Braille Skills - Grade 7 Curriculum - Design

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
BRAILLE SKILLS
FOR LEARNERS WITH BLINDNESS
GRADE 7
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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First Published in 2022
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed in any form or by any means; electronic,
mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN: 978-9914-43-661-7
Published and printed by Kenya Institute of Curriculum Development
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FOREWORD
Curriculum is a tool, which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core mandate ‘to
develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are based on rigorous
research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based Curriculum through a phase-
in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report
on Re-alignment of Education Sector (2012), 21st century learning and approaches, the East Africa Protocol on harmonisation of education, among many
others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya Vision
2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on ‘Reforming Education and
Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite
knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework
(BECF). Towards achieving the mission of Basic Education, the Ministry of Education has successfully and progressively rolled out curriculum
implementation for Early Years Education and Foundation level, Grades 4, 5 and Intermediate Level. The roll out for Grade 6, Junior Secondary (Grade
7-9) , and Prevocational Level will subsequently follow.
It is my hope that the curriculum designs for learners with Visual Impairment in Grade 7 will guide the teachers, among other educational stakeholders,
for progressive achievement of the curriculum vision, which seeks to have engaged, empowered and ethical citizens.
PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,
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PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years Education
(Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3) and Foundation Level. The implementation progressed to Upper Primary (Grade 4, 5 and 6)
and Intermediate Level based on the reorganisation of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-
Based Curriculum to Junior Secondary education. This level marks the zenith of Middle School education whose main feature is to offer a broad
opportunity for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level. This is
similar to the Pre-vocational and Vocational Level.
The Grade 7 curriculum designs for learners with Visual Impairment in the respective learning areas will enable the development of 21st Century
competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency Based Curriculum as documented in the Basic
Education Curriculum Framework (KICD, 2017).
It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient implementation of
the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of the Grade 7 curriculum for
learners with Visual Impairment will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.
JULIUS O. JWAN, PhD, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION
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ACKNOWLEDGEMENTS
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and curriculum
support materials for basic and tertiary education and training, below the university level. The curriculum development process for any level involves thorough
research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the
Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands of the 21st Century
and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable
Development Goals.
The Kenya Institute of Curriculum Development has developed and adapted the Grade 7 curriculum designs for learners with Visual Impairment taking
cognisance of the tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call for higher order
thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs for learners with Visual
Impairment also provide opportunities for learners to develop the core competencies as well as engage in Community Service Learning. The designs present an
assessment rubric linked to sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and Sector (Ministry
of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The Grade 7 curriculum designs have
been developed and adapted with the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned
by the MoE. The Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the development partners for
the policy, resource, and logistical support.
I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development and adaptation
of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their
various roles in the development and adaptation of the Grade 7 curriculum designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic Education; the
Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council (KNEC) for their support in the process.
Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development and adaptation of the curriculum designs. The
Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at Grade 7.
PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD ........................................................................................................................................................................................................................................ i
PREFACE ............................................................................................................................................................................................................................................ ii
ACKNOWLEDGEMENTS ............................................................................................................................................................................................................... iii
TIME ALLOCATION ........................................................................................................................................................................................................................ v
NATIONAL GOALS OF EDUCATION .......................................................................................................................................................................................... vi
ESSENCE STATEMENT .................................................................................................................................................................................................................. ix
GENERAL LEARNING OUTCOMES ............................................................................................................................................................................................ ix
STRAND 1.0: BRAILLE WRITING AND READING EQUIPMENT AND MATERIALS ....................................................................................................... 1
STRAND 2.0: BRAILLE READING SKILLS ............................................................................................................................................................................... 10
STRAND 3.0: BRAILLE WRITING SKILLS ............................................................................................................................................................................... 23
STRAND 4.0: ENGLISH BRAILLE ............................................................................................................................................................................................... 31
STRAND 5.0: KISWAHILI BRELI, .............................................................................................................................................................................................. 37
STRAND 6.0: MATHEMATICS BRAILLE NOTATION ............................................................................................................................................................ 49
STRAND 7.0: SCIENCE BRAILLE NOTATION ........................................................................................................................................................................ 63
STRAND 8.0: MUSIC BRAILLE NOTATION ............................................................................................................................................................................. 75
STRAND 9.0: FRENCH BRAILLE ................................................................................................................................................................................................. 84
STRAND 10: GERMAN BRAILLE ................................................................................................................................................................................................ 90
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TIME ALLOCATION
Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre technical Studies 4
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 3
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject including Sign Language Skills 3
14. Optional Subject 3
Total 45
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NATIONAL GOALS OF EDUCATION
Education in Kenya should:

i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live
and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and
promoting positive attitudes of mutual respect, which enable them to live together in harmony and foster patriotism in order to make a positive
contribution to the life of the nation.
ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships, which are necessary for the smooth progress of a
rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization.
Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a
growing economy. Kenya is building up a modern and independent economy, which is in need of an adequate and relevant domestic
workforce.
c) Technological and Industrial Needs

Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid
industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our
education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing
global trends.
iii) Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop
their potential interests and abilities. A vital aspect of individual development is the building of character.
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iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and
help children to grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system, which provides equal
educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social
service irrespective of gender, ability or geographical environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society.
Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to
build a stable and modern society.
vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education
should therefore lead the youth of the country to accept membership of this international community with all the obligations and
responsibilities, rights and benefits that this membership entails.
viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to
physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should
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LEVEL LEARNING OUTCOMES FOR JUNIOR SECONDARY LEVEL
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
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ESSENCE STATEMENT
Braille is a system of reading and writing using raised dots to convey meaning. It is a tactile code through which letters and numbers are represented.
Braille is a system of writing with contractions that represents a group of letters and words. Symbols in the areas of Mathematics, Integrated science,
Music, French and German have special signs in braille. Braille is the main medium of reading and writing for learners with blindness. It enables
the learners to communicate effectively and access information. It is therefore an indispensable tool in the learning process for learners with blindness.
Braille skills enable the learners to acquire competencies in reading and writing placing them at per with their sighted counterparts. This therefore
enhances their privacy, independence and self-esteem. The learning area equips learners with appropriate skills that will enable them to grasp
concepts in the other subjects offered at lower secondary school level. It also enables learners to acquire skills in tracing, interpreting and drawing of
tactile graphics, which will enable them to be actively involved in learning. In view of the evolving world, the learning area exposes learners with
blindness to the use of digital devices with assistive technology especially devices with refreshable braille display. This empowers learners to develop
digital literacy, which is a 21st century skill.
Learners are expected to acquire skills in Science braille notation, which will give them a positive attitude to approach integrated science with
confidence. Other braille skills that are covered at this level include English, Kiswahili, Mathematics, Music, French and German.
Learning of braille skills is in line with several international and national legal documents, which emphasize the use of braille in learning and
communication. Some of these documents include: United Nations Convention on the Rights of the Persons with disabilities 2006, (article 24- 3a)
and the constitution of Kenya 2010, (articles 7 and 54).
Given that braille skills is multi disciplinary, the teaching of its strands should be done in an alternating manner. The choice of strand and sub strand
to be learnt should be informed by the skills required in different learning areas. If the skills of units of measurement comes first in the mathematics
learning area then the substrand on units of measurement in braille skills should be given priority over the other skills. For the area of elective, which
include; French, German and Music braille, the learner will only be obliged to pursue relevant braille skills in the areas chosen.
GENERAL LEARNING OUTCOMES

By the end of lower secondary, the learner should be able to:
a) Use braille reading and writing skills to promote learning,
b) Use braille writing and reading equipment and materials in learning and communication,
c) Use digital devices with assistive technologies to enhance learning and communication,
d) Make and interpret tactile graphics for learning,
e) Apply braille skills in learning different learning areas offered in junior secondary level,
f) Promote safety and responsibility when using digital devices, braille equipment and materials.
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STRAND 1.0: BRAILLE WRITING AND READING EQUIPMENT AND MATERIALS
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry Question
Outcomes
1.0 Braille 1.1 Braille By the end of the sub- 1. Why do we learn
Writing and writing strand the learner should functions of the
● In pairs or groups, learners should be guided
Reading equipment be able to; different parts of a
to manipulate and locate different parts of a
Equipment and braille machine?
4 lessons a) identify the parts of braille machine such as: grooved roller,paper
Materials
a braille machine for release lever,carriage lever,embossing
familiarization, head,braille keys,line spacer, backspacer,
paper feed knob, spacer, left and right margin.
b) use the braille
machine for writing, ● Learners are guided to identify and write
names of the different parts of a braille
c) appreciate the use of
machine on braille cards.
a braille machine in
writing. ● In groups or pairs learners demonstrate the use
of different parts of a braille machine.
● Learners use a braille machine to write words
and sentences.
● Learners to sing a song on different parts of a
braille machine and their functions.
1
Core competencies to be developed:
Communication and collaboration: This is developed as learners discuss various parts of a braille machine in groups.
Self-efficacy: This is developed as learners gain proficiency while using the braille machine to perform their tasks.
Link To Pertinent and Contemporary Issues: Link to Values:
Social cohesion; This is developed as learners interact with others from Respect; this is achieved as learners appreciate each other's opinion
different backgrounds when working in groups. while working together in groups.
Mentorship and peer education; This is developed learners guide each Responsibility; this is achieved as learners handle braille machines
other on performing tasks using various parts of a braille machine with care while using.
appropriately.
Link To other Learning Areas: Suggested Community Service Learning:

All learning Areas; as learners use braille machines perform their tasks. Learners visit a nearby public library and work with librarians to make
tactile labels and use them to label the shelves.
Suggested Non Formal Activity that Support Learning: Learners sing Suggested mode of Assessment:
songs on parts of a braille machine and their functions .
Peer assessment, self-assessment and observation.
Suggested Learning Resources:
Braille cards, Braille machine , Braille paper.
2
Assessment Rubrics.
Exceeding Expectations Meeting Expectations Approaching Expectation Below Expectations
The learner is able to The learner is able identify The learner is able to name some of The learner is able to name very few
identify and categorize the the parts of a braille the parts of a braille machine. parts of a braille machine .
parts of a braille machine. machine.
The learner is able to use The learner is able to use The learner makes progressive The learner makes minimal effort to
the braille machine for the braille machine. effort to use the braille machine for use the braille machine for writing..
writing and critique its writing .
efficiency.
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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcome Question
1.2 Digital By the end of the sub-strand ● In groups or pairs learners identify digital 1. How would
devices with the learner should be able devices with braille displays such as braille me, you use a
assistive to; dot mini,orbit reader 20 in the school resource digital device
technology room. with a braille
a) identify digital ● In groups or pairs learners discuss how to use display?
2 lessons devices with braille digital devices with braille display in note taking.
display in a learning
● In pairs or in groups learners write an essay
situation,
b) use digital devices using digital devices with braille display.
with braille display ● Learners share their written assignment to the
in a learning teacher using digital devices with braille display
environment, and receive feedback.
c) care for digital ● In pairs or groups learners use digital devices
devices with braille with braille displays to search for learning
display during and
materials from the internet.
after use,
d) appreciate the ● In pairs or in groups learners use digital devices
importance of digital with assistive technology to play games.
devices with braille ● Learners should be guided to care for digital
display in learning. devices with braille display when using.
● Learners are guided to store digital devices with
braille displays appropriately after use.

Digital literacy: This is developed as learners use digital devices with braille display to read and write.
Learning to learn: This is developed as learners use digital devices with braille display to carry out search in their respective learning areas.
4
Link to Pertinent and Contemporary Issues: Link to Values: Responsibility; this is promoted as learners
take care for digital devices with braille display while using and
Mentorship and peer education;this is developed as learners show their
also store them appropriately after use.
leadership qualities while working in groups.
Love; this is promoted as learners share the digital devices with
Disaster risk reduction; this is developed as learners care for and store the
braille display.
digital devices with braille display.
Link to other Learning Areas: Suggested Community Service Learning:

Science and technology, Kiswahili, English and Mathematics. as learners use Learners could visit a nearby worship center, write their
digital devices with assistive technology to take notes and collect data on plant programme using digital devices with braille display, emboss
species, read and write passages, count and record tallies of scores of different the programme and display it in the place of worship for use by
games. people with blindness.
Suggested non formal activity to support learning: Learners could use digital Suggested modes of assessment: Observation, oral questions.
devices with braille display to take note of scores of different games being Self-assessment and peer assessment.
played in the field during games time.
Suggested learning resources: Smart braille machine, orbit reader, dot mini and braille me.
Suggested Assessment Rubrics

