LOWER PRIMARY LEVEL DESIGN: GRADE 1 – 3
REPUBLIC OF KENYALOWER PRIMARY LEVEL DESIGN: GRADE 1 – 3LEARNING AREA: ENVIRONMENTAL ACTIVITIES FOR LEARNERS WITH HEARING IMPAIRMENTKENYA INSTITUTE OF CURRICULUM DEVELOPMENTi
First Published in 2017All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical,photocopy, recording or otherwise, without the prior written permission of the publisher.ISBN: 978-9966-31-729-2Published and printed by Kenya Institute of Curriculum Developmentii
FOREWORDThe Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculumreforms is to develop “An engaged, an empowered and ethical citizen “while the mission is to “To nurture the potential of every learner”.The framework adopts a Competency Based Curriculum and has identified seven core competences, namely; communication and collaboration,critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self-efficacy. It provides a varietyof opportunities for identification and nurturing of learner’s potentials and talents in preparation for life and the world of work. It is geared towardsmaking learning enjoyable.The curriculum designs are developed to enable implementation of the Basic Education Curriculum Framework. The design contains the NationalGoals of Education and outline the Early Years Education (EYE), subject general and specific learning outcomes. It also suggests a variety oflearning experiences, assessment and links the topics to values, Pertinent and Contemporary Issues (PCI) and to other activity areas.It is my hope that all educators in Early Years Education level will anchor their delivery to these Curriculum Designs.FRED MATIANG’I, PHD, EGHCABINET SECRETARYMINISTRY OF EDUCATIONiii
TABLE OF CONTENTSFOREWORD . iiiINTRODUCTION . vLEARNING AREAS TIME ALLOCATION . viiNATIONAL GOALS OF EDUCATION . viiiGENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION . xEssence Statement . xGeneral Learning Outcomes. xiGRADE 1 . 1GRADE 2 . 29GRADE 3 . 67iv
INTRODUCTIONThe Lower Primary designs are meant for learners in Grade 1 to 3. They have taken cognizance of the various aspects of development of learnersof that age cohort. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum.The teacher must understand the learning outcomes and be able to use the suggested learning experiences to achieve the outcomes. The teachercan also design own learning experiences as long as they achieve the designed learning outcomes. A variety of learning experiences will ensurethat learners are engaged in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designsallow the teachers to use a variety of assessment methods but in the end they must evaluate the achievement of the learning outcomes. Thecurriculum designs are very critical and teachers must make reference to them consistently.v
The Curriculum Designs for Lower Primary are in four volumes. However, some of the learning areas have been adapted to suitlearners with hearing impairment.Volume One Kiswahili Activities- Kenyan Sign Language for learners with hearing impairment. Literacy English Activities – Adapted English Activities for learners with hearing impairment.Volume Two Mathematics Activities Environmental Activities – Adapted Environmental Activities for learners with hearing impairment. Hygiene and Nutrition ActivitiesVolume Three Christian Religious Education Hindu Religious Education Islamic Religious EducationVolume Four Movement and Creative Activities – Adapted movement and Creative Activities for learners with hearing impairment.vi
LEARNING AREAS TIME ALLOCATIONLearning Area1. Literacy Activities2. Kiswahili Language Activities/Kenyan Sign Language3. English Language Activities for learners with hearing impairment4. Mathematical Activities5. Environmental Activities for learners with hearing impairment6. Hygiene and Nutrition Activities7. Religious Activities8. Movement and Creative Activities for learners with hearing impairment9. Pastoral Programme of InstructionTotal Lesson Per WeekviiLessons Per Week53355238(*** 5 for PE)135
NATIONAL GOALS OF EDUCATION1. Foster nationalism, patriotism, and promote national unityKenya’s people belong to different communities, races and religions and should be able to live and interact as one people.Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respectfor harmonious co-existence.2. Promote social, economic, technological and industrial needs for national developmentEducation should prepare the learner to play an effective and productive role in the nation.a) Social NeedsEducation should instill social and adaptive skills in the learner for effective participation in community and nationaldevelopment.b) Economic NeedsEducation should prepare a learner with requisite competences that support a modern and independent growing economy. Thisshould translate into high standards of living for every individual.c) Technological and Industrial NeedsEducation should provide the learner with necessary competences for technological and industrial development in tandem withchanging global trends.3. Promote individual development and self-fulfillmentEducation should provide opportunities for the learner to develop to the fullest potential. This includes development of one’sinterests, talents and character for positive contribution to the society.4. Promote sound moral and religious valuesEducation should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing aself-disciplined and ethical citizen with sound moral and religious values.viii
