINCIAL GENERAL HOSPITAL	GOK	GARISSA	GARISSA
H.H. AGA KHAN	PRIVATE	KISUMU	KISUMU
H.H. AGA KHAN UNIVERSITY HOSPITAL	PRIVATE	WESTLANDS	NAIROBI
KAKAMEGA PROVINCIAL GENERAL HOSPITAL	GOK	KAKAMEGA	KAKAMEGA
KAREN HOSPITAL	PRIVATE	NAIROBI	NAIROBI
KENYATTA NATIONAL HOSPITAL	GOK	NAIROBI	NAIROBI
KISII LEVEL V HOSPITAL	GOK	KISII	KISII
KWALE EYE HOSPITAL	GOK	UKUNDA	KWALE
LION FIRST SIGHT HOSPITAL	PRIVATE	WESTLANDS	NAIROBI
MACHAKOS LEVEL V HOSPITAL	GOK	MACHAKOS	MACHAKOS
MATER MISERICORDIAE HOSPITAL NAIROBI	PRIVATE	INDUSTRIAL AREA	NAIROBI
MATHARE MENTAL HOSPITAL	GOK	NAIROBI	NAIROBI
MAUA MISSION HOSPITAL	MISSION	MERU	MERU
MEDIHEAL HOSPITAL	PRIVATE	ELDORET	UASIN GISHU
MOI TEACHING & REFERRAL HOSPITAL	GOK	ELDORET	UASIN GISHU
NATIONAL SPINAL INJURY	NAIROBI	NAIROBI	NAIROBI
NATIONAL SPINAL INJURY HOSPITAL	GOK	NAIROBI	NAIROBI
NEW NYANZA PROVINCIAL GENERAL HOSPITAL	GOK	KISUMU	KISUMU
NYERI PROVINCIAL GENERAL HOSPITAL	GOK	NYERI	NYERI
OUTSPAN HOSPITAL	PRIVATE	NYERI	NYERI
P.C.E.A KIKUYU ORTHOPAEDIC REH. CEN	MISSION	LIMURU	KIAMBU
PCEA-KIKUYU	MISSION	LIMURU	KIAMBU
RIFT VALLEY PROVINCIAL GENERAL HOSPITAL	GOK	NAKURU	NAKURU
SABATIA EYE HOSPITAL	MISSION	KAKAMEGA	KAKAMEGA
TAWFIQ HOSPITAL	MISSION	MALINDI	KILIFI
TENWEK MISSION HOSPITAL	MISSION	SOTIK	BOMET
TEXAS CANCER CENTRE	WESTLANDS	NAIROBI	NAIROBI
THE RAPHAELITES RED HILL PLACE	PRIVATE	NAIROBI	NAIROBI
THE RETREAT (REHABILITATION CENTRE)	LIMURU	LIMURU	KIAMBU
THIKA LEVEL V HOSPITAL	GOK	THIKA	KIAMBU
UNIVERSITY OF NAIROBI DENTAL PLAZA	GOK	NAIROBI	NAIROBI

KNEC News Portal, Knec Schools Exams Portal

KCSE 2023/2024 Top, Best Performing Schools in Taita Taveta County

October 5, 2025 Hillary Kangwana Leave a comment

Dr Aggrey School, Mwaghogho Boys School, Kenyatta High School- Mwatate, Bura Girls High School, Mwatate, Mwaghogho Boys School and Murray girls are the best schools in KCSE exams at Taita Taveta. The schools have maintained a steady performance at the KCSE exams. Get all the latest KCSE results analysis for the schools below.

Latest Ranking of the Best, Top Performing Boys Schools in the County

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type
117	Dr Aggrey School	Coast	Taita Taveta	8.6	B{plain}	Boys
130	Mwaghogho Boys School	Coast	Taita Taveta	8.4	B-{minus)	Boys
148	Kenyatta High School- Mwatate	Coast	Taita Taveta	8.23	B-{minus)	Boys
379	Mwaghogho Boys School	Coast	Taita Taveta	6.3	C (plain)	Boys
471	VOI BOYS	Coast	Taita Taveta	5.57	C (plain)	Boys

County Ranking of the the Top, Best Performing Girls Schools

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type	Knec Code
235	Bura Girls High School, Mwatate	Coast	Taita Taveta	7.571	B-{minus)	Girls
449	MURRAY GIRLS	Coast	Taita Taveta	5.7	C (plain)	Girls

Top Performing Mixed Schools in the County

Full list KCSE 2022 Top, Best Performing Schools in the County

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type
117	Dr Aggrey School	Coast	Taita Taveta	8.6	B{plain}	Boys
130	Mwaghogho Boys School	Coast	Taita Taveta	8.4	B-{minus)	Boys
148	Kenyatta High School- Mwatate	Coast	Taita Taveta	8.23	B-{minus)	Boys
235	Bura Girls High School, Mwatate	Coast	Taita Taveta	7.571	B-{minus)	Girls
379	Mwaghogho Boys School	Coast	Taita Taveta	6.3	C (plain)	Boys
449	MURRAY GIRLS	Coast	Taita Taveta	5.7	C (plain)	Girls
471	VOI BOYS	Coast	Taita Taveta	5.57	C (plain)	Boys

Ranking of KCSE 2021 Best Performing Schools in the County

Get the full list of KCSE 2023/2024 Top, Best Performing Schools in the County

Pos.	School	KCSE Mean	County	Type
109	Kenyatta Mwatate	7.7	Taita Taveta	Boys
147	Bura Girls	7.22	Taita Taveta	Girls

Full List of all the schools in the County.

School Code	School Name	Category	Type	County
1100003	KENYATTA HIGH MWATATE	National	Boys	Taita Taveta County
1100004	BURA GIRLS	National	Girls	Taita Taveta County
1101101	DR.AGGREY HIGH SCHOOL	Extra County	Boys	Taita Taveta County
1101102	SENIOR CHIEF MWANGEKA SECONDARY SCHOOL	Extra County	Girls	Taita Taveta County
1101103	MGHALU HIGH SCHOOL	County	Mixed	Taita Taveta County
1101104	KIWINDA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101105	PJ MWANGOLA MIXED SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101106	KAJUNGUNYI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101201	ST. MARY’S HIGH SCHOOL LUSHANGONYI	Extra County	Boys	Taita Taveta County
1101202	CANON KITURI SECONDARY SCHOOL	Extra County	Mixed	Taita Taveta County
1101203	ST. JOHN’S SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101204	SHIMBO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101205	DALMAS MOKA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101206	MWAKIWIWI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101207	MDUNDONYI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101208	ST. AGATHA NGOLOKI SECONDARY SCHOOL	County	Girls	Taita Taveta County
1101209	MWAKISHIMBA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101301	NGANGAO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101302	KITUMBI HIGH SCHOOL	Sub County	Mixed	Taita Taveta County
1101303	FUNJU SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1101304	MBELA HIGH SCHOOL	Sub County	Mixed	Taita Taveta County
1101305	MGAMBONYI HIGH SCHOOL	Sub County	Mixed	Taita Taveta County
1101306	PARANGA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113101	ELDORO GIRLS HIGH SCHOOL	Extra County	Girls	Taita Taveta County
1113102	TIMBILA SECONDARY SCHOOL	Extra County	Boys	Taita Taveta County
1113103	CHALA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113104	BISHOP JOHN NJENGA SECONDARY SCHOOL	Extra County	Mixed	Taita Taveta County
1113105	MAHOO GIRLS’ SECONDARY SCHOOL	Extra County	Girls	Taita Taveta County
1113106	MATA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113107	KITOBO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113108	LUMI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113109	NGUTINI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113110	NJORO MIXED DAY SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1113111	MAHANDAKINI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114102	MURRAY GIRLS’ HIGH SCHOOL	Extra County	Girls	Taita Taveta County
1114103	MWANDANGO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114104	MWAMBONU SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114107	MWAFUGA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114108	CHAWIA HIGH SCHOOL	Sub County	Mixed	Taita Taveta County
1114109	ST.JOSEPH’S SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114111	MWATATE SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114112	MZWANENYI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114113	DAVID KITAWI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114114	ELIJAH MZAE HIGH SCHOOL	Sub County	Mixed	Taita Taveta County
1114202	NGAMI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114204	MWAKITAU SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114206	MLAMBA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114208	ST. JOHNS’ MWEMA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114209	KOMBOLIO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114210	MWANGOJI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114211	KITUMA SECONDARY SCHOOL	Extra County	Boys	Taita Taveta County
1114212	MANOA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114213	NGANGU SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114214	ZARE SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114301	MWASERE GIRLS’ SECONDARY SCHOOL	Extra County	Girls	Taita Taveta County
1114302	MWANYAMBO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114303	MSHIMBA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114304	MUNDA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114306	MWANGA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1114307	MRABENYI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115101	VOI SECONDARY SCHOOL	Extra County	Boys	Taita Taveta County
1115102	MWANGEA SECONDARY SCHOOL	Sub County	Boys	Taita Taveta County
1115103	KAJIRE GIRLS SECONDARY SCHOOL	County	Girls	Taita Taveta County
1115104	MWAMBITI SECONDARY SCHOOL	Sub County	Boys	Taita Taveta County
1115105	MWAKICHUCHU SECONDARY SCHOOL	County	Boys	Taita Taveta County
1115106	OUR LADY OF PERPETUAL SUCCOUR GIRLS SECONDARY SCHO	Extra County	Girls	Taita Taveta County
1115110	KIZUMANZI MIXED SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115111	VOI GIRLS EDUCATION CENTRE	Sub County	Girls	Taita Taveta County
1115112	SAGALLA INTERNATIONAL TALENT ACADEMY	Sub County	Mixed	Taita Taveta County
1115201	MWAKITAWA SECONDARY SCHOOL	Extra County	Girls	Taita Taveta County
1115203	MWAGHOGHO SECONDARY SCHOOL	County	Boys	Taita Taveta County
1115204	DAVID KAYANDA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115205	ALLAN MJOMBA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115206	MBOLOLO SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115207	JOHN MARK MWANJUMWA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115208	JACK MWASHIMBA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115301	MOI BOYS HIGH SCHOOL – KASIGAU	Extra County	Boys	Taita Taveta County
1115302	MARUNGU SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115304	MIASENYI SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115305	KASIGAU GIRLS SECONDARY SCHOOL	Sub County	Girls	Taita Taveta County
1115306	BUGUTA SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115307	MBELE SECONDARY SCHOOL	Sub County	Mixed	Taita Taveta County
1115308	NEW MARUNGU GIRLS SECONDARY SCHOOL	Sub County	Girls	Taita Taveta County