Exceeding Expectation Meeting Expectation Approaching Below Expectation
Expectation
The learner is able to identify and The learner is able to identify digital The learner is able to The learner is able to identify a few
categorize digital devices with braille devices with braille display. identify some digital digital devices with a braille display.
display depending on the number of devices with a braille
cells, size of the braille display and display.
function.
5
The learner is able to use digital The learner is able to use digital The learner is able to The learner is able to use digital devices
devices with braille display and devices with a braille display. use digital devices with with braille displays to perform the basic
further explore other features of the braille displays to tasks.
device not learnt during the lesson. perform most of the
tasks.
The learner is able to care and store The learner is able to care and store The learner is able The learner is able to make little effort to
digital devices with braille display digital devices with a braille display. make progressive care and store digital devices with braille
with order and organization. effort to care and store display.
digital devices with
braille display.
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Outcome Question
1.3 Measurement By the end of the sub- ● In groups or pairs learners identify equipment with tactile 1. How do you
equipment with strand the learner should calibration used for measurement such as calibrated measure using
tactile calibration. be able to; geometrical instruments, calibrated laboratory measuring equipment
apparatus and tactile meter rule. with tactile
2 lessons ● Learners could be guided to manipulate equipment with calibration?
tactile calibration to identify the type of calibration, to 2. How do we
a) identify equipment
identify the type of units and their position on the use equipment
with tactile calibration
equipment. with tactile
used for measuring,
● In pairs or in groups learners read tactile calibration on calibration for
b) read the tactile
measurement equipment such as degrees, cm and m. measuring?
calibration on the
measurement ● Learners identify the scale on measurement equipment,
equipment, such as; 0,5,10, 15.
c) use measurement ● In groups or in pairs learners compare their findings on
equipment with tactile features of equipment with tactile calibration.
calibration to perform
● Learners are guided to use equipment with tactile
measurement
calibration to measure length, angles, mass and capacity.
activities,
d) enjoy using ● Learners are guided to position calibrated equipment
measurement appropriately during measurement.
equipment with tactile ● Learners practice using equipment with tactile calibration
calibration to carry out to measure various objects and surfaces.
measurement
activities.
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Self-efficacy: This is developed as learners use equipment with tactile calibration to measure length, angles, mass and capacity.
Communication and collaboration: This is developed as learners work in groups to identify equipment with tactile calibration used for
measurement.
Link to Pertinent and Contemporary Issues: learner Link to Values:
support Programmed: -
Responsibility: This is developed as learners take care of measuring equipment with
Sports and Games – This is developed as learners use tactile calibration during and after use.
equipment with tactile calibration to mark and measure the
Respect: This is developed as learners appreciate each other's opinion during group
field for different games.
activities.
Unity: This is developed as learners work together in groups.
Science and technology and Mathematics: as learners learners could use measuring equipment with tactile calibration to measure and mark
use equipment with tactile calibration to perform different playing fields for different sports in the community playground.
measurement activities.
Suggested non formal activity to support learning: Suggested modes of assessment: Observation, oral question, self-assessment and peer
Learners work in groups to improvise measuring assessment.
equipment with tactile calibration used in day to day life
for example a string with knots at intervals to indicate
distance.
Suggested learning resources: spring balance with tactile calibrations, tactile rulers and tactile geometrical instruments,
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The learner is able to identify and The learner is able to identify The learner is able to make The learner makes little effort to
categorize equipment with tactile equipment with tactile progressive effort to identify identify equipment with tactile
calibration for measuring calibration used for measuring. equipment with tactile calibration for calibration for measuring.
depending on the quantity to be measuring.
measured.
The learner is able to read and The learner is able to read the The learner makes progressive effort The learner makes little effort to
interpret the tactile calibration on tactile calibration on the to read the tactile calibration on the read the tactile calibration on the
the measurement equipment. measurement equipment. measurement equipment. measurement equipment.
The learner is able to use The learner is able to use The learner is able to use some The learner is able to use few
measurement equipment with measurement equipment with measurement equipment with tactile measurement equipment with tactile
tactile calibration to perform tactile calibration to perform calibration to perform measurement calibration to perform measurement
measurement activities and measurement activities. activities. activities.
improvises the equipment.
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STRAND 2.0: BRAILLE READING SKILLS
Outcome Question
2.0 Braille 2.1 Tactile By the end of the sub-strand 1. How do
Reading graphics the learner should be able you
● In pairs learners could be guided to touch different interpret
Skills to:
3 lessons textures such as smooth, rough, mumpy, pattern tactile
textures. graphics?
a) identify different texture ● In groups learners could be guided to differentiate
on tactile texture textures of various types on a graphic material such
display, as representation of different features on a tactile
map.
b) identify tactile graphics
by touching, ● Learners are guided to trace and identify tactile
graphics on braille work cards such as tactile charts,
c) interpret tactile, embossed globes, line graphs, curves, row and
materials through column tables, square and square root grid , flow
tracing, chart and pie charts and shapes-triangle, circle and
d) care for and store tactile rectangle.
graphics safely after use, ● Learners should be guided to trace and interpret
e) appreciate the use of information on the tactile materials through
tactile materials in the manipulation.
learning process. ● In pairs or groups learners could practice tracing and
interpreting tactile graphics.
● Learners should be guided to take proper care while
handling tactile materials.
● Learners are guided to store tactile materials
carefully after use.
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Project- Learners to prepare tactile graphics such as line
graphs, curves or pie charts, using locally available
materials such as wood glue, thread, soft wires, braille
writing materials.
Competencies To Be Developed
Communication and collaboration: This is developed as learners work in pairs and in groups to trace and interpret the information on tactile
graphics.
Critical thinking and problem solving: This is developed as learners use their critical thinking skills and problem-solving skills to interpret and
analyze information from tactile graphics.
Self-efficacy: This is developed as learners trace and interpret tactile graphics.
● Environmental issues in education: This is achieved as Responsibility: This is achieved as learners handle and store tactile
learners prepare tactile graphics using locally available graphics with care.
materials.
Unity: This is developed as learners work in groups to accomplish a
common task.

Mathematics, Social studies, Creative Arts, music and integrated Learners could visit a nearby regular school during club time and engage in
science: as learners apply the acquired skills to trace and interpret interpreting maps with their sighted peers. Learners with blindness could
tactile graphics in the aforementioned learning areas. use tactile maps while their sighted counterparts use print maps.
Suggested Non-Formal Activity that Support Learning: Suggested modes of Assessment:
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Learners could visit the school resource room and practice tracing and Oral questions, observation, self-assessment and peer assessment.
interpreting information on tactile graphics.
Tactile line graphs, curves, embossed globes, pie charts, regular shapes and flow charts.

The learner is able to The learner is able to The learner is able to make The learner is able to make minimal
progressive effort in identifying effort in identifying different textures on
identify different textures on identify different textures on
different texture on tactile texture tactile texture display.
tactile texture display and tactile texture display.
display.
categorize them.
The learner is able to identify The learner is able to: identify The learner is able to identify most The learner is able to identify few tactile
tactile graphics by touching tactile graphics by touching. tactile graphics by touching. graphics by touching.
and citing relevant examples.
The learner is able to interpret The learner is able to interpret The learner is able to interpret some The learner is able to interpret few tactile
tactile materials through a tactile materials through tactile materials through tracing. materials through tracing.
variety of ways. tracing.
The learner is able to care for The learner is able to care for The learner is able to care for and The learner makes minimal effort to care
and store tactile graphics and store tactile graphics safely store some tactile graphics safely for and store tactile graphics safely after
safely after use in a variety of after use. after use. use.
ways.
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Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry Question
2.2 Models By the end of the sub strand ● Learners are guided to manipulate the models. 1. Why do we
the learner should be able to: such as: models of cubes, cuboids, cylinders, make models?
3 lessons prisms, cell, cell organelles, leaf, flowers, heart,
a) discuss different types blood vessels, female and male reproductive
of models in the system, digestive system, tactile globe, vessels of 2. Why are models
learning situation, transport. used in
b) interpret different types ● In pairs, learners discuss different types of models. learning?
of models in a learning ● In groups learners are guided to interpret different
situation, types of models through manipulation.
c) make different types of ● In groups, learners make different types of models
model for learning, using locally available materials such as clay or
d) care for and store plasticine, threads, sand, soft wire and embossed
models safely after use, labels.
e) appreciate the use of ● Learners are guided to take proper care of models
models in the learning after using them.
process. ● Learners are guided to store models safely after
use.
● Learners use models to enhance learning in
specific learning areas for example a model of a
cell to learn internal structures of a cell in
integrated science.
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Core Competencies To Be Developed
Creativity and innovation. This is developed as learners make models for learning using locally available materials.
Learning to learn: This is developed as learners use models to enhance learning in specific learning areas.
Environment issues in Education: This is developed as learners use Responsibility this is achieved as learners care for and store models safely
locally available resources to make models. after use.
Safety issues: this is developed as learners ensure their own safety Integrity: this is achieved as learners show honesty in developing their
themselves while making models. projects.
Love: this is achieved as learners work in groups harmoniously.
Mathematics, Social studies, Creative Arts and Integrated Learners make models and donate them to the neighboring learning resource
science: as learners apply the acquired skills to interpret and make center for use by other learners.
models in the aforementioned learning areas.
Suggested Non Formal Activity that Support Learning: Suggested Assessment:
Learners collect materials of different textures that could be used to Oral questions, observetion,self-assessment, and peer assessment.
make different models for learning.
Different Models, sands, wood glue, sticks, soil, thread, soft wires, shapes and tactile globes.
14
The learner is able to The learner is able to discuss The learner is able to discuss The learner is able to name different
discuss different types of different types of models in a some types of models in a types of models in a learning situation.
models in a learning learning situation. learning situation.
situation and further
categories them into
different learning areas.
The learner is able to The learner is able to The learner is able to interpret The learner is able to interpret simple
Interpret different types of some different types of models models in a learning situation.
interpret different types of
models in a learning in a learning situation.
models in a learning
situation.
situation citing relevant
examples.
The learner is able to make The learner is able to make The learner is able to make The learner makes little effort in making
different types of models different types of models for some types of models for models for learning.
for learning using a variety learning. learning.
of materials.
The learner is able to care The learner is able to care for The learner is able to care for The learner makes minimal effort in
for and store models safely and store models safely after and store some models safely caring for and storing models safely
after use in a variety of use. after use. after use.
ways.
15
2.3 Key features By the end of the sub strand the ● In pairs learners are guided to 1. Why do we learn the key
of a braille text learner should be able to: identify key features of a braille text features of a braille text?
such as headings – centering,
2 lessons indenting, paragraphing, indenting,
numbering and line spacing of braille
a) identify key features of a
text.
braille text,
● Learners are guided to read braille
b) read braille text with key
text on a braille work card.
features,
● In pairs, learners are guided to
c) identify features of
identify the layout of functional
functional writing items,
writing items on a braille work card
d) appreciate learning of the key
such as a friendly letter, packing list,
features of a braille text.
shopping list, notices and posters.
● Learners to read functional writing
items on braille books.
Core Competencies to be Developed:

● Communication and collaboration: This is developed as learners communicate effectively while working in groups.
● Self-efficacy: This is developed as learners read functional writing items fluently such as friendly letters.
● Unity ; this is promoted as learners work harmoniously in groups.
● Respect :this is developed ;this is promoted as learners appreciate
● Mentorship and Peer education: This is developed as each other’s opinion during group work.
learners support each while working in groups to identify
key features of braille text.
● Social cohesion: This is developed as learners work in
groups to promote values of sharing, tolerance and respect.
16
English: as learners learn the layout of functional writing Learners to support their parents, guardian or houseparent to prepare a
documents. shopping list.
Suggested Non Formal Activity that Support Learning: Suggested modes of Assessment:
Learners to write a friendly letter to a friend including the observation, Oral questions, self-assessment and peer assessment.
necessary braille text features.
Braille work cards, braille machines and braille papers.
Suggested Assessment Rubric

Exceeding Meeting Expectations Approaching Expectation Below Expectations
Expectations
The learner is able to The learner is able to identify The learner is able to identify some The learner is able to identify a few key features
key features of braille text. key features of braille text. of braille text.
identify key features of
braille text citing
examples.
The learner is able to The learner is able to read The learner makes progressive effort The learner makes little effort in reading braille
read braille text with braille text with key features. in reading braille text with their key text with their key features.
their key features and features.
write the braille text.
The learner is able to The learner is able to identify The learner is able to identify some The learner is able to identify few features of
identify features of more features of functional writing features of functional writing items. functional writing items
functional writing items. items.
17
2.4 Good By the end of the sub strand the ● Learners are guided to stay in an upright 1. Why do we maintain
reading habits learner should be able to: posture when reading a braille text. good body posture
● Learners are guided to position the hands when reading braille
3 lessons a) take an appropriate slightly raised from the braille reading texts?
posture while reading a material for free movement of the hand to
braille text, prevent erasing the dots.
b) position hands ● Learners are guided to use lead finger and
appropriately while 2. Why is it important
support fingers when reading braille.
reading a braille text, ● Learners are guided on how to move the to maintain proper hand
c) move hands in fingers to a new braille line. movement and
coordinating manner ● Learners are guided to place their fingers coordination while
when reading a braille gently on the dots while reading to avoid reading braille text?
text, erasing the dots.
d) touch the dots gently ● In groups, learners practice reading braille
when reading braille text while observing upright posture,
texts, positioning of hands movement and
e) enjoy reading braille text coordination of the hands and touching dots
by practicing good gently.
reading habits.
Core Competencies to be Developed

Self-efficacy: this is developed as learners position themselves in appropriate posture in readiness to read a braille text.
Communication and collaboration: this is developed as learners communicate effectively while working in groups.
Social cohesion : this is achieved as learners work in groups to ● Responsibility: this is promoted as learners take care of the braille
promote values of sharing, tolerance and respect. dots in the reading materials.
● Respect: this is promoted as learners appreciate each other's opinion
while working in groups.
18
Sustainable consumption : this is achieved as learners place their
fingers gently in dots when reading braille text to avoid erasing dots
in the braille text for future use of the braille reading material.

All learning areas at this level as learners acquire skills on proper Learners visit the Education Assessment Resource Center (EARC) to get
reading habits of braille texts. guidance from officers on appropriate body posture, hand positioning, hand
movement while reading a braille text.
Suggested Non Formal Activity that Support Learning: Suggested mode of Assessment:
Learners visit a resource room and practice reading braille text Observation, oral questions, peer assessment and self-assessment.
observing proper reading habits.
Braille reading materials.
19
The learner is able to take an The learner is able to take an The learner makes progressive effort in The learner makes little effort in
appropriate posture while appropriate posture while taking an appropriate posture while taking an appropriate posture while
reading a braille text and reading a braille text. reading a braille text. reading a braille text.
appropriately position the
braille text .
The learner is able to position The learner is able to position The learner is able to Show progressive The learner makes minimal effort in
hands appropriately while hands appropriately while effort in positioning hands position hands appropriately while
reading a braille text and reading a braille text. appropriately while reading a braille reading a braille text.
appropriately position the text.
braille text.
The learner is able to move The learner is able to move The learner makes progressive effort in The learner makes minimal effort
hands in a coordinating manner hands in a coordinating manner moving hands in a coordinating manner in moving hands in a coordinating
when reading a braille text and when reading a braille text. when reading a braille text. manner when reading a braille text.
further controls the position of
the braille text.
The learner is able to touch the The learner is able to touch the The learner makes progressive effort in The learner makes minimal effort to
dots gently when reading dots gently when reading braille Touching the dots gently when reading touch the dots gently when reading
braille texts and store braille texts. braille texts. braille texts.
text safely.
20
Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Question
2.5 labels By the end of the sub strand the learner ● In groups learners are guided to 1. Why is it
should be able to: manipulate items, apparatus and important to position
2 lessons surfaces to locate the position of labeled items
a) locate the labels on items and braille labels. appropriately?
surfaces, ● In pairs, learners are guided to
b) position the item and apparatus in position items and apparatus
readiness to read the label, appropriately in readiness to read the
c) read the label on items, apparatus braille labels.
and surfaces, ● Learners read braille labels on items,
d) appreciate the importance of surfaces and apparatus as used in
reading braille labels on items, learning.
apparatus and surfaces in ● Learners practice reading labels on
learning. items for identification.

