2026 KICD CBC Curriculum Design8 Strands · 14 Sub-strands43 Suggested Lessons

Grade 3 Kiswahili 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 Kiswahili Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 3 Kiswahili Activities Curriculum Facts

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

Class / Level: Grade 3
Major Strands: 8 Strands
Annual Lessons: 43 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 3 Kiswahili Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora b) kutamka sauti lengwa ili kuimarisha matamshi bora	1. Ni sauti zipi unazoweza kutamka?	- Mwanafunzi atambue sauti bw, fy na kw katika maneno. - Mwanafunzi asikilize silabi za sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na baadaye atamke akiwa peke yake, wawili wawili na kama darasa.Mifano ya silabi hizi ni: bwa, bwe; fya, fye; kwa, kwe, kwi n.k.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kusoma silabi za sauti lengwa ili kuimarisha usomaji b) kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora c) kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji	1. Ni sauti zipi unazoweza kutamka?	- Mwanafunzi aweza kutumia teknolojia (papaya) kusikiliza sauti lengwa ikitamkwa. - Mwanafunzi aweza kusikiliza mgeni mwalikwa akitamka sauti lengwa.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuandika maneno kutokana na silabi zilizofunzwa ili kuimarisha uandishi bora b) kusoma hadithi zilizo na maneno yaliyo na sauti lengwa ili kumsaidiwa mwanafunzi kutamka sauti husika ili kuimarisha matamshi na usomaji c) kuchangamkia kutamka sauti lengwa ili kuimarisha mawasiliano.	1. Unajua kusoma sauti zipi mbili zinazotamkwa?	- Mwanafunzi asome maneno kwa kutumia silabi k.v. silabi bwana, bweka, fyata, fyeka, kwao, kwea na kwekwe. - Mwanafunzi aandike herufi za sauti alizosoma hewani na vitabuni pamoja na maneno yanayojumuisha sauti hizo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuelezea shughuli zinazofanyika shambani ili kuimarisha stadi ya kuzungumza b) kutambua matumizi ya vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza c) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi asikilize imla ya maneno yaliyo na herufi za sauti lengwa na kuyaandika kupitia kwa mwalimu au vifaa vya teknolojia. - Mwanafunzi aweza kutazama video inayoonyesha jinsi vifaa mbalimbali vinavyotumika shambani - Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Shambani	Sauti mbili tofauti zinazotamkwa pamoja	By the end of the sub strand, the learner should be able to; a) kuthamini umuhimu wa vifaa vinavyotumika shambani.	1. Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	- Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

Explore the complete curriculum designs for Grade 3 Kiswahili Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Shambani

2 Sub-strands7 Lessons

1.1 Sauti mbili tofauti zinazotamkwa pamoja

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora
kutamka sauti lengwa ili kuimarisha matamshi bora
kusoma silabi za sauti lengwa ili kuimarisha usomaji
kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora
kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji
kuandika maneno kutokana na silabi zilizofunzwa ili kuimarisha uandishi bora
kusoma hadithi zilizo na maneno yaliyo na sauti lengwa ili kumsaidiwa mwanafunzi kutamka sauti husika ili kuimarisha matamshi na usomaji
kuchangamkia kutamka sauti lengwa ili kuimarisha mawasiliano.
kuelezea shughuli zinazofanyika shambani ili kuimarisha stadi ya kuzungumza
kutambua matumizi ya vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza
kuthamini umuhimu wa vifaa vinavyotumika shambani.

Key Inquiry Questions (KIQs)

Ni sauti zipi unazoweza kutamka?
Unajua kusoma sauti zipi mbili zinazotamkwa?
Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?

