CBE · Pre-Primary
PP1 Environmental Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Environmental Activities scheme of work for PP1 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
- PP1
- Subject
- Environmental Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Myself
Self- Awareness · External Body Parts. · Hand Washing · Brushing Teeth
My Family
Family Members
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: tell their names for identity. | The learner is guided to: speak clearly when mentioning their names in pairs. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: classify pictures of boys and girls for self-awareness. | The learner is guided to: know who they are when grouping themselves according to boys and girls. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: sing songs about themselves in pairs. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: tell their names for identity. | The learner is guided to: identify themselves as boys and girls. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: classify pictures of boys and girls for self-awareness. | The learner is guided to: group pictures of boys and girls in pairs. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: watch video clips on boys and girls. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: tell their names for identity. | The learner is guided to: picture reading categorising boys and girls. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: classify pictures of boys and girls for self-awareness. | The learner is guided to: story telling about themselves. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: colour drawn pictures of boys and girls. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Myself | Self- Awareness | By the end of the lesson, the learner should be able to: tell their names for identity. | The learner is guided to: speak clearly when mentioning their names in pairs. | Why do people have names? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: name external body parts for self-awareness. | The learner is guided to: mention the external body parts (head, hands and legs). | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: identify external body parts for self-awareness. | The learner is guided to: observe their own external body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: touch their own external body parts body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: name external body parts for self-awareness. | The learner is guided to: read pictures on external body parts from charts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: identify external body parts for self-awareness. | The learner is guided to: recite poems about their external body parts in groups. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: sing songs on external body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: name external body parts for self-awareness. | The learner is guided to: manipulate and watch videos on external body parts while observing safety. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: identify external body parts for self-awareness. | The learner is guided to: talk about external body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: take turns in activities while playing games as the mention external body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: name external body parts for self-awareness. | The learner is guided to: mention the external body parts (head, hands and legs). | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: identify external body parts for self-awareness. | The learner is guided to: observe their own external body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Myself | External Body Parts. | By the end of the lesson, the learner should be able to: appreciate oneself for self-esteem. | The learner is guided to: touch their own external body parts body parts. | Why people have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: name items used for handwashing. | The learner is guided to: identify items used to wash hands in groups. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: use items for washing hands for personal hygiene. | The learner is guided to: picture read items for handwashing. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: appreciate the need to wash hands. | The learner is guided to: groups pictures of handwashing items. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 1 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: name items used for handwashing. | The learner is guided to: watch video clips on hand washing. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 2 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: use items for washing hands for personal hygiene. | The learner is guided to: demonstrate washing hands in pairs. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 3 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: appreciate the need to wash hands. | The learner is guided to: practice washing hands in groups. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 4 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: name items used for handwashing. | The learner is guided to: wash hands appropriately before eating and after visiting the toilet. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 5 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: use items for washing hands for personal hygiene. | The learner is guided to: sing songs and recite poems related to hand washing as they wash hands in pairs. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 1 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: appreciate the need to wash hands. | The learner is guided to: role play washing hands. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 2 | Myself | Hand Washing | By the end of the lesson, the learner should be able to: name items used for handwashing. | The learner is guided to: colour drawn pictures of hand washing items. | How do we wash hands?; When do we wash hands? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 3 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: name the items used to brush their teeth. | The learner is guided to: talk about items used to brush their teeth in groups (tooth brush, chewed stick, tooth paste, salt, and water); listen to a resource person talk about items that are used to clean their teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 4 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: brush teeth appropriate ly for personal hygiene. | The learner is guided to: identifying the items used in brushing their teeth in pairs. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 5 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: appreciate the need to brush their teeth. | The learner is guided to: picture read items used to brush their teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 1 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: name the items used to brush their teeth. | The learner is guided to: group pictures of items used to brush their teeth; manipulate and watch video clips on brushing of teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 2 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: brush teeth appropriate ly for personal hygiene. | The learner is guided to: observe pictures of people brushing teeth; demonstrate procedures of brushing of teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 3 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: appreciate the need to brush their teeth. | The learner is guided to: Observes safety precautions. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 4 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: name the items used to brush their teeth. | The learner is guided to: Observe safety precautions when brush teeth appropriately for personal hygiene. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 5 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: brush teeth appropriate ly for personal hygiene. | The learner is guided to: practice good grooming when brushing teeth; role play brushing of teeth in groups. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 1 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: appreciate the need to brush their teeth. | The learner is guided to: talk about appropriate times for brushing the teeth; sing songs related to care for the teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 2 | Myself | Brushing Teeth | By the end of the lesson, the learner should be able to: name the items used to brush their teeth. | The learner is guided to: colour drawn pictures of items used to brush their teeth. | How do we brush our teeth?; When do we brush our teeth? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 3 | My Family | Family Members | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: mention family members at home (father, mother, brothers, sisters, grandmothers, grandfathers); Picture read family members in pairs. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 4 | My Family | Family Members | By the end of the lesson, the learner should be able to: name family members living at home. | The learner is guided to: news tell about family members. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 5 | My Family | Family Members | By the end of the lesson, the learner should be able to: talk about the relationship of family members for harmonious living. | The learner is guided to: role play family members; watch videos clip of family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 1 | My Family | Family Members | By the end of the lesson, the learner should be able to: appreciate family members for harmonious living. | The learner is guided to: colour pictures of people at home; model family members at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 2 | My Family | Family Members | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: recite poems about family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 3 | My Family | Family Members | By the end of the lesson, the learner should be able to: name family members living at home. | The learner is guided to: dramatize on family members; sing songs family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 11 | 1 | Revision | Revision of Term work: Myself, My Family. | Learners revisit key concepts, correct misconceptions and practise past questions. | Revision notes, past papers, textbook | Oral questions, written exercises, peer review | |||
| 12 | 1 | Revision | Revision of Term work: Myself, My Family. | Learners revisit key concepts, correct misconceptions and practise past questions. | Revision notes, past papers, textbook | Oral questions, written exercises, peer review | |||
| 13 | 1 | End of Term Assessment | End of term assessment covering: Myself, My Family. | Learners sit the end of term assessment and review feedback. | End of term examination paper, assessment rubric | End of term examination, project and portfolio review |
Every week of this term is unlocked.
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Term 2 — PP1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
My Family
Family Members · Feeding
My Home
Utensils Used at Home · Furniture at Home
My Neighbourhood
My Classmates
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | My Family | Family Members | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: mention family members at home (father, mother, brothers, sisters, grandmothers, grandfathers); Picture read family members in pairs. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | My Family | Family Members | By the end of the lesson, the learner should be able to: name family members living at home. | The learner is guided to: news tell about family members. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | My Family | Family Members | By the end of the lesson, the learner should be able to: talk about the relationship of family members for harmonious living. | The learner is guided to: role play family members; watch videos clip of family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | My Family | Family Members | By the end of the lesson, the learner should be able to: appreciate family members for harmonious living. | The learner is guided to: colour pictures of people at home; model family members at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | My Family | Family Members | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: recite poems about family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | My Family | Family Members | By the end of the lesson, the learner should be able to: name family members living at home. | The learner is guided to: dramatize on family members; sing songs family members found at home. | Whom do you meet at home?; Why do we have family members at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | My Family | Feeding | By the end of the lesson, the learner should be able to: name variety of food eaten at home. | The learner is guided to: identify and name types foods eaten at. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | My Family | Feeding | By the end of the lesson, the learner should be able to: observe feeding habits while eating. | The learner is guided to: home, picture read foods in the textbooks. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | My Family | Feeding | By the end of the lesson, the learner should be able to: appreciate different foods eaten by family members at home. | The learner is guided to: wash hands before eating. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | My Family | Feeding | By the end of the lesson, the learner should be able to: name variety of food eaten at home. | The learner is guided to: feed self-using clean hands. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | My Family | Feeding | By the end of the lesson, the learner should be able to: observe feeding habits while eating. | The learner is guided to: appropriately, role play eating while sitting observe table manners. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | My Family | Feeding | By the end of the lesson, the learner should be able to: appreciate different foods eaten by family members at home. | The learner is guided to: talk about feeding in groups. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | My Family | Feeding | By the end of the lesson, the learner should be able to: name variety of food eaten at home. | The learner is guided to: colour pictures of food in groups. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | My Family | Feeding | By the end of the lesson, the learner should be able to: observe feeding habits while eating. | The learner is guided to: recite poems on feeding in groups. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | My Family | Feeding | By the end of the lesson, the learner should be able to: appreciate different foods eaten by family members at home. | The learner is guided to: discuss the dangers of eating food from. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | My Family | Feeding | By the end of the lesson, the learner should be able to: name variety of food eaten at home. | The learner is guided to: someone’s mouth in pairs, watch videos on feeding habits. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | My Family | Feeding | By the end of the lesson, the learner should be able to: observe feeding habits while eating. | The learner is guided to: singing songs about feeding. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | My Family | Feeding | By the end of the lesson, the learner should be able to: appreciate different foods eaten by family members at home. | The learner is guided to: colour drawn pictures of food eaten at home. | Why do we have food?; How do we feed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: name utensils used at home. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: mention utensils used at home. | The learner is guided to: observe pictures of utensils used at home. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: identify utensils used at home. | The learner is guided to: sort and group utensils used at home in groups. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: take safety measures when handling utensils at home. | The learner is guided to: read pictures of utensils at home. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: appreciate the use of utensils at home. | The learner is guided to: handle utensils used at home properly. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: match pictures of utensils found at home. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | My Home | Utensils Used at Home | By the end of the lesson, the learner should be able to: mention utensils used at home. | The learner is guided to: colour pictures of utensils used at home. | Why do we have utensils at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — PP1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
My Neighbourhood
My Classmates · My Friends
My Neighbourhood School
Parts of a plant · Care for My Class · Cleanliness and Toileting
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | My Neighbourhood | My Classmates | By the end of the lesson, the learner should be able to: name the classmates as neighbours for interpersonal relationship; identify the classmates by names for harmonious living. | The learner is guided to: mention their classmates as immediate neighbours; identify classmates as their neighbours in pairs talk about friendship; talk about what they can do to their classmates through guided discussion in groups. | Why do we have neighbours? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | My Neighbourhood | My Classmates | By the end of the lesson, the learner should be able to: appreciate their classmates as their neighbours. | The learner is guided to: sing songs about their classmates as neighbours in groups; play games with classmates; pray together as classmates. | Why do we have neighbours? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: identify their friends as neighbours in pairs. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: name their friends as neighbours. | The learner is guided to: news tell about their friends as neighbours. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: use courteous word when interacting with their friends. | The learner is guided to: talk about courteous words with their friends(thank you, sorry ,excuse me). | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: appreciate their friends as neighbours. | The learner is guided to: name situations where they can use courteous words. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: use courteous words in incidental learning to reinforce etiquette in pairs. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: name their friends as neighbours. | The learner is guided to: practice use of courteous words in groups. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: use courteous word when interacting with their friends. | The learner is guided to: playing games with friends. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: appreciate their friends as neighbours. | The learner is guided to: sing songs with friends in groups. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: identify their friends as neighbours in pairs. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | My Neighbourhood | My Friends | By the end of the lesson, the learner should be able to: name their friends as neighbours. | The learner is guided to: news tell about their friends as neighbours. | When do we use courteous words? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:. | The learner is guided to: identify parts of plant (flower and leaf); touch parts of plant; recite poems about parts of plant in groups. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: name parts of plant in the immediate environment. | The learner is guided to: picture reading on parts of plant from charts; colour drawn pictures of flowers; mount flowers on charts in groups. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: identify parts of the plant in the immediate environment. | The learner is guided to: display mounted pictures of flowers on the wall; sort and group flowers of different colours; paste pictures cut outs of flowers. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: take care for the plant in the immediate environment. | The learner is guided to: sing songs on parts of plant; plant seed in their garden corner; talk about how to take care of plants in their garden corner. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: Appreciate the importance of plants in the immediate environment. strand, the learner should be able to:. | The learner is guided to: water the plants in the immediate environment; watch and listening videos on parts of plant talk about plants; play games as the mention parts of plant. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: name their class teacher for identification. | The learner is guided to: identify their class teacher by name; sing song about their class teacher; recite poem about their class teacher in groups. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: identify items found in their class for familiarization. | The learner is guided to: observe the items that are found in class; touch items found in their class; name items found in their class. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: care for the items found in their class. | The learner is guided to: picture reading items in their class in pairs; talk about the items found in class; recite poems about items in their class in group. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: make classroom rules for harmonious living. | The learner is guided to: sing song about items in their class; talk about how to take care of different items in their class observe classroom rules; talk about classroom rules. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | My Neighbourhood School | Parts of a plant | By the end of the lesson, the learner should be able to: take pleasure in handling the items in their class. | The learner is guided to: play games in class; learn with others in class regardless of their abilities; watch videos of various items found in class. | Why do we have Plants? have a teacher?; How do we care for items in the class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | My Neighbourhood School | Care for My Class | By the end of the lesson, the learner should be able to: name items used for cleaning my class. | The learner is guided to: picture reading the items used for cleaning the class in groups. | How do we care for our class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | My Neighbourhood School | Care for My Class | By the end of the lesson, the learner should be able to: identify items used for cleaning in my class. | The learner is guided to: observe items used for cleaning in the class. | How do we care for our class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | My Neighbourhood School | Care for My Class | By the end of the lesson, the learner should be able to: collect litter in class and dispose it in the dustbin. | The learner is guided to: view video clips showing the items used for cleaning the class. | How do we care for our class? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More PP1 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 PP1 Environmental Activities 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.