5. Promote social equity and responsibilityEducation should promote social equity and responsibility. It should provide inclusive and equitable access to quality anddifferentiated education; including learners with special educational needs and disabilities. Education should also provide thelearner with opportunities for shared responsibility and accountability through service learning.6. Promote respect for and development of Kenya’s rich and varied culturesEducation should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value ownand respect other people’s culture as well as embrace positive cultural practices in a dynamic society.7. Promote international consciousness and foster positive attitudes towards other nationsKenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner torespect, appreciate and participate in the opportunities within the international community. Education should also facilitate thelearner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefitsthat this membership entails.8. Good health and environmental protectionEducation should inculcate in the learner the value of physical and psychological well-being for self and others. It should promoteenvironmental preservation and conservation, including animal welfare for sustainable development.ix
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATIONBy the end of early years’ education, the learner should be able to:1. Demonstrate basic literacy and numeracy skills for learning.2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts.3. Demonstrate appropriate etiquette in social relationships.4. Apply creativity and critical thinking skills in problem solving.5. Explore the immediate environment for learning and enjoyment.6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing.7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living.8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence.9. Apply digital literacy skills for learning and enjoyment.Essence StatementEnglish Language during the early years is intended to engage the learners in activities that allow them to use and progressivelydemonstrate the competences outlined. The emphasis in the presentation of the four language skills is to ensure that they are functional.The learners should also experience the interdependence of the competences across the skills, and find relevance of what they learn intheir day to day contexts. Similarly, English language activities in Grade 1, 2, and 3 are expected to play a preparatory role in enablinglearners to use it as a medium of learning from grade four, upwards. Concerted efforts to enrich learning at this level will graduallyempower learners to exercise what they have acquired in the different functions that English language plays, at the national and globallevel. Teachers of learners with hearing impairement should use Signed Exact English(SEE) to facilitate learning and avoid usingSigned English(SE) or Kenyan Sign Language(KSL).x
General Learning OutcomesBy the end of Early Years Education, the learner should be able to:a) Listen/observe and respond appropriately to relevant information in a variety of contexts,b) Express self confidently using the language structures and the vocabulary acquired for interaction with others,c) Read with comprehension, a variety of short texts of about 200 words fluently and accurately,d) Read with comprehension a variety of texts for information and pleasure,e) Write simple sentences legibly and neatly to express ideas and feelings,f) Demonstrate the appropriate use of simple language structures and basic punctuation marks to communicate effectively.xi
GRADE 11
GRADE 1: HEARING IMPAIRED LEARNERSStrandSub-strand1.01.1 Weather andEnvironment Skyand itsresources(10 lessons)1.1.1 Observingthe SkySpecific learning outcomesSuggested learning experiences Key inquiryquestion(s)By the end of the sub-strand,the learner should be able to:a) describe the appearance of the sky during the day andat night;b) observe differences inappearance of the skyduring the day and at night; c) develop curiosity inobserving appearance of thesky for enjoyment. 1.1.2 Exploringweather conditionsBy the end of the sub-strand,the learner should be able to:a) identify weatherconditions of the day;2 1. What do we seeLearners could observe thewhen look at thesky (the sun, moon, stars andsky during theclouds) during the day and atday and duringthen share their observationsthe night?with others.2. What differencesLearners could be guided todo we observe inobserve the appearance of thethe day andsky at night in their homesnight sky?and report back.Learners could be guided toobserve the appearance of thesky during the day and atnight from video clips.Learners could playeducative computer games onthe Sun, moon, clouds andstars.Learners could to draw andcolour the sun, moon, cloudsand stars.1. How is theLearners could exploreweather today?weather conditions as anoutdoor activity (windy,cloudy, rainy and sunny).
