2026 KICD CBC Curriculum Design3 Strands · 16 Sub-strands16 Suggested Lessons

Grade 3 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 3 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 3 English Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 3 English Activities under the Kenya CBC curriculum framework.

Class / Level: Grade 3
Major Strands: 3 Strands
Annual Lessons: 16 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 3 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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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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.	By the end of the sub strand, the learner should be able to; a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication.	1. Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 LISTENING AND SPEAKING	2.0 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.	By the end of the sub strand, the learner should be able to; a) recognise new words used in the theme b) to acquire a range of vocabulary,	1. Which sounds form the following words?(give examples of words learnt in Grade? 2. How are these words?	- Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words. - Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 LISTENING AND SPEAKING	2.0 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.	By the end of the sub strand, the learner should be able to; a) recognise new words used in the theme b) to acquire a range of vocabulary,	1. Which sounds form the following words?(give examples of words learnt in Grade? 2. How are these words?	- Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words. - Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 LISTENING AND SPEAKING	2.0 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.	By the end of the sub strand, the learner should be able to; a) recognise new words used in the theme b) to acquire a range of vocabulary,	1. Which sounds form the following words?(give examples of words learnt in Grade? 2. How are these words?	- Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words. - Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 LISTENING AND SPEAKING	2.0 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.	By the end of the sub strand, the learner should be able to; a) recognise new words used in the theme b) to acquire a range of vocabulary,	1. Which sounds form the following words?(give examples of words learnt in Grade? 2. How are these words?	- Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words. - Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 LISTENING AND SPEAKING	2.0 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.	By the end of the sub strand, the learner should be able to; a) recognise new words used in the theme b) to acquire a range of vocabulary,	1. Which sounds form the following words?(give examples of words learnt in Grade? 2. How are these words?	- Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words. - Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 3 English Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 3 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 still blend in as part of every component of learning to ensure that learners sustain 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.. If at this stage , deliberate efforts have been made to engage learners with low attention spans in ongoing activities, with varied learning experiences to no avail , other interventions should be considered.

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

listen attentively during a conversation,
respond to simple specific three- directional instructions in oral communication,
appreciate the importance of listening attentively for effective communication.

Key Inquiry Questions (KIQs)

Learners are helped to practise correct sitting posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners identify key sounds, key words and phrases for effective oral communication Learners respond to instructions through actions, orally and in writing. Learners practise in small groups and pairs to allow others to speak without interrupting. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learners take turns during group and pair work. Learners mime or recite poems using both verbal and non-verbal communication.?

Teaching Resources

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

1.2 2.0 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.

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recognise new words used in the theme
to acquire a range of vocabulary,

Key Inquiry Questions (KIQs)

Which sounds form the following words?(give examples of words learnt in Grade?
2) How are these words?

Suggested Experiences

Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words.
Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.

Teaching Resources

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

1.3 2.4 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 at home
and at school
Subject-verb
agreement
Time
( 6 lessons)

Key Inquiry Questions (KIQs)

Learners observe pictures showing singular and plural subjects and construct correct oral sentences. Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups Learners construct?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) construct sentences about
daily activities using
subject-verb agreement
correctly,
b) construct sentences on
daily activities in relation
to when they take place,
c) recognise the correct use

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:

Sharing duties and
responsibilities
Indefinite pronouns:
Nobody
Anybody
Somebody
( 6 lessons)
Environment
( 3 lessons )
Child rights
Singular and
plurals of irregular
nouns e.g.
foot –feet
tooth –teeth
mouse – mice
ox – oxen
Occupation (people
and their work)
( 3 lessons)
Technology (Using a
computer)
Future time (will/shall)

Key Inquiry Questions (KIQs)

Learners engage in question and answer dialogues using indefinite pronouns Learners participate in language games involving the use of the indefinite pronouns Learners are guided to practise oral sentences using indefinite pronouns in pairs and in groups. Learners listen to a story, poem or conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns.?
In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. Learners recite poems containing the singular and plural forms of irregular nouns. Learners are guided to construct sentences based on pictures the singular and plural forms of irregular nouns. Learners listen to a story,?
Learners talk about what they plan to do after school that day or the following day to express the future tense Learners ask and answer questions using the future time Learners sing a song/rhyme using ' will' and 'shall', to express future time Learners listen to story read by the teacher or from computing devices, and respond to questions based on future time..?

