Citizenship

Principles of Community Service Learning

By the end of the lesson, the learner should be able to:
- Define the terms community, community service and Community Service Learning
- Identify different types of communities
- Relate CSL principles to real-life community projects and personal growth

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

What is Community Service Learning and why is it important?

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

- Oral questions - Observation - Class discussions

Citizenship

Principles of Community Service Learning - Collaboration and Reciprocity
Principles of Community Service Learning - Reflection and Academic Integration

By the end of the lesson, the learner should be able to:
- Explain the principles of collaboration and reciprocity in CSL
- Demonstrate collaboration skills through group activities
- Connect CSL principles to how communities work together to solve problems like waste management or water scarcity

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

How do collaboration and reciprocity enhance Community Service Learning?

- Oxford Essential CSL Learner's Book pg. 4
- Case study materials
- Digital devices
- Oxford Essential CSL Learner's Book pg. 5
- Reflective journals

- Observation - Portfolio - Group presentations

Citizenship

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

By the end of the lesson, the learner should be able to:
- Explain the importance of CSL in the learning process
- Outline the benefits of CSL to self and community
- Connect CSL to personal development opportunities like leadership and teamwork skills

The learner is guided to:
- Role play scenarios to enlighten parents on the importance of CSL
- Discuss how CSL enhances learning, skills development and community benefits
- Use digital devices to research rationale of CSL

How does Community Service Learning contribute to personal growth and community development?

- Oxford Essential CSL Learner's Book pg. 7
- Digital devices
- Role play materials
- Oxford Essential CSL Learner's Book pg. 9
- Reflective journals
- Charts on reflective practice
- Oxford Essential CSL Learner's Book pg. 13
- Pictures showing community needs
- Digital devices

- Oral questions - Observation - Teacher-made tests

Citizenship

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

By the end of the lesson, the learner should be able to:
- Describe the steps for identifying community needs
- Apply needs identification steps in a practical scenario
- Connect needs identification to planning community improvement projects

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

How can you effectively identify needs in your community?

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

- Project work - Observation - Written tests

Citizenship

Potential community resources for CSL activities
Potential community resources for CSL activities - Resource exploration

By the end of the lesson, the learner should be able to:
- Define community resource exploration
- Identify potential community resources for CSL activities
- Link resource identification to successful implementation of community projects

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

What resources are available in your community for CSL activities?

- Oxford Essential CSL Learner's Book pg. 17
- Sticky notes
- Pictures of community resources
- Digital devices
- Oxford Essential CSL Learner's Book pg. 18
- Interview guides
- Digital devices
- Resource mapping templates

- Oral questions - Observation - Written assignments

Citizenship

Community stakeholders for partnerships in CSL activities

By the end of the lesson, the learner should be able to:
- Identify community stakeholders for CSL activities
- Explain the importance of stakeholders in CSL
- Connect stakeholder partnerships to successful community projects like environmental conservation or youth mentorship programs

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

Who are the key stakeholders for partnerships in CSL activities?

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

- Oral questions - Observation - Written tests

Citizenship

Qualities of an effective leader

By the end of the lesson, the learner should be able to:
- Define leadership and its importance
- Identify qualities of an effective leader
- Relate leadership qualities to successful community leaders and personal leadership potential

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

What qualities make an effective leader?

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

- Observation - Oral questions - Class discussions

Citizenship

Qualities of an effective leader - Leadership skills and attributes

By the end of the lesson, the learner should be able to:
- Distinguish between leadership skills and attributes
- Demonstrate leadership skills through practical activities
- Apply leadership skills to manage school clubs, class projects or community initiatives

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

How can leadership skills and attributes be developed?

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

- Observation - Portfolio - Oral questions

Citizenship

Styles of leadership - Democratic and Transformative leadership
Styles of leadership - Servant and Situational leadership

By the end of the lesson, the learner should be able to:
- Explain democratic and transformative leadership styles
- Analyse case studies of democratic and transformative leaders
- Relate different leadership styles to situations in school governance or community organizations

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

How do democratic and transformative leadership styles influence communities?

- Oxford Essential CSL Learner's Book pg. 27
- Case studies
- Video documentaries
- Digital devices
- Oxford Essential CSL Learner's Book pg. 29

- Written tests - Observation - Class discussions

Citizenship

Guidelines to govern leadership activities - Roles and responsibilities

By the end of the lesson, the learner should be able to:
- Identify leadership roles and responsibilities for CSL activities
- Outline responsibilities for each leadership role
- Connect leadership roles to effective management of community projects

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

What roles and responsibilities are required for managing CSL activities?