TSC News Portal

TSC promotions lists and venues 2021 per county; 32,431 applicants are shortlisted

October 5, 2025 Hillary Kangwana Leave a comment

The Teachers Service Commission, TSC, has released the lists of shortlisted applicants for the 15,000 advertised promotions vacancies in 2021 (Download the lists below). Teachers who applied for promotions vacancies can now download the lists and check their respective interview dates, venues and time. The lists feature names of applicants for Deputy Principal I, Deputy Principal II, Senior Lecturer, Deputy Principal III, Curriculum Support Officers, Head Teacher, Senior Master IV, Deputy Head Teacher II, Senior Lecturer IV and Senior Master IV promotion vacancies.

The interviews will be carried out between February 8 and 19, 2021 at TSC County offices countrywide. The county interview committee shall be composed of: the county director (chairperson), host sub county director (secretary), the county Human Resource Officer and all other sub county directors from the county.

WHAT TO EXPECT DURING THE INTERVIEWS.

Before attending the interviews ensure that you prepare well. A number of questions will be asked during the interviews. You can get a full guide to the interview questions and responses here; Latest TSC Interview areas, questions and new marking scheme/ Score sheet for teachers seeking TSC Promotions; This is all you need to know.

REQUIRED DOCUMENTS DURING THE INTERVIEWS

If you have been shortlisted for the interviews, then you shall be required to present the following valid statutory documents during interviews:

a. Letter of appointment to the current grade;
b. Letter of appointment/deployment to the current responsibility;
c. Certificate of Good Conduct from Director of Criminal Investigations;
d. Clearance Certificate by Higher Education Loans Board (HELB);
e. Clearance Application from Ethics and Anti-Corruption Commission (EACC);
f. Clearance Certificate from a Credit Reference Bureau;
g. Tax Compliance Certificate from Kenya Revenue Authority (KRA);
h. Highest academic Certificate.

TSC LISTS OF SHORTLISTED APPLICANTS PER COUNTY 2021.

Get the lists of shortlisted applicants per county, below;

MAKUENI COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/MAKUENI-LIST-OF-SHORTLISTED-TEACHERS-FOR-PROMOTIONS-2021.xlsx” viewer=”microsoft”]

SIAYA COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/SIAYA-COUNTY-LIST-OF-SHORTLISTED-TEACHERS-FOR-PROMOTIONS-2021.xlsx” viewer=”microsoft”]

NAROK COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/Copy-of-master-NAROK-list.pdf”]

KISII COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/TSC-PROMOTION-LIST-KISII.xlsx” viewer=”microsoft”]

NYAMIRA COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/TSC-LIST-OF-SHORTLISTED-CANDIDATES.xlsx” viewer=”microsoft”]

Check back for more lists,here.

