CBE · Pre-Primary
PP2 Environmental Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Environmental Activities scheme of work for PP2 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
- PP2
- Subject
- Environmental Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Myself
External Body Parts · Uses of Body Parts · Cleaning Nose · Dressing
Our Family
Food Eaten · Importance of Eating Food
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: name the external body parts for self-awareness. | The learner is guided to: mention external body parts (head, mouth and nose). | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: identify the external body parts for self-awareness. | The learner is guided to: recite poems on body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: appreciate one's body part for self-esteem. | The learner is guided to: sing songs about body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: name the external body parts for self-awareness. | The learner is guided to: story telling about external body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: identify the external body parts for self-awareness. | The learner is guided to: picture reading the external body parts; draw the external body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: appreciate one's body part for self-esteem. | The learner is guided to: play games on body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: name the external body parts for self-awareness. | The learner is guided to: model the external body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: identify the external body parts for self-awareness. | The learner is guided to: tear along the pictures of external body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: appreciate one's body part for self-esteem. | The learner is guided to: paste cut out pictures of external body parts. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Myself | External Body Parts | By the end of the lesson, the learner should be able to: name the external body parts for self-awareness. | The learner is guided to: watch video clips of external body parts while observing safety. | Why do we have body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Myself | Uses of Body Parts | By the end of the lesson, the learner should be able to: identify body parts for familiarization. | The learner is guided to: recognize external body parts (mouth, eyes and ears). | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: tell the uses of body parts for self-awareness. | The learner is guided to: touch as they name body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: appreciate one’s body parts for self-esteem. | The learner is guided to: watch videos of external body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: identify body parts for familiarization. | The learner is guided to: observe different pictures depicting people performing various actions and which body parts are in use. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: tell the uses of body parts for self-awareness. | The learner is guided to: name the uses of body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: appreciate one’s body parts for self-esteem. | The learner is guided to: recite poems about uses of the body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: identify body parts for familiarization. | The learner is guided to: sing songs on uses body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: tell the uses of body parts for self-awareness. | The learner is guided to: play games as they mention uses of body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: appreciate one’s body parts for self-esteem. | The learner is guided to: discuss about the uses of body parts in groups. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: identify body parts for familiarization. | The learner is guided to: news tell on the uses of body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: tell the uses of body parts for self-awareness. | The learner is guided to: role play on the uses of body parts. | How do we use 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 | Uses of Body Parts | By the end of the lesson, the learner should be able to: appreciate one’s body parts for self-esteem. | The learner is guided to: recognize external body parts (mouth, eyes and ears). | How do we use 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 | Cleaning Nose | By the end of the lesson, the learner should be able to: name the items used to clean the nose in and out of school. | The learner is guided to: mention the items used to clean the nose; Identifying items used to clean the nose. | How do we clean our nose?; Why do we clean our nose? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Myself | Cleaning Nose | By the end of the lesson, the learner should be able to: wipe the nose appropriately. | The learner is guided to: sing songs on cleaning nose; recite poems about cleaning the nose. | How do we clean our nose?; Why do we clean our nose? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Myself | Cleaning Nose | By the end of the lesson, the learner should be able to: acknowledge the need to clean the nose appropriately. | The learner is guided to: use a clean handkerchief; draw and colour handker. | How do we clean our nose?; Why do we clean our nose? | 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 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — PP2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Our Family
Importance of Eating Food
Our Home
Houses Found at Home · Work Done at Home · Domestic Animals
My Neighbourhood
Families in Our Neighborhood · Buildings in The Neighbourhood · Plants
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Our Family | Importance of Eating Food | By the end of the lesson, the learner should be able to: tell the importance of eating food for healthy living; talk about the importance of eating clean food; wash fruits before eating for healthy living; appreciate the importance of eating food. | The learner is guided to: mention the importance of eating clean food; watch video clips on the importance of eating food; Story tell the importance of eating food; recite poems on the importance of eating food; role play on importance of eating clean food; eat snacks and fruits in groups; sing songs on the importance of eating food; dramatize on the importance of eating food; picture reading on the importance of eating food; observe different pictures. | Why do we eat food?; How do we clean fruits before eating? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Our Home | Houses Found 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: tell different houses at home,(toilet, latrine, kitchen, poultry, granary). | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: name houses at home for familiarity. | The learner is guided to: identify houses found at home in pairs. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: identify different houses at home. | The learner is guided to: view video clips of houses at home; observe charts of houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: tell the uses of houses found at home. | The learner is guided to: draw houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: recognise the various types of houses at home. | The learner is guided to: Colour houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Our Home | Houses Found 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: model houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: name houses at home for familiarity. | The learner is guided to: paint houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: identify different houses at home. | The learner is guided to: sing songs on the uses of houses at home in groups; talk about uses of houses at home in groups. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: tell the uses of houses found at home. | The learner is guided to: recite poems on the uses of houses at home. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Our Home | Houses Found at Home | By the end of the lesson, the learner should be able to: recognise the various types of houses at home. | The learner is guided to: Use clay or plasticine to model simple house found at home in groups. | Why do we have houses at home?; What types of houses do we have at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: name work done at home for familiarization. | The learner is guided to: mention work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: talk about the importance of work done at home. | The learner is guided to: talk about work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: practice work done at home. | The learner is guided to: news tell about different work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: appreciate work done at home for self-enjoyment. | The learner is guided to: Picture read on different work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: name work done at home for familiarization. | The learner is guided to: walk around the school to identify work done by people; discuss about the importance of work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: talk about the importance of work done at home. | The learner is guided to: sing songs about work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: practice work done at home. | The learner is guided to: recite poems on work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: appreciate work done at home for self-enjoyment. | The learner is guided to: watch video clip on work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: name work done at home for familiarization. | The learner is guided to: imitate work done at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Our Home | Work Done at Home | By the end of the lesson, the learner should be able to: talk about the importance of work done at home. | The learner is guided to: role play work done by people at home. | Why do people work? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Our Home | Domestic Animals | By the end of the lesson, the learner should be able to: name domestic animals at home. | The learner is guided to: observe pictures of domestic animals found at home. | Why do we have animals at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Our Home | Domestic Animals | By the end of the lesson, the learner should be able to: identify domestic animals found at home. | The learner is guided to: watch video clips on domestic animals model domestic animals draw domestic animals; paint pictures of domestic animals trace domestic animals. | Why do we have animals at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Our Home | Domestic Animals | By the end of the lesson, the learner should be able to: care for the domestic animals at home. | The learner is guided to: cut and paste pictures of domestic animals. | Why do we have animals at home? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Our Home | Domestic Animals | By the end of the lesson, the learner should be able to: value domestic animals at home. | The learner is guided to: Colour pictures of animals. | Why do we have animals 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 — PP2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
My Neighbourhood
Plants
Our School
People in Our School · Things in Our School · Care for School Environment · Safety in the Environment · Weather
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | My Neighbourhood | Plants | By the end of the lesson, the learner should be able to: By the end of sub strand, the learner should be able to:; name parts of plant in the immediate environment; observe plants in the immediate environment. | The learner is guided to: mention the external parts of a plant(leaves, flower, stem); identify parts of a plant touch parts of plant; observe different parts of a plant; manipulate different parts of a plant; recite poems about parts of a plant in groups; picture reading on parts of a plant from charts; take nature walk round the school garden; Discuss about the uses of plants. | Why do we have plants? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | My Neighbourhood | Plants | By the end of the lesson, the learner should be able to: talk about the uses of plants in the immediate environment; care for the plants in the immediate environment; value plants in the immediate environment. | The learner is guided to: colour drawn pictures parts of a plant leaf printing; mount flowers on charts in groups; display mounted pictures of parts of a plant on the wall; sort and group flowers of different colours; paste pictures cut outs of parts of a plant; sing songs on parts of plant; watch and listening video clips on parts of plant water the plants; play games as they mention parts of plant. | Why do we have plants? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Our School | People in Our School | 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 people found at school, (teachers, security guard, driver, cook). | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Our School | People in Our School | By the end of the lesson, the learner should be able to: name people working in the school for familiarisation. | The learner is guided to: walk round the school identifying the people by the work they do. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Our School | People in Our School | By the end of the lesson, the learner should be able to: talk about work done by different people in the school. | The learner is guided to: mention the work done by people in school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Our School | People in Our School | By the end of the lesson, the learner should be able to: appreciate the people working in the school for harmonious living. | The learner is guided to: talk about work done by people in school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Our School | People in Our School | 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: news tell about work done by people at school in groups. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Our School | People in Our School | By the end of the lesson, the learner should be able to: name people working in the school for familiarisation. | The learner is guided to: role play work done by people at school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Our School | People in Our School | By the end of the lesson, the learner should be able to: talk about work done by different people in the school. | The learner is guided to: sing songs about work done by people in the school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Our School | People in Our School | By the end of the lesson, the learner should be able to: appreciate the people working in the school for harmonious living. | The learner is guided to: draw people in school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Our School | People in Our School | 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: colour drawn pictures of people working in school. | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Our School | People in Our School | By the end of the lesson, the learner should be able to: name people working in the school for familiarisation. | The learner is guided to: mention people found at school, (teachers, security guard, driver, cook). | Why do we have people in school?; Why do people work in school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: name things found in school for familiarisation. | The learner is guided to: identify things found in school (flag, water tank, play materials, learning materials). | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: talk about uses of things found in school. | The learner is guided to: walk round the school identifying the things found in school; mention the things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: recognise the things found at school. | The learner is guided to: talk about things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: appreciate the things found in school. | The learner is guided to: news tell about things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: name things found in school for familiarisation. | The learner is guided to: tell the uses of things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: talk about uses of things found in school. | The learner is guided to: use things found in school properly; sing songs about things found at school in groups. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: recognise the things found at school. | The learner is guided to: draw things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: appreciate the things found in school. | The learner is guided to: colour a picture of a flag. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: name things found in school for familiarisation. | The learner is guided to: recite poems on things found in school; model things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Our School | Things in Our School | By the end of the lesson, the learner should be able to: talk about uses of things found in school. | The learner is guided to: match and pair things found in school. | Why do we have schools?; Why do we have play materials at school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Our School | Care for School Environment | By the end of the lesson, the learner should be able to: name items used to clean the school environment for health living. | The learner is guided to: mention items used to clean the school environment. | Why do we need a clean environment?; How do we clean the school environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Our School | Care for School Environment | By the end of the lesson, the learner should be able to: identify waste materials and items that require disposal in the school environment. | The learner is guided to: Touch the items used to clean the school environment, 1. | Why do we need a clean environment?; How do we clean the school environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Our School | Care for School Environment | By the end of the lesson, the learner should be able to: dispose waste materials appropriately from the school environment. | The learner is guided to: talk about the importance of living in a clean environment. | Why do we need a clean environment?; How do we clean the school environment? | 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.
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Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for PP2 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.