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Language Activities
Subject General Learning Outcomes: By the end of playgroup education the learner should be able to:
1. Demonstrate use of common greetings and farewell words
2. Participate in conversations with peers
3. Respond to simple instructions and questions
4. Sit appropriately when scribbling, painting and colouring.
5. Listen to and responding to stories
Strand Sub strand Learning outcomes Learning Experiences Teaching Learning Competence developed
Resources
1.0 1.1 Common By the end of the sub strand the  Observing and Video clip, pictures  Learning to learn
Listening Greeting and learner should be able to; imitating greetings cards/cutouts picture  Communication
Farewell i. Respond to routine and farewell books  Collaboration
greetings in and out of  Practice greeting Audio clips, Photos
school and farewell
ii. Respond appropriately bidding Collection of songs
to farewell bidding in and  Encourage and short poems
out of class learners to respond focusing on greeting
iii. Enjoy responding to greetings and and farewell
appropriately to greetings farewell
and farewell in and out of  Encourage
class learners to sing
iv. Enjoy singing and and recite songs
reciting poems on on greetings and
greetings and farewell farewell

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1.2 Listening By the end of the sub strand the  Learners listen to Audiovisual  Communication
for enjoyment learner should be able to: short songs, devises, music  Learning to learn
and i. Respond appropriately to a poems and stories instrument,
comprehension. variety of listening  Learners be Simple picture
experiences in and out of encouraged to sing stories that are
class and dance locally and
ii. Demonstrate enjoyment in  Learners be linguistically
a variety of listening encouraged to listen relevant
experiences to and respond to
iii. Demonstrate short stories about Action songs
comprehension of simple things in their reflecting the simple
stories by answering simple immediate stories
questions drawn from the environment
stories  Learners to listen to Picture books
simple stories and
answer simple
questions
 Learners to tell
news/stories and
listen to others
when telling
news/stories
1.3 Active By the end of the sub strand, the  Learners to be Audiovisual  communication
listening learner should be able to: given simple devices, improvised  Learning to learn
instructions and toy telephones,  Self confidence
i. Respond to simple encouraged to Play games that
instructions in and out of respond involve following
class  Learners to be instructions
ii. Take pleasure in encouraged to
responding to simple answer simple
instructions in and out of questions during
class a conversation

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1.4 Passing By the end of the Sub  Learners to be Visual messages,  Learning to learn
information strand, the learner should be guided to pay pictures, smiling  Communication
able to: a) attention when faces, whisper
i. Listen to information listening to: games, applications
and communicate in teachers, children on messages, palm
and out of class and tree leaves
ii. Convey verbal messages parents/caregivers Picture books
effectively in and out of  Learners to
class participate in
iii. Desire to communicate activities that
with others involve conveying
messages
 Guide learners to
listen to and follow
instructions as
given by teachers
 Encourage
learners to listen to
their friends when
telling stories,
news or answering
questions in class.
1.5 Auditory By the end of the sub strand, the  Learners to be Whistles, bells,  Learning to learn
discrimination learner should be able to: engaged in phone, music  Communication
i. Recognize sounds in the activities involving instruments,
environment responding to shakers,
ii. Respond to sounds in the school bells, animals
environment whistles, phone
iii. Enjoy listening to sounds ringing, hooting,
in the environment sirens
 Learners to
be engaged in
identifying various
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 sounds in the
environment
 Learners to mimic
various sounds in
the immediate
environment
1.6 Auditory By the end of the sub strand,  Learners to be Audio toys,  Communication
memory learners should be able to: exposed to a different music  Learning to learn
i. Recall a variety of sounds variety of sounds instruments, animals
in the environment in the environment
ii. Enjoy listening to various and encouraged to
sounds in their environment recall them
 Learners to be
guided to say what
they heard on their
way to school or
at
home
2.0 2.1 Common By the end of the sub strand,  learners to use a Audiovisual,  communication
Speaking routine and learners should be able to: range of words improvised  Learning to learn
Time related i. use a range of words for in relation to telephones, pictures,
greetings and general greetings in school greetings songs,
farewell and at home  learners be
ii. greet say greetings encouraged to use
according to with reference appropriate
to time at home and at words in relation
school to greetings and
iii. bid people farewell
farewell using appropriate  learners be
words at home and at encouraged
school to practice
and respond
to
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 iv. engage in in greetings and
class greetings bidding farewell
play/activities
v. take pleasure in greeting
and bidding farewell at
home and at school

