2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 2 English Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 2 English Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 English Activities Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 2 English Activities in Term 2.

Class / Grade: Grade 2
Learning Area: English Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 2 English Activities Term 2 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Language structures and functions	By the end of the sub strand, the learner should be able to; a) Caring for b) others c) Conjunctions d) 'and', 'but', e) 'because' f) (6 Lessons)	1. 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?	- By the end of the sub strand, - the learner should be able to: - use conjunctions to join - words and short sentences - during in a conversation, - use conjunctions to talk - about caring for the sick, - hungry, the elderly and - people with special needs, - appreciate the differences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 READING	2.1 Pre-reading	By the end of the sub strand, the learner should be able to; a) demonstrate appropriate posture in preparation for reading, b) learner applies word identification techniques while reading,	1. How should you sit when you are reading? 2. How should hold your book when you are reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 English Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 2 English Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

1 Sub-strand1 Lessons in Term 2

1.1 Language structures and functions

1 Suggested LessonsTerm 2

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?

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

Strand 2.0

2.0 READING

6 Sub-strands6 Lessons in Term 2

2.1 2.1 Pre-reading

1 Suggested LessonsTerm 2

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?

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

2.2 Sub strand

1 Suggested LessonsTerm 2

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)?

Learning Experiences

Experiences

Teaching Resources

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

2.3 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

1 Suggested LessonsTerm 2

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?

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

2.4 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.

1 Suggested LessonsTerm 2

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?

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

2.5 2.4 Connected text reading and fluency Learners observe one new punctuation mark after every two weeks and gradually

1 Suggested LessonsTerm 2

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?

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

2.6 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.

1 Suggested LessonsTerm 2

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?

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

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

Complete annual curriculum scope for Grade 2 English Activities showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →

1.0 LISTENING AND SPEAKING

Term 2Current

Listening and Speaking
2.0 READING

Term 3View Term 3 →

3.0 WRITING

Other Grade 2 Schemes of Work for Term 2

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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 2 English Activities Term 2

What strands and sub-strands are covered in Grade 2 English Activities Term 2?

In Term 2, Grade 2 English Activities covers the following main strands: Listening and Speaking, 2.0 READING. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 2 English Activities in Term 2?

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 2 English Activities Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.