CBE · Junior School
Grade 7 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 7 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 7
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
SOCIAL STUDIES AND PERSONAL DEVELOPMENT
Self- Exploration · Entrepreneurial Opportunities in Social Studies
PEOPLE AND RELATIONSHIPS
Human Origin · Early Civilization · Early Civilization - Great Zimbabwe · Early Civilization - the Kingdom of Kongo · Slavery and Servitude · Developments in medium of trade · Diversity and interpersonal relationships · Peaceful Coexistence
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: explore personal abilities and interests for holistic development. | The learner is guided to: reflect and journal personal abilities and interests and share with a friend in class. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: develop personal values for a steady personality. | The learner is guided to: brainstorm on how to use personal abilities and interests for holistic development and make presentations in class. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: manage emotions in day-to-day life. | The learner is guided to: share personal values/principles that helps him or her pull through as a steady person; use print or digital resources to search for how to develop personal principles and share in class. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: appreciate personal awareness in day-to-day life. | The learner is guided to: search using digital or print media how to manage emotions (happiness, love, fear and anger) in day-to-day life. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: explore personal abilities and interests for holistic development. | The learner is guided to: share previous experiences in groups how he/she dealt with emotions. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Self- Exploration | By the end of the lesson, the learner should be able to: develop personal values for a steady personality. | The learner is guided to: watch relevant video clips or print media on effective management of emotions in day-to-day life. | How can personal abilities and interests influence career choices? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Entrepreneurial Opportunities in Social Studies | By the end of the lesson, the learner should be able to: identify entrepreneurial opportunities that closely match their personality. | The learner is guided to: using digital or print media to search and classify entrepreneurial opportunities in social studies and make a presentation in class. | What is entrepreneurship; Which entrepreneurial opportunities exist in society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Entrepreneurial Opportunities in Social Studies | By the end of the lesson, the learner should be able to: describe requirements for social entrepreneurial opportunities in the world of work. | The learner is guided to: create posters of common entrepreneurial opportunities in social studies and display in class. | What is entrepreneurship; Which entrepreneurial opportunities exist in society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Entrepreneurial Opportunities in Social Studies | By the end of the lesson, the learner should be able to: appreciate entrepreneurial opportunities in social studies. | The learner is guided to: use digital or print media to find out the personality requirements for any five social studies entrepreneurial opportunities in day to day life and make presentations in class; draw charts showing alignment of personal talents or abilities with different entrepreneurial opportunities in the country. | What is entrepreneurship; Which entrepreneurial opportunities exist in society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | SOCIAL STUDIES AND PERSONAL DEVELOPMENT | Entrepreneurial Opportunities in Social Studies | By the end of the lesson, the learner should be able to: identify entrepreneurial opportunities that closely match their personality. | The learner is guided to: engage a relevant resource person to give a talk on entrepreneurial opportunities versus personality types. | What is entrepreneurship; Which entrepreneurial opportunities exist in society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PEOPLE AND RELATIONSHIPS | Human Origin | By the end of the lesson, the learner should be able to: explore traditional stories of human origin from African communities. | The learner is guided to: engage a resource person to discuss the traditional and religious stories on human origin from different communities; compare the different stories on human origin from their communities and share in class. | How did human beings come to be? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PEOPLE AND RELATIONSHIPS | Human Origin | By the end of the lesson, the learner should be able to: explain religious stories about the origin of humankind. | The learner is guided to: write a collaborative essay on traditional and religious stories of human origin; record traditional stories about the origin of humankind in society. | How did human beings come to be? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PEOPLE AND RELATIONSHIPS | Human Origin | By the end of the lesson, the learner should be able to: illustrate common aspects found in traditional and religious stories of human origin. | The learner is guided to: use relevant print or electronic media, resources to research and present in class the traditional and religious stories about the origin of humankind. | How did human beings come to be? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PEOPLE AND RELATIONSHIPS | Human Origin | By the end of the lesson, the learner should be able to: acknowledge religious and traditional stories of human origin. | The learner is guided to: discuss ways of recording traditional stories about the origin of humankind in society; discuss the implications of the traditional and religious stories on human origin. | How did human beings come to be? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PEOPLE AND RELATIONSHIPS | Early Civilization | By the end of the lesson, the learner should be able to: explore factors that led to the growth of the selected ancient Kingdoms in Africa. | The learner is guided to: brainstorm on factors that led to the growth of ancient Egypt, Great Zimbabwe, and the Kingdom of Kongo. | How has early African civilization influenced the world today? | 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 7 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PEOPLE AND RELATIONSHIPS
Peaceful Coexistence
NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA
Historical information · Historical Development of Agriculture · Maps and map work · Earth and the Solar System · Weather · Field work