b) make reasonableforecast of the day fromweather observations;c) appreciate weatherconditions at differenttimes of the day. In groups, learners could beguided to observe weatherconditions of the day in theimmediate environment.Learners could shareexperiences about dailyweather conditions.Learners could identifyvarious weather conditions ofa day using age appropriatestimuli materials.Learners could sign or singsongs and recite poems onvarious weather conditionsfor enjoyment.Learners could find out moreabout the sky during the dayand at night from parents orguardians.Learners could draw andcolour a weather chart.Core Competences to be developed: Communication and collaboration as they work in groups. Imagination and creativity as they draw and colour weather charts. Critical thinking and problem solving as they explore and share.Digital literacy: videos, photographs.Link to PCIs and Values: ESD: Environmental Education.Link to values: Unity and respect when workingtogether.Links to other learning activity areas: Religious Education onSuggested Community Service Learning activities:God’s creation.learners are guided by parents or guardians to observeMovement and Creative Arts: drawing and colouring.the sky at night.3
Suggested non formal activity to support learning: Learners toSuggested assessment: Observation as they draw anddevelop and colour weather chart.colour weather chart questions on weather.Suggested Resources: Videos, weather chart, pictures and Natural environment.Suggested resources: videos, weather charts, pictures and natural environmentAssessment RubricExceeding expectationLearner to consistently andaccurately identify the sun,moon, stars and clouds.Appreciates different weatherconditions.Strand Sub-strand1.3 Water(10 lessons)1.3.1 Sources ofwaterMeeting expectationLearner to accurately identifythe sun, moon, stars and clouds.Appreciates different weatherconditions.Specific learning outcomeBy the end of the sub-strand, thelearner should be able to:a) identify different sources ofwater in the immediateenvironment;b) observe different sources ofwater in the immediateenvironment;c) appreciate different sourcesof water in the immediateenvironment.1.3.2 Uses of water By the end of the sub-strand, thelearner should be able to:a) identify different uses ofwater in the home andschool;4Approaching expectationLearner to occasionally identifythe sun, moon, stars and clouds.Sometimes appreciates differentweather conditions.Below expectationRarely identify andappreciates weatherconditions.Suggested learning experiencesKey inquiry question(s) Learners could brainstorm onsources of water.Learners could observe avariety of stimuli materials onsources of water and sharetheir ideas.Learners could be guided tomodel and draw sources ofwater in the class learningspace/corner as a project.Learners could identifydifferent uses of water inschool and at home.What are the sources ofwater in our immediateenvironment?How do we use waterresponsibly in the homeand school?
b) demonstrate careful use ofwater in the home andschool;c) appreciate careful use ofwater in the home andschool.Learners could discuss carefuluse of water in the home andschool. Learners could develop ascrap book on careful use ofwater either in the home or atschool.Core-competence to be developed: Communication and collaboration while working in groups; Creativity: ability to thinkcritically and creatively in making the scrapbook.Digital literacy: videos.Links to PCI’s: Personal hygiene.Links to values: Moral values of cleanliness.Link to other learning activity areas: Religious Education:Religious values, appreciate water sources as a gift from God;Nutrition and Hygiene cleanliness.Suggested non-formal activity to support learning throughapplicationMake a display of the scrapbook for other learners to appreciate.Suggested Resources: Local environment, videos, poem extracts.Assessment RubricExceeding ExpectationLearner able to consistentlyand correctly identify manysources and uses of waterand demonstrates carefuluses of water.Meeting Expectation Suggested Community Service Learning activities:Learners to find out more about sources and uses of waterfrom their parents or guardians.Suggested assessment: Use a checklist to assess thescrapbook, Observation on group work, written andsigned (LWD)/ oral (HOH) questions.ApproachingExpectationLearner able to correctly identifyLearner able to somesources and uses of water.extent correctly identifiesAppreciates and demonstrates careful sources and uses of water.uses of water.May appreciate anddemonstrate careful usesof water.5Below ExpectationLearner able to rarelyidentify and appreciatessources and uses of water.
