CBE · Upper Primary
Grade 4 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 4 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 4
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Natural and Built Environments
Compass Direction · Location and size of the County · Physical features in the County · Seasons in the County · Historic built environments in the County
People and Population
Inter-dependence of people
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: identify the four cardinal points of a compass. | The learner is guided to: brainstorm the four cardinal points. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: use the four cardinal points to give directions on a map. | The learner is guided to: practice giving directions to places using the four cardinal points. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: appreciate the use of four cardinal points in everyday life. | The learner is guided to: draw and label the four cardinal points. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: identify the four cardinal points of a compass. | The learner is guided to: play computer games on the compass direction for enjoyment. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: use the four cardinal points to give directions on a map. | The learner is guided to: use the four compass points to show direction on the interactive map to enrich the mapping skills. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Natural and Built Environments | Compass Direction | By the end of the lesson, the learner should be able to: appreciate the use of four cardinal points in everyday life. | The learner is guided to: brainstorm the four cardinal points. | How can we show direction of places? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Natural and Built Environments | Location and size of the County | By the end of the lesson, the learner should be able to: identify sub-counties in the counties. | The learner is guided to: brainstorm and identify sub-counties in their County. | Why is it important to learn the size and location of a county? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Natural and Built Environments | Location and size of the County | By the end of the lesson, the learner should be able to: locate the county in relation to neighboring counties. | The learner is guided to: use relevant print of digital resources to identify the location of the County in relation to neighbouring counties. | Why is it important to learn the size and location of a county? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Natural and Built Environments | Location and size of the County | By the end of the lesson, the learner should be able to: estimate the size of the county in relation to neighbouring counties. | The learner is guided to: discuss the size of the county in relation to the neigbouring counties. | Why is it important to learn the size and location of a county? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Natural and Built Environments | Location and size of the County | By the end of the lesson, the learner should be able to: acknowledge the location and size of the county. | The learner is guided to: sketch, colour, and display the map of the County in class. | Why is it important to learn the size and location of a county? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Natural and Built Environments | Location and size of the County | By the end of the lesson, the learner should be able to: identify sub-counties in the counties. | The learner is guided to: play games on the location of the county in relation to neighbouring counties. | Why is it important to learn the size and location of a county? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Natural and Built Environments | Physical features in the County | By the end of the lesson, the learner should be able to: identify the main physical features in the County. | The learner is guided to: brainstorm the main physical features in the County (Vegetation, mountains, hills, rivers, lakes, oceans, valleys and plains,); sketch the main physical features in the county. | Why are physical features important for a County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Natural and Built Environments | Physical features in the County | By the end of the lesson, the learner should be able to: illustrate the main physical features in the County. | The learner is guided to: use digital resources to draw or take photographs of the main physical features in the county. | Why are physical features important for a County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Natural and Built Environments | Physical features in the County | By the end of the lesson, the learner should be able to: state the importance of the main physical features in the County. | The learner is guided to: use print resources to draw or take photographs of the main physical features in the county; discuss the importance of the main physical features in the county and share the discussion points in class. | Why are physical features important for a County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Natural and Built Environments | Physical features in the County | By the end of the lesson, the learner should be able to: embrace responsible behavior to conserve physical features. | The learner is guided to: model some of the main physical features in the county. | Why are physical features important for a County? | Maps, atlases, photographs, charts, textbook, community resources | 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 4 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
People and Population
Inter-dependence of people · Population distribution
Culture and Social Organizations
Aspects of Traditional Culture in the County. · The school
Resources and Economic Activities
Resources in the County · Trade and Industries in the County · Enterprise Project at school
