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

Grade 4 Arabic 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 4 Arabic Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Arabic 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 4 Arabic in Term 1.

Class / Grade
Grade 4
Pre-Primary Level
Learning Area
Arabic
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

Grade 4 Arabic Term 1 Scheme of Work Table

Week-by-week lesson 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 →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) identify standard Arabic greetings (As-salamu alaykum, Ahlan wa sahlan, Sabahul khayr, Masa'ul khayr)

1. Why are greetings important in Arabic culture?

- listen to audio recordings of authentic Arabic greetings and reply formulas

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) identify standard Arabic greetings (As-salamu alaykum, Ahlan wa sahlan, Sabahul khayr, Masa'ul khayr)

1. Why are greetings important in Arabic culture?

- listen to audio recordings of authentic Arabic greetings and reply formulas

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) exchange greetings and courtesy phrases with peers politely

1. Why are greetings important in Arabic culture?

- practise greeting peers using As-salamu alaykum and wa alaykumus-salam

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) exchange greetings and courtesy phrases with peers politely

1. Why are greetings important in Arabic culture?

- practise morning and evening greetings (Sabahul khayr - Sabahun noor)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- practise morning and evening greetings (Sabahul khayr - Sabahun noor)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Listening and SpeakingInteractive Speaking: Greetings and Courtesies (Tahiyyat)

By the end of the sub strand, the learner should be able to;

a) appreciate greetings in Arabic culture

1. Why are greetings important in Arabic culture?

- role-play courteous introductions in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 4 Arabic Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 4 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Listening and Speaking

3 Sub-strands18 Lessons in Term 1

1.1 Interactive Speaking: Greetings and Courtesies (Tahiyyat)

6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • identify standard Arabic greetings (As-salamu alaykum, Ahlan wa sahlan, Sabahul khayr, Masa'ul khayr)
  • exchange greetings and courtesy phrases with peers politely
  • appreciate greetings in Arabic culture
Key Inquiry Questions (KIQs)
  • Why are greetings important in Arabic culture?
Learning Experiences
  • listen to audio recordings of authentic Arabic greetings and reply formulas
  • practise greeting peers using As-salamu alaykum and wa alaykumus-salam
  • practise morning and evening greetings (Sabahul khayr - Sabahun noor)
  • role-play courteous introductions in pairs
Teaching Resources

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

1.2 Phonological Awareness: Arabic Alphabet Sounds (Huroof)

6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • articulate distinct Arabic consonant sounds with proper points of articulation (Makharij)
  • differentiate between similar sounding letters (e.g., Sin vs Shin, Ha vs Khaa, Ta vs Twa)
  • reproduce short and long vowel sounds (Fathah, Kasrah, Dammah)
Key Inquiry Questions (KIQs)
  • How do we produce unique Arabic throat and emphatic sounds correctly?
Learning Experiences
  • listen to audio demonstrations of Arabic phonemes and imitate sounds
  • chant the Arabic alphabet with rhythm and clapping
  • practise minimal pairs of letters with teacher guidance
Teaching Resources

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

1.3 Listening for Gist: Attentive Listening

6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • listen attentively to short Arabic sentences and determine the general meaning
  • identify key words related to family, home and classroom
  • respond accurately to simple spoken questions
Key Inquiry Questions (KIQs)
  • How does listening for key words help us understand Arabic dialogue?
Learning Experiences
  • listen to short audio clips about children introducing their family
  • point to pictures corresponding to what is spoken
  • answer simple comprehension questions using single words or short phrases
Teaching Resources

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

Grade 4 Arabic Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 4 Arabic showing the term-by-term distribution of all 3 strands.

Term 1Current
  • Listening and Speaking
Term 2View Term 2 →
  • Listening and Speaking
  • Reading
Term 3View Term 3 →
  • Writing

Other Grade 4 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 4.

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Explore Schemes for Other CBC Grades

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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:

Help & Answers

Frequently Asked Questions: Grade 4 Arabic Term 1

What strands and sub-strands are covered in Grade 4 Arabic Term 1?

In Term 1, Grade 4 Arabic covers the following main strands: 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 4 Arabic 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 4 Arabic 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.