StrandSub -strandSpecific learning outcomesEnvironment and itsresources1.4 Soil(10 lessons)1.4.1 Playingwith soilBy the end of the sub-strand,the learner should be able to:a) identify ways of playingwith soil for enjoyment;b) play with soil in differentways for enjoyment;c) model different objectsusing soil at school;d) develop curiosity in playingwith soil for enjoyment.Suggested learning experiencesKey inquiry question(s)How could we playLearners could identify wayswith soil?of playing with soil. Learners could fill and emptycans with soil for fun. Learner could model differentobjects using soil. Learners could draw on thesoil and make differentpatterns using soil paints. Learners could find out morefrom parents or guardians onhow to play with soil.Core-competence to be development: creativity and imagination, communication and collaboration as learners make patternsusing paints from soil.Links to PCI’s: ESD: Environment and its resources.Links to values: Responsibility. Links to other learning activity areas: Mathematics:Suggested Community Service Learning activities:Emptying and filling cans.Learners find out from parents or guardians how to play withMovement and Creative activities: Drawing and makingsoil.patterns.Suggested non-formal activity to support learning:Suggested assessment: Signed questions and observation ofDisplaying patterns from soil paints for peers to appraise.the soil activities.Suggested Resources: Small sticks, water, papers, different objects to make patterns, soil, containers.6
Assessment RubricExceeding expectationMeeting expectationApproaching ExpectationBelow expectationLearner able to consistentlyplay and creatively modelitems, makes a variety ofpatterns using soil and showscuriosity in playing with soil.StrandSub-strandEnvironment 1.5 Plantsand itsresources(15 Lessons)Learner able to correctly play,models items, make patternsusing soil and shows curiosityin playing with soil.Learner able to play, model,items, make few patterns usingsoil and shows little interest inplaying with soil.Learner able to rarely play, modelitems or makes patterns using soil.Learning outcomeBy the end of the substrand, the learner should beable to:a) identify plants in theimmediate environment;b) observe plants in theimmediate environmentto realize the diversity inplants;c) appreciate plantdiversity in theimmediate environment.Suggested Learning experienceKey Inquiry question(s)What plants are found in Learners could take a naturethe immediatewalk to observe differentenvironment?plants in the immediateenvironment.1.5.1Exploring Learners could think pair andplants in theshare about plants that theyimmediatesaw during the nature walk.environment Learners could draw andcolour plants that they likedduring the nature walk. Learners could gather moreinformation from parents orguardians about plants andreport back. Learners could search forpictures on plants from digitaland print resources. Learners could sign or singsongs on plants.Core Competences to be developed: Communication and collaboration: sharing experiences in groups about plants. Imagination andcreativity: drawing and coloring plants. Learning to learn: gathering information through taking a nature walk.Digital literacy: videos and photographs.7
Link to PCIs: ESD: Environmental awareness.Links to other learning activity areas: Religious Activities:Appreciating plants as God’s creation.Movement and Creative Activities: Drawing and colouring plants.Suggested non formal activity to support learning: Sign songs onplants during the school assembly.Suggested Resources: Local environment, photographs, pictures, videoand real plants.Assessment RubricExceeding expectationsConsistently and correctlyidentifies the plants in theimmediate environment.Strand1.0Environmentand itsresourcesMeeting expectationCorrectly identifies plantsin the immediateenvironment.Sub-Strand1.6 Animals(15 lessons)1.5.1Exploringanimals in theimmediateenvironment.Link to Values: Unity inworking with others.Suggested Community Service Learning activities:learners to find out names of plants from parents orguardians.Suggested assessment: Signed questions, observation andwritten work on Activity sheet on plants.Approaching ExpectationBelow expectationSometimes identifies some plants in Rarely identifies plants in thethe immediate environment.immediate environment.Specific Learning OutcomesBy the end of the sub-strand,the learner should be able to:a) identify and sign differentanimals in the immediateenvironment;b) observe different animalsin the immediateenvironment;c) appreciate diversity ofanimals in the immediateenvironment.8Suggested Learning ExperiencesKey inquiry Questions Learners could be guidedsafely to explore animals andtheir appropriate signs in theimmediate environment. Learners could in groups beguided to observe and identifydifferent animals. Learners could take a naturewalk to observe diversity inanimals.What animals are foundin the immediateenvironment?