KUCCPS portal

How to check KUCCPS 2023/2024 placement results and admission letters for 2022 KCSE students

October 5, 2025 Hillary Kangwana Leave a comment

Students who applied for the 2023/20234 placement at universities and colleges via the Kenya Universities and Colleges Central Placement Service (KUCCPS) can check their placement results. This can be done immediately after the announcement of the results.

you can get your admission results by using the KUCCPS student online portal or via SMS.

DO NOT MISS ANY KUCCPS RELATED NEWS. CLICK THE LINK BELOW;

KUCCPS LATEST NEWS; FOR PLACEMENT NEWS, RESULTS, LETTERS AND ADMISSION LISTS

GETTING YOUR KUCCPS 2023/2024 RESULTS THROUGH ONLINE PORTAL

One of the surest ways of checking your admission results is by using the KUCCPS online portal.

Proceed to use the procedure below to check your placement results;

Visit: http://students.kuccps.net/
Login with your details as follows;
Username: (Use your full Index Number)
Year: (2022)
Password: (Use your Birth Certificate Number or KCPE index number)

After login you should see a box at the bottom of your dashboard, first page, with a message that reads

Congratulations, followed by a university you have been placed then finally the course you will pursue.

You can as well download your admission letter from this portal.

Join our growing community on Facebook. Click the link below;
OFFICIAL EDUCATION & TSC NEWS CENTRE FACEBOOK PAGE

KUCCPS 2023/2024 RESULTS THROUGH SMS NOTIFICATION

KUCCPS also sends an SMS to the phone number that you registered under your details in the student portal. The SMS contains your placement details and is sent once the placement results have been announced. Ensure that your line is on so as to receive the results.

KNUT NEWS

Here is why Wilson Sossion will continue serving as KNUT Secretary General despite the court order to throw him out

October 5, 2025 Hillary Kangwana Leave a comment

Wilson Sossion will continue serving as the Secretary General to the Kenya National Union of Teachers (KNUT). This is despite a court ruling that upheld the Teachers Service Commission, TSC, plea to expunge Sossion’s name from the teachers’ list; since he is a nominated Member of Parliament.

Here is the presser by KNUT National Chairman Wycliff Omucheyi dated 26th July, 2019;

‘The Kenya National Union of Teachers (KNUT) for the sake of clarity would like to state that Hon. Wilson Sossion has not been removed from the position of Secretary General following the Employment and Labour Relations Court ruling, upholding TSC’s deregistration of Sossion as a teacher.

Hon. Sossion will continue serving as the Secretary General of KNUT following an agreement with TSC and the Registrar of Trade Unions.

TSC, the Registrar of Trade Unions and KNUT had earlier appeared before the Employment and Labour Relations Court Judge, Maureen Onyango and agreed that Hon. Sossion continues serving as the KNUT Secretary General. The tripartite agreement was deposited in the Employment and Labour Relations Court.

Therefore, the Friday court ruling by Justice Nelson Abuodha does not affect Hon. Sossion’s position at KNUT.

It should be noted that while Justice Abuodha was delivering the ruling,
he categorically stated that as far as TSC was concerned, the release of Hon. Sossion from active teaching was to enable him to focus more on KNUT activities which exclusively concerned teachers’ affairs.
It should also be understood that Article 31(4)(a) of the Labour Relations Act states that the General Secretary of a Trade Union or the Chief Executive or Association Secretary of an employers’ organization may be a person not engaged or employed in the sector concerned.

However, KNUT is scrutinizing the Court Ruling with a view of instituting an Appeal.
Therefore, it should NOT be misinterpreted that Hon. Sossion has ceased being the Secretary General of the giant teachers’ Union.
Furtherance to this, during the Annual Delegates Conference (ADC), delegates unanimously endorsed Hon. Sossion to continue serving as Nominated Member of Parliament and the same time remain the Secretary-General of Kenya National Union of Teachers (KNUT).’

KCSE 2023/2024 Top, Best Performing Schools in Isiolo County

October 5, 2025 Hillary Kangwana Leave a comment

Here are the best schools in KCSE exams in County:

The schools have maintained a steady performance at the KCSE exams.

Get all the latest KCSE results analysis for the schools below.