Communication and collaboration: this is developed as learners work in groups to locate labels on items and surfaces.
Self-efficacy: this is developed as learners position items and apparatus appropriately in readiness to read the braille labels.
Social cohesion: this is developed as learners interact Responsibility; this is developed as learners take care of the items and surfaces on
harmoniously during group activity. which labels are to read from.
Unity; this is developed as learners appreciate each other’s opinion during group
discussions.
21
Integrated science and Mathematics: as learners apply Learners to visit modern storey-building and read braille labels on the lifts.
the skills learned to read labeled items in the above areas.
Suggested Non Formal Activity that Support Suggested Assessment:

Learning:
● Oral question,
Learners visit their school laboratory and practice ● Self and peer assessment,
locating and reading braille labels on the apparatus. ● Observation.

Items, apparatus and surfaces with braille labels.
The learner is able to: The learner is able to: The learner is able to: The learner is able to:
Locate the labels on the item and Locate the labels on the item and Show progressive effort to locate Show minimal effort to locate the
surface. surface. the labels on the item and surface. labels on the item and surface.
Position the item and apparatus in Position the item and apparatus in Make progressive effort in Make little effort in positioning
readiness to read the braille label and readiness to read the braille label positioning the item and apparatus the item and apparatus in
safely store the items and apparatus. in readiness to read the braille readiness to read the braille label
label.
Read the label on the item and Read the label on items, apparatus Make progressive effort in reading Make little effort in reading the
apparatus surface while touching the and surfaces. the label on items, apparatus and label on the item, apparatus and
dots gently. surfaces. surfaces.
22
STRAND 3.0: BRAILLE WRITING SKILLS
Strand Sub Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Strand Question
3.0BRAILLE 3.1 Braille By the end of the sub-strand the learner ● In groups or pairs learners identify vertically 1. Why do we
WRITING work should be able to; aligned numbers. align numbers
SKILLS layout ● Learners are guided to read numbers which and letters
a) Identify the different alignment of are vertically aligned. vertically?
3 lessons letters and numbers, ● Learners are guided to write numbers
b) Align number values vertically, vertically.
c) Arrange number values in rows and ● In groups or pairs learners identify different
columns, alignment of letters; horizontal - left to right
d) Appreciate the use of alignment in or right to left,vertical - upwards or
braille work when working with downwards
different items. ● Learners are guided to read words aligned
vertically or horizontally.
● In groups or pairs learners identify rows
and columns.
● In groups or pairs learners read numbers in
rows and columns.
● Learners are guided to write numbers in
rows and columns.
● In groups or pairs learners practice reading
and writing words identified from the
puzzles.

Communication and collaboration: This is developed as learners discuss various alignments in groups.
Self-efficacy: This is developed as learners arrange number values in rows and columns.
23
Critical thinking and problem solving: This is developed as learners identify words from the puzzle.
Link To Pertinent and Contemporary Issues: Link to Values

Social cohesion: This is developed as learners interact in groups. Respect: This is promoted as learners appreciate each other’s opinion while
working in a group.
Mentorship and peer education: This is developed as learners
support each other while working in groups to identify rows and
columns.
Link to other Learning Areas: Suggested Community Service Learning: Learners prepare word puzzles
in braille and donate them to nearby community libraries.
Mathematics as learners perform tasks involving vertical
arrangement of numbers.
Languages; as learners identify words from puzzles.
Learners could play scrabble so as to boost their skills in Observation, peer and self-assessment.
identification of words vertically and horizontally.
Braille work cards, word puzzles, braille machines and braille papers.
24
Exceeding Expectations Meeting Expectations Approaching Expectation Below Expectation
The learner is able to identify The learner is able to identify The learner makes progressive The learner makes little effort to identify
and apply the different the different alignment of efforts to identify the different the different alignment of numbers and
alignment of numbers and numbers and letters. alignment of numbers and letters. letters.
letters in learning.
The learner is able to align and The learner is able to align The learner is able to align some The learner is able to align a few number
examine number values number values vertically. number values vertically. values vertically.
vertically.
The learner is able to arrange The learner is able to arrange The learner makes progressive The learner makes little effort to arrange
and compare number values in number values in rows and effort to arrange number values in number values in rows and columns.
rows and columns. columns. rows and columns.
3.2 Making of By the end of the sub-strand ● In groups or pairs learners identify 1. Why do we label items,
braille labels the learner should be able to; different items, apparatus and surfaces to apparatus and surfaces in
be labeled within the environment. braille ?
2 lessons ● Learners are guided to identify materials
a) identify different items and used to make labels.
surfaces to be labelled in a ● In pairs or in groups learners are guided to
learning situation, make braille labels using adhesive braille
paper and other materials by doing the
following:
b) make braille labels using
i) Write an inscription on the label.
adhesive braille paper and
other materials,
25
ii) Cut or peel the label depending on the
size of the item or surface to be labelled.
c) label items and surfaces
using adhesive braille ● In groups or in pairs learners to label
paper and other materials, different surfaces, apparatus and items.
● In pairs or in groups learners practice the
labelling of different items, apparatus and
d) Appreciate the labelling of
surfaces in braille.
different items and
surfaces in braille.
Competencies To Be Developed:
Self-efficacy; This is developed as learners make braille labels.
Communication and collaboration: This is developed as learners work in groups.
Creativity and innovation: This is developed as learners make labels using different materials.
Safety Issues; This is developed as learners ensure their safety when using Unity; This is developed as learners work together in groups.
sharp tools to make labels.
Peace; This is developed as learners work harmoniously in groups.
Social Awareness Skills: This is developed as learners discuss in groups.
Creative arts; as learners make labels for models. Learners could visit a nearby library and label shelves in the
community library.
Integrated science; as learners make labels for different apparatus.
26
Suggested Non-Formal Activity that Support Learning: Suggested mode of Assessment: Self, peer assessment, oral
questions, written test and observation.
Learners participate in labelling chairs in the assembly hall during school
functions.
Adhesive braille paper, glue, razorblades, pair of scissor, braille paper, braillons and sellotape.
The learner is able to The learner is able to identify The learner is able to identify some The learner is able to identify a few
identify different items and different items and surfaces to be items and surfaces to be labelled. items and surfaces to be labelled.
surfaces to be labelled and labelled.
further categorize them.
The learner is able to make The learner is able to make braille The learner makes progressive efforts The learner makes little effort to
braille labels using a variety labels. to make braille labels. make braille labels.
of materials.
The learner is able to label The learner is able to label items, The learner is able to label some The learner is able to label a few
items, apparatus and surfaces apparatus and surfaces in braille. items, apparatus and surfaces. item, apparatus and surfaces.
using different types of
labels.
27
BRAILLE WRITING SKILLS
Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcome Question
3.3 By the end of the sub- 1.How do
Tactile strand the learner should you make
● Learners are guided to identify materials and equipment for drawing
Graphics be able to: tactile
tactile graphics which include; spur wheel, tracing mat, braille machine,
cut out shapes, adhesive labels, outlines and braille paper. graphics?
3 lessons a) draw tactile graphics
using braille materials ● Learners are guided to draw tactile graphics using braille material and
and equipment, equipment. The tactile graphics may include; lines, shapes, food chain
b) make tactile graphics and angles.
using locally available ● Learners are guided to name and label the tactile graphic drawn, for
materials, example labeling the line at the start and the end using letters.
c) care for and store ● In pairs learners are guided to identify locally available materials that
tactile graphics safely could be used to make tactile graphics for example; sands, wood glue,
after use, sticks, soil, thread, cotton, grains.
d) enjoy drawing and ● Learners are guided to make tactile graphics using locally available
making tactile materials for example; bar graphs, line graphs and diagrams of a cell.
graphics to enhance
learning.
● Learners are guided to name and label the tactile graphics made.
● In groups or pairs learners are guided to take proper care of tactile
materials.
● Learners are guided to store tactile materials carefully.
● learners practice drawing and making tactile graphics.

Communication and collaboration: This is developed as learners work in pairs and in groups to draw and make tactile graphics.
Creativity and imagination; this is developed as learners make tactile graphics.
28
Link to Pertinent and Contemporary Issues: Link to Values:
Environmental issues in education; this is developed as Responsibility this is achieved as learners care for and store tactile graphics
learners make tactile graphics using locally available materials safely after use.
to minimize pollution.
Love; This is developed as learners share the locally available resources
Safety issues; this is developed as learners observe safety
measures while using sharp objects when making tactile
graphics.
Mathematics, Social studies, Creative Arts, Music, Learners to collect locally available materials and use them to draw and make
Integrated science. as learners apply the acquired skills in tactile graphics, then showcase them during parents’ day or open day.
performing tasks in the aforementioned learning areas.
Learners could visit the school resource room and work with Oral questions, self-assessment, peer assessment and observation.
school transcriber to draw and make tactile graphics.
Pairs of scissors, braille material, sands, wood glue, sticks, soil, thread, cotton, cardboard, tracing mat, spur wheel, adhesive labels, thumb pins and
grains.
Assessment Rubric
The learner is able to draw and The learner is able to draw The learner makes progressive effort to The learner makes little effort to draw
label tactile graphics using tactile graphics using braille draw tactile graphics using braille tactile graphics using braille materials
braille materials and materials and equipment. materials and equipment. and equipment.
equipment.
29
The learner is able to make and The learner is able to make The learner makes progressive effort in The learner makes little effort in
label tactile graphics using tactile graphics using locally making tactile graphics using locally making tactile graphics using locally
locally available materials. available materials. available materials. available materials.
The learner is able to care for The learner is able to care for The learner makes progressive effort to The learner makes little effort to care
and store tactile graphics safely and store tactile graphics care for and store tactile graphics safely for and store tactile graphics safely
after use in a variety of ways. safely after use. after use. after use.
30
STRAND 4.0: ENGLISH BRAILLE
4.0 4.1 By the end of the sub-strand the learner should ● Learners are guided to identify 1. How do you identify a
ENGLISH be able to: features of facsimile method on a poem in a facsimile
POETRY poem written in braille. method?
BRAILLE
LAYOUT a) identify features of facsimile method on a ● Learners are guided to read a braille
poem in braille, poem in facsimile method.
4 lessons b) read a braille poem in facsimile method, ● Learners are guided to write a poem
c) write a poem in braille using facsimile in braille using a facsimile method.
method, ● In groups learners could practice
d) appreciate the use of facsimile method in reading and writing poems in a
reading and writing poetry in braille. facsimile method.
Core competencies to be developed

Creativity and innovation: This is developed as learners apply the knowledge acquired to compose their own poems and write them in braille
using facsimile method.
Self – efficacy: This is developed as learners write, share and do peer evaluation of their poems written correctly in braille using facsimile method.
Link to Pertinent and Contemporary Issues – Link to values: unity: Learners demonstrate unity as they work
harmoniously in groups while reading and writing poems using facsimile
social cohesion - This is realized as learners work together during peer
method in braille.
review of their own written poems in braille using facsimile method.
Links to other learning areas: English language, Kiswahili French, Suggested community service learning: Learners could visit a nearby
German, Chinese: this could be achieved as learners use the knowledge place of worship and present religious poems written in facsimile method
acquired to perform tasks involving poetry in the aforementioned then share braille copies to persons with blindness.
learning areas.
31
Suggested non formal activity to support learning: learners could Suggested assessment: peer assessment, self-assessment, oral questions,
copy poems and write them in braille and hang them in class noticeboard observation
for reference.
Suggested learning resources: Braille machines, braille work cards, braille papers.
Assessment Rubrics
The learner is able to identify features of The learner is able to The learner is able to The learner is able to
facsimile method on a poem written in braille identify features of
identify most of the features of identify a few features of
and further stating the rules. facsimile method on a
facsimile method on a poem facsimile method on a poem
poem written in braille.
written in braille. written in braille.
The learner is able to read with ease and The learner is able to The learner is able to read a braille The learner is able to show little
fluency a braille poem written in facsimile read a braille poem poem written in braille using ability in reading a poem written
method. written in facsimile facsimile method with prompt. in braille using a facsimile
method. method.
The learner is able to write a poem in braille in The learner is able to The learner is able to write a The learner is able to write a
a facsimile method and even compose and write a poem in braille poem in braille in facsimile poem in braille in facsimile
write in braille his/her own poem using the using facsimile method. method incorporating most of the method incorporating few of the
same method. features features.
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
questions
4.2 Indicator, By the end of the sub-strand the ● The learners are guided to identify 1. How do you
punctuation learner should be able to: punctuation signs used in writing text such as identify an
signs and other print page indicator, short or unstressed indication of a
characters syllable, italic sign, double italic, part word print page in a
braille book?
32
2 lessons a) identify braille signs for italic sign, italic terminator, phonemic 2. Why do you use
punctuation marks used in brackets, commercial @ sign and ampersand. double italic
writing text, ● The learner could be guided to read braille signs?
b) read out the braille signs for text with punctuation marks.
punctuation marks when ● The learner could be guided to write text in
reading a braille text, braille with punctuation marks.
c) write the braille signs for ● In pairs or groups, learners could practice
punctuation marks in a braille writing and reading text in braille with
text, punctuation marks.
d) appreciate the use of ● In pairs learners could use digital devices
punctuation signs and with assistive technology to read braille text
indicators in braille texts for identifying the punctuation used.
effective communication.
Core Competencies to be developed

Digital literacy – this is developed as learners use digital devices with assistive technology to read braille text with punctuation marks.
Learning to learn: this is developed as learners look for more punctuation marks in braille texts in braille books and digital devices with assistive
technology and include them in their list.
Link to Pertinent and Contemporary Issues: - Link to values:
Effective communication: this is achieved as learners use the knowledge Responsibility: This is achieved as learners take good care of the
acquired on use of punctuation marks to perfect their reading and writing digital devices as they use them to perform class tasks on punctuation
skills. marks.
Link to other learning areas: Suggested Community Service Learning:
English, Kiswahili, Integrated science and Performing arts: as learners Learners could write a story, poem, or song in braille incorporating
use punctuation marks indicators and other characters when taking notes the punctuation marks indicators, bind them into booklets and donate
and performing other tasks in the above-mentioned learning areas. them to the community library within their locality.
33
Suggested non formal activity to support learning: Suggested modes of assessment: Oral questions, written questions,
observation, peer and self-assessment.
Learners could go to the resource room, write a story, poem or song in
braille putting appropriate punctuation marks.
Suggested learning resources: Braille machines, braille papers and braille books.

