MINISTRY OF EDUCATION

UPPER PRIMARY LEVEL DESIGNS

LEARNING AREA: ARABIC

GRADE 5

NOVEMBER 2019

KENYA INSTITUTE OF CURRICULUM DEVELOPEMENT

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Arabic Essence Statement
Arabic is one of the foreign languages offered in Middle school. The essence of language is communication. Arabic language gives the learner firm foundation in all
the language skills: Listening and speaking, reading and writing.

Learning of Arabic language at this level emphasises on the principles of the social-cultural theory of learning, Arabic exposes the learner to social, economic and
political developments in the Arab world. The learner is therefore able to appreciate cultural diversity, one of the prerequisites for global citizenship. The language skills
acquired at this level form a basis for further language development and, specialisation in the subsequent levels of learning.

General Outcomes
By the end of the course the learner should be able to:
a) Respond to spoken and written Arabic for effective communication
b) Access information written in Arabic for further learning
c) Use Arabic grammatical rules to communicate efficiently
d) Appreciate the culture of Arabic speaking people to promote national and international relationship for peaceful co-existence .

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Strand Sub Strand Specific learning outcomes Suggested Learning Experiences Key Inquiry Questions
1.1 LISTENING AND PEOPLE AND By the end of the Sub Strand, Learners :- 1) What is the importance of
SPEAKING THEIR the learner should be able to:  Listen attentively to introduction of choosing a profession?
PROFESSION 1. Respond to simple different professions presented 2) How do we introduce
questions for introduction. from a recorded media (radio, people by their
2. Introduce self and others DVD) or resource person. professions?
by their profession.  Role play different professions by
3. Use first person pronouns introducing each other in pairs.
in different context.  Are guided to form sentences
4. Develop interest in a orally using vocabularies learnt
profession. ( - ‫– مدرس – معلم‬-‫ مهندس‬-‫ طبيب‬- ‫طيار‬
– ‫ مستشفي‬- ‫ممرض – صديد لي – مدير‬
– ‫ هندسة – تربية طيران‬- ‫مدرسة – شركة‬
- ‫)صيدلية‬
 Are guided to Form sentences
using pronouns orally
) ‫( أنا معلم \ نحن مهند سون‬
 Interact with family members and
discus about different professions.
 Listen to a resource person talking
about the important of different
profession.
Core Competences to be developed:
 Communication and collaboration through role playing.
 Digital literacy is enhanced when learners listen from recorded media.
 Self-efficacy: Learners are able to give information about themselves with confidence.
PCIs: Values:
 Life skills: the learner gains skills he/she can use in their day to day lives to  Respect: Learners show respects to one another when they interact
gain recognition during introduction. or role play.
 Career guidance: when a resource person talking about the important of  Responsibility: Learners take care of the device when using
different profession. recorded media (radio, DVD)
Link to other learning areas: All languages, since they have an element of Suggested Community services learning activities: Learners interact with
introduction, grammar and skills. colleagues by introducing themselves to members of their immediate family
therefore; get to form different relationships with people.

3
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Response to questions Learner confidently and Learner correctly responds Learner sometimes responds Learner rarely responds to
correctly responds to to questions to questions correctly questions correctly
questions
Introduction Learner confidently and Learner correctly introduce Learner fairly is able to Learner with difficulty
correctly introduce self and self and others by their introduce self and others by introduce self and others by
others by their profession. profession. their profession. their profession.

Learner always uses first Learner most of the time Learner sometime uses first Learner uses first person
Language structure person pronouns to uses first person pronouns to person pronouns to pronouns to construct
construct simple sentences construct simple sentences construct simple sentences simple sentences on the
on the context appropriately on the context appropriately on the context appropriately context with difficulty.

4
Strand Sub Strand Specific learning outcomes Suggested Learning Experiences Key Inquiry Questions
1.2 READING DESCRIPTION OF By the end of the Sub Strand, the Learners :- 1) What is the importance of
PEOPLE BY THEIR learner should be able to:  Read in pair a passage on choosing a profession?
PROFESSION 1) Read a given passage correctly introduction from a given text. 2) Why do we appreciate
2) Pronounce the vocabulary learnt  Read pictures of people with roles played by different
- Guided Reading from the passage correctly different professions. profession?
- Pronouns )‫( أنا نحن‬ 3) Identify first person pronouns in  Extract first person pronouns 3) How do we introduce
different contexts. from a given passage in pair people by their
4) Appreciate importance of interacting and in groups. professions?
with others through introduction.  In group and individually read
two word sentence using
pronounce.
)‫( انا طبيب نحن معلمون‬
Core Competences to be developed:
Self-efficacy: Learners are able to give information about themselves and others with confidence during passage
Communication and collaboration through group reading
PCIs: Life skills: the learner gains skills that can be used in their day to day live. Values: Respect: Learners show respects one another when they are
interacting with each other.
Link to other learning areas: All other language areas while practicing reading skill. Suggested Community services learning activities: Learners interact
with colleagues by introducing themselves to members of their
immediate family and therefore, get to form different relationships with
people.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading Learner always read passage Learner Most of the times Learner sometimes read Learner reads passage with
correctly and fluently read passage correctly passage correctly difficult
Language structure Learner always uses first Learner most of the time uses Learner sometime uses first Learner Uses first person
person pronouns to construct first person pronouns to person pronouns to construct pronouns to construct simple
simple sentences on the construct simple sentences simple sentences on the sentences on the context with
context appropriately on the context appropriately context appropriately difficulty.

5
Strand Sub Strand Specific learning outcomes Suggested Learning Experiences Key Inquiry Questions
1.3. WRITING PEOPLE AND THEIR By the end of the Sub Strand, the Learners :- 1) What is the importance
PROFESSION learner should be able to:  Are guided to construct sentences of choosing career?
1) Write the vocabularies using vocabularies ( -‫ طبيب‬- ‫طيار‬ 2) Why do you introduce
from the passage on – ‫ ممرض‬- ‫– مدرس – معلم‬-‫مهندس‬ others?
profession – ‫ مستشفي – مدرسة‬- ‫صديدالني – مدير‬ 3) How do we introduce
2) Construct sentences using - ‫ هندسة – تربية طيران – صيدلية‬- ‫)شركة‬ people by their
vocabularies correctly.  Construct oral sentences from professions?
3) Use first person pronouns pictures of people with different
to construct sentences. professions
4) Write given words with  Complete sentences using pronouns
the correct spelling orally.
5) Enjoy the art of writing  Draw and colour pictures of people
legibly with different profession.
Core Competences to be developed:
 Self-efficacy: Learners are able to write information about themselves and others with confidence.
 Communication and collaboration through writing
PCIs: life skills: the learner gains skills that can be used in their day to day lives. Values: Respect: Learners show respect to one another when they
interact with each other.
Link to other learning areas: All other language areas while practicing writing skill. Suggested Community services learning activities: Learners interact
with colleagues by introducing themselves to members of their
immediate environment and therefore, get to form different
relationships with people.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Language structure Learner always uses first Learner most of the time Learner sometime uses first Learner Uses first person pronouns
person pronouns to write uses first person pronouns to person pronouns to write to write simple sentences on the
simple sentences on the write simple sentences on the simple sentences on the context with difficulty.
context appropriately context appropriately context appropriately
Spelling Learner writes words with Learner write words with Learner sometimes write Learner struggle to write words
correct spelling effectively correct spelling most of the words with correct spelling with correct spellings.
time