Learners could share theirfindings on animals that theyobserved. Learners could observe otherlearners as they sign stories onanimals for enjoyment. Learners could gather moreinformation on animals fromparents or guardians. Learners could be guided toplay computer games related toanimals.Core Competence to be developed: Creativity and imagination, Learning to learn, Communication and collaboration as they playgames, sign stories and sharing experiences.Digital literacy: computers.Link to PCI’s: ESD: Environmental awareness.Link to Values: Respect, kindness, care, safety: learnersLife skills: Effective communications as learners identify animals. appreciate animals in their natural environment.Link to other learning activity areas: Religious Education:Suggested Community Service Learning activities: Learners toappreciating animals as God’s creation.explore animals in the immediate environment.Literacy: Observe others as they sign stories on animalsSuggested non formal activity to support learning throughSuggested assessment: Signed (LWD)/ or (HOH) questions onapplication: Present a message on care of animal to otheridentifying animals in the immediate environment.learners.Suggested Resources: Physical environment, pictures, photographs, computers, real animal and charts.9
Suggested Assessment RubricExceeding expectationMeeting expectationLearner able to consistently andcorrectly identify, observe andappreciates different animals inthe immediate environment.Learner able tocorrectly identifydifferent animals,observe andappreciates theanimals in theimmediateenvironment.Strand1.0Environmentand its resourcesSub-strand1.7 Energy(10 Lessons)1.7.1Producingsounds andvibrationsApproachingexpectationLearner able to sometimesidentify different animals,observe and rarely showsappreciation of the differentanimals in the immediateenvironment.Specific learning outcomesBy the end of the sub-strand,the learner should be able to:a) identify sounds andvibrations in theimmediate environment;b) identify ways ofproducing sounds andvibrations from differentobjects;c) create sounds andvibrations from a varietyof sources forenjoyment;d) develop curiosity inproducing sounds andvibrations from differentobjects.10Below expectationLearner able to rarely identify andappreciate different animals in theimmediate environment.Suggested learning experiences Learners could take a naturewalk in the immediateenvironment to exploresounds and vibrations in theenvironment.Learners could shareexperience of the sounds andvibrations they heard and felt.Learners could imitate soundsfrom humans, animals,machines or that which isnatural thunder).Learners could identify waysof creating sound using thebody, objects and voiceKey inquiry question(s)1. What produces soundsin the immediateenvironment?2. How could weproduce sounds?
