2026 KICD CBC Curriculum Design7 Strands · 27 Sub-strands81 Suggested Lessons

Grade 4 English 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 4 English. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 English Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 English under the Kenya CBC curriculum framework.

Class / Level: Grade 4
Major Strands: 7 Strands
Annual Lessons: 81 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 4 English Term 1 Scheme Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Theme 1.0: The Family	Listening and Speaking: Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) pronounce sounds and words correctly for effective oral communication	1. Why should we pronounce sounds and words correctly?	- say tongue twisters containing target consonant sounds /t/, /d/, /f/, /v/ and digraph /tw/	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Theme 1.0: The Family	Listening and Speaking: Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) use vocabulary related to the family in sentences	1. Why should we pronounce sounds and words correctly?	- repeat minimal pairs with sounds from teacher or audio recording	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Theme 1.0: The Family	Listening and Speaking: Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) listen attentively to oral texts for comprehension b) appreciate accurate pronunciation in oral communication	1. Why should we pronounce sounds and words correctly?	- find out correct pronunciation and meaning of family vocabulary (caregiver, sibling, relative, clan) from dictionaries - listen to an oral story about the family and answer comprehension questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Theme 1.0: The Family	Listening and Speaking: Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) appreciate accurate pronunciation in oral communication	1. Why should we pronounce sounds and words correctly?	- listen to an oral story about the family and answer comprehension questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Theme 1.0: The Family	Listening and Speaking: Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) appreciate accurate pronunciation in oral communication	1. Why should we pronounce sounds and words correctly?	- listen to an oral story about the family and answer comprehension questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Theme 1.0: The Family	Reading: Extensive Reading - Reference Materials	By the end of the sub strand, the learner should be able to; a) identify spelling and meaning of words from print and electronic dictionaries	1. How does a dictionary help us to learn?	- arrange words alphabetically according to thematic areas	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Theme 1.0: The Family	Reading: Extensive Reading - Reference Materials	By the end of the sub strand, the learner should be able to; a) read a junior encyclopaedia to obtain information for lifelong learning	1. How does a dictionary help us to learn?	- discuss how words are organized in a dictionary using guide words	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Theme 1.0: The Family	Reading: Extensive Reading - Reference Materials	By the end of the sub strand, the learner should be able to; a) promote the use of reference materials to obtain information	1. Why is it important to spell words correctly?	- read grade-appropriate texts and check meanings of unfamiliar words - obtain information on family from junior encyclopaedias and digital resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Theme 1.0: The Family	Reading: Extensive Reading - Reference Materials	By the end of the sub strand, the learner should be able to; a) promote the use of reference materials to obtain information	1. Why is it important to spell words correctly?	- obtain information on family from junior encyclopaedias and digital resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Theme 1.0: The Family	Reading: Extensive Reading - Reference Materials	By the end of the sub strand, the learner should be able to; a) promote the use of reference materials to obtain information	1. Why is it important to spell words correctly?	- obtain information on family from junior encyclopaedias and digital resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Theme 1.0: The Family	Grammar in Use: Word Classes - Determiners	By the end of the sub strand, the learner should be able to; a) identify definite and indefinite articles (a, an, the) in a written text	1. How are articles used with nouns?	- read aloud sentences containing articles 'a', 'an' and 'the' with appropriate intonation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Theme 1.0: The Family	Grammar in Use: Word Classes - Determiners	By the end of the sub strand, the learner should be able to; a) use definite and indefinite articles correctly in sentences	1. How are articles used with nouns?	- collaborate to match definite and indefinite articles with lists of nouns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Theme 1.0: The Family	Grammar in Use: Word Classes - Determiners	By the end of the sub strand, the learner should be able to; a) acknowledge the correct use of articles in speech and writing	1. How are articles used with nouns?	- fill in blanks in sentences using appropriate articles - construct sentences using articles and share with classmates	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Theme 1.0: The Family	Grammar in Use: Word Classes - Determiners	By the end of the sub strand, the learner should be able to; a) acknowledge the correct use of articles in speech and writing	1. How are articles used with nouns?	- construct sentences using articles and share with classmates	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Theme 1.0: The Family	Grammar in Use: Word Classes - Determiners	By the end of the sub strand, the learner should be able to; a) acknowledge the correct use of articles in speech and writing	1. How are articles used with nouns?	- construct sentences using articles and share with classmates	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 4 English Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Theme 1.0: The Family