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Strand Sub Strand Specific learning outcomes General Learning Outcomes Key Inquiry Questions
2.1 LISTENING AND EXTENDED FAMILY By the end of the Sub Strand, Learners:-
SPEAKING. MEMBERS the learner should be able to:  Identify individually vocabulary 1. Who is an extended
1. Respond to simple about extended family members family?
questions orally related to in a conversation and use it in 2. Why is it important to
extended family. sentences. know your extended
2. Use demonstrative ) ‫( جدة جد عم عمة‬ family?
pronounce in forming  Are guided to conduct a 3. Who are the members
simple sentences orally. dialogue in group and in pairs of extended family?
3. Tell the difference between using demonstrative pronoun.
immediate and extended )‫( هذا \ هذه \ هذان \ هاتان‬
family members.  Listen to stories about extended
4. Appreciate the importance family from a media or a
of extended family resource person.
members.  Are guided to tell the difference
between immediate and
extended family members by
making a story.
 Are guided to sing songs about
family members.
Core Competences to be developed:
 Communication and Collaboration as they interact each other during dialogue and conversation.
 Digital literacy when learners listen to stories from a media.
 Self-efficacy when learners express and talk about the difference between the immediate and extended family members.
 Citizenship when learners work in group and accommodate each other.
PCIs: Gender issues. When learners know the importance of extended family Values: Unity, Respect, Kindness, love, when learners work
- Promote religious aspects by showing respect towards members of extended family. together and interact with their extended families
Link to other learning areas: All other languages, social studies and religious studies. Suggested Community services learning activities when
Learners visit their extended family members and interact with
them.

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ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Response to questions Learner consistently and Learner correctly responds Learner responds to questions Learner struggles to
correctly responds to to questions most of the with minimum error responds to questions.
questions. time.
Language structure Learner always uses Learner most of the time Learner sometime uses Learner uses
demonstrative pronounce to uses demonstrative demonstrative pronounce to demonstrative
construct simple sentences on pronounce to construct construct simple sentences. pronounce to construct
the context appropriately simple sentences on the simple sentences with
context. difficulty.

8
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
2.2. READING EXTENDED FAMILY By the end of the Sub Strand, the Learners :- 1. What is an extended
MEMBERS learner should be able to:  Are guided to read short family?
1. Read a short passage with passage about extended 2. Why is it important to
appropriate speed. family members in pairs with know your extended
2. Recognize demonstrative appropriate speed. family?
pronouns from the passages  Practice reading sentences 3. How do you know your
3. Pronounce a given vocabulary using demonstrative extended family?
from the context correctly. pronouns individually 4. Who are the members of
4. Develop interest in reading by ) ‫( هذا هذه‬ extended family?
constantly reading story books.  Are guided to read songs
about family members in
groups.
 Are guided to read sentences
comprising vocabulary in
pairs and individually.

 Are encouraged to visit their

extended family members.
Core Competences to be developed:
 Communication and Collaboration: when learners are socializing with their extended family members and interacting each other when they are singing songs.
 Self-efficacy when learners read passages about extended family members.
 Citizenship when learners read passages or sentences in group and in pairs.

PCIs: Values: Respect and responsibility when learners are reading in

 Life skills when interacting with different members of the family. groups or in pairs.
 Gender issues. When learners know the importance of extended family
 Promote religious aspects by showing respect towards members of extended family.
 Self-awareness and esteem by appreciating one’s extended family.
Link to other subjects: Other languages, social studies, religious studies: All the Suggested Community services learning activities: Learners visit
languages. their extended family members and interact with them.

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ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading Learner always reads short Learner often reads short Learner sometimes reads short Learner rarely reads short
passage with appropriate passage with appropriate passage with appropriate passage with appropriate
speed speed speed speed
Language structure Learner always recognizes Learner often recognizes Learner sometimes recognizes Learner rarely recognizes
Demonstrative pronouns from Demonstrative pronouns from Demonstrative pronouns from Demonstrative pronouns from
the passages with a lot of ease. the passages with ease the passages with some the passages with a lot of
difficulty. difficulty.
Learner pronounces new Learner pronounces new Learner pronounces new Learner pronounces new
Pronunciation. words correctly in relevant words correctly in relevant words correctly in relevant words correctly in relevant
contexts with a lot of ease. contexts with ease. contexts with some difficulty. contexts with a lot of
difficulty.

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Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)

2.3. EXTENDED FAMILY By the end of the Sub Strand, Learners:- 1. Why is it important to
WRITING MEMBERS the learner should be able to:  Guided to use flash cards with know your extended
vocabularies related to extended family?
1) List the vocabularies from the family members and match with 2. How do you know your
passage legibly their pictures. (‫ عمة‬-‫ عم‬-‫ جدة‬-‫)جد‬ extended family?
 Are asked to construct sentences 3. Who are the members of
2) Write sentences using the using demonstrative pronouns in extended family?
demonstrative pronouns groups and pairs.
correctly. ‫( هذا هذه \ هذان \ هاتان‬ ( ‫ هاذان –هاتان‬- ‫) هذا–هذه‬
 Write sentences using given
3) Enjoy the art of writing words.(‫ عمة‬-‫ عم‬-‫ جدة‬-‫)جد‬
legibly  Guided to write a short
composition describing extended
family members.
 Practice handwriting by copying
texts from a book.

Core Competences to be developed:

 Communication and Collaboration when learners are socializing with their extended family members and interacting with each other during dialogue and
conversation.
 Self-efficacy when learners write words, sentences and passages about extended family members correctly.
 Citizenship when learners read passages or sentences in group and in pairs.

PCIs: Life skills: Promote religious aspects by showing respect towards members of the Values: Respect and responsibility when Learners are writing in
family. groups and in pairs.
Self-awareness and esteem by appreciating one’s extended family.
Link to other learning areas: All language areas, Social studies and religious studies. Suggested Community services learning activities: Learners visit
their extended family members, relatives and interact with them.

11
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Handwriting Learner always Write the Learner often Learner occasionally a) Learner rarely writes
vocabularies legibly and Write the vocabularies legibly Write the vocabularies legibly vocabularies legibly
clearly.

Language structure Learner always. Construct Learner often constructs Learner sometimes constructs Learner rarely constructs
sentences using the sentences using the sentences using the sentences using the
demonstrative pronouns demonstrative pronouns demonstrative pronouns demonstrative pronouns
correctly. correctly. correctly. correctly.