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PEOPLE AND RELATIONSHIPS | Peaceful Coexistence | By the end of the lesson, the learner should be able to: outline qualities of a peaceful person in the community; explore factors that promote peaceful coe-existence. | The learner is guided to: brainstorm on qualities of a peaceful person in the community; write an essay on qualities of a peaceful person; use digital or print resources to find out peaceful conflict resolution process; engage a resource person to give a talk on factors that promote peaceful co-existence. | How can we promote peace for mutual social well-being?; How can I manage stress and emotion to promote inner peace? Suggested Key How can community service learning contribute to | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PEOPLE AND RELATIONSHIPS | Peaceful Coexistence | By the end of the lesson, the learner should be able to: assess peaceful conflict resolution process in day-to-day life; value importance peaceful coexistence in the community in day-to-day life. Specific Learning By the end of the sub strand, the learner should be able to:. | The learner is guided to: role play on in peaceful conflict resolution process in day-to-day life; compose and recite peace poems on the importance peaceful co-existence in the community in day-to day life. Suggested Learning Experiences Learner is guided to:; brainstorm on the meaning of the terms community, community. | How can we promote peace for mutual social well-being?; How can I manage stress and emotion to promote inner peace? Suggested Key How can community service learning contribute to | 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 IN AFRICA | Historical information | By the end of the lesson, the learner should be able to: identify various sources of historical information in the society. | The learner is guided to: use appropriate print media or digital resources to identify sources of historical information in the society and share in class. | How significant are sources of historical information in understanding past human accounts? | 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 IN AFRICA | Historical information | By the end of the lesson, the learner should be able to: distinguish between primary and secondary sources of historical information. | The learner is guided to: design posters on primary and secondary sources of historical information in the society and display in class. | How significant are sources of historical information in understanding past human accounts? | 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 IN AFRICA | Historical information | By the end of the lesson, the learner should be able to: explore how various sources of historical information have been preserved over the years. | The learner is guided to: discuss ways of preserving sources of historical information; debate on the significance of various sources of historical information in providing evidence of past human accounts. | How significant are sources of historical information in understanding past human accounts? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Historical information | By the end of the lesson, the learner should be able to: appreciate the significance of various sources of historical information in providing evidence of past human accounts. | The learner is guided to: engage a relevant resource person on historical information. | How significant are sources of historical information in understanding past human accounts? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Historical Development of Agriculture | By the end of the lesson, the learner should be able to: locate areas where early agriculture was practised in selected geographical regions in Africa; explore crops grown and animals kept in selected regions during early agriculture. | The learner is guided to: use appropriate digital devices and other sources to draw the map of Africa and show areas where early agriculture was practised in selected geographical regions. (Rift Valley of Eastern Africa, Egypt and Nubia); carry out research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class. | Why did people start practising agriculture in Africa?; How did Agriculture begin in Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Historical Development of Agriculture | By the end of the lesson, the learner should be able to: illustrate methods of irrigation used in ancient Egypt. | The learner is guided to: view video clips or photographs on methods of irrigation used in ancient Egypt; draw diagrams showing methods of irrigation which were used in ancient Egypt. | Why did people start practising agriculture in Africa?; How did Agriculture begin in Africa? | 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 IN AFRICA | Historical Development of Agriculture | By the end of the lesson, the learner should be able to: assess the contribution of the Nile valley agriculture to world civilization. | The learner is guided to: discuss the contribution of the Nile valley agriculture to world civilisation. | Why did people start practising agriculture in Africa?; How did Agriculture begin in Africa? | 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 IN AFRICA | Historical Development of Agriculture | By the end of the lesson, the learner should be able to: explore possible careers in Agriculture; value the importance of domestication of plants and animals in Africa. | The learner is guided to: collect/ download pictures and photographs of different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt; discuss different careers associated with agro farming and animal husbandry. | Why did people start practising agriculture in Africa?; How did Agriculture begin in Africa? | 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 IN AFRICA | Maps and map work | By the end of the lesson, the learner should be able to: describe the position, shape and size of Africa. | The learner is guided to: brainstorm on the position, shape and size of Africa and share in class. | How are maps used?; Why is time different in various locations? | 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 IN AFRICA | Maps and map work | By the end of the lesson, the learner should be able to: locate places and features using latitudes and longitudes on a map. | The learner is guided to: buzz on the countries that make up Africa and display in class. | How are maps used?; Why is time different in various locations? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Maps and map work | By the end of the lesson, the learner should be able to: calculate the time of different places in the world. | The learner is guided to: draw an outline map of Africa creatively and indicate the countries that make up Africa and display in class. | How are maps used?; Why is time different in various locations? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Maps and map work | By the end of the lesson, the learner should be able to: appreciate the location of key features in the continent. | The learner is guided to: use relevant print media or digital devices to establish the position and location of places and features on a map. | How are maps used?; Why is time different in various locations? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Maps and map work | By the end of the lesson, the learner should be able to: describe the position, shape and size of Africa. | The learner is guided to: calculate time of different places using longitudes. | How are maps used?; Why is time different in various locations? | 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 7 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA
Field work
POLITICAL DEVELOPMENT AND GOVERNANCE
Political Development in Africa · The Constitution of Kenya · Human Rights · African Diasporas · Citizenship
| 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 IN AFRICA | Field work | By the end of the lesson, the learner should be able to: examine methods of data collection used in field work. | The learner is guided to: use digital devices to search for methods of data collection (observation, questionnaire, interview and focus group discussion). | Why is field work important in social studies?; How should we conduct field work? | 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 IN AFRICA | Field work | By the end of the lesson, the learner should be able to: use analysis methods to process data from the field work. | The learner is guided to: engage an NTSA officer or any other relevant road officer to discuss current road safety data in the locality. | Why is field work important in social studies?; How should we conduct field work? | 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 IN AFRICA | Field work | By the end of the lesson, the learner should be able to: explore solutions to challenges in carrying out field work. | The learner is guided to: use mean, median and mode to analyse road safety data from the locality and present in class. | Why is field work important in social studies?; How should we conduct field work? | 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 IN AFRICA | Field work | By the end of the lesson, the learner should be able to: value field work in investigating phenomena. | The learner is guided to: brainstorm on challenges likely to be encountered during field work and possible solutions. | Why is field work important in social studies?; How should we conduct field work? | 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 IN AFRICA | Field work | By the end of the lesson, the learner should be able to: examine methods of data collection used in field work. | The learner is guided to: carry out fieldwork to investigate phenomena in the immediate environment. | Why is field work important in social studies?; How should we conduct field work? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Field work | By the end of the lesson, the learner should be able to: use analysis methods to process data from the field work. | The learner is guided to: use digital devices to search for methods of data collection (observation, questionnaire, interview and focus group discussion). | Why is field work important in social studies?; How should we conduct field work? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NATURAL AND HISTORIC BUILT ENVIRONMENTS IN AFRICA | Field work | By the end of the lesson, the learner should be able to: explore solutions to challenges in carrying out field work. | The learner is guided to: engage an NTSA officer or any other relevant road officer to discuss current road safety data in the locality. | Why is field work important in social studies?; How should we conduct field work? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | POLITICAL DEVELOPMENT AND GOVERNANCE | Political Development in Africa | By the end of the lesson, the learner should be able to: explore roles of European groups in the ‘Scramble for and Partition’ of Africa. | The learner is guided to: discuss the various European groups that came to Africa and share. | How did developments in Europe influence the scramble and partition of Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | POLITICAL DEVELOPMENT AND GOVERNANCE | Political Development in Africa | By the end of the lesson, the learner should be able to: examine the terms of the Berlin Conference of 1884- 1885 on the partitioning of Africa. | The learner is guided to: brainstorm on the terms “Scramble for and Partition of Africa and make presentations. | How did developments in Europe influence the scramble and partition of Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | POLITICAL DEVELOPMENT AND GOVERNANCE | Political Development in Africa | By the end of the lesson, the learner should be able to: locate the regions partitioned by the European groups that came to Africa. | The learner is guided to: match the countries in Africa with their colonial masters. | How did developments in Europe influence the scramble and partition of Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | POLITICAL DEVELOPMENT AND GOVERNANCE | Political Development in Africa | By the end of the lesson, the learner should be able to: acknowledge the political organisation of the selected African communities up to 1900. | The learner is guided to: draw the map of Africa and indicate the areas taken up by the different European countries (Belgium, Britain, Germany, Italy, Spain and Portugal) during the partition of Africa and display them in class. | How did developments in Europe influence the scramble and partition of Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | POLITICAL DEVELOPMENT AND GOVERNANCE | Political Development in Africa | By the end of the lesson, the learner should be able to: explore roles of European groups in the ‘Scramble for and Partition’ of Africa. | The learner is guided to: using posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa. | How did developments in Europe influence the scramble and partition of Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | POLITICAL DEVELOPMENT AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: discuss the importance of the Constitution of Kenya. | The learner is guided to: use print or digital devices to conduct an online research and write an essay on the importance of the Constitution and share in class. | Why should a country have a constitution?; Why should we uphold and protect the Constitution? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | POLITICAL DEVELOPMENT AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: analyse ways of upholding and protecting the Constitution of Kenya for social cohesion. | The learner is guided to: watch a video on the promulgation of the Constitution of Kenya and discuss in class. | Why should a country have a constitution?; Why should we uphold and protect the Constitution? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | POLITICAL DEVELOPMENT AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: apply the national values in day-to-day life as provided in the Constitution of Kenyage. | The learner is guided to: design a sample constitution for the class and display in class. | Why should a country have a constitution?; Why should we uphold and protect the Constitution? | 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 7 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 7 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.