CBE · Upper Primary
Grade 5 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 5 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 5
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Natural and Historic Built Environments
Location, position and size of Kenya · The Built Environments
Natural and 1.4 Historic Built Environments
Main physical features in Kenya
People, Population and Social Organisations
Langu age Groups in Kenya · Population distribution in Kenya · Culture and Social Organization of the African traditional education · School administration
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Natural and Historic Built Environments | Location, position and size of Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: draw a map of Kenya and indicate her neighbours. | What is the position of Kenya in relation to her neighbours? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Natural and Historic Built Environments | Location, position and size of Kenya | By the end of the lesson, the learner should be able to: identify the countries that neighbour Kenya. | The learner is guided to: use an atlas/appropriate media in groups to identify the position of Kenya in relation to her neighbours; acquire knowledge on their country as they discuss the position of Kenya in relation to her neighbours. | What is the position of Kenya in relation to her neighbours? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Natural and Historic Built Environments | Location, position and size of Kenya | By the end of the lesson, the learner should be able to: locate the position of Kenya in relation to her neighbours using a compass direction. | The learner is guided to: use appropriate media in pairs, to play games on locating places on a map. | What is the position of Kenya in relation to her neighbours? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Natural and Historic Built Environments | Location, position and size of Kenya | By the end of the lesson, the learner should be able to: value good relations between Kenya and her neighbours. | The learner is guided to: find out the size of Kenya using digital resources and share in class; draw a map of Kenya and indicate the size in square Kilometres. | What is the position of Kenya in relation to her neighbours? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Natural and Historic Built Environments | Location, position and size of Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: show love for their own country as they engage in self-driven tasks in composing songs and poems about Kenya and her neighbours. | What is the position of Kenya in relation to her neighbours? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Natural and 1.4 Historic Built Environments | Main physical features in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to; identify the main physical features in Kenya; show the main physical features in Kenya on a map. | The learner is guided to: appreciate diverse opinions as they brainstorm in groups, and identify physical features found in Kenya (relief and drainage); use digital technology to effectively accomplish own tasks as they use locate the main physical features in Kenya; locate the main physical features in Kenya using a sketch map or atlas; undertake tasks that encourage artistic expression as they draw a map of Kenya and locate the main physical features. | Why are physical features useful in a country? Question (s) Why do we experience different climatic conditions in Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Natural and 1.4 Historic Built Environments | Main physical features in Kenya | By the end of the lesson, the learner should be able to: value the physical features found in Kenya. Outcomes By the end of the sub strand, the learner should be able to; identify elements of weather in the environment. | The learner is guided to: engage in assigned roles of collecting and displaying maps and pictures showing the main physical features in Kenya; care for the physical features found in the immediate environment. Learner is guided to:; display team spirit as they brainstorm in groups the difference between weather and climate and share with peers discuss in groups elements of weather (rainfall, wind, temperature, cloud cover). | Why are physical features useful in a country? Question (s) Why do we experience different climatic conditions in Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Natural and 1.4 Historic Built Environments | Main physical features in Kenya | By the end of the lesson, the learner should be able to: show the main climatic regions in Kenya on a map; describe characteristics of the main climatic regions in Kenya; acknowledge the different climatic and climatic conditions in planning for day-to-day activities. | The learner is guided to: use digital maps/atlas to locate the main climatic regions of Kenya; speak engagingly by using facts as they discuss in groups the characteristics of the main climatic regions in Kenya; engage in assigned roles and duties as they undertake tasks that will require learners to organize ideas as they model in groups a map of Kenya showing the main climatic regions and display in class; find out from parents/guardians on the effects of extreme weather conditions. | Why are physical features useful in a country? Question (s) Why do we experience different climatic conditions in Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Natural and Historic Built Environments | The Built Environments | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: brainstorm the main historic built environments in Kenya (Museums, monuments, Cultural centres and historical buildings); use digital/print resources to identify historic built environments. | Why should we conserve the historic built environments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Natural and Historic Built Environments | The Built Environments | By the end of the lesson, the learner should be able to: identify the main historic built environments in Kenya. | The learner is guided to: use a map of Kenya, in groups, to locate some of the historic built environments; develop posters/ charts/flip cards with messages on importance of caring for historic built environments in Kenya. | Why should we conserve the historic built environments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Natural and Historic Built Environments | The Built Environments | By the end of the lesson, the learner should be able to: show the main historic built environments in Kenya on a map; apply strategies to conserve historic built environments for preservation of cultural heritage. | The learner is guided to: visit/virtual visit to a nearby historic built environment/library/cultural center and share experiences. | Why should we conserve the historic built environments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Natural and Historic Built Environments | The Built Environments | By the end of the lesson, the learner should be able to: appreciate the need for conserving historic built environments in Kenya. | The learner is guided to: seek advice from an appropriate person as they engage on ways of conserving historic built environment; participate in conservation activities for historic built environments within the locality. | Why should we conserve the historic built environments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | People, Population and Social Organisations | Langu age Groups in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: brainstorm in groups the main language groups in Kenya (The Nilotes, Bantu , Cushites). | How do we benefit by interacting with different language groups in Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | People, Population and Social Organisations | Langu age Groups in Kenya | By the end of the lesson, the learner should be able to: identify the main language groups in Kenya. | The learner is guided to: appreciate importance of oneness irrespective of individual differences as they discuss in groups ways in which different language groups depend on each other in Kenya. | How do we benefit by interacting with different language groups in Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | People, Population and Social Organisations | Langu age Groups in Kenya | By the end of the lesson, the learner should be able to: explain benefits of interdependence of language groups in Kenya. | The learner is guided to: engage a resource person to find out the benefits of interdependence of language groups in Kenya; develop relationships as they role-play scenarios that depict interdependence of language groups in Kenya. | How do we benefit by interacting with different language groups in Kenya? | 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 5 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Resources and Economic Activities
Resources in Kenya · Mining in Kenya · Fishing in Kenya · Wildlife and Tourism in Kenya · Development of Transport · Development of Communication
Political Systems and Governance
Traditional Leaders in Kenya
| 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 | Resources in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: brainstorm on resources found in Kenya such as land, minerals, water and forests and using appropriate media; undertake tasks that encourage artistic expression of ideas as they take a nature walk around the school locality to collect samples of resources found in Keny and share their findings in class. | Why is it important to use resources prudently?; How can we conserve resources in our society? | 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 | Resources in Kenya | By the end of the lesson, the learner should be able to: identify resources found in Kenya; use available resources prudently for conservation. | The learner is guided to: contribute to group decision making as they brainstorm on prudent use of available resources for conservation. | Why is it important to use resources prudently?; How can we conserve resources in our society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Resources and Economic Activities | Resources in Kenya | By the end of the lesson, the learner should be able to: Appreciate resources available in society. | The learner is guided to: Follow simple instructions to solve and seek help as the collect samples of resources found within the environment and display them in class; write a poem on prudent use of resources foundin Kenya. | Why is it important to use resources prudently?; How can we conserve resources in our society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Resources and Economic Activities | Mining in Kenya | By the end of the lesson, the learner should be able to: identify major minerals; found in Kenya. | The learner is guided to: listen keenly and actively as they brainstorm on minerals found in Kenya (Soda ash, Diatomite, limestone, Salt, petroleum); use digital or print resources to identify minerals found in Kenya. | How do we benefit from the minerals found in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Resources and Economic Activities | Mining in Kenya | By the end of the lesson, the learner should be able to: Locate the major minerals in the map of Kenya. | The learner is guided to: draw a map of Kenya and locate major minerals; engage with a resource person to discuss the importance of minerals in society; create posters on contribution of mining to the economy of Kenya. | How do we benefit from the minerals found in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Resources and Economic Activities | Mining in Kenya | By the end of the lesson, the learner should be able to: examine importance of minerals in Kenya; acknowledge the contribution of mining to the economy of Kenya. | The