12
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)

3.1 LISTENING MY CLASSROOM By the end of the sub strand, the Learners: 1. Which are the items found
AND SPEAKING. learner should be able to:  Listen to audio and video in the classroom?
1. Respond to questions orally. recordings about my classroom 2. How do we differentiate
2. Mention items found in the to acquire a variety of between masculine and
classroom correctly. vocabularies.(Classroom, desk, feminine form of words?
3. Form sentences using pronouns chair, board) 3. What is the importance of
orally.  Practice to form short sentences having classroom
4. Differentiate between masculine by using pronouns in pairs. ،‫أنا‬ equipment? (name the
and feminine forms for proper )‫ هي‬،‫ هو‬،‫ نحن‬،‫ أنت‬،‫أنت‬ items)
communication.  Participate in conversations
5. Use interrogative pronouns to related to the context effectively
construct sentences orally in pairs and in groups.
6. Describe certain items found in  Are guided to separate words on
the classroom correctly. flash cards into masculine and
7. Appreciate classroom setup to feminine in pairs.
enjoy learning  Practice to construct sentences
using possessive pronouns
 Are asked to form sentences
using interrogative pronouns
individually.
Core Competences to be developed: Communication and collaboration is integrated through the use of oral expression.
Digital literacy: when learners interact with digital devices
Self-efficacy: when learners participate in group discussions and also respond to questions.
PCIs: learning to live together. Life skill Values: Respect: Learners respect one another when working in
Peer education: when learners are engaged in group discussions pairs and in groups.
Responsibility: when learners handle digital devices with caution.
Link to other subjects: Kiswahili, English, Mandarin, French, German, Indigenous Suggested Community services learning activities: Learners help
languages their parents arranging the rooms set up

13
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Attentive listening Learner consistently and Learner attentively listen Learner listen to Learner listen to
attentively listen to to instructions and instructions and responds instructions and
instructions and responds responds correctly. correctly. sometimes respond
correctly. correctly.

Language proficiency Learner always describe items Learner often describe items Learner occasionally describe Learner rarely describe items
found in the classroom. found in the classroom. items found in the classroom. found in the classroom.

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Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
3.2. READING MY CLASSROOM By the end of the sub strand, the Learners: 1. What does a classroom
learner should be able to:  Are asked to identify comprise of?
1. Read a given text with an interrogative pronouns from 2. Why do you use these
appropriate speed. given sentences individually items?
2. Read vocabularies from the  Are asked to differentiate words
context correctly. from masculine and feminine
3. Identify the new words from the forms.
context appropriately.  Read pictures of items found in
4. Use acquired vocabulary for the classroom.
proper communication  Are asked to match pictures of
classroom items with their
names.
 Draw and label items found in
the class.

Core Competences to be developed: Communication and collaboration is integrated through group reading.
Learning
PCIs: learning to live together Values: Respect: Learners respect one another when working in
Peer education: when learners are engaged in group discussions pairs and in groups.

Link to other subjects: Kiswahili, English, Mandarin, French, German, Indigenous Suggested Community services learning activities: Learners help
languages their parents arranging the rooms set up

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Active reading Learner always reads a passage Learner often read a passage Learner occasionally read a Learner rarely read a passage
accurately and appropriately. appropriately. passage correctly. correctly.

Language structure Learner always uses Learner most of the times Learner sometimes uses Learner uses grammatical
grammatical rules to construct uses grammatical rules to grammatical rules to rules to construct sentences
sentences accurately construct sentences correctly construct sentences with difficulty
accurately

15
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)

3.3 WRITING MY CLASSROOM By the end of the sub Learners:

strand, the learner should  Are asked to answer 1. Which items does a
be able to: questions from the student needs in a
1. Answer given comprehension in their classroom?
questions from the exercise books. 2. How are the
passage correctly.  Are asked to label the names following items
2. Construct simple of different items found in used in the
sentences using the classroom presented on classroom?
pronouns correctly. pictures. )‫الطباشير‬،‫(السبورة‬
3. Classify words in their  Are guided to draw pictures
masculine and of different items found in
feminine forms. the classroom.
4. Distinguish names of  Are asked to construct
different items found in correct sentences individually
their classroom. using pronouns, masculine
and feminine forms,
possessive pronouns and
interrogative pronouns
individually.
 Match the feminine words
with their masculine form of
words.
Core Competences to be developed Communication and collaboration is integrated through group reading.
Learning
PCIs: learning to live together Values: Respect: Learners respect one another when working
Peer education: when learners are engaged in group discussions. in pairs and in groups.

Link to other subjects: Kiswahili, English, Mandarin, French, German, Indigenous languages Suggested Community services learning activities: Learners
have same aspect. help their parents arranging the home set up

16
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Spellings. Learner consistently spells Learner often spells and Learner occasionally spells Learner rarely spells and
and writes words and phrases writes words and phrases and writes words and phrases writes words and phrases
correctly. correctly. correctly. correctly.

Learner always uses Learner sometimes uses Learner uses grammatical

Language structures grammatical rules to Learner most of the times grammatical rules to rules to construct sentences
construct sentences uses grammatical rules to construct sentences with difficulty
accurately construct sentences correctly accurately

17
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)

4.1 LISTENING VEGETABLES AND By the end of the Sub Strand, the Learners: - 1. What type of fruits
AND SPEAKING. FRUITS learner should be able to:  Listen attentively to stories and vegetables are
1) Respond to questions related to about fruits and vegetables found in your
the theme correctly. from digital devices. locality?
2) Construct simple sentences by  Are asked to make sentences 2. Why should we eat
using language structure orally using different fruits and vegetables?
appropriate. vocabulary related to fruits and
3) Name orally some of the vegetables ( -‫ خيار‬-‫تفاحة – كرنب‬
vegetables and fruits found in the )‫ موز‬-‫بطاطس‬-‫ بصل‬-‫طماطم‬-‫عنب‬
locality.  Are guided to conduct a
4) Appreciate the importance of dialogue in pairs and in groups
vegetables and fruits for their using adjectives
health. ) ‫( تفاخة لذيذة موز كبير‬
 Guided to describe the taste of
fruits in pairs and in groups
 Are guided to construct simple
verbal sentences individually
) ‫( أكلت موزا‬
 Are asked to repeat the
sentences using interrogative
pronouns orally in pairs and in
group
) ‫( أين التفاحة ؟ متي أكلت العنب ؟‬
Core Competences to be developed: Communication and Collaboration through dialogue.
PCIs: Life skills: skill of health related issues related to nutrition Values: Respect, Responsibility: Learners take responsibility themselves to listen
attentively and respect each other while conducting a dialogue.
Link to other subjects: Science because it has an aspect of plants which Suggested Community services learning activities: Learners visit nearby market.
gives vegetables and fruits.

18
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Self-expression and use of Learner consistently and Learner confidently Learner expresses Learner sometimes expresses
grammatical rules. confidently expresses expresses him/herself using him/herself using appropriate him/herself using appropriate
him/herself using appropriate appropriate grammatical grammatical rules and names grammatical rules and names
grammatical rules and names rules and names some some vegetables and fruits some vegetables and fruits
some vegetables and fruits vegetables and fruits orally. orally. orally.
orally.

19
Strand Sub Strand Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
4.2. READING VEGETABLES AND FRUITS By the end of the Sub Strand, the Learners: - 1) Which fruits and
learner should be able to:  Guided to read loudly vegetables are found in
passage related to fruits and your locality?
1) Read a passage confidently with vegetables individually with 2) What is the importance of
appropriate speed. appropriate speed fruits and vegetables?\
2) Identify language structure in the  Asked to read sentences and
passage easily. identify different adjectives.
3) Read pictures of fruits and ( ‫التفاحة لذيذة العنب صغير الموز‬
vegetable with appropriate speed. ) ‫كبير‬
4) Appreciate the importance of  Read a given passage and
vegetables and fruits for their identify verbal sentence in
health. pairs and in groups.
 Guided to conduct a class
competition on questions and
answers using interrogative
pronouns.
Core Competences to be developed: Communication and Collaboration as learners interact with peers as they work in groups and in pairs.
Citizenship: Learners appreciates the fruits and vegetables found in their country.
PCIs: Life skills: Skill of knowing. Values: Responsibility: Learners learn how to take care of plants
Health issues because it has an aspect of nutrition. and vegetation.
Link to other subjects: Science because it has an aspect of plants which gives vegetables and Suggested Community services learning activities: Learners
fruits. appreciates different kinds of foods found in the community.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading and use of Learner correctly and Learner confidently reads a Learner reads a passage with Learner read a passage with
adjectives confidently reads a passage passage with appropriate appropriate speed and uses some difficulty and uses
with appropriate speed and speed and uses adjectives adjectives correctly to form adjectives correctly to form
uses adjectives correctly to correctly to form short short phrases using short phrases using
form short phrases using phrases using vocabulary vocabulary learnt. vocabulary learnt.
vocabulary learnt. learnt.

