2026 KICD CBC Curriculum Design4 Strands · 17 Sub-strands45 Suggested Lessons

Grade 2 Literacy 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 Literacy 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 Literacy Activities Curriculum Facts

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

Class / Level: Grade 2
Major Strands: 4 Strands
Annual Lessons: 45 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 Literacy 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	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) listen attentively to simple sequenced instructions b) use appropriate non-verbal communication cues to indicate an understanding of questions and instructions	-	- Learners attentively listen to a series of instructions and interpret effectively(attention to use of non-verbal cues) - Learners listen to questions and take turns in responding to them(using prompts)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) demonstrate an understanding of a set of instructions through appropriate responses b) demonstrate conventions of giving instructions and asking questions	-	- Learners participate in varied activities and games that require them to respond to instructions e.g. Simon says. Sing songs e.g. head, shoulder, knees, and toes (in pairs and small groups) - Learners model/role play talking and listening to different audiences e.g. school members, family and community members(apply skills of social conventions) - Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) demonstrate conventions of giving instructions and asking questions	-	- Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) demonstrate conventions of giving instructions and asking questions	-	- Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) demonstrate conventions of giving instructions and asking questions	-	- Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 LISTENING	1.1 Listen to instructions and questions	By the end of the sub strand, the learner should be able to; a) demonstrate conventions of giving instructions and asking questions	-	- Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) identify the number of syllables in a word b) recognize words with similar sounds	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- Community Service Learning: learners ask parents/guardians to help them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) combine syllables to form words b) combine words to make simple sentences c) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING	1.2 Word and sentence formation	By the end of the sub strand, the learner should be able to; a) appreciate that syllables form words	1. Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?	- form new words and sentences from sounds learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING	1.3 Storytelling	By the end of the sub strand, the learner should be able to; a) appreciate morals taught through different thematic stories b) develop vocabulary through listening to stories	1. Why do we tell stories?	- Learners listen to a variety of stories about self, family, and home from peers, resource persons, and teachers - Learners respond to questions on the stories told (who, what, where) - Learners role play, dramatize or retell stories (traditional and modern) listened to	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING	1.3 Storytelling	By the end of the sub strand, the learner should be able to; a) show empathy with people, places, and things b) recount key details of a story and retell it	1. Why are stories important to us?	- Learners record their stories and play them for the class - Learners re-tell stories in groups or whole class - Learners discuss the morals learned from stories listened to	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

1.0 LISTENING

5 Sub-strands10 Lessons

1.1 1.1 Listen to instructions and questions

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

listen attentively to simple sequenced instructions
use appropriate non-verbal communication cues to indicate an understanding of questions and instructions
demonstrate an understanding of a set of instructions through appropriate responses
demonstrate conventions of giving instructions and asking questions

Suggested Experiences

Learners attentively listen to a series of instructions and interpret effectively(attention to use of non-verbal cues)
Learners listen to questions and take turns in responding to them(using prompts)
Learners participate in varied activities and games that require them to respond to instructions e.g. Simon says. Sing songs e.g. head, shoulder, knees, and toes (in pairs and small groups)
Learners model/role play talking and listening to different audiences e.g. school members, family and community members(apply skills of social conventions)
Learners are provided with opportunity to brainstorm on instructions, questions, and possible responses in pairs, small groups and whole class.

Teaching Resources

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

1.2 1.2 Word and sentence formation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the number of syllables in a word
recognize words with similar sounds
combine syllables to form words
combine words to make simple sentences
appreciate that syllables form words

Key Inquiry Questions (KIQs)

Learners practice hearing individual sounds as they sing rhymes and recite poems Learners play rhyming and blending games with peers e.g. come up with words that rhyme. Learners imitate the teacher in pronouncing various words (digraphs, consonant clusters, three vowel words) Learners are guided to identify words listened to (flip chart, board)?

Suggested Experiences

Community Service Learning: learners ask parents/guardians to help them
form new words and sentences from sounds learnt

Teaching Resources

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

1.3 1.3 Storytelling

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

appreciate morals taught through different thematic stories
develop vocabulary through listening to stories
show empathy with people, places, and things
recount key details of a story and retell it

Key Inquiry Questions (KIQs)

Why do we tell stories?
Why are stories important to us?