2.2 Self By the end of the sub strand,  learners be Chats with different  Communication
expression learners should be able to: encouraged to faces of emotions,  Learning to learn
i. express own needs at home express their costumes, face
and at school needs masks, crying faces
ii. themselves verbally at  Learners be pictures, smiling
school and at home encouraged to faces pictures,
iii. express emotions and express themselves picture books
feelings appropriately  Learners be depicting different
at home and at school encouraged to emotions
express emotions
and feelings
 Encourage learners
to talk about pictures
depicting different
emotions
 Encourage learners
to role play different
emotions

2.3 Polite By the end of the sub strand,  Learners to Wall charts, video  learning to learn
language learners should be able to: imitate making clips, wall charts,  communication
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 i. Take pleasure in making verbal requests picture stories
requests at home and at  Learners be
school encouraged to
ii. appreciate others make requests and
appropriately appreciate others
2.4 Naming By the end of the sub strand,  Involve learners in Picture books, wall  learning to learn
learners should be able to: naming objects, charts, audiovisual,  communication
i. Name and talk about animals and people [with animals,
objects, in the  Take learners to a people, object]
environment nature walk and Picture cards
ii. Name and talk about encourage them
people in the to identify,
environment animals, objects,
iii. Name and talk about people
animals in the  Learners to name
environment and talk about
objects, people
and animals in
their home and
school
environment
 Learners to make
sounds made by

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3.0 3.1 Book By the end of the sub strand the  Learners be Picture storybooks,  Learning to learn
Reading handling skills learner should be able to: engaged in book newspapers, locally  Communication
i. Hold a book in a reading handling activities made books from
position and turning pages cartons,
ii. Demonstrate ability to turn randomly
pages randomly  Learners to
iii. Enjoy handling books and watch a video
storing them clip on holding
books, turning
pages and storing
them
 Learners to sing
rhymes /songs
related to holding
books and turning
pages
 In small groups
learners to
practice dusting
and arranging
books at
appropriate places
3.2 Reading By the end of the strand,  Learners to arrange Picture books, story  Communication
readiness skills learners should be able to: pictures from left books, picture  Learning to learn
i. Demonstrate left to write to right cutouts, wall charts,
eye orientation when  Learners to be songs, rhymes
reading engaged in
ii. Turn pages from right to picture walk
left when opening a activities
book  Learners to sing
iii. Enjoy participating in pre- rhymes related to
reading activities in and out left right, top
of school. bottom eye
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 orientation as they
simulate

3.3 Print By the end of the strand,  Learners to talk Picture books, story  Communication
awareness learners should be able to: about pictures books, picture  Learning to learn
i. Talk about pictures within provided to them cutouts, wall charts,
their environment  Learners to
ii. Demonstrate awareness of answer questions
print within their about pictures
environment  Learners to
iii. Enjoy reading pictures watch and talk
within their environment about pictures
 Learners to bring
pictures from
home to share with
others and be
encouraged to ask
or answer
questions about
them
3.4 Visual By the end of the strand,  Learners to Picture books, story  communication
discrimination learners should be able to: engage in games books, picture  critical thinking
i. Talk about similarities of that enhance cutouts, wall charts,
objects and pictures in the visual flash cards with
class discrimination different objects for
ii. Enjoy participating in  Identify odd matching,
visual discrimination one out in a set discrimination on
activities within their of pictures the odd one out
environment  pair and
match objects
and pictures
 encourage learners
to match objects as
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 well as
discriminate the
odd one out

3.5 Visual By the end of the strand,  learners to Picture books, story  learning to learn
memory learners should be able to: engage in visual books, picture  communication
i. Recall objects, pictures and memory games cutouts, wall charts,  critical thinking
colours in the class  view items in the magazines
ii. Talk about what they have class and recall Memory games
seen in the class what they saw
iii. Enjoy participating in  Look at pictures
visual memory activities on a page for a
within their environment while then close
the page and recall
they
have seen
3.6 Reading By the end of the strand,  Learners be Video clips, picture  problem solving
posture learners should be able to: encouraged to books, chairs, tables  digital literacy
i. Demonstrate appropriate practice the  learning to learn
reading posture correct reading  communication
ii. Enjoy participating in posture after
reading posture activities in observing a
class demonstration
iii. Appreciate reading  Singing short
orientation songs and rhymes
related to
appropriate reading
posture