20
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
4.3 WRITING VEGETABLES AND By the end of the Sub Strand, the Learners:- 1) What is the
FRUITS learner should be able to:  Are guided to write letters, patterns, difference
words and sentences neatly and legibly between fruits
1) Write short sentences neatly for about fruits and vegetables presented and vegetables?
effective communication. from digital devices. 2) Which fruits
2) Differentiate between fruits and  Are guided to sort out fruits from and vegetables
vegetables by filling gaps. vegetables in pairs and individually then are found in
3) Use language structure in write them in different columns your locality?
constructing sentences for  List familiar names of fruits and
effective communication. vegetables and use them to construct
4) Appreciate the importance of sentences.
vegetables and fruits for their  Draw and colour different types of fruits
health. and vegetables.
 Guided to write
 Are asked to write short sentences using
adjectives, interrogative pronouns and
verbal sentence in their respective groups
in pairs and individually.
) ‫( أين \ متي \ كبير\ صغير\ لذيذ‬

Core Competences to be developed: Communication and Collaboration: Learners interact with one another when they work in pairs and in groups.
Digital literacy: Learners interact with digital devices.
PCIs: Life skills. Skill of knowing for effective communication. Values: Respect: learners are able to appreciate food.
Link to other subjects: The Sub Strand is linked with Science because it has an aspect of Suggested Community services learning activities: Learners visit a
plants which reproduce to gives vegetables and fruits. nearby market and write down the foods they observed.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Handwriting Learner consistently writes Learner often writes letters, Learner sometimes Learner rarely
letters, patterns, words and patterns, words and sentences writes letters, patterns, words writes letters, patterns, words
sentences neatly and legibly. neatly and legibly. and sentences neatly and and sentences neatly and
legibly. legibly.

21
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
5.1 LISTENING NUMBERS (31-60) By the end of the Sub Strand, the Learners :-
AND SPEAKING learner should be able to:  Use displayed number charts of 1) What are the numbers
1) Count numbers (31-60) (numbers 31-60) or digital pictures that you know?
orally in their correct order. to mention names of various 2) How do we count these
2) Identify numbers (31- 60) by numbers correctly. numbers in words?
their shapes  Are guided to respond to questions
3) Respond confidently to oral in pairs and in groups from audio
questions that use visual equipment. (laptops,
interrogative pronouns. projectors) or resource person
4) Use identified interrogative using interrogative pronouns (kam,
pronouns correctly in various bikam)
contexts orally.  Are guided to conduct simple
5) Enjoy counting numbers for dialogues in pairs and in groups
leisure. using interrogative pronouns ‫( كم‬
) ‫أيام في الشهر ؟ بكم إستريت القلم‬
 Listen to songs related to numbers
from audio visual equipment.
(laptops, projectors).
 Guided to discuss with their family
members the price of some items
found at home
 Are asked to count number of
pupils in class.
Core Competences to be developed: Critical thinking and problem solving: Learners get an opportunity to think critically so as to solve situational problems as
they occur.
Digital literacy: Learners interact with digital devices.
PCIs: life skills and Education: the learner gains counting skills of whatever items that Values: Integrity, Responsibility
are surrounding him/her.
Link to other subjects: Mathematics which has an aspect of numbers. Suggested Community services learning activities: involvement in
charitable community activities where they can donate money.

22
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Response to questions and Learner correctly Learner counts numbers in a Learner counts numbers and uses Learner counts numbers and
number counting counts numbers in a sequence and uses interrogatives correctly. uses interrogatives with some
sequence and uses interrogatives correctly. difficulty.
interrogatives
correctly.

23
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
5.2 READING NUMBERS(31-60) By the end of the Sub Strand, the Learners:
learner should be able to:  Are guided to read numbers 1) How do we read these
1. Read numbers (31-60) in figures in figures displayed on chart numbers?
correctly. correctly. ( 31 – 60 ) ( khamsun waishroon)
2. Read short passage that entails  Read in pairs and in groups,
interrogative pronouns correctly with a passage that entails 2) What are the numbers
an appropriate speed. interrogative pronouns (kam, that you know?
3. Develop an interest in reading bikam) with an appropriate
short passages with speed.
understanding.  Are guided to listen an audio
or resource person reading
numbers then repeat in
proper intonation.
 Participate in collecting data
for needy people in their
locality.
Core Competences to be developed: Critical thinking and problem solving: Learners get an opportunity to think critically so as to solve situational
problems.
Digital literacy, Self-efficacy. Gain the self-confidence in reading numbers.
PCIs: life skills and Education: the learner gains counting skills of whatever items Values: Respect: Learners take responsibility to respect each other
that are surrounding him/her. while working together.
Link to other subjects: Mathematics which has an aspect of numbers. Suggested Community services learning activities: when
participating in data collecting activities.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading numbers in words Learner read numbers in Learner read numbers in Learner read numbers in Learner read numbers in
within sentences. words within sentences words within sentences words within sentences with words within sentences with
appropriately. correctly. ease. difficulty.
use of interrogative learner most of the times use learner sometimes use learner rarely use learner hardly use
pronouns interrogative pronouns interrogative pronouns interrogative pronouns interrogative pronouns
appropriately in forming appropriately in forming appropriately in forming appropriately in forming
sentences sentences sentences sentences

24
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
5.3. WRITING NUMBERS(31-60) By the end of the Sub Strand, the Learners: - 1. Why do we write
learner should be able to:  Are guided to write numbers?
numbers (31- 60) in 2. What are the
1) Write numbers (31-60) in figurers individually. significance of
figures correctly.  Write numbers and colour writing numbers in
2) Write numbers (31-60) in their them correctly. words?
in their sequence correctly.  Guided to construct
3) Write simple questions using sentences using
interrogative pronouns from interrogative pronouns
different contexts. (kam, bikam) individually
4) Enjoy writing Arabic numbers and in groups.
from left to right correctly.  Guided to write words
with correct spacing.

Core Competences to be developed: Critical thinking and problem solving: Learners get an opportunity to think critically as they solve mathematical problems.
Creativity and imagination: Learners artistically and creatively colour numbers.
PCIs: life skills and Education: the learner gains counting skills of whatever items that are Values: Respect. Learners take responsibility to respect each
surrounding him/her. other while working together.
Link to other subjects: Mathematics which has an aspect of numbers. Suggested Community services learning activities:
Creative arts while colouring. Involvement in community activities when they are collecting
data.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Writing Learner consistently and Learner correctly writes Learner writes numbers in Learner sometimes writes
correctly writes numbers in numbers in digits and in digits and in words. numbers in digits and in
digits and in words. words. words.

