Citizenship

Principles of Community Service Learning

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

- Define the terms community, community service and Community Service Learning
- Identify different types of communities
- Relate CSL principles to real-life community projects and personal growth

The learner is guided to:
- Brainstorm the meaning of community, community service and Community Service Learning
- Use digital devices or print materials to search for the principles of CSL
- Discuss characteristics of a community using relevant examples

What is Community Service Learning and why is it important?

- Oxford Essential CSL Learner's Book pg. 1
- Digital devices
- Internet access
- Charts showing community types

- Oral questions - Observation - Class discussions

Citizenship

Principles of Community Service Learning - Collaboration and Reciprocity

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

- Explain the principles of collaboration and reciprocity in CSL
- Demonstrate collaboration skills through group activities
- Connect CSL principles to how communities work together to solve problems like waste management or water scarcity

The learner is guided to:
- Study case studies showing CSL principles in action
- Discuss how collaboration and reciprocity benefit both learners and communities
- Role play scenarios demonstrating CSL principles

How do collaboration and reciprocity enhance Community Service Learning?

- Oxford Essential CSL Learner's Book pg. 4
- Case study materials
- Digital devices

- Observation - Portfolio - Group presentations

Citizenship

Importance of social cohesion in society

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

- Explain the importance of social cohesion in society
- Evaluate personal intercultural competence
- Contribute to social cohesion through school and community initiatives that celebrate diversity

The learner is guided to:
- Study case studies showing benefits of social cohesion
- Discuss other benefits of promoting social cohesion
- Complete the self-assessment quiz on intercultural competence

Why is social cohesion important in society?

- Oxford Essential CSL Learner's Book pg. 49
- Self-assessment quiz
- Digital devices

- Portfolio - Observation - Written assignments

Citizenship

Participating in intercultural activities - Planning and reflection

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

- Plan intercultural activities that promote social cohesion
- Implement and reflect on intercultural activities
- Apply lessons from intercultural activities to promote unity and peaceful coexistence in school and community

The learner is guided to:
- Identify community members from different cultures
- Engage them in dialogue to learn about their culture
- Write action plans for promoting social cohesion
- Reflect on intercultural activities and write reports

How can intercultural activities be planned to promote social cohesion?

- Oxford Essential CSL Learner's Book pg. 50
- Action plan templates
- Digital devices
- Interview guides

- Project work - Portfolio - Observation

Citizenship

Participating in intercultural activities - Planning and reflection

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

- Plan intercultural activities that promote social cohesion
- Implement and reflect on intercultural activities
- Apply lessons from intercultural activities to promote unity and peaceful coexistence in school and community

The learner is guided to:
- Identify community members from different cultures
- Engage them in dialogue to learn about their culture
- Write action plans for promoting social cohesion
- Reflect on intercultural activities and write reports

How can intercultural activities be planned to promote social cohesion?

- Oxford Essential CSL Learner's Book pg. 50
- Action plan templates
- Digital devices
- Interview guides

- Project work - Portfolio - Observation

Life Skills in Education

Self-Awareness in the Community - Meaning of self-awareness and public self-awareness

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

- Define self-awareness and public self-awareness
- Distinguish between self-awareness and public self-awareness
- Recognise the importance of understanding how others perceive us in social situations

- Conduct a mirror self-examination activity to reflect on personal strengths, emotions, values and weaknesses
- Pair up with classmates to share thoughts about self-perception and how others see them
- Use digital devices or print resources to search for the meaning of public self-awareness

What is the difference between how we see ourselves and how others see us?

- Oxford Essential CSL Grade 10 Learner's Book pg. 54
- Mirrors
- Digital devices
- Print resources

- Oral questions - Observation - Written assignments

Life Skills in Education

Self-Awareness in the Community - Factors that influence public self-awareness

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

- Identify factors that affect public self-awareness
- Explain how physical appearance, personal traits and social environment influence public self-awareness
- Connect factors affecting public self-awareness to everyday social interactions

- Use digital devices or print resources to search for factors that affect public self-awareness
- Discuss how physical appearance, personal traits, cultural practices, feedback from others and media influence public self-awareness
- Share findings with the class through presentations

How do different factors shape our awareness of how others perceive us?