The learner is able to identify braille The learner is able to identify braille The learner is able to identify The learner is able to identify a
signs for punctuation marks used in signs for punctuation marks used in most braille signs for punctuation few braille signs for punctuation
writing text and explain how they writing text. marks used in writing text. marks used in writing text.
are used.
The learner is able to read a braille The learner is able to read a braille The learner makes progressive The learner makes little effort to
text with punctuation marks and text with punctuation marks. effort to read a braille text with read a braille text with
observe the punctuation marks. punctuation marks. punctuation marks.
The learner is able to write the The learner is able to write the The learner makes progressive The learner makes little effort to
braille text for punctuation marks braille text for punctuation marks. effort to write braille text for write braille text for punctuation
and observe the punctuation marks. punctuation marks. marks.
34
Question
4.3 General By the end of the sub-strand the ● Learners be guided to identify rules on use of 1. How do you
Rules for the learner should be able to; contractions in these categories: identify
Use of ★ Contraction signs used more than once in braille specific
a) identify rules on use of such as: dot 2, lower middle c, lower d, lower e, signs with
Contractions
contractions, lower f, lower g, lower h and lower j. more than
3 Lessons b) read braille text with contractions,
★ Position of the contraction in a word - such as: one use?
c) write braille text in conformity
begging of the word, middle or end of a word.
with the rules governing
contractions, ★ Choice of contractions when there are two options.
d) appreciate use of rules in reading ● Learners are guided to read braille text with
and writing braille text for contractions.
communication. ● Learners are guided to write braille text in conformity
with the rules governing contractions.
● In groups, learners practice reading and writing braille
text observing general rules for the use of contractions.
● in groups or pairs learners could be guided to use
digital devices with assistive technology to read and
write contracted braille text.

Digital literacy: this is developed as learners use digital devices with assistive technology to read and write contracted braille text taking keen
interest in the rules applied.
Self-efficacy: this is developed as learners apply the skills learnt to write composition, notes, and exercises in class observing rules for contractions.
Link to Pertinent and Contemporary Issues –analytical thinking skills - Link to values: Love - this is promoted as learners share the digital
this is realized as learners use the skills learnt to read, write and collect data devices during class activities.
as they observe rules on use of contractions.
35
Links to other learning areas: English, integrated science, performing Suggested community service learning:
arts and Mathematics; as learners use the skills learnt to perform class tasks
Learners could visit an animal orphanage and with the help of the
in the learning areas mentioned above.
wardens prepare braille cards with descriptions of animals in the
park and then leave the braille card with the wardens to be offered to
the visitors with visual impairment.
Suggested non formal activity to support learning: learners could prepare Suggested mode of assessment: Oral questions, peer assessment,
tactile charts with key rules on use of contractions and hang them at the back observation, self assessment and written texts.
of their classroom for reference.
Suggested learning resources: Braille machines, braille cards, braille papers, glue, scissors and threads.

The learner is able to identify rules The learner is able to identify The learner is able to identify most The learner is able to identify few
on use of contractions giving rules on use of contractions. of the rules on use of contractions. of the rules on use of contractions.
relevant examples.
The learner is able to read braille The learner is able to read braille The learner makes progressive effort The learner makes minimal effort
text with contractions and even text with contractions. to read braille text with contractions. to read braille text with
state the rules used. contractions.
The learner is able to write braille The learner is able to write The learner is able to write braille The learner is able to write braille
text in conformity with the rules braille text in conformity with text in conformity with the most of text in conformity with a few rules
governing contractions and even the rules governing contractions. the rules governing contractions governing contractions.
apply more advanced rules.
36
STRAND 5.0: KISWAHILI BRELI,
Mada Mada ndogo Matokeo Maalum yanayotarajiwa Mapendekezo ya shughuli za somo Maswali dadisi
5.0 5.1 Kufikia mwisho wa mada ndogo ● Wanafunzi waelekezwe kutambua 1) Ni vipi
mwanafunzi aweze; vipengele mbalimbali katika mashairi utatambua
BRELI YA MPANGILIO yanayozingatia mpangilio wa vipengele vipengele
KISWAHILI WA a) kutambua vipengele unaoambatana na ule wa makala ya wino mbalimbali
MASHAIRI mbalimbali katika mpangilio
kwa mfano; mpangilio wa beti, na katika mpangilio
wa mashairi yalioandikwa
mistari, muafaka wa
Vipindi 2 kwa breli kwa kuzingatia
mpangilio unaoambatana na ● kwa vikundi wanafunzi waelekezwe mashairi kwa
ule wa makala ya wino, kusoma mashairi kwa urahisi breli?
b) kusoma mashairi wakizingatia mpangilio unaoambatana
yalioandikwa kwa breli na ule wa makala ya wino,
yanayozingatia mpangilio ● Wanafunzi wakiwa wawili wawili
unaoambatana na ule wa waelekezwe kuandika mashiri kwa breli
makala ya wino, wakizingatia mpangilio unaoambatana
c) kuandika mashairi kwa breli na ule wa makala ya wino.
kwa kuzingatia mpangilio ● kwa vikundi wanafunzi waelekezwe
unaoambatana na ule wa kufanya mazoezi na kusoma na kuandika
makala ya wino.
mashairi wakizingatia mpangilio
d) kufurahia kusoma na
unaoambatana na ule wa makala ya
kuandika mashairi kwa breli
wino.
yanayozingatia mpangilio
unaoambatana na ule wa
makala ya wino.
37
Umilisi wa kimsingi unaokuzwa
● Mawasiliano na ushirikiano---hukuzwa wakati wanafunzi wanaposoma na kuandika mashairi wakiwa wawili wawili au kwa vikundi,
huku wakizingatia mpangilio unaoambatana na ule wa makala ya wino kwa breli.
● Ufanisi wa kibinafsi—hukuzwa wakati wanafunzi wanapoonyesha umahiri kwa kusoma na kuandika mashairi wakizingatia mpangilio
unaoambatana na ule wa makala ya wino.
Uhusiano na masuala mtambuko Uhusiano wa maadili
Utangamano wa kijamii—hukuzwa wakati ● Upendo na umoja —huonekana wakati wanafunzi wanaposoma na kuandika
wanafunzi wanaposoma na kuandika mashairi mashairi kwa pamoja.
kwa pamoja.
Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji:
Kiswahili, Kiingereza, Kifaransa,kijerumani: Wakati ● Wanafunzi wanaweza kuandika mashairi ya kidini kwa breli yanayozingatia
wanafunzi wanaposoma na kuandika mashairi kwa mpangilio unaoambatana na ule wa makala ya wino kisha watembelee sehemu
breli. ya ibada iliyoko karibu nao ili wasome na kuwakariria waumini.
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Shughuli za kila siku zisizoratibiwa zinazochangia Mapendekezo ya tathmini
ujifunzaji:
● maswali kwa sauti
Wanafunzi wanaweza kutembelea maktaba shuleni ● maswali kwa kuandika
mwao ili kujifahamisha kuhusu mpangilio wa mashairi. ● tathmini ya rika
● kujitathmini
NYENZO
● Karatasi za breli , Mashine za breli and Vitabu vya mashairi

● Nakala ya mashairi ya breli
● Nakala ya mashairi ya wino
WANGO CHA TATHMINI
ANAZIDI MATARAJIO
ANATIMIZA MATARAJIO ANAKARIBIA MATARAJIO CHINI YA MATARAJIO
Mwanafunzi anaweza Mwanafunzi anaweza Mwanafunzi anaweza kutambua Mwanafunzi anaweza kutambua
kutambua na kuelezea kutambua vipengele mbalimbali baadhi ya vipengele mbalimbali vipengele vichache mbalimbali katika
vipengele mbalimbali katika katika mpangilio wa mashairi katika mpangilio wa mashairi mpangilio wa mashairi yalioandikwa
mpangilio wa mashairi yalioandikwa kwa breli kwa yalioandikwa kwa breli kwa kwa breli kwa kuzingatia mpangilio
yalioandikwa kwa breli kwa kuzingatia mpangilio kuzingatia mpangilio unaoambatana unaoambatana na ule wa makala ya
kuzingatia mpangilio na ule wa makala ya wino. wino.
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unaoambatana na ule wa unaoambatana na ule wa makala
makala ya wino. ya wino.
Mwanafunzi anaweza kusoma Mwanafunzi anaweza kusoma Mwanafunzi anaweza kusoma Mwanafunzi anaweza kusoma
kwa ufasaha mashairi mashairi yalioandikwa kwa mashairi yalioandikwa kwa breli mashairi yalioandikwa kwa breli
yalioandikwa kwa breli breli yanayo zingatia mpangilio akizingatia baadhi ya mipangilio akizingatia mipangilio michache
yanayozingatia mpangilio unaoambatana na ule wa makala inayoambatana na ile wa makala ya inayoambatana na ile wa makala ya
unaoambatana na ule wa ya wino. wino. wino.
makala ya wino.
Mwanafunzi anaweza Mwanafunzi anaweza kuandika Mwanafunzi anaweza kuandika Mwanafunzi anaweza kuandika
kuandika na tunga mashairi mashairi kwa breli kwa mashairi kwa breli akizingatia baadhi mashairi kwa breli akizingatia
kwa breli kwa kuzingatia kuzingatia mpangilio ya mipangilio inayoambatana na ile mipangilio michache inayoambatana
mpangilio unaoambatana na unaoambatana na ule wa makala ya makala ya wino. na ile ya makala ya wino.
ule wa makala ya wino. ya wino.
Mada Mada ndogo Matokeo Maalum Mapendekezo ya shughuli somo Maswali dadisi
yanayotarajiwa
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5.2 Kufikia mwisho wa mada ● Wanafunzi waelekezwe kutambua sehemu 1. Ni kwa nini
ndogo,mwanafunzi aweze; ambayo mikato hutumika aidha katikati au baadhi ya
Sheria zinazo a) kutambua mahali mikato mwisho wa neno kwa mfano:-ote,-enye,- mikato
zingatiwa inafaa kutumika katika lia,-lea,-ond,-ong. hutumika tu
katika maneno kwa breli, ● Kwa vikundi wanafunzi waelekezwe katikati au
matumizi ya b) kusoma sentensi kusoma sentensi zilizoandikwa kwa kutumia mwisho wa
mikato katika zilizoandikwa kwa kutumia maneno yenye mikato katikati au mwisho. neno?
na mwisho wa maneno yenye mikato katikati ● Wanafunzi wawiliwawili waelekezwe
neno. na mwisho, kuandika sentensi kwa kutumia maneno
c) kuandika sentensi kwa yenye mikato katikati au mwisho.
kutumia maneno yenye ● Kwa vikundi wanafunzi wafanye mazoezi
Vipindi 2 mikato katikati na mwisho, ya kusoma na kuandika sentensi kwa
kutumia maneno yenye mikato katikati au
d) kuthamini matumizi ya mwisho.
mikato katikati na mwisho.
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Umilisi wa Kimsingi Unaokuzwa
Mawasiliano na ushirikiano—hukuzwa wakati wanafunzi wanapokuwa katika vikundi wakifanya mazoezi ya kuandika maneno kwa pamoja.
Ufanisi wa kibinafsi--- hukuzwa wakati wanafunnzi wanapoonyesha umahiri katika kusoma na kuandika maneno kwa kutumia mikato ya breli.
Uhusiano na Masuala Mtambuko. Uhusiano wa maadili
Uongozi hitajika—hukuzwa wakati wanafunzi wanapofanya Heshima na amani— hukuzwa wakati wanafunzi wanapokuwa na nafasi ya kutoa
kazi katika vikundi kutambua sehemu ambapo mikato inafaa hoja na kuzijadili katika vikundi
kutumika katika maneno. o mikato inafaa kuwekwa katika
breli
Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji
Kiswahili - wakati wanafunzi wanaposoma na kuandika Wanafunzi wanaweza kutembelea mji wa wazee ili kusaidia kazi ya usafi.Baadaye
maneno ya kiswahili kwa kwa kuzingatia sheria za mikato. wawatumbuize kwa kuwaimbia nyimbo zilizoandikwa kwa kuzingatia mikato ya
breli.
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ujifunzaji:
Maswali kwa sauti, maswali ya kuandika, tathmini ya rika, kutathmini na tathmini
Wanafunzi katika vilabu vyao vya shule, wanaweza kushiriki ya kutazama
katika zoezi la kuandika taarifa fupi kwa kutumia maneno
yenye mikato.
NYENZO
Karatasi za breli, vitabu vya breli ya kiswahili na mashine ya breli.
KIWANGO CHA TATHMINI
Anazidi matarajio Anatimiza matarajio Anakaribia Matarajio Chini ya matarajio
Mwanafunzi anaweza Mwanafunzi anaweza Mwanafunzi anaweza kutambua mahali Mwanafunzi anaweza kutambua maneno
kutambua na kuelezea kutambua mahali mikato baadhi ya mikato inafaa kutumika katika machache sana yaliyo andikwa kwa
mahali mikato inafaa inafaa kutumika katika maneno kwa breli. kuzingatia sheria za mikato.
kutumika katika maneno maneno kwa breli,
kwa breli,
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Mwanafunzi anaweza Mwanafunzi anaweza Mwanafunzi anaweza kusoma makala ya Mwanafunzi anaweza kusoma makala ya
kusoma makala ya breli ili kusoma makala ya breli ili breli ili kutambua matumizi ya alama ya breli ili kutambua matumizi ya alama ya
kutambua matumizi ya kutambua matumizi ya alama italiki na alama ya herufi kubwa. italiki na alama ya herufi kubwa.
alama ya italiki na alama ya ya italiki na alama ya herufi
herufi kubwa. kubwa.
Mwanafunzi anaweza Mwanafunzi anaweza Mwanafunzi anaweza kuandika sentensi Mwanafunzi anawezakuandika sentensi
kutunga na kuandika kuandika sentensi kwa kwa kutumia baadhi maneno yenye kwa kutumia maneno machache sana
sentensi kwa kutumia kutumia maneno yenye mikato katikati na mwisho kwa breli. yenye mikato katikati na mwisho kwa
maneno yenye mikato mikato katikati na mwisho breli.
katikati na mwisho kwa kwa breli.
breli
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Mada Mada ndogo Matarajio Maalum Mapendekezo ya shughuli za somo Maswali dadisi
● Wanafunzi waelekezwe kutambua alama ya