25
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
6.1. LISTENING AND MONTHS OF THE By the end of the sub strand, Learners: 1) Which are the 12 Arabic
SPEAKING. YEAR the learner should be able to:  Are guided to respond question months of the year in
5) Respond to simple related to months of the year in order?
questions correctly. pairs and in groups from audio 2) How do we use the
6) Name the twelve months of visual equipment. (laptops, following interrogative
the year using the correct projectors) or resource person. pronouns of time in a
sequence.  Listen to songs about months of sentence?
7) Use interrogative pronouns the year from audio-visual )‫ هل‬،‫متى‬،‫ أي‬، ‫(كم‬
of time to ask questions devices.
appropriately.  Are guided to use interrogative
8) Compare the Islamic pronouns of time to ask questions
calendar to the Gregorian in pairs and in groups. ، ‫(كم‬
calendar. )‫ هل‬،‫متى‬،‫أي‬
 Are guided to sing songs related
to the months of the year.
 Are guided to compare between
the months of the Arabic calendar
and the months of Gregorian
calendar in their correct order
from a charts.
Core Competences to be developed: Communication and Collaboration developed as the learners interact with each other in groups and in pairs.
Learners appreciate the use of digital literacy as they interact with the audio-visual equipment
PCIs: Life skills: Learning the yearly months enhances the learner's skill of knowledge Values: respect: learners respect each other as they work in groups and
as they develop their activities in very month of the year. in pairs.
Mathematical activities: concept of months of the year is taught.
Link to other subjects: social studies: where the aspect of yearly months is also Suggested Community services learning activities: Sharing
tackled. information with relatives and friends on the names of the months in
Mathematics and other languages Arabic

26
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Attentive listening and Learner always listens Learner often listens Learner occasionally listens Learner rarely listens
response to questions. attentively and responds to attentively and responds to attentively and responds to attentively and responds to
simple questions using simple question using simple questions using simple questions using
interrogative pronouns interrogative pronouns s interrogative pronouns interrogative pronouns
correctly correctly correctly correctly

Naming months of the year. Learner always names Learner often names months Learner occasionally names Learner rarely names months
months of the year in their of the year in their correct months of the year in their of the year in their correct
correct sequence and sequence and Compare the correct sequence and sequence and Compare the
Compare the Islamic Islamic calendar to the Compare the Islamic Islamic calendar to the
calendar to the Gregorian Gregorian calendar easily calendar to the Gregorian Gregorian calendar easily
calendar easily calendar easily

27
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
6.2. READING MONTHS OF THE YEAR By the end of the sub strand, the Learners: 1) Which are the sacred
learner should be able to:  Repeat after the teacher a passage months of the year in
1. Read a given passage with an about the 12 months of the year in a the Islamic calendar?
appropriate speed. group then read the passage 2) How do we use the
2. Identify interrogative pronouns individually with an appropriate following interrogative
in sentences correctly. speed. pronouns of time in a
3. Read the months in the Islamic  Are given sentences to read and are sentence? ( ‫)متي كم‬
calendar correctly. asked to identify the interrogative
4. Appreciate different times of pronouns in the sentences. ،‫متى‬،‫ أي‬، ‫(كم‬
the year. )‫هل‬
 Are asked to compare between the
months of Islamic calendar and
months of Gregorian calendar
presented on charts.
 Are asked to read and underline
interrogative pronouns given in a
sentence.
Core Competences to be developed: Communication and Collaboration developed as the learners interact with each other in groups and in pairs.
Learners appreciate the use of digital literacy as they interact with the audio-visual equipment.
PCIs: Life skills: Learning the yearly months enhances the learner's skill of knowledge Values: respect: learners respect each other as they work in groups and
as they develop their activities in very month of the year. in pairs.
Link to other subjects: social studies: where the aspect of yearly months is also Suggested Community services learning activities: Sharing
tackled. information with relatives and friends on the names of the months in
Arabic

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Connected text and fluency Learner always reads a text Learner reads a text with Learner reads a text with Learner reads a text with a
fluently and accurately with ease and accurately with some difficulty, few errors lot of difficulty, notable
expressions. some expressions. and with little expressions errors and with no
expressions.

28
 Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
6.3 WRITING MONTHS OF THE YEAR By the end of the sub strand, the Learners: 1) Which are the 12
learner should be able to:  Are guided to fill in missing Gregorian months of the
1. Write correct answers in a words in a broken passage year?
given broken passage. provided on the context. 2) How do we use the
2. Construct simple sentences by  Use different vocabularies following interrogative
using interrogative pronouns related to the theme to form pronouns of time in a
correctly. sentences. (shahr/ shuhuur/ sentence? ( ‫)متي كم‬
3. Use vocabularies from the muharram)
theme to form sentences.  Watch audio clip about the
4. Compare between Islamic months of the year in Arabic.
calendar and Gregorian  Are guided to construct
calendar. sentences using interrogative
5. Appreciate months of the year pronouns of time.
in sequence with passion.  Are guided to match the months
of Gregorian calendar with that
of Islamic calendar.
Core Competences to be developed: Communication and Collaboration is developed as the learners interact with each other in groups and in pairs.
Learners appreciate the use of digital literacy as they interact with the audio-visual equipment.
PCIs: Life Skills. Learning the yearly months enhances the learner's skill of Values: Respect: Learners respect one another when working in pairs and in
knowledge groups.
Link to other subjects: Social studies: where the aspect of yearly months is Suggested Community services learning activities: Learner recognize the
also tackled. value of specific months of the year.
Mathematics: where the concept of months of the year is taught.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING EXPECTATIONS APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
Writing Learner always uses different Learner often uses different Learner rarely uses different Learner hardly uses different
vocabularies correctly in vocabularies correctly in vocabularies correctly in vocabularies correctly in
writing meaningful sentences. writing meaningful sentences. writing meaningful sentences. writing meaningful sentences.

29
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
7.1. LISTENING WILD ANIMALS AND By the end of the Sub Strand, Learners :-
AND SPEAKING. BIRDS the learner should be able to:  Listen to songs on wild 1) What do we mean by the
1. Respond to simple questions animals from digital device term wild animal?
 correctly or resource person then sing 2) Which wild animals do
2. Describe wild animal orally. in pairs and groups. you know?
3. Pronounce names of different  Are guide to respond to 3) Where are wild animals
wild animals correctly. questions correctly found?
4. Use the language structure in individually.
constructing simple sentences  Watch a video on wild
orally. animals as they mention the
5. Develop respect for wild names of the animals they
animals for economic gain see.
 Construct simple nominal
sentences using the names of
the wild animals orally.
 Form sentences using
prepositions orally. ( ‫في – على‬
‫)– من – إلى‬
 Visit the national park to
identify wild animals they
learnt.

Core Competences to be developed: Digital literacy: accessing information about names of wild animals from the DVD can enhance development of digital
skills.

PCIs: Environmental issues as the learners interact with their environment Values: showing care for the animals inculcates the value of love.
Link to other subjects: Environmental studies, science and technology and Social studies Suggested Community services learning activities: Learners visit
has the same aspect. the park with family members and mentions the names of the wild
animals.

