2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons4 Strands in Term 1

Grade 1 Kiswahili 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 Kiswahili Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 1 Kiswahili 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 Kiswahili Activities in Term 1.

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

Full Term Timetable

Grade 1 Kiswahili Activities Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kutambua maneno yatumiwayo katika maamkuzi	1. Tunatumia maneno gani katika salamu?	- Mwanafunzi aigize maamkuzi kama vile hujambo? Sijambo; Hamjambo? Hatujambo darasani - Mwanafunzi ajadili mchoro wa watu wawili wakisalimiana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kuamkua na kuitikia maamkuzi ili kujenga stadi ya kuzungumza	1. Tunatakiwa kusalimiana vipi?	- Wanafunzi wasalimiana na kisha washirikishwe katika mjadala kuhusu maamkuzi - Wanafunzi waweza kuwekwa katika vikundi ili wajadili kuhusu umuhimu wa maamkuzi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kutambua umuhimu wa salamu katika mawasiliano b) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi wawili waweza kushirikishwa katika kuigiza maamkuzi mepesi - Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Karibu Darasani	Kusikiliza na Kuzungumza: Maamkuzi	By the end of the sub strand, the learner should be able to; a) kufurahia kushiriki katika maamkuzi.	1. Kwa nini tunasalimiana?	- Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kutambua maagizo mepesi yanapotolewa darasani b) kutoa na kufuata maagizo mepesi yanayotumiwa darasani	1. Umewahi kuambiwa ufanye jambo lolote? 2. Ni nani anayetakiwa kutoa maagizo?	- Mwanafunzi ashiriki katika kutoa na kufuata maagizo kama vile simama, keti, andika na chora - Mwanafunzi aweza kuonyeshwa video ya jinsi ya kutoa na kufuata maagizo - Mwanafunzi ashiriki katika mjadala wa maagizo yafaayo na yasiyofaa kufuatwa	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kubainisha maagizo yanayopaswa kufuatwa katika mazingira yake b) kuthamini umuhimu wa maagizo katika maisha ya kila siku.	1. Ni maagizo yepi yanayotakiwa kufuatwa na yasiyotakiwa kufuatwa? 2. Kufuata maagizo kuna umuhimu gani?	- Mwanafunzi afafanue umuhimu wa maagizo - Mwanafunzi aweza kushirikishwa katika masimulizi ya matokeo ya kufuata na kutofuata maagizo - Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa maagizo katika maisha ya kila siku.	1. Kufuata maagizo kuna umuhimu gani?	- Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa maagizo katika maisha ya kila siku.	1. Kufuata maagizo kuna umuhimu gani?	- Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa maagizo katika maisha ya kila siku.	1. Kufuata maagizo kuna umuhimu gani?	- Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Karibu Darasani	Kusikiliza na Kuzungumza: Maagizo	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa maagizo katika maisha ya kila siku.	1. Kufuata maagizo kuna umuhimu gani?	- Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mimi na Wenzangu	Kusikiliza na Kuzungumza: Maelezo	By the end of the sub strand, the learner should be able to; a) kutambua wenzake darasani kwa majina, jinsia, miaka na gredi ili kuweza kuwaelezea b) kujieleza kwa kurejelea jina, jinsia, miaka na gredi kwa ufasaha katika mawasiliano ya kila siku	1. Wewe ni nani?	- Mwanafunzi asikilize maelezo ya wengine. - Mwanafunzi aweza kusikiliza maelezo ya wenzake yaliyorekodiwa kwenye simu, kinasa sauti, kipatakalishi n.k.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

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

Strand 1.0

Karibu Darasani

2 Sub-strands5 Lessons in Term 1

1.1 Kusikiliza na Kuzungumza: Maamkuzi

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua maneno yatumiwayo katika maamkuzi
kuamkua na kuitikia maamkuzi ili kujenga stadi ya kuzungumza
kutambua umuhimu wa salamu katika mawasiliano
kufurahia kushiriki katika maamkuzi.

