CBE · Junior School
Grade 9 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 9 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 9
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
SOCIAL STUDIES AND CAREER DEVELOPMENT
Pathway Choices · Pre-career Support systems (Psychosocial, Social, mentorship/coach ing, Spiritual, Career Support system)
PEOPLE AND RELATIONSHIPS
Socio- Economic Practices of Early Humans · Socio- Economic Practices of Early Humans - Middle · Socio- Economic Practices of Early Humans - Late · Indigenous Knowledge systems in African Societies · Indigenous Knowledge systems in African Societies - Medicine · Indigenous Knowledge systems in African Societies - Climate · Indigenous Knowledge systems in African Societies - Technology · Indigenous Knowledge systems in African Societies - Education · Indigenous Knowledge systems in African Societies - Environmental Conservation · Indigenous Knowledge systems in African Societies - Astronomy · Indigenous Knowledge systems in African Societies - Religion · Poverty Reduction · Population Structure · Population Structure - Germany
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pathway Choices | By the end of the lesson, the learner should be able to: identify factors to consider in the selection of a pathway. | The learner is guided to: brainstorm the meaning of a career path; engage a resource person to discuss factors to consider in the selection of a pathway. | Why is it important to learn about career paths? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pathway Choices | By the end of the lesson, the learner should be able to: examine requirements for Social sciences pathway at senior school. | The learner is guided to: use digital devices/print materials to examine requirements for social science pathway; create and display charts with pathways and their respective requirements. | Why is it important to learn about career paths? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pathway Choices | By the end of the lesson, the learner should be able to: choose a possible track within a pathway at senior school. | The learner is guided to: create and display posters on pathways and their respective requirements using locally available resources. | Why is it important to learn about career paths? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pathway Choices | By the end of the lesson, the learner should be able to: appreciate the need for choosing a pathway in senior school. | The learner is guided to: choose and journal possible tracks in a given pathway for academic growth; compose and recite poems on pathway choices. | Why is it important to learn about career paths? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pre-career Support systems (Psychosocial, Social, mentorship/coach ing, Spiritual, Career Support system) | By the end of the lesson, the learner should be able to: explore and use support systems for pre-career and other needs. | The learner is guided to: using digital or printed materials search for the meaning and examples of support systems in the community; brainstorm on effective use of different support systems in the community. | Why does a learner need pre-career support? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pre-career Support systems (Psychosocial, Social, mentorship/coach ing, Spiritual, Career Support system) | By the end of the lesson, the learner should be able to: analyze challenges arising from existing support systems for pre-career and other needs. | The learner is guided to: engage a resource person to discuss significance of pre-career mapping for individual growth. | Why does a learner need pre-career support? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pre-career Support systems (Psychosocial, Social, mentorship/coach ing, Spiritual, Career Support system) | By the end of the lesson, the learner should be able to: design solutions to challenges arising from support systems; explain the significance of pre-career mapping for individual growth. | The learner is guided to: brainstorm on challenges arising from involvement in existing pre-career support systems. | Why does a learner need pre-career support? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | SOCIAL STUDIES AND CAREER DEVELOPMENT | Pre-career Support systems (Psychosocial, Social, mentorship/coach ing, Spiritual, Career Support system) | By the end of the lesson, the learner should be able to: appreciate the value of the pre-career support systems. | The learner is guided to: search for solutions to challenges arising from existing pre-career support systems; compose and recite poems highlighting the value of pre-career support system. | Why does a learner need pre-career support? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PEOPLE AND RELATIONSHIPS | Socio- Economic Practices of Early Humans | By the end of the lesson, the learner should be able to: describe the socio-economic practices of early humans in Africa during the Stone Age period. | The learner is guided to: interact with digital technology or print media as they research on socio-economic practices of early humans in Africa during the Stone Age period. | How do socio-economic practices of early humans impact on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PEOPLE AND RELATIONSHIPS | Socio- Economic Practices of Early Humans - Middle | By the end of the lesson, the learner should be able to: examine different types of tools used by early humans during the Stone Age period. | The learner is guided to: brainstorm on socio-economic practices of early humans during the Stone Age period and make notes. | How do socio-economic practices of early humans impact on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PEOPLE AND RELATIONSHIPS | Socio- Economic Practices of Early Humans - Late | By the end of the lesson, the learner should be able to: illustrate the tools used by early humans during the Stone Age period. | The learner is guided to: debate on the relevance of socio-economic practices of early humans to the modern society; undertake group tasks and gain new perspectives as they discuss the various types of tools used by early humans during the Stone Age period. | How do socio-economic practices of early humans impact on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PEOPLE AND RELATIONSHIPS | Socio- Economic Practices of Early Humans | By the end of the lesson, the learner should be able to: recognise socio-economic practices of the early humans. | The learner is guided to: use appropriate digital resources