30
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Definition of wild animals Learner consistently and Learner correctly defines Learner sometimes defines Learner hardly defines wild
and pronunciation of their correctly defines wild wild animals and pronounces wild animals and pronounces animals and pronounces their
names. animals and pronounces their their names appropriately their names appropriately names appropriately
names appropriately

Nominal sentences and Learner consistently and Learner correctly constructs Learner sometimes Learner hardly constructs
prepositions correctly construct simple simple nominal sentences constructs simple nominal simple nominal sentences
nominal sentences using using prepositions and names sentences using prepositions using prepositions and names
prepositions and names of of wild animals and names of wild animals of wild animals
wild animals

31
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
7.2. READING. WILD ANIMALS AND By the end of the Sub Strand, the Learners 1. What do we mean by the
BIRDS. learner should be able to:  Are guided to read a short term wild animal?
passage related to wild 2. Which wild animals do
1. Read short paragraphs on wild animals in pairs and in group you know?
animals with appropriate speed.  Read short paragraphs and 3. Which wild animals are
2. Articulate language structure extract prepositions and found in the park?
correctly nominal sentences in pairs
3. Identify names of wild animals and individually.
from a written text. ) ‫( في \ علي \ من \ إلي‬
4. Develop interest in reading short  Read pictures of wild animals
stories. and birds then answer
questions for comprehension
in groups, pairs and
individually.
 Read short paragraphs and
pronounce nominal sentences
correctly in pairs and
individually.
 Learners in groups read short
paragraphs silently and aloud.

Core Competences to be developed: extracting of nominal sentences from the passage enhances critical thinking and problem solving abilities
PCIs: environmental issues as the learners interact with their environment Values: showing care for the animals inculcates the value of love.
Responsibility towards caring for animals.
Link to other subjects: Science, Social studies. Suggested Community services learning activities: Learners
visit the park with family members and observe the names of the
wild animals.

32
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Active Reading Learner consistently and Learner consistently reads Learner sometimes reads Learner hardly reads passages
confidently reads passages passages with fluency and passages with fluency and with fluency and appropriate
with fluency and appropriate appropriate speed. appropriate speed. speed.
speed.

Articulation Learner articulates nominal Learner articulates nominal Learner sometimes articulate Learner hardly articulates
sentences and prepositions sentences and prepositions nominal sentences and nominal sentences and
correctly and consistently correctly. prepositions correctly prepositions correctly
with ease.

33
 Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
7.3 WRITING WILD ANIMALS AND By the end of the Sub Strand, the 1) Which wild animals do
BIRDS learner should be able to: Learners you know?
1) Write sentences on the context 2) What are the components
correctly using prepositions. 
Are guided to fill in gaps using of a nominal sentence?
2) Use names of wild animals in prepositions individually. 3) How are wild animals
writing simple nominal sentences. ( ‫)في – على – من – إلى‬ important to us?
3) Develop interest in writing skills  Watch pictures of the wild
by practicing basic Arabic animals from a video or any
handwriting. other source then write their
names.
 Guided to write nominal
sentences using names of the
wild animals and birds.
 Guided to copy ten words to
perfect their handwriting.
 Learners draw pictures of wild
animals and birds then colour
them.
Core Competences to be developed: extracting of nominal sentences from the passage enhances critical thinking and problem solving abilities.

PCIs: animal welfare education Values: showing care for the animals inculcates the value of love.
Link to other subjects: Science, Social studies and environmental studies. Suggested Community services learning activities: Learners visit the
park with family members and observe wild animals.

Assessment Rubrics
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Guided writing Learner always writes Learner often writes Learner occasionally writes Learner rarely writes
meaningful words/sentences. meaningful words/sentences. meaningful words/sentences. meaningful words/sentences.

34
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
8.1 LISTENING INTERNAL BODY By the end of the Sub Strand, Learners 1. What are the
AND SPEAKING PARTS the learner should be able to:  Listen to story from Audio or resource person importance of internal
a. Name five human internal and respond to questions posed according to human body parts?
organs correctly the context correctly. 2. How do you take care
b. Use the demonstrative  Are guide to use displayed pictures of internal of your internal body
pronouns in simple sentences human body parts on digital devices or charts parts?
in accordance to the context. to locate and name them correctly in pairs and
c. Respond to questions about individually. ‫ البطن‬-‫القلب الكبد – ال ِكلية – ال ِرئة‬
external body part )‫الطحال – األمعاء الدقيقة األمعاء الغليظة‬
appropriately.  Listen to songs about internal body part from
d. Appreciate the creation of digital devices or resource person and sing in
God as blessing to human pairs and in groups.
being.  Are guide to use the demonstrative pronouns
(‫ )هذا – هذه – هذان – هاتان‬to construct sentences
in pairs and individually orally.
 Are guide to use the vocabularies learnt from
the theme to construct sentences. ( – ‫القلب الكبد‬
‫ البطن – الطحال – األمعاء الدقيقة – األمعاء‬-‫ال ِكلية – ال ِرئة‬
-‫)الغليظة‬
Core Competences to be developed: communication and collaboration: when learners are engaged in responding to questions individually and in pairs.
Digital literacy: learners manipulate digital devices.
Learning to learn: learners learn to take care of their bodies to avoid illnesses.
PCIs: Health related issues: Learners understand the importance of each internal Values: Responsibility: Learners understand the importance of their body
body part and therefore learn to take care of their health to avoid different parts and learn to take good care of their bodies.
illnesses.
GENDER RELATED ISSUES: Learners respond appropriately to gender-based
concerns.
Link to other subjects: Science: The subject has an aspect of human body. Suggested Community services learning activities: learners learn to take
Religious Studies: By appreciating the blessings that God has bestowed upon care of those around them with illnesses and different disabilities.
them by granting them body parts.

35
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Naming body organs Learner Consistently names Learner Names internal body Learner Names internal Learner Rarely names
internal body organs. organs correctly. body organs with difficulty. internal body organs.

Grammatical functions Learner Always uses Learner Most of the times Learner Sometimes uses Learner Hardly uses
demonstrative pronouns uses demonstrative pronouns demonstrative pronouns demonstrative pronouns
appropriately correctly. correctly. correctly. correctly.

36
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
8.2. INTERNAL BODY By the end of the sub Strand, the Learners: - 1. Which are the
READING PARTS learner should be able to:  Are guided to identify the internal body parts internal human
mentioned in a passage by underlining them. ( body parts?
1) Identify the internal human ‫ البطن – الطحال – األمعاء‬-‫القلب الكبد – ال ِكلية – ال ِرئة‬
2. What is the
organs from the passage read. ) -‫الدقيقة – األمعاء الغليظة‬ importance of
2) Read a passage with appropriate  Are guided to answer questions from the internal body parts?
speed for comprehension. passage through independent reading
3) Identify demonstrative pronouns individually.
from the passage read.  Practice reading constructed sentences
4) Appreciate the creation of God as comprising demonstrative pronouns correctly
blessing to human being. in pairs and in groups. ( ‫هذا‬
5) Answer the questions given from ‫)– هذه – هذان – هاتان‬
the passage correctly.  Learners are encouraged to practice reading
supplementary books in the library for active
reading and acquisition of a variety of
vocabulary.
Core Competences to be developed: Learning to learn: learners avoid affecting their own health as well as that of others after learning the importance of their
bodies.
Communication and collaboration: when learners interact as they work in groups and in pairs.
PCIs: Health related issues: Learners understand the importance of each internal Values: Responsibility: Learners understand the importance of their body
body part and therefore learn to take care of their health to avoid different parts and learn to take good care of their bodies.
illnesses.
Life skills: learners embrace the idea of caring for the special needs' persons.
Link to other subjects: Science, Religious Studies, Other languages Suggested Community services learning activities: learners learn to take
care of those around them with illnesses and different disabilities.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading fluency Learner reads a text of about Learner reads a text of about Learner reads a text of about Learner reads a text of about
200 words fluently; 200 words with ease; 200 words with some 200 words with a lot of
difficulty; difficulty;

