2026 KICD CBC Curriculum Design4 Strands · 19 Sub-strands19 Suggested Lessons

Grade 2 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 2 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 2 English Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 2 English Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 2
Major Strands: 4 Strands
Annual Lessons: 19 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication.	1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?	- community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency 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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	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 consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,	By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in	1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced?	- Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 2 English Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 2 English Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 LISTENING AND SPEAKING

7 Sub-strands7 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.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously 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:

strand, the learner should
be able to:
listen attentively during
a conversation,
respond to specific
simple two directional
instructions in oral
communication,
appreciate the
importance of listening
attentively for
effective
communication.

Key Inquiry Questions (KIQs)

Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication?

Suggested Experiences

community and learn about the culturally acceptable and unacceptable
tonal variation/speech fluency in the community.

Teaching Resources

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

1.2 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag,

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recognise the consonant blends in different spoken words,
recognise new words used in the theme to acquire a range of vocabulary and their meaning,
pronounce the vocabulary related to the theme correctly for effective communication,
use the vocabulary learnt to communicate confidently in various contexts,
enjoy using the vocabulary by participating in

Key Inquiry Questions (KIQs)

Which words start or end with the sound …?
Which words have …sound in the following poem/song/story ?
How do you pronounce the following sound…?
What new words have you learnt?
What are the meanings of the words you have learnt?
How do you use these words in sentences?
How are these words spelt?
How are these words pronounced?

Suggested Experiences

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
Learners sing simple songs or recite poems with the sounds.
Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds
Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home
In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds.
Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups
Learners develop a talking tree using the vocabulary related to the theme
Learners listen to the vocabulary

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 more advanced themes to provide realistic contexts for the development of the learner's competence. The thematic concerns can be conveyed through longer and more challenging dialogues, poems, passages and songs, among others.The pronunciation and vocabulary, reading and writing within thematic units should build on each other for the learner to make connections between the inter-dependent parts.

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

School
The verb
'to be'; was,
were
(6 lessons)

Key Inquiry Questions (KIQs)

Learners describe their own and other demonstrated actions using was and were In small groups, learners describe people using the past forms of the verb 'to be' ( Mary was in class) In pairs, learners ask questions using the verb 'to be' as an interrogative ( Was Mary in class?
) Learners take part in role play and language games that allow them to take turns in various actions and asking questions using was and were , past form of the verb 'to be' Describe pictures showing various actions Learners listen to a story, poem or conversation containing was?

Suggested Experiences

By the end of the sub
strand, the learner should
be able to:
a) use the past forms of
the verb 'to be'
correctly, to construct
simple sentences
about things in the
past,
b) recognise the correct
use of the past tense
forms of the verb 'to
be' in sentences,
c) enjoy the use of the
past tense forms of
the verb 'to be' in
their day to day
conversation.

Teaching Resources

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

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:

Activities in the
Home
Subject-verb
agreement; was,
were
(6 lessons)

Suggested Experiences

By the end of the sub
strand, the learner should
be able to:
a) recognise the correct
use of subject-verb
agreement in
sentences,
b) use correct subject
verb agreement to
construct simple
sentences about
activities in the
home,
c) appreciate the
importance of
subject- verb
conversation for
effective
communication.

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:

Transport
Objective
pronouns ; him,
her, them and you,
us , me
(6 Lessons)

Key Inquiry Questions (KIQs)

In groups learners recite a rhyme containing objective pronouns Learners work in pairs to construct sentences using objective pronouns Learners construct sentences on the means of transport locally available and the objective pronouns.(This car belongs to Amina. It belongs to her) Learners listen to a story, poem or conversation on?

Suggested Experiences

By the end of the sub
strand, the learner should
be able to:
a) use objective
pronouns correctly to
construct simple
sentences about
transport,
b) pick out objective
pronouns to improve
oral communication,
c) appreciate the use of
object pronouns for
effective

Teaching Resources

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

1.6 Language structures and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Time and Months of
the Year
The verb to have
Have
(6 Lessons)
Shopping -Things
we Buy
Plurals of irregular
nouns (-ies, ves)
(6 lessons)
The Garden
Present continuous
tense
Accidents
Past continuous tense
Classroom
Numbers
(Cardinal and
ordinal numbers)

Key Inquiry Questions (KIQs)

