CBE · Upper Primary
Grade 6 Science and Technology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Science and Technology scheme of work for Grade 6 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 6
- Subject
- Science and Technology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Fungi · Fungi - Importance of Fungi (food, fermentation, health and medicine) Note: scientific names and details on application of fungi in food processing not required · Invertebrates · Invertebrates - Importance of invertebrates (food, pollination, soil aeration, pests, transmission of diseases) Note: scientific names not required · Human circulatory system · Human circulatory system - Parts of the heart and their functions · Human circulatory system - Major blood vessels and their functions · Human circulatory system - Compone nts of blood and their functions · Human circulatory system - symptom s and preventio n of common health condition s of the human circulator y system, (hardenin g of arteries, high blood pressure and heart attack)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: identify common fungi in the environment. | The learner is guided to: use print and non-print materials to search for images of common fungi such as puffballs, toadstools, mushrooms and moulds, share findings with peers. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi - Importance of Fungi (food, fermentation, health and medicine) Note: scientific names and details on application of fungi in food processing not required | By the end of the lesson, the learner should be able to: describe the importance of fungi in nature. | The learner is guided to: take a walk in the school compound and the adjacent environment to observe and identify different types of Fungi. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: appreciate the importance of fungi in the economy. | The learner is guided to: grow moulds on available food materials, observe and share with peers. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: identify common fungi in the environment. | The learner is guided to: use print and non-print materials to search for information on the economic importance of moulds, yeast and mushrooms. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: describe the importance of fungi in nature. | The learner is guided to: record and discuss with peers. Note: -Learners are guided to observe precautions and safe disposal of wastes when handling fungi. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: appreciate the importance of fungi in the economy. | The learner is guided to: use print and non-print materials to search for images of common fungi such as puffballs, toadstools, mushrooms and moulds, share findings with peers. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: identify common fungi in the environment. | The learner is guided to: take a walk in the school compound and the adjacent environment to observe and identify different types of Fungi. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: describe the importance of fungi in nature. | The learner is guided to: grow moulds on available food materials, observe and share with peers. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: appreciate the importance of fungi in the economy. | The learner is guided to: use print and non-print materials to search for information on the economic importance of moulds, yeast and mushrooms. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: identify common fungi in the environment. | The learner is guided to: record and discuss with peers. Note: -Learners are guided to observe precautions and safe disposal of wastes when handling fungi. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: describe the importance of fungi in nature. | The learner is guided to: use print and non-print materials to search for images of common fungi such as puffballs, toadstools, mushrooms and moulds, share findings with peers. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Fungi | By the end of the lesson, the learner should be able to: appreciate the importance of fungi in the economy. | The learner is guided to: take a walk in the school compound and the adjacent environment to observe and identify different types of Fungi. | What is the importance of Fungi? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: identify common invertebrates in the environment. | The learner is guided to: use print and non-print material to search for information on common invertebrates and share with peers. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates - Importance of invertebrates (food, pollination, soil aeration, pests, transmission of diseases) Note: scientific names not required | By the end of the lesson, the learner should be able to: practise precautions in handling invertebrates. | The learner is guided to: discuss safety precautions applied when handling invertebrates. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: describe the general characteristics of invertebrates. | The learner is guided to: collaboratively use print and non-print materials to search for information on general characteristics of invertebrates and share with peers. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: outline the economic importance of invertebrates. | The learner is guided to: explore the school compound and the adjacent environment to identify different invertebrates and their characteristics; practise safety precautions in handling invertebrates. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: appreciate the importance of invertebrates in nature. | The learner is guided to: make an inventory of common invertebrates in their locality. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: identify common invertebrates in the environment. | The learner is guided to: discuss the economic importance of invertebrates. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: practise precautions in handling invertebrates. | The learner is guided to: use print and non-print material to search for information on common invertebrates and share with peers. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Invertebrates | By the end of the lesson, the learner should be able to: describe the general characteristics of invertebrates. | The learner is guided to: discuss safety precautions applied when handling invertebrates. | What are the common features of invertebrates? | Charts, models, specimens, simple apparatus, 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 6 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Human circulatory system · Human circulatory system - Parts of the heart and their functions
MATTER
Change of state · Change of state - Application of change of state of matter · Composition of air · Composition of air - Uses of different components of air · Composition of air - Air pollution
FORCE AND ENERGY
Light · Light - Ray diagrams
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Human circulatory system | By the end of the lesson, the learner should be able to: identify main parts of the human circulatory system; describe functions of main parts of the human circulatory system. | The learner is guided to: use print and non-print materials to search for information on the main parts of the human circulatory system and share with peers; use locally available material to model the human circulatory system and share with peers; use simulation software, online interactive platforms or digital images to illustrate main parts of the human circulatory system; use print and non-print material to search for information on parts of the heart (auricles, ventricles and vessels) and their functions, record and share their findings. | What is the human circulatory system made up of?; What measures enhance a healthy human circulatory system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Human circulatory system - Parts of the heart and their functions | By the end of the lesson, the learner should be able to: outline the symptoms and prevention of common health conditions of the human circulatory system; develop a routine plan for maintaining a healthy circulatory system; appreciate the importance of a healthy circulatory system. | The learner is guided to: collaboratively discuss the functions of the main blood vessels in the human body (arteries, veins and capillaries); discuss components of blood and their functions, record and share, (red blood cells, white blood cells and platelets); search for information on the symptoms and prevention of common health conditions of the human circulatory system and share with peers; collaboratively discuss ways of maintaining a healthy human circulatory system; discuss with peers and develop a routine plan for maintaining a healthy circulatory system, (to include drinking plenty of water, physical activities and healthy eating). | What is the human circulatory system made up of?; What measures enhance a healthy human circulatory system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: brainstorm the meaning of change of state of matter. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MATTER | Change of state - Application of change of state of matter | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: carry out activities to demonstrate change of state of matter (melting, evaporation, sublimation, condensation, freezing, deposition) collaboratively, note: observe safety while heating substances to avoid fires and burns. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: discuss the applications of change of state of matter in everyday life. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. Project:. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MATTER | Change of state | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: Learners to make candles using waste candle wax or beeswax. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: Learners to repair broken plastic containers. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: brainstorm the meaning of change of state of matter. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MATTER | Change of state | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: carry out activities to demonstrate change of state of matter (melting, evaporation, sublimation, condensation, freezing, deposition) collaboratively, note: observe safety while heating substances to avoid fires and burns. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: discuss the applications of change of state of matter in everyday life. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. Project:. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MATTER | Change of state | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: Learners to make candles using waste candle wax or beeswax. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: Learners to repair broken plastic containers. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: brainstorm the meaning of change of state of matter. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MATTER | Change of state | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: carry out activities to demonstrate change of state of matter (melting, evaporation, sublimation, condensation, freezing, deposition) collaboratively, note: observe safety while heating substances to avoid fires and burns. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: discuss the applications of change of state of matter in everyday life. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MATTER | Change of state | By the end of the lesson, the learner should be able to: identify the changes of state when substances are heated or cooled. | The learner is guided to: where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. Project:. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MATTER | Change of state | By the end of the lesson, the learner should be able to: describe the applications of the change of state of matter in everyday life. | The learner is guided to: Learners to make candles using waste candle wax or beeswax. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MATTER | Change of state | By the end of the lesson, the learner should be able to: appreciate the applications of change of state in day to day life. | The learner is guided to: Learners to repair broken plastic containers. | How is change of state of matter important in day to day life? | Charts, models, specimens, simple apparatus, 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 6 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FORCE AND ENERGY
Light · Light - Ray diagrams · Levers as simple machines · Levers as simple machines - Parts of levers · Levers as simple machines - Classification of levers · Levers as simple machines - uses of levers in day to day life · Slopes as simple machines · Slopes as simple machines - Uses of slopes
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | FORCE AND ENERGY | Light - Ray diagrams | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: carry out activities to show the movement on light through different materials (transparent, translucent and opaque). | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: demonstrate the movement of light through materials. | The learner is guided to: perform an experiment to show. | How does light travel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FORCE AND ENERGY | Levers as simple machines | By the end of the lesson, the learner should be able to: identify common levers used in day to day life. | The learner is guided to: brainstorm on the meaning of levers as simple machines. | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FORCE AND ENERGY | Levers as simple machines - Parts of levers | By the end of the lesson, the learner should be able to: describe parts of a lever as used in making work easier. | The learner is guided to: work in groups to identify parts of a lever (fulcrum/pivot, effort, and load). | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FORCE AND ENERGY | Levers as simple machines - Classification of levers | By the end of the lesson, the learner should be able to: classify levers into the three classes. | The learner is guided to: carry out activities to group levers into the three classes (first, second and third class levers). | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FORCE AND ENERGY | Levers as simple machines - uses of levers in day to day life | By the end of the lesson, the learner should be able to: demonstrate the use of levers in making work easier. | The learner is guided to: carry out activities in groups to demonstrate the use of common levers as simple machines, (a hole punch, pliers, scissors, a see-saw, wheelbarrow, bottle openers, nail clippers, a nutcracker, shovel, fishing rod, kitchen tongs and tweezers.). | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FORCE AND ENERGY | Levers as simple machines | By the end of the lesson, the learner should be able to: appreciate the use of levers in making work easier. | The learner is guided to: use digital or print media to search for information on how levers make work easier in day to day life. Project: In groups, learners are guided to make and use a beam balance from locally available materials. | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FORCE AND ENERGY | Levers as simple machines | By the end of the lesson, the learner should be able to: identify common levers used in day to day life. | The learner is guided to: brainstorm on the meaning of levers as simple machines. | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FORCE AND ENERGY | Levers as simple machines | By the end of the lesson, the learner should be able to: describe parts of a lever as used in making work easier. | The learner is guided to: work in groups to identify parts of a lever (fulcrum/pivot, effort, and load). | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FORCE AND ENERGY | Levers as simple machines | By the end of the lesson, the learner should be able to: classify levers into the three classes. | The learner is guided to: carry out activities to group levers into the three classes (first, second and third class levers). | How are levers used in our everyday life? | Charts, models, specimens, simple apparatus, 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 6 Science and Technology 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.
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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.