37
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
8.3 INTERNAL HUMAN By the end of the Sub Strand, the Learners: - 1) What is the importance
WRITING BODY PARTS learner should be able to:  Are guided to write sentences using of internal body parts?
1. Write sentences using demonstrative pronouns individually. 2) Which body parts are
demonstrative pronouns correctly. (‫)هذا – هذه – هذان – هاتان‬ found internally?
2. Write complete sentences using the  Complete sentences by filling in the
vocabulary learnt from the theme. gaps using external body parts
3. Draw internal body parts properly – ‫ البطن – الطحال‬-‫القلب الكبد – ال ِكلية – ال ِرئة‬
for further understanding. -‫األمعاء الدقيقة – األمعاء الغليظة‬
4. Appreciate the creation of God as  Are guided to draw and colour external
blessing to human being. body parts then label it correctly.
 Visit nearby butchery and write down
the internal body parts of a slaughtered
animal.
Core Competences to be developed: Learning to learn: learners avoid affecting their own health as well as that of others after learning the importance of their
bodies
Creativity and imagination: when learners draw and colour external body parts.
PCIs: Health related issues: Learners understand the importance of each internal body Values: Responsibility: Learners understand the importance of their body
part and therefore learn to take care of their health to avoid different illnesses. parts and learn to take good care of their bodies.
Gender related issues: Learners respond appropriately to gender-based concerns.
Link to other subjects: Science, Religious Studies, Other languages Suggested Community services learning activities: learners learn to
take care of those around them with illnesses and different disabilities.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING EXPECTATIONS APPROACHING EXPECTATIONS BELOW
EXPECTATIONS EXPECTATIONS
Sentence Learner always uses Learner often uses Learner occasionally uses demonstrative Learner rarely uses
Construction demonstrative pronouns in demonstrative pronouns in pronouns in constructing sentences. demonstrative pronouns in
constructing sentences constructing sentences with constructing sentences.
with ease. ease.

38
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key Inquiry
Questions

9.1. LISTENING COMMON FOODS IN By the end of the sub strand, Learners: 1. What is the
AND SPEAKING. KENYA the learner should be able to: importance of
 Listen to a presentation from a digital device foods to human
1. Respond orally to and answer the questions. being?
instructions related to the  Are guided to conduct a conversation in pairs 2. Which are the
theme correctly. using vocabularies related to Food. common Foods
2. Use language structure in  Discuss in group the importance of foods to found in Kenya?
forming sentences for proper human being
communication.  Name common foods that are found in Kenya
3. Mention different types of  Construct sentences orally using interrogative
foods that are found in pronouns individually.
Kenya. (‫ أين‬- ‫ متى – ماذا‬-‫)كيف‬
4. Appreciate importance of  Sing songs in groups about common foods
food to human life. found in Kenya.
 Discuss in group common foods found in
their locality.
 Present common foods found in Kenya in the
class and display in the agricultural corner.
 Visit nearby farm and interact with farmers to
get further information about agriculture.
Core Competences to be developed: Communication and Collaboration. Learners interact with one another when they work in groups
Digital literacy: learners listen to a presentation on a digital device.
Creativity and imagination: learners creatively draw and colour various foods found in their locality.
PCIs: Health Issues because it has an aspect of nutrition. Values: Responsibility: learners maintain the digital device responsibly.

Link to other subjects: Home science, because it has an aspect of nutrition Suggested Community services learning activities: Learners visit a
local market and interact with vendors to learn more about common foods
Creative Arts – singing a song.

39
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS

Pronunciation and response to Learner consistently and Learner pronounces and Learner pronounces and Learner hardly pronounces
questions correctly pronounces and responds to questions responds to questions and responds to instructions.
responds to questions. correctly. hesitantly.

40
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key Inquiry
Questions
9.2. READING COMMON FOODS IN By the end of the sub strand, Learners: 1. What kind of
KENYA the learner should be able to: foods are

Read after the teacher a passage about the found in your
1. Read fluently a given text
theme (common foods found in Kenya). locality?
 Practice reading silently from digital
with an appropriate speed 2. Which are the
2. Identify different devices individually. delicious local
 Are asked to read sentences and identify the
common foods in Kenya. foods in
3. Use correct language interrogative pronouns found in a passage. Kenya?
structure in reading (‫ أين‬- ‫ متى – ماذا‬-‫)كيف‬
sentences.  Practice reading a passage on the theme in
4. Develop interest in pairs and in groups.
reading by reading
 Read pictures of different foods found in
supplementary books. Kenya from charts.
 Interact with their family members on the
foods they consume at home.
Core Competences to be developed: Communication and Collaboration: Learners interact with one another when they work in groups.

Digital literacy: Learners interact with digital devices.

PCIs: Life skills: skills of knowing and living with others e.g effective Values: Responsibility: learners take responsibility on a healthy living
communication.

Link to other subjects: Home science, because it has an aspect of nutrition. Suggested Community services learning activities: Learners visit a
local market and interact with vendors to learn more about common foods.

41
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Comprehension Learner always reads and Learner occasionally reads Learner often reads and retells Learner rarely reads and
retells a story, poem or and retells a story, poem or a story, poem or conversation retells a story, poem or
conversation correctly; conversation correctly; correctly. conversation correctly;

Connected text Learner always connects Learner always connects Learner always connects Learner always connects
personal experiences with personal experiences with personal experiences with personal experiences with
what happens in a story. what happens in a story. what happens in a story. what happens in a story.

42
Strand Sub Strand Specific learning outcomes Suggested learning Key Inquiry Questions
experiences

9.3. WRITING COMMON FOODS IN By the end of the sub strand, Learners: 1. Why do we eat certain
KENYA the learner should be able foods in Kenya? (name
to:  Fill broken passages them)
using correct 2. Which are the delicious
1. Write dictated words interrogative pronouns. local foods in Kenya?
with correct spellings.  Brainstorm on new words
2. Use interrogative learned and practice
pronouns appropriately. spelling them in writing.
3. Use vocabularies related  Are guided to form
to theme to form correct sentences using dictated
sentences. words.
4. Recognize different  Engage in spelling
types of food that are games: e.g. Forming
found in Kenya. words from letter cut
outs, scrabble, spelling
relay.
 Draw and colour
different types of foods
found in Kenya and name
them.
Core Competences to be developed: Communication and Collaboration: Learners work in groups to form sentences.
Learning to learn. Learners use the learnt words in spelling games.
Creativity and imagination: learners creatively draw and colour different types of foods found in Kenya.
PCIs: life skills. Learners develop interactive skills. Values: Respect: Learners respect one another when working in
pairs and in groups.
Link to other subjects: Home science: because it has an aspect of nutrition. Suggested Community services learning activities: Learners
Creative arts: learners draw and colour aesthetically. visit a local market and interact with vendors to learn more
about common foods.

