CBE · Pre-Primary
PP1 Language Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Language 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
- Language Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP1 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Greetings and Farewell · Time related greetings and farewell · Self awareness · Listening for enjoyment · Active listening · Self-expression · Polite language
Reading
Reading readiness · Book handling · Reading posture · Print awareness · Phonic awareness
Writing
Print awareness · Writing posture · Pre writing skills · Eye-hand Co-ordination
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Greetings and Farewell | By the end of the lesson, the learner should be able to: mention why we greet each other in our day -to-day life. | The learner is guided to: say why people greet each other; say people who have greeted them and those they have greeted collaboratively imitate greetings; imitate bidding of farewell. | Why do we greet people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Greetings and Farewell | By the end of the lesson, the learner should be able to: use greetings in social interactions; use farewell words and gestures in social interactions. | The learner is guided to: watch a video clip or listen to an audio recording on people greeting and bidding farewell; discuss pictures on people greeting one another and bidding farewell. | Why do we greet people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Greetings and Farewell | By the end of the lesson, the learner should be able to: appreciate the importance of greetings and bidding farewell in daily interactions. | The learner is guided to: role play people initiating and responding to greetings; role play people bidding farewell using words and gestures; sing songs related to greetings and bidding of farewell. | Why do we greet people? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Time related greetings and farewell | By the end of the lesson, the learner should be able to: state words we use to greet at different times of the day. | The learner is guided to: talk about different greetings used at different times of the day (good morning, good afternoon, good evening); greet and bid farewell to each other using the right words. | Why do we bid people farewell at different times? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Listening and Speaking | Time related greetings and farewell | By the end of the lesson, the learner should be able to: use time related greetings correctly; express farewell words and gestures in relation to time. | The learner is guided to: relate words used in bidding farewell to different times of the day (good bye, good night, see you later); role play greeting and bidding farewell to one another relating to different times of the day. | Why do we bid people farewell at different times? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Listening and Speaking | Time related greetings and farewell | By the end of the lesson, the learner should be able to: acknowledge use of greetings and bidding of farewell in social interactions. | The learner is guided to: sing songs on time related greetings using words and gestures; sing songs on bidding farewell at different times of the day using words and gestures. | Why do we bid people farewell at different times? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: describe how we move eyes when reading. | The learner is guided to: explain in pairs or groups how we move eyes when reading; read pictures arranged from the top to the bottom of a page or chart. | How can we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: demonstrate top-down orientation in reading. | The learner is guided to: view a video clip or observe pictures of sequenced activities arranged from left to right in the correct order. | How can we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: turn pages from right to left when opening a book. | The learner is guided to: read given series of pictures arranged from left to right as they narrate the happenings. | How can we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Reading readiness | By the end of the lesson, the learner should be able to: embrace caring for books in preparation for reading. | The learner is guided to: turn pages of a picture book from right to left; play a game on turning picture book pages where they tap in advance all pages with a picture responsibly to avoid tearing. | How can we take care of our books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Print awareness | By the end of the lesson, the learner should be able to: identify given pictures of familiar things within the environment; scribble freely on books in preparation for writing. | The learner is guided to: recognize pictures of familiar things within their environment (on charts, books, digital devices); talk about the pictures; hold pencils, pens, sticks crayons or coloring pictures pencils correctly and scribble freely on surfaces; display their scribbled work for self and peer assessment. | How can we make pictures? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Print awareness | By the end of the lesson, the learner should be able to: Have fun while scribbling on books and other surfaces in preparation for writing. | The learner is guided to: freely colour pictures of familiar things in their environment; model pictures of familiar things in the environment; clear the working space; wash hands with clean water the modelling experience; sing songs while colouring pictures in the environment for motivation. | How can we make pictures? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Listening and Speaking | Self awareness | By the end of the lesson, the learner should be able to: identify self by name; distinguish self as girl or boy. | The learner is guided to: take turns to say own name in full; discuss why children should have names. | Why is it important to know yourself? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Listening and Speaking | Self awareness | By the end of the lesson, the learner should be able to: recite a poem mentioning their age; acknowledge the importance of personal identity. | The learner is guided to: share what they know about being a girl or being a boy; participate in poems on self-awareness saying their name, gender and age (teacher-made, pre-recorded); play games on self-awareness. | Why is it important to know yourself? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Listening and Speaking | Listening for enjoyment | By the end of the lesson, the learner should be able to: name different songs children sing. | The learner is guided to: talk about the songs they know. | How do people respond to songs?; Why do people sing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Listening and Speaking | Listening for enjoyment | By the end of the lesson, the learner should be able to: sing different children’s songs. | The learner is guided to: sing children songs while others listen. | How do people respond to songs?; Why do people sing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Listening and Speaking | Listening for enjoyment | By the end of the lesson, the learner should be able to: demonstrate ways of dancing to children’s songs using different parts of the body. | The learner is guided to: imitate songs with actions and movements as a group, in pairs and later individually; listen to audio or videos records of children’s music. | How do people respond to songs?; Why do people sing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Listening and Speaking | Listening for enjoyment | By the end of the lesson, the learner should be able to: value listening to music for enjoyment. | The learner is guided to: show various body movements using (fingers, head, waist, feet, shoulders) in response to music/dancing. | How do people respond to songs?; Why do people sing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Listening for enjoyment | By the end of the lesson, the learner should be able to: name different songs children sing. | The learner is guided to: respond to music in various ways by tapping, nodding or shaking. | How do people respond to songs?; Why do people sing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Book handling | By the end of the lesson, the learner should be able to: state ways of taking care of books; organise books in a bag. | The learner is guided to: Guide learner to:; share experiences on how books should be taken care of to avoid destruction; observe teachers’ demonstration on how to arrange books in bags, on shelves, cupboards and tables. | How do you take care of books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Book handling | By the end of the lesson, the learner should be able to: arrange books for safe keeping. | The learner is guided to: work together to arrange books appropriately in bags, on shelves, cupboards or tables; display arranged books for others to see and assess. | How do you take care of books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Book handling | By the end of the lesson, the learner should be able to: turn over pages of a book from right to left; advocate for appropriate handling of books for sustainability. | The learner is guided to: take turns in checking the handling of books by peers; turn over pages from right to left; turn each page gently. | How do you take care of books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Reading posture | By the end of the lesson, the learner should be able to: identify correct reading posture in given pictures. | The learner is guided to: view pictures of correct and incorrect reading postures video clips, charts or books; distinguish correct reading posture from incorrect reading posture based on the video clip, or charts and books. | Why do we need to sit upright as we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Reading posture | By the end of the lesson, the learner should be able to: use an appropriate posture when reading. | The learner is guided to: observe correct reading posture demonstrated by the teacher; practice correct reading posture. | Why do we need to sit upright as we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Reading posture | By the end of the lesson, the learner should be able to: acknowledge the importance of correct posture when reading. | The learner is guided to: sing songs on correct reading posture as they practice the correct posture; observe peers and assess each other on correct reading posture. | Why do we need to sit upright as we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — PP1 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Eye-hand Co-ordination · Writing readiness · Writing letter sounds
Listening and Speaking
Naming · Passing information · Environmental awareness · Auditory discrimination · Audience awareness
Reading
Visual discrimination · Phonic awareness · Visual memory