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

- Oral questions - Observation - Class discussions

Citizenship

Guidelines to govern leadership activities - Election procedures

By the end of the lesson, the learner should be able to:
- Describe procedures for conducting elections
- Develop guidelines for ethical elections
- Apply election procedures to school leadership elections or club committees

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

How can elections be conducted fairly and ethically?

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

- Observation - Portfolio - Written tests

Citizenship

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

By the end of the lesson, the learner should be able to:
- Explain the importance of rotational leadership
- Develop plans for managing rotational roles
- Relate leadership transition to continuity in community organizations and school clubs

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

How can rotational roles and leadership transition be managed effectively?

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

- Oral questions - Observation - Project work

Citizenship

Guidelines to govern leadership activities - Daily running of group activities
Leadership skills in executing collective action - Addressing organisational challenges

By the end of the lesson, the learner should be able to:
- Develop a routine structure for daily CSL activities
- Create a daily log for tracking activities
- Apply daily planning skills to manage school projects or community initiatives

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

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

- Oxford Essential CSL Learner's Book pg. 36
- Daily log templates
- Digital devices
- Oxford Essential CSL Learner's Book pg. 37
- Challenge resolution charts

- Portfolio - Observation - Written assignments

Citizenship

Leadership skills in executing collective action - Steps and importance

By the end of the lesson, the learner should be able to:
- Outline steps for executing collective action
- Apply leadership skills in collective action
- Connect effective leadership to successful community projects like clean-up campaigns or awareness drives

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

Why is effective leadership important in executing CSL activities?

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

- Observation - Oral questions - Class presentations

Citizenship

The concept of intercultural competence

By the end of the lesson, the learner should be able to:
- Define intercultural competence, cultural awareness and cultural sensitivity
- Identify different cultural communities
- Relate intercultural competence to harmonious living in diverse communities

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

What is intercultural competence and why is it important?

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

- Oral questions - Observation - Class discussions

Citizenship

Participating in intercultural activities - Types of intercultural activities

By the end of the lesson, the learner should be able to:
- Identify intercultural activities in the community
- Explain benefits of participating in intercultural activities
- Apply intercultural skills to school events like cultural days or talent shows

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

How can you participate in intercultural activities in your community?

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

- Observation - Portfolio - Oral questions

Citizenship

Participating in intercultural activities - Addressing intercultural issues
Importance of social cohesion in society

By the end of the lesson, the learner should be able to:
- Identify stereotypes, misconceptions, biases and hostilities affecting intercultural relations
- Develop strategies to overcome intercultural issues
- Apply conflict resolution skills to intercultural misunderstandings in school or community settings

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

How can intercultural issues be addressed to promote social cohesion?

- Oxford Essential CSL Learner's Book pg. 46
- Case studies
- Digital devices
- Oxford Essential CSL Learner's Book pg. 49
- Self-assessment quiz

- Written tests - Observation - Class discussions

Citizenship

Participating in intercultural activities - Planning and reflection

By the end of the lesson, the learner should be able to:
- Plan intercultural activities that promote social cohesion
- Implement and reflect on intercultural activities
- Apply lessons from intercultural activities to promote unity and peaceful coexistence in school and community

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

How can intercultural activities be planned to promote social cohesion?

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

- Project work - Portfolio - Observation

Life Skills in Education

Self-Awareness in the Community - Meaning of self-awareness and public self-awareness
Self-Awareness in the Community - Factors that influence public self-awareness
Self-Awareness in the Community - The importance of positive public image

By the end of the lesson, the learner should be able to:
- Define self-awareness and public self-awareness
- Distinguish between self-awareness and public self-awareness
- Recognise the importance of understanding how others perceive us in social situations

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

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

- Oxford Essential CSL Grade 10 Learner's Book pg. 54
- Mirrors
- Digital devices
- Print resources
- Oxford Essential CSL Grade 10 Learner's Book pg. 55
- Print resources
- Charts showing factors
- Oxford Essential CSL Grade 10 Learner's Book pg. 56
- Video clips on positive public image
- Reference books

- Oral questions - Observation - Written assignments

Life Skills in Education

Self-Awareness in the Community - Mannerisms, expressive qualities and decisions
Self-Awareness in the Community - Public consciousness (mindfulness of others)

By the end of the lesson, the learner should be able to:
- Describe mannerisms and expressive qualities that contribute to positive public image
- Demonstrate appropriate verbal and non-verbal communication
- Value positive mannerisms as tools for building healthy relationships

- Tell stories about situations where public self-image mattered and receive feedback from peers
- Role play appropriate mannerisms and expressive qualities in different social situations
- Watch video clips on ways of enhancing positive public self-image

How do our mannerisms and expressive qualities affect how others perceive us?