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4.0 writing 4.1 Scribbling By the end of the sub strand the learners should be crayons, charcoal,  communication
practice learner should be able to; encourage to scribble pencils, sticks,  Learning to learn.
freely and make simple brushes,  creativity and
i. practice and enjoy lines, circles, shapes imagination
scribbling at home and in
school
ii. Appreciate scribbling
materials
4.2 Drawing By the end of the sub strand learners should be crayons, charcoal,  creativity and
learners should be able to; encouraged to use pencils, sticks, imagination
i. take pleasure in using basic different writing tools brushes,
tools for drawing both in to draw lines freely,
school and at home draw person, shapes etc
4.3 Modeling By the end of the sub strand, learners should practice Plasticine, clay soil,  creativity and
learners should be able to; modeling using locally paper machie, imagination
available materials modelling clay
ii. model objects using locally
available materials
iii. Enjoy modeling objects
4.4 Colouring By the end of the sub strand, learners should be Painting brash,  creativity and
learners should be able to; involved in colouring crayons, coloured imagination
objects using locally pencils, leaves,
i. colour objects available materials flowers
ii enjoy using locally available
materials to colour
Appreciate colouring art

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4.5 Picture By the end of the sub strand, Learners be guided to Picture puzzles,  creativity and
puzzles learners should be able to: complete picture imagination
puzzles  Problem solving
i Identify puzzles trends  critical thinking

ii. fix simple puzzles

iv. Admire fixing puzzles

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Mathematical Activities
Subject General Learning Outcome: By the end of playgroup education the learner should be able to:
1. Sort and group objects according to one attribute at a time
2. March and pair objects according to one attribute
3. Count up to five objects
4. Rote count numbers 1-5 in flash cards
5. Use plasticine to model numbers 1-5
6. Join dots to form number symbols
7. Demonstrate interest in measurement

Strand Sub strand Learning outcomes Learning Teaching Learning Competence

Experiences Resources developed

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1.0 1.1 Sorting By the end of the sub strand Learners look at and  Communicatio
Classificatio & grouping the learner should be able to: talk about objects blocks, bottle tops, big n
n with different seeds, maize cobs ,  Problem
colours, sizes and feathers, fruits, sticks, solving
i. Identify similarities among shapes flowers, plastic/metal  Critical
objects in the environment With guidance cups, tins, books, tables, thinking
ii. Identify learners to chairs, pegs, leaves,
differences among demonstrate sorting blocks, bottle tops, big
objects in the and grouping of seeds, maize cobs ,
environment objects by one feathers, fruits, sticks,
iii. Enjoy sorting and attribute up to two flowers, plastic/metal
grouping objects in the groups cups, tins, books, tables,
environment Learners to relate chairs, pegs, leaves,
iv. Attempt to Group object specific attributes to picture cutouts and
according to their specific other objects in the picture cards, video
attributes to create set of environment clips, magazines ,stones,
similar objects Learners to collect charcoal, threads
and store materials
in their respective
class corners
Encourage learners
to use terms such as
same, different,
alike, not alike

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1.2 By the end of the sub strand, Learners collect and For pairing;  Communicatio
Matching & the learner should be able to: talk about - Thermos and n
pairing similar/difference cup  Problem
i Identify similarities and objects in the - Shoe and socks solving
differences among objects in environment - Books
the environmental With guidance and pencil
ii Match similar objects in learners match and - Rubber and
the environment pair objects books
iii Pair objects according to according to one
specific criteria attribute
Learners to relate
objects to their use in
the environment
Engage learners in
matching games such
as the Reach Up
game

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1.3 Ordering By the end of the sub strand, Learners talk about blocks, bottle tops, big  Problem
the learner should be able to: different objects in seeds, maize cobs , solving
the environment feathers, fruits, sticks,  Critical
i. collect and identify Learners to flowers, plastic/metal thinking
different objects in the demonstrate ordering cups, tins, books, tables,  Communicatio
environment for objects according to chairs, pegs, leaves, n
exploration and size or heights up to picture cutouts and
enjoyment 3 objects picture cards, video
ii. Differentiate objects of Learners to compare clips, magazines ,sticks
different sizes in the objects of different ,plastic bottles, stones
environment sizes
iii. Arrange objects Encourage learners
according to sizes in to use concepts such
ascending and as long, short,
descending order up to 3 longest, shortest,
objects for comparison small ,big
of objects of different
sizes
iv. Organize different
objects in the
environment