In groups learners recite a rhyme containing the forms of the verb to have Learners work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have In pairs and groups, learners construct sentences based on pictures illustrating the verb to have Learners construct sentences based on their body parts .( I have two eyes, I have two ten fingers) Learners construct sentences on the things they have at home and at school. Learners listen to a story, poem or conversation containing forms of the verbs to have?
In small groups, learners form plurals of specific words taking 'ies', 'ves' and irregular forms Learners recite poems containing plurals of specific words Learners construct sentences based on pictures of nouns that take the taught forms In groups, learners construct sentences about market, shop, supermarket and shopping lists using the plural forms of irregular nouns Learners listen to a story, poem or conversation containing plurals of irregular nouns?
Learners construct sentences from ongoing demonstrations In small groups, learners take part in competition in changing verbs from simple present to present continuous tense. Take part in demonstrations, then the rest take part in asking and answering questions using the present continuous tense Learners construct sentences based on pictures Report what they can see happening around their school Learners listen to a story, poem or conversation containing?
Learners construct sentences using past continuous tense In small groups learners take part in changing verbs from simple present to continuous tense Learners take part in demonstrations, then the rest ask and answer questions using the past continuous tense Learners respond to simple questions using the past continuous?

Suggested Experiences

By the end of the sub
strand, the learner
should be able to:
a) use various forms
of the verb to have
as a main verb to
talk about months
of the year, o'clock,
am and pm for
effective
communication,
b) recognise correct
use of the forms of
the verb to have in
different contexts,
c) appreciate the
correct use of the
verb to have for
communication.
By the end of the sub strand,
the learner should be able to:
a) use plural forms of nouns to
construct simple sentences
for effective
b) distinguish between
singular and plural nouns,
including irregular nouns
for clear communication,
c) appreciate the importance
of plurals in
communicating about
numbers.
a) use present continuous
tense to talk about the
food we eat/health and
nutrition for effective
b) change verbs from
present simple to
continuous tense in a
given context,
importance of
communicating ideas
using the present
continuous tense.
By the end of the sub strand, the
learner should be able to:
a) describe actions using the past
continuous tense for effective
b) change verbs from present
simple to continuous tense to
enhance communication,
c) respond to questions using the
past continuous tense about
hygiene, simple injuries and
strand, the learner should
be able to:
a) use ordinal and cardinal
numbers to construct
correct sentences for
b) use ordinal and cardinal
numbers to group
objects that are in the
classroom for effective
importance of cardinal
and ordinal numbers in

Teaching Resources

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

1.7 Language structure and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

The farm
Word sets: gender
sets for
animals/people
Opposites
(6 Lessons)
Positions and
directions
Prepositions
(Beside above,
over, through,
(6 lessons)
Environment
(Taking a Walk)
a, an and the
Technology
Possessives
Mine, yours, ours,
hers, his
Cultural Activities
Wh questions --what,
where, when, whose
Child labour
Describing words
(size, colour,
shape)

Key Inquiry Questions (KIQs)

In groups, learners discuss the males and females of domestic animals. Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar Learners work with pictures to show opposites. Learners identify gender sets from pictures Learners draw pictures to show gender ..?
Learners listen to and answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them In pairs, learners construct sentences orally using pre-positions Learners sing short songs/rhymes?
Learners name objects in the school environment and attach appropriate articles to them Learners observe objects in a picture or the immediate?
Learners role play activities that lead to the use of what, where, when, whose Answer questions on What, where, when, whose appropriately Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups Take part in games that allow them to ask questions using the wh- words Sing / recite short poems to practice the use of the use of what, where, when and whose Listen to a text containing what, where, when, whose?
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number In groups, learners describe objects in the classroom using size, colour and number Learners colour pictures of various objects Learners identify things in the environment that have different colours Learners construct sentences in pairs using the different objects Colour different shapes of objects and describe them appropriately Listen to a text containing describing words?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) identify the gender sets
of animals correctly in a
conversation,
b) use the opposites to
discuss animals and
people at the farm,
c) enjoy a word game
using gender sets and
opposites in
communicating ideas
a) use simple prepositions
accurately to describe
the position, location
and direction of things,
b) identify prepositions in
oral conversations,
c) appreciate use of
prepositions to describe
the position and location
of people, places and
things
By the end of the sub
strand, the learner should
be able to:
a) use a, an and the
correctly in
By the end of the sub strand, the
learner should be able to:
a) use possessives correctly to show
ownership,
b) recognise the correct use of
possessives in oral
communication,
c) enjoy asking and answering
questions about technology using
possessives.
a) ask questions using
'what', 'when' 'whose'
and 'where' correctly to
get information about
simple ceremonies like
a wedding,
b) use what, when, where
and whose to denote,
object, time, place and
c) appreciate the use of
what, where, when and
whose to seek
information.
strand, the learner
should be able to:
a) use describing
words in relation to
size, colour and
shape,
b) identify different
colours of objects
found in the
environment,
colour, size ,shape
and number to talk
about child labour.

