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

Grade 2 Literacy Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 2 Literacy Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 Literacy Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 2 Literacy Activities in Term 1.

Class / Grade: Grade 2
Learning Area: Literacy Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 2 Literacy Activities Term 1 Scheme of Work Table

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

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 LISTENING	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)

Curriculum Design & Content

Grade 2 Literacy Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 2 Literacy Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 LISTENING

5 Sub-strands10 Lessons in Term 1

1.1 1.1 Listen to instructions and questions

2 Suggested LessonsTerm 1

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

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

1.2 1.2 Word and sentence formation

2 Suggested LessonsTerm 1

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)?

Learning Experiences

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

Teaching Resources

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

1.3 1.3 Storytelling

2 Suggested LessonsTerm 1

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?

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

1.4 1.4 Effective communication

2 Suggested LessonsTerm 1

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.?

Learning Experiences

topical issues

Teaching Resources

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

1.5 1.5 Conversation

2 Suggested LessonsTerm 1

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?

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

Strand 2.0

2.0 SPEAKING

2 Sub-strands6 Lessons in Term 1

2.1 2.2 Responding to questions and instructions

2 Suggested LessonsTerm 1

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.?

Learning Experiences

Community Service Learning: learners practice language use during
communal activities

Teaching Resources

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

2.2 2.3 Phonological Awareness

4 Suggested LessonsTerm 1

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?

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

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

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

Term 1Current

1.0 LISTENING
2.0 SPEAKING

Term 2View Term 2 →

2.0 SPEAKING
3.0 READING
4.0 WRITING

Term 3View Term 3 →

4.0 WRITING

Other Grade 2 Schemes of Work for Term 1

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

What strands and sub-strands are covered in Grade 2 Literacy Activities Term 1?

In Term 1, Grade 2 Literacy Activities covers the following main strands: 1.0 LISTENING, 2.0 SPEAKING. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 2 Literacy Activities in Term 1?

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

How is Grade 2 Literacy Activities Term 1 structured across weeks?

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

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

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