5.3 Kufikia mwisho wa italiki na alama ya herufi kubwa katika 1. Ni vipi alama ya
madandogo breli. italiki na alama ya
Matumizi ya mwanafunziaweze herufi kubwa
● Wanafunzi wakiwa wawili wawili wasome
alama ya italiki a)kutambua alama ya italiki hutumika katika
aya ili kutambua matumizi ya alama ya
na herufi na alama ya herufi kubwa uakifishaji?
italiki na alama ya herufi kubwa katika
kubwa. katika breli. breli.
Vipindi 2 alama ya italiki ikitumika mara moja kabla
b)kusoma makala ya breli ili
ya neno,alama ya italiki ikitumika mara
kutambua matumizi ya
mbili kabla ya neno,alama ya italiki
alama ya italiki na alama ya
ikitumika mara tatu kabla ya neno na
herufi kubwa.
hitimisho.
c)kuandika aya fupi akitumia
alama ya herufi kubwa ikitumika mara moja
kabla ya neno, ikitumika mara mbili kabla
herufi kubwa.
ya neno, ikitumika mara tatu kabla ya neno
d) Kuthamini matumizi ya
na hitimisho.
● Wanafunzi wakiwa kwa vikundi, waandike
herufi kubwa katika
aya fupi wakitumia alama ya italiki an
maandishi ya breli.
alama ya herufi kubwa kwa breli.
● Wanafunzi wafanye mazoezi ya kutumia
alama ya italiki an alama ya herufi kubwa
katika kuandika aya fupi kwa muktadha
mbalimbali.
45
UMILISI WA KIMSINGI UNAOKUZWA
-Mawasiliano na ushirikiano—hukuzwa wakati wanafunzi wanapokuwa katika vikundi na kufanya kazi ya kusoma na kuandika kwapamoja.
Ufanisi wa kibinafsi --- hukuzwa wakati wanafunzi wanapoonyesha umahiri katika kutumia alama ya italiki na alama ya herufi kubwa katika
maandishi.
Uhusiano na masuala mtambuko Uhusiano wa maadili
Uongozi hitajika— hukuzwa wakati wanafunzi wanapofanya Heshima na Upendo— hukuzwa wakati wanafunzi wanapokuwa na nafasi ya
kazi kwa vikundi huku kila mmoja akipata nafasi ya kutoa kutoa hoja na kuzijadili kwa upendo katika vikundi na pia wanaposaidiana.
mwongozo.
Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji
Kiswahili, kiigereza kijerumani, kifaranza—wakati wanafunzi Wanafunzi wanaweza kutembelea maktaba iliyo karibu na kusoma vitabu vya
wanapotumia ujuzi na maarifa kwa kusoma na kuandika breli ili kujifahamisha zaidi kuhusu matumizi ya alama ya italiki na alama ya
wakizingatia alama ya italiki na alama ya herufi kubwa. herufi kubwa.
46
ujifunzaji:
Maswali kwa sauti, maswali ya kuandika, tathmini ya rika kujitathmini na
Wanafunzi wanaweza kushiriki katika mashidano ya kusoma na tathmini ya kutazama.
kuandika makala yanayozingatia alama alama ya italiki na
alama ya herufi kubwa.
Nyenzo
Karatasi za breli, vitabu vya breli kwa kiswahili na mashine za breli.
KIWANGO CHA TATHMINI
Anazidi Matarajio Anatimiza matarajio Anakaribia matarajio Chini ya matarajio
Mwanafunzi anaweza Mwanafuzi anaweza Mwanafunzi anaweza kutambua alama Mwanafunzi anaonyesh bidii kidogo
kutambua na kuelezea kutambua alama ya italiki na ya italiki na alama ya herufi kubwa katika kutambua alama ya italiki na alama
matumizi ya alama ya italiki na alama ya herufi kubwa katika breli katika baadhi ya muktadha . ya herufi kubwa katika breli.
alama ya herufi kubwa katika katika breli.
breli.
47
Mwanafunzi anaweza kusoma Mwanafunzi anaweza Mwanafunzi anaweza kusoma Mwanafunzi anaweza kusoma makala ya
kwa ufasaha makala ya breli kusoma makala ya breli ili makala ya breli bila kutilia maanani breli bila kutilia maanani ya alama ya
iliyo na alama ya italiki na kutambua matumizi ya alama ya italiki na alama ya herufi italiki na alama ya herufi kubwa.
alama ya herufi kubwa. alama ya italiki na alama ya kubwa katika baadhi ya sentensi.
herufi kubwa.
Mwanafunzi anaweza kutunga Mwanafunzi anaweza Mwanafunzi anaweza kuandika aya Mwanafunzi anaweza kuandika aya
na kuandika aya fupi akitumia kuandika aya fupi fupi akizingatia baadhi ya matumizi fupi akizingatia moja wapo ya
alama ya italiki na alama ya akitumia alama ya italiki ya alama ya italiki na alama ya matumizi ya alama ya italiki na alama
herufi kubwa. na alama ya herufi herufi kubwa. ya herufi kubwa.
kubwa.
48
STRAND 6.0: MATHEMATICS BRAILLE NOTATION
Question
● In groups or pairs, learners read numbers 1. Why do we

6.0 6.1 Numbers In By the end of the sub-strand from left to right and right to left on braille read
MATHEMATICS Braille the learner should be able to; work cards. numbers
BRAILLE ● Learners are guided to identify the from right to
NOTATION 2 lessons a) read number values
recurring decimals on braille work cards. left and from
from left to right and
● In groups or pairs learners could be left to right?
right to left in braille,
guided to write the symbol for recurring
b) Identify recurring
decimals in braille.
decimals in braille,
● In groups or pairs learners write recurring
c) Write recurring
decimals in braille.
decimals in braille,
● Learners practice reading and writing
d) Enjoy reading and
number values from left to right and right to
writing numbers in
left.
braille.
recurring decimals.
49
Communication and collaboration: this developed as learners work in groups to write the symbols for recurring decimal.
Self-efficacy: this is developed as learners acquire self confidence to write recurring decimals.
Financial literacy; this is developed as learners apply the Respect is achieved as learners appreciate each other's opinions as they work together
knowledge of decimals when dealing with money. in groups.
Unity; is achieved as learners work harmoniously in groups to accomplish a common

task.
Mathematics; as learners apply skills learned to apply the Learners to sensitize a shopkeeper on how to group money according to the value.
skill learned to work out the place value of numbers.
Integrated science: as learners record weight and length

in decimals.
50
Suggested Non Formal Activity that Support Suggested mode of Assessment:
Learning:
Oral questions, written texts, observation, peer and self-assessment.
Learners could perform mathematical operations
involving recurring decimals during mathematics club.
Braille work cards, braille machine and braille paper.
The learner is able to read number The learner is able to read The learner makes progressive effort The learner makes minimal effort to
values from left to right and right number values from left to to read number values from left to read number values from left to right
to left in braille and further state right and right to left. right and some from right to left. and some from right to left.
the value of each digit.
51
The learner is able to Identify The learner is able to
recurring decimals in Identify recurring The learner shows progressive effort The learner shows minimal effort to
braille and categorize decimals in braille. to identify recurring decimals in identify recurring decimals in braille.
them. braille.
The learner is able to write The learner is able to The learner makes progressive The learner makes minimal effort in
recurring decimals in write recurring effort in writing recurring writing recurring decimals in
braille and further decimals in braille. decimals in braille. braille.
categorize them.
52
Question
● In groups or pairs learners are guided to

6.2 Mathematics By the end of the sub-strand the identify mathematics signs on a braille work 1. Why do we learn
Signs learner should be able to; card which include; square and square root the different
sign, ratio sign, angle sign, mathematical @ mathematics signs in
3 lessons a) identify mathematics signs braille?
sign, variation sign, circle, triangle and
in braille,
square sign, therefore and since sign.
b) read mathematics
● learners are guided to read mathematics
expressions involving
expression involving mathematics signs in
mathematics signs in
braille
braille,
write mathematics expressions involving
c) write mathematics
mathematics signs in braille.
expressions involving
● In groups or in pairs learners practice
writing mathematics expressions involving
braille,
the mathematics signs.
learning
53
Core competencies to be Developed:
Communication and collaboration: This is developed as learners work in groups to identify and write mathematics signs.
Self efficacy: This is developed as learners use mathematics signs in writing different mathematics expressions.
Mentorship and peer education: This is developed as learners Unity; This is promoted as learners work together in groups.
support each other in groups while identifying mathematics signs on a
braille card. Respect; This is promoted as learners appreciate each other's opinion
Link to other Learning Areas; Suggested Community Service Learning:
Mathematics and integrated science; as learners apply the acquired Learners visit nearby hotels and prepare a menu in braille then donate it to
skills in solving problems related to the above mentioned learning be used by persons living with blindness.
areas.
Suggested Modes of Assessment

Suggested Non Formal Activity that Support Learning: Observation, oral questions, written assignment, peer assessment and self
assessment.
Learners make shopping lists at home using mathematics signs.
54
Suggested Learning Resources
Braille work cards, braille machines and braille papers.
The learner is able to identify The learner is able to The learner is able to identify most The learner is able to identify few
mathematics signs in braille and identify mathematics signs mathematics signs in braille. mathematics signs in braille.
further state how they are used. in braille.
The learner is able to read and The learner is able to read The learner is able to read and write The learner is able to read and write a
write mathematical expressions and write mathematical most mathematical expressions few mathematical expressions
involving mathematics signs in expressions involving involving mathematics signs in braille. involving mathematics signs in braille.
braille. mathematics signs in braille.
55
Question

6.3 Mathematics By the end of the sub-strand the read mathematics formulas on braille work 1. Why do we
Formulas learner should be able to; card which include; formula for pythagoras learn
different
theorem, the perimeter of plane figures , area
3 lessons a) read mathematics formulas mathematics
of parallelogram, rhombus and
in braille, formulas in
trapezium,volume of cubes and cuboids,
b) write mathematics formulas braille?
cylinder and prisms.
in braille,
● In pairs or groups learners write
mathematics formulas in braille.
mathematical formulas in
● In pairs or groups learners practice
braille in the process of
writing mathematical expressions with
learning.
mathematics formulas.
56
Core competencies To Be Developed
Communication and collaboration: This is developed as learners work together in groups as they read and write mathematics formulas in braille.
creativity and imagination: this is developed as learners apply the skills learnt in writing formulas using different numbers or letters.
social cohesion; This is developed as learners interact love; This is developed as learners share braille work cards.
Unity; This is developed as learners work towards achieving set goals of writing
Mentorship and peer education; this is developed as mathematics formulae.
learners support each other in writing mathematics
formulae.
Link To other Learning Areas: ● Suggested Community Service Learning:

Learners prepare formulas in braille and present them during the county Trade Fair.
Mathematics and Integrated Science: as learners apply
formulas when solving problems in the above stated
learning areas.
Suggested Non Formal Activity that Support Suggested mode of Assessment: Oral questions, observation, written tests, peer and
Learning: self-assessment.
Learners prepare braille formulae charts and display them

for reference during mathematics club.
Braille machines, braille papers and braille number work cards.
57
The learner is able to read The learner is able to read The learner is able to read most The learner is able to read a few of the
mathematics formulas in braille and mathematics formulas in of the mathematics formulas in mathematics formulas in braille.
state the meaning of each quantity. braille. braille.
The learner is able to write The learner is able to write The learner is able to write most The learner is able to write a few of the
mathematics formulas in braille and mathematics formulas in of the mathematics formulas in mathematics formulas in braille.
further derive other formulas. braille. braille.
Outcome Question
6.4 Units Of By the end of the sub- ● In pairs or groups learners are guided to identify units of
Measurement strand the learner should be measurement on a braille work card which include:
Length in mm, cm, m, km. 1. Why are signs
able to;
for units of
a) identify units of Area in mm2,cm2,m2. measurement
2 lessons measurement in written in
Volume in mm3,cm3, m3. braille?
braille,
b) write units of Time – seconds, min, hours
measurement in braille,
c) Appreciate the use of Speed – m/s , km/h
units of measurement
in braille. Temperature – Celsius, kelvin
Currency –ks, k£, dollar, euro,
Angle- degrees
58
● In groups or pairs learners are guided to write the units
of measurement of length, area, volume, time, distance,
Speed, Temperature, Currency and Angles in braille.
● Learners practice writing mathematics expressions
involving units of measurement n braille.
Core Competencies to be developed:

● Communication and collaboration: This is developed as learners interact while working in groups.
● Self-Efficacy: This is developed as learners write mathematics expressions involving units of measurement in braille.

Social Awareness Skills; this is developed as learners participate in Respect; this is achieved as learners appreciate each other's opinion
discussions. during group activity.
Financial literacy: This is developed as learners learn other units of Unity; this is achieved as learners work harmoniously in groups.
money such as dollars.

Mathematics and integrated science; as learners record the units of Learners could prepare a playing ground in their community allocating
measurement for the quantity measured such as time, length. portions for different sports using measurement equipment with tactile
calibration.
Suggested Non Formal Activity that Support Learning: Suggested Assessment: Oral questions, written test, observation, peer
and self-assessment.
59
Learners could measure the perimeter of the football pitch and record it
in different units for measuring length.
Suggested Learning Resources: Braille machine, braille paper and braille work cards.

