SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway choices

By the end of the lesson, the learner should be able to:

-State the meaning of a Career Pathway
-Identify factors to consider In the selection of a pathway
- Draw a poster Showing factors to Consider in the Selection of a pathway
- Acknowledge the factors to consider in the selection of a pathway.

-The leaner is guided to brainstorm the meaning of Career Path
-The leaner is guided to discuss factor to Consider in the selection of pathway
-Learners are guided in groups to draw a Poster showing factors to consider in the selection of a pathway

what is a career Pathways?

-Course book
-Chart
--Digital
devices.

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices

By the end of the lesson, the learner should be able to:

-Identify various Pathways and their respective requirements
-Examine Pathways and their respective requirements
-Create chat showing various pathways and their respective requirements
-Acknowledge
various pathways and their respective requirements

-The Leaner is guided to identify various pathways and their respective requirements.
-Learners are guided groups to Create a Chart showing various path ways and
their respective requirements.

why is it important to learn about Career Pathways?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Requirements for social sciences pathway at senior school
Pathway choices -possible track within a pathway at senior school

By the end of the lesson, the learner should be able to:
- Examine requirements for Social Sciences Pathway at Senior School
-Create a Chart showing social Sciences and the requirements
-Appreciate requirements for Social Sciences Pathway at senior School
-Identify a possible track within a pathway at senior school
-choose a possible tracks within a Pathway at Senior school
-Appreciate a Possible tracks within a Pathway at senior school

-The learner is guided to examine requirements for Social Sciences Pathway
at senior school.
-In groups
learners are guided to create and display Charts showing social sciences pathways and the requirements.
-The Leaner, is guided to identify a possible track within a pathway at senior school
- in groups learners are guided to Choose a possible tract within a Pathway at senior School

what are the requirements for Social Sciences pathway at senior school?

- course book
-Chart
-Computing devices
- course book
-Computing devices

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:
-Define the meaning of support systems
-Explore and use support systems for pre career and other needs
-Describe the effective use of different support systems for pre career and other needs.
-Appreciate the value of support systems for pre career and other needs

-The learner is guided to define support systems and also use support systems for pre career and other needs
-learners in groups are guided to describe effective use of different support systems for pre career and other needs

What is support system?

-Course book
-Computing devices
Char

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:

-Identify challenges arising from existing support systems for pre career and other needs
-Analyze challenges arising from existing support systems for pre career and other needs
-Create a chart showing challenges arising from existing support systems for pre -career and other needs
-Desire to analyze challenges arising from existing support systems for pre career and other needs

-The learner is guided to brainstorm on challenges arising from involvement in existing pre career support system.
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre career support systems

What challenges arises from involvement in existing career support system?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems (psycho social, social mentorship or coaching, spiritual career support system)

By the end of the lesson, the learner should be able to:

-Design solutions to challenges arising from support systems
-Define solutions to challenges arising from support systems
-Appreciate solutions to challenges arising from support systems

--The learner is guided to design solutions to challenges arising from support systems
In groups learners are guided to search for solutions to challenges arising from preexisting career support systems .

What is the solution to challenges arising from support systems?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career support systems

By the end of the lesson, the learner should be able to:

-define the term pre career mapping
-Explain the significance of pre career mapping for individual growth
-Demonstrate the significance of pre mapping for individual growth
-Appreciate the value of pre career support systems

-The learner is guided to define pre career mapping
-in groups learners are guided to demonstrate The significance of pre career mapping for individual growth

What is pre career mapping?

- course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project
Community service learning project

By the end of the lesson, the learner should be able to:
-describe the community service learning
-Identify a problem in the community
-Create a chart showing the identified problem or gap in the community
-Desire to identify a problem in the community
-discuss and adapt on identified problem or gap for the class project and state the tittle
-Create a chart showing identified problem or gap for the class project and sate the tittle
-Appreciate the identified problem or gap for the class project

-learner is guided to brainstorm and identify problem or gap in their community that need attention.
-in groups learner s are guided to create a Chart showing The identified problem or gap in The community
-learner is guided to discuss and adapt on identified problem or gap for class or group project and state The project title
-learner is guided to create a Chart showing identified problem or gap for class project and state The title

What is community service learning?