3 Sub-strands9 Lessons

1.1 Listening and Speaking: Pronunciation and Vocabulary

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce sounds and words correctly for effective oral communication
use vocabulary related to the family in sentences
listen attentively to oral texts for comprehension
appreciate accurate pronunciation in oral communication

Key Inquiry Questions (KIQs)

Why should we pronounce sounds and words correctly?

Suggested Experiences

say tongue twisters containing target consonant sounds /t/, /d/, /f/, /v/ and digraph /tw/
repeat minimal pairs with sounds from teacher or audio recording
find out correct pronunciation and meaning of family vocabulary (caregiver, sibling, relative, clan) from dictionaries
listen to an oral story about the family and answer comprehension questions

Teaching Resources

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

1.2 Reading: Extensive Reading - Reference Materials

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify spelling and meaning of words from print and electronic dictionaries
read a junior encyclopaedia to obtain information for lifelong learning
promote the use of reference materials to obtain information

Key Inquiry Questions (KIQs)

How does a dictionary help us to learn?
Why is it important to spell words correctly?

Suggested Experiences

arrange words alphabetically according to thematic areas
discuss how words are organized in a dictionary using guide words
read grade-appropriate texts and check meanings of unfamiliar words
obtain information on family from junior encyclopaedias and digital resources

Teaching Resources

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

1.3 Grammar in Use: Word Classes - Determiners

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify definite and indefinite articles (a, an, the) in a written text
use definite and indefinite articles correctly in sentences
acknowledge the correct use of articles in speech and writing

Key Inquiry Questions (KIQs)

How are articles used with nouns?

Suggested Experiences

read aloud sentences containing articles 'a', 'an' and 'the' with appropriate intonation
collaborate to match definite and indefinite articles with lists of nouns
fill in blanks in sentences using appropriate articles
construct sentences using articles and share with classmates

Teaching Resources

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

Strand 2.0

Theme 2.0: Family Celebrations

4 Sub-strands12 Lessons

2.1 Listening and Speaking: Listening Comprehension and Vocabulary

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

listen attentively to a story on family celebrations
use vocabulary on celebrations (anniversary, banquet, ceremony, feast) in sentences
express personal feelings about family gatherings

Key Inquiry Questions (KIQs)

Why do families celebrate special occasions?

Suggested Experiences

listen to an audio narrative about a wedding or birthday celebration
discuss new vocabulary and construct meaningful sentences
talk about a memorable family celebration in pairs

Teaching Resources

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

2.2 Reading: Intensive Reading - Comprehension

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

read a comprehension passage on family celebrations fluently
answer direct and inferential questions from the passage
summarize the main ideas of the passage

Key Inquiry Questions (KIQs)

What strategies help us find main ideas in a reading passage?

Suggested Experiences

read the passage silently and then aloud in turns
discuss unfamiliar words in context before answering questions
write short answers to factual and inferential comprehension questions

Teaching Resources

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

2.3 Grammar in Use: Collective Nouns

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify collective nouns for groups of people, animals and items
use collective nouns appropriately in sentences
appreciate variety in English noun usage

Key Inquiry Questions (KIQs)

How do collective nouns group individual items together?

Suggested Experiences

identify collective nouns (flock of birds, herd of cattle, choir of singers, crowd of people)
match animals and objects with their respective collective nouns
write sentences using collective nouns in context

Teaching Resources

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

2.4 Writing: Guided Composition

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

organize ideas logically into paragraphs using a guiding framework
write a short composition about a family celebration
use correct spelling and punctuation in composition writing

Key Inquiry Questions (KIQs)

How do guiding questions help us write a well-structured story?