Suggested Experiences

Learners listen to a variety of stories about self, family, and home from peers, resource persons, and teachers
Learners respond to questions on the stories told (who, what, where)
Learners role play, dramatize or retell stories (traditional and modern) listened to
Learners record their stories and play them for the class
Learners re-tell stories in groups or whole class
Learners discuss the morals learned from stories listened to

Teaching Resources

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

1.4 1.4 Effective communication

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

listen with increased attention to rhymes, songs, conversations and stories
listen and communicate effectively in varied situations
listen to experiences of others and respond appropriately to the feelings and ideas expressed
develop an interest in listening to texts on varied themes

Key Inquiry Questions (KIQs)

Learners play action games such as Simon says, in small groups Learners engage in story telling Learners listen to audio or audiovisual stories on varied themes. Learners are provided with opportunity for dramatic play Learners listen and pick out vocabulary from material listened to Learners listen to daily announcements in school and orally recount what they heard, in pairs, groups or the whole class.?

Suggested Experiences

topical issues

Teaching Resources

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

1.5 1.5 Conversation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

listen to informational texts and pick out the key details
ask and answer relevant questions in a listening text
build on the ideas and points of others in conversation by linking their comments to those of others.
increase the vocabulary range through focused listening and understanding of general and specific details
demonstrate respect for others when participating in a conversation

Key Inquiry Questions (KIQs)

Why is it important to listen to others during a conversation?

Suggested Experiences

Learners practice use of socially acceptable language during conversation, ask questions using cue words(such as who what, where, when and why),in class, groups and pairs
Learners are assisted in creating audio and video recording of stories and poems to be listened to
Learners use a variety of activities (think pair share, dialogue, etc.) to increase opportunities for conversation,in pairs, groups and whole class
Learners engage in role play and dramatization (theme my family and my

Teaching Resources

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

Strand 2.0

2.0 SPEAKING

4 Sub-strands9 Lessons

2.1 2.2 Responding to questions and instructions

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

respond confidently to questions and instructions on varied themes
use verbal and non-verbal cues in responding appropriately to instructions and questions
ask questions to seek clarity on instructions
demonstrate willingness to answer questions and follow instructions

Key Inquiry Questions (KIQs)

Learners role play giving and responding to instructions (pay attention to pronunciation and accuracy with words) in pairs and groups. Learners use displayed word charts and pictures with instructions and use it as a trigger for discussion Learners play language games involving responding to instructions and answering questions(songs, games following a particular pattern) in pairs and groups.?

Suggested Experiences

Community Service Learning: learners practice language use during
communal activities

Teaching Resources

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

2.2 2.3 Phonological Awareness

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

recognize and say multiple letter-sounds to make syllables and words
blend and segment syllables correctly to form words.
use appropriate words to make short, meaningful sentences
appreciate the role of blending and segmenting in forming sentences

Key Inquiry Questions (KIQs)

What are some of the sounds we hear?
Which words contain these sounds?

Suggested Experiences

Learners sound sight words representing multi sounds individually, in pairs and groups.
Learners blend syllables to form words and sentences(blending and segmenting drills) individually, in pairs and groups,
Learners play auditory discrimination games to enable them to listen to different sounds
Learners give words that rhyme
Learners are guided to make a list of all the sounds they can hear from the environment(My home, my community)

Teaching Resources

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

2.3 2.4 Talk about

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

confidently talk about characters and events in a story or text
relate characters and events in a story to real life experience
demonstrate interest to address familiar people using appropriate verbal and non- verbal expressions.
2.5 Presentation skills
2 lessons

Key Inquiry Questions (KIQs)

How can we talk to others in a proper way?
Learners express personal feelings orally using the learnt vocabulary Learners are encouraged to participate in speaking competitions Learners practise making connections using transition words(relating to months, special days e.g birthdays, cultural events,planting seasons, religious festivals) Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher) Learners present poems and sing songs on various themes?

Suggested Experiences

Learners discuss characters and events in a thematic story(prediction of events, seeking clarification by asking questions)
Learners role play greeting people of different status showing appropriate emotions (My family, my community)
Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice)
Learners recreate stories using different media ndividually, in pairs and groups.
By the end of the sub-strand, the
learner should be able to:
a) express self appropriately
using acquired vocabulary
to communicate effectively
b) relate various community
activities in order in which
they occur
c) use appropriate tonal
variation, articulation and
stress to express self-
confidently
d) recall ideas on the themes in a
logical manner

Teaching Resources

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

2.4 Non-Formal Activity to support learning through application: learners engage in informal oral presentations

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Non-Formal Activity to support learning through application: learners engage in informal oral presentations.

Teaching Resources

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

Strand 3.0

3.0 READING

4 Sub-strands13 Lessons

3.1 3.1 Paired reading

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

assess self on reading speed and fluency
provide feedback on peer's reading
ask questions to confirm and extend understanding of material read
make predictions before and during reading
appreciate the importance of turn- taking and listening to peers as they read

Key Inquiry Questions (KIQs)

What is a good speed for reading?

Suggested Experiences

Learners read aloud to each other in pairs
Learners ask each other questions about what they have read
Learners practice error correction procedure when supporting each other's reading(making predictions, asking questions, turn taking)

Teaching Resources

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

3.2 3.2 Group Reading

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

read texts collectively with accuracy, fluency, and comprehension

Key Inquiry Questions (KIQs)

What is the importance of reading in groups?

Suggested Experiences

Learners find answers to questions from texts read using think- pair-share
Learners reading is supported through guiding questions e.g.

Teaching Resources

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

3.3 3.3 Silent reading

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

read texts and passages silently
read silently showing sustained focus for longer periods (15-20 minutes)
predict the meaning of unfamiliar words
answer comprehension questions from texts read
develop an interest in reading texts for enjoyment

Key Inquiry Questions (KIQs)

Learners are assisted in developing silent reading skills for efficient reading(through guiding questions, timing reading) Learners discuss questions after silent reading in pairs and groups Learners answer comprehension questions from texts read Learner should be provided with follow-up activities for sustained silent reading( e.g retell what has been read) Learners could be shown a picture spark that tells the same story ( a wedding ceremony)?

Teaching Resources

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

3.4 3.4 Answering comprehension questions

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

locate specific details in response to questions from texts read
summarise texts read by identifying main ideas
determine the meaning of unknown words in context

Key Inquiry Questions (KIQs)

Learners respond to comprehension questions from texts on varied themes Learners relate personal experiences to a story read Learners use context clues to determine word meanings Learners are guided to summarise texts by retelling or identifying the main ideas?

Suggested Experiences

community e.g. posters, billboards

Teaching Resources

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

Strand 4.0

4.0 WRITING

4 Sub-strands13 Lessons

4.1 4.1 Word and sentence formation

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

use familiar words and phrases to write simple sentences
use the correct noun and verb form in making sentences
identify and write upper and lower case letters in words and sentences correctly
develop an interest in writing for pleasure

Key Inquiry Questions (KIQs)

Learners are guided to build simple sentence structures through identification of keywords Learners are guided to identify nouns and verbs in a sentence(subject/verb agreement) Learners re- organize jumbled words to form logical sentences (paragraph, punctuation) Learners written work is displayed to indicate writing progress Learners are guided to use writing, and other forms of representing for a variety of functions i.e. ask questions, express feelings, opinions, etc, in pairs, groups and whole class?

Teaching Resources

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

4.2 4.2 Spelling instruction

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

write an increasing number of words and spell them correctly
spell words with short and long vowel sounds and consonant clusters
use phonic knowledge to spell and write familiar and unfamiliar words

Key Inquiry Questions (KIQs)

Why is it important to spell words correctly?

Suggested Experiences

Learners write newly learned words on a word tree
Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns
Learners identify spelling errors in own writing or unknown texts and provide correct spelling(spacing, punctuation, and spelling)

Teaching Resources

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

4.3 4.3 Handwriting

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

use conventional spacing between words
use basic punctuation appropriately
join letters to form meaningful words
use capitalization appropriately
appreciate the importance of clear and legible handwriting

Key Inquiry Questions (KIQs)

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns Learners observe and practice handwriting as is displayed Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually Learners participate in writing contests in class, at school Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.?

Suggested Experiences

communicating requests in written format
handwriting for the learners to copy in their book

Teaching Resources

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

4.4 4.4 Creative writing

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

apply knowledge of creative writing process to write own texts
write clearly with a variety in sentence structure, length, and pattern
use appropriate connecting words to sequence sentences
exhibit artistic expression through writing
choose to write independently during free

Key Inquiry Questions (KIQs)

How do we organize ideas to make a story interesting?

Suggested Experiences

Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing)
Learners give feedback on their classmate's writing
Learners practice sequencing sentences to form creative texts in pairs and groups
Learners are provided with pictures as a trigger to creative writing
Learners imagination could be stimulated through games e.g.

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

1.0 LISTENING
2.0 SPEAKING

View Term 1

Term 2 Scheme14 Weeks

2.0 SPEAKING
3.0 READING
4.0 WRITING

View Term 2

Term 3 Scheme9 Weeks

4.0 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 English 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 Literacy Activities?

The official KICD strands for Grade 2 Literacy Activities are: 1.0 LISTENING, 2.0 SPEAKING, 3.0 READING, 4.0 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 Literacy 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 Literacy 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 Literacy 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.