-Course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-describe the problem or gap and the statement of the problem
-Authenticate the problem or gap and write down the statement of the problem
-Appreciate the problem or gap and the statement of the problem

-learner is guided to describe The problem or gap and The statement of The problem
-in groups learners are guided to write down The statement of The problem(a small description of The identified problem)

What is the statement of the problem in a project?

-course book
-Computing devices
chart

-Oral questions -Oral report -observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Community service learning project

By the end of the lesson, the learner should be able to:

-describe a solution to the identified problem
-Design a solution to the identified problem
-Appreciate team work in designing a solution to the identified project

-The learner is guided to describe a solution to The identified problem
-in groups learners are guided to design a solution to The identified problem
-in groups learners are guided to design a solution to he identified problem.

What is the solution to the identified problem in the society?

-Course book
-Computing devices
-Chart

-Oral questions -Oral report -observation

COMMUNITY SERVICE LEARNING

Community service learning projects

By the end of the lesson, the learner should be able to:

-identify a plan to solve the identified problem in the community.
- Plan to solve the identified problem in the community.
- Appreciate the
Plan to solve
the identified problem in the community.

-The learner is guided to identify a plan to solve The identified problem.
- in groups, learners are guided to plan to solve The identified problem in The community

What is the plan to solve the identified problem in the community?

-Course book
-Computing devices
-Chart

-Oral question -Oral report -observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Early

By the end of the lesson, the learner should be able to:

-Describe the socioeconomic practices of early humans in Africa during early Stone age period.
-Create a chart showing socioeconomic practices of early humans in Africa during early stone age period.
-Appreciate socioeconomic practices of early humans in Africa during early Stone Age period.

-The learner is guided to describe socioeconomic practices of early humans in Africa during early Stone age period
- in groups learners are guided to create a chat showing socioeconomic practices of early humans in Africa during The early Stone age period.

What are socioeconomic practices of early humans in Africa during early Stone Age period?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Middle
Social economic practices of early humans -late

By the end of the lesson, the learner should be able to:
-describe the socioeconomic practices of early humans in Africa during the middle stone age period.
-Use a chart to show socioeconomic practices of early humans in Africa during the middle a Stone Age period
- appreciate socioeconomic practices of early humans in Africa during the middle stone age period.
-Describe the socioeconomic practices of early humans in Africa during the late Stone Age period.
- Create a poster showing socioeconomic practices in Africa during the late Stone Age period.
- Appreciate socioeconomic practices in Africa during the late Stone age period.

-The learner is guided to describe the socioeconomic practices of early humans in Africa during the middle Stone age period.
- In groups, learners are guided to use a chat to show socioeconomic practices of early humans in Africa during the Middle Stone A
-The learner is guided to describe the socioeconomic practices of early humans in Africa during the late Stone Age period.
- In groups, learners are guided to create a poster showing socioeconomic practices in Africa during the late stone age period.

What are socioeconomic practices of early humans in Africa during middle stone stage Age period?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIP

Social economic practices of early humans -Early -Middle -Late

By the end of the lesson, the learner should be able to:

-Describe the relevance of social-economic practices of early humans in the modern society.
- Debate on the relevance of social-economic practices of value humans in the modern society.
-Appreciate the relevance of social-economic practices of early humans in the modern society.

-The learner is guided to brainstorm on the social-economic practices of early humans during the stone age period.
- In groups, learners are guided to debate on the relevance of socioeconomic practices of early humans in the modern society.

How do social-economic practices of early humans impact the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies. -Agriculture, -medicine

By the end of the lesson, the learner should be able to:

-Identify agriculture and medicine as types of indigenous knowledge systems in African societies for self-identity
-Create a chat showing agriculture and medicine as types of indigenous knowledge systems in Africa society for Self Identity
-Appreciate indigenous knowledge systems in African society for Self identity.

