CBE · Senior School
Grade 12 History and Geography Scheme of Work — Terms 1, 2 and 3, 2026
A CBE History and Geography scheme of work for Grade 12 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 12
- Subject
- History and Geography
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PRACTICAL GEOGRAPHY
Map Reading and Interpretation · Statistical Methods · Elementary Surveying · Geographic Information Systems (GIS)
THEMES IN KENYAN HISTORY AND CITIZENSHIP
Critical Issues in Kenyan History and Citizenship · Contemporary migrations, settlements and expansion in Kenya · Colonialism in Contemporary Society · Major Economic developments and challenges in Kenya since independence · Implementation of the Constitution of Kenya (2010) · Structure and functions of the National Government of Kenya
NATURAL SYSTEMS AND PROCESSES
Action of wind and water in arid areas · Lakes
THEMES IN AFRICAN HISTORY AND CITIZENSHIP
Human developmen ts in Africa
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate relief using a cross-section on a topographical map. | The learner is guided to: brainstorm on the meaning of a cross-section and share in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: calculate and interpret vertical exaggeration and gradient of a section of a topographical map. | The learner is guided to: draw a cross-section of part of a topographical map and display in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: determine the intervisibility of points on a topographical map. | The learner is guided to: use digital or print resources to research on how vertical exaggeration and gradient are calculated and interpreted and make notes. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate significance of interpreting relief on a topographical map in day-to-day life. | The learner is guided to: calculate and interpret vertical exaggeration and gradient of a section of a topographical map and share in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate relief using a cross-section on a topographical map. | The learner is guided to: watch video clips on how to determine the intervisibility of points on a topographical map and take notes. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: discuss the strategies the Kenyans used to attain democratic liberation up to the early 21st Century. | The learner is guided to: cite examples to explain the strategies the Kenyans used to attain democratic liberation up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: investigate factors that influenced liberation struggles during and after the colonial period in Kenya up to the early 21st Century. | The learner is guided to: research using print/non print resources to collect information on the factors that influenced liberation struggles during and after the colonial period in Kenya up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: analyse post-independence measures applied to promote political and economic developments up to the early 21st century. | The learner is guided to: use charts to compile information on post-independence measures applied to promote political, and economic developments up to the early 21st century and display. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: acknowledge the strategies Kenyans used to achieve democratic liberation up to the early 21st Century. | The learner is guided to: write key messages on strategies Kenyans used to achieve democratic liberation up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: discuss the strategies the Kenyans used to attain democratic liberation up to the early 21st Century. | The learner is guided to: cite examples to explain the strategies the Kenyans used to attain democratic liberation up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: calculate and interpret vertical exaggeration and gradient of a section of a topographical map. | The learner is guided to: use the cross section to determine intervisibility of points on a topographical map and share in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: determine the intervisibility of points on a topographical map. | The learner is guided to: create a poster on the significance of interpreting relief on a topographical map in day-to-day life and display in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: appreciate significance of interpreting relief on a topographical map in day-to-day life. | The learner is guided to: brainstorm on the meaning of a cross-section and share in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: illustrate relief using a cross-section on a topographical map. | The learner is guided to: draw a cross-section of part of a topographical map and display in class. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PRACTICAL GEOGRAPHY | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: calculate and interpret vertical exaggeration and gradient of a section of a topographical map. | The learner is guided to: use digital or print resources to research on how vertical exaggeration and gradient are calculated and interpreted and make notes. | Why interpret relief on a topographical map? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: investigate factors that influenced liberation struggles during and after the colonial period in Kenya up to the early 21st Century. | The learner is guided to: research using print/non print resources to collect information on the factors that influenced liberation struggles during and after the colonial period in Kenya up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: analyse post-independence measures applied to promote political and economic developments up to the early 21st century. | The learner is guided to: use charts to compile information on post-independence measures applied to promote political, and economic developments up to the early 21st century and display. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Critical Issues in Kenyan History and Citizenship | By the end of the lesson, the learner should be able to: acknowledge the strategies Kenyans used to achieve democratic liberation up to the early 21st Century. | The learner is guided to: write key messages on strategies Kenyans used to achieve democratic liberation up to the early 21st Century. | How did the civil society organisations contribute to Kenya’s democratic struggle?; What roles did the churches in Kenya’s democratic struggle?; How did education help Kenyans fight against colonial injustices? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: examine factors that influence contemporary migrations, settlement and expansion in Kenya. | The learner is guided to: investigate on the key factors responsible for contemporary migrations and expansion in Kenya (economic, social, political, and environmental factors). | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: investigate the challenges faced by selected contemporary migratory groups in Kenya. | The learner is guided to: engage with a resource person to discuss the challenges faced by selected contemporary migratory groups( Education-related migrants, pastoral and climate- Induced migrants,professional/ 2. skilled migrants, labour migrants,business and trade migrants, refugees and asylum seekers)in Kenya. | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore the methods of presenting statistical data of a geographical phenomenon. | The learner is guided to: brainstorm on methods of presenting statistical data of a geographical phenomenon (dot maps, simple wind rose and choropleth maps) and share in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: illustrate the different methods of presenting statistical data in geography. | The learner is guided to: use digital or print resources to research on dot maps, simple wind rose and choropleth maps as methods of presenting statistical data and make notes. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: value the importance of presenting statistical data in geographical studies. | The learner is guided to: discuss the uses, advantages and disadvantages of the methods and share in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore the methods of presenting statistical data of a geographical phenomenon. | The learner is guided to: use dot maps, simple wind rose and choropleth maps to represent statistical data of a geographical phenomenon and share in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: illustrate the different methods of presenting statistical data in geography. | The learner is guided to: draw dot maps, simple wind rose and choropleth maps and display in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: classify the impact of contemporary migrations,settlements and expansion. | The learner is guided to: use research to classify the impact of contemporary migration,settlements and expansion (economic, social, political and environmental factors). | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: propose solutions to challenges posed by contemporary migrations,settlements and expansion in Kenya. | The learner is guided to: use print/non print resources to search for solutions to address the challenges posed by contemporary migrations and settlement patterns in Kenya, and make presentations. | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: advocate for an end to the challenges faced by selected contemporary migratory groups in Kenya. | The learner is guided to: compose poems/songs /positive slogans on an end to the challenges faced by selected contemporary migratory groups in Kenya. | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: examine factors that influence contemporary migrations, settlement and expansion in Kenya. | The learner is guided to: investigate on the key factors responsible for contemporary migrations and expansion in Kenya (economic, social, political, and environmental factors). | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: investigate the challenges faced by selected contemporary migratory groups in Kenya. | The learner is guided to: engage with a resource person to discuss the challenges faced by selected contemporary migratory groups( Education-related migrants, pastoral and climate- Induced migrants,professional/ 2. skilled migrants, labour migrants,business and trade migrants, refugees and asylum seekers)in Kenya. | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: value the importance of presenting statistical data in geographical studies. | The learner is guided to: carry out a field study on a geographical phenomenon in the school neighbourhood and present findings using dot maps or simple wind rose or choropleth maps and display in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: explore the methods of presenting statistical data of a geographical phenomenon. | The learner is guided to: discuss the importance of using dot maps, simple wind rose and choropleth maps in presenting statistical data in geographical studies and share in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PRACTICAL GEOGRAPHY | Statistical Methods | By the end of the lesson, the learner should be able to: illustrate the different methods of presenting statistical data in geography. | The learner is guided to: brainstorm on methods of presenting statistical data of a geographical phenomenon (dot maps, simple wind rose and choropleth maps) and share in class. | How does presentation of statistical data enhance the understanding of geographical phenomena? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: Describe the basic instruments used in cadastral surveying in the world. | The learner is guided to: brainstorm on basic instruments used in cadastral surveying in the world and share in class. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: explain the methods of cadastral surveying in the society. | The learner is guided to: use digital or print resources to research on basic cadastral surveying instruments (tapes, ranging rods, GPS, 3D scanners, safety gears, total station and markers) in the world and make notes. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: classify the impact of contemporary migrations,settlements and expansion. | The learner is guided to: use research to classify the impact of contemporary migration,settlements and expansion (economic, social, political and environmental factors). | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Contemporary migrations, settlements and expansion in Kenya | By the end of the lesson, the learner should be able to: propose solutions to challenges posed by contemporary migrations,settlements and expansion in Kenya. | The learner is guided to: use print/non print resources to search for solutions to address the challenges posed by contemporary migrations and settlement patterns in Kenya, and make presentations. | Which factors have contributed to the rise of refugees and asylum seekers in Kenya (particularly from Somalia and South Sudan) What measures can be taken to settle contemporary migrants in Kenya? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: By the end of this sub strand, Learner should be able to:. | The learner is guided to: identify and categorise types of modern colonialism (economic, political, cultural, technological, educational, and military) using real-life examples from Kenya. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: classify types of contemporary colonialism in reference to Kenya. | The learner is guided to: use digital/non print materials to explain how the causes of modern colonialism have contributed to continued dependence. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: analyse how the causes of modern colonialism have contributed to continued dependence. | The learner is guided to: research using digital/print on the the positive and negative effects of modern colonialism in Kenya and present the findings. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: analyse the stages of conducting cadastral surveying in the community. | The learner is guided to: discuss the uses of basic instruments in cadastral surveying and present in class. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: apply elementary surveying skills to carry out a practical task on cadastral surveying in the school compound. | The learner is guided to: engage a resource person to discuss stages of conducting cadastral surveying (preparation and planning, reconnaissance, field data collection, data processing, map and plan preparation, boundary marking and validation and registration and record keeping) and take notes. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: appreciate the importance of cadastral surveying in day-to-day life. | The learner is guided to: carry out a practical task on cadastral surveying using instruments such as (tapes, ranging rods, GPS and markers) and present in class. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: Describe the basic instruments used in cadastral surveying in the world. | The learner is guided to: discuss the importance of cadastral surveying in day-to-day life and share in class. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PRACTICAL GEOGRAPHY | Elementary Surveying | By the end of the lesson, the learner should be able to: explain the methods of cadastral surveying in the society. | The learner is guided to: brainstorm on basic instruments used in cadastral surveying in the world and share in class. | Why is cadastral surveying important in day-to-day life? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: evaluate the positive and negative effects of modern colonialism in Kenya. | The learner is guided to: discuss and share strategies to eliminate features of neo-colonialism in Kenya. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: propose strategies to eliminate features of neo-colonialism in Kenya. | The learner is guided to: design awareness campaigns using posters /social media content/ short films and podcasts on the elimination of different forms of contemporary colonialism in Kenya. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: advocate for the elimination of different forms of contemporary colonialism in Kenya. | The learner is guided to: identify and categorise types of modern colonialism (economic, political, cultural, technological, educational, and military) using real-life examples from Kenya. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: By the end of this sub strand, Learner should be able to:. | The learner is guided to: use digital/non print materials to explain how the causes of modern colonialism have contributed to continued dependence. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN KENYAN HISTORY AND CITIZENSHIP | Colonialism in Contemporary Society | By the end of the lesson, the learner should be able to: classify types of contemporary colonialism in reference to Kenya. | The learner is guided to: research using digital/print on the the positive and negative effects of modern colonialism in Kenya and present the findings. | How did the colonial land policies impact on different ethnic groups in Kenya?; In what ways did colonial education systems in Kenya contribute to social stratification? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 12 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL SYSTEMS AND PROCESSES
Lakes · Oceans, Seas and Coasts · Underground Water · Karst Scenery · Glaciation
THEMES IN AFRICAN HISTORY AND CITIZENSHIP
Human developmen ts in Africa · African Civilisations · Social, Economic and Political changes during the colonial period · Social and Economic Development and challenges in independent Africa · Conflict Resolutions in Independent Africa to be developed: and problem studies/ Africa. National and global
THEMES IN WORLD HISTORY AND CITIZENSHIP
The Russian Revolution · International Organisations
