2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons1 Strands in Term 1

Grade 3 English 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 3 English Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 3 English 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 3 English Activities in Term 1.

Class / Grade: Grade 3
Learning Area: English Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 3 English 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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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)

Curriculum Design & Content

Grade 3 English Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 3 English Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 LISTENING AND SPEAKING

6 Sub-strands6 Lessons in Term 1

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.

1 Suggested LessonsTerm 1

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 textbooks, realia, counters, flashcards, charts & 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.

1 Suggested LessonsTerm 1

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?

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

1.3 2.4 Language Structures and Functions

1 Suggested LessonsTerm 1

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?

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

1.4 Language structures and functions

1 Suggested LessonsTerm 1

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..?

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

1.5 Language structure and functions

1 Suggested LessonsTerm 1

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.?

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

1.6 Language Structures and Functions

1 Suggested LessonsTerm 1

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.?

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

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

Complete annual curriculum scope for Grade 3 English Activities showing the term-by-term distribution of all 3 strands.

Term 1Current

1.0 LISTENING AND SPEAKING

Term 2View Term 2 →

1.0 LISTENING AND SPEAKING
2.0 READING

Term 3View Term 3 →

3.0 WRITING

Other Grade 3 Schemes of Work for Term 1

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

Kiswahili Activities (Term 1)Literacy Activities (Term 1)Mathematics Activities (Term 1)Environmental Activities (Term 1)Hygiene and Nutrition Activities (Term 1)Christian Religious Education (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

Explore Schemes for Other CBC Grades

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: Grade 3 English Activities Term 1

What strands and sub-strands are covered in Grade 3 English Activities Term 1?

In Term 1, Grade 3 English Activities covers the following main strands: 1.0 LISTENING AND 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 3 English 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 3 English 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.