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | People and Population | Inter-dependence of people | By the end of the lesson, the learner should be able to: identify ways in which people depend on each other in the County; explain the benefits of inter-dependence of people in the County. | The learner is guided to: brainstorm in class the ways in which people depend on each other in the County; use print or digital resources to identify ways in which people depend on each other in the County; create a chart on benefits of interdependence among the people. | How do people in the County depend on each other?; Why should we support each other in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | People and Population | Inter-dependence of people | By the end of the lesson, the learner should be able to: appreciate inter-dependence of people in the County. | The learner is guided to: role-play inter-dependence of people (market, farming ,hospital, church, mosque); recite a poem about the importance of inter-dependence of people; find out from parents or guardians about the importance of inter-dependence of people and report back. | How do people in the County depend on each other?; Why should we support each other in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | People and Population | Population distribution | By the end of the lesson, the learner should be able to: describe patterns of population distribution in the County. | The learner is guided to: discuss population distribution in the County. | How is population spread out in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | People and Population | Population distribution | By the end of the lesson, the learner should be able to: design the patterns of population distribution in the County. | The learner is guided to: use a digital map or print of the County to identify the patterns of population, distribution in the County. | How is population spread out in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | People and Population | Population distribution | By the end of the lesson, the learner should be able to: appreciate population distribution in the County. | The learner is guided to: share the diagrams of the patterns on population distribution in class; use the map of the County to plot patterns of population distribution. | How is population spread out in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | People and Population | Population distribution | By the end of the lesson, the learner should be able to: describe patterns of population distribution in the County. | The learner is guided to: draw a map of the county showing population distribution. | How is population spread out in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | People and Population | Population distribution | By the end of the lesson, the learner should be able to: design the patterns of population distribution in the County. | The learner is guided to: display the map of the County in the appropriate learning corner. | How is population spread out in the County? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Culture and Social Organizations | Aspects of Traditional Culture in the County. | By the end of the lesson, the learner should be able to: identify aspects of traditional culture in the County. | The learner is guided to: brainstorm to identify aspects of traditional culture in the County. (dressing, food, housing, artefacts, sports and games, festivals and ceremonies); describe aspects of traditional culture in the County. | Why is culture important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Culture and Social Organizations | Aspects of Traditional Culture in the County. | By the end of the lesson, the learner should be able to: describe aspects of traditional culture in the County. | The learner is guided to: discuss the importance of traditional culture in the County. | Why is culture important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Culture and Social Organizations | Aspects of Traditional Culture in the County. | By the end of the lesson, the learner should be able to: appreciate the importance of traditional culture in the County. | The learner is guided to: collect and record aspects of traditional culture in the community. (pictures ,songs, artefacts, dress, food, paintings, tools). | Why is culture important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Culture and Social Organizations | Aspects of Traditional Culture in the County. | By the end of the lesson, the learner should be able to: identify aspects of traditional culture in the County. | The learner is guided to: display different aspects of traditional culture in class; conduct peer assessment of the displays. | Why is culture important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Culture and Social Organizations | The school | By the end of the lesson, the learner should be able to: narrate the history of the school. | The learner is guided to: gather information on “The history of the school” from the school administration and share in class; participate in the designing of school motto and rules; discuss the history of the school with others in class. | Why is it important to maintain discipline in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Culture and Social Organizations | The school | By the end of the lesson, the learner should be able to: recite the school motto; explain the values of the school. | The learner is guided to: recite the school motto; create a journal on the history of the school. | Why is it important to maintain discipline in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Culture and Social Organizations | The school | By the end of the lesson, the learner should be able to: desire to obey the school rules. | The learner is guided to: use digital or print resources to develop a poster on the school motto; use digital or print resources to develop a poster on the school values core values and display it in class; display, make a gallery walk and peer assess. | Why is it important to maintain discipline in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Resources and Economic Activities | Resources in the County | By the end of the lesson, the learner should be able to: identify the main resources found in the county. | The learner is guided to: use print or digital resources to; identify the main resources found in the county. | How can we conserve the resources found in the county? | Maps, atlases, photographs, charts, textbook, community resources | 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 4 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Resources and Economic Activities
Enterprise Project at school
Citizenship
Good citizenship in school · Peace · Human Rights
Governance in Kenya
Democracy in school · The County Governments in Kenya
in Kenya
Children’s Government in school
