2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 1 English Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 English Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 English Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 English Activities in Term 1.

Class / Grade: Grade 1
Learning Area: English Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 1 English Activities Term 1 Scheme of Work Table

Week-by-week lesson 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)

Curriculum Design & Content

Grade 1 English Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 1 English Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 LISTENING AND SPEAKING

5 Sub-strands5 Lessons in Term 1

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.

1 Suggested LessonsTerm 1

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.?

Learning 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 textbooks, realia, counters, flashcards, charts & 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

1 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & 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

1 Suggested LessonsTerm 1

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)?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 1.4 Language structures and functions

1 Suggested LessonsTerm 1

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)

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Language structures and functions

1 Suggested LessonsTerm 1

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.?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Listening and Speaking

2 Sub-strands2 Lessons in Term 1

2.1 Language Structures and functions

1 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Language structures and functions

1 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 1 English Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 English Activities showing the term-by-term distribution of all 5 strands.

Term 1Current

1.0 LISTENING AND SPEAKING
Listening and Speaking

Term 2View Term 2 →

2.0 READING
Reading
3.0 WRITING

Term 3View Term 3 →

3.0 WRITING

Other Grade 1 Schemes of Work for Term 1

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

Kiswahili Activities (Term 1)Literacy Activities (Term 1)Mathematics Activities (Term 1)Environmental Activities (Term 1)Hygiene and Nutrition Activities (Term 1)Christian Religious Education (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

Explore Schemes for Other CBC Grades

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

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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: Grade 1 English Activities Term 1

What strands and sub-strands are covered in Grade 1 English Activities Term 1?

In Term 1, Grade 1 English Activities covers the following main strands: 1.0 LISTENING AND SPEAKING, Listening and Speaking. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 1 English Activities in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 1 English Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.