The learner is able to identify units The learner is able to identify units The learner makes progressive The learner makes minimal effort to
of measurement in braille and further of measurement in braille. effort to identify units of identify units of measurement of in
arrange them from the smallest to measurement in braille. braille.
the largest and vice versa.
The learner is able to write units of The learner is able to write units of The learner is able to write most The learner is able to write a few
measurement in braille and further measurement in braille. units of measurement in braille. units of measurement in braille.
give examples of mathematics
statements.
Question
6.5 Mathematics By the end of the sub-strand the ● In pairs or in groups learners are 1. Why would you
brackets in learner should be able to; guided to identify different types of use different types of
braille brackets in braille on braille work brackets in braille?
cards which include square, round,
1 lesson curly and angle brackets.
60
a) identify different types of ● In pairs or groups learners are guided
mathematics brackets in braille, to read algebraic expressions which
b) read expressions with different have different types of mathematics
types of mathematics brackets brackets in braille.
in braille, ● In pairs or groups learners write
c) write expressions with different different types of expressions which
types of mathematics brackets have different types of mathematics
in braille, brackets in braille.
d) enjoy reading and writing ● Learners practice to read and write
expressions with different types algebraic expression which involve
of mathematics brackets in mathematics brackets in braille.
braille.
Competencies To Be Developed
Self-efficacy: This is developed as learners write algebraic expression involving mathematics brackets.
Communication and collaboration: This is developed as learners communicate effectively in groups.
Social Awareness skills: This is developed as learners make friends while Love: This is promoted as learners share braille work cards while
working in pairs or groups. working in groups.
Respect: this is promoted as learners discuss and taking turns
Mathematics and integrated science: as learners apply the skills learned to Learners could write algebraic expressions involving mathematics
perform tasks in the above stated learning areas. brackets and donate them to the community library to be used by
persons with blindness.
Suggested Non Formal Activity that Support Learning: Suggested Assessment:

61
Learners could make braille charts with algebraic expressions involving Oral, observation, written work, portfolio, peer assessment and
mathematics brackets and hang them in class notice boards for reference. self-assessment.
Braille machine, braille papers and braille work cards.

The learner is able to identify different The learner is able to The learner makes progressive The learner makes minimal effort to
types of mathematics brackets in braille identify different types of effort to identify different types of identify different types of
and further explain how they are used in mathematics brackets in mathematics brackets in braille. mathematics brackets in braille
learning. braille.
The learner is able to read expressions The learner is able to read The learner makes progressive The learner makes minimal effort to
with different types of mathematics expressions with different effort to read expressions with read expressions with different
brackets in braille and further interpret types of mathematics different types of mathematics types of mathematics brackets in
the expressions. brackets in braille. brackets in braille. braille.
The learner is able to write expressions The learner is able to write The learner makes progressive The learner makes little effort to
with different types of mathematics expressions with different effort to write expressions with write expressions with different
brackets in braille and further come up types of mathematics different types of mathematics types of mathematics brackets in
with more examples. brackets in braille. brackets in braille. braille.
62
STRAND 7.0: SCIENCE BRAILLE NOTATION
Question
7.0 SCIENCE 7.1 Elements By the end of the sub strand the ● In groups learners are guided to identify 1. Why do we
BRAILLE and compounds learner should be able to: symbols for the first 14 elements of the learn how to
NOTATIONS reactivity series in braille, the elements write the
3 lessons a) identify symbols for the include: potassium-K, sodium-Na, calcium- names of
common elements in Ca, magnesium-Mg, Aluminum-Al, carbon-C, the
braille, zinc-Zn, Iron- Fe, Tin-Sn, Lead-Pb, compounds
b) Write the braille Hydrogen-H, copper-Cu, mercury-Hg, silver- in braille?
representation of names Ag and Gold-Au. 2. How are
of the compounds, ● In pairs, learners are guided to read the names names of
c) Write braille of the first 14 elements of the reactivity compounds
representation of word series and their symbols on the braille work different
equation, card. from other
d) Develop curiosity in ● In groups learners are guided to write braille names?
reading and writing symbols of the first 14 elements in the
symbols of elements in reactivity series.
braille. ● In groups learners are guided to manipulate
and write braille representation of word
equations for example:
Copper(II)oxide + carbon Copper + carbon
(IV) oxide
Sun light
Carbon (IV) oxide + water glucose + oxygen
● In groups learners are guided to write the
names of the compounds for example copper
(II) oxide, carbon (IV) oxide using either
63
braille machines or digital devices with braille
displays.
● In groups, learners practice writing braille
symbols of the first 14 elements in the
reactivity series.

● Communication and collaboration: This is developed as learners interact effectively in groups while reading and writing braille
representation of word equations.
● Digital literacy: This is developed as learners use digital devices with braille displays to write names of different compounds.
● Critical thinking and problem solving: This is developed as learners arrange braille symbols of the first 14 elements as they appear in the
reactivity series.

● Responsibility This is achieved as learners take care of the
braille cards during discussion.
● Social cohesion: this is developed as learners work in groups to ● Love: This is achieved as learners share the digital devices with
promote values of sharing, tolerance and respect. refreshable braille display during discussions.
● Mentorship and peer education: this is developed as learners ● Respect: This is achieved as learners take turns during
support one another while working in groups. discussions.
● Analytical thinking skills: this is developed as learners
manipulate braille cards and arrange the braille symbols of the first
14 elements as they appear in the reactivity series.
● Integrated science; as learners apply skills for writing symbols of ● Learners could visit the neighboring school with their digital
elements and names of compounds in braille in learning integrated devices and write braille symbols of the first 14 elements in the
science. reactivity series to sensitize their peers.
● Learners make braille representations of word equations and share ● Oral questions,
with their peers during science club and societies. ● Peer and self-assessment,
64
● Observation,
● Written assignments.
Suggested Learning Resources: Braille cards, digital devices with refreshable braille display and tactile charts of the reactivity series.

The learner is able to identify The learner is able to The learner makes progressive The learner makes minimal effort to identify
symbols for the common identify symbols for effort to identify symbols for the symbols for the common elements in braille.
elements in braille and give the common elements common elements in braille.
more examples. in braille.
The learner is able to write The learner is able to The learner makes progressive The learner makes little effort to write names of
names of the compounds in write names of the effort to write the names of the the compounds in braille.
braille and further write their compounds in braille. compounds in braille.
chemical formula.
The learner is able to write The learner is able to The learner is able to make The learner is able to make little effort in writing
several braille representations write braille progressive effort in writing braille representation of the word equation.
of word equations. representations of the
braille representation of the word
word equation.
equation.
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7.2 pH scale By the end of the sub strand the learner ● In pairs, learners are guided to 1.Why do we learn how to
should be able to: identify different ranges of pH interpret tactile
3 lessons scale indicating acid, neutral and representation of a pH
a) identify different ranges of a pH bases using tactile representation scale?
scale represented in braille, of pH scale on a braille work
b) write braille representation of a pH card.
value, ● Learners are guided to write
c) prepare a tactile representation of a braille representations of pH
pH scale using locally available value, for example pH 7.
materials, ● In groups learners are guided to
d) develop interest in using tactile pH prepare tactile representation of
scale in learning integrated science. pH scale using locally available
materials such as thread, glue,
sticks, soft wires, braille papers,
and cardboard.
● Learners practice reading tactile
representation of pH scale used
in learning of integrated science.

Creativity and innovation; as learners prepare tactile representation of pH scale using locally available materials.
Learning to learn; as learners use tactile representation of pH scale in learning integrated science.
Environmental awareness; This is developed as learners ● Unity: This is promoted as learners work in groups harmoniously.
prepare tactile representation of pH scale using locally ● Responsibility: This is promoted as learners take care of the tactile pH scale.
available materials
66
● Integrated science: as learners identify different Learners participate in preparing tactile pH charts and share them with the peers in other
ranges of a pH scale represented in braille. schools.
Learning:
● Observation
Learners to compose and sing a song on ranges of a pH ● Oral questions
scale. ● Self and peer assessment

Thread, glue, sticks, soft wires, cardboard, braille materials and equipment.

The learner is able to: Identify The learner is able to: The learner is able to: The learner is able to:
different ranges of a pH scale
Identify different ranges of a pH Identify some ranges of a pH Make little effort to identify different
represented in braille and further
scale represented in braille. scale represented in braille. ranges of a pH scale represented in
categorize the ranges.
braille.
Write braille representation of a Write braille representation of a Make progressive effort to write Make little effort to write braille
pH value and further identify pH value. braille representation of a pH representation of a pH value.
some substances with specific value.
PH values.
prepare a tactile representation prepare a tactile representation of Make progressive effort in Make little effort in preparing tactile
of a pH scale using locally a pH scale using locally available preparing tactile representation representation of a pH scale using
available materials in a variety materials. of a pH scale using locally locally available materials.
of ways. available materials.
67
PHYSICS
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry Question
Outcome
7.3 Basic By the end of the sub ● In groups, learners are guided to identify basic unit 1. Why do you learn how
unit strand the learner should symbols on braille work card which include: to write basic unit symbols
symbols be able to: Length-mm, cm m, km. in braille?
3 lessons a) identify basic unit Mass- g, kg.
symbols in
braille, Time- s, min, h.
b) write basic unit Temperature-0c, K.
symbols in
braille, Electrical current- A, mA
c) Show interest in
reading and Luminous Intensity- cd,
writing basic unit
Amount of substance-mol.
symbols in
braille. ● In groups learners are guided to read braille cards
with different basic unit symbols.
● In pairs, learners are guided to write basic unit
symbols using digital devices with a refreshable
braille display or braille writing machine.
● In pairs, learners practice writing expressions with
basic unit symbols in braille.

● Communication and collaboration: This is developed as learners work in groups while reading braille work cards with different basic unit
symbols.
● Digital literacy: This is developed as learners use digital devices with refreshable braille displays to write basic unit symbols in braille.
68
● Social cohesion: This is achieved as learners ● Respect: This is promoted as the learners appreciate each other's opinion during
interact well during group activities. group activity.
● Mentorship and peer education: This is ● Responsibility: This is promoted as learners take care of digital devices with
achieved as learners support one another while refreshable braille display and other materials.
working in groups. ● Love: This is promoted as learners share the digital devices refreshable braille
display and other materials during discussions.
● Integrated science; as learners apply skills Learners prepare basic unit symbols charts in braille and share them to the community
learnt in writing basic unit symbols in braille in learning resource center where persons with blindness can access them.
learning of integrated science.
Learning:
● Peer and self-assessment
● Learners prepare braille charts on the basic unit ● Observation
symbols and share with their peers during club ● Oral and written texts
and societies.
Digital devices with braille display, braille reading and writing materials.

The learner is able to Identify The learner is able to identify The learner makes progressive effort in The learner makes little effort in
symbols for basic units in symbols for basic units in identifying symbols for basic units in identifying symbols for basic units in
braille and represent them in braille. braille. braille.
statements.
69
The learner is able to write The learner is able to write The learner makes progressive effort in The learner makes little effort in writing
basic unit symbols in braille basic unit symbols in braille. writing basic unit symbols in braille. basic unit symbols in braille.
citing examples.
Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry

Strand Outcome Question
7.4 By the end of the sub 1. Why is it
Derived strand the learner important to
● In groups or pairs learners, be guided to identify learn braille
unit should be able to:
derived unit symbols on braille work card, which derived unit
symbols include:
a) identify derived symbols?
2 lessons unit symbols in Density (ρ) – Kg/m3 , g/cm3, g/l
braille, Force (F) – N
b) write derived
unit symbols in Gravitational force (g)– N/kg
braille, Pressure (P)= N/m2 / Pa, kPa, MPa
c) develop
curiosity in
reading and ● In pairs or groups learners write braille symbols
writing derived for derived unit symbols using digital devices
unit symbols in with refreshable braille display.
braille. ● Learners practice reading and writing symbols for
derived unit symbols in braille.
70
● Communication and collaboration;this is developed as learners work in groups to identify derived unit symbols in braille.
● Digital literacy; this is developed as learners use digital devices with refreshable braille display to write derived unit symbols.

Social awareness skills: This is developed as learners interact effectively ● Responsibility; this is promoted as learners take care of
during group activities. digital devices with refreshable braille display.
● Unity; this is promoted as learners work harmoniously in
Analytical thinking skills: This is developed as learners assign derived unit groups to accomplish a common task.
symbols to derived quantities such as density, force, pressure ● Respect; this is promoted as learners appreciate each other’s
opinion while working in a group.
● Integrated science and mathematics –as learners apply skills ● Learners to visit the neighboring school and create
acquired for writing derived unit symbols in braille in learning of the awareness among their peers on how to write derived unit
above stated learning areas. symbols in braille.
● Learners prepare braille charts of derived unit symbols in braille and ● Peer and self-assessment
hang them in class for reference. ● Observation
● Oral and written texts
● Digital devices with refreshable braille display,
● Braille writing materials and equipment.
71
Assessment Rubric
The learner is able to identify The learner is able to identify The learner is able to identify The learner is able to identify a few
derived unit symbols in braille derived unit symbols in braille. most derived unit symbols in derived unit symbols in braille.
and cite relevant examples. braille.
The learner is able to write The learner is able to write The learner is able to write most The learner is able to write a few derived
derived unit symbols in braille derived unit symbols in braille. derived unit symbols in braille. unit symbols in braille.
and further write statements.
7.0 SCIENCE 7.5 Formulas By the end of the sub strand 1. Why do we learn how to
BRAILLE the learner should be able to: write physics formulas in
2 lessons ● In groups, learners be guided to identify
NOTATIONS braille?
a) identify physics braille formulas on a braille work card ,
formulas in braille, which include:
b) write physics Force (F)= ma
formulas in braille, Weight W= mg
c) prepare tactile
triangle charts Density ( )= m/v
entailing Physics Pressure in solids (P) = F/A
formulas,
d) Enjoy reading and Pressure in liquids (P) = h g)
writing formulas in ● In pairs or groups learners are guided to
braille used in write physics formulas in braille.
learning. ● In groups or learners are guided on how to
prepare tactile triangle charts entailing
Physics formula from locally available
72
materials such as wood glue, thread, soft
wires, and braille writing and materials.
formulas in braille.

