Citizenship

Principles of Community Service Learning
Principles of Community Service Learning - Collaboration and Reciprocity

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

- Oral questions - Observation - Class discussions

Citizenship

Principles of Community Service Learning - Reflection and Academic Integration
Rationale of Community Service Learning in the learning process

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

- Describe the principles of reflection and academic integration in CSL
- Apply reflective practice in CSL activities
- Link classroom learning to community projects like environmental conservation or health campaigns

The learner is guided to:
- Discuss the meaning and importance of reflection in CSL
- Examine how academic knowledge can be applied to solve real-life community problems
- Write reflective journal entries on CSL experiences

Why is reflection important in Community Service Learning?

- Oxford Essential CSL Learner's Book pg. 5
- Reflective journals
- Digital devices
- Oxford Essential CSL Learner's Book pg. 7
- Digital devices
- Role play materials

- Written assignments - Portfolio - Oral questions

Citizenship

Benefits of Community Service Learning to self and community
Categories of needs in the community

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

- Analyse the role of reflective practice in CSL
- Demonstrate reflective skills through journaling
- Identify how CSL benefits can be applied to career choices and civic participation

The learner is guided to:
- Discuss steps in reflective practice (look back, share, learn, action plan)
- Match statements with importance of reflective practice
- Create a plan on how to benefit from CSL activities

How can reflective practice improve your Community Service Learning experience?

- Oxford Essential CSL Learner's Book pg. 9
- Reflective journals
- Charts on reflective practice
- Oxford Essential CSL Learner's Book pg. 13
- Pictures showing community needs
- Digital devices

- Portfolio - Written assignments - Observation

Citizenship

Categories of needs in the community - Identification process
Categories of needs in the community - Creating a database

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

- Describe the steps for identifying community needs
- Apply needs identification steps in a practical scenario
- Connect needs identification to planning community improvement projects

The learner is guided to:
- Discuss and rewrite steps for identifying community needs in correct order
- Study Mbithi's presentation on determining community needs
- Collaborate with community members to identify existing needs

How can you effectively identify needs in your community?

- Oxford Essential CSL Learner's Book pg. 14
- Community needs database template
- Digital devices
- Oxford Essential CSL Learner's Book pg. 15
- Digital devices
- Database templates

- Project work - Observation - Written tests

Citizenship

Potential community resources for CSL activities

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

- Define community resource exploration
- Identify potential community resources for CSL activities
- Link resource identification to successful implementation of community projects

The learner is guided to:
- Write resources available in school and community on sticky notes
- Identify and discuss resources shown in pictures
- Discuss the meaning of community resource exploration

What resources are available in your community for CSL activities?

- Oxford Essential CSL Learner's Book pg. 17
- Sticky notes
- Pictures of community resources
- Digital devices

- Oral questions - Observation - Written assignments

Citizenship

Potential community resources for CSL activities - Resource exploration

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

- Outline steps for conducting community resource exploration
- Conduct resource exploration in the community
- Apply resource exploration skills to plan community development initiatives

The learner is guided to:
- Define objectives for resource exploration
- Identify stakeholders to interview
- Develop tools and methods for collecting information on resources
- Categorise and prioritise resources

How can you explore and document community resources for CSL activities?

- Oxford Essential CSL Learner's Book pg. 18
- Interview guides
- Digital devices
- Resource mapping templates

- Project work - Observation - Portfolio

Citizenship

Community stakeholders for partnerships in CSL activities

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

- Identify community stakeholders for CSL activities
- Explain the importance of stakeholders in CSL
- Connect stakeholder partnerships to successful community projects like environmental conservation or youth mentorship programs

The learner is guided to:
- Study tables showing needs, resources and stakeholders
- Identify additional stakeholders who can provide resources
- Discuss why stakeholders are important in conducting CSL

Who are the key stakeholders for partnerships in CSL activities?

- Oxford Essential CSL Learner's Book pg. 19
- Stakeholder mapping charts
- Digital devices

- Oral questions - Observation - Written tests

Citizenship

Qualities of an effective leader

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

- Define leadership and its importance
- Identify qualities of an effective leader
- Relate leadership qualities to successful community leaders and personal leadership potential

The learner is guided to:
- Participate in leadership games (blindfold obstacle course)
- Respond to interview questions for leadership positions
- Use digital devices to research attributes and skills of a good leader

What qualities make an effective leader?

- Oxford Essential CSL Learner's Book pg. 24
- Blindfolds
- Obstacles for activity
- Digital devices

- Observation - Oral questions - Class discussions

Citizenship

Qualities of an effective leader - Leadership skills and attributes

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

- Distinguish between leadership skills and attributes
- Demonstrate leadership skills through practical activities
- Apply leadership skills to manage school clubs, class projects or community initiatives

The learner is guided to:
- Discuss how leaders demonstrate problem-solving and emotional intelligence
- Explain how leaders demonstrate empathy, creative thinking and critical thinking
- Discuss leadership attributes such as honesty and integrity

How can leadership skills and attributes be developed?

- Oxford Essential CSL Learner's Book pg. 25
- Case studies of leaders
- Digital devices

- Observation - Portfolio - Oral questions

Citizenship

Styles of leadership - Democratic and Transformative leadership

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

- Explain democratic and transformative leadership styles
- Analyse case studies of democratic and transformative leaders
- Relate different leadership styles to situations in school governance or community organizations

The learner is guided to:
- Study the case study of Ellen Johnson Sirleaf (democratic leadership)
- Study the case study of Wangari Maathai (transformative leadership)
- Discuss how to apply these leadership styles in CSL activities

How do democratic and transformative leadership styles influence communities?

- Oxford Essential CSL Learner's Book pg. 27
- Case studies
- Video documentaries
- Digital devices

- Written tests - Observation - Class discussions

Citizenship

Styles of leadership - Servant and Situational leadership

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

- Describe servant and situational leadership styles
- Compare different leadership styles
- Identify appropriate leadership styles for different community situations like crisis management or team building

The learner is guided to:
- Study the case study of Julius Nyerere (servant leadership)
- Research leaders who demonstrated situational leadership
- Watch video documentaries of successful leaders
- Identify personal leadership style

When should different leadership styles be applied?

- Oxford Essential CSL Learner's Book pg. 29
- Case studies
- Video documentaries
- Digital devices

- Oral questions - Observation - Written assignments

Citizenship

Guidelines to govern leadership activities - Roles and responsibilities

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

- Identify leadership roles and responsibilities for CSL activities
- Outline responsibilities for each leadership role
- Connect leadership roles to effective management of community projects

The learner is guided to:
- Brainstorm leadership roles and responsibilities for CSL activities
- Study the table of project roles and responsibilities
- Compare and discuss identified roles with classmates

What roles and responsibilities are required for managing CSL activities?

- Oxford Essential CSL Learner's Book pg. 31
- Role charts
- Digital devices

- Oral questions - Observation - Class discussions

Citizenship

Guidelines to govern leadership activities - Election procedures

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

- Describe procedures for conducting elections
- Develop guidelines for ethical elections
- Apply election procedures to school leadership elections or club committees

The learner is guided to:
- Discuss procedures for conducting elections at school
- Study the election procedure steps developed by learners
- Design sample ballot papers
- Discuss ethical election guidelines

How can elections be conducted fairly and ethically?

- Oxford Essential CSL Learner's Book pg. 32
- Sample ballot papers
- Election procedure charts

- Observation - Portfolio - Written tests

Citizenship

Guidelines to govern leadership activities - Managing rotational roles and leadership transition

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

- Explain the importance of rotational leadership
- Develop plans for managing rotational roles
- Relate leadership transition to continuity in community organizations and school clubs

The learner is guided to:
- Study the plan for managing rotational roles
- Discuss tips on transitional leadership
- Develop strategies for smooth leadership transition

How can rotational roles and leadership transition be managed effectively?

- Oxford Essential CSL Learner's Book pg. 34
- Leadership transition plans
- Digital devices

- Oral questions - Observation - Project work

Citizenship

Guidelines to govern leadership activities - Daily running of group activities

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

- Develop a routine structure for daily CSL activities
- Create a daily log for tracking activities
- Apply daily planning skills to manage school projects or community initiatives

The learner is guided to:
- Study the routine structure for daily running of CSL projects
- Examine the Community Action Learning (CAL) daily log
- Discuss the importance of developing a daily log

How can group activities be effectively managed on a daily basis?

- Oxford Essential CSL Learner's Book pg. 36
- Daily log templates
- Digital devices

- Portfolio - Observation - Written assignments

Citizenship

Leadership skills in executing collective action - Addressing organisational challenges

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

- Identify organisational challenges in CSL projects
- Develop strategies to resolve organisational challenges
- Apply problem-solving skills to challenges faced in community projects

The learner is guided to:
- Study expected organisational challenges (poor communication, time management, low community response, conflicts)
- Discuss ways of resolving organisational challenges
- Develop guidelines to govern CSL leadership activities

How can organisational challenges be addressed in CSL projects?

- Oxford Essential CSL Learner's Book pg. 37
- Challenge resolution charts
- Digital devices

- Observation - Oral questions - Written tests

Citizenship

Leadership skills in executing collective action - Steps and importance

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

- Outline steps for executing collective action
- Apply leadership skills in collective action
- Connect effective leadership to successful community projects like clean-up campaigns or awareness drives

The learner is guided to:
- Brainstorm challenges affecting the class and develop action plans
- Prepare compelling speeches for leadership positions
- Discuss the importance of effective leadership in CSL activities

Why is effective leadership important in executing CSL activities?

- Oxford Essential CSL Learner's Book pg. 39
- Action plan templates
- Digital devices

- Observation - Oral questions - Class presentations

Citizenship

The concept of intercultural competence

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

- Define intercultural competence, cultural awareness and cultural sensitivity
- Identify different cultural communities
- Relate intercultural competence to harmonious living in diverse communities

The learner is guided to:
- Study pictures showing different communities and their way of life
- Discuss the meaning of culture, intercultural competence, cultural sensitivity and cultural awareness
- Discuss how to relate with people from different cultures

What is intercultural competence and why is it important?

- Oxford Essential CSL Learner's Book pg. 43
- Pictures of different cultures
- Digital devices

- Oral questions - Observation - Class discussions

Citizenship

Participating in intercultural activities - Types of intercultural activities

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

- Identify intercultural activities in the community
- Explain benefits of participating in intercultural activities
- Apply intercultural skills to school events like cultural days or talent shows

The learner is guided to:
- Share intercultural activities participated in
- Study pictures showing intercultural activities (music festivals, Olympic games, cultural festivals)
- Discuss proverbs and oral literature from different cultures

How can you participate in intercultural activities in your community?

- Oxford Essential CSL Learner's Book pg. 44
- Pictures of intercultural activities
- Digital devices

- Observation - Portfolio - Oral questions

Citizenship

Participating in intercultural activities - Addressing intercultural issues

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

- Identify stereotypes, misconceptions, biases and hostilities affecting intercultural relations
- Develop strategies to overcome intercultural issues
- Apply conflict resolution skills to intercultural misunderstandings in school or community settings

The learner is guided to:
- Read case studies showing intercultural issues
- Discuss how stereotypes, misconceptions and biases develop
- Research positive intercultural interactions and how they are upheld

How can intercultural issues be addressed to promote social cohesion?

- Oxford Essential CSL Learner's Book pg. 46
- Case studies
- Digital devices

- Written tests - Observation - Class discussions

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