Suggested Experiences

brainstorm ideas using a mind map (When, Where, Who, What happened)
write paragraphs following the guiding questions
proofread and edit composition drafts in pairs

Teaching Resources

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

Strand 3.0

Theme 3.0: Etiquette

4 Sub-strands12 Lessons

3.1 Listening and Speaking: Polite Language

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

use courtesy phrases in social interactions (Excuse me, Please, Thank you, I am sorry)
respond courteously to requests and greetings
appreciate polite language in promoting harmonious coexistence

Key Inquiry Questions (KIQs)

Why is courtesy important when communicating with others?

Suggested Experiences

role-play asking for permission, borrowing items and apologizing for mistakes
identify polite expressions from recorded telephone and classroom conversations
discuss how polite words resolve potential conflicts

Teaching Resources

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

3.2 Reading: Intensive Reading - Dialogue

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

read dialogue texts with appropriate voice expression and modulation
interpret character motives and feelings in conversations
answer comprehension questions based on read dialogues

Key Inquiry Questions (KIQs)

How do tone and punctuation show emotions in written dialogues?

Suggested Experiences

perform dramatic reading of dialogue scripts in pairs
analyze punctuation marks (question marks, exclamation marks) that indicate feelings
answer oral and written questions on the dialogue

Teaching Resources

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

3.3 Grammar in Use: Pronouns

Term 1 Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify personal and possessive pronouns (I, you, he, she, it, we, they, mine, yours, theirs)
replace nouns with appropriate pronouns to avoid repetition
use pronouns correctly in written and spoken English

Key Inquiry Questions (KIQs)

How do pronouns improve the flow of our speech and writing?

Suggested Experiences

identify pronouns in short reading paragraphs
rewrite sentences replacing repeated nouns with correct pronouns
play pronoun substitution games in groups

Teaching Resources

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

3.4 Writing: Functional Writing - Thank You Notes

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify the key components of a thank-you note (date, recipient, message of gratitude, sign-off)
write a short, sincere thank-you note to a friend or caregiver
appreciate the social value of expressing written gratitude

Key Inquiry Questions (KIQs)

What makes a good thank-you note?

Suggested Experiences

examine sample thank-you notes and identify their layout
draft a personalized thank-you note acknowledging a gift or help received
decorate and present the note to the intended recipient

Teaching Resources

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

Strand 4.0

Theme 4.0: Accidents and First Aid

4 Sub-strands12 Lessons

4.1 Listening and Speaking: First Aid Vocabulary

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce words related to accidents and first aid (bandage, bruise, burn, fracture, emergency)
listen to emergency instructions and sequence actions accurately
demonstrate composure and awareness during emergency drills

Key Inquiry Questions (KIQs)

How can clear communication help in emergency situations?

Suggested Experiences

listen to emergency instructions on treating nosebleeds and minor cuts
simulate calling for emergency help giving precise location and details
pronounce target sounds /b/, /p/, /f/, /v/ in medical vocabulary

Teaching Resources

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

4.2 Reading: Reading for Information

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

read an informational text on common home and school accidents
extract safety tips and preventive measures from the text
design safety warning signs for the school environment

Key Inquiry Questions (KIQs)

How can we prevent common accidents at home and school?

Suggested Experiences

read informational safety brochures and identify causes of accidents
create lists of do's and don'ts for road safety and kitchen safety
design illustrated safety warning posters

Teaching Resources

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

4.3 Grammar in Use: Adjectives

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify descriptive adjectives (colour, size, shape, condition)
use regular comparative and superlative adjectives (clean, cleaner, cleanest)
use adjectives to enrich descriptions in writing

Key Inquiry Questions (KIQs)

How do adjectives make our descriptions more vivid and precise?