Suggested Experiences

By the end of the sub
strand, the learner should
be able to:
a) use indefinite pronouns
to talk about daily
activities at home and at
school,
b) identify indefinite
pronouns in
communication about
home and school,
c) enjoy using indefinite
pronouns in their day to
day communication.
By the end of the sub strand, the
learner should be able to:
a) use plural forms of irregular
nouns to talk about things and
people at home and in school
for effective communication,
b) identify singular and plural
forms of irregular nouns for
effective oral communication,
c) distinguish between singular
and plural irregular nouns for
appropriate oral communication
at home and in school,
strand, the learner
should be able to:
a) use 'will'/'shall' to
talk about what they
would want to
become in future,
b) identify words that
express future
time/actions for
effective oral
communication,
c) enjoy using 'will'
and 'shall' to
communicate future
time/intentions.

Teaching Resources

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

1.5 Language structure and functions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Safety
Opposites
( 6 lessons)
Wild animals –A visit
to the park.
Prepositions
Next to, around, near,
by, beside, above, over
through, across, to and
Saving

Key Inquiry Questions (KIQs)

Learners use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) In pairs and groups learners construct oral and written sentences using the opposites of familiar and unfamiliar words Learner listens to story read by the teacher or from computing devices and respond to questions based on the theme and opposites.?
Learners work in groups to identify various positions of objects involving the prepositions learnt Learners listen to a song and talk about the position and location of objects, animals, people and places. In pairs, learners construct sentences orally using pre- positions Learners describe the locations of things in their homes using the prepositions they have learnt. Learners look at some pictures that have been displayed and?
Learners role play activities that lead to the use of 'what', 'when' 'whose', 'how', 'why' and 'where' Learners engage in meaningful question and answer dialogues using 'what', 'when' 'whose', 'how', 'why' and 'where' in pairs/small groups Learners take part in games that allow them to ask questions using the wh- words Learners recite short poems to practice the use of the use of 'what', 'when' 'whose', 'how', 'why' and 'where' Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions about saving money or conserving other resources.?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) use opposites of higher
level difficulty to construct
simple sentences about
safety at home, school and
the environment,
b) identify the opposite of a
group of words for
effective oral
communication,
c) enjoy conversations using
opposites in
communicating ideas
By the end of the sub
strand, the learner should
be able to:
a) use prepositions to talk
about the position and
location of objects,
people, animals and
places around the park ,
b) identify the correct use
of prepositions in oral
conversations,
c) appreciate use of
prepositions to describe
the different positions
and locations of people,
animals, places and
a) ask questions using
'what', 'when' , 'how',
'why' and 'where' to
learn about saving,
b) respond correctly to
questions using: 'what',
'when' 'whose', 'how',
'why' and 'where'
appropriately for
effective
c) identify wh-words in a
story, poem or
conversation for
d) appreciate the use of
WH-Words for
communication

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:

The Festival
Describing
words- size,
shape, colour
( 6 lessons)

Key Inquiry Questions (KIQs)

Learners group objects in terms of size, colour, shape and numbers Learner describes objects in the classroom using size, colour and numbers Learners colour different shapes of objects and describe them appropriately, first in pairs then individually. Learners are guided to identify and construct simple sentences about things in the environment that have different colours, size, shape and number. Learners listen to a descriptive story read by the teacher or from computing devices and identify adjectives.?

Suggested Experiences

By the end of the sub strand,
the learner should be able to:
a) use adjectives to describe
people, things and actions
in a festival,
b) describe given nouns in
relation to shape, colour
and size clearly in oral
communication,
c) appreciate the use of
colour, size ,shape and
number to describe nouns

Teaching Resources

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

1.7 Language structures and functions

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Play time and
Sports
Comparatives and
superlatives
(-er and –est)
(6 lessons)
Diseases and
Foods we eat
Conjunctions
'and' 'but'
'because'
( 6 lessons)

Key Inquiry Questions (KIQs)

Learners put objects into 3 groups of different sizes Learners observe and describe objects according to size, weight, length, height using positive, comparative and superlative forms Learners construct sentences using comparatives and superlatives to describe?
In groups, learners group items and talk about them using more than one conjunction as individuals, Learners contrast objects or people in the class room using 'but' in pairs/small groups Learners explain reasons using the conjunction because in question and answer dialogues Learners sing and recite poems about diseases and food we eat using conjunctions Learners construct sentences using conjunctions based on a story, poem or conversation they have read or listened to.?