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Eye-hand Co-ordination | By the end of the lesson, the learner should be able to: describe what to look at when writing; coordinate the eye and hand when writing; open pages of a book from left to right to continue writing; make attempts of holding a writing tool and write from left to the right side of a book. | The learner is guided to: listen to the teacher’s explanation about looking keenly while handling the writing material; observe the teacher’s demonstration of how to have the eyes focused on the writing material; talk about what to do and what to look at when writing; practice focusing their eyes on the writing material as they write individually and collaboratively; turn pages from right to left gently to continue writing without skipping pages; fix puzzles collaboratively using cut pieces of learnt letter sounds to make them whole. | Why should we look at our books when writing?; How do we hold our books and pens/pencils when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: identify materials that are required for writing. | The learner is guided to: mention materials like pencils, colour pencils and books. | How do we hold our pencils or pens when writing?; Where do we write on? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: hold a writing tool in readiness for writing. | The learner is guided to: hold a pencil or color pencil correctly between the index finger and the thumb while resting on the middle finger; write the learnt letter sounds in the air while facing same direction (a, b, c, d. | How do we hold our pencils or pens when writing?; Where do we write on? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: join dots correctly to complete writing letter sounds a, b, c, d, e. | The learner is guided to: place a book correctly ready for writing. | How do we hold our pencils or pens when writing?; Where do we write on? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: practice holding a writing tool and putting marks on surfaces. | The learner is guided to: join dots of letter sounds from left to right on their books filling each page from top to bottom; model letter sounds in groups for mastery using clay, plasticine or dough. | How do we hold our pencils or pens when writing?; Where do we write on? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: embrace the use of writing materials to improve writing. | The learner is guided to: sing songs related to letter sounds with peers as they join the dots. | How do we hold our pencils or pens when writing?; Where do we write on? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | Naming | By the end of the lesson, the learner should be able to: name things found at home; name people found at home. | The learner is guided to: assign correct names to objects and items found at home; mention names of members of the family and other people found in the home; engage in simple conversations using sentences and talking about objects and items found at home in relation to colour, shape, size and use. | How do people use different things found in the home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Naming | By the end of the lesson, the learner should be able to: construct simple sentences using vocabulary related to things found at home. | The learner is guided to: talk about members of the family and other people in relation to their different roles; listen to an audio clip with a story on things found at home; answer oral questions from the audio clip on things found at home; collaboratively engages in vocabulary games about things and people found at home. | How do people use different things found in the home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Naming | By the end of the lesson, the learner should be able to: use vocabulary related to people found at home; enjoy activities that involve naming of things and people found at home. | The learner is guided to: view and discuss video clip on things and people found at home; discuss use of different objects found at home; recite poems and rhymes about things and people found at home. | How do people use different things found in the home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Passing information | By the end of the lesson, the learner should be able to: identify similarities of things found at home; discuss the differences in things found at home. | The learner is guided to: mention similarities in things found at home; mention differences in things found at home; name different buildings found at home like cowshed, latrine/toilet, houses, kitchen. | Why do we have different things and people at home?; How can some of the items and objects found at home injure us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Passing information | By the end of the lesson, the learner should be able to: talk about the differences in people found at home. | The learner is guided to: read aloud pictures of things found at home such as furniture (tables, stools, coaches), utensils (spoons, cups, kettles, knives, pot…), animals and people; tell the differences in people found at home; in groups mention things found within the home environment using relevant vocabulary. | Why do we have different things and people at home?; How can some of the items and objects found at home injure us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Passing information | By the end of the lesson, the learner should be able to: use relevant vocabulary to pass verbal information about the environment in relation to things found at home; e) show involvement by contributing in the passing of verbal messages about the home environment. | The learner is guided to: collaboratively talk about things found at home that can be harmful and how they can avoid them (guide well, not instilling fear learners); talk about differences in animals found at home; sing songs about things found at home. | Why do we have different things and people at home?; How can some of the items and objects found at home injure us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Visual discrimination | By the end of the lesson, the learner should be able to: recognise pictures of things found at home. | The learner is guided to: read pictures of things found at home such as people, animals, houses, farm tools, furniture, utensils, digital devices, clothes and plants either from a video clip, books, cards, charts or board. | How do we use different items and objects found at home?; How do we take care of the things found at home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Visual discrimination | By the end of the lesson, the learner should be able to: points out similarities in pictures of objects found at home. | The learner is guided to: identify similarities