Suggested Experiences

underline adjectives in sentences describing accident scenes and recovery
form degrees of comparison for regular adjectives
describe objects in the classroom using sensory adjectives

Teaching Resources

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

4.4 Writing: Creative Writing - Descriptive Paragraphs

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

write a descriptive paragraph about a minor incident or safety hero
use sensory details (sight, sound, touch) in writing
review written work for grammatical accuracy

Key Inquiry Questions (KIQs)

How do sensory details help readers picture what we describe?

Suggested Experiences

brainstorm sensory words to describe an event (sharp pain, loud screech, gentle touch)
write a five-sentence descriptive paragraph with a clear topic sentence
share and read paragraphs aloud to peers

Teaching Resources

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

Strand 5.0

Theme 5.0: Nutrition - Balanced Diet

4 Sub-strands12 Lessons

5.1 Listening and Speaking: Vocabulary on Food and Health

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce vocabulary on food and nutrition (carbohydrates, vitamins, proteins, balanced, nutritious)
discuss the benefits of eating healthy foods with peers
express preferences for healthy meals

Key Inquiry Questions (KIQs)

Why is eating a balanced diet essential for growing children?

Suggested Experiences

listen to and participate in discussions about food groups and nutrition
recite poems and chants promoting fruits and vegetables
interview peers about their favourite balanced meals

Teaching Resources

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

5.2 Reading: Reading for Critical Thinking

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

read an expository article comparing healthy foods with junk food
distinguish facts from opinions in nutritional texts
draw healthy eating conclusions from read articles

Key Inquiry Questions (KIQs)

How does junk food affect our physical health and energy?

Suggested Experiences

read texts comparing traditional foods with processed snacks
sort statements from the text into facts and opinions
answer critical thinking questions based on healthy choices

Teaching Resources

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

5.3 Grammar in Use: Verbs and Tenses - Present Continuous

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify present continuous tense verbs (is/are + verb-ing)
use the present continuous tense to describe ongoing actions
differentiate simple present from present continuous tense

Key Inquiry Questions (KIQs)

When do we use the present continuous tense in English?

Suggested Experiences

mime cooking and dining actions while classmates describe what they are doing
complete sentences using the correct form of the present continuous tense
write a short diary entry of current activities during lunch hour

Teaching Resources

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

5.4 Writing: Guided Composition - Healthy Meals

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

plan a written recipe or meal plan with appropriate headings
write instructions using sequential adverbs (First, Next, Then, Finally)
appreciate healthy meal planning

Key Inquiry Questions (KIQs)

How do sequential transition words make instructions easy to follow?

Suggested Experiences

order steps in preparing a fruit salad or vegetable sandwich
write a guided recipe using transition words (First, Then, After that, Finally)
create an illustrated mini-cookbook of healthy local recipes

Teaching Resources

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

Strand 6.0

Theme 6.0: Technology and the Internet

4 Sub-strands12 Lessons

6.1 Listening and Speaking: Digital Communication Vocabulary

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

use digital vocabulary correctly (website, browser, password, email, attachment)
discuss safe ways of using digital devices with peers
listen to audio recordings about online safety

Key Inquiry Questions (KIQs)

How does the internet connect people across the world?

Suggested Experiences

talk about digital tools used at home and in school
pronounce words with silent letters (listen, doubt, sign) commonly found in tech vocabulary
discuss online etiquette: respecting others when posting messages

Teaching Resources

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

6.2 Reading: Reading Electronic Messages

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

read email messages and identify key elements (Subject line, Sender, Salutation, Body, Sign-off)
extract specific details from electronic texts
appreciate email as a modern tool for communication

Key Inquiry Questions (KIQs)

How do email messages differ from traditional postal letters?

Suggested Experiences

read sample emails between pen-pals on computer screens or printouts
identify the sender, receiver, and main purpose of the email message
answer comprehension questions based on electronic correspondence

Teaching Resources

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

6.3 Grammar in Use: Prepositions of Place and Time

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify prepositions of place (in, on, under, between, behind, beside) and time (at, in, on)
use prepositions accurately to describe location and schedules
apply correct prepositions in spoken and written sentences

Key Inquiry Questions (KIQs)

How do prepositions clarify where and when events take place?