Suggested Experiences

Mwanafunzi atambue sauti bw, fy na kw katika maneno.
Mwanafunzi asikilize silabi za sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na baadaye atamke akiwa peke yake, wawili wawili na kama darasa.Mifano ya silabi hizi ni: bwa, bwe; fya, fye; kwa, kwe, kwi n.k.
Mwanafunzi aweza kutumia teknolojia (papaya) kusikiliza sauti lengwa ikitamkwa.
Mwanafunzi aweza kusikiliza mgeni mwalikwa akitamka sauti lengwa.
Mwanafunzi asome maneno kwa kutumia silabi k.v. silabi bwana, bweka, fyata, fyeka, kwao, kwea na kwekwe.
Mwanafunzi aandike herufi za sauti alizosoma hewani na vitabuni pamoja na maneno yanayojumuisha sauti hizo.
Mwanafunzi asikilize imla ya maneno yaliyo na herufi za sauti lengwa na kuyaandika kupitia kwa mwalimu au vifaa vya teknolojia.
Mwanafunzi aweza kutazama video inayoonyesha jinsi vifaa mbalimbali vinavyotumika shambani
Mwanafunzi anaweza kutumia tarakilishi kutambua vifaa mbalimbali kwa majina vilivyo.

Teaching Resources

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

1.2 Kusoma: Hadithi

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua picha za vifaa vinavyotumika shambani ili kuimarisha ufahamu wa hadithi
kusoma hadithi za picha zinazohusu shamba ili kujenga usomaji bora
kusikiliza hadithi zikisomwa na mwalimu kuhusu vifaa vinavyotumika shambani ili kujenga usikivu
kufahamu hadithi aliyoisoma na aliyosomewa kuhusu shambani ili kupata ujumbe
kuchangamkia kusoma hadithi za vifaa vinavyotumika shambani ili kuendeleza stadi ya usomaji.

Key Inquiry Questions (KIQs)

Unaona nini katika picha?
Ni nini kitakachotendeka katika hadithi?
Ni vifaa vipi vimetajwa katika hadithi?

Suggested Experiences

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.
Mwanafunzi atabiri kitakachotokea kwenye hadithi.
Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.
Mwanafunzi asome na wengine darasani, wakiwa wawili na baadaye asome peke yake.
Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili au katika vikundi.
Mwanafunzi aweza kusoma hadithi kwa kutumia vifaa vya kiteknolojia k.m. tarakilishi na projekta.
Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa.
Mwanafunzi athibitishe utabiri wao baada ya kusoma hadithi.
Mwanafunzi atoe muhtasari wa hadithi aliyosoma.
Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma.

Teaching Resources

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

Strand 2.0

Uzalendo

1 Sub-strand5 Lessons

2.1 Sauti mbili tofauti zinazotamkwa pamoja

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora
kutamka sauti lengwa ili kuimarisha matamshi bora
kusoma silabi za sauti lengwa ili kuimarisha usomaji
kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora
kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji
kuandika maneno kutokana na silabi zilizofunzwa ili kuimarisha uandishi
kusoma silabi za sauti lengwa ili

Key Inquiry Questions (KIQs)

Ni sauti zipi unazojua kutamka?
Unajua kusoma silabi zipi katika maneno?
Ni herufi na maneno yapi yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?
Unajua kusoma herufi zipi?
Unajua kuandika herufi na maneno kutokana na sauti mbili?
Je, ni sauti zipi unazojua kutamka?
Je, ni sauti zipi zinazokutatiza kutamka?
Je, ni sauti zipi?

Suggested Experiences

Mwanafunzi atambue sauti mw, nd na pw katika maneno.
Mwanafunzi asikilize mwalimu akizitamka silabi zinazotokana na sauti lengwa kisha atamke pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima k.m mwa, mwe, mwi na mwo.
Mwanafunzi aweza kutumia teknolojia kama vile papaya, tarakilishi, projekta na kipaza sauti kumsaidia kuimarisha matamshi yake.
Mwanafunzi aweza kumsikiliza mgeni mwalikwa akitamka sauti lengwa.
Mwanafunzi atambue sauti alizosoma katika maneno kwa mfano k. m mwana, mwananchi, ndoo, ndizi, uzalendo, pwani, pweza na pweke.
Mwanafunzi atambue sauti mb, nj na ng katika maneno.
Mwanafunzi amsikilize mwalimu akitamka silabi zinazotokana na sauti lengwa kisha atamke. pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima. Mifano ya silabi hizi ni: mba, mbe, mbi,nja, nje, nji, nga, nge na ngi.
Mwanafunzi aweza kutumia vifaa vya ki teknolojia kama vile papaya, tarakilishi, projekta na kipazasauti
Mwanafunzi atambue sauti py na vy katika maneno
Mwanafunzi amsikilize mwalimu akitamka silabi zinazotokana na sauti lengwa kisha atamke pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima k.m pya, pye, vya na vye.
Mwanafunzi aweza kutumia teknolojia kama vile papaya, tarakilishi, projekta na kipazasauti ili kuimarisha