in the pictures on their use, where they are found, color, size; identify the differences in digital pictures of objects found at home and their uses. | How do we use different items and objects found at home?; How do we take care of the things found at home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Visual discrimination | By the end of the lesson, the learner should be able to: points out differences in pictures of objects found at home. | The learner is guided to: collaboratively looks at the things found in the class and relate them to some things found at home for example, tables, desks and furniture at home, buildings, plants, toilets…. | How do we use different items and objects found at home?; How do we take care of the things found at home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Visual discrimination | By the end of the lesson, the learner should be able to: enjoy pointing out differences in observed things in the environment. | The learner is guided to: talk about things in school that are not found at home, as well as things at home that are not in school; talk about how to care of the things found at home. | How do we use different items and objects found at home?; How do we take care of the things found at home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Visual discrimination | By the end of the lesson, the learner should be able to: recognise pictures of things found at home. | The learner is guided to: sing songs related to things found at home. | How do we use different items and objects found at home?; How do we take care of the things found at home? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: read letter sounds of the alphabet (f g h i. | The learner is guided to: name the second set of 5 letter sounds in the alphabet. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: articulate correctly all the learnt letter sounds (a-j). | The learner is guided to: pick letter cards randomly and read out the sounds. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: match learnt letter sounds with corresponding objects whose names begin with the sound. | The learner is guided to: match letter sounds with corresponding object names whose names begin with the learnt sound. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: d) participate with pleasure in activities related to reading. | The learner is guided to: chant rhymes on letter sounds in groups, in pairs and individuals. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: read letter sounds of the alphabet (f g h i. | The learner is guided to: play letter sound fishing game by picking a letter sound from a box, bag or basket, reads it out and displays as other learners confirm if read out correctly. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: articulate correctly all the learnt letter sounds (a-j). | The learner is guided to: sing songs related to letter sounds. | Why are there different sounds in the environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: name tools used for writing. | The learner is guided to: list different tools used for writing such as pencil, colour pencils, pens; name different tools that can be used for writing. | Why do we write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Writing | Writing readiness | By the end of the lesson, the learner should be able to: show how to hold writing tool correctly. | The learner is guided to: demonstrate how to hold a writing tool correctly (index finger and the thumb supported by the middle finger). | Why do we write? | Course book, charts, flashcards, audio recordings, 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 Language Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Phonic awareness · Letter recognition · Picture reading
Writing
Pattern writing · Phonic awareness · Letter formation · Writing practice
Listening and Speaking
Auditory memory · Articulation of letter sounds
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: read sounds representing letters of the alphabet in a sequence. | The learner is guided to: identify the sounds in a sequence (k, l, m, n, o, p, q, r, s. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: match learnt sounds correctly with objects whose name begin with similar sound for mastery. | The learner is guided to: identify the learnt sounds from charts, board, books, cards and labels in pairs to enhance sound recognition. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: chant rhymes on learnt sounds. | The learner is guided to: select objects and pictures whose names begin with the learnt sound for memorization (k for kite, l for ladder...). | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: d) participate in sound recognition activities. | The learner is guided to: sing songs, recite poems and chant rhymes related to sounds corresponding to letters displayed letters. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: read sounds representing letters of the alphabet in a sequence. | The learner is guided to: play letter recognition games like fishing letter games and letter sorting to reinforce understanding of sounds. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: match learnt sounds correctly with objects whose name begin with similar sound for mastery. | The learner is guided to: compete in sound recognition games and show fairness in winning and acceptance in loosing. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Phonic awareness | By the end of the lesson, the learner should be able to: chant rhymes on learnt sounds. | The learner is guided to: identify the sounds in a sequence (k, l, m, n, o, p, q, r, s. | Which things have sound ‘b’ in their name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Pattern writing | By the end of the lesson, the learner should be able to: identify patterns written using letters of the alphabet. | The learner is guided to: recall learnt letter sounds using a chart; demonstrate the meaning of a pattern as repeated arrangement using physical objects in the class such as sticks, letter cards, books; write learnt letter sounds in the air facing same direction as the teacher. | Why do we sometimes write something repeatedly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Pattern writing | By the end of the lesson, the learner should be able to: use writing tools appropriately to make pattern. | The learner is guided to: observe the teacher writing a letter sound pattern; write in the air the demonstrated letter sound pattern. | Why do we sometimes write something repeatedly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Pattern writing | By the end of the lesson, the learner should be able to: participate in activities related to pattern writing. | The learner is guided to: complete writing a letter sound pattern, in pairs; complete writing a letter sound pattern individually; display completed letter sound patterns to others in class for peer assessment. | Why do we sometimes write something repeatedly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: write letters of the alphabet correctly in and out of class (r, s, t, u, v, w, x, y. | The learner is guided to: write learnt letters of the alphabet in the air (r, s, t, u, v, w, x, y. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: match letter sounds with corresponding objects whose name begin with same sound for mastery. | The learner is guided to: join dots to complete letters of the alphabet. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: d) take pleasure in using basic tools for writing in class. | The learner is guided to: trace and copy letters of the alphabet; model letters of the alphabet using clay, dough or plasticine. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: write letters of the alphabet correctly in and out of class (r, s, t, u, v, w, x, y. | The learner is guided to: practice writing letters of the alphabet using ICT letter writing games. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: match letter sounds with corresponding objects whose name begin with same sound for mastery. | The learner is guided to: write letters of the alphabet in writing books, chalkboard, on the ground or other materials. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: d) take pleasure in using basic tools for writing in class. | The learner is guided to: make patterns using letters of the alphabet; Models letters of the alphabet and washes hands after. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: write letters of the alphabet correctly in and out of class (r, s, t, u, v, w, x, y. | The learner is guided to: in pairs and groups learners make patterns using letters of the alphabet. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Phonic awareness | By the end of the lesson, the learner should be able to: match letter sounds with corresponding objects whose name begin with same sound for mastery. | The learner is guided to: display work done by groups for peer assessment and feedback. | What do we need to use to write letters of the alphabet?; Where can we read letters of the alphabet? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Auditory memory | By the end of the lesson, the learner should be able to: recall a variety of sounds in the school environment. | The learner is guided to: listen to a variety of sounds from the school environment; say letter sounds already learnt. | What are the differences in sounds within the school environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Auditory memory | By the end of the lesson, the learner should be able to: point out letter sounds correctly in and out of class. | The learner is guided to: engage in nature walk within the school and identify each sound made (ringing bells, sound from animals and birds, moving vehicles). | What are the differences in sounds within the school environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Auditory memory | By the end of the lesson, the learner should be able to: chant rhymes on letter sounds learnt. | The learner is guided to: listen to a recorded audio clip on sounds made by familiar things in the environment as they identify them. | What are the differences in sounds within the school environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Auditory memory | By the end of the lesson, the learner should be able to: d) Take pleasure in listening to sounds in the school environment. | The learner is guided to: tell a variety of sounds heard at home and on the way to school in pairs, in groups and as a whole class; chant letter sounds and rhymes learnt. | What are the differences in sounds within the school environment? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Articulation of letter sounds | By the end of the lesson, the learner should be able to: Identify vowel sounds in words. | The learner is guided to: identify letter sounds from words read by the teacher that relate to school like bag, boy, pen. | How do different sounds in school help us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Articulation of letter sounds | By the end of the lesson, the learner should be able to: select vowels from letter sounds. | The learner is guided to: list vowels from the letter sounds; listen to articulation of the vowels from the teacher or a digital device and imitate. | How do different sounds in school help us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Articulation of letter sounds | By the end of the lesson, the learner should be able to: Articulate all letter sounds from the alphabet. | The learner is guided to: observe charts with all the letters of the alphabet on the wall. | How do different sounds in school help us? | Course book, charts, flashcards, audio recordings, 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 Language 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.