Latest Ranking of the Best, Top Performing Boys Schools in the County

County Ranking of the the Top, Best Performing Girls Schools

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type	Knec Code
335	ALGANI GIRLS	North Eastern	ISIOLO	6.80357	C+{plus}	Girls

Top Performing Mixed Schools in the County

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type	Knec Code
390	SERICHO SECONDARY	North Eastern	ISIOLO	6.21	C (plain)	Mixed

Also read: Get the full list of KCSE 2023/2024 Top, Best Performing Schools in the County

Ranking of KCSE 2021 Best Performing Schools in the County

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type
335	ALGANI GIRLS	North Eastern	ISIOLO	6.80357	C+{plus}	Girls
390	SERICHO SECONDARY	North Eastern	ISIOLO	6.21	C (plain)	Mixed

Full list KCSE 2022 Top, Best Performing Schools in the County

Position Nationally	Name of School	Region	County	Mean Score	Mean Grade	Type
335	ALGANI GIRLS	North Eastern	ISIOLO	6.80357	C+{plus}	Girls
390	SERICHO SECONDARY	North Eastern	ISIOLO	6.21	C (plain)	Mixed

Get the full list of KCSE 2023/2024 Top, Best Performing Schools in the County

Full List of all the schools in the County.

School Code	School Name	Category	Type	County
17300009	ISIOLO GIRLS HIGH SCHOOL	National	Girls	Isiolo County
17300015	GARBATULA HIGH SCHOOL	National	Boys	Isiolo County
17306101	ISIOLO BOYS SECONDARY SCHOOL	Extra County	Boys	Isiolo County
17306104	ST. PAUL’S KIWANJANI SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306105	NGAREMARA SECONDARY SCHOOL	County	Boys	Isiolo County
17306106	ISIOLO BARRACKS SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306109	MWANGAZA GIRLS SECONDARY SCHOOL	Sub County	Girls	Isiolo County
17306110	NGAREMARA GIRLS SECONDARY SCHOOL	County	Girls	Isiolo County
17306202	WASO SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306204	UHURU MIXED DAY SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306205	BULAMPYA DAY SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306206	ELSA SECONDARY SCHOOL	County	Girls	Isiolo County
17306207	LIONS COMPLEX SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306301	OLDONYIRO SECONDARY SCHOOL	County	Mixed	Isiolo County
17306302	KIPSING MIXED DAY SECONDARY SCHOOL	County	Mixed	Isiolo County
17306303	LEPARUA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17306304	LABARISHEREKI SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17322201	KINNA SECONDARY SCHOOL	Extra County	Mixed	Isiolo County
17322202	KULAMAWE SECONDARY SCHOOL	County	Boys	Isiolo County
17322301	SERICHO SECONDARY SCHOOL	County	Boys	Isiolo County
17356101	MERTI SECONDARY SCHOOL	County	Boys	Isiolo County
17356102	MERTI MUSLIM GIRLS’ SECONDARY SCHOOL	County	Girls	Isiolo County
17356103	KORBESA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed	Isiolo County
17356203	BULESA SECONDARY SCHOOL	County	Mixed	Isiolo County

Get the full list of KCSE 2023/2024 Top, Best Performing Schools in the County

KUCCPS portal

Course offered at Tom Mboya University, Requirements & Fees Structures

October 5, 2025 Hillary Kangwana Leave a comment

Course offered at Tom Mboya University, Requirements & Fees Structures

Undergraduate Programmes

Bachelor of Business Administration with IT

C (Plain) in Mathematics OR Holders of Accounting Technician Certificate (ATC) OR Holders in Business Programs

Bachelor of Arts (Economics with IT)

C (Plain) in Mathematics

Bachelor of Science (Mathematics & Economics, with IT)

B- (Minus) in Mathematics at KCSE OR Principle D at KACE

Bachelor of Science (Mathematics & Economics with IT)

C+ at KCSE

Bachelor of Education (Arts with IT)

C+ (Plus) in any Two Arts subjects

Bachelor of Education (Science with IT)

C+ (Plus) in any Two Science subjects

Bachelor of Education (Special Needs Education with IT)

C+ (Plus) in Biology+ in any one teaching subjects

Bachelor of Science (Actuarial Science with IT)

B (plain) in Mathematics At KCSE OR Principle C at KACE

Bachelor of Science (Statistics with IT)

B (plain) in Mathematics At KCSE OR Principle C at KACE

Bachelor of Science

B – (minus) In Mathematics at KCSE OR Principle C at KACE

Bachelor of Science (Information Technology)

