CBE · Junior School
Grade 8 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 8 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 8
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
SOCIAL STUDIES AND PERSONAL MANAGEMENT
Self- Improvement · Self- Esteem Assessment
COMMUNITY SERVICE LEARNING
Community Service Learning Project
PEOPLE AND RELATIONSHIPS
Scientific Theory about Human Origin · Early Civilisation · Early Civilisation - Europe · Trans Saharan Slave Trade · Population Growth in Africa
| 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 MANAGEMENT | Self- Improvement | By the end of the lesson, the learner should be able to: describe personality traits for self-understanding. | The learner is guided to: choose the animal that best defines their personal characteristics from a list of pre-selected animals, then discuss the outcome with the class. | Which animal best reflects your personal characteristics?; What career choices in Social Studies relate to you? | 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 MANAGEMENT | Self- Improvement | By the end of the lesson, the learner should be able to: share goals for self-improvement in social life. | The learner is guided to: watch a video clip on personality traits and discuss. | Which animal best reflects your personal characteristics?; What career choices in Social Studies relate to you? | 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 MANAGEMENT | Self- Improvement | By the end of the lesson, the learner should be able to: appreciate the role of values in the development of personality traits. | The learner is guided to: develop and share personal life goals such as educational, careers; watch a video clip of a successful career individual in social life that reflect on their traits. | Which animal best reflects your personal characteristics?; What career choices in Social Studies relate to you? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | SOCIAL STUDIES AND PERSONAL MANAGEMENT | Self- Improvement | By the end of the lesson, the learner should be able to: describe personality traits for self-understanding. | The learner is guided to: role-play a skit depicting values in their dream career choice in Social Studies. | Which animal best reflects your personal characteristics?; What career choices in Social Studies relate to you? | 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 MANAGEMENT | Self- Esteem Assessment | By the end of the lesson, the learner should be able to: explain the contribution of self-esteem on their holistic development. | The learner is guided to: use digital or print resources to search for and discuss the relationship between self-esteem and personal productivity; refer to religious texts on self-love. | How does self-esteem affect my holistic development? | 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 MANAGEMENT | Self- Esteem Assessment | By the end of the lesson, the learner should be able to: determine effects of unhealthy self-esteem in day-to-day social lives. | The learner is guided to: discuss cultural beliefs that promote self-esteem; act out and discuss skits on examples of difficult life experiences that could severely affect self-esteem in their social lives. | How does self-esteem affect my holistic development? | 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 MANAGEMENT | Self- Esteem Assessment | By the end of the lesson, the learner should be able to: assess their self-esteem in social interactions. | The learner is guided to: discuss and present negative impact of low self-esteem such as: relationship difficulties, social isolation. | How does self-esteem affect my holistic development? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | SOCIAL STUDIES AND PERSONAL MANAGEMENT | Self- Esteem Assessment | By the end of the lesson, the learner should be able to: desire to improve their self-esteem for personal productivity. | The learner is guided to: discuss and share ways of seeking help to overcome low self-esteem; journalise actions they will take to improve their self-esteem. | How does self-esteem affect my holistic development? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: By the end of the Community Service Learning (CSL) project, the learner should be able to:. | The learner is guided to: brainstorm and identify problems/gaps/opportunities in their school/community that need attention. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: identify a problem/gap in the community. | The learner is guided to: speak engagingly when discussing and adapting one identified (problem/gap) for the class/group project and hence state the project title. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: design solution(s) to the identified problem. | The learner is guided to: authenticate the problem/gap and hence write down the statement of the problem (a small description of the identified problem). | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: plan to implement the solution to the identified problem. | The learner is guided to: search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem and note down the recommended/ proposed solution. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: implement plan for solving the identified problem. | The learner is guided to: discuss and draw a plan for implementing the proposed solution. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: report/account on the concluded project. | The learner is guided to: implement the plan prudently to address the identified problem. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: appreciate the need to offer solutions to the gaps/challenges in the community. | The learner is guided to: reflect on the concluded project and submit a summary account/report to the CSL teacher. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | COMMUNITY SERVICE LEARNING | Community Service Learning Project | By the end of the lesson, the learner should be able to: By the end of the Community Service Learning (CSL) project, the learner should be able to:. | The learner is guided to: brainstorm and identify problems/gaps/opportunities in their school/community that need attention. | How does one determine some gaps/ needs in the community?; Why is it necessary to make adequate preparations before embarking on a project? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PEOPLE AND RELATIONSHIPS | Scientific Theory about Human Origin | By the end of the lesson, the learner should be able to: explore scientific theory about human origin. | The learner is guided to: enhance the skill of teamwork as they discuss in groups how scientific theory is used to explain human origin and present; draw a map of Africa and locate where prehistoric human remains were discovered. | Why is Africa considered as the cradle of humanity? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PEOPLE AND RELATIONSHIPS | Scientific Theory about Human Origin | By the end of the lesson, the learner should be able to: illustrate changes that took place in humans as a result of evolution. | The learner is guided to: draw charts showing the different stages of human evolution and share in class. | Why is Africa considered as the cradle of humanity? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PEOPLE AND RELATIONSHIPS | Scientific Theory about Human Origin | By the end of the lesson, the learner should be able to: draw conclusions on origin of humanity based on the scientific theory. | The learner is guided to: use digital technology to find out the places where early human remains were discovered in Africa. | Why is Africa considered as the cradle of humanity? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PEOPLE AND RELATIONSHIPS | Scientific Theory about Human Origin | By the end of the lesson, the learner should be able to: develop a sense of humanity based on common origin. | The learner is guided to: accommodate each other’s ideas as they brainstorm in groups on the differences between various species of early humans and when they existed and share; engage with a resource person to discuss the preservation of remains of early humans and take notes. | Why is Africa considered as the cradle of humanity? | 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 8 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PEOPLE AND RELATIONSHIPS
Population Growth in Africa · Diversity and interpersonal skills · Peaceful Conflict Resolution · Peaceful Conflict Resolution - Mediation · Peaceful Conflict Resolution - Arbitration
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Map Reading and Interpretation · Weather and Climate · Weather and Climate - Semi-desert · Weather and Climate - Tropical · Weather and Climate - Mediterranean · Weather and Climate - Mountain
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PEOPLE AND RELATIONSHIPS | Population Growth in Africa | 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; explore causes and effects of population growth in Africa; examine types and effects of migration in Africa. | The learner is guided to: exhibit respect for others as they brainstorm in groups causes of population growth in Africa; use digital and print resources to research on the effects of population growth in Africa; develop self-confidence as they draw demographic trends in Kenya using recent census data; brainstorm in groups on types of migration. | Why is it important to study demographic changes? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PEOPLE AND RELATIONSHIPS | Population Growth in Africa | By the end of the lesson, the learner should be able to: illustrate demographic trends in Kenya; create awareness on the effects of population growth in the community; appreciate the impact of migration on population growth in Africa. | The learner is guided to: exchange new ideas as they research on the factors that influence migration in Africa and share in class; exhibit team spirit as they develop posters to create awareness of the effect of population growth in the community; design charts on ways of coping with stress due to population growth and migrations; discuss ways of managing stress resulting from the effects of rapid population growth. | Why is it important to study demographic changes? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: explore social cultural diversities in Kenya. | The learner is guided to: exhibit respect for fellow citizens as they discuss the social cultural diversities in Kenya. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: explain ways of building a healthy self-esteem in diverse social cultural society. | The learner is guided to: explore their own beliefs and those of others as they discuss personal and social cultural factors that influence social cohesion. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: describe the impact of emotions on self and others. | The learner is guided to: use digital or print material to find out how to improve one’s self-esteem and share the findings in class. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: manage peer pressure in a culturally diverse environment. | The learner is guided to: watch video clips on ways of handling different emotional states and share experiences. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: appreciate social cultural diversities in Kenya. | The learner is guided to: engage a resource person to talk about managing effects of emotions in a diversified environment; practice inclusivity as they role play ways of managing peer pressure. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: explore social cultural diversities in Kenya. | The learner is guided to: discuss ways of managing risky behaviours associated with road usage (speaking out, reporting to parents or police officers, use of seat belts). | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: explain ways of building a healthy self-esteem in diverse social cultural society. | The learner is guided to: develop self-confidence and values to enhance positive peer pressure as they act out skits on social cultural diversity and inclusion. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PEOPLE AND RELATIONSHIPS | Diversity and interpersonal skills | By the end of the lesson, the learner should be able to: describe the impact of emotions on self and others. | The learner is guided to: in groups, compose communication messages on social cultural diversities in Kenya and share in class. | How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | 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: speak clearly as they discuss and present situations that may lead to conflicts in a family. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution - Mediation | By the end of the lesson, the learner should be able to: identify situations that lead to conflicts in the family. | The learner is guided to: work together harmoniously as they role play peace building scenarios in class. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution - Arbitration | By the end of the lesson, the learner should be able to: apply peaceful ways of resolving conflicts in the family. | The learner is guided to: resolve differences amicably as they discuss the experiences from the role play scenarios. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: design strategies for effective communication in resolving conflicts. | The learner is guided to: create posters with strategies to enhance for effective communication in resolving conflicts. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: build healthy relationships to promote peace in the family. | The learner is guided to: undertake group activities and exchange new ideas as they role play a scenario in the family where empathy is shown. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: show empathy with survivors of conflicts in the family. | The learner is guided to: use digital or print resources to research ways of building healthy relationships. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: appreciate the culture of peace in a society. | The learner is guided to: reflect on past empathetic moments, journal in their books and share. | How can resolving conflicts help us live peacefully in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | 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: display team spirit as they work in groups to compose poems on the importance of peace in the family and present in class. | How can resolving conflicts help us live peacefully in the community? | 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 | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: interpret maps using marginal information. | The learner is guided to: exchange new ideas when discussing in groups the marginal information on a map and present it in class. | How can critical thinking be used in map interpretation? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NATURAL AND HISTORIC BUILT ENVIRONMENTS | Map Reading and Interpretation | By the end of the lesson, the learner should be able to: calculate areas of places on a topographical map. | The learner is guided to: brainstorm on types and uses of scales and present in class. | How can critical thinking be used in map interpretation? | 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 8 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Vegetation in Africa · Historical Sites and Monuments in Africa · Historical Sites and Monuments in Africa - Kilwa · Historical Sites and Monuments in Africa - Great Zimbabwe · Historical Sites and Monuments in Africa - Giza pyramids · Historical Sites and Monuments in Africa - Meroe · Historical Sites and Monuments in Africa - Timbuktu · Historical Sites and Monuments in Africa - Robben Island
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya · Human Rights · 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: explain factors influencing vegetation distribution in Africa. | The learner is guided to: brainstorm in groups factors influencing vegetation in Africa and do a presentation in class. | Why should we care for vegetation in our environment? | 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: describe the characteristics of major vegetation regions of Africa on the map. | The learner is guided to: carry out a field excursion of the immediate environment and identify the different types of vegetation. | Why should we care for vegetation in our environment? | 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: locate the major vegetation regions of Africa. | The learner is guided to: use digital or print resources to find out the vegetation regions in Africa. | Why should we care for vegetation in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NATURAL AND HISTORIC BUILT ENVIRONMENTS | Vegetation in Africa | By the end of the lesson, the learner should be able to: apply methods of conserving vegetation in the community. | The learner is guided to: use digital or print resources to identify the characteristics of vegetation in Africa. | Why should we care for vegetation in our environment? | 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: explore personal interests in conservation of vegetation for career exploration. | The learner is guided to: draw the map of Africa and indicate the vegetation regions; caring for the environment when creating posters on methods of conserving vegetation in the locality. | Why should we care for vegetation in our environment? | 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: appreciate vegetation conservation for environmental sustainability. | The learner is guided to: write essays on ways of caring for vegetation in the school community. | Why should we care for vegetation in our environment? | 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 | Vegetation