Teaching Resources

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

Strand 3.0

Miezi ya Mwaka

0 Sub-strands0 Lessons

Strand 4.0

Kazi mbalimbali

0 Sub-strands0 Lessons

Strand 5.0

Usalama

3 Sub-strands9 Lessons

5.1 Msamiati.

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati ambao hutumiwa katika usalama ili kuimarisha mawasiliano
kusoma msamiati unaohusiana na usalama ili kujenga usomaji bora
kueleza maana ya msamiati wa usalama ili kuimarisha ufahamu
kutumia msamiati wa usalama katika sentensi ili kuimarisha ufahamu
kuandika maneno yanayohusiana na usalama ili kujenga uandishi bora
kuthamini usalama katika mazingira yake.

Key Inquiry Questions (KIQs)

Je, ni nini maana usalama?
Usalama huhusisha mambo yapi?

Suggested Experiences

Mwanafunzi asome maneno yanayohusiana na usalama kwa kutumia kadi za maneno.
Mwanafunzi aeleze maana ya msamiati wa usalama akiwa peke yake au katika vikundi.
Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa usalama.
Mwanafunzi aweza kutazama video kuhusu usalama k.m. utekaji nyara na moto na kisha kujadili jinsi ya kujilinda kutokana na hatari.
Mwanafunzi atazame michoro na picha inayolenga maana ya maneno kuhusu usalama.
Wanafunzi wajadiliane kuhusu umuhimu wa usalama.

Teaching Resources

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

5.2 Kusoma: Hadithi

Term 1 Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua picha zinazoonyesha usalama katika mazingira mbalimbali ili kurahisisha ufahamu
kutambua maneno yanayohusiana na usalama ili kuyatumia katika mawasiliano
kusikiliza hadithi za mwalimu kuhusu usalama ili kuimarisha ufahamu
kusoma hadithi kuhusu usalama ili kujenga usikivu
kufahamu hadithi aliyoisoma na aliyosomewa kuhusu usalama ili kupata ujumbe
kuthamini umuhimu wa usalama katika maisha ya kila siku.

Key Inquiry Questions (KIQs)

Je, usalama unahusu nini?
Ukosefu wa salama husababishwa na nini?
Unapojipata kwenye hatari unafaa kufanya nini?

Suggested Experiences

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.
Mwanafunzi atabiri kitakachotokea kwenye hadithi
Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.
Mwanafunzi asome darasani, wakiwa wawili na baadaye asome peke yake.
Wanafunzi wasomeana hadithi wakiwa wawili wawili au katika vikundi.
Mwanafunzi aweza kusikiliza hadithi husika ikisomwa kupitia kinasa sauti.
Mwanafunzi aweza kutazama video ya mtu mzima au mtoto akisoma hadithi husika kwa ufasaha kisha aige usomi huo.
Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.
Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu usalama.
Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa.
Mwanafunzi ajibu na kuuliza maswali kutokana na hadithi.

Teaching Resources

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

5.3 Kuandika

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua kisa chenye mtiririko
kuandika kisa kifupi kwa hati nadhifu kulingana na mada
kufurahia uandishi wa visa tofauti

Key Inquiry Questions (KIQs)

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?
Je, unaweza kuandika kisa gani?

Suggested Experiences

Mwanafunzi aweza kupewa hadithi yenye mapengo ajaze kwa maneno mwafaka.
Mwanafunzi aongozwe kujadili yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.
Mwanafunzi aweza kusoma kielelezo cha kisa

Teaching Resources

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

Strand 6.0

Usafi wa Mazingira

3 Sub-strands8 Lessons

6.1 Msamiati

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati wa usafi wa mazingira
kutumia msamiati wa usafi wa mazingira katika sentensi
kubainisha mazingira safi na yale machafu
kuthamini mazingira safi.