learner is guided to: visit a mining site/quarry in the locality to find out the importance of mining in our country and write a report; undertake tasks to generate new ideas as they create posters on the importance of mining in Kenya. | How do we benefit from the minerals found in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Resources and Economic Activities | Fishing in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand the learner should be able to. | The learner is guided to: Brainstorm on the main inland fishing grounds(Lake Victoria, Lake Turkana, Lake Naivasha, River Tana and River Athi ) in Kenya using digital resources/print media; draw a map of Kenya showing the. | Why is fishing important in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Resources and Economic Activities | Fishing in Kenya | By the end of the lesson, the learner should be able to: identify the main inland fishing grounds in Kenya. | The learner is guided to: main inland fishing grounds; show concerted effort to details as they discuss the contribution of fishing to the economy of Kenya and report in class. | Why is fishing important in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Resources and Economic Activities | Fishing in Kenya | By the end of the lesson, the learner should be able to: Locate the main inland fishing grounds in Kenya; explain the contribution of fishing to the economy of Kenya. | The learner is guided to: find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary. | Why is fishing important in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Resources and Economic Activities | Fishing in Kenya | By the end of the lesson, the learner should be able to: recognize fishing as an economic activity. | The learner is guided to: engage with a fisherman to discuss the contribution of fishing to the economy of Kenya; demonstrate creativity as they develop posters on the importance of fishing in Kenya and share. | Why is fishing important in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Resources and Economic Activities | Wildlife and Tourism in Kenya | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: Discuss and share on who is a tourist; Using digital or print resources to identify tourist attractions in Kenya using appropriate media. | Why is wildlife important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Resources and Economic Activities | Wildlife and Tourism in Kenya | By the end of the lesson, the learner should be able to: Identify the main tourist attractions in Kenya. | The learner is guided to: speak clearly and effectively as they brainstorm on main tourist attractions in Kenya (Wildlife, Historical Sites, Natural Sceneries); brainstorm on the difference between a game reserve and a national park. | Why is wildlife important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Resources and Economic Activities | Wildlife and Tourism in Kenya | By the end of the lesson, the learner should be able to: Locate the main game reserves and national parks in Kenya. | The learner is guided to: Draw a map of Kenya and show the main game reserves and national parks(Nairobi National Park, Tsavo National Park, Amboseli NationalPark , Maasai Mara Game reserve, and Kakamega National Forest Game Reserve). | Why is wildlife important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Resources and Economic Activities | Wildlife and Tourism in Kenya | By the end of the lesson, the learner should be able to: explain contributions of wildlife and tourism to the economy. | The learner is guided to: discuss the contributions of wildlife and tourism to the economy and do a presentation in class; speak clearly and effectively as they brainstorm and list down the contribution of tourism to the economy of Kenya. | Why is wildlife important? | 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 | Wildlife and Tourism in Kenya | By the end of the lesson, the learner should be able to: acknowledge the contribution of wildlife and tourism to the economy of Kenya. | The learner is guided to: display team spirit as they debate on the contribution of tourism to the economy of Kenya; write an essay on the contribution of tourism to the economy of Kenya. | Why is wildlife important? | 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 5 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Political Systems and Governance
Traditional Leaders in Kenya · Early forms of Govern ment in Kenya · Citizenship in Kenya · Human Rights · Democracy in Society · National Government
Political Systems and Governa nce
National Unity in Kenya
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Political Systems and Governance | Traditional Leaders in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to; Outline the leadership qualities of the selected traditional leaders in Kenya; illustrate the contributions of selected traditional leaders in the Kenya; recognize the role of traditional leaders in the community. | The learner is guided to: listen keenly and actively and show understanding of other people’s perspective as they brainstorm leadership qualities of the selected traditional leaders in Kenya(Kivoi wa Mwendwa and Mekatilili wa Menza); Observe pictures of selected traditional leaders in Kenya using appropriate media; develop self-discipline as they gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya; Illustrate the contributions of selected traditional leaders in Kenya using charts and display in class; Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya; Draw, colour and display in class pictures of selected traditional leaders. | Why are are traditional leaders important in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: Learner is guided to:. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: describe early forms of government among selected communities in Kenya. | The learner is guided to: brainstorm in pairs on forms of government in their community and share in class. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: compare early forms of government of the Maasai and Ameru. | The learner is guided to: communicate effectively in digital media and space as they use digital or print resources to describe early forms of government among the Maasai and Ameru; find out from the library or relevant sources the early forms of government among the Maasai and Ameru and present their findings in class. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: apply best practices from the early forms of government among selected communities in Kenya to modern governance. | The learner is guided to: develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: appreciate the importance of early forms of governance in Kenya. | The learner is guided to: show originality as they create a simple journal on best practices from early forms of government among the Maasai and the Ameru. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Political Systems and Governance | Early forms of Govern ment in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to. | The learner is guided to: Role play early forms of government among the Maasai or the Ameru. | How were communities ruled in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Political Systems and Governance | Citizenship in Kenya | By the end of the lesson, the learner should be able to: state how one becomes a citizen in Kenya. | The learner is guided to: in groups, discuss ways of becoming a Kenyan citizen; use digital resources to find out ways of becoming a Kenyan citizen and share in class. | How can we promote responsible citizenship? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Political Systems and Governance | Citizenship in Kenya | By the end of the lesson, the learner should be able to: explain the requirements for dual citizenship in Kenya; demonstrate good citizenship for personal and social well being. | The learner is guided to: debate on dual citizenship in Kenya; develop communication messages on good citizenship in our country; write an essay on what may happen if one lost Kenyan citizenship. | How can we promote responsible citizenship? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Political Systems and Governance | Citizenship in Kenya | By the end of the lesson, the learner should be able to: appreciate being a good citizen in the community. | The learner is guided to: create and recite poems on Kenyan citizenship; develop intergroup communication skills for promotion of peaceful coexistence as they develop communication messages on good citizenship and share with others in school. | How can we promote responsible citizenship? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Political Systems and Governa nce | National Unity in Kenya | By the end of the lesson, the learner should be able to: By the end of the sub strand, the learner should be able to; identify national symbols in Kenya. | The learner is guided to: brainstorm on national symbols in Kenya. (The Coat of arms, The national flag, the national anthem and the Public Seal) and share in class; use appropriate media to identify the national symbols in Kenya and share with others in class; undertake tasks that encourage artistic expression of ideas as they draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal). | How can we promote National unity in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Political Systems and Governa nce | National Unity in Kenya | By the end of the lesson, the learner should be able to: explain factors which promote national unity in Kenya; illustrate the national symbols using locally available materials. | The learner is guided to: develop national awareness to enhance connections between themselves and the larger community for social cohesion as they write down and sing the three stanzas of the National anthem of Kenya; understand the impact of person’s rights and responsibilities in society as they brainstorm factors which promote national unity in Kenya (National Symbols, National Days and National languages). | How can we promote National unity in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Political Systems and Governa nce | National Unity in Kenya | By the end of the lesson, the learner should be able to: develop national awareness to enhance connections between themselves and the larger community for social cohesion; embrace a sense of nationhood and patriotism for harmonious living. | The learner is guided to: use appropriate media to establish factors which promote national unity in Kenya; find out from parents/ guardians or elders about the National days in Kenya; write a report about national days in Kenya and share in class. | How can we promote National unity in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Political Systems and Governance | Human Rights | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to; identify the basic human rights in Kenya. | The learner is guided to: brainstorm on the meaning of Human Rights and share in class; undertake tasks that will enable them to come up with new ideas as they identify the basic human rights in Kenya using appropriate media and share in class. | Why is it important to respect human rights? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Political Systems and Governance | Human Rights | By the end of the lesson, the learner should be able to: explain the importance of human rights in society. | The learner is guided to: discuss the importance of human rights in society and present class presentations; develop posters to create awareness on the importance of respecting human rights in society. | Why is it important to respect human rights? | 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 5 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 5 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.