Key Inquiry Questions (KIQs)

Tunatumia maneno gani katika salamu?
Tunatakiwa kusalimiana vipi?
Kwa nini tunasalimiana?

Learning Experiences

Mwanafunzi aigize maamkuzi kama vile hujambo? Sijambo; Hamjambo? Hatujambo darasani
Mwanafunzi ajadili mchoro wa watu wawili wakisalimiana
Wanafunzi wasalimiana na kisha washirikishwe katika mjadala kuhusu maamkuzi
Wanafunzi waweza kuwekwa katika vikundi ili wajadili kuhusu umuhimu wa maamkuzi
Wanafunzi wawili waweza kushirikishwa katika kuigiza maamkuzi mepesi
Wanafunzi waweza kuigiza maamkuzi darasani wakiwa wawili wawili

Teaching Resources

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

1.2 Kusikiliza na Kuzungumza: Maagizo

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua maagizo mepesi yanapotolewa darasani
kutoa na kufuata maagizo mepesi yanayotumiwa darasani
kubainisha maagizo yanayopaswa kufuatwa katika mazingira yake
kuthamini umuhimu wa maagizo katika maisha ya kila siku.

Key Inquiry Questions (KIQs)

Umewahi kuambiwa ufanye jambo lolote?
Ni nani anayetakiwa kutoa maagizo?
Ni maagizo yepi yanayotakiwa kufuatwa na yasiyotakiwa kufuatwa?
Kufuata maagizo kuna umuhimu gani?

Learning Experiences

Mwanafunzi ashiriki katika kutoa na kufuata maagizo kama vile simama, keti, andika na chora
Mwanafunzi aweza kuonyeshwa video ya jinsi ya kutoa na kufuata maagizo
Mwanafunzi ashiriki katika mjadala wa maagizo yafaayo na yasiyofaa kufuatwa
Mwanafunzi afafanue umuhimu wa maagizo
Mwanafunzi aweza kushirikishwa katika masimulizi ya matokeo ya kufuata na kutofuata maagizo
Mwanafunzi aweza kushirikishwa katika kuimba nyimbo na kukariri mashairi yanayohusu maagizo

Teaching Resources

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

Strand 2.0

Mimi na Wenzangu

3 Sub-strands8 Lessons in Term 1

2.1 Kusikiliza na Kuzungumza: Maelezo

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua wenzake darasani kwa majina, jinsia, miaka na gredi ili kuweza kuwaelezea
kujieleza kwa kurejelea jina, jinsia, miaka na gredi kwa ufasaha katika mawasiliano ya kila siku
kutoa muhtasari wa maelezo aliyoyasikia katika mazingira yake
kudhihirisha umakinifu wa kusikiliza katika mazingira yake
kuchangamkia maelezo yake na ya wenzake katika kuimarisha mawasiliano
kujivunia nafsi yake na wenzake katika miktadha mbalimbali.

Key Inquiry Questions (KIQs)

Wewe ni nani?
Mwenzako ni nani?
Unapenda kufanya nini?

Learning Experiences

Mwanafunzi asikilize maelezo ya wengine.
Mwanafunzi aweza kusikiliza maelezo ya wenzake yaliyorekodiwa kwenye simu, kinasa sauti, kipatakalishi n.k.
Wanafunzi watoleane maelezo kuwahusu katika vikundi.
Wanafunzi wakiwa wawili wawili waulizane. maswali na kujibizana k.m. Unaitwaje?
Mwanafunzi atoe maelezo yake akizingatia jina, jinsia, umri na gredi mbele ya darasa.
Mwanafunzi aeleze maana ya msamiati unaotumiwa kujieleza k.v. umri, miaka,msichana, mvulana, gredi na rafiki.
Mwanafunzi atunge sentensi kwa kutumia maneno yanayotumiwa kujieleza na kueleza wenzake.
Wanafunzi waweza kujadiliana kuhusu maana na matumizi ya msamiati unaotumiwa k.m. umri, miaka, msichana, mvulana, gredi na rafiki katika vikundi.

