2026 KICD CBC Curriculum Design5 Strands · 20 Sub-strands20 Suggested Lessons

Grade 1 English Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 English Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 English Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 English Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 5 Strands
Annual Lessons: 20 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 English Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING AND SPEAKING	1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation., b) respond to simple specific one- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?	- share about gestures learnt and what they mean, and report back what they found out - about somebody language like facial expressions used in the community.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING AND SPEAKING	1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the	By the end of the sub strand, the learner should be able to; a) discriminate the sounds in	1. Name any word that has the sound? 2. What sound do you hear at the beginning/middle/en d of this word?	- In groups, learners identify words which have the taught sounds. - Learners pronounce the sounds by taking turns as modeled by the teacher or audio record. - Learners construct simple sentences using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 English Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 English Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 LISTENING AND SPEAKING

5 Sub-strands5 Lessons

1.1 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively. It will progressively improve their competencies in all language areas. Learners with low attention spans, should be observed closely and deliberate efforts made to have them engaged in ongoing activities.

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

listen attentively during a conversation.,
respond to simple specific one- directional instructions in oral communication,
appreciate the importance of listening attentively for effective communication.

Key Inquiry Questions (KIQs)

Learner is shown demonstrations and pictures/ photos or models on correct sitting postures Learners practise correct sitting posture. Learners practise good eye contact and appropriate facial expressions in small groups and pairs Learners respond through actions, like identifying objects by pointing, orally and in writing. Learners give simple commands and obey by acting or miming Learners demonstrate simple rules of turn taking by being quiet when others are talking.?

Suggested Experiences

share about gestures learnt and what they mean, and report back what they found out
about somebody language like facial expressions used in the community.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 1.2 Pronunciation and Vocabulary The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

discriminate the sounds in

Key Inquiry Questions (KIQs)

Name any word that has the sound?
What sound do you hear at the beginning/middle/en d of this word?

Suggested Experiences

In groups, learners identify words which have the taught sounds.
Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
Learners construct simple sentences using

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 1.3 Language structures and Functions Language structures and functions are embedded in themes to provide realistic contexts for the development of the learner's competence. The thematic concerns

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Welcome and
Greetings
(6 Lessons)

Key Inquiry Questions (KIQs)

Learners introduce themselves politely and ask others their names using the verb 'to be', after teacher models. – I am Mota, My name is Mota, Who are you?
What is your name?
Learners describe themselves using short sentences with the verb 'to be' I am a boy, I am a girl Learners describe people using the verb 'to be' (for example Mary is a girl)?

Suggested Experiences

By the end of the sub strand, the
learner should be able to:
a) use the various realisations of
the verb 'to be' to introduce
oneself or others, to talk
about objects and to show
politeness in day to day
communication.
b) recognise the present tense
forms of the verb 'to be' in
sentences.
c) appreciate the various forms
of the verb 'to be' in their day
to day communication.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 1.4 Language structures and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

School
Subject-verb
agreement
(am, is , are)
(6 Lessons)

Suggested Experiences

By the end of the sub strand, the
learner should be able to:
a) construct simple sentences
about objects in the
classroom, with correct
subject-verb agreement for
effective communication.
b) recognise correct use of
subject-verb agreement to in
statements and questions.
c) appreciate the importance of
subject verb agreement for
fluency.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Language structures and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Family
Personal
pronouns; I, you,
(6 Lessons)
Home
Singular/plural
(addition of 's'
only)
Time
Present Simple
tense
Weather and Our
Environment
Present continuous
Hygiene
Simple past
Myself/ Parts of
the body
Demonstratives for
singular and plurals
Noun Sets

Key Inquiry Questions (KIQs)