to view various types of tools used by early humans during the Stone Age period. | How do socio-economic practices of early humans impact on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PEOPLE AND RELATIONSHIPS | Socio- Economic Practices of Early Humans | By the end of the lesson, the learner should be able to: describe the socio-economic practices of early humans in Africa during the Stone Age period. | The learner is guided to: draw various types of tools used by early humans during the Stone Age period and share. | How do socio-economic practices of early humans impact on the modern 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 | Socio- Economic Practices of Early Humans | By the end of the lesson, the learner should be able to: examine different types of tools used by early humans during the Stone Age period. | The learner is guided to: engage a resource person to discuss reasons why Africa is regarded as the birth place of human technology. | How do socio-economic practices of early humans impact on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies | By the end of the lesson, the learner should be able to: identify types of indigenous knowledge systems in African societies for self-identity. | The learner is guided to: brainstorm in pairs on various types of indigenous knowledge systems in African societies. | How does indigenous knowledge influence on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies - Medicine | By the end of the lesson, the learner should be able to: explain how the indigenous knowledge systems were used for sustainability of life. | The learner is guided to: use print or digital resources to research on how the indigenous knowledge systems were used in the traditional African society. | How does indigenous knowledge influence on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies - Climate | By the end of the lesson, the learner should be able to: use indigenous to and modern knowledge systems for effective decision making in life. | The learner is guided to: in pairs, devise ways of using indigenous and modern knowledge systems to for effective decision making and present. | How does indigenous knowledge influence on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies - Technology | By the end of the lesson, the learner should be able to: appreciate the indigenous knowledge systems in the society. | The learner is guided to: value others' ideas as they debate on how indigenous knowledge systems is applied in various fields in Africa. | How does indigenous knowledge influence on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies - Education | By the end of the lesson, the learner should be able to: identify types of indigenous knowledge systems in African societies for self-identity. | The learner is guided to: brainstorm in pairs on various types of indigenous knowledge systems in African societies. | How does indigenous knowledge influence on the modern society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PEOPLE AND RELATIONSHIPS | Indigenous Knowledge systems in African Societies - Environmental Conservation | By the end of the lesson, the learner should be able to: explain how the indigenous knowledge systems were used for sustainability of life. | The learner is guided to: use print or digital resources to research on how the indigenous knowledge systems were used in the traditional African society. | How does indigenous knowledge influence on the modern society? | 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 9 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PEOPLE AND RELATIONSHIPS
Population Structure · Population Structure - Germany · Peaceful Conflict Resolution · Healthy relationships - effective communication - negotiation skills - empathy - assertiveness
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Topographical maps · Internal Land Forming Processes · Internal Land Forming Processes - block mountain · Internal Land Forming Processes - faults · Internal Land Forming Processes - Multi-purpose Projects in River Tana Projects in Kenya Aswan High Dam in Egypt · Management and Conservation of the Environment
| 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 Structure | By the end of the lesson, the learner should be able to: identify sources of population data in a country; explain factors determining population structure in Kenya and Germany. | The learner is guided to: brainstorm on sources of population data make notes and present; engage a resource person to discuss factors determining population structure in Kenya and Germany; use digital or print resources to identify factors determining population structure in Kenya and Germany. | Why is population structure of a country important? | 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 Structure - Germany | By the end of the lesson, the learner should be able to: construct age-sex population pyramids of developed and developing countries; determine the significance of population structure in distribution of national resources in a society; appreciate the differences in population structure between developed and developing countries. | The learner is guided to: draw age-sex population pyramid of developed and developing countries; brainstorm and enumerate the significance of population structure in distribution of national resources in a society; compose and display messages on differences in population structure of developed and developing countries for sustainable development. | Why is population structure of a country important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: explain types of peace for sustainable social interactions. | The learner is guided to: brainstorm on types of peace in the society such as personal, cultural and share. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: identify barriers to conflict resolution in day-to-day lives. | The learner is guided to: use digital or print resources to search for barriers to conflict resolution and present. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: explore ways of managing emotions in promotion of peace in the community. | The learner is guided to: discuss possible solutions of managing emotions to promote peace in the community. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: apply emotional intelligence for peaceful conflict resolutions in the community. | The learner is guided to: engage a resource person on how to apply emotional intelligence to maintain peace in the community. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: embrace peace initiatives and agreements at the community level for harmonious living. | The learner is guided to: role play community activities on cultivating peace initiatives and agreements at the community level for harmonious living. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: explain types of peace for sustainable social interactions. | The learner is guided to: search and explore different options as they compose songs or poems on non - violent conflict resolution in the community. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: identify barriers to conflict resolution in day-to-day lives. | The learner is guided to: brainstorm on types of peace in the society such as personal, cultural and share. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PEOPLE AND RELATIONSHIPS | Peaceful Conflict Resolution | By the end of the lesson, the learner should be able to: explore ways of managing emotions in promotion of peace in the community. | The learner is guided to: use digital or print resources to search for barriers to conflict resolution and present. | How can we promote peace in the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PEOPLE AND RELATIONSHIPS | Healthy relationships - effective communication - negotiation skills - empathy - assertiveness | By the end of the lesson, the learner should be able to: explain ways of sustaining healthy relationships in the community. | The learner is guided to: brainstorm in pairs ways of sustaining healthy relationships in the community; speak clearly and effectively as they discuss barriers to harmonious relationships. | How can we promote healthy relationships 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 | Healthy relationships - effective communication - negotiation skills - empathy - assertiveness | By the end of the lesson, the learner should be able to: explore barriers to harmonious relationships; design strategies to overcome barriers to healthy relationships. | The learner is guided to: watch video clips on barriers to healthy relationships and write a report. | How can we promote healthy relationships 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 | Healthy relationships - effective communication - negotiation skills - empathy - assertiveness | By the end of the lesson, the learner should be able to: appreciate the need for healthy relationships in the community. | The learner is guided to: use digital or print resources to research on strategies to overcome barriers to healthy relationships; undertake tasks as they role play scenarios that depicts. | How can we promote healthy relationships in the community? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: describe human activities on topographical maps. | The learner is guided to: brainstorm human activities that may be represented on a topographical map. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: use creative thinking skills to enlarge and reduce parts of topographical maps. | The learner is guided to: use print or digital resources to find out how human activities are represented in topographical maps. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: illustrate cross-sections from topographical maps. | The learner is guided to: draw a sketch map to enlarge and reduce part of topographical maps and present to peers. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: appreciate representation of human activities on topographical maps. | The learner is guided to: draw cross-sections from topographical maps showing human activities. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: describe human activities on topographical maps. | The learner is guided to: display the cross-sections, take a gallery walk and peer assess. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: use creative thinking skills to enlarge and reduce parts of topographical maps. | The learner is guided to: brainstorm human activities that may be represented on a topographical map. | Why are topographical maps important? | 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 | Topographical maps | By the end of the lesson, the learner should be able to: illustrate cross-sections from topographical maps. | The learner is guided to: use print or digital resources to find out how human activities are represented in topographical maps. | Why are topographical maps important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 9 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment · World Heritage Sites in Africa · World Heritage Sites in Africa - Vallée de Mai Nature Reserve · World Heritage Sites in Africa - Serengeti National Park · World Heritage Sites in Africa - Robben Island · World Heritage Sites in Africa - Victoria Falls
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya · Civic Engagement in Governance · Civic Engagement in Governance - Integrity · Civic Engagement in Governance - Peace · Kenya’s Bill of Rights · Cultural Globalization
| 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 | Management and Conservation of the Environment | By the end of the lesson, the learner should be able to: explore factors that lead to degradation of the environment in the community; describe the effects of environmental degradation in society. | The learner is guided to: research on factors that leads to degradation of the environment in the community; view video clips or documentaries or pictures and write an essay the factors that leads to degradation of the environment; use print or digital resources to establish effects of degradation of the environment. | Why is it important to conserve degraded 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 | Management and Conservation of the Environment | By the end of the lesson, the learner should be able to: design measures to manage and conserve the environment for sustainability; apply creative thinking skills in managing and conserving the immediate environment; acknowledge the importance of managing and conserving the environment. | The learner is guided to: brainstorm on the difference between management and conservation of the environment and share; demonstrate tolerance, express and understand different viewpoints as they participate in environmental conservation in the community; develop and display posters with messages on how to creatively manage and conserve the environment. | Why is it important to conserve degraded 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 | World Heritage Sites in Africa | By the end of the lesson, the learner should be able to: identify the selected world heritage sites in