● Communication and collaboration: This is developed as learners work in groups to prepare tactile Physics formula charts.
● Creativity and innovation: this is developed as learners make tactile charts for Physics formulas using braille materials and equipment.
● Learning to learn; this is developed as learners apply physics formulas in braille in learning of integrated science.
● Mentorship and peer education: This is ● Unity; this is promoted as learners work in groups harmoniously to accomplish
developed as learners support each other while a common task.
preparing tactile charts for Physics formulas. ● Respect; this is promoted as learners appreciate each other’s opinion while
● Analytical thinking skills: This is developed as working in their groups.
learners use physics formulas in braille to solve ● Responsibility ; this is promoted as learners take care of the braille materials
physics problems. and equipment.
● Integrated science and mathematics: as learners Learners prepare tactile charts of Physics formulas and share them with the peers in
apply skills for writing formulas in braille in the other schools.
learning of integrated science and mathematics.
Learning:
● Peer and self-assessment,
Learners come up with a tactile of a triangle showing ● Observation,
braille Physics formulas in braille and hang it in class ● Oral and written texts.
for reference.
73
Braille machines, braille work card, braille papers, thread, wood glue, soft wires and soft board.
Assessment Rubric
The learner is able to: The learner is able to: The learner is able to: The learner is able to:
Identify physics formulas in braille Identify physics formulas in Identify most physics formulas Identify a few physics formulas in
and further state the meaning of braille. in braille. braille.
each symbol
Write physics formulas in braille Write physics formulas in Write some physics formulas in Write a few physics formulas in
and further make each quantity the braille. braille. braille.
subject of the formula
Prepare tactile Physics formulas Prepare tactile Physics formulas Make progressive effort in Make minimal effort in preparing
charts used in learning using a charts used in learning. preparing tactile Physics tactile Physics formulas charts used in
variety of materials. formulas charts used in learning. learning.
74
STRAND 8.0: MUSIC BRAILLE NOTATION
strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
8.O 8.1 By the end of the sub strand, the ● Learners could be guided to 1. Why do we learn rhythmic
learner should be able to; identify features of rhythmic patterns in music braille?
MUSIC Rhythmic patterns in simple and compound
BRAILLE patterns in a) Identify features of rhythmic time signatures in braille which
NOTATION simple and patterns in simple and compound include: time signatures, bars,
compound time signatures in braille, bar lines and double bar lines.
time ● In groups learners are guided to
b) read rhythmic patterns in read braille representations of
signatures.
simple and compound signatures rhythmic patterns in simple and
3 lessons in braille, compound time signatures.
c) write rhythmic patterns in ● In pairs learners are guided to
write braille representations of
simple and compound signatures
rhythmic patterns in simple and
in braille,
compound time signatures.
d) enjoy writing and reading ● In groups learners could practice
rhythmic patterns in braille. reading and writing braille
representations of rhythmic
patterns in simple and compound
time signatures.
Core competencies To Be Developed:

Communication and collaboration---this is developed as learners carry out learning tasks in groups and pairs.
Critical thinking and problem solving----this is developed as learners identify features of rhythmic patterns in simple and compound time
signatures.
Self efficacy-----this is developed as learners master reading and writing rhythmic patterns in simple and compound time signatures.
75
Clubs and societies---This is developed as learners come Social justice—This is achieved as learners ensure fairness in distribution of
together to discuss and share ideas on rhythmic patterns in learning materials amongst themselves as well as giving equal opportunities while
braille. performing learning tasks.
Mentorship and peer education—This could be developed Respect—This is achieved as learners appreciate each other's opinion while
as learners support each other while carrying out learning carrying out learning tasks in groups or pairs.
tasks in groups and pairs.
Performing arts—As learners apply the knowledge and -learners could write rhythmic patterns in simple and compound time signatures in
skills learnt to interpret rhythmic patterns in performing arts. Braille then showcase them during school Parents’ Day/open days to the parents.
Learners could visit a school resource room to familiarize ● Observation,
themselves more on rhythmic patterns. ● Oral questions,
● Peer assessments,
● Self-assessments.

Braille papers
Braille machines
Slates and stylus
Braille card with rhythmic patterns.
76
The learner is able to identify features of The learner is able to The learner is able to identify some The learner is able to identify few
rhythmic patterns in simple and identify features of features of rhythmic patterns in features of rhythmic patterns in
compound signatures and further explain rhythmic patterns in simple simple and compound time simple and compound time
the features. and compound time signatures. signatures.
signatures.
.
simple and compound time
signatures.
The learner is able to read braille The learner is able to read The learner is able to read some The learner is able to read very few
rhythmic patterns in simple and rhythmic patterns in simple parts of the rhythmic patterns in parts of rhythmic patterns in simple
compound time signatures and goes and compound time simple and compound time and compound time signatures.
further to interpret some rhythms by signatures. signatures.
tapping or clapping them.
The learner is able to write rhythmic The learner is able to write The learner is able to write some of The learner is able to write very few
patterns in simple and compound time rhythmic patterns in simple the rhythmic patterns in simple and rhythmic patterns in simple and
signatures and further create rhythmic and compound time compound time signatures. compound time signature
patterns. signatures.
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
MUSIC 8.2 By the end of the sub strand, ● Learners are guided to identify and 1)Why do we learn to write
BRAILLE the learner should be able to; name dots that form semi quaver and semi quaver and demi semi
Semi quaver demi semi quaver notes from braille
NOTATION quaver notes in braille?
and Demi semi a) identify semi quaver and cards.
quaver. demi semi quaver notes by ● In groups learners are guided to read
rhythmic patterns involving semi
2 lessons
77
naming the dots that form quaver and demi semi quaver notes in
them, braille.
● In pairs learners are guided to write
b) read rhythmic patterns rhythmic patterns involving semi
involving semi quaver and quaver and demi semi quaver notes in
demi semi quaver notes in braille.
braille, ● In pairs learners are guided to use
digital devices with refreshable braille
c) write rhythmic patterns displays to write and read rhythmic
involving semi quaver and patterns involving semi quaver and
demi semi quaver notes in demi semi quavers in braille.
braille, ● In groups learners practice writing and
reading rhythmic patterns involving
d) enjoy reading and writing
semi quaver and demi semi quaver
rhythmic patterns involving notes in braille.
semi quaver and demi semi
quaver notes in braille.
Core competencies to be Developed:

Digital literacy—This is developed as learners use digital devices with refreshable Braille displays such as orbit readers to practice writing
rhythmic patterns involving semi quaver and demi semi quaver notes in braille.
Learning to learn---This is developed as learners apply knowledge and skills learnt to learn how to construct their own rhythmic patterns in music
braille.
Communication and collaboration---This is developed as learners work in groups and in pairs to read and write rhythmic patterns involving semi
quaver and demi semi quaver notes in braille.
Link To Pertinent and Contemporary Issues: Link to Values:-
78
Mentorship and peer education—This could be developed as learners learn Love-This is achieved as learners work together in groups and in
from one another while performing learning tasks in groups and pairs. pairs assisting one another in the learning tasks.
Clubs and societies---This could be developed as learners participate in Unity-This is achieved as learners work harmoniously in groups
Braille and music clubs at school to carry out reading and writing rhythmic while carrying out learning tasks.
patterns involving semi quaver and demi semi quaver notes in braille.
Performing arts---As learners apply the knowledge and Learners could visit a neighboring school and participate in writing rhythmic patterns
skills learnt to interpret rhythmic patterns involving semi involving semi quaver and demi semi quaver together with the sighted peers.
quaver and demi semi quaver in performing arts.
Suggested Non Formal Activity that Support Suggested modes of Assessment:

Learning:
● Oral questions,
Learners could visit their school transcription/ resource ● Observation,
rooms to practice writing and reading rhythmic patterns ● Self-assessment,
from Music braille books. ● Peer assessment.

Braille papers,
Braille machines,
Slates and stylus,
Digital devices with refreshable braille displays.
79
The learner is able to identify The learner is able to The learner makes progressive The learner makes minimal efforts in
and name dots forming semi identify and name dots efforts in identifying and naming identifying and naming semi quaver and demi
quaver and demi semi quaver forming semi quaver and dots forming semi quaver and semi quaver notes in braille.
notes in braille and further demi semi quaver notes in demi semi quaver notes in braille.
explain how they are used. braille.
The learner is able to read The learner is able to read The learner makes progressive The learner makes minimal efforts in reading
rhythmic patterns involving semi rhythmic patterns efforts in reading rhythmic rhythmic partners involving semi quaver and
quaver and demi semi quaver involving semi quaver and patterns involving semi quaver demi semi quaver notes in braille.
notes in braille with fluency. demi semi quaver notes in and demi semi quaver notes in
Braille. braille.
The learner is able to write The learner is able to write The learner makes progressive The learner makes minimal efforts in writing
rhythmic partners involving rhythmic patterns efforts in writing rhythmic rhythmic patterns involving semi quaver and
semi quaver and demi semi involving semi quaver and patterns involving semi quaver demi semi quaver notes in braille.
quaver notes in braille and demi semi quaver notes in and demi semi quaver notes in
further uses the notes to create braille. braille.
other rhythmic patterns.
80
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
8.3 Major By the end of the sub strand, ● Learners are guided to identify features 1. Why should you
scales with and the learner should be able to; of major scales with and without key identify features of
without key signatures in Braille. major scales in
a) Identify features of They include Position of the clef, key Braille music?
signatures in
major scales with and signature, time signature, octave signs
braille. without key signatures on the notes of the scale and sharp or flat
4 lessons in Braille
when the scale is written without key
b) Read major scales
ascending and signatures.
descending with and ● In groups learners are guided to read
without key signatures major scales ascending and descending
in Braille. with and without key signature in
c) Right major scales Braille.
ascending and ● In pairs learners be guided to write
descending with and major scales ascending and descending
without key signatures with and without key signature in Braille
in Braille. ● In groups learners practice reading and
d) Appreciate reading and writing major scales ascending and
writing major scales descending with and without key
ascending and signature in Braille.
descending with and
without key signature
in Braille.

Self efficacy--This is developed as learners acquire self-confidence and self-esteem as they practice writing and reading major scales ascending and
descending with and without key signatures in braille.
Communication and collaboration—This could be developed as learners perform learning tasks in reading and writing major scales in groups and
in pairs.
81
Self management skills—this is developed as learners Unity—This is achieved as learners work together in groups practicing writing and
acquire self awareness as they practice writing and reading major scales in Braille.
reading major scales ascending and descending with and
without key signatures in braille.
Performing arts--As learners apply knowledge and skills The learners could write major scales, ascending and descending with and without key
learnt in braille to learn major scales in performing arts. signatures, organize them into booklets then visit a nearby community library, donate
them for other people with visual impairment to read.
Suggested Non Formal Activity that Support Suggested modes of Assessment:
Learning:
Oral questions,
-learners could visit the school library/Braille resource
Self-assessment,
room to learn more on how to read and write major
ascending and descending with and without key Peer assessment,
signatures in music braille books.
Written question,
Observation.
Braille papers
Braille machines
Slates and stylus
Music Braille books.
82
Suggested assessment rubric
The learner is able to Identify The learner is able to Identify The learner is able to Identify most The learner is able to identify few
features of major scales with and features of major scales with features of major scales with and features of major scales with and
without key signatures in Braille and and without key signatures in without key signatures in Braille without key signature in Braille
even state their uses in music braille. Braille
The learner is able to read major The learner is able to read The learner is able to read most of The learner is able to read few
scales ascending and descending major scales ascending and the major scales ascending and major scales ascending and
with and without key signatures in descending with and without descending with and without key descending with and without key
Braille with fluency. key signatures in Braille. signatures in Braille. signature in Braille.
The learner is able to write major The learner is able to write The learner is able to write most of The learner is able to write few
scales ascending and descending major scales ascending and the major scales ascending and major scales ascending and
with and without key signatures in descending with and without descending with and without key descending with and without key
Braille and even interpret the scales key signatures in Braille. signature in Braille. signature in Braille.
83
STRAND 9.0: FRENCH BRAILLE
Question
9.0 9.1 FRENCH By the end of the sub- strand, ● Learners be guided to locate French accent marks on 1. Why do we
FRENCH ACCENT the learner should be able to: braille texts(accent aigu, accent grave, accent use accent
BRAILLE MARKS circonflexe, accent trema, c cedilla, oe diphthong.) marks in
a) locate accent marks on ● Learners be guided to read out texts with accent marks French
2 lessons French texts in braille. in braille. braille?
b) read out texts with accent ● Learners be guided to write texts with accent marks in
marks in French braille. braille.
c) write texts with accent ● In pairs learners could practice reading and writing
marks in Frenchy braille. braille texts with French accent marks.
d) Practice reading and
writing short dialogues
using accent marks in
French braille
e) Appreciate the role of
accent marks in Frenchy
braille.
Core Competencies to Be Developed:

Communication and Collaboration: this is developed as learners work together in pairs while practicing reading and writing braille texts with
French accent marks.
Learning to learn: this is developed as leaners apply the learned skills to read and write texts in French.
Link to Pertinent and Contemporary Issues: career guidance: This Link to Values: Unity: this is developed as learners cooperate to read
is achieved as learners utilize French accent marks to improve reading, and write braille texts with French accent marks.
writing and speaking skills in the French language for future career
prospects.
84
Link To other Learning Areas: Suggested Community Service Learning: learners could visit a
supermarket in their locality then buy goods as they list their names in
French: As learners apply the learned skill in reading and writing
French braille.
French work.
Suggested Non-Formal Activity that Support Learning: Learners Suggested Assessment: observation, peer assessment ,oral questions and
could visit the school library and read excerpts with French accent written questions.
marks from French books for practice.
Braille paper, braille machine, excerpts and French braille books.
Assessment Rubrics
● The learner is able to locate ● The learner is able to ● The learner is able to locate ● The learner is able to
French accent marks on locate French accent most of the French accent locate few French accent
braille texts and even goes marks on braille texts. marks on braille texts. marks on braille texts.
further to articulate them ● The learner is able to read ● The learner makes ● The learner makes
orally. texts with French accent progressive effort in reading minimal effort in reading
● The learner is able to read marks in French braille. braille texts with most of the braille texts with French
texts with French accent ● The learner is able to write French accent marks. accent marks.
marks in braille fluently French accent marks on ● The learner is able to write ● The learner is able to write
● The learner is able to write braille texts. most of French accent marks few accent marks in
French accent marks on in braille texts. braille texts.
braille texts and even come
up with more words
bearing this accent marks
85
9.0 By the end of the sub- strand, 1. Why is the use of
FRENCH the learner should be able to: uncontracted braille
9.2 ● Learners be guided to read text in in French
BRAILLE
UNCONTRACTED uncontracted braille. necessary?
BRAILLE ● Learners be guided to write text in
a) read out texts in uncontracted French braille.
2 lessons uncontracted French ● In groups learners could be guided to
braille.. practice reading and writing texts in
b) write text in uncontracted uncontracted French braille using digital
French braille assistive devices with braille display.
c) appreciate the role of
uncontracted braille in
reading and writing French
work.

