Summary

• Description:

  The MS Word document comprises Grade 10 CBC Community Service Learning (CSL) Term 3 2026 Scheme of Work tailored for senior school educators coordinating the mandatory CSL curriculum under the Kenya Institute of Curriculum Development (KICD) 2025 Competency-Based Curriculum framework. This instructional plan outlines a practical project-based methodology, serving as an essential roadmap for lesson delivery, community needs assessment, enterprise plan formulation, resource mobilization, and learner portfolio assessment during the third term.

  The term's curriculum focuses entirely on Strand 1.0, "Social Entrepreneurship," divided into four practical sub-strands: Sub-Strand 1.1 ("Introduction to Social Entrepreneurship"), Sub-Strand 1.2 ("Opportunity Identification"), Sub-Strand 1.3 ("Social Enterprise Planning"), and Sub-Strand 1.4 ("Resource Mobilisation"). Learners explore the concept and 4 Ps of social enterprises (people, profit, practice, planet), distinguishing social mission-driven models from traditional commercial businesses and mapping the enterprise development cycle. Through hands-on community engagement, learners assess school community needs, brainstorm creative solutions, prioritize opportunities, and select the single most viable social enterprise idea using cost, social impact, and sustainability criteria. The scheme then guides learners through populating standard planning templates, conducting competitor analysis, securing stakeholder buy-in, constructing low-cost budgets, acquiring resources through non-monetary improvisation, and creating organized asset inventory logbooks.

  Key Scheme Details

  • Education Level: Grade 10 (Senior School)
  • Subject: Community Service Learning (CSL)
  • Term: Term 3
  • Year: 2026
  • Curriculum: KICD Competency-Based Curriculum (CBC) 2025 Framework
  • Number of Weeks Covered: 9 Calendar Weeks
  • Number of Teaching Weeks: 8 Weeks
  • Number of Lessons per Week: 2 Lessons
  • Total Number of Lessons: 16 Lessons
  • Half-Term/Mid-Term Break: Week 7 (7 October 2026 – 11 October 2026)
  • Examination/Assessment Period: Week 9
  • Strand Covered: Social Entrepreneurship
  • Sub-Strands Covered: Introduction to Social Entrepreneurship, Opportunity Identification, Social Enterprise Planning, Resource Mobilisation, Enterprise Evaluation and Portfolios
  • Assessment Methods: Oral questioning, observation checklists, written tests, group presentations, project work rubrics, peer assessment, portfolio entry grading, evaluation matrix scoring, inventory logbook checks
  • Learning Resources: Grade 10 CSL Curriculum Design, approved CSL textbooks, digital devices, video clips of social enterprises, sample flyers/brochures, field notebooks, observation toolkits, evaluation matrices, social enterprise plan templates, competitor analysis forms, budget sheets, locally available recycled materials, inventory logbooks

  Weekly Coverage

  • Week 1: Introduction to Social Entrepreneurship & Enterprise Types — Concept and 4 Ps (people, profit, practice, planet) of social enterprises, guest speaker/video case studies, and distinguishing social enterprises from commercial profit-driven businesses.
  • Week 2: Enterprise Development Process & Community Sensitisation — Four stages of the social enterprise development cycle, drawing flowcharts, and designing awareness posters/flyers/digital slides to sensitise the school community.
  • Week 3: Assessing Community Needs & Generating Enterprise Ideas — Exploring the school community to observe social/environmental gaps, compiling observation logs, and brainstorming creative enterprise solutions in team flipcharts.
  • Week 4: Prioritising Ideas & Selecting Viable Enterprise — Evaluating generated ideas against community urgency, ranking concepts, critiquing options using evaluation matrices (cost, impact, sustainability), and selecting the winning idea through voting/consensus.
  • Week 5: Components of a Plan & Developing the Draft Plan — Analyzing sections of a social enterprise plan template, populating draft plans in teams (defining products/services, activities, impact, duties), and assigning member roles.
  • Week 6: Competitor Mapping & Stakeholder Buy-in — Mapping existing competitors/alternative services, refining unique value additions, presenting draft plans to school administration/peers, and incorporating stakeholder feedback.
  • Week 7: Mid-Term Break — Scheduled mid-term break from 7 October 2026 to 11 October 2026.
  • Week 8: Resource Mobilisation Concepts & Low-Cost Budgeting — Internal and external resource mobilization strategies (financial, physical, human, material), listing enterprise inputs, market price research, and constructing a realistic low-cost budget.
  • Week 9: Improvisation, Stakeholder Mapping, Inventory & Portfolios — Formulating acquisition plans, collecting and improvising locally available recycled materials, stakeholder mapping for non-monetary support, compiling inventory logbooks, and finalizing project portfolios.