-The learner is gated to identify agriculture and medicine types of indigenous knowledge systems in African society for self-identity.
- Learners in groups are guided to create a chat showing agriculture and ,medicine as types of indigenous knowledge sys

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies -Climate -Technology

By the end of the lesson, the learner should be able to:

-Describe climate and technology types of indigenous knowledge systems in African societies for self-identity.
-Debate on climate and technology types of indigenous knowledge systems in African society for self-identity
-Appreciate indigenous knowledge systems in African society For self identity.

-The learner is guided to identify.
To describe. Technology types of indigenous knowledge systems in African society for self identity.
- In groups, learners all guided to debate on climate and technology types of indigenous knowledge systems in African society for self-identity.

What is indigenous knowledge systems?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Education -Conservation types of indigenous knowledge

By the end of the lesson, the learner should be able to:

-Describe education and environmental conservation types of indigenous knowledge systems in African societies.
- Create a chat showing education and environmental conservation types of indigenous knowledge systems in African societies.
-Appreciate education and environmental conservation types of indigenous knowledge systems in African Society for self identity

-The learner is guided to describe education and environmental conservation types of indigenous knowledge systems in African society.
- Learners in groups are guided to create a chat showing education and environmental conservation types of indigenous kno

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in African societies -Astronomy -Religion -Arts
Indigenous knowledge systems in African societies

By the end of the lesson, the learner should be able to:
-Describe astronomy, religious and Earth types of indigenous knowledge systems in African society for self identity
-Debate on Astronomy, religion and Arts types of indigenous knowledge systems in African society for self-identity
-Appreciate
Astronomy, religion, and art types of indigenous knowledge systems in African society for self identity.
-Explain how indigenous knowledge systems were used for the sustainability of life.
- Create a chart showing how the indigenous knowledge systems were used for sustainability of life.
- Appreciate indigenous knowledge systems
were used for the sustainability of life.

-The learner is guided to describe astronomy, religion, and art types of indigenous knowledge systems in African society for self identity
-In groups, Learners are guided to debate on astronomy, religion, and art types of indigenous knowledge systems in
-The learner is guided to explain how indigenous knowledge systems were used for the sustainability of life .
-In groups, learners are guided to create a chat showing how indigenous knowledge systems were used for the sustainability.

What were the types of indigenous knowledge systems in African societies?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

By the end of the lesson, the learner should be able to:

-Describe what is decision making.
- Use indigenous and modern knowledge systems for effective decision making in life.
-Appreciating indigenous and modern knowledge systems for effective decision making in life.

-The learner is guided to explain what is decision making.
- in groups, learners are guided to use indigenous and modern knowledge systems for effective decision making in life.

What is decision making in life?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Indigenous knowledge systems in african societies

By the end of the lesson, the learner should be able to:

-Discuss how indigenous knowledge influence the modern society .
-Debate on how the indigenous knowledge influenced the modern society .
-Appreciate how indigenous knowledge influenced the modern society

-The learner is guided to discuss how the indigenous knowledge influenced the modern society.
-In groups, learners are guided to debate on how the indigenous knowledge influenced the modern society.

How does indigenous knowledge influence the modern society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Define the term poverty.
-Explain the causes of poverty in Africa.
-Create a poster on causes of poverty in Africa.
-Desire to learn more on causes of poverty in Africa.

-The learner is guided to define The term poverty and explain The causes of poverty in Africa.
- learners in groups are guided to create a poster on causes of poverty in Africa.

What is poverty?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Describe what
is over exploitation of natural resources
- Examine the effects of exploitation of natural resources on poverty in Africa.
-Create a chat showing effects of over-exploitation of natural resources on poverty in Africa.
- Desire to learn more on effects of exploitation of natural resources on poverty in Africa.

-The learner is guided to describe what is of exploitation of natural resources and to examine the effects of exploitation of natural resources on poverty.
- In groups, learners are guidance to create a chart on effects of exploitation of natural resource

What is over exploitation of natural Resources?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction
Poverty reduction

By the end of the lesson, the learner should be able to:
-Identify creative thinking skills that reduce poverty in the society.
-Apply creative thinking skills to reduce poverty in the society.
-Appreciate creative thinking skills to reduce poverty in the society.
-Describe measures taken by African governments to reduce poverty.
-Debate on measures taken by African governments to reduce poverty
-Appreciate measures taken by African governments to reduce poverty.