Key Inquiry Questions (KIQs)

Je, unajua msamiati gani unaohusiana na usafi wa mazingira?
Unaweza kutumia msamiati gani unaohusiana na usafi wa mazingira sentensi?
Mazingira safi ni yapi?

Suggested Experiences

Mwanafunzi aweza kuelekezwa kusoma maneno yanayohusiana na usalama kwa kutumia kadi za maneno.
Mwanafunzi aweza kuelekezwa kutoa maana ya msamiati unaohusiana na usafi wa mazingira.
Wanafunzi waweza kujadiliana kuhusu maana za maneno yanayohusiana na usafi wa mazingira.
Mwanafunzi aweza kutunga sentensi sahihi kwa kutumia msamiati unaohusiana na usafi wa mazingira.
Mwanafunzi aweza kutazama video kuhusu usafi wa mazingira k.m. kuokota na kuchoma taka, kufyeka nyasi n.k.
Mwanafunzi aweza kutazama michoro na picha zinazolenga maana ya maneno kuhusu usafi wa mazingira.
Wanafunzi waweza kujadiliana kuhusu umuhimu wa usafi wa mazingira wakiwa kwenye vikundi.

Teaching Resources

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

6.2 Kusikiliza na Kuzungumza: Masimulizi

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kutofautisha mazingira safi na yasiyo safi
kutambua umuhimu wa mazingira safi
kusikiliza masimulizi kuhusu usafi wa mazingira
kuelezea kuhusu usafi wa mazingira

Key Inquiry Questions (KIQs)

Ni nini maana ya mazingira?
Mazingira safi ni yapi?
Je, tunawezaje kuborasha mazingira?

Suggested Experiences

Mwanafunzi aweza kufahamu maana ya usafi wa mazingira.
Wanafunzi waongozwe katika vikundi kusimulia visa vinavyohusiana na usafi wa mazingira k.v. umuhimu na jinsi ya kutunza mazingira
Mwanafunzi aweza kuigiza jinsi ya kudumisha usafi katika mazingira yake
Wanafunzi waweza kutazama video inayohusu mazingira safi na chafu kisha wabainishe mazingira

Teaching Resources

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

6.3 Msamiati

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati wa dukani ili kuutumia katika mawasiliano
kusoma maneno yanayohusiana na shughuli za dukani ili kujenga usomaji bora
kueleza maana ya msamiati wa dukani ili kuimarisha stadi ya kuzungumza
kutumia msamiati wa dukani katika sentensi sahihi ili kuimarisha stadi ya kuzungumza
kuandika maneno yanayohusiana na uuzaji na ununuzi ili kuimarisha stadi ya kusoma
kutaja majina ya ndege mbalimbali ili kuimarisha stadi ya kuzungumza
kutambua msamiati unaotumiwa katika kutunza ndege ili kuimarisha mawasiliano
kutumia majina ya ndege katika sentensi sahihi ili kuwezesha mazungumzo
kutumia msamiati wa kutunza

Key Inquiry Questions (KIQs)

Mtu anayenunua kitu dukani huitwaje?
Mtu anayeuza dukani huitwaje?
Pesa unazorudishiwa unaponunua kitu dukani huitwaje?
Ni ndege wepi wanaofugwa?
Unamtunzaje ndege umpendaye?

Suggested Experiences

Mwanafunzi asome maneno yanayohusiana na shughuli za dukani kwa kutumia kadi za maneno kama vile nunua, uza, bei, kilo, mnunuzi, mwuzaji, hasara, faida, pesa, baki, sarafu na noti.
Mwanafunzi ashiriki katika majadiliano kuhusu maana ya maneno yanayohusiana na shughuli za dukani kwa kutumia picha au michoro.
Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa dukani.
Mwanafunzi aweza kutazama video kuhusu uuzaji na ununuzi.
Wanafunzi washiriki katika majadiliano kuhusu umuhimu wa kufanya biashara wakiwa kwenye vikundi.
Mwanafunzi atazame picha na kuwatambua ndege tofauti tofauti.
Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati kuhusu ndege.
Mwanafunzi atoe maana ya msamiati unaotumiwa katika kutunza ndege.
Mwanafunzi achore baadhi ya ndege.
Mwanafunzi aweza kutazama video ya utunzaji wa ndege.
Mwanafunzi atazame michoro na picha za ndege wa nyumbani wakitunzwa.