Teaching Resources

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

Strand 2.0

Listening and Speaking

1 Sub-strand1 Lessons

2.1 Language structures and functions

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Caring for
others
Conjunctions
'and', 'but',
'because'
(6 Lessons)

Key Inquiry Questions (KIQs)

Group items and talk about them using the conjunction "and" Contrast objects or people in the classroom room using 'but' in pairs/small groups Sing and recite poems Listen to a story, poem or conversation and answer?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) use conjunctions to join
words and short sentences
during in a conversation,
b) use conjunctions to talk
about caring for the sick,
hungry, the elderly and
people with special needs,
c) appreciate the differences

Teaching Resources

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

Strand 3.0

2.0 READING

6 Sub-strands6 Lessons

3.1 2.1 Pre-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,
learner applies word identification techniques while reading,

Key Inquiry Questions (KIQs)

How should you sit when you are reading?
How should hold your book when you are reading?

Suggested Experiences

Learners practice sitting in the appropriate posture, hold a book in the right position and turn the pages carefully while reading.
Through role play and language games, learners practise focusing

Teaching Resources

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

3.2 Sub strand

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Outcomes

Key Inquiry Questions (KIQs)

Key Inquiry Question(s)?

Suggested Experiences

Experiences

Teaching Resources

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

3.3 2.2 Letter sound knowledge (Phonic reading) Learners name three to four letters and their sounds per week starting with sounds that are more familiar . They then gradually start joining sounds with letter- sound correspondence to read words. Variations to this suggestion should be made by increasing the number and complexity of sounds in instances where learners can comfortably join sounds to read most words to take care of differentiated curriculum and learning. For those struggling with certain sounds, more opportunities for more practice should be created for naming letters and their sounds , with picture prompts. Sounds for review m, a, t, e, s,l, p, f i, n, h, o, b, r, u, g d, w, j, c, y, Letter patterns ch, sh, wh, ng, th

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

recognise and name letters and their sounds in preparation for reading,
join sounds to read words with letter sound correspondence in preparation for reading,
appreciate the correspondence between spoken words and written words in various contexts.

Key Inquiry Questions (KIQs)

How do we sound various letters?
How can we join sounds to read words?

Suggested Experiences

Learners are engaged in looking at printed or digital letter card to help them recognise and name letters of the alphabet and their sounds
Learners take part in word building activities using pocket charts, print and digital flash cards, etc.
Learners take part in a fishing game, identifying specific spoken words, play rhyming games, singing rhyming songs/and reciting rhyming poems
In groups, learners look for more words without letter- sound correspondence in a given text.
Read grade level vocabulary in oral and

Teaching Resources

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

3.4 2.3 Word reading Expose learners to three to four words per week starting with simple words without letter-sound corrrespondence and gradually introduce complex words without letter-sound corrspondence. Variations to this suggestion should be made by increasing the number and complexity of grade level vocabulary in instances where learners can comfortably read most words to take care of differentiated curriculum and learning. For those struggling with certain non-decodable 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 more complex grade level vocabulary without letter sound correspondence in different formats,
read a decodable text containing non-decodable words fluently,
enjoy reading grade level vocabulary in a variety of genres.

Key Inquiry Questions (KIQs)

How do you try to read new words?

Suggested Experiences

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.
Learners play word ladder game by placing words on top of one another as they pronounce words or listen to audio/visual recording of words without letter sound correspondence
Learners listen to a story, poem or conversation read by the teacher and identify words as instructed by the teacher
Learners read words without letter sound correspondence from either print

Teaching Resources

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

3.5 2.4 Connected text reading and fluency Learners observe one new punctuation mark after every two weeks and gradually

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

observe basic

Key Inquiry Questions (KIQs)

Do you sometimes start to read and stop in the middle because you cannot?

Suggested Experiences

Learners read aloud in groups, pairs and individually as modeled, and pick out decodable (phonic) and non-decodable words (sight words)

Teaching Resources

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

3.6 2.5 Comprehension Learners make predictions in contexts or stories whose levels of difficulty increase every two weeks. They gradually understand contexts with more characters and varied locations. Variations to this suggestion should be made by increasing the levels of difficulty of stories where learners show comprehension. This is intended to take care of differentiated curriculum and learning. Learners who cannot struggle to identify people in stories or answer questions should be given stories with more context clues.

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

make predictions and anticipate possible outcomes of a story,
identify the people/ animals, where action takes place or the information in a text for comprehension,
use common context clues to increase comprehension of a text,
answer simple direct and indirect questions based on a text they have read,
enjoy talking about a text they have read.