- Oxford Essential CSL Grade 10 Learner's Book pg. 55
- Digital devices
- Print resources
- Charts showing factors

- Oral questions - Observation - Group presentations

Life Skills in Education

Responsible Decision Making - Applying responsible decision-making in daily life

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

- Apply responsible decision-making to real-life situations
- Role play responsible decision-making in scenarios involving drugs, harmful practices and peer pressure
- Use values and life skills to guide decision-making in challenging situations

- Invite a resource person to talk about qualities of responsible decisions
- Role play responsible decision-making in scenarios such as refusing drugs, avoiding harmful cultural practices and environmental conservation
- Observe other groups and evaluate their demonstration of responsible decision-making

How can we apply responsible decision-making to challenging situations in our lives?

- Oxford Essential CSL Grade 10 Learner's Book pg. 75
- Resource persons
- Role play materials

- Observation - Role play evaluation - Oral questions

Life Skills in Education

Responsible Decision Making - Benefits and consequences of decisions

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

- Analyse the benefits of responsible decisions
- Explain the consequences of irresponsible decisions
- Commit to making responsible decisions that positively impact self and community

- Read and discuss learners' experiences on benefits of responsible decision-making including improved self-esteem and healthier relationships
- Discuss consequences of irresponsible decisions such as failure to achieve goals and poor health
- Create and present skits on responsible decision-making to the school community

Why is it important to make responsible decisions in life?

- Oxford Essential CSL Grade 10 Learner's Book pg. 77
- Skit materials
- Writing materials

- Portfolio - Project work - Observation

Action Research

Meaning of action research

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

- Define the terms action and research
- Explain the meaning of action research
- Relate action research to solving everyday problems in school and community settings

The learner is guided to:
- Participate in the gallery walk activity identifying community problems and actions
- Discuss the meaning of action and research
- Use digital devices or print materials to find the meaning of action research

What is action research and how can it be used to solve community problems?

- Oxford Essential CSL Learner's Book pg. 80
- Flip charts
- Sticky notes
- Digital devices

- Oral questions - Observation - Class discussions

Action Research

Meaning of action research

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

- Define the terms action and research
- Explain the meaning of action research
- Relate action research to solving everyday problems in school and community settings

The learner is guided to:
- Participate in the gallery walk activity identifying community problems and actions
- Discuss the meaning of action and research
- Use digital devices or print materials to find the meaning of action research

What is action research and how can it be used to solve community problems?

- Oxford Essential CSL Learner's Book pg. 80
- Flip charts
- Sticky notes
- Digital devices

- Oral questions - Observation - Class discussions

Action Research

Characteristics of action research

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

- Identify the characteristics of action research
- Analyse characteristics of action research using case studies
- Connect action research characteristics to effective problem-solving in real-life situations

The learner is guided to:
- Study the case study of Amali and friends addressing a community problem
- Use digital devices or print materials to search for characteristics of action research
- Prepare presentations on characteristics of action research (reflective, continuous, factual, visible, practical)

What are the key characteristics that make action research effective?

- Oxford Essential CSL Learner's Book pg. 81
- Case study materials
- Digital devices
- Presentation materials

- Oral questions - Observation - Written assignments

Action Research

The cycle of action research

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

- Describe the phases of the action research cycle
- Illustrate the cycle of action research
- Apply the action research cycle to address challenges like absenteeism, waste management or health issues in schools

The learner is guided to:
- Discuss the meaning of plan, act, observe and reflect
- Draw illustrations showing the cycle of action research
- Read case studies identifying different phases of action research

How does the action research cycle help in solving community problems systematically?

- Oxford Essential CSL Learner's Book pg. 82
- Charts showing action research cycle
- Case studies
- Digital devices

- Observation - Portfolio - Oral questions

Action Research

Developing a reflective report - Writing and sharing

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

- Write a comprehensive reflective report on implemented action
- Share reflective reports using various formats
- Apply report writing skills to document and communicate project outcomes to stakeholders

The learner is guided to:
- Study the reflective report from Top Stage Senior School
- Discuss how the report can be improved
- Develop reflective reports based on implementation activities
- Share reports digitally or in print format (charts, posters, videos)

How can reflective reports be developed and shared effectively?

- Oxford Essential CSL Learner's Book pg. 113
- Sample reflective reports
- Digital devices
- Poster materials

- Portfolio - Written assignments - Class presentations

Action Research

Importance of designing solutions to address challenges in the community

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

- Explain the importance of designing solutions to community challenges
- Reflect on personal growth through the CSL project
- Connect the design process to developing teamwork, critical thinking and problem-solving skills

The learner is guided to:
- Discuss personal experiences from designing and implementing solutions
- Read what learners say about benefits of the process (teamwork, persistence, critical thinking)
- Discuss other reasons why designing solutions is important

Why is the process of designing solutions important in addressing community challenges?

- Oxford Essential CSL Learner's Book pg. 114
- Reflection journals
- Digital devices
- Discussion materials

- Oral questions - Observation - Class discussions

Action Research

Sharing reflective reports - Communication and dissemination

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

- Identify various ways to share reflective reports
- Present reflective reports to the school community
- Use communication skills to share project outcomes with wider audiences through notice boards, websites or social media

The learner is guided to:
- Make charts, posters, videos and audio-visual presentations of reflective reports
- Display reports on school notice boards
- Post reflective reports on school website and social media pages
- Present findings to the school community

How can reflective reports be effectively shared with the school and wider community?

- Oxford Essential CSL Learner's Book pg. 114
- Poster materials
- Digital devices
- School notice boards

- Portfolio - Observation - Class presentations

Action Research

Sharing reflective reports - Communication and dissemination

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

- Identify various ways to share reflective reports
- Present reflective reports to the school community
- Use communication skills to share project outcomes with wider audiences through notice boards, websites or social media

The learner is guided to:
- Make charts, posters, videos and audio-visual presentations of reflective reports
- Display reports on school notice boards
- Post reflective reports on school website and social media pages
- Present findings to the school community

How can reflective reports be effectively shared with the school and wider community?

- Oxford Essential CSL Learner's Book pg. 114
- Poster materials
- Digital devices
- School notice boards

- Portfolio - Observation - Class presentations

Action Research

Sharing reflective reports - Communication and dissemination

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

- Identify various ways to share reflective reports
- Present reflective reports to the school community
- Use communication skills to share project outcomes with wider audiences through notice boards, websites or social media

The learner is guided to:
- Make charts, posters, videos and audio-visual presentations of reflective reports
- Display reports on school notice boards
- Post reflective reports on school website and social media pages
- Present findings to the school community

How can reflective reports be effectively shared with the school and wider community?

- Oxford Essential CSL Learner's Book pg. 114
- Poster materials
- Digital devices
- School notice boards

- Portfolio - Observation - Class presentations

Social Entrepreneurship

Introduction to Social Entrepreneurship - Meaning of enterprise, social enterprise and social entrepreneurship

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

- Define enterprise, social enterprise and social entrepreneurship
- Distinguish between social enterprise and other types of enterprises
- Recognise social enterprises that address community problems in their locality

- Think-pair-share on the concept of social entrepreneurship
- Study case studies of Alyu Pou enterprise and Pato Technologies to identify the main goals of each
- Discuss the meaning of enterprise, social enterprise and social entrepreneurship

What is social entrepreneurship and how does it differ from other businesses?

- Oxford Essential CSL Grade 10 Learner's Book pg. 117
- Case studies
- Digital devices
- Charts

- Oral questions - Written assignments - Observation

Social Entrepreneurship

Introduction to Social Entrepreneurship - Features of a social enterprise

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

- Identify features of a social enterprise
- Explain the 4Ps of social enterprise (people, profit, practice, planet)
- Connect features of social enterprises to real community-based businesses

- Study and discuss the four features of social enterprise: people-focused mission, profit realisation, ethical practice and planet conservation
- Identify social enterprises in the community and analyse how they meet these features
- Use digital devices or print resources to search for differences between social enterprises and other enterprises

What features distinguish a social enterprise from other businesses?

- Oxford Essential CSL Grade 10 Learner's Book pg. 118
- Digital devices
- Charts showing features
- Print resources

- Oral questions - Group discussions - Written tests

Social Entrepreneurship

Introduction to Social Entrepreneurship - Differences between social entrepreneurship and other enterprises

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

- Compare social enterprises with other types of enterprises
- Analyse differences in mission, revenue sources, profit focus and sustainability
- Evaluate local businesses to determine if they qualify as social enterprises

- Discuss how social enterprises differ from other enterprises in terms of core mission, revenue sources, profit use and environmental focus
- Compare case studies of social enterprises and profit-only businesses
- Evaluate examples of local businesses using a comparison chart

How is a social enterprise different from a regular business?

- Oxford Essential CSL Grade 10 Learner's Book pg. 119
- Comparison charts
- Case studies
- Writing materials

- Oral questions - Written assignments - Case study analysis

Social Entrepreneurship

Resource Mobilisation - Developing a resource mobilisation plan

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

- Create a comprehensive resource mobilisation plan
- Outline strategies for acquiring different types of resources
- Assign responsibilities and timelines for resource mobilisation activities

- Study Taga Group's resource mobilisation plan showing resource types, mobilisation strategies, responsible persons and timelines
- Develop a resource mobilisation plan for the class social enterprise
- Assign roles and set timelines for acquiring human, material and financial resources

How do we plan to acquire the resources needed for our social enterprise?

- Oxford Essential CSL Grade 10 Learner's Book pg. 168
- Resource mobilisation templates
- Planning charts
- Writing materials

- Oral questions - Written assignments - Portfolio

Social Entrepreneurship

Resource Mobilisation - Implementing resource mobilisation activities

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

- Implement various resource mobilisation activities
- Engage in donations, cost sharing, partnerships and fundraising
- Document resources acquired through different mobilisation strategies

- Request donations from school administration, parents and local businesses
- Explore cost sharing opportunities with local farmers and suppliers
- Plan and conduct fundraising activities such as events or sales
- Document all resources received including source, quantity and storage location

How do we implement resource mobilisation activities for our social enterprise?

- Oxford Essential CSL Grade 10 Learner's Book pg. 169
- Donation request letters
- Partnership agreements
- Fundraising materials

- Observation - Portfolio - Project work

Social Entrepreneurship

Resource Mobilisation - Implementing resource mobilisation activities

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

- Implement various resource mobilisation activities
- Engage in donations, cost sharing, partnerships and fundraising
- Document resources acquired through different mobilisation strategies

- Request donations from school administration, parents and local businesses
- Explore cost sharing opportunities with local farmers and suppliers
- Plan and conduct fundraising activities such as events or sales
- Document all resources received including source, quantity and storage location

How do we implement resource mobilisation activities for our social enterprise?

- Oxford Essential CSL Grade 10 Learner's Book pg. 169
- Donation request letters
- Partnership agreements
- Fundraising materials

- Observation - Portfolio - Project work

Social Entrepreneurship

Resource Mobilisation - Mapping stakeholders and forming partnerships

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

- Identify and map key stakeholders for the social enterprise
- Analyse stakeholder interests and influence
- Develop strategies to engage different stakeholders

- List potential stakeholders including school administration, parents, local businesses, farmers and community members
- Analyse stakeholder interest and influence using a stakeholder mapping table
- Develop engagement strategies for each stakeholder group

Who are our stakeholders and how can we engage them to support our enterprise?

- Oxford Essential CSL Grade 10 Learner's Book pg. 173
- Stakeholder mapping templates
- Engagement strategy guides
- Writing materials

- Oral questions - Written assignments - Portfolio

Social Entrepreneurship

Resource Mobilisation - Developing and maintaining a resource inventory

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

- Create a resource inventory for the social enterprise
- Document all acquired resources with relevant details
- Maintain accurate records of resource sources, quantities and locations

- Study Taga Group's resource inventory showing item, quantity, source, contact person, location and notes
- Create a resource inventory for the class social enterprise
- Document all resources including housing, livestock, feed, health supplies and finances

How do we keep track of all the resources we have acquired?

- Oxford Essential CSL Grade 10 Learner's Book pg. 175
- Inventory templates
- Record books
- Writing materials

- Oral questions - Written assignments - Portfolio

Social Entrepreneurship

Resource Mobilisation - Developing and maintaining a resource inventory

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

- Create a resource inventory for the social enterprise
- Document all acquired resources with relevant details
- Maintain accurate records of resource sources, quantities and locations

- Study Taga Group's resource inventory showing item, quantity, source, contact person, location and notes
- Create a resource inventory for the class social enterprise
- Document all resources including housing, livestock, feed, health supplies and finances

How do we keep track of all the resources we have acquired?

- Oxford Essential CSL Grade 10 Learner's Book pg. 175
- Inventory templates
- Record books
- Writing materials

- Oral questions - Written assignments - Portfolio

Social Entrepreneurship

Resource Mobilisation - Developing and maintaining a resource inventory

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

- Create a resource inventory for the social enterprise
- Document all acquired resources with relevant details
- Maintain accurate records of resource sources, quantities and locations

- Study Taga Group's resource inventory showing item, quantity, source, contact person, location and notes
- Create a resource inventory for the class social enterprise
- Document all resources including housing, livestock, feed, health supplies and finances

How do we keep track of all the resources we have acquired?

- Oxford Essential CSL Grade 10 Learner's Book pg. 175
- Inventory templates
- Record books
- Writing materials

- Oral questions - Written assignments - Portfolio

Social Entrepreneurship

Resource Mobilisation - Managing acquired resources for social enterprise

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

- Develop strategies for managing different types of resources
- Implement resource management practices for physical, human and financial resources
- Ensure efficient utilisation and sustainability of resources

- Study Taga Group's resource management schedule for physical, human, financial and natural resources
- Develop a resource management plan for the class social enterprise
- Discuss how effective resource management reduces waste and ensures sustainability

How do we manage our resources efficiently to ensure sustainability?

- Oxford Essential CSL Grade 10 Learner's Book pg. 176
- Resource management templates
- Charts
- Writing materials

- Oral questions - Written assignments - Observation

Social Entrepreneurship

Resource Mobilisation - Role of resource mobilisation for social enterprise

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

- Analyse the role of resource mobilisation in social enterprise success
- Explain how resource mobilisation enables launching of services, maintains viability and reduces wastage
- Apply lessons learnt to ensure successful implementation of the class social enterprise

- Study charts showing the importance of resource mobilisation
- Discuss how resource mobilisation enables business launch, maintains long-term viability and encourages efficient use of resources
- Reflect on lessons learnt and commit to effective resource mobilisation for the class enterprise

Why is resource mobilisation important for social enterprise success?

- Oxford Essential CSL Grade 10 Learner's Book pg. 178
- Charts
- Case studies
- Writing materials

- Oral questions - Written tests - Observation

Social Entrepreneurship

Resource Mobilisation - Role of resource mobilisation for social enterprise

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

- Analyse the role of resource mobilisation in social enterprise success
- Explain how resource mobilisation enables launching of services, maintains viability and reduces wastage
- Apply lessons learnt to ensure successful implementation of the class social enterprise

- Study charts showing the importance of resource mobilisation
- Discuss how resource mobilisation enables business launch, maintains long-term viability and encourages efficient use of resources
- Reflect on lessons learnt and commit to effective resource mobilisation for the class enterprise

Why is resource mobilisation important for social enterprise success?

- Oxford Essential CSL Grade 10 Learner's Book pg. 178
- Charts
- Case studies
- Writing materials

- Oral questions - Written tests - Observation