-The learner is guided to identify creative thinking skills that reduce poverty in the society.
- In groups, learners are guided to apply creative thinking skills to reduce poverty in the society.
-learner is guided to describe measures taken by African governments to reduce poverty
-in groups learners are guided to debate on measures taken by African governments to reduce poverty

What is creative thinking?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Poverty reduction

By the end of the lesson, the learner should be able to:

-Describe the procedure of writing a report on solutions to poverty reduction.
- Write a report on solutions to poverty reduction.
-Desire to write a report on solutions to poverty reduction.

-The learner is guided to describe the procedure of writing a report on Solutions to poverty reduction.
- In groups, learners are guided to write a report on solutions to poverty reduction.

What is the procedure of writing a report on solutions to poverty eradication

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure -Kenya -Germany

By the end of the lesson, the learner should be able to:

-Define the term data
- Identify sources of population data in a country.
-Debate on the sources of population data in a country
- Appreciate on the sources of population data in a country.

-The learner is guided to define the term data
-In groups, learners are guided to identify and debate on the sources of population data in the country.

What is population data?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Kenya

By the end of the lesson, the learner should be able to:

-Explain factors determining population structure in Kenya.
- Create a chart showing factors determining population structure in Kenya.
-Appreciate factors determining population structure in Kenya.

-The learner is guided to explain factors determining population structure in Kenya.
- In groups learners
Are guided to create a chart showing factors determining population structure in Kenya.

What factors determine. Population structure in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure in Germany

By the end of the lesson, the learner should be able to:

-Explain factors determining population structure in Germany.
- Create a chart showing factors determining population structure in Germany.
-Appreciate factors determining population structure in Germany.

-The learner is guided to explain factors determining population structure in Germany
- in groups, learners are guided to create a Chart showing factors determining population structure in Germany.

What factors determine population structure in Germany ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure
Population structure

By the end of the lesson, the learner should be able to:
-Describe what is population pyramid
-Construct age-sex population pyramids of developed countries.
-Appreciate population pyramids of developed countries.
-Describe age -sex population pyramids of developed countries.
-Construct age-sex population pyramids of developing countries.
-Appreciate age-sex population pyramids of developing countries.

-The learner is guided to describe what is population pyramid
-Learners in groups are guided to construct age-sex population pyramids of developed countries.
-the learner is guided to describe age sex population pyramids of developing countries.
-Learners in groups are guided to construct age-sex population pyramids of developing countries.

What is population pyramid?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Determine the significance of population structure in the distribution of natural resources in a society.
-Create a poster showing significance of population structure and distribution of natural resources in a society
-Appreciate significance of population structure and distribution of natural resources in the society.

-learner is guided to determine The significance of population structure in The distribution of natural resources in a society.
-learners in groups are guided to create a poster showing significance of population structure in distribution of natural resources in The society.

What is the significance of population structure?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Population structure

By the end of the lesson, the learner should be able to:

-Describe the differences in population structure of developed and developing countries for sustainable development.
-Create a poster on differences in population structure of developed and developing countries for sustainable development.

-The learner is guided to describe The difference in population structure of developed and developing countries for sustainable development.
- The learner in groups are guided to create a poster on differences in population structure
of developed and developing countries for sustainable development.

What are the differences in population structure of developed and developing countries?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful resolution

By the end of the lesson, the learner should be able to:

- define the term peace
- Explain Types of peace for sustainable natural social interactions.
- Create a poster showing types of
Peace for sustainable social interactions.
-Embrace types of peace for sustainable social interactions.

-learner is guided to define The term peace and explain types of peace for sustainable social interaction
-in groups learners are guided to create a poster showing types of peace for sustainable social interactions

What is peace?

- course book
-Digital devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:

-Define the term conflict.
-Identify barriers to Conflict resolution in day to day life.
-Debate on barriers to conflict resolution in day to day life .
-Desire to identify barriers to conflict resolution in day to day life.