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 1.4 Patterns By the end of the sub strand, Learners to  Problem
learners should be able to: demonstrate solving
i Observe objects in the arranging objects to  Critical
environment and identify make patterns thinking
existing patterns Learners to arrange  Creative
ii Identify similarities and objects in an thinking
differences in patterns in the alternating manner to
environment make a pattern
iii. Arrange similar objects to Encourage learners
make a pattern participate in the
iv. Arrange 2 to 4 different Reach Up pattern
objects in an alternating making games
manner to make patterns
v. Enjoy making different
patterns with objects found
in the environment
2.0 Number 2.1 Rote By the end of the sub-strand Guide learners to Number cutouts,  Communicatio
counting the learner should be able to; rote count numbers number flash cards, n
i rote count numbers 1 to 5 1 to 5 sand paper numbers,  Learning to
ii. Participate in Rote Learners to sing plasticine, modeling learn
counting activities simple songs as they clay, calendars, number  Self-efficacy
iii. Enjoy rote counting in rote count wall charts, number
daily life Learners to watch pocket boards, video
iv. Recite poems on numbers video clips on rote clips, audio visual toys
v. Sing simple counting with actions on number, realia,
songs on number -walk, clap node, counting sticks,
concept hop. Counting songs and
Guide learners in rhymes
reciting poems on
numbers

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 2.2 Counting By the end of the sub-strand Learners to rote Number songs and  Communicatio
concrete the learner should be able to; count numbers 1 to 5 rhymes, safe concrete n
objects i. count concrete objects 1 Learners to count objects,  critical
to 5 objects within their thinking
ii. Enjoy counting concrete environment
objects within their
environment
iii. Sing songs as they count
objects around them

2.3 Number i. By the end of the sub- Guide learners to -Number cut out  Communicatio
puzzle strand the learner should be complete number -Picture cut out n
able to; puzzles -Chart number  learning to
ii Identify simple learn
number puzzles
iii Enjoy completing
number puzzles.
iv Make simple puzzles
3.0 3.1 By the end of the sub strand Learners to recite Strings, ropes, plastic  communication
Measuremen Measuring the learner should be able to: rhymes and songs bottles, plastic tins, sand , learning to
t sides of i. identify different sides related to measuring pit, water, blocks, learn,
objects of objects in the Learners to measure leaves, rulers, seesaw,  Digital literacy
environment the sides of objects plasticine, clock,
ii. Play with objects using sticks, hands, pictures, photos,
which have different feet audiovisual toys, charts,
sides Watch a video clip weather chart, bell,
iii. Enjoy measuring sides on measuring sides songs and rhymes
of objects using strings, children could be
sticks, hands, feet, hand guided to walk for
span, steps to measure short distances while
length of Objects and counting their steps
distances

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 lead learners in
singing songs and
rhymes on
measurement
3.2 Mass By the end of the sub strand Learners to be Songs and rhymes about  communication
(heavy/light) the learner should be able to: guided to recite mass, concrete objects,  learning to
i Lift different objects in the short rhymes and sand, blocks, picture learn
environment like stones, poems related to books
blocks, books weight learners play
ii Compare heaviness and with heavy and light
lightness of objects within objects
their environment
iii. Appreciate differential
in weight among them
3.3 Time By the end of the sub strand  Sing short songs Songs and rhymes about  Digital literacy
the learner should be able to; and rhymes on daily routines, video  Communicatio
i Identify vocabulary related their daily clips n
to time as today, yesterday, routine  critical
tomorrow, day and night  Watch a video thinking and
ii Engage in timing sports clip of activities problem
activities on children’s solving
iii Appreciate their daily daily routine
routine like waking up,  News telling on
sleeping, meal time daily events
 Encourage
learners to
participate in
Reach UP
sequencing
activities e.g
growing plants

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  Encourage
learners use
vocabulary
depicting time
e.g morning,
afternoon,
evening