Suggested Experiences

place objects in various positions and describe their location using prepositions
fill in sentences with correct prepositions of time (at 8 o'clock, on Monday, in July)
write sentences describing the layout of the computer lab using prepositions

Teaching Resources

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

6.4 Writing: Functional Writing - Drafting Simple Emails

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

draft a simple, courteous email to a friend or teacher
include a clear subject line, friendly greeting and polite closing
practise typing on keyboard devices

Key Inquiry Questions (KIQs)

Why is the subject line important in an email?

Suggested Experiences

complete an email template inviting a friend to a school science fair
type short email messages using a computer keyboard or tablet
proofread email text for spelling and capitalization before sending

Teaching Resources

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

Strand 7.0

Theme 7.0: The Farm and Environment

4 Sub-strands12 Lessons

7.1 Listening and Speaking: Agricultural Vocabulary

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce farm-related vocabulary accurately (irrigation, fertilizer, tractor, harvest, livestock)
listen to instructions on planting and farming practices
share personal experiences about visiting or working on a farm

Key Inquiry Questions (KIQs)

How does agriculture support our country's economy?

Suggested Experiences

listen to an interview with a farmer and answer oral questions
describe farm tools and their uses in pairs
chant farm poems and tongue twisters

Teaching Resources

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

7.2 Reading: Intensive Reading - Farming Stories

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

read a narrative text about modern farming techniques fluently
deduce the meanings of agricultural terms from context
appreciate the dedication of local farmers

Key Inquiry Questions (KIQs)

How do modern farming methods improve food production?

Suggested Experiences

read story extracts aloud with expression and correct pacing
summarize challenges faced by farmers (drought, pests) and how they overcome them
answer comprehension questions on farming narratives

Teaching Resources

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

7.3 Grammar in Use: Regular and Irregular Plurals

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify plural forms of regular nouns (-s, -es, -ies)
form irregular plurals accurately (ox/oxen, child/children, sheep/sheep, calf/calves)
use singular and plural nouns correctly in sentences

Key Inquiry Questions (KIQs)

Why do some nouns change completely when they become plural?

Suggested Experiences

sort noun cards into regular and irregular plural categories
change singular farm sentences into plural sentences
play singular-plural matching card games with peers

Teaching Resources

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

7.4 Writing: Creative Writing - A Visit to the Farm

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

write a descriptive narrative about an excursion to a farm
use chronological transition words and expressive vocabulary
edit writing for correct grammar and punctuation

Key Inquiry Questions (KIQs)

How do we organize an adventure story chronologically?

Suggested Experiences

brainstorm key events of a farm visit using a timeline
write a three-paragraph story describing arrival, farm activities, and journey back
read finished stories to classmates during storytelling time

Teaching Resources

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

Grade 4 English Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 English.

Term 1 Scheme13 Weeks

Theme 1.0: The Family
Theme 2.0: Family Celebrations
Theme 3.0: Etiquette

View Term 1

Term 2 Scheme14 Weeks

Theme 3.0: Etiquette
Theme 4.0: Accidents and First Aid
Theme 5.0: Nutrition - Balanced Diet
Theme 6.0: Technology and the Internet

View Term 2

Term 3 Scheme9 Weeks

Theme 6.0: Technology and the Internet
Theme 7.0: The Farm and Environment

View Term 3

Other Grade 4 Learning Areas & Schemes

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

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub Kiswahili Hub Indigenous Language 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 3 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 4 English?

The official KICD strands for Grade 4 English are: Theme 1.0: The Family, Theme 2.0: Family Celebrations, Theme 3.0: Etiquette, Theme 4.0: Accidents and First Aid, Theme 5.0: Nutrition - Balanced Diet, Theme 6.0: Technology and the Internet, Theme 7.0: The Farm and Environment. 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 4 English?

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 4 English 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 4 English?

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.