C (plain) In Mathematics

Bachelor of Science (Mathematics & Computer Science)

B – (minus) In Mathematics at KCSE OR Principle D at KACE

Bachelor of Science (Horticulture with IT)

C+ (Plus) in Biology/Biological Sciences
B- (Minus) in Agriculture
C (Plain) In Chemistry/Physical Sciences
C- (Minus) In Mathematics OR Physics

Bachelor of Science (Agribusiness Management with IT)

C+ (Plus) in Biology/Biological Sciences
B- (Minus) in Agriculture
C (Plain) In Mathematics OR B (Plain) in Business Studies/Commerce

Bachelor of Science (Agric. Education & Extension with IT)

C+(Plus) in biology/biological sciences OR
B- (Minus)in Biology OR Agriculture OR
C- (Minus) in Mathematics or Physics OR
C+ (Plus) in Chemistry At KCSE

Bachelor of Science (Eco-Tourism, Hotel & Institutional Mgt with IT)

C+ (Plus)in any of the two: Mathematics, Biology, Chemistry or Physics

Bachelor of Science (Industrial Chemistry with IT)

B- (B minus) in Chemistry, or physical Science and at least C+ (C plus) in Physics and Mathematics at KCSE or its equivalents

Bachelor of Science (Physics with IT)

C in both Physics/Physical Sciences and Mathematics at KCE or its equivalent

Bachelor of Education (Home Science with IT)

C+ in Home Science AND in either Chemistry or Biology
Have two Principal Passes at KACE/EAACE
Have a Diploma in Education from a recognized educational institution
Have a P1 teacher certificate with at least 2 years of teaching experience

Bachelor of Science (Computer Science)

C+ (plus) in Mathematics and Physics or Physical Sciences Holders of C- (minus) must have a Diploma in Electrical Engineering/Electronics/Telecommunication
2 Principals Passes in Mathematics and Physics and 1 Subsidiary in any subject

Bachelor of Science in Marketing with IT

C (plain) in Mathematics at KCSE or its equivalent

Bachelor of Science in Human Resource Management with IT

C (plain) in Mathematics at KCSE or its equivalent

Bachelor of Economics (Economics and Finance with IT)

C (plain) in Mathematics at KCSE or its equivalent

Bachelor of Education (Arts with IT)

C+ (plus) in KCSE or its equivalent

Bachelor of Science (Basic Science with IT)

C+ (plus) in two relevant Science Subjects

Bachelor of Education (French with IT)

C+ (plus) in French

Bachelor of Education (Early Childhood Education with IT)

C+ (plus) in any two arts subjects

Bachelor of Science (Nutrition and Dietetics with IT)

C+ (plus) in Biology and Chemistry
C+ (plus) in Mathematics or Physics
C+ (plus) in English or Kiswahili OR
2 Principals in Sciences subjects (one of which must be Biology) and 1 Subsidiary in Mathematics/Physics and English/Kiswahili

Bachelor of Science (Earth Science with IT)

C+ (plus) in Geography
C+ (plus) in Chemistry
C+ (plus) in Biology
C+ (plus) in Physics
C+ (plus) in Mathematics

Bachelor of Science (Environmental Science with IT)

B- (minus) in Biology or Geography
C+ (plus) in Chemistry
C+ (plus) in English or Kiswahili

Bachelor of Science (Development Studies with IT)

C+ in KCSE level or equivalent

Bachelor of Science (Business Studies with IT)

C (plain) in Mathematics
Holders of Accounting Technicians Certificate (ATC)

Bachelor of Arts (Sociology and Anthropology with IT)

C+ (plus) and above in KCSE level with a pass in English and Humanities
C (plain) in KCSE plus Diploma in Social Work, Criminology or project planning and management or other related fields

Bachelor of Science (Geography and Natural Resource Management, with IT)

C+ (plus) in Geography
C+ (plus) in Mathematics

Bachelor of Science (Agronomy with IT)

C+ in Biology/Biological Sciences
B- (minus) in Agriculture
C (plain) in Chemistry /Physical Sciences
C- (minus) in Mathematics or Physics

Bachelor of Science (Mathematics and Business Studies with IT)

B (minus) in Mathematics

Bachelor of Science (Agricultural Economics with IT)

C+ (Plus) In Biology/Biological Sciences
B- (Minus) In Agriculture
C (Plain) In Mathematics
B (Plain) Business Studies/Commerce

Teachers' Resources

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

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