3.4 Size By the end of the sub strand  Learners to be Songs and rhymes on  communication
the learner should be able to: guided to sing size, different objects of  critical
short songs and different sizes thinking
i Differentiate between large rhymes
and small objects in their  Observe pictures
environment of small and
ii Appreciate small and large large objects in
objects in the environment environment
 Provide
containers of
different sizes
for filling and
emptying
 Encourage
learners to use
concepts
depicting size
such as big,
small, full,
empty etc

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Psychomotor and Creative Activities
Subject General Learning Outcome: By the end of playgroup education the learner should be able to:
1. Model objects using different materials
2. Coordinate various body parts for movement, creativity and relaxation
3. Engage in creative, music and psychomotor activities independently
4. Develop their large and small motor skills & strengthen their body muscles

Strand Sub strand Learning outcomes Learning Teaching Learning Competence

Experiences Resources developed
1.0 1.1 Modelling By the end of the sub  Guide learners Modelling clay,  Creativity &
Modelling using ball strand the learner should identify materials plasticine, play dough, imagination
technique be able to; for modeling paper machie, water,  Communication
i Identify materials for  Guide learners to soil.  Self-efficacy
modelling objects for use clay, Modelling containers  Collaboration
familiarization plasticine, dough, and bowls
ii Model simple objects paper matchie, for
using ball techniques for modeling
fine motor development  Learners display,
iii Model freely for fun appreciate own
iv Display finished and others work
objects for appreciating
own and others work

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2.0 Picture 2.1 Colouring By the end of the sub-  Guide learners to Coloured pencils,  Creativity &
Making strand the leaner should identify colors in crayons, paint, imagination
be able to; the environment charcoal, ash, flowers,  Communication
i Identify common  Guide learners to leaves, painting brush,  Critical thinking
colours in the collect materials old newspapers, work
environment for of different sheets, feathers, tooth
colouring pictures colour from the brush,
ii Learners apply environment stick brush, colour
colour on drawn  Guide learners to tray
various pictures for color drawn
aesthetic value items, display
iii Appreciate and discuss their
own/others’ coloured colored items
work
2.2 Painting By the end of the sub-  Guide learners to Colour pencils,  Creativity &
strand the leaner should select painting crayons, paint, imagination
be able to; materials charcoal, ash, flowers,  Self-efficacy
i Create images using  Guide learners to leaves, painting brush,  Communication
finger painting use one colour old newspapers, work
techniques for  Guide learners to sheets, feathers, tooth
enjoyment create images brush, soil,water
ii Perform free choice using fingers
painting on paper for  Guide learners to
enjoyment paint according
iii Appreciate own and to their own
others painted work interest
 Display own
painted work

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3.0 Paper 3.1 Paper By the end of the sub-  Guide learners Old newspapers,  Creativity &
craft tearing strand the leaner should Identify magazines, cartons, imagination
be able to; materials for  Communication
i. Identify materials paper tearing
for paper tearing  Demonstrate to
ii. Appreciate paper learners how to
tearing for fun tear various
materials
 Express their
emotions as they
display their work
4.0 4.1 By the end of the sub-  Learners collect Blocks, maize cobs,  Creativity &
Construction Construction strand the leaner should materials from banana fibres, old imagination
of simple be able to; the environment clothes for dolls,  Communication
models i Identify materials for  Learners interact sticks, bottle tops,  Self-efficacy
construction with materials as strings, carton box,
ii Construct simple they make objects thread, grass, palm
objects for creativity  Learners display leaves, reeds, dry
iii Display for work and talk maize stalks
appreciation about own and
others
 Learners to be
guided on safety
precautions when
collecting and -
working with
materials
 Store and care for
materials

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5.0 Listening 5.1 Listening By the end of the sub  learners to be Audiovisual clips,  communication
and strand the learner should guided to listen to recorded voices,  self-efficacy
responding be able to: sounds in the toy telephones,  critical thinking
i Listen to a variety of environment musical
sounds in the  learners to mimic instruments, plastic
environment sounds produced bottles, shakers,
ii Mimic sounds in the in the environment audiovisual toys,
environment  guide learners to nature walk to
iii make different sounds identify the neighborhood,
iv. Role play in making direction from realia
own sound in the which the sounds
environment are coming from
 Learners to mimic
familiar sounds
made in the
environment
6.0 6.1 Singing By the end of the sub  guide learners to Costumes, musical  communication
Performance strand the learner should sing simple instruments, décor,  self-efficacy
be able to: interesting short ornament, sisal and  digital literacy
songs banana fibre, manilla  citizenship
i Sing simple interesting  guide learners to paper, ribbons,
short songs sing local Songs and rhymes,
ii sing own songs children's song realia
sing for fun  guide learners to
iii Appreciate perming sing own songs
music  guide learners to
watch a video on
singing games
from
different
cultures