Communication and Collaboration: this is developed as learners work together in groups while reading and writing texts using letters of the
alphabet and accent marks in French braille.
Digital literacy and problem solving: this is developed as leaners read and write French texts in braille using digital devices with braille display.
Link to Pertinent and Contemporary Issues: Link to Values: love: this is developed as learners help each
other while reading and writing texts in French braille.
Career guidance: This is achieved as learners utilize the acquired skills to
perfect their pronunciation in the French language in preparation for future
career opportunities.
Life skills; this could be developed as leaners use the acquired orthographic
skills in their day to day activities like labeling items keeping diaries and
records.
86
Link To other Learning Areas: Suggested Community Service Learning: learners could visit
the local market and list fruits and vegetables in uncontracted
French: As learners apply the orthographic skill in reading and writing French
French braille.
work.
Suggested Non-Formal Activity that Support Learning: Learners could visit Suggested Assessment: peer assessmen,t written questions and
the school library and practice reading uncontracted French braille in French observation.
brail books.
Braille paper, braille machine, braille cards.
Assessment Rubrics
● The learner is able to read ● The learner is able to ● The learner makes ● The learner makes
uncontracted braille text in French read uncontracted braille progressive effort in minimal effort in reading
with fluency. text in French reading uncontracted French texts in
● The learner is able to write ● The learner is able to braille texts in French. uncontracted braille.
uncontracted braille text in French write uncontracted ● The learner makes ● The learner makes
braille with ease and speed. braille in French minimal effort in minimal effort in writing
writing French texts French texts in
using uncontracted uncontracted braille.
braille.
●
87
9.0 9.3 By the end of the sub-strand ● Learners could be guided to locate 1. why do we use
FRENCH PUNCTUATIONS the learner should be able to: punctuation signs on French braille texts punctuation marks when
BRAILLE AND (full stop, comma, question marks, dash writing braille work?
a) Identify punctuation signs and apostrophe)
INDICATORS
in a French braille text. ● In pairs, learners could read out French
2 lessons b) read braille text with texts with punctuation signs in braille.
punctuation signs. ● Learners could be guided to write texts
c) write punctuations signs in with punctuations signs in French braille.
French braille text. ● In groups learners practice reading and
d) Show interest in using writing sentences with punctuation marks
punctuation signs in French
braille.
Competencies to Be Developed
Self-efficacy: this is achieved as learners master reading and writing braille texts in French, using punctuation marks.
Communication and collaboration: this is developed as learners work together in groups to read and write texts with punctuation marks in French
braille
Link to Pertinent and Contemporary Issues: Link to Values; Peace-this is achieved as learners work together in
harmony in their groups to read and write texts with punctuation marks.
Life skills: this could be achieved as learners use the braille skills to
write poems, songs and chorales for contests and entertainment.
French-this is achieved as learners use the acquired skills to punctuate Learners could work with an IT expert and open a social media channel
notes and assignment in French. where they could display punctuation marks in French braille in order to
educate the society.
Suggested Non-Formal Activity that Support Learning: Suggested Assessment: observation, oral assessment and presentations.
88
Learners could visit the school library and look for simple story books
in French braille.They could then locate different punctuation marks
and write them down for practice.
Braille paper, braille machines, braille texts in french, French storybooks.
Assessment Rubrics
● The learner is able to identify ● The learner is able to identify ● The learner is able to identify ● The learner is able to identify
punctuation signs on French punctuation signs on French most of punctuation signs on a few punctuation signs on a
braille texts and even go father braille texts. French braille texts. French braille text.
to name more punctuation ● The learner is able to read out ● The learner is able to read out ● The learner is able to read out
marks . punctuation signs in French most of the punctuation signs few punctuation signs in
● The learner is able to read out braille texts in French braille texts French braille texts
punctuation signs in French ● The learner is able to write ● The learner is able to write ● The learner is able to write few
braille texts with fluency punctuations signs in French most punctuation marks in punctuations signs in French
● The learner is able to write braille texts. French braille. braille.
punctuations signs in French
braille text with ease and
speed.
89
STRAND 10: GERMAN BRAILLE
Question
10.0 10.1 GERMAN By the end of the sub- strand, ● Learners be guided to identify accent marks in words 2. How are
GERMAN ACCENT the learner should be able to: and sentences in German braille on braille cards – a accent marks
BRAILLE MARKS umlaut, o-umlaut ,u-umlaut written in
a) locate accent marks ● In pairs, learners could read words and sentences with german
2 lessons on German texts in accent marks in german braille. braille?
braille. ● Learners could be guided to write words and
b) read out texts with sentences with accent marks in german braille.
accent marks in ● In groups learners could practice reading and writing
German braille. words and sentences with accent marks in German
c) write texts with braille
accent marks in
German braille.
d) Practice reading and
writing short
dialogues using
accent marks in
German braille
e) Appreciate the role of
accent marks in
German braille.
Core Competencies to Be Developed:

Communication and Collaboration: this is developed as learners work together in groups while practicing reading and writing words and sentences
with German accent marks in braille.
Learning to learn: this is developed as learners look for more words with German accent marks to improve their reading skills in German braille
90
Link to Pertinent and Contemporary Issues: learner support Link to Values: Unity: this is developed as learners cooperate in their
program-career guidance: This is achieved as learners utilize the groups to read and write words and sentences with accent marks in
acquired skills to perfect their pronunciation in the German language German braille.
for future career prospects.
Love: this is developed as learners support each other in pairs and
groups and share the available resources
Link To other Learning Areas: Suggested Community Service Learning: learners could visit a
retailer’s shop or supermarket in their locality then buy goods as they list
German: As learners apply the learned skill in reading and writing
them in German braille.
German work in braille.
Suggested Non-Formal Activity that Support Learning: Learners Suggested Assessment: self-assessment, peer assessment, observation
could visit the school library and pick out words with German accent and oral assessment.
marks from German textbooks. They could then proceed to write these
words down for practice
Braille paper, braille machine, braille cards and German braille books.
Assessment Rubrics
● The learner is able to ● The learner is able to ● The learner is able to identify ● The learner is able to
identify German accent identify German accent most of the German accent identify few accent marks
marks in words and marks in words and marks in words and sentences in words and sentences in
sentences in braille and sentences in braille. in german braille. German braille.
articulate them orally. ● The learner is able to read ● The learner is able to read ● The learner is able to read
● The learner is able to read words and sentences with most of the words and few words and sentences
out words and sentences accent marks in German sentences with accent marks with German accent marks
with German accent marks braille. in German braille. in braille
in braille fluently
91
● The learner is able to write ● The learner is able to write ● The learner is able to write ● The learner is able to write
accent marks in words and accent marksin words and most of German accent marks few accent marks in words
sentences in German braille sentences in German in words and sentences in and sentences in German
and even come up with braille German braille. braille.
more words with accent
m,arks
10.0 By the end of the sub- strand, 2. Why is the use of
GERMAN the learner should be able to: uncontracted braille
10.2 ● In pairs earners could be guided to read in German braille
BRAILLE
UNCONTRACTED short text in uncontracted german necessary?
BRAILLE braille.
a) Read short text in ● Learners could be guided to write short
2 lessons uncontracted German text in uncontracted German braille.
braille ● In groups learners could be guided to
b) write text in practice reading and writing texts in
uncontracted German uncontracted German braille using
braille digital assistive devices with braille
c) appreciate the role of display.
uncontracted braille in
reading and writing
German work.

Communication and Collaboration: this is developed as learners work together in groups while reading and writing texts using letters of the
alphabet and accent marks in German braille.
92
Digital literacy: this is developed as leaners read and write German texts in braille using digital devices with braille display.
Link to Pertinent and Contemporary Issues: Link to Values: love: this is developed as learners help each
other while reading and writing texts in German braille.
Career guidance: This is achieved as learners utilize the acquired skills to
perfect their pronunciation in the German language for future career Respect: this is developed as learners appreciate each other’s
opportunities. opinion while working in pairs and groups
Life skills; this could be developed as leaners use the acquired orthographic
skills in their day to day activities like labeling items keeping diaries and
records.
Link To other Learning Areas: Suggested Community Service Learning: learners could visit
the local market and list fruits and vegetables in uncontracted
German: As learners apply the orthographic skill in reading and writing
German braille.
German work.
Suggested Non-Formal Activity that Support Learning: Learners could visit Suggested Assessment: peer assessment, self assessment
the school library and practice reading uncontracted German braille in brail written question ,oral question and observation.
books.
Braille paper, braille machine, braille cards and german braille books.
Assessment Rubrics
● The learner is able to read ● The learner is able to ● The learner is able to ● The learner is able to read
uncontracted braille text in read uncontracted braille read most of the words few words and sentences
German with fluency. text in German and sentences in in uncontracted braille text
● The learner is able to write ● The learner is able to uncontracted braille text in German.
uncontracted braille text in write uncontracted in German. ● The learner is able to write
German braille with ease and braille in German ● The learner is able to few words and sentences
speed. write most of the words
93
and sentences in in uncontracted braille in
uncontracted braille in German
German
10.0 10.3 By the end of the sub-strand ● Learners could be guided to locate 1. why do we use
GERMAN PUNCTUATIONS the learner should be able to: punctuation signs in German braille texts punctuation marks when
BRAILLE AND (full stop,comma, question marks, dash writing german braille
e) Identify punctuation signs and apostrophe)
INDICATORS work?
in a German braille text. ● In pairs,learners could be guided to read
2 lessons f) read out punctuation signs out German texts with punctuation signs in 2. How do you
in German braille text braille differentiate punctuation
g) write punctuations signs in ● Learners could be guided to write texts marks from letters of
German braille text. with punctuations signs in German braille. alphabet.
h) Appreciate the use of ● In groups learners could be guided to
punctuation signs in practice reading and writing sentences
German braille. with punctuation marks.
Competencies to Be Developed
Self-efficacy: this is achieved as learners gain mastery in punctuating braille texts in German.
Communication and collaboration: this is developed as learners work together in groups to read and write texts with punctuation marks in German
braille
Link to Pertinent and Contemporary Issues: Link to Values; Peace-this is achieved as learners work together in
harmony in their groups to read and write texts with punctuation marks in
Life skills: this could be achieved as learners use the braille skills to
german braile.
write poems, songs and chorals for contests and entertainment.
94
German-this is achieved as learners use the acquired skills to punctuate With the help of an IT expert, learners could open a social media channel
notes and assignments in German. where they could display punctuation marks in German braille in order to
educate the society.
Suggested Non-Formal Activity that Support Learning: Suggested Assessment: observation, oral assessment and presentations.
Learners could look for simple story books in German braille in the
school library locate sentences with different punctuation marks and
write them down for practice.
Braille paper, braille machine, cards, German storybooks.
Assessment Rubrics
● The learner is able to identify ● The learner is able to identify ● The learner is able to identify ● The learner is able to identify
punctuation signs in a German punctuation signs in a German most of punctuation signs in a few punctuation signs in a
braille text and even go father braille text. German braille text. German braille text.
to name more punctuation ● The learner is able to read ● The learner is able to read out ● The learner is able to read out
marks . german braille texts with most of the punctuation signs in few punctuation signs in
● The learner is able to read accent marks German braille text German braille text
german braille texts with ● The learner is able to write ● The learner is able to write most ● The learner is able to write
accent marks in German punctuations signs in German punctuation marks in German few punctuations signs in
withfluency braille text. braille texts. German braille text.
● The learner is able to write
punctuations signs in German
braille text with ease and
speed.
95

Braille Skills - Grade 7 Curriculum - Design

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REPUBLIC OF KENYA

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Published and printed by Kenya Institute of Curriculum Development

PROF. GEORGE A. O. MAGOHA, EGH

JULIUS O. JWAN, PhD, CBS

PROF. CHARLES O. ONG’ONDO, PhD, MBS

Subject Number of Lessons Per Week

Education in Kenya should:

c) Technological and Industrial Needs

iii) Promote individual development and self-fulfillment

v) Promote social equality and responsibility.

GENERAL LEARNING OUTCOMES

Link To other Learning Areas: Suggested Community Service Learning:

Core competencies to be developed:

Link to other Learning Areas: Suggested Community Service Learning:

Suggested Assessment Rubrics

Link to other Learning Areas: Suggested Community Service Learning:

Suggested Assessment Rubrics

Suggested Assessment Rubrics

Core Competencies to be Developed:

Suggested Assessment Rubric

Core Competencies to be Developed

Link to other Learning Areas: Suggested Community Service Learning:

Core Competencies To Be Developed

Link to other Learning Areas: Suggested Community Service Learning:

Suggested Non Formal Activity that Support Suggested Assessment:

Suggested Learning Resources:

Core competencies to be developed:

Link To Pertinent and Contemporary Issues: Link to Values

Core Competencies to be Developed

Core competencies to be developed

Core Competencies to be developed

Suggested Assessment Rubrics

Core competencies to be developed:

Suggested Assessment Rubric

Uhusiano na masuala mtambuko Uhusiano wa maadili

Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji:

● Karatasi za breli , Mashine za breli and Vitabu vya mashairi

WANGO CHA TATHMINI

Uhusiano na Masuala Mtambuko. Uhusiano wa maadili

Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji

Karatasi za breli, vitabu vya breli ya kiswahili na mashine ya breli.

KIWANGO CHA TATHMINI

Anazidi matarajio Anatimiza matarajio Anakaribia Matarajio Chini ya matarajio

● Wanafunzi waelekezwe kutambua alama ya

Uhusiano na masuala mtambuko Uhusiano wa maadili

Uhusiano na masomo mengine Mapendekezo ya shughuli za huduma za kijamii zinazochangia ujifunzaji

Karatasi za breli, vitabu vya breli kwa kiswahili na mashine za breli.

KIWANGO CHA TATHMINI

Anazidi Matarajio Anatimiza matarajio Anakaribia matarajio Chini ya matarajio

● In groups or pairs, learners read numbers 1. Why do we

Link To Pertinent and Contemporary Issues: Link to Values:

Unity; is achieved as learners work harmoniously in groups to accomplish a common

Link to other Learning Areas: Suggested Community Service Learning:

Integrated science: as learners record weight and length

Suggested Learning Resources:

Braille work cards, braille machine and braille paper.