1.7.2 Soundsand vibrationsthat alert us ondangersBy the end of the sub-strand,the learner should be able to:a) identify sounds and vibrations that alert uson dangers in theimmediate environment;b) discriminate sounds and vibrations and vibrationsthat alert us on dangersfor appropriate response;c) appreciate different sounds and vibrationsthat alerts on dangers. 11(plucking, hitting, blowing,shaking snapping, tapping andclicking).Learners could observe otherlearners as they producedifferent sounds fromcommon instruments.Learners could come up with 1. What sounds alert ondanger?different sounds and2. How could we respondvibrations that alert us onappropriately to variousdangers.sounds?Learners could identifysounds and vibrations thatalert us on dangeroussituations.In groups, learners couldmatch different sound alertswith correct danger.Learners could practiceappropriate response tosounds and vibrations thatalert us on dangers.Learners to ask parents orguardians how toappropriately respond tosounds and vibrations thatalert people on dangers in thecommunity.
1.7.3 Dangersof loudsoundsBy the end of the sub-strand,the learner should be able to:a) identify sources of loud1. What are the sources Learners could exploresounds in the immediateloud sounds?sources of loud sound in theenvironment;2. How could loud soundimmediate environment.b) explain the effects ofaffect us? Learners could discuss effectsloud sounds on health3.How could we avoidof loud sounds on theirand safety;loud sound?wellbeing.c) observe practices that Learners could identify waysprotect us from effects ofof avoiding loud sound.loud sounds; Learners could pantomime ond) demonstrate willingnessdangers of loud sounds.to limit dangers fromloud sounds to self andothers.Core-competence to be development: Creativity and imagination when creating sound, dancing and pantomimingSelf-efficacy – discussing on how to avoid practices that brings about loud sound.Digital literacy: videosLinks to PCI’s: ESD: Environment and its Resources.Link to values: Responsibility.Life skills: Effective communication, learners produce sounds indifferent ways.Citizenship: Social cohesion, learners dance to different sounds.Links to other learning activity areas (s): Language: RecitingSuggested Community Service Learning activity:poems.Display messages that warn on harmful effects of loudNutrition and Health: Loss of hearing.sounds.Movement and creative Arts: Signing and dancing.Suggested non-formal activity to support learning throughSuggested assessment: Sound quiz, written questions.applicationCommunicate messages of avoiding loud sounds through clubsmovements and societies.Suggested Resources: Musical instruments, flash cards, pictures, video clips, and immediate environment.12
Assessment RubricSub-strandExceeding expectationProducingsoundsMeeting expectationLearner able to correctly andconsistently identify sourcesof sounds and creativelycreates sound.Sounds that alert Learner able to correctly andus on dangersconsistently make sounds,identify and discriminatessounds that alert on dangers.Learner able to correctlyidentify sources of soundsand creates sounds.Dangers of loudsoundsLearner able to correctlyobserve and appreciatepractices that protect selfand others from loudsounds.Learner able to correctly andconsistently observe andappreciate practices thatprotect self and others fromloud sounds.Learner able to correctlyidentify and discriminatessounds that alert ondangers.StrandSub-strandSpecific learning outcomes2.0 SocialenvironmentHomeEnvironment(20 lessons)2.1.1 Caring forthings found in thehomeBy the end of the sub-strand, thelearner should be able to:a) sign the various things foundin the home;b) care for things found in thehome;c) develop positive attitudetowards caring for things inthe home.13ApproachingexpectationLearner able to identifysome sources of soundsand creates some sounds.Learner able to rarelyidentify sources ofsounds or createssounds.Learner able toLearner able to rarelyoccasionally identify and identify anddiscriminate some sounds discriminate somethat alert on dangers.sounds that alert ondangers.Learner able toLearner able to rarelysometimes observe andobserves practices thatappreciate practices thatprotect one from loudprotect self and otherssounds.from loud sounds.Suggested learningexperiences Below expectationLearners could identifyand sign things found inthe home (utensils andfurniture).Learners could ide
GRADE 1: HEARING IMPAIRED LEARNERS Strand Sub-strand Specific learning outcomes Suggested learning experiences Key inquiry question(s) 1.0 Environment and its resources 1.1 Weather and Sky (10 lessons) sky 1.1.1 Observing the Sky with others By the end of the sub-strand, the learner should be able to: a) describe the appearance of
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