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 6.2 Dancing By the end of the sub-  guide the learners Songs, pictures,  communication
strand the learner should to watch a video realia, laptops, drums,  self-efficacy
be able to; on children videos  digital literacy
i. dance freely for fun dancing
ii. Try rhythmic dance  guide learners to
with music dance freely for
enjoyment
6.3 Playing By the end of the sub guide learners to play Songs, musical  communication
simple strand the learner should simple musical instruments from  critical thinking
musical be able to; instruments environment, pictures  self-efficacy
instruments i. Manipulate simple of music instruments,
musical instruments ankle bells,
ii. Try to play simple toumbrines and
musical instruments kayambas
e.g. a drum, shakers
7.0 Basic 7.1 By the end of the sub  Guide the Video clips, musical  critical thinking
motor skills Locomotor strand the learner should learners to instruments, climbing  problem solving
activities be able to : acquire swinging and sliding frames,
i. Demonstrate the skills merry go round, tyres,
skills of swinging  Learners can skipping ropes, bean
for enjoyment perform jumping bags, balls, turn coins
i. Demonstrate the activities both
skills of sliding inside and outside
for enjoyment the class
ii. Demonstrate the  Learners to
ability to jump perform racing
on the spot activities
iii. Demonstrate
racing skills for
enjoyment

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 [Link]. Include
hopping,
balancing

7.2 Non- By the end of the sub  learners to

locomotor strand the learners stretch and move hula hoop, skipping  learning to learn
activities should be able to: from side to side rope,  communication
i. Acquire stretching freely
skills for motor  learners to be
development guided on use of
ii. Be able to turn from gesture such as
side to side for body nodding the head,
coordination blinking, flick
iii. Have fun as they your finger,
stretch, turn from waving, stamp
side to side; and use feet
simple gestures  Learners to sing
iv. c) Acquire the and recite poems
ability to perform while stretching
simple gestures and moving from
using movable body side to side
parts such as hands,
fingers, head, eyes

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 7.3 Fun games By the end of the sub  Learners to be Songs, rhymes, games  Digital literacy
strand the learner should guided in  communication
be able to: performing  Problem solving
i. perform various various simple
simple games for games for fun
fun such as hide and  Learners to be
seek, nyama nyama, guided to watch a
marobo tanda robo video/recorded
ii. b) Demonstrate the clip of a singing
ability enjoy various game
simple games

Environmental Activities
Subject General Learning Outcome: By the end of playgroup education the learner should be able to:
1. Observe proper hygiene practices, sanitation & nutrition to promote good health
2. Explore the immediate environment for learning, conservation and enjoyment
3. Acquire basic socialization skills
4. Use things found in their immediate environment
Strand Sub strand Learning outcomes Learning Experiences Teaching Competence
Learning developed
Resources

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1.0 1.1 Myself By the end of the sub  Learners are guided to tell their Picture cards,  Communic
Social strand the learner should names picture books, ation
Environ be able to;  Learners are guided to identify picture cutouts,  Learning to
ment i. Tell their names for body parts (head, hands and audiovisual, video learn
identity legs) clips, dolls, charts,  Self
ii. Identify body  Learners sing songs on body drawing/colouring efficacy
parts (head, hands parts (head shoulder, knees books, crayons,
and legs) and toes) pencils, zippers,
iii. Talk about uses of buttoning clothes,
body parts realia, shoe laces,
iv. Appreciate oneself doll clothes
for self-esteem Songs and rhyme
about self

1.2 Our By the end of the sub  Learners are guided to talk Songs, rhymes, Communicatio
school strand the learner should about their teacher pictures n
be able to;  Learners are guided to Learning to
i. Talk about people walk round the school to learn
working in the school identify structures Patriotism
for identification e.g.
teachers, watchman,
visitors
ii. Identify structures
found in the school
for familiarization
iii. Identify the flag and
the flag post for
patriotism.