Teaching Resources

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

Strand 7.0

Ndege Nimpendaye

2 Sub-strands6 Lessons

7.1 Kusoma: Hadithi

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati uliotumiwa katika hadithi aliyosoma au kusomewa ili kuimarisha ufahamu
kusoma hadithi zinazohusu ndege wa nyumbani ili kujenga usomaji bora
kusikiliza hadithi zinazohusu ndege wa nyumbani zikisomwa ili kujenga usikivu
kufahamu hadithi aliyoisoma na aliyosomewa kuhusu ndege wanaofugwa ili kupata ujumbe
kuchangamkia kusoma hadithi ili kuendeleza ari ya kusoma zaidi.

Key Inquiry Questions (KIQs)

Ni nini unachokiona katika picha?
Unafikiri ni nini kitakachotokea katika hadithi?
Unakumbuka nini kutokana na hadithi uliyosoma?
Ni kwa nini unampenda ndege wako?

Suggested Experiences

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.
Mwanafunzi atabiri kitakachotokea kwenye hadithi.
Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.
Wanafunzi washiriki katika kusoma darasani, wakiwa wawili na baadaye asome peke yake.
Mwanafunzi aweza kusikiliza hadithi ya mwalimu au hadithi iliyorekodiwa.
Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili au katika vikundi.
Wanafunzi waweza kusoma hadithi kwa kutumia vifaa vya kiteknolojia k.v. tarakilishi na projekta.
Mwanafunzi atunge sentensi akitumia msamiati uliotumiwa katika hadithi.
Mwanafunzi anakili majina na sentensi zinazojumuisha majina ndege wa nyumbani.
Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa.
Mwanafunzi ajibu na kuuliza maswali kutokana na hadithi.

Teaching Resources

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

7.2 Kuandika

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi
kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Key Inquiry Questions (KIQs)

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?
Je, unaweza kuandika kisa gani kinachohusiana na ndege?

Suggested Experiences

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka.
Mwanafunzi aeleze yaliyo muhimu katika uandishi kama vile mwandiko nadhifu, maudhui, mtiririko n.k.
Mwanafunzi asome kielelezo cha kisa kilichoandikwa.
Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili.

Teaching Resources

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

Strand 8.0

Sokoni

3 Sub-strands8 Lessons

8.1 Msamiati

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati unaohusiana na shughuli za sokoni ili kuimarisha mawasiliano
kusoma msamiati wa sokoni ili kujenga usomaji bora
kufahamu maana ya msamiati unaotumiwa sokoni ili kuwezesha mawasiliano
kutunga sentensi akitumia msamiati wa sokoni ili kuimarisha mawasiliano
kuandika maneno na sentensi akitumia msamiati wa sokoni ili kuimarisha stadi ya kuandika
kuthamini shughuli za sokoni.

Key Inquiry Questions (KIQs)

Ni maneno yapi au msamiati upi unaotumika sokoni?
Je, unaweza kuchora bidhaa gani zinazopatikana sokoni?

Suggested Experiences

Mwanafunzi asome maneno kuhusu soko kwenye kadi na chati.
Mwanafunzi afafanue maana ya msamiati wa sokoni k.v mkokoteni, vibanda, ratili, bidhaa, risiti, dalali, mnunuzi, muuzaji na mchuuzi).
Mwanafunzi achore vitu vipatikanavyo sokoni.
Mwanafunzi aweza kutazama picha au video za vitu vya sokoni zikiambatanishwa na sauti na maneno.
Mwanafunzi aambatanishe majina na vitu vipatikanavyo sokoni.
Mwanafunzi aweza kujaza nafasi katika sentensi kwa maneno yanayotumiwa sokoni.
Mwanafunzi anakili msamiati kuhusu shughuli za sokoni.
Mwanafunzi atunge sentensi akitumia msamiati kuhusu shughuli za sokoni.