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Resources and Economic Activities | Enterprise Project at school | By the end of the lesson, the learner should be able to: Identify the projects that can be initiated at school; participate in initiating an enterprise project at school. | The learner is guided to: brainstorm and identify enterprise projects that can be undertaken at school; use digital or print resources to search for enterprise projects undertaken in schools; plan for a viable enterprise project at school; participate in the initiation and management of the enterprise project in the school. | How can enterprise projects have initiated and managed? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Resources and Economic Activities | Enterprise Project at school | By the end of the lesson, the learner should be able to: uphold ethics in managing the enterprise project money at the school; appreciate collective efforts in the success of enterprise project at school. | The learner is guided to: share responsibilities on the planned enterprise project; discuss ethical practices to be observed in managing the enterprise project (money, final products); undertake the enterprise project at school and evaluate its success; participate in the school entrepreneurship week. | How can enterprise projects have initiated and managed? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Citizenship | Good citizenship in school | By the end of the lesson, the learner should be able to: identify qualities of good citizens in school. | The learner is guided to: brainstorm qualities of a good citizen in school; discuss how to become a good citizen in school. | How can we demonstrate good citizenship in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Citizenship | Good citizenship in school | By the end of the lesson, the learner should be able to: exhibit qualities of good citizenship in school. | The learner is guided to: use digital or print resources to identify qualities of a good citizen in school; role play qualities of a good citizen in a school. | How can we demonstrate good citizenship in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Citizenship | Good citizenship in school | By the end of the lesson, the learner should be able to: appreciate qualities of good citizenship in school. | The learner is guided to: design a poster with qualities of a good citizen in school. | How can we demonstrate good citizenship in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Citizenship | Good citizenship in school | By the end of the lesson, the learner should be able to: identify qualities of good citizens in school. | The learner is guided to: engage a resource person to discuss the importance of good citizenship; write an essay on a good digital citizen (using technology in a positive way) and share the essays in class. | How can we demonstrate good citizenship in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Citizenship | Peace | By the end of the lesson, the learner should be able to: identify factors that promote peace in school. | The learner is guided to: discuss ways of promoting peace in school; brainstorm ways of living in peace with others; role-plays a peaceful situation. | How can we live in peace with others in school?; Why is it important to plan for a peace building activity in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Citizenship | Peace | By the end of the lesson, the learner should be able to: explain ways of living in peace with others in school. | The learner is guided to: use digital or print resources to create messages on peace and display them at strategic points in the school compound; brainstorm and identify peace activities that can be undertaken at school; use digital or print resources to find out examples of peace activities undertaken in schools (Peace gardens/nature trails, Peace corners, Peace competition essays). | How can we live in peace with others in school?; Why is it important to plan for a peace building activity in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Citizenship | Peace | By the end of the lesson, the learner should be able to: uphold peace in school. | The learner is guided to: plan a peace-building activity in the school; share responsibilities on the planned peace-building activity. | How can we live in peace with others in school?; Why is it important to plan for a peace building activity in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Citizenship | Peace | By the end of the lesson, the learner should be able to: appreciate living together in peace in society. | The learner is guided to: Design posters with peace-building messages; Participate in peacebuilding activities; Find out from parents and guardians the importance of upholding peace. | How can we live in peace with others in school?; Why is it important to plan for a peace building activity in school? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Citizenship | Human Rights | By the end of the lesson, the learner should be able to: identify forms of child abuse in the community. | The learner is guided to: brainstorm forms of child abuse in the community (Early and forced marriages, Female genital mutilation, Slavery, Child Trafficking, child labour, Sexual abuse, abuse of children with special needs); use digital or print resources to identify cultural practices that violate child rights in the community. | How can harmful cultural practices violate child rights in the community?; How can we protect ourselves from child abuse? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Citizenship | Human Rights | By the end of the lesson, the learner should be able to: identify cultural practices that are harmful to children. | The learner is guided to: engage a resource person to identify cultural practices that violate child rights in the community; discuss effects of child abuse in the community. | How can harmful cultural practices violate child rights in the community?; How can we protect ourselves from child abuse? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Citizenship | Human Rights | By the end of the lesson, the learner should be able to: explain effects of child abuse in the community; protect self and others from child abuse in the community. | The learner is guided to: design posters on the effects of child abuse in the community. | How can harmful cultural practices violate child rights in the community?; How can we protect ourselves from child abuse? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Citizenship | Human Rights | By the end of the lesson, the learner should be able to: desire to promote child Rights and responsibilities in the community. | The learner is guided to: sing songs and recite poems on the protection of self and others from child abuse in the community; participate in a campaign to promote child Rights and responsibilities in the community. | How can harmful cultural practices violate child rights in the community?; How can we protect ourselves from child abuse? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Governance in Kenya | Democracy in school | By the end of the lesson, the learner should be able to: identify democratic processes in the school. | The learner is guided to: discuss ways of practicing democracy in school; use digital or print resources to identify democratic processes in school; document democratic processes in school and community in a journal. | How can we practice democracy in school?; Why is democracy important in a school? | Maps, atlases, photographs, charts, textbook, community resources | 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.
More Grade 4 schemes of work
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 4 Social Studies 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.