1.3 Our By the end of the sub  Learners be guided in naming Songs and rhymes  Learning to
Home strand the learner should people found at home about home, learn
be able to;  Learners model people at home pictures, flash cards  Self-
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 i Name people  Learners sing songs and , charts, picture efficacy
found at home, recite poems about people books  Communica
ii b) Appreciate the found at home. tion
people at home for
harmonious living.
1.4 By the end of the sub  Learners are guided on Songs and rhymes,  Communic
Interpersona strand the learner should situations where they can pictures ation
l relationship be able to; use courteous words  Learning to
i. Talk about courteous  Learners are guided to talk learn
words used in about courteous words
different situations
ii. Use courteous words
appropriately during
interactions
iii. Use courteous words
appropriately during
interactions
1.5 Dressing By the end of the sub  Learners are guided to identify Songs and rhymes,  Communic
strand the learner should clothes worn pictures, realia, ation
be able to;  Learners are guided in talking dolls, shorts,  Learning to
i. Identify clothes worn about clothes worn dresses, zippers learn

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2.0 2.1 Hand By the end of the sub  learners to observe Pictures,  learning to
Health washing strand the learner should demonstration of washing handkerchiefs, learn
Practices be able to: hands soap, basin, bucket,  communica
i. wash hands  learners are guided to water, tooth brush, tion
appropriately for wash hands appropriately tooth paste, tooth  self-
personal hygiene  learners to practice washing stick, brush, songs, efficacy
ii. appreciate the need to hands rhymes, sink
wash hands  learners to sing simple songs
iii. tell the importance of on hand washing
washing hands
2.2 Cleaning By the end of the sub  learners observe the teacher Pictures, songs and  communica
nose strand the learner should demonstrating wiping nose rhymes, flash cards, tion
be able to:  learners are guided on how to wall charts,  learning to
i. tell the importance of use a clean handkerchief handkerchiefs learn
cleaning their nose  learner on how to take care of  self-
ii. demonstrate the a handkerchief efficacy
ability to wipe the  learners to practice  Digital
nose proper wiping of their literacy
iii. c)tell the materials nose
used for wiping the  learners to sing songs and
nose recite poems about cleaning
the nose
 learners watch videos
on cleaning the nose
2.3 Care for By the end of the sub  learners watch videos Songs and rhymes,  communica
the teeth strand the learner should on cleaning of teeth picture books, tion
be able to:  learners to imitate cleaning magazines, wall  learning to
i. name items used for teeth charts, water, tooth learn
cleaning their teeth  learners sing short songs brush from local  Digital
e.g water ,stick brush, related to care for the teeth plants learning
toothpaste, salt, tooth
stick

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 ii. clean teeth for
personal hygiene

2.4 By the end of the sub  learners are guided to identify Pictures, wall  communic
Sanitation strand the learner should toilet facilities in the school charts, songs about ation
/toileting be able to: compound sanitation, rhymes,  self -
i. identify toilet/latrines  learners practice seeking plain books efficacy
facilities in the school permission to go to the toilet  citizenship
compound  learners to observe a video on
ii. name materials used appropriate use of different
for toileting e.g toilet facilities
tissue paper  learners to role play on the use
iii. appreciate the need of sanitary facilities
to use a clean
toilet/latrines
iv. express the urge for
toileting
2.5 Food By the end of the sub  learners to watch videos on Pictures of different  communica
/feeding strand the learner should different feeding habits, foods, songs and tion
be able to : cleaning foods(fruits and rhymes about food,  self-
i. talk about different vegetables ) realia, utensils use efficacy
food eaten at home  learners to talk about food they to eat , songs and  learning to
ii. tell the importance of eat at home rhymes about the learn
eating clean food  individually learners food we eat  Digital
iii. talk about dangers of practice feeding self literacy
sharing food from  learners to guide to discuss the
someone else's mouth dangers of eating food from
iv. feed self-using someone's mouth
clean hands/feeding
items
e.g spoon, fork