Learners are guided to take part in a demonstration in relation to gender, number and objects. Learners construct sentences using personal pronouns individually, in pairs or in small groups Learners use pronouns in simple sentence constructions where appropriate Learners discuss people and things in their home and school using personal pronouns Learners enact dialogues using personal pronouns Learners listen to a text containing personal pronouns.?
Learners identify objects in the classroom Learners practice simple question and answer dialogues using constructions with 'how many' to talk about the objects identified. In pairs and groups, learners group items in their school and home in columns of one and many Learners sing a song on 'one' and 'many' items Learners listen to a text containing singular and plural nouns.?
Learners demonstrate actions of language activities in class Learners are guided to construct sentences about ongoing demonstrations Learners respond to simple questions using the present continuous tense Learners should ask and answer questions in pairs/groups about what is happening Repeat sentence structures containing simple present continuous tense from a story, poem or conversation they have listened to.?
Learners respond to simple questions on activities in the past. Learners engage in games, changing verbs from present simple to past simple tense ,in small groups Learners group verbs/take part in fishing game on verbs in the simple past tense Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile Repeat sentence structures containing?
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of?
Learners talk about male and female members of the family to illustrate the concept of gender sets Learners name the members of a nuclear family based on a picture/video clip/ photo. In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother.?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) use personal pronouns in
relation to gender,
number and objects
appropriately in
dialogues,
b) pick out personal
pronouns in oral
conversations about
members of the family,
c) appreciate the use of
personal pronouns in
effective communication.
male and female in the community.
By the end of the sub strand, the
learner should be able to:
a) use singular and plural forms
of nouns to talk about objects
at home
b) ask questions about numbers
using "how many?"
c) distinguish between singular
and plural nouns correctly to
demonstrate an understanding
of the concept of number
d) appreciate the importance of
using singular and plural
nouns for effective oral
communication.
a) use present simple tense
forms to talk about the
time of the day (
morning, mid-day,
evening )
b) apply simple present
tense to sequence routine
or daily activities in oral
language to talk about
routine activities
a) use the present continuous
tense to describe on-going
activities related to the
weather and the
environment
b) talk about on-going actions
for effective oral
c) respond to questions using
the present continuous tense
d) appreciate communicating
ideas using the present
continuous tense in oral
communication
By the end of the sub
strand, the learner should
be able to:
a) talk about personal
hygiene activities using
simple past tense
b) use simple past tense to
report on simple
activities they carried
out in the past
c) appreciate/enjoy
communicating ideas
a) use demonstratives to
talk about body parts and
gender,
b) identify singular and
plural nouns,
a) recognise the sets of nouns
denoting male and female
within the family setting
b) use the sets of nouns
within the family to
communicate effectively
c) appreciate the gender sets in
communicating effectively
about family members

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Listening and Speaking

2 Sub-strands2 Lessons

2.1 Language Structures and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Safety
Simple pre-positions
(in, on, under,
between, behind, in
front, inside, outside)
(6 Lessons)
Community
leaders
Articles ; a, an, the
Living Together
Use of possessives; my,
our, her, his, their, its
Technology (Mobile
Phone)
WH questions
What, where, who
Numbers and
Our Classroom
Describing
words (size,
colour, number
values in tens,
cardinal numbers
from 1- 99)

Key Inquiry Questions (KIQs)

Learners describe various positions of realia as displayed in the classroom. Learners engage in hide and find game in small groups to locate various objects/play a digital game. Learners construct sentences based on the objects used in the hide and find game. Learners discuss where objects are?
Learners role play ownership of items/objects In groups, learners use phrases to illustrate ownership Learners identify objects in the classroom and attach appropriate possessives to them In pairs, learners use interrogatives whose responses will be possessives like (my pen, his book)?
to ninety nine to describe objects?
Learners colour different drawings of objects appropriately Repeat sentence structures containing describing words from a story, poem or conversation they have listened to?

Suggested Experiences

By the end of the sub
strand, the learner should
be able to:
a) use prepositions to
talk about personal
safety, security and
simple injuries
b) recognise the location
given by prepositions
in oral construction of
By the end of the sub strand,
the learner should be able to:
a) use the articles 'a', 'an'
and 'the' to talk about
community leaders,
b) identify objects and
attach articles to them in
conversations,
c) appreciate the use of
articles in effective
communication.
a) use possessives to talk
about social cohesion in
various contexts.
b) recognise possessives
in oral communication,
possessiveness to show
ownership in speech.
strand, the learner
should be able to:
a) ask questions about
technology phone
using 'what', 'who'
and 'where'
b) use what, who and
where to denote
person, object, and
place
c) appreciate the use
of what, who and
where to seek
information
a) use describing
words to talk about
cardinal numbers,
shapes and colours,
b) describe the shapes,
sizes of objects in
the classroom using
adjectives,
colour, size and
number to describe
nouns

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Language structures and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Do Not Waste
Imperatives
(6 Lessons)

Key Inquiry Questions (KIQs)

Learners listen to a short dialogue containing imperatives Learners respond to simple imperatives Learners practice the use of familiar imperatives in role play (parent-child) Learners identify imperatives around the?

Suggested Experiences

By the end of the sub strand, the
learner should be able to:
a) use imperatives for receiving and
giving instructions/ commands
against wastage
b) respond to specific instructions for
effective oral communication
c) recognise imperatives in day today
communication
d) appreciate the use of imperatives

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

2.0 READING

5 Sub-strands5 Lessons

3.1 2.1 Pre Reading This should blend in as part of every component of reading to ensure that learners acquire the habit of sitting and placing their materials appropriately as they read. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their competencies have improved. Variations to this suggestion should be made by continuously alerting those struggling with sitting and positioning reading materials appropriately while reading.

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

demonstrate appropriate posture in preparation for reading.
identify small and capital letters of the alphabet for reading preparedness.
appreciate the importance of positioning materials appropriately for reading.