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: explore the classification of lakes according to mode of formation. | The learner is guided to: brainstorm on the classification of lakes according to mode of formation and share in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: examine the significance of lakes in the world. | The learner is guided to: use digital or print resources to research on the significance of lakes in the world and make notes. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: analyse the socio-economic contribution of the selected lakes in the world. | The learner is guided to: watch documentaries on the significance of lakes in the world and make notes. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: examine the environmental concerns associated with lakes in Kenya. | The learner is guided to: discuss the socio-economic contribution of the selected lakes (Turkana, Kariba and Baikal) and share in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: appreciate the contribution of lakes to national development. | The learner is guided to: draw the map of the world and locate the selected lakes and display in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: By the end of the Sub-strand, Learner should be able to. | The learner is guided to: Learner will be guided to:. | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: explain how different economic activities emerged, evolved, and spread across Africa up to the Iron Age. | The learner is guided to: brainstorm and prepare charts/posters on various aspects of early economic developments in Africa (crop cultivation in Ethiopian Highlands , pastoralism in Sahel region, trade in Nile Valley). | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: describe the theories that explain the origin and spread of economic activities in Africa. | The learner is guided to: use print/non-print media to research on the theories that explain the origin and spread of economic activities in Africa. | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: determine the factors that led to development and spread of Iron age,early industries and urban centres in Africa. | The learner is guided to: present case studies on the factors that led to development and spread of Iron age,early industries and urban centres in Africa and share the findings. | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: justify the impact of the Iron Age, early industries, and urban centres in Africa on Africa and other continents. | The learner is guided to: use relevant examples to justify the impact of the Iron Age, early industries, and urban centres in Africa on Africa and other continents (from Regional ,continental and global contexts). | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: explore the classification of lakes according to mode of formation. | The learner is guided to: watch video clips on environmental concerns associated with lakes in Kenya and take notes. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: examine the significance of lakes in the world. | The learner is guided to: discuss possible solutions to environmental concerns associated with lakes in Kenya and share in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: analyse the socio-economic contribution of the selected lakes in the world. | The learner is guided to: use digital devices to create communication messages on the contribution of lakes to national development and display in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: examine the environmental concerns associated with lakes in Kenya. | The learner is guided to: brainstorm on the classification of lakes according to mode of formation and share in class. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: appreciate the contribution of lakes to national development. | The learner is guided to: use digital or print resources to research on the significance of lakes in the world and make notes. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: appreciate the significance of early human developments in Africa. | The learner is guided to: prepare a documentary/an article on the significance of early human developments in Africa. | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Human developmen ts in Africa | By the end of the lesson, the learner should be able to: By the end of the Sub-strand, Learner should be able to. | The learner is guided to: Learner will be guided to:. | Why was the Iron Age an important technological advancement in Africa?; Which examples of early forms of industry are still relevant in society? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: explore factors that led to the growth of the selected Civilisations in West Africa and North Africa. | The learner is guided to: use print and digital media to examine factors that led to the growth of the selected Civilisations in West Africa and North Africa (Benin Kingdom Kanem Bornu, Mamluk and Beni Abbas ). | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: illustrate similarities and differences in the causes of decline among selected civilisations in West and North Africa. | The learner is guided to: watch documentaries to analyse the similarities and differences in the causes of decline among selected civilisations in West and North Africa ( Benin Kingdom, Kanem Bornu, Mamluk and Beni Abbas ). | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: apply lessons from selected West and North African civilisations to design solutions to challenges facing African nations. | The learner is guided to: use case studies to apply lessons from selected West and North African civilisations to design solutions to challenges facing African nations. | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NATURAL SYSTEMS AND PROCESSES | Lakes | By the end of the lesson, the learner should be able to: explore the classification of lakes according to mode of formation. | The learner is guided to: watch documentaries on the significance of lakes in the world and make notes. | Why the global, concerns about lakes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explain the nature of ocean and sea waters in the world. | The learner is guided to: brainstorm on the nature of ocean and sea waters in the world and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explore water movements in oceans and seas. | The learner is guided to: use digital or print resources to research on water movements in oceans and seas (vertical and horizontal) and make notes. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: examine wave action and resultant features along the coast. | The learner is guided to: watch video clips on wave action along the coast and take notes. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: describe the types of coasts in the world. | The learner is guided to: draw the features resulting from wave action and display in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: appreciate the factors that led to the growth of the selected Civilisations in West Africa and North Africa. | The learner is guided to: political,socio-cultural and economic organisation). | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: explore factors that led to the growth of the selected Civilisations in West Africa and North Africa. | The learner is guided to: write an essay on the factors that led to the growth of the selected kingdoms in West Africa and North Africa. | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: illustrate similarities and differences in the causes of decline among selected civilisations in West and North Africa. | The learner is guided to: use print and digital media to examine factors that led to the growth of the selected Civilisations in West Africa and North Africa (Benin Kingdom Kanem Bornu, Mamluk and Beni Abbas ). | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | African Civilisations | By the end of the lesson, the learner should be able to: apply lessons from selected West and North African civilisations to design solutions to challenges facing African nations. | The learner is guided to: watch documentaries to analyse the similarities and differences in the causes of decline among selected civilisations in West and North Africa ( Benin Kingdom, Kanem Bornu, Mamluk and Beni Abbas ). | How did strategic location lead to the development of African kingdoms?; What is the relationship between government structures of selected kingdoms and those of modern governments? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: By the end of this Sub strand, Learner should be able to:. | The learner is guided to: Learner should be guided to:. | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: assess the environmental concerns associated with oceans and seas. | The learner is guided to: discuss types of coasts in the world and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: recognise the significance of oceans and the resultant features on human activities. | The learner is guided to: engage a resource person to discuss about significance of oceans (including blue economy) and the resultant features on human activities and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explain the nature of ocean and sea waters in the world. | The learner is guided to: discuss the environmental concerns associated with oceans and seas (pollution, climatic change, oceanic disputes) and present in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explore water movements in oceans and seas. | The learner is guided to: create posters on the significance of oceans and the resultant features on human activities and display in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: examine wave action and resultant features along the coast. | The learner is guided to: brainstorm on the nature of ocean and sea waters in the world and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: examine the strategies applied by European nations to justify dominance and control of Africa. | The learner is guided to: brainstorm on strategies applied by European nations to justify dominance and control of Africa (social, political and economic). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: describe social, economic and political changes during colonial period. | The learner is guided to: carry out research on social, political and economic changes during the colonial period in Africa in reference to (Portugal, Italy, Spain). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: categorise the impact of European colonisation on Africa. | The learner is guided to: watch video clips/documentaries on the impact of European colonisation on Africa (use summary case studies from North,West,Central,East and South Africa). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: utilise lessons from colonial social, political, and economic changes to assess their impact on modern African communities. | The learner is guided to: draw lessons from colonial social, political, and economic changes to assess their impact on modern African communities and present using available resources. | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: promote positive social, political and economic changes in modern African nations. | The learner is guided to: write key messages /slogans depicting promotion of positive social, political and economic changes in modern African nations and share findings. | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: describe the types of coasts in the world. | The learner is guided to: use digital or print resources to research on water movements in oceans and seas (vertical and horizontal) and make notes. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: assess the environmental concerns associated with oceans and seas. | The learner is guided to: watch video clips on wave action along the coast and take notes. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: recognise the significance of oceans and the resultant features on human activities. | The learner is guided to: draw the features resulting from wave action and display in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explain the nature of ocean and sea waters in the world. | The learner is guided to: discuss types of coasts in the world and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NATURAL SYSTEMS AND PROCESSES | Oceans, Seas and Coasts | By the end of the lesson, the learner should be able to: explore water movements in oceans and seas. | The learner is guided to: engage a resource person to discuss about significance of oceans (including blue economy) and the resultant features on human activities and share in class. | Why is the study of oceans and seas important? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: By the end of this Sub strand, Learner should be able to:. | The learner is guided to: Learner should be guided to:. | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: examine the strategies applied by European nations to justify dominance and control of Africa. | The learner is guided to: brainstorm on strategies applied by European nations to justify dominance and control of Africa (social, political and economic). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: describe social, economic and political changes during colonial period. | The learner is guided to: carry out research on social, political and economic changes during the colonial period in Africa in reference to (Portugal, Italy, Spain). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social, Economic and Political changes during the colonial period | By the end of the lesson, the learner should be able to: categorise the impact of European colonisation on Africa. | The learner is guided to: watch video clips/documentaries on the impact of European colonisation on Africa (use summary case studies from North,West,Central,East and South Africa). | How relevant were the Social, Political and Economic strategies applied by Europeans to justify dominance and control?; How did economic changes introduced during the colonial period affect the modern economy of Africa?; Which skills and values do you require to advocate against neo-colonialism? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN AFRICAN HISTORY AND CITIZENSHIP | Social and Economic Development and challenges in independent Africa | By the end of the lesson, the learner should be able to: By the end of the Sub-strand Learner should be able to. | The learner is guided to: use case studies on examine factors leading to socio-economic developments in independent Africa and write essays (Namibia, Burkina Faso, Libya and Ethiopia). | What lessons can other African countries learn from the Social and economic development in the selected countries?; How do socio-economic development in independent Africa compare to those of the rest of the world? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 12 History and Geography scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL SYSTEMS AND PROCESSES
Glaciation
THEMES IN WORLD HISTORY AND CITIZENSHIP
International Organisations · International conventions on Human rights for special groups · African Diaspora · 3 rd Generation Industrial Revolution
HUMAN AND ECONOMIC ACTIVITIES
Fishing · Trade · Settlement and urbanisation
Contemporary Themes in History and Citizenship
The 4 th Generation of Industrial Revolution · Peace and conflict transformatio n at the global level.
THEMES IN CONTEMPORARY HISTORY AND
Kenyan innovations and their adoption in other nations
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: explore the terms associated with glaciation in the environment. | The learner is guided to: think, pair and share on the terms (glaciation, glaciers, ice sheets, ice caps, ice bergs) and share in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: illustrate the distribution of glaciers in the world map. | The learner is guided to: use digital or print resources to locate the distribution of glaciers in the world map and make notes. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: explain the processes of glaciation in the environment. | The learner is guided to: draw a map of the world showing the distribution of glaciers and display in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: describe resultant features of glaciation in highland and lowland areas. | The learner is guided to: watch video clips on the processes of glaciation and resultant features in the environment and take notes. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: examine environmental concern associated with glaciation. | The learner is guided to: discuss the resultant features of glaciation in highland and lowland areas and share in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Organisations | By the end of the lesson, the learner should be able to: By the end of the Sub strand, Learner should be able to; discuss the functions of the selected United Nations agencies. | The learner is guided to: research on the functions of selected United Nations agencies (UNESCO, UNICEF, UNHCR, WHO and WTO ). | Why was the UN formed in 1945?; How has BRICS plus affected world trade? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Organisations | By the end of the lesson, the learner should be able to: assess the achievements and challenges that selected United Nations agencies face in achieving their mandate. | The learner is guided to: use digital/print resources to discuss the achievements and challenges that selected United Nations agencies face in achieving their mandate. | Why was the UN formed in 1945?; How has BRICS plus affected world trade? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Organisations | By the end of the lesson, the learner should be able to: compare the role of World Trade Organisation (WTO) and Brazil, Russia, India, China and South Africa (BRICS Plus ) in enhancing trade and economic development. | The learner is guided to: use print/non print materials to research and distinguish role of (WTO) and BRICs in enhancing trade and economic development ( World Trade Organisation ( WTO) and Brazil, Russia, India, China and South Africa (BRICS Plus); engage face to face or interact with a virtual expert on possible solutions to the challenges faced by selected United ,Nations agencies in achieving their mandate and discuss. | Why was the UN formed in 1945?; How has BRICS plus affected world trade? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International Organisations | By the end of the lesson, the learner should be able to: propose possible solutions to the challenges faced by selected United Nations agencies and BRICS in achieving their mandate; appreciate the achievements by selected United Nations agencies and BRICS in achieving their mandate. | The learner is guided to: create awareness messages using posters/stories/podcasts on the achievements by selected United Nations agencies in achieving their mandate. | Why was the UN formed in 1945?; How has BRICS plus affected world trade? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: By the end of this sub strand, learner should be able to:. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: appreciate the significance of glaciation to the community. | The learner is guided to: draw the resultant features of glaciation in highland and lowland areas and display in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: explore the terms associated with glaciation in the environment. | The learner is guided to: use digital or print resources to research on environmental concerns of glaciation and make notes. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: illustrate the distribution of glaciers in the world map. | The learner is guided to: write communication messages to create awareness on environmental concerns associated with glaciation. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: explain the processes of glaciation in the environment. | The learner is guided to: write essays on significance of glaciation to the community and share in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: describe resultant features of glaciation in highland and lowland areas. | The learner is guided to: think, pair and share on the terms (glaciation, glaciers, ice sheets, ice caps, ice bergs) and share in class. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: analyse the different categories of special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: examine unique human rights for selected special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: explain the achievement and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: propose possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: embrace achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: explain the factors influencing fishing in the world. | The learner is guided to: brainstorm on the factors influencing fishing in the world and share in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: examine the major fishing grounds in the world. | The learner is guided to: use digital and print resources to research on the major fishing grounds in the world and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: describe the types of fish and fishing methods in the world. | The learner is guided to: draw a map of the world showing the major fishing grounds and display in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: analyse fish farming in the selected countries in the world. | The learner is guided to: carry out library research on types of fish (pelagic, demersal, anadromous) and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NATURAL SYSTEMS AND PROCESSES | Glaciation | By the end of the lesson, the learner should be able to: examine environmental concern associated with glaciation. | The learner is guided to: use digital or print resources to locate the distribution of glaciers in the world map and make notes. | How does glaciation impact human communities globally? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: By the end of this sub strand, learner should be able to:. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: analyse the different categories of special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: examine unique human rights for selected special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | International conventions on Human rights for special groups | By the end of the lesson, the learner should be able to: explain the achievement and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights. | The learner is guided to: discuss in groups the different categories of special groups as per the International Conventions on Human Rights(Disabled persons, refugees, asylum seekers, vulnerable , informal settlement dwellers,marginalized ethnic groups,Internally Displaced Persons (DPs), use print or non-print resources to identify the unique human rights for special groups as per the International Conventions on Human Rights, debate on achievements and challenges facing implementation of human rights for special groups as per the International Conventions on Human Rights, write an essay possible solutions to the challenges faced in implementation of human rights for special groups as per the International Conventions on Human Rights and peer critique, Compose key messages/slogans on achievements in the implementation of human rights for special groups according to the International Conventions on Human Rights. | Why do special groups require unique human rights?; What are the benefits of respecting the human rights of special groups? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: explain the origin of the concept African diaspora. | The learner is guided to: brainstorm on the difference between voluntary migration and forced migration, discuss the origin of concept of African diaspora(the movement, dispersal, and settlement of African people across the world), use digital/print resources. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: assess the problems facing fishing industry and possible solutions in Kenya. | The learner is guided to: discuss the fishing methods in the world and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: value the importance of fishing in the world. | The learner is guided to: draw the fishing methods in the world and display in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: explain the factors influencing fishing in the world. | The learner is guided to: watch video clips on fishing methods in the world and take notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: examine the major fishing grounds in the world. | The learner is guided to: use print or digital resources to research on fish farming in the selected countries in the world (Kenya, Egypt and China) and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: describe the types of fish and fishing methods in the world. | The learner is guided to: create posters on problems facing fishing industry and possible solutions in Kenya and display in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: analyse factors that led to the origin and establishment of African diaspora. | The learner is guided to: discuss the solutions to the challenges faced by Africans in the diaspora,and present using available digital resources, create posters/e-messages/podcasts on embrace respect for equality of all races. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: examine the solutions to the challenges faced by Africans in the diaspora. | The learner is guided to: brainstorm on the difference between voluntary migration and forced migration, discuss the origin of concept of African diaspora(the movement, dispersal, and settlement of African people across the world), use digital/print resources. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: illustrate how the African Diaspora link Africa to the rest of the world. | The learner is guided to: discuss the solutions to the challenges faced by Africans in the diaspora,and present using available digital resources, create posters/e-messages/podcasts on embrace respect for equality of all races. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: embrace respect for equality of all races. | The learner is guided to: brainstorm on the difference between voluntary migration and forced migration, discuss the origin of concept of African diaspora(the movement, dispersal, and settlement of African people across the world), use digital/print resources. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: explain the origin of the concept African diaspora. | The learner is guided to: discuss the solutions to the challenges faced by Africans in the diaspora,and present using available digital resources, create posters/e-messages/podcasts on embrace respect for equality of all races. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: analyse fish farming in the selected countries in the world. | The learner is guided to: debate on the importance of fishing in the world and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: assess the problems facing fishing industry and possible solutions in Kenya. | The learner is guided to: brainstorm on the factors influencing fishing in the world and share in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: value the importance of fishing in the world. | The learner is guided to: use digital and print resources to research on the major fishing grounds in the world and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: explain the factors influencing fishing in the world. | The learner is guided to: draw a map of the world showing the major fishing grounds and display in class. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | HUMAN AND ECONOMIC ACTIVITIES | Fishing | By the end of the lesson, the learner should be able to: examine the major fishing grounds in the world. | The learner is guided to: carry out library research on types of fish (pelagic, demersal, anadromous) and make notes. | How do fishing methods impact on sustainability of fish production? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: analyse factors that led to the origin and establishment of African diaspora. | The learner is guided to: brainstorm on the difference between voluntary migration and forced migration, discuss the origin of concept of African diaspora(the movement, dispersal, and settlement of African people across the world), use digital/print resources. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: examine the solutions to the challenges faced by Africans in the diaspora. | The learner is guided to: discuss the solutions to the challenges faced by Africans in the diaspora,and present using available digital resources, create posters/e-messages/podcasts on embrace respect for equality of all races. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 8 | THEMES IN WORLD HISTORY AND CITIZENSHIP | African Diaspora | By the end of the lesson, the learner should be able to: illustrate how the African Diaspora link Africa to the rest of the world. | The learner is guided to: brainstorm on the difference between voluntary migration and forced migration, discuss the origin of concept of African diaspora(the movement, dispersal, and settlement of African people across the world), use digital/print resources. | What are the factors influencing migration out of Africa?; How are members of the African diaspora maintain contact with their home countries? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 9 | THEMES IN WORLD HISTORY AND CITIZENSHIP | 3 rd Generation Industrial Revolution | By the end of the lesson, the learner should be able to: trace the origin and characteristics of the 3rd Generation Industrial Revolution. | The learner is guided to: brainstorm on the 3 rd Generation Industrial Revolution and write a report for class presentation. | How has the use of ICT improved human life?; What is the role of ICT manufacturing processes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 10 | THEMES IN WORLD HISTORY AND CITIZENSHIP | 3 rd Generation Industrial Revolution | By the end of the lesson, the learner should be able to: discuss the factors that contributed to major advancements in the computer age in selected parts of world. | The learner is guided to: research on the factors that contributed to major advancements in the computer age in selected parts of the world (Brazil, South Korea & Germany). | How has the use of ICT improved human life?; What is the role of ICT manufacturing processes? | Maps, atlases, photographs, artefacts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 12 History and Geography so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.