  Strands and Sub-Strands Covered

  • Strand 1.0: Social Entrepreneurship
    • Sub-Strand 1.1: Introduction to Social Entrepreneurship
      • The 4 Ps framework: People (welfare), Profit (sustainability), Practice (ethics), Planet (environment)
      • Distinction between commercial profit maximization and social impact missions
      • Four stages of enterprise development: opportunity identification, planning, resource mobilization, implementation
      • Community sensitization campaigns using posters, flyers, brochures, and digital presentations
    • Sub-Strand 1.2: Opportunity Identification
      • School and local community gap identification through systematic observation
      • Team brainstorming and generating social enterprise solutions for identified needs
      • Evaluation matrix criteria: low capital cost, high social impact, long-term community sustainability
      • Structured decision-making, consensus building, and idea selection
    • Sub-Strand 1.3: Social Enterprise Planning
      • Core sections of an enterprise plan: purpose, target impact, activities, duty allocations, input schedules
      • Competitor and alternative service mapping to establish unique value propositions
      • Stakeholder engagement, school administration presentations, and incorporating feedback
    • Sub-Strand 1.4: Resource Mobilisation
      • Categorization of enterprise assets: physical, financial, human, and material resources
      • Market price estimation and low-cost budget preparation
      • Non-monetary acquisition methods: donations, partnerships, fundraising, and cost-sharing
      • Resource improvisation using locally available recycled materials and compiling inventory logs

  The scheme covers the following key topics and learning areas:

  • Social Innovation and Community Gap Assessment
    • Applying the 4 Ps matrix to community problem solving
    • Observational research methods: field notebooks, gap logging, and needs prioritization
    • Distinguishing non-profit social models, hybrid enterprises, and commercial businesses
  • Business Planning and Stakeholder Engagement
    • Drafting comprehensive social enterprise proposals using standardized templates
    • Competitor analysis, threat identification, and unique value addition strategies
    • Formal pitching, soliciting administration buy-in, and feedback integration
  • Financial Management, Improvisation, and Asset Control
    • Construction of low-cost project budgets based on real market estimates
    • Creative material improvisation utilizing locally recycled waste materials
    • Asset stewardship: inventory logbook compilation, resource tracking, and accountable usage

  Learning Outcomes and Competencies

  This scheme fosters civic responsibility, social entrepreneurship, creative problem-solving, and practical project management capabilities. Learners develop observational skills through community gap identification, analytical reasoning through viability matrix evaluations, and financial literacy through low-cost budgeting. Practical activities build teamwork, leadership, resourcefulness through material improvisation, and communication skills through stakeholder pitches. Furthermore, the curriculum cultivates environmental stewardship, accountability through inventory management, and self-efficacy required for active community leadership.

  Learning Experiences and Practical Activities

  Learners engage in active team-based learning experiences, including think-pair-share discussions, viewing video case studies of successful social enterprises, and drawing development cycle flowcharts. Practical activities involve exploring the school grounds with field notebooks to document unaddressed social/environmental gaps, brainstorming enterprise solutions on flipcharts, and scoring enterprise ideas using evaluation matrices. Learners populate social enterprise plan templates, map local competitors, present project pitches to school administrators to secure buy-in, conduct local market price research, build low-cost budgets, collect recycled waste materials for resource improvisation, map external stakeholders, and compile asset inventory logbooks.

  Assessment Methods

  • Formative and Field Assessment: Continuous oral questioning, teacher observation during field walks, peer checks during think-pair-share tasks, and checklist checks during gap identification.
  • Project and Practical Assessment: Scoring rubrics for promotional flyer design, evaluation matrix scorecards, project plan proposal reviews, presentation rubrics for stakeholder pitches, and inventory logbook inspection.
  • Summative Assessment: Written sub-strand tests, budget calculation checks, group project presentation scoring, comprehensive CSL portfolio review, and peer evaluations.

  Learning Resources

  • Curriculum and Reference Textbooks: Grade 10 Community Service Learning Curriculum Design (KICD 2025), approved CSL textbooks, case study printouts, and price lists.
  • Research and Field Equipment: Field notebooks, observation toolkits, flipcharts, Manila paper, markers, evaluation matrices, social enterprise plan templates, and competitor analysis forms.
  • Improvisation and Storage Materials: Locally available recycled waste materials, cardboard, plastic containers, inventory logbooks, and storage boxes.
  • Digital Tools and Visual Media: Smartphones, tablets, digital design software, video clips of social enterprises, and presentation slides.
• Category:

  Schemes of Work
• Level:

  Grade 10
• Subject:

  COMMUNITY SERVICE LEARNING
• Posted By:

  Caleb_Peter

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