Africa. | The learner is guided to: use digital/print resources to locate the selected world heritage sites. | Why is it important to conserve the world heritage sites? | 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 | World Heritage Sites in Africa - Vallée de Mai Nature Reserve | By the end of the lesson, the learner should be able to: examine importance of the selected world sites in promoting cultural heritage. | The learner is guided to: brainstorm on the importance of the selected world sites in promoting cultural heritage. | Why is it important to conserve the world heritage sites? | 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 | World Heritage Sites in Africa - Serengeti National Park | By the end of the lesson, the learner should be able to: design measures to conserve the selected world heritage sites. | The learner is guided to: demonstrate respect for diversity of cultural expression in Kenya as they compose and sing songs or recite poems on the importance of world heritage sites in Africa. | Why is it important to conserve the world heritage sites? | 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 | World Heritage Sites in Africa - Robben Island | By the end of the lesson, the learner should be able to: apply critical thinking skills in conserving heritage sites within the locality. | The learner is guided to: formulate in pairs measures to conserve heritage sites. | Why is it important to conserve the world heritage sites? | 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 | World Heritage Sites in Africa - Victoria Falls | By the end of the lesson, the learner should be able to: value heritage sites in the community. | The learner is guided to: use digital/print resources to locate the selected world heritage sites. | Why is it important to conserve the world heritage sites? | 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 | World Heritage Sites in Africa | By the end of the lesson, the learner should be able to: identify the selected world heritage sites in Africa. | The learner is guided to: brainstorm on the importance of the selected world sites in promoting cultural heritage. | Why is it important to conserve the world heritage sites? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: identify the stages in the constitution-making process in Kenya. | The learner is guided to: Carry out research on the stages in constitution-making process in Kenya. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: examine the role of parliament in constitution-making process. | The learner is guided to: create posters on the stages of the constitution-making process and display it in class. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: explore the role of citizens in constitution-making process. | The learner is guided to: watch video clips on parliamentary debate on the constitution-making process, make notes and share; engage a resource person to talk about the role of citizens in constitution-making process. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: participate in the constitution-making process in community. | The learner is guided to: demonstrate interest in interaction with others as they role play citizens participating in constitution-making process. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: desire to defend and promote the Constitution of Kenya. | The learner is guided to: role play on the values that should be exercised during constitution making process and share in class. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | POLITICAL DEVELOPMENTS AND GOVERNANCE | The Constitution of Kenya | By the end of the lesson, the learner should be able to: identify the stages in the constitution-making process in Kenya. | The learner is guided to: sing patriotic songs on defending and promoting the Constitution of Kenya. | Why is constitution-making process in Kenya important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | POLITICAL DEVELOPMENTS AND GOVERNANCE | Civic Engagement in Governance | By the end of the lesson, the learner should be able to: identify individual and collective civic engagement activities in Kenya. | The learner is guided to: brainstorm on individual and collective civic engagement activities in Kenya. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | POLITICAL DEVELOPMENTS AND GOVERNANCE | Civic Engagement in Governance - Integrity | By the end of the lesson, the learner should be able to: illustrate the role of political parties in democratic governance. | The learner is guided to: develop slogans on individual and collective civic engagement in Kenya. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | 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 | Civic Engagement in Governance - Peace | By the end of the lesson, the learner should be able to: outline positions vied for in a general election in Kenya. | The learner is guided to: create posters on personal and civic engagement activities, display in class and school notice boards; discuss the basic constitutional requirements for political parties as stipulated in Article 91 of the Constitution of Kenya. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | 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 | Civic Engagement in Governance | By the end of the lesson, the learner should be able to: exhibit values that promote ethical civic engagement in the community. | The learner is guided to: discuss the role of political parties in democratic governance. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | 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 | Civic Engagement in Governance | By the end of the lesson, the learner should be able to: identify individual and collective civic engagement activities in Kenya. | The learner is guided to: design charts on various elective positions in Kenya, display, take gallery walk and peer assess. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | 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 | Civic Engagement in Governance | By the end of the lesson, the learner should be able to: illustrate the role of political parties in democratic governance. | The learner is guided to: role play scenarios that bring out values that promote ethical civic engagement in the community. | How does civic engagement promote good governance in the country?; How can we participate in democratic processes in the society? | 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 9 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 9 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.