Suggested Experiences

By the end of the sub strand, the
learner should be able to:
a) identify comparatives and
superlatives that are used to
describe people and
thingsduring play time and
sports day.
b) form comparatives and
superlatives appropriately
based on the given examples
for effective communication;
c) enjoy using comparatives and
By the end of the sub
strand, the learner should
be able to:
a) use conjunctions to
talk about nutrition
and diseases,
b) distinguish the uses
of conjunctions 'and'
'but' in sentences,
c) enjoy using the
conjunctions to
convey different
meaning

Teaching Resources

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

Strand 2.0

2.0 READING

5 Sub-strands5 Lessons

2.1 2.1 Letter sound knowledge: Phonic Reading Read two to three words per week starting with long words that have simple letter- sound correspondence and gradually introducing longer words with more complex letter-sound correspondence. Where learners easily combine sounds to read words,variations to this suggestion should be made by giving more complex sounds to be combined into longer words every week. This is intended to take care of differentiated curriculum and learning. For those struggling with word recognition, a combination of prompts could be used to support them .

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

recognise longer words with more complex letter- sound correspondence for reading,
combine sounds to read longer words,
appreciate the combination of sounds in reading

Key Inquiry Questions (KIQs)

In groups, learners sort their names by the first, middle and last sounds. Learners pair initial sound picture cards with the corresponding letter while playing memory game using flash cards. Learners sort, illustrate and write first middle and last sounds of objects. Learners watch audio/visual recording of long words with more complex letter- sound correspondence and use look and say, exposure and other word attack skills to read these words. Learners identify and read longer words with more complex letter sound correspondence individually, in pairs and in groups from a chart, poster or digital/ printed list of words.?

Teaching Resources

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

2.2 2.2 Word Reading Learners read eight to ten new words per week starting with long words without letter-sound correspondence and gradually introducing longer words without letter-sound correspondence. Variations to this suggestion should be made by giving more words without letter sound

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read more and longer words without letter- sound correspondence for effective communication,

Key Inquiry Questions (KIQs)

What are some of the new words that you know?
Why do you enjoy reading some words?

Suggested Experiences

Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills.
Learners play word ladder game by putting words on top of one another as they pronounce them.
Learner listen to audio-visual

Teaching Resources

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

2.3 2.3 Connected text and fluency Learners read texts of 200 words gradually increasing in length and requiring more accuracy and expression at intervals of two weeks. Variations to this suggestion should be made by giving longer texts demanding more accuracy and expression among learners who can read fluently. This is intended to take care of differentiated curriculum and learning. For those struggling with fluent reading, shorter texts demanding fewer words per minute could be given to support them .

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read a text of about 200 words transitioning from phrasal to fluent reading,
read at 90 words per minute accurately and fluently with expression,
enjoy reading a variety of texts that are appropriate for the grade level.

Key Inquiry Questions (KIQs)

Learners read short passages, narratives or short poems aloud as modelled by the teacher Learners read individually in the library under the guidance of the teacher Learners are guided to read in small groups and pairs Learners interact with different materials such as poems and narratives in both print and digital formats for comprehension Learners read narratives, stories, poems and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume. Learners watch relevant television programmes that promote reading Learners play a reading game to see who completes reading a certain text first.?

Suggested Experiences

texts to peers and neighbours.

Teaching Resources

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

2.4 2.4 Comprehension Learners read texts of about 200 words, starting by making simple predictions, retelling the stories and gradually responding to questions that require inference. The stories increase in length and complexity at intervals of two weeks so that learners retell stories in more details and respond to more inferential questions. Variations to this suggestion should be made by giving longer texts with more complex inferential questions in cases where learners easily answer direct and indirect questions. This is intended to take care of differentiated

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

make predictions based on the pictures and titles and anticipate possible outcomes,
read and retell a story, poem or conversation to enhance oral communication,
answer simple direct and indirect questions based on a text of about 200 words,
appreciate the importance of connecting personal

Key Inquiry Questions (KIQs)

What do you think will happen in this story?
What familiar words are in this story?
What have you learnt from the story?

