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

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

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Grade 4 English 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 English in Term 1.

Class / Grade: Grade 4
Learning Area: English
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 4 English 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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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	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)

Curriculum Design & Content

Grade 4 English Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Theme 1.0: The Family

3 Sub-strands9 Lessons in Term 1

1.1 Listening and Speaking: Pronunciation and Vocabulary

3 Suggested LessonsTerm 1

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?

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

1.2 Reading: Extensive Reading - Reference Materials

3 Suggested LessonsTerm 1

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?

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

1.3 Grammar in Use: Word Classes - Determiners

3 Suggested LessonsTerm 1

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?

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

Strand 2.0

Theme 2.0: Family Celebrations

4 Sub-strands12 Lessons in Term 1

2.1 Listening and Speaking: Listening Comprehension and Vocabulary

3 Suggested LessonsTerm 1

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?

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

2.2 Reading: Intensive Reading - Comprehension

3 Suggested LessonsTerm 1

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?

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

2.3 Grammar in Use: Collective Nouns

3 Suggested LessonsTerm 1

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?

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

2.4 Writing: Guided Composition

3 Suggested LessonsTerm 1

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?

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

Strand 3.0

Theme 3.0: Etiquette

3 Sub-strands9 Lessons in Term 1

3.1 Listening and Speaking: Polite Language

3 Suggested LessonsTerm 1

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?

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

3.2 Reading: Intensive Reading - Dialogue

3 Suggested LessonsTerm 1

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?

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

3.3 Grammar in Use: Pronouns

3 Suggested LessonsTerm 1

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?

Learning Experiences

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

Teaching Resources

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

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

Complete annual curriculum scope for Grade 4 English showing the term-by-term distribution of all 7 strands.

Term 1Current

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

Term 2View Term 2 →

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

Term 3View Term 3 →

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

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.

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)Kiswahili (Term 1)Indigenous Language (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 4 English Term 1

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

In Term 1, Grade 4 English covers the following main strands: Theme 1.0: The Family, Theme 2.0: Family Celebrations, Theme 3.0: Etiquette. 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 English 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 English 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.