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3.0 3.1 Animals By the end of the sub-  Tell learners interesting stories Flowers, leaves,  Commu
Natural strand the learner should about animals as they listen insects, animal nication
environ be able to;  learners to be guided to watch pictures, nature
ment i. listen to short video clips on animals walk in the
interesting  Guide learners to identify neighborhood,
stories about pictures of animals on charts, water, soil, video
animals video, picture book clips, picture
ii. sing songs  Learners to mimic sounds downloads, picture
about animals made by domestic animals books, sand pit,
iii. Appreciate animals plastic containers,
found at home charts, songs and
iv. watch video clips on rhymes on an
animals
v. Identify pictures
of animals found
at home
vi. Have nature walk
in the neighborhood
3.2 Water By the end of the sub  Guide learners in doing  communica
strand the learner should activities using water e.g tion
be able to: washing hands, watering  digital
i. have fun doing flower beds Etc literacy
activities with water  Guide learners in singing  self-
like washing hands, songs on uses of water efficacy
emptying and filling eg."tuthambaga njara mbere ya
etc kurea….."
ii. Sing songs related  Learners be guided to identify
to water pictures on uses of water on
iii. Watch video clips on charts, picture books and video
uses of water clips
iv. Identify pictures

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 on uses of water
from

charts, picture books,

downloads e.t.c
3.3 Soil By the end of the sub  Guide learners in observing Songs and rhymes  digital
strand the learner should safety as they play with soil about soil, soil, literacy
be able to:  Lead learners in watching containers  communicat
i. Have fun playing clips on uses of soil ion
with soil  Guide learners in singing  learning to
ii. Take safety measures songs as they play with soil learn
when playing with  Create opportunity for soil play
soil like not putting in
the eyes, ears, mouth
etc
iii. Watch video clips on
uses of soil

Christian Religious Activities

Subject General Learning Outcome: By the end of playgroup education the learner should be able to:
1. Appreciate God's creation
2. Demonstrate understanding of the word of God through prayer
3. Appreciate that God is worshipped in places like church, temple , mosques etc

Strand Sub strand Learning outcomes Learning Experiences Teaching Learning Competence
Resources developed

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1.0 GOD’S 1.1 Myself By the end of the sub  Learners be  self-awareness
CREATION strand the learner should be guided to mention Learners to  self esteem
able to; their names appreciate  Self expression
i. Mention his /her name  Learners be guided themselves
for self-awareness to sing songs about
ii Sing songs about themselves Give their names,
themselves as special  Learners be short stories, charts
creatures guided to listen to ,teachers name
iii Appreciate stories about
himself/herself themselves
1.2 My Family By the end of the sub  Learners be guided  Learning to
strand the learner should to name their family learn
be able to members  Communication
i. Appreciate the names  Learners be guided
of their family in groups to sing
members simple songs about
ii. Appreciate themselves families
as members of their
families

1.3 God By the end of the sub Observe God’s creation e.g.  Learning to
strand the learner should; the natural environment; learn
i Appreciate the existence rivers, mountain  Communication
of God Learners to sing songs on
ii Identify God as the God as their Heavenly
creator father to develop the virtue
of love

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 1.4 Prayers By the end of the sub  Learners will be guided  Learning to learn
strand the learner should be to demonstrate  Self-efficacy
able to; postures for prayer
i. Demonstrate  Learners are guided  Communication
postures for prayer as to recite simple
way of prayers
communicating with
God
ii. Recite the prayers for
enjoyment
2.0 Holy 2.1 The Holy By the end of the sub  learners to be guided to Children’s holy  communication
Books and book strand the learner should be sing simple songs on books, short video  learning to learn
Places of able to: the Holy books clips , songs on their  self-efficacy
Worship i. Identify their holy  learners to role play on holy books, charts
book according to ways of respecting the
their faith Holy books e e.g how to
ii. Respect the Bible as hold a Bible,Koran
a holy book for their  learners to colour drawn
spiritual growth pictures of the holy
iii. Sing a simple song on books
their holy book
iv. Role play holding their
holy book
v. Respect their holy
book

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 2.2 Places of By the end of the sub  -Observe the  Learning to
Workshop strands the learner should places of worship learn
be able to:  -Watch short clips  Communication
i. Name their places on their places of
of worship worship
ii. -Identify the places  -Name the places
of worship through of worship
pictures

3.0 Religious 3.1 Religious By the end of the sub-  Identify the ceremonies Religious ceremonies  communication
Ceremonies ceremonies strand the learner should be choruses , videos,  learning to learn
and rituals able to: photos of religious
i. Identity the religious ceremonies
ceremonies
ii. -Tell stories about
the ceremonies e.g.
whether they
participated
iii. -Watch videos of
ceremonies and
indicate whether they
enjoyed
iv. Sing short choruses of
their religious
ceremonies
v. -Identify pictures of
the religious
ceremonies

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