Suggested Experiences

Learners talk about the picture/title before they read a short print or digital text and make predictions.
Learners practise reading a short text and retell a story, poem or conversation according to their understanding.
Learner answer questions after reading a text by getting clues from the story read.
Learners talk about the characters and events in

Teaching Resources

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

2.5 Sub strand

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Outcomes

Teaching Resources

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

Strand 3.0

3.0 WRITING

4 Sub-strands4 Lessons

3.1 3.1 Handwriting Learners practise handwriting every week starting from copying models of shapes and progressively improving to writing dictated words and sentences neatly and legibly. Variations to this suggestion should be made by giving more complex patterns for learners who have demonstrated the competence in writing legibly. The progression to writing words and sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling handwriting, more time could be spent encouraging them to copy for clarity and legibility.

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

Learners observe and copy models of well-shaped letters. Learners model spacing of letters in words and sentences. Learners write words and short sentences as modelled by the teacher from a visual display- digital or other available surfaces. Learners draw and label objects. Learners copy sentences. Learners write simple words as teacher or peer dictates Learners write sentences as a peer or teacher dictates Learners interact with and discuss samples of good and bad handwriting in groups.?

Suggested Experiences

people in the sorrounding community sit and position materials as they write.
They could be sensitized on how to sit appropriately

Teaching Resources

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

3.2 3.2 Spelling Learners practise spelling simple and compound words every week, then progressively move to spelling short and long sentences. Variations to this suggestion should be made by giving more complex words to be spelt by learners who have demonstrated the competence in correct spelling. The progression to spelling short and long sentences should be accelerated among such learners. This is intended to take care of differentiated curriculum and learning. For those struggling spelling simple words, more

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

Which letters make the following word…?
How do we spell the following words: 1), --- 2)---?
Which letter is missing to make the following word: mat m-t?
How do we spell the name of this picture/object?

Suggested Experiences

In groups, learners form correct words from long words.
Peers compete in language games where a group dictates words as the other(s) write them down.
Learners confirm the spelling from the dictionary
Learners use word puzzles and jigsaw puzzles to make more familiar words.
Learners write short sentences in exercise book or computer as the teacher dictates.
Learners re-arrange jumbled letters to make four to five- letter words.
Learners play age appropriate spelling

Teaching Resources

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

3.3 3.3 Punctuation Learners start by using capital letters for proper nouns and progressively write sentences with a variety of correct punctuation marks. Variations to this suggestion should initially be made by increasing the proper nouns in practice

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

Key Inquiry Questions (KIQs)

What letter of the alphabet is this?
What is the name of this letter?
Who has a name beginning with this letter?

Suggested Experiences

In pairs/groups, learners observe and practise the use of capital and small letters in proper nouns
Learners practise writing their names individually/ pairs,
Learners observe samples of teacher's display of sentences

Teaching Resources

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

3.4 3.4 Guided Writing Learners practise completing simple blank filling exercises every week, using the correct form of words, then progressively move to making short phrases and writing sentences to make paragraphs. Variations to this suggestion should be made by increasing the number of blanks to be filled to complete a sentence. The progression from writing phrases to sentences and paragraphs 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 completing sentences , opportunities for more practise with simpler sentences and phrases should be created.

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/complete sentences,
recognise the correct form and meaning of the words to be used in filling in gaps,
re-arrange words to make short phrases and sentences,
appreciate the importance of writing correct meaningful words, phrases and sentences.

Key Inquiry Questions (KIQs)

Learners are guided on the five steps of the writing process: planning, drafting, revising editing and writing the final piece Learners filling in gaps correctly and sensibly. In groups, learners mime a situation and let others write about it. Learners write phrases in response to a picture prompt appropriately. Learners write meaningful sentences in pairs from simple substitution table. Learners write 3-4 simple short and correct meaningful sentences in response to a prompt. Learners write a paragraph of up to three simple sentences on a familiar topic. Learners write simple guided composition of about 5-10 sentences Learners write a short paragraph on a familiar topic following the five steps of writing.?

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 3 English Activities.

Term 1 Scheme13 Weeks

1.0 LISTENING AND SPEAKING

View Term 1

Term 2 Scheme14 Weeks

1.0 LISTENING AND SPEAKING
2.0 READING

View Term 2

Term 3 Scheme9 Weeks

3.0 WRITING

View Term 3

Other Grade 3 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 3.

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 2 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 3 English Activities?

The official KICD strands for Grade 3 English Activities are: 1.0 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 3 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 3 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 3 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.