-learner is guided to
Use print resources to search for barriers to conflict resolution and present in the class
- In groups learners are guided to debate on barriers to conflict resolution in day to day life.

What is conflict?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution
Peaceful conflict resolution

By the end of the lesson, the learner should be able to:
-Define the term Emotion.
-Explore ways of managing emotions in the promotion of peace in the community
-Appreciate ways of managing emotions in promotion of peace in the community
-Describe emotional intelligence for peaceful conflict resolution in the community.
-Apply emotional intelligence for peaceful conflict resolution in the community
-Appreciate emotional intelligence for peaceful conflict resolution in the community.

-The learner is guides to define the term Emotion
- in groups learners.
are guided to explore ways of managing emotions
-The learner is guided to define what is emotional intelligence and describe emotional intelligence for peaceful conflicts resolution in The community.
- in groups, learners are guided to apply emotional intelligence.

What are emotions?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:
-Describe initiatives and agreements at community level for harmonious living.
-Create a poster showing peace initiatives and agreements at community level for harmonious living.
- Appreciate these initiatives and agreements at community level for harmonious living .

-The learner is guided to describe peace initiatives and agreements at community level for harmonious living
-learners in groups are guided to create a poster showing peace initiatives and agreements at community level for harmonious living.

What is peace initiative and agreement?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:

-Describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- Design scenarios for emotional intelligence for peaceful conflict resolution in society.
-Appreciate scenarios on emotional intelligence for peaceful conflict resolution in society

-The learner is guided to describe scenarios on emotional intelligence for peaceful conflict resolution in society.
- in groups, learners are guided to design scenarios on emotional intelligence for peaceful conflict resolution in society.

What is emotional intelligence?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Peaceful conflict resolution

By the end of the lesson, the learner should be able to:

-Describe possible solutions for managing emotions to promote peace in the community.
-Create a poster on possible solutions for managing emotions to promote peace in the community.

-The learner is guided to describe possible solutions for managing emotions to promote peace in the community.
-In groups, learners are guided to create a poster on possible solutions for managing emotions to promote peace. In the community.

What is emotions?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships -effective communication -Negotiation skills -Empathy -Assertiveness

By the end of the lesson, the learner should be able to:

-Describe what is healthy relationships in the community.
- Explain ways of sustaining healthy relationships in the community.
- Create a poster on ways of sustaining healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-The learner is guided to brainstorm in pairs ways of sustaining healthy relationships in the community.
- In groups, learners are guided to create a poster on ways of sustaining healthy relationships in the community.

What is a healthy relationship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships
Healthy relationships

By the end of the lesson, the learner should be able to:
-Explore barriers to harmonious relationships
- Create a post on barriers to harmonious relationships.
- Desire to learn more on barriers to harmonious relationships.
-Research barriers to harmonious relationship.
- Write a report on barriers to harmonious relationship.
-Desire to learn more on barriers to harmonious relationships

-learner I guided to speak clearly and effectively as they discuss barriers to harmonious relationships in groups.
- learners are guided to create a poster on barriers to harmonious relationships.
-learner is guided to research on barriers to harmonious relationships in groups.
- learners are guided to write a report on barriers to harmonious relationships.

-What are barriers to harmonious relationships?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

By the end of the lesson, the learner should be able to:

-Describe strategies to overcome barriers to healthy relationships
- Design strategies to overcome barriers to healthy relationships
- Appreciate strategies to overcome barriers to healthy relationships.

-Learner is guided to use print resources to research strategies to overcome barriers to healthy relationships.
-In groups, learners are guided to design strategies to overcome battles to healthy relationships.

How can we promote healthy relationships in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Healthy relationships

By the end of the lesson, the learner should be able to:

-Describe the need for healthy relationships in the society.
-Design scenarios that depict the need for healthy relationships in the community.
-Appreciate the need for healthy relationships in the community.

-Learner is guided to describe the need for healthy relationships in the society,
-In groups, earners are guided to undertake tasks as they role play scenarios that depict the need for healthy relationships in the community.

How can we promote healthy relationships in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation