Scheme of Work

History

O-Level · Form I–IV · TIE / NECTA aligned

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Form I — Scheme of Work

History · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar

MonthWeekMain CompetenceSpecific CompetencesTopicSub-topicTeaching & Learning ActivitiesMethodsResourcesAssessmentPeriodsReferencesRemarks
January1–2Apply the principles of Sources & Importance of History in everyday life and further learning.
  • Explain the key concepts and terms used in Sources & Importance of History.
  • Use Sources & Importance of History to solve problems in real and contrived situations.
Sources & Importance of HistoryKey concepts and applicationsIn groups, learners explore Sources & Importance of History through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
January3–4Apply the principles of Evolution of Man in everyday life and further learning.
  • Explain the key concepts and terms used in Evolution of Man.
  • Use Evolution of Man to solve problems in real and contrived situations.
Evolution of ManKey concepts and applicationsIn groups, learners explore Evolution of Man through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February5–6Apply the principles of Development of Economic Activities in everyday life and further learning.
  • Explain the key concepts and terms used in Development of Economic Activities.
  • Use Development of Economic Activities to solve problems in real and contrived situations.
Development of Economic ActivitiesKey concepts and applicationsIn groups, learners explore Development of Economic Activities through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February7–8Apply the principles of Social & Political Organisations in everyday life and further learning.
  • Explain the key concepts and terms used in Social & Political Organisations.
  • Use Social & Political Organisations to solve problems in real and contrived situations.
Social & Political OrganisationsKey concepts and applicationsIn groups, learners explore Social & Political Organisations through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—

Form II — Scheme of Work

History · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar

MonthWeekMain CompetenceSpecific CompetencesTopicSub-topicTeaching & Learning ActivitiesMethodsResourcesAssessmentPeriodsReferencesRemarks
January1–2Apply the principles of Contacts between Africa & the Wider World in everyday life and further learning.
  • Explain the key concepts and terms used in Contacts between Africa & the Wider World.
  • Use Contacts between Africa & the Wider World to solve problems in real and contrived situations.
Contacts between Africa & the Wider WorldKey concepts and applicationsIn groups, learners explore Contacts between Africa & the Wider World through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
January3–4Apply the principles of Social, Economic & Political Systems in everyday life and further learning.
  • Explain the key concepts and terms used in Social, Economic & Political Systems.
  • Use Social, Economic & Political Systems to solve problems in real and contrived situations.
Social, Economic & Political SystemsKey concepts and applicationsIn groups, learners explore Social, Economic & Political Systems through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February5–6Apply the principles of Rise of Nations & States in everyday life and further learning.
  • Explain the key concepts and terms used in Rise of Nations & States.
  • Use Rise of Nations & States to solve problems in real and contrived situations.
Rise of Nations & StatesKey concepts and applicationsIn groups, learners explore Rise of Nations & States through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February7–8Apply the principles of Trade in everyday life and further learning.
  • Explain the key concepts and terms used in Trade.
  • Use Trade to solve problems in real and contrived situations.
TradeKey concepts and applicationsIn groups, learners explore Trade through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—

Form III — Scheme of Work

History · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar

MonthWeekMain CompetenceSpecific CompetencesTopicSub-topicTeaching & Learning ActivitiesMethodsResourcesAssessmentPeriodsReferencesRemarks
January1–2Apply the principles of Africa in the 19th Century in everyday life and further learning.
  • Explain the key concepts and terms used in Africa in the 19th Century.
  • Use Africa in the 19th Century to solve problems in real and contrived situations.
Africa in the 19th CenturyKey concepts and applicationsIn groups, learners explore Africa in the 19th Century through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
January3–4Apply the principles of Establishment of Colonialism in everyday life and further learning.
  • Explain the key concepts and terms used in Establishment of Colonialism.
  • Use Establishment of Colonialism to solve problems in real and contrived situations.
Establishment of ColonialismKey concepts and applicationsIn groups, learners explore Establishment of Colonialism through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February5–6Apply the principles of Colonial Economy in everyday life and further learning.
  • Explain the key concepts and terms used in Colonial Economy.
  • Use Colonial Economy to solve problems in real and contrived situations.
Colonial EconomyKey concepts and applicationsIn groups, learners explore Colonial Economy through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February7–8Apply the principles of Colonial Administration in everyday life and further learning.
  • Explain the key concepts and terms used in Colonial Administration.
  • Use Colonial Administration to solve problems in real and contrived situations.
Colonial AdministrationKey concepts and applicationsIn groups, learners explore Colonial Administration through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
March9–10Apply the principles of Reaction to Colonialism in everyday life and further learning.
  • Explain the key concepts and terms used in Reaction to Colonialism.
  • Use Reaction to Colonialism to solve problems in real and contrived situations.
Reaction to ColonialismKey concepts and applicationsIn groups, learners explore Reaction to Colonialism through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—

Form IV — Scheme of Work

History · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar

MonthWeekMain CompetenceSpecific CompetencesTopicSub-topicTeaching & Learning ActivitiesMethodsResourcesAssessmentPeriodsReferencesRemarks
January1–2Apply the principles of Nationalism & Decolonisation in everyday life and further learning.
  • Explain the key concepts and terms used in Nationalism & Decolonisation.
  • Use Nationalism & Decolonisation to solve problems in real and contrived situations.
Nationalism & DecolonisationKey concepts and applicationsIn groups, learners explore Nationalism & Decolonisation through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
January3–4Apply the principles of Africa since Independence in everyday life and further learning.
  • Explain the key concepts and terms used in Africa since Independence.
  • Use Africa since Independence to solve problems in real and contrived situations.
Africa since IndependenceKey concepts and applicationsIn groups, learners explore Africa since Independence through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February5–6Apply the principles of Liberation Struggles in everyday life and further learning.
  • Explain the key concepts and terms used in Liberation Struggles.
  • Use Liberation Struggles to solve problems in real and contrived situations.
Liberation StrugglesKey concepts and applicationsIn groups, learners explore Liberation Struggles through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
February7–8Apply the principles of International Cooperation in everyday life and further learning.
  • Explain the key concepts and terms used in International Cooperation.
  • Use International Cooperation to solve problems in real and contrived situations.
International CooperationKey concepts and applicationsIn groups, learners explore International Cooperation through examples, then present and discuss their findings; the teacher guides and consolidates.Brainstorming, guided discussion, demonstration, group work, question & answer.Textbooks, charts, real objects, chalkboard, digital content.Oral questions, written exercises, practical tasks, observation and portfolio.4History syllabus (TIE); approved History textbook.—
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