Key Inquiry Questions (KIQs)

Learners demonstrate and practice the correct body posture while reading Learners place book in the correct book position and practice turning the pages of a book Turn over the pages of a book from left to right for easy reading Learners track print through finger pointing as the teacher reads Differentiate shapes, colours and sizes of objects Track print through finger pointing for easy identification of letters and focus eyes on a line or word?

Suggested Experiences

sitting and positioning of reading materials and helping them.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 2.2 Phonics Letter sound knowledge: Phonic Reading at letter sound level Expose learners to two to three sound -to- letter matches per week. Variations to this suggestion should be made by increasing the number of sounds in instances where learners can comfortably make more letter-sound matches to take care of differentiated curriculum and learning. For those struggling with some letter-sound matches, opportunities for more practice should be created. A, a; M, m; T, t;E, e; S, s; L, l; I, i; P, p; J, j; ck; a_e; i_e; o_e; u_e; K, k;_ ge; _ ce; sh; ch; Y, y;V, v;e, ee (me, been); wh; ee, ea ; ay, ai; oo; Z, z; -ge (age); -ce (rice); ss,

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

match familiar letter shapes to letter sounds for reading preparedness in English,
match unfamiliar letters to shapes to letter sounds for reading preparedness in English including digraphs ,
match common consonant blends/clusters to their sounds for reading preparedness,
appreciate the difference between letters and sounds in the first language and English, for reading preparedness.

Key Inquiry Questions (KIQs)

Can you match letters of the alphabet and their sounds?

Suggested Experiences

Learners recognise letters of the alphabet as the teacher models.
Learners recognise and name letters and their sounds by reading from flash cards in printed or digital format.
Learners engage in sound matching activities using pocket charts, digital flash cards, charts and flash cards on a word tree.
Learners singing rhyming songs and reciting rhymes related to phonics
Learners could play a fishing game by identifying specific sounds.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 2.3 Word Reading Learners practise to two to three words per week starting with words with letter-sound corrrespondence and are gradually introduced to words without letter-sound correspondence. Variations to this suggestion should be made by increasing the number of words in instances where learners can comfortably read most words to take care of differentiated curriculum and learning. For those struggling with certain words, opportunities for more practice should be created.

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

read short words with letter -sound correspondence in preparation for phrasal reading,
read short words without letter- sound correspondence using word attack skills in preparation for phrasal reading,
read grade level vocabulary orally, from print and digital formats for enjoyment .

Suggested Experiences

Join sounds to read short words with letter sound correspondence, in pairs then individually
Sound out words with letter sound correspondence (phonically regular) for reading
Learners watch audio/visual recording of words without letter sound correspondence and use look and say, exposure and other word attack skills to read these words
Sound out words without letter sound correspondence (sight words), as modelled
Learners recognise and read aloud familiar words in groups, pairs and individually.
Read from word cards and match to pictures
Learners play word bingo
Learners play word ladder game by putting words on top of one another as they pronounce.
Learners could read words without letter sound correspondence from either print or digital format (multimedia) for enjoyment.
Learners sing songs and recite rhymes related to phonics
Learners are guided to engage in meaningful word building activities using pocket charts, digital flash cards, charts, flash cards on a word tree.
Learners play language games aimed at improving their reading for example, fishing game by identifying specific spoken words and other games related to rhymes.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 2.4 Connected text and fluency Learners read texts of 30 words gradually progressing to phrasal reading and fluency. Variations to this suggestion should be made by giving longer texts with more phrases in cases where learners easily read decodable and non-decodable words. This is intended to take care of differentiated curriculum and learning. For those struggling with non-

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

read a text of about thirty (30) words containing decodable and non- decodable words, in phrases, in preparation for fluent reading,
observe basic punctuation marks (comma, full stop and question marks as they read

Key Inquiry Questions (KIQs)

What do you do when you cannot read some words in a sentence?
What do you do when reading a long word?

Suggested Experiences

In groups, learners practice reading aloud while observing punctuation as modelled by the teacher and independently.
In pairs, learners practice reading decodable and non- decodable words in isolation.
In small groups, learners practice reading unfamiliar sentences containing decodable and non-decodable words.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.5 Sub strand

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Outcomes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

Reading

1 Sub-strand1 Lessons

4.1 2.5 Comprehension Learners read texts of about 60 words starting by making simple predictions and responding to simple questions that do not require inference. The stories increase in length at intervals of two weeks so that learners respond to more questions. Variations to this suggestion should be made by giving longer texts with more challenging questions in cases where learners easily answer direct questions. This is intended to take care of differentiated curriculum and learning. For those struggling with making predictions and making inferences, shorter stories with more direct questions could be given to support them .