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ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS

Guided writing Learner always Learner often Learner occasionally Learner rarely
writes meaningful writes meaningful writes meaningful writes meaningful
words/sentences from a words/sentences from a words/sentences from a words/sentences from a
prompt; prompt; prompt; prompt;

Use of interrogatives Learner always recognises the Learner often recognises the Learner occasionally Learner rarely recognises the
correct meaning of correct meaning of recognises the correct correct meaning of
interrogatives to be used in interrogatives to be used in meaning of interrogatives to interrogatives to be used in
filling in gaps in sentences; filling in gaps in sentences; be used in filling in gaps in filling in gaps in sentences;
sentences;

Sentence construction Learner always re-arranges Learner often re-arranges Learner occasionally re- Learner rarely re-arranges
words to make meaningful words to make meaningful arranges words to make words to make meaningful
phrases and sentences. phrases and sentences. meaningful phrases and phrases and sentences.
sentences.

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Strand Sub Strand Specific learning outcomes Suggested learning experiences Key Inquiry Questions
10.1. LISTENING AND ENVIRONMENT By the end of the sub strand, Learners: 1. How can we take
SPEAKING. CONSERVATION the learner should be able to:  Listen and answer to simple questions care of our
1. Respond to simple related to environment from a recorded immediate
questions correctly. DVD or a resource person. environment?
2. Construct phrases using  Are guided to describe environment 2. Why is it important
adjectives with the given using the right adjectives. to conserve the
text orally.  Are guided to clean different parts of environment?
3. Define the meaning of the school compound in small groups. 3. What is
environment  Are encouraged to help their parents environment
conservation. clean their homes. conservation?
4. Develop interest in  Are asked to construct sentences using
maintaining and taking adjectives orally.
care of the environment.  Are guided to describe conservation of
their immediate environment using
adjectives.
Core Competences to be developed: communication and collaboration through working in small groups.
Digital literacy when the learners access information about the environment through digital devices (DVD).
PCIs: Life skills as the learner is able to clean his/her immediate environment Values: peace and love as the learners interact with each other
peacefully.
Link to other subjects: Science, Social studies. Suggested Community services learning activities: Learners
participate in cleaning their immediate environment at home.

ASSESSMENT RUBRICS
INDICATOR EXCEEDING EXPECTATIONS MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS
Responding Learner always responds to Learner often responds to Learner occasionally responds to Learner rarely responds to
questions consistently and questions correctly questions correctly questions correctly
correctly

Grammatical structure Learner consistently and correctly Learner correctly uses Learner has difficult using Learner hardly uses adjectives
uses adjectives to form sentences adjectives to form sentences adjectives to form sentences to form sentences orally.
orally. orally. orally.

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Strand Sub Strand Specific learning outcomes Suggested learning experiences Key Inquiry Questions

10.2. READING. ENVIRONMENT By the end of the sub strand, the Learners: 1. How can we take care
CONSERVATION. learner should be able to:  Practice reading short passages of the environment?
(2 Lessons)  1. Read a passage on the context from digital devices or any 2. Why is it important to
fluently. other reading materials with conserve the
2. Identify from a given passage appropriate speed in pairs. environment?
cleaning activities.  Are guided to extract the 3. What is environment
3. Read sentences comprising cleaning activities from a conservation?
adjectives correctly. passage in pairs.
4. Mention the importance of  Are guided to read phrases
conserving the environment. constructed using adjectives
5. Develop interest in reading individually.
short story books. ‫ المدرسة‬،‫ البيت نظيف‬،‫( الشجرة طويلة‬
6. Develop interest in joining )‫كبيرة‬
environmental club  Read the importance of
conserving environment from
textbook or newspaper.
 Read short stories on
environment for leisure.

Core Competences to be developed: communication and collaboration through working in small groups.
Critical thinking and problem solving through forming the words and reading them

PCIs: environmental issues as the learners learn how to preserve their immediate Values: responsibility as learners show their responsibility of
environment cleaning their environment
Link to other subjects: Science, Social studies. Suggested Community services learning activities: Learners
participate in cleaning their immediate environment at home.

46
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Reading Learner reads correctly and Learner most of the times Learner sometimes reads Learner reads hesitantly with
with considerate speed. reads correctly with correctly with a considerate slow speed.
considerate speed. speed.
Understanding. Learner consistently reads Learner most of the times Learner can reads three to four Learner occasionally reads
large number of phrases with reads smaller grouping of words with a meaningful two to three words which does
an expressive interpretation. words with an expressive interpretation. not preserve any meaning.
interpretation.
Grammar Learner can identify Learner most of the times Learner sometimes identifies Learner can identify
adjectives in a sentence identify adjectives in a adjectives in a sentence. adjectives in a sentence with
instantly. sentence. difficulty.

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Strand Sub Strand Specific learning outcomes Suggested learning experiences Key Inquiry Questions

10.3 WRITING ENVIRONMENT Learners:

By the end of the sub strand, the 1. Why do we clean our
CONSERVATION learner should be able to:  Copy written words and re-write environment?
1. Write simple sentences on thethem clearly individually. 2. Why is it important
context correctly.  Are guided to listen and write to conserve the
2. Write with correct spelling. phrases from a recorded tape with environment?
3. Write with correct correct spellings.
punctuation.  Fill in blank spaces using words
4. Describe how the environment from the passage to complete the
is conserved through [Link].
5. Develop a habit of writing  Write a short composition on how
legibly for proper to conserve the environment.
communication.  Are guided to draw and colour a
picture of a clean and conducive
environment.
Core Competences to be developed: communication and collaboration through working in small groups.
Digital literacy through use of the recorded tape.
Self-efficacy: when learners draw and write confidently
Learning to learn: when learners continuously take care of the environment

PCIs: Environmental education: as learners learn how to conserve their immediate Values: responsibility as learners show their responsibility of
environment cleaning their environment
Link to other subjects: Science, Social studies, English. Suggested Community services learning activities: Learners
Creative arts: when learners draw and colour pictures of landscape. participate in cleaning the nearest market to the school.

48
ASSESSMENT RUBRICS
INDICATOR EXCEEDING MEETING APPROACHING BELOW EXPECTATIONS
EXPECTATIONS EXPECTATIONS EXPECTATIONS
Thematic vocabularies. Learner can use vocabulary Learner most of the time can Learner sometimes can use Learner can use vocabulary
learnt to construct sentences use vocabulary learnt to vocabulary learnt to construct learnt to construct sentences
accurately. construct sentences sentences with difficulty.

Spellings and punctuation. Learner writes words, phrases Learner write words, phrases Learner writes with spelling Learner misspells sentences
and sentences structures and sentences structures errors and punctuation are and writes without using
effectively and correctly. correctly. few. punctuation marks.
Ideas Learner’s ideas are supported Learner’s ideas are organized Learner’s ideas are sometimes Learner’s ideas are not
and organized when when describing how the organized when describing organized when describing
describing how the environment is conserved. how the environment is how the environment is
environment is conserved. conserved. conserved.

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LIST OF RESOURCES (ARABIC GRADE 5) LIST OF ASSESSMENT METHODS

1. Audio and video recordings 1. Observations

2. TV 2. Discussions
3. Projectors 3. Quizzes
4. Smart boards 4. Questionnaires
5. DVD players 5. Oral evaluation
6. Smart phones 6. Projects
7. Laptops 7. Cloze test
8. Radios 8. Demonstrations
9. Internet 9. Drawings
10. Course and workbooks 10. Presentations
11. Charts 11. Self -Assessment
12. Flash cards 12. Peer -Assessment
13. Drawings
14. Pictures
15. Programme and different activities.

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