in Africa | By the end of the lesson, the learner should be able to: explain factors influencing vegetation distribution in Africa. | The learner is guided to: speak clearly as they debate on the importance of vegetation in the community and make short notes. | Why should we care for vegetation in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NATURAL AND HISTORIC BUILT ENVIRONMENTS | Vegetation in Africa | By the end of the lesson, the learner should be able to: describe the characteristics of major vegetation regions of Africa on the map. | The learner is guided to: Reflect and share on their personal interest in professions associated with vegetation conservation. | Why should we care for vegetation in our environment? | 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 | Historical Sites and Monuments in Africa | By the end of the lesson, the learner should be able to: locate selected historical sites and monuments in Africa. | The learner is guided to: use digital or print resources to trace selected historical sites and monuments in Africa and present in class. | Why should we conserve historical sites and monuments? | 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 | Historical Sites and Monuments in Africa - Kilwa | By the end of the lesson, the learner should be able to: examine the importance of historical sites and monuments for the preservation of cultural heritage. | The learner is guided to: draw a map of Africa and indicate the selected historical sites and monuments and share in class. | Why should we conserve historical sites and monuments? | 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 | Historical Sites and Monuments in Africa - Great Zimbabwe | By the end of the lesson, the learner should be able to: explore ways of conserving historical sites and monuments in Africa. | The learner is guided to: develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa and share in class. | Why should we conserve historical sites and monuments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NATURAL AND HISTORIC BUILT ENVIRONMENTS | Historical Sites and Monuments in Africa - Giza pyramids | By the end of the lesson, the learner should be able to: apply creative thinking skills in conserving cultural heritage. | The learner is guided to: work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments and present them in class. | Why should we conserve historical sites and monuments? | 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 | Historical Sites and Monuments in Africa - Meroe | By the end of the lesson, the learner should be able to: desire to conserve historical sites and monuments in the locality in promoting cultural heritage. | The learner is guided to: discuss ways of applying creative thinking in preserving cultural heritage. | Why should we conserve historical sites and monuments? | 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 | Historical Sites and Monuments in Africa - Timbuktu | By the end of the lesson, the learner should be able to: locate selected historical sites and monuments in Africa. | The learner is guided to: demonstrate love for their own community as they exchange new ideas in designing strategies to overcoming challenges in creative thinking preserving cultural heritage and share. | Why should we conserve historical sites and monuments? | 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 | Historical Sites and Monuments in Africa - Robben Island | By the end of the lesson, the learner should be able to: examine the importance of historical sites and monuments for the preservation of cultural heritage. | The learner is guided to: display national pride as they collect pictures and photographs and create an album of historical sites and monuments and display them in class. | Why should we conserve historical sites and monuments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NATURAL AND HISTORIC BUILT ENVIRONMENTS | Historical Sites and Monuments in Africa | By the end of the lesson, the learner should be able to: explore ways of conserving historical sites and monuments in Africa. | The learner is guided to: use digital or print resources to trace selected historical sites and monuments in Africa and present in class. | Why should we conserve historical sites and monuments? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: explore components of the Constitution of Kenya. | The learner is guided to: in groups discuss the components of the Constitution of Kenya. | Why do we need a constitution?; Why is assertiveness important in adhering to the Constitution of Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: illustrate roles of the three arms of government of Kenya in reference to the relevant chapters in the Constitution. | The learner is guided to: work harmoniously in groups to create charts showing the three arms of government, their roles and interrelationships, and display them. | Why do we need a constitution?; Why is assertiveness important in adhering to the Constitution of Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: examine guiding principles of leadership and integrity in the Constitution of Kenya. | The learner is guided to: research on regulations for safe road users in Kenya and share with peers. | Why do we need a constitution?; Why is assertiveness important in adhering to the Constitution of Kenya? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: apply assertiveness in upholding principles of leadership and integrity in daily interactions. | The learner is guided to: display team spirit as they brainstorm in groups on the guiding principles of leadership and integrity in the Constitution of Kenya. | Why do we need a constitution?; Why is assertiveness important in adhering to the Constitution of 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 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 8 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.