- Oxford Essential CSL Grade 10 Learner's Book pg. 57
- Video clips
- Digital devices
- Oxford Essential CSL Grade 10 Learner's Book pg. 59
- Pictures showing social interactions
- Charts
- Writing materials

- Observation - Peer assessment - Role play evaluation

Life Skills in Education

Self-Awareness in the Community - Enhancing positive public self-image
Conflict Resolution - Situations where conflicts might arise in day-to-day life
Conflict Resolution - Strategies of solving conflicts in the community

By the end of the lesson, the learner should be able to:
- Develop strategies for enhancing positive public self-image
- Create awareness materials on public self-awareness
- Apply lessons learnt to improve personal public image in school and community settings

- Read and discuss a poem on positive public image
- Write short notes on personal actions to enhance public self-image
- Design posters to sensitise the community on how to improve public self-awareness
- Share with peers and commit to monitoring progress

What steps can I take to enhance my public self-image?

- Oxford Essential CSL Grade 10 Learner's Book pg. 60
- Poster making materials
- Writing materials
- Notice boards
- Oxford Essential CSL Grade 10 Learner's Book pg. 63
- Charts
- Digital devices
- Oxford Essential CSL Grade 10 Learner's Book pg. 64
- Case studies
- Video clips

- Portfolio - Observation - Peer assessment

Life Skills in Education

Conflict Resolution - Applying negotiation and mediation strategies

By the end of the lesson, the learner should be able to:
- Apply negotiation skills to resolve conflicts
- Demonstrate mediation techniques in conflict situations
- Use values such as respect, honesty and responsibility when resolving conflicts

- Role play negotiation scenarios between parties with different interests
- Practise mediation by acting as neutral third parties in simulated conflicts
- Prepare negotiation strategies by identifying wants, compromises and convincing arguments

How can negotiation and mediation help us resolve conflicts peacefully?

- Oxford Essential CSL Grade 10 Learner's Book pg. 66
- Role play scripts
- Charts on negotiation steps

- Observation - Role play evaluation - Peer assessment

Life Skills in Education

Conflict Resolution - Applying arbitration and reconciliation strategies
Conflict Resolution - Importance of peaceful conflict resolution in the community

By the end of the lesson, the learner should be able to:
- Explain the role of arbitration in conflict resolution
- Demonstrate reconciliation and forgiveness in resolving conflicts
- Recognise when to seek help from authorities in conflict situations

- Role play arbitration scenarios involving judges or elders making decisions
- Act out reconciliation and forgiveness scenarios where wrongdoers confess and seek forgiveness
- Reflect on personal conflict resolution experiences and share lessons learnt

When should we use arbitration or seek reconciliation in conflicts?

- Oxford Essential CSL Grade 10 Learner's Book pg. 66
- Role play materials
- Case studies
- Oxford Essential CSL Grade 10 Learner's Book pg. 67
- Poster making materials
- Writing materials
- Notice boards

- Observation - Role play evaluation - Oral questions

Life Skills in Education

Responsible Decision Making - Qualities of responsible decisions
Responsible Decision Making - Steps in the decision-making process

By the end of the lesson, the learner should be able to:
- Define responsible and irresponsible decisions
- Identify qualities of responsible decisions
- Distinguish between responsible and irresponsible decisions using real-life examples

- Discuss the differences between responsible and irresponsible decisions
- Study pictures showing decisions made by people and analyse which are responsible
- Match qualities of responsible decisions (informed, logical, ethical, practical, well thought out) with their descriptions

What makes a decision responsible?

- Oxford Essential CSL Grade 10 Learner's Book pg. 70
- Pictures
- Charts
- Writing materials
- Oxford Essential CSL Grade 10 Learner's Book pg. 73
- Case studies
- Charts showing decision-making steps

- Oral questions - Written assignments - Observation