Key Inquiry Questions (KIQs)

How can we predict how a story, poem or conversation will end?
How can we tell where events have taken place?
How we tell the characters in a story?

Suggested Experiences

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.
In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text.
Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story)
Learners interact with a printed or digital text, listen and follow a story, poem or conversation and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment
Learners can track text using their fingers

Teaching Resources

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

Strand 4.0

3.0 WRITING

5 Sub-strands5 Lessons

4.1 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,

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

demonstrate appropriate posture while writing,
share ideas about the writing materials they know,

Key Inquiry Questions (KIQs)

Why do we write from left to write?
Why is it important to write legibly?
Why is it important to place materials correctly while writing?

Suggested Experiences

Learners are shown how to sit appropriately and position the exercise book correctly.
Learners practise using appropriate writing materials, how to hold pencils correctly and write from the left to right, with the teacher's guidance.

Teaching Resources

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

4.2 3.2 Handwriting Learners make incremental progress in improving their handwriting, in terms of legibility . Variations to this suggestion should be made by increasing more challenging practise exercises for handwriting. This is intended to take care of differentiated curriculum and learning. For those struggling with handwriting, letter patterns could be revised for practise.

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

demonstrate legible handwriting for effective communication,
appreciate the importance of writing legibly for different purposes.

Key Inquiry Questions (KIQs)

Learners copy letters of the alphabet, letter patterns and words as modelled. Learners are guided on correct letter formation by copying sentences from models, charts, flash cards and the chalkboard Learners observe peer demonstrations of well-shaped letters. Learners draw, label objects, practise writing their names from left to right and use a digital device to see correct letter formation.?

Suggested Experiences

cannot write neatly to improve their handwriting

Teaching Resources

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

4.3 3.3 Spelling Learners make incremental progress in writing more words correctly . Variations to this suggestion should be made by increasing the number of words to be spelt among learners who can write words correctly, with clarity and legibility . This is intended to take care of differentiated curriculum and learning. For those struggling with correct spelling, basic texts with simple words should be availed for practise.

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

spell and write the words learnt in the vocabulary lesson correctly for effective communication,
appreciate the importance of writing words clearly, legibly and correctly for different purposes.

Key Inquiry Questions (KIQs)

Why is it important to spell words correctly?
Why should we write legibly, correctly and correctly?

Suggested Experiences

Learners listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly.
Learners re-arrange jumbled letters to make four to five- letter words, in pairs/groups.
Learners use a letter box to make more words.
Learners engage in gap filling exercise, to make sensible words- first in pairs, then individually.
Learners check spelling of words from pictorial and digital children's dictionary,

Teaching Resources

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

4.4 3.4 Punctuation Learners make incremental progress in writing correctly punctuated texts. Variations to this suggestion should be made by increasing tasks with more

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

recognise appropriate punctuation marks in a text,
use full stops, capital and

Key Inquiry Questions (KIQs)

When do we use capital letters?
When do we use small?

Suggested Experiences

Learners are shown capital and the small letters.
Learners engage in group practice exercises write using capital and small letters correctly.

Teaching Resources

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

4.5 3.5 Guided Writing Learners practise writing two to three words from prompts every week and progressively complete simple blank filling exercises and finally write short phrases and sentences . Variations to this suggestion should be made by withdrawing prompts to increase independence in writing words where leaners demonstrate mastery of vocabulary. The progression to filling blanks using correct forms of words should also be accelarated in instances where learners can comfortably complete sentences. This is intended to take care of differentiated curriculum and learning. For those struggling with writing words, more 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 prompt to demonstrate mastery of vocabulary,
recognise the correct form and meaning of the words to be used in filling in gaps,
appreciate the importance of writing correct meaningful words, phrases and sentences.

Key Inquiry Questions (KIQs)

Learners respond to the prompts presented to them and write the words correctly. Learners fill in the gaps correctly Learners re-arrange words to make short phrases and sentences. Learners write meaningful sentences in pairs from simple substitution table. Learners match pictures with words and simple sentences. Learners respond to a prompt and write paragraph of 3-4 meaningful simple sentences on a familiar topic. In groups, learners re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences. Learners write meaningful sentences and paragraphs with the guidance of the teacher.?

Suggested Experiences

guided writing.

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 2 English Activities.

Term 1 Scheme13 Weeks

1.0 LISTENING AND SPEAKING

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking
2.0 READING

View Term 2

Term 3 Scheme9 Weeks

3.0 WRITING

View Term 3

Other Grade 2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 2.

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 1 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 2 English Activities?

The official KICD strands for Grade 2 English Activities are: 1.0 LISTENING AND SPEAKING, Listening and Speaking, 2.0 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 2 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 2 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 2 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.