Teaching Resources

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

2.2 Kusikiliza na Kuzungumza: Masimulizi

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kusimulia hadithi aliyosikiliza darasani ili kujenga stadi ya kusikiliza
kufahamu hadithi aliyosimuliwa ili kupata ujumbe
kuonyesha umakinifu wa kusikiliza katika miktadha mbalimbali
kuchangamkia hadithi simulizi maishani.

Key Inquiry Questions (KIQs)

Umewahi kusimuliwa kisa kipi?
Unatarajiwa kufanya nini unaposimuliwa masimulizi?
Unakumbuka nini katika masimulizi uliyosimuliwa?

Learning Experiences

Mwanafunzi aweze kuwa makini anaposimuliwa masimulizi.
Mwanafunzi asikilize masimulizi kupitia vifaa vya kiteknolojia k.m. simu, kinasa sauti, kipatakalishi n.k.
Mwanafunzi aweza kusikiliza mgeni mwalikwa akisimulia masimulizi.
Wanafunzi waweza kuwekwa katika vikundi na kutoleana muhtasari wa masimulizi yaliyosimulia.
Mwanafunzi aulize na kujibu maswali kutokana na masimulizi.

Teaching Resources

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

2.3 Kusoma: Hadithi

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua msamiati uliyotumika katika hadithi ili kuweza kuutumia katika mawasiliano
kusikiliza hadithi zikisomwa ili kujenga usikivu

Key Inquiry Questions (KIQs)

Je, ni hadithi kusomewa?
Unatarajiwa kufanya nini unaposomewa hadithi?
Unakumbuka nini?

Learning Experiences

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.
Mwanafunzi atabiri kitakachotokea kwenye hadithi.
Mwanafunzi athibitishe utabiri wake baada ya kusomewa hadithi.
Mwanafunzi aeleze matumizi ya msamiati uliotumika kwenye hadithi.

Teaching Resources

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

Strand 3.0

Tarakimu

1 Sub-strand3 Lessons in Term 1

3.1 Kusikiliza na Kuzungumza:Msamiati

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua nambari moja hadi kumi (1-10) katika mazingira yake
kuhesabu nambari 1-10 kwa mfuatano ili kujenga stadi ya kuzungumza
kutaja majina ya nambari moja hadi kumi kwa mfululizo ili kujenga stadi ya kuzungumza
kutumia majina ya nambari moja hadi kumi kutunga sentensi ili kujenga stadi ya kuzungumza
kuthamini matumizi ya nambari katika maisha ya kila siku.

Key Inquiry Questions (KIQs)

Unajua kuhesabu nambari ngapi?
Hesabu moja hadi kumi.?
Unaweza kutumia majina yapi ya nambari moja hadi kumi katika sentensi?
Ni nini umuhimu wa nambari maishani?

Learning Experiences

Mwanafunzi anaweza kupewa kadi za nambari azitaje kwa maneno.
Mwanafunzi aweza kukariri mashairi kuhusu nambari hadi kumi.
Mwanafunzi aweza kushirikishwa kuimba nyimbo za tarakimu.
Wanafunzi waambatanishe nambari na maneno kwa kuonyeshwa nambari na kutaja jina la nambari husika.
Wanafunzi wahesabu vidole kwa Kiswahili wakiwa wawili wawili k.m. mmoja anachukua kidole kimoja na mwingine anataja jina la nambari, 'moja' n.k.
Wanafunzi wanaweza kupanga kadi za majina ya nambari hadi kumi kwa utaratibu.
Mwanafunzi aweza kuonyeshwa nambari na jina kwa kutumia tarakilishi na projekta.
Mwanafunzi aweza kuonyeshwa video ya wanafunzi wakisoma nambari hadi kumi kwa tarakilishi.