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

read the title to make predictions about a story,
respond to a text of about 60 words to show comprehension,
respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension,
appreciate reading pictures and texts for enjoyment and information.

Key Inquiry Questions (KIQs)

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. In groups, learners discuss the title and pictures of comprehension, make predictions of what will happen from what they can see. Learners read simple sentences aloud in groups, pairs, and individually. Learners read or listen to a text then answer questions. Learners read a text or view pictures for enjoyment and information.?

Suggested Experiences

ideas from information texts

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

3.0 WRITING

7 Sub-strands7 Lessons

5.1 3.1 Pre-Writing This should blend in as part of every component of writing to ensure that learners acquire the habit of sitting and placing their materials appropriately as they write. Empasis on sitting posture, placing books in the correct position can be gradually reduced as learners demonstrate that their

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

demonstrate appropriate posture in preparation for writing with ease,
exhibit appropriate eye hand coordination in preparation for writing,
appreciate the

Key Inquiry Questions (KIQs)

How do you sit when writing?
How do you place your books?
Which materials do you use for writing?

Suggested Experiences

Learners demonstrate appropriate sitting position in small groups and in pairs
Learners are guided to sit appropriately, in preparation for writing .
Learners are shown the appropriate writing materials.
Learners are shown how to position the exercise book correctly.
Learners are shown how to hold pencils/ colouring materials correctly
Learners practice writing from the left to the right.
Learners colour and draw different shapes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 Sub strand

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Outcomes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 3.2 Handwriting Learners practise handwriting every week starting from forming letters and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more letter patterns and short words for learners who have demonstrated the competence in writing legibly, from left to right. The progression to writing longer words and phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility.

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

form letters correctly in terms of shape and size for effective communication,
draw letter patterns correctly for neat handwriting,
write from left to right to communicate effectively.

Key Inquiry Questions (KIQs)

Learners copy letter patterns. Learners practice correct letter formation from models in on the board, chart, pattern books. Learners draw and label objects. Learners practise writing letters and words from left to right. Learners join dots to complete patterns/ letters?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.4 3.3 Spelling Learners practise spelling simple words every week, then progressively legibility and clarity in writing. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling longer words and short phrases should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more time could be spent encouraging them to improve clarity and legibility even as they strive to spell

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

spell words based on sounds they have learnt for effective writing,
write words appropriately for legibility,
appreciate writing words clearly, legibly and correctly.

Key Inquiry Questions (KIQs)

How do we spell the name of this object?
Which letters make the following words…?
What is the spelling of these words: 1), ---?
---?
Which letter is missing to complete the following word: m-t?

Suggested Experiences

Learners listen and write the words read aloud by the teacher
Learners spell the words they have written
Learners make three-letter words from jumbled letters to demonstrate creativity
Learners identify letters that make up the word for effective spelling
Learners name the letters that make the word.
Learners copy words legibly and correctly.
Learners use a jig zaw puzzle locally assembled by the teacher to make words.
Learners form words using letters in their names individually, then in pairs and groups, generate as many words as they can from a set of their names.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.5 3.4 Punctuation Learners start by using capital letters for proper nouns and progressively use full stops in writing correct sentences. Variations to this suggestion should initially be made by increasing the proper nouns in

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

use capital and small letters for correctly for names and proper

Key Inquiry Questions (KIQs)

What is the name of this letter?
What is the first letter of your name?
When do we use capital letters?

Suggested Experiences

Learners should be shown the capital and the small letters.
Learners should be shown how to use the capital and the small letter correctly.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.6 Sub strand

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Outcomes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.7 3.5 Guided Writing Learners practise writing words every week, gradually becoming less dependent on prompts as they complete blank filling exercises. They also use the correct form of words. Variations to this suggestion should be made by withdrawing picture prompts early, and increasing the blanks to be filled using various forms of words a sentence. The progression to writing short phrases should also be accelarated in instances where learners can comfortably complete sentences without prompts. This is intended to take care of differentiated curriculum and learning. For those struggling form and meaning of words , opportunities for more practise with various prompts should be availed.

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

write words from a picture prompt for effective communication,
recognise the correct form and meaning of the words to be used in filling in gaps,
appreciate the importance of writing correct words to express meaning.

Key Inquiry Questions (KIQs)

Learners observe and respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words.?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 English Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 English Activities.

Term 1 Scheme13 Weeks

1.0 LISTENING AND SPEAKING
Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

2.0 READING
Reading
3.0 WRITING

View Term 2

Term 3 Scheme9 Weeks

3.0 WRITING

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub Literacy Activities Hub Mathematics Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 English Activities?

The official KICD strands for Grade 1 English Activities are: 1.0 LISTENING AND SPEAKING, Listening and Speaking, 2.0 READING, Reading, 3.0 WRITING. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 English Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 English Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 English Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.