PP1 Curriculum Design: sub strand 3.4 Time (Daily Routine)
Specific Learning Outcomes
By the end of the sub-strand, the learner should be able to: a) identify at least 3 daily routine activities they do before going to school
- identify vocabulary related to time (today, yesterday, tomorrow)
- demonstrate ability to manage their time well when doing activities
- appreciate what every person does on a daily basis
Suggested Learning Experiences
- Guide learners to Identify and talk about morning routine activities in appropriate order
- Guide learners to talk about activities related to time (today, tomorrow, yesterday)
- A few learners identify and talk about morning routine activities in an appropriate order
- In groups or pairs, learners arrange pictures with various daily routine activities in a logical order.
- Learners sing songs on daily routines.
- Learners to watch a video on activities of the daily routine.
Key Inquiry Questions
- What do you do when you wake up in the morning before you come to school?
- How the things you do are different from what your mother or father does in the morning?
- What do you do when you arrive in school?
Core competence:
- Citizenship-Learners will develop into responsible, ethical and socially connected individuals when they work in groups
- Self efficacy- learner develop self esteem, self confidence and will be capable performing tasks as expected
Link to PCIs:
- Citizenship: as they manage time.
- Life skills: critical thinking as they talk about daily routine.
- Values: sharing and turn taking.
Link to other activity areas: Language, environmental activities.
Suggested community service: – non-formal activity to support learning through application: learners assist parents with the daily household chores such as cleaning utensils, setting dining table to help speed up preparation for school/work
Suggested learning resources: Clock face, pictures and picture cut outs.
Suggested Assessment Rubrics:
Achievement
Meets expectation
Can identify and talk about morning activities in an appropriate order.
Can arrange pictures with various daily routine activities in logical order
Talk about what different people do on a daily basis and identify other routines
Use vocabulary related to time and talk about various activities (today, yesterday, tomorrow)
Approaches expectation
Can identify and talk about morning activities in an appropriate order
Can arrange pictures with various daily routine activities in logical order
Talk about what different people do on a daily basis (father mother, brother, sister)
Use vocabulary related to time (today, yesterday, tomorrow)
Below expectation
Can identify and talk about morning routines without any order
Can arrange pictures with various daily routine activities in logical
order with assistance
Can talk about daily activities done by other people with
assistance
Use vocabulary related to time today and yesterday)
Above expectation
Can mention only one morning routine activity
Cannot arrange pictures with various daily routines
Cannot talk about daily routine activities
Use vocabulary related to time