Teaching Resources

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

8.2 Kusikiliza na kuzungumza: Masimulizi

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

kutaja vitu vinavyopatikana sokoni katika kuendeleza mazungumzo
kutaja watu wanaopatikana sokoni katika kuendeleza mazungumzo
kusikiliza maelezo kuhusu sokoni ili kujenga usikivu
kueleza shughuli zinazoendeshwa sokoni ili kuimarisha stadi ya kuzungumza
kueleza umuhimu wa soko ili kujenga stadi ya kuzungumza
kuthamini shughuli za sokoni kama njia moja ya kujipatia riziki.

Key Inquiry Questions (KIQs)

Ni watu wepi wanaopatikana sokoni?
Ni vitu gani vinavyopatikana sokoni?
Soko lina umuhimu gani?

Suggested Experiences

Mwanafunzi ataje vitu vipatikanavyo sokoni k.v mkokoteni, vibanda, ratili, bidhaa na risiti.
Mwanafunzi ataje watu wanaopatikana sokoni kama vile dalali, mnunuzi, muuzaji na mchuuzi.
Mwanafunzi ashiriki katika kuigiza michezo kuhusu shughuli zinazoendeshwa sokoni.
Mwanafunzi ashiriki katika kujadili kuhusu shughuli za sokoni.
Mwanafunzi ajadili michoro, chati na picha kuhusu sokoni.
Mwanafunzi atoe maelezo kuhusu umuhimu wa soko.
Mwanafunzi aweza kuimba nyimbo na kukariri mashairi kuhusu shughuli za sokoni.
Mwanafunzi aweza kutazama video na picha kuhusu shughuli za sokoni.
Mwanafunzi asimulie kisa chochote alichoshuhudia kuhusu sokoni pekee, akiwa katika kikundi au wakiwa wawili.

Teaching Resources

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

8.3 Kusoma: Hadithi

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati uliotumiwa katika hadithi ili kuwezesha ufahamu
kusikiliza hadithi zikisomwa na mwalimu kuhusu sokoni ili kujenga usikivu
kusoma hadithi kuhusu sokoni ili kuimarisha stadi ya kusoma
kufahamu hadithi aliyoisoma au kusomewa kuhusu sokoni ili kupata ujumbe
kuchangamkia kusoma hadithi ili kujenga ari ya kuendeleza ujifunzaji.

Key Inquiry Questions (KIQs)

Ni watu wepi wametajwa katika hadithi?
Ni vitu gani vimetajwa katika hadithi?

Suggested Experiences

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.
Mwanafunzi atabiri kitakachotokea kwenye hadithi.
Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.
Mwanafunzi ashiriki kusoma darasani, wakiwa wawili na baadaye asome peke yake.
Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.
Mwanafunzi asikilize mwalimu akisoma hadithi.
Mwanafunzi aweza kusikiliza hadithi ikisomwa kupitia vifaa vya kiteknolojia huku mwanafunzi akikumbushwa kusikiliza kwa makini.
Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili au katika vikundi.
Wanafunzi waweza kushirikishwa kupanga upya sentensi zilizoparaganywa zinazohusu sokoni katika vikundi.
Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa
Mwanafunzi atoe muhtasari wa hadithi aliyoisoma.
Mwanafunzi ajibu na kuuliza maswali kutokana na

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Shambani
Uzalendo
Usalama

View Term 1

Term 2 Scheme14 Weeks

Usalama
Usafi wa Mazingira
Ndege Nimpendaye

View Term 2

Term 3 Scheme9 Weeks

Ndege Nimpendaye
Sokoni

View Term 3

Other Grade 3 Learning Areas & Schemes

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

Literacy Activities Hub English Activities Hub Mathematics Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 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 Kiswahili Activities?

The official KICD strands for Grade 3 Kiswahili Activities are: Shambani, Uzalendo, Miezi ya Mwaka, Kazi mbalimbali, Usalama, Usafi wa Mazingira, Ndege Nimpendaye, Sokoni. 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 Kiswahili 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 Kiswahili 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 Kiswahili 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.