2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

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

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Grade 3 Kiswahili 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 Kiswahili Activities in Term 1.

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

Full Term Timetable

Grade 3 Kiswahili 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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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)

Curriculum Design & Content

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

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

Strand 1.0

Shambani

2 Sub-strands7 Lessons in Term 1

1.1 Sauti mbili tofauti zinazotamkwa pamoja

4 Suggested LessonsTerm 1

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?

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

1.2 Kusoma: Hadithi

3 Suggested LessonsTerm 1

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?

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

Strand 2.0

Uzalendo

1 Sub-strand5 Lessons in Term 1

2.1 Sauti mbili tofauti zinazotamkwa pamoja

5 Suggested LessonsTerm 1

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?

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

Strand 3.0

Usalama

2 Sub-strands6 Lessons in Term 1

3.1 Msamiati.

3 Suggested LessonsTerm 1

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?

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

3.2 Kusoma: Hadithi

3 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 3 Kiswahili Activities showing the term-by-term distribution of all 8 strands.

Term 1Current

Shambani
Uzalendo
Usalama

Term 2View Term 2 →

Usalama
Usafi wa Mazingira
Ndege Nimpendaye

Term 3View Term 3 →

Ndege Nimpendaye
Sokoni

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.

Literacy Activities (Term 1)English 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)

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 3 Kiswahili Activities Term 1

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

In Term 1, Grade 3 Kiswahili Activities covers the following main strands: Shambani, Uzalendo, Usalama. 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 Kiswahili 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 Kiswahili 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.