Teaching Resources

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

Strand 4.0

Siku za wiki

2 Sub-strands5 Lessons in Term 1

4.1 Kusikiliza na Kuzungumza: Msamiati

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua siku za wiki katika mawasiliano ya kila siku
kutaja majina ya siku za wiki kwa mfululizo ili kumsaidia kuratibu shughuli za siku
kuelezea shughuli za siku mbalimbali za wiki ili kujenga stadi ya kuzungumza
kutumia majina ya siku za wiki kutunga sentensi ili kuimarisha mawasiliano
kuthamini kila siku ya wiki ili kutilia maanani shughuli za siku husika maishani.

Key Inquiry Questions (KIQs)

Wiki moja ina siku ngapi?
Unaenda shule siku gani?
Unaweza kutaja na kuandika majina yapi ya siku za wiki kwa mfuatano?
Waweza kutumia majina yapi ya siku za wiki katika sentensi?

Learning Experiences

Mwanafunzi atambue siku za wiki yaani: Jumatatu, Jumanne, Jumatano, Alhamisi, Ijumaa, Jumamosi na Jumapili kwa kutumia kadi za maneno.
Mwanafunzi aweza kuimba wimbo wa siku za wiki.
Mwanafunzi aweza kukariri mashairi kuhusu siku za wiki.
Mwanafunzi ashiriki katika majadiliano ya shughuli za siku za wiki k.m. Jumatatu naenda shule, Ijumaa, Jumamosi au Jumapili nashiriki ibada n.k.
Wanafunzi waweza kupanga kadi za majina ya siku za wiki kwa utaratibu wakiwa wawili wawili.

Teaching Resources

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

4.2 Kusikiliza na Kuzungumza: Masimulizi

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kusimulia matukio katika siku tofauti za wiki ili kujenga stadi ya kuzungumza
kufahamu masimulizi ya matukio ya siku za wiki aliyosimuliwa ili kupata ujumbe
kuonyesha umakinifu wa kusikiliza katika mawasiliano
kuchangamkia masimulizi maishani ili kuimarisha usikivu.

Key Inquiry Questions (KIQs)

Ni matukio yapi uliyowahi kushuhudia?
Unatarajiwa kufanya nini unaposimuliwa kisa?
Unakumbuka nini katika matukio uliyosimuliwa?

Learning Experiences

Mwanafunzi asimulie kisa darasani.
Mwanafunzi aonyeshe umakinifu anaposikiliza masimulizi ya mwalimu na wanafunzi wenzake.
Wanafunzi waweza kusimuliana matukio ya siku za wiki wakiwa wawili wawili.
Mwanafunzi asikilize masimulizi kuhusu matukio ya siku za wiki kupitia vifaa vya kiteknolojia k.m. simu, kinasasauti, kipakatalishi n.k.
Wanafunzi waweza kuwekwa katika vikundi na kutoleana muhtasari wa matukio yaliyosimuliwa hasa kwa kutumia vifaa vya teknolojia.
Mwanafunzi ajibu na kuuliza maswali kutokana na masimulizi aliyosikiliza.

Teaching Resources

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

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

Complete annual curriculum scope for Grade 1 Kiswahili Activities showing the term-by-term distribution of all 9 strands.

Term 1Current

Karibu Darasani
Mimi na Wenzangu
Tarakimu
Siku za wiki

Term 2View Term 2 →

Siku za wiki
Familia
Mwili Wangu

Term 3View Term 3 →

Mwili Wangu
Usafi wa Mwili
Vyakula vya kiasilia

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.

Literacy Activities (Term 1)English 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

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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 Kiswahili Activities Term 1

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

In Term 1, Grade 1 Kiswahili Activities covers the following main strands: Karibu Darasani, Mimi na Wenzangu, Tarakimu, Siku za wiki. 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 Kiswahili 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 Kiswahili 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.