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2026 KICD CBC Curriculum Design3 Strands · 9 Sub-strands54 Suggested Lessons

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

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Grade 4 French Curriculum Facts

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

Class / Level
Grade 4
Pre-Primary Education
Major Strands
3 Strands
9 Sub-strands
Annual Lessons
54 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 French 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 →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Listening and SpeakingInteractive Speaking: Greetings and Introductions

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

a) identify basic French greetings for communication (Bonjour, Bonsoir, Salut)

1. Why is it polite to greet people properly in French?

- listen to audio recordings of native speakers exchanging greetings

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) identify basic French greetings for communication (Bonjour, Bonsoir, Salut)

1. Why is it polite to greet people properly in French?

- listen to audio recordings of native speakers exchanging greetings

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) introduce oneself and ask peers their names (Je m'appelle..., Comment tu t'appelles?)

1. Why is it polite to greet people properly in French?

- practise greeting classmates using Bonjour, Bonsoir, Bonne nuit, Au revoir

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) introduce oneself and ask peers their names (Je m'appelle..., Comment tu t'appelles?)

1. Why is it polite to greet people properly in French?

- simulate introductions in pairs using Je m'appelle and asking Comment vous appelez-vous?

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- simulate introductions in pairs using Je m'appelle and asking Comment vous appelez-vous?

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

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

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

a) appreciate the role of polite greetings in French culture

1. Why is it polite to greet people properly in French?

- sing French greeting songs such as 'Bonjour, comment ca va?'

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

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

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

1
Strand 1.0

Listening and Speaking

5 Sub-strands27 Lessons

1.1 Interactive Speaking: Greetings and Introductions

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify basic French greetings for communication (Bonjour, Bonsoir, Salut)
  • introduce oneself and ask peers their names (Je m'appelle..., Comment tu t'appelles?)
  • appreciate the role of polite greetings in French culture
Key Inquiry Questions (KIQs)
  • Why is it polite to greet people properly in French?
Suggested Experiences
  • listen to audio recordings of native speakers exchanging greetings
  • practise greeting classmates using Bonjour, Bonsoir, Bonne nuit, Au revoir
  • simulate introductions in pairs using Je m'appelle and asking Comment vous appelez-vous?
  • sing French greeting songs such as 'Bonjour, comment ca va?'
Teaching Resources

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

1.2 Oral Expression: Self and Family

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • name members of the nuclear family in French (le père, la mère, le frère, la soeur)
  • talk about one's family using simple sentence structures (Voici mon père...)
  • express appreciation and affection for family members
Key Inquiry Questions (KIQs)
  • How do you talk about members of your family in French?
Suggested Experiences
  • point to family photographs and name members in French
  • participate in guessing games describing family members
  • chant short family rhymes with peers
Teaching Resources

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

1.3 Interactive Listening: Following Instructions

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • listen attentively to classroom commands in French (Levez-vous, Asseyez-vous, Écoutez)
  • respond appropriately through actions to instructions
  • demonstrate attentiveness and cooperation during classroom activities
Key Inquiry Questions (KIQs)
  • How do we show understanding of French classroom instructions?
Suggested Experiences
  • listen and respond physically to Simon Says ('Jacques a dit')
  • follow directions: ouvrez votre livre, fermez la porte, écrivez
  • take turns giving and executing simple commands with classmates
Teaching Resources

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

1.4 Active Listening: Rhymes and Songs

Term 1 Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • listen to and recite simple French nursery rhymes and songs
  • reproduce French phonetic sounds and intonation patterns accurately
  • enjoy French songs and musical expressions
Key Inquiry Questions (KIQs)
  • How do songs help us learn French pronunciation?
Suggested Experiences
  • sing traditional French children's songs (Frère Jacques, Sur le pont d'Avignon)
  • accompany songs with rhythmic clapping and dancing
  • imitate native vowel sounds and nasal sounds from recorded songs
Teaching Resources

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

1.5 Listening for Information: School and Surroundings

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify names of common classroom objects in French (le livre, le stylo, la table)
  • listen to short descriptive sentences about school facilities and identify target objects
  • appreciate learning a foreign language to describe immediate surroundings
Key Inquiry Questions (KIQs)
  • How do you name objects around you in French?
Suggested Experiences
  • match French flashcards with real objects in the classroom
  • listen to audio descriptions and point to the mentioned items
  • play object naming relay games in small teams
Teaching Resources

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

2
Strand 2.0

Reading

3 Sub-strands18 Lessons

2.1 Reading Aloud: Alphabet and Simple Words

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • read French alphabet letters and letter combinations aloud
  • read simple high-frequency French words with correct pronunciation
  • develop confidence in reading foreign words aloud
Key Inquiry Questions (KIQs)
  • How do French letter sounds differ from English?
Suggested Experiences
  • chant the French alphabet song while pointing to letters
  • read phonics cards containing accented vowels (é, è, ê, ç)
  • read aloud simple sight words from word walls with peers
Teaching Resources

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

2.2 Reading for Understanding: Simple Descriptive Texts

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • read short illustrated sentences and understand their meaning
  • answer simple comprehension questions from read texts
  • cultivate an interest in reading French storybooks
Key Inquiry Questions (KIQs)
  • How do pictures help us understand French stories?
Suggested Experiences
  • read simple illustrated story passages about children, pets and school
  • match sentences with corresponding illustrative pictures
  • answer true/false and multiple-choice questions based on short texts
Teaching Resources

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

2.3 Guided Reading: Picture Stories

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • follow a guided reading sequence with teacher support
  • decode unfamiliar vocabulary using picture clues and context
  • share personal reactions to stories read
Key Inquiry Questions (KIQs)
  • What strategies can you use when meeting an unknown French word?
Suggested Experiences
  • participate in shared reading of big books and digital readers
  • point out familiar cognates and keywords in texts
  • retell the main storyline in English and simple French phrases
Teaching Resources

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

3
Strand 3.0

Writing

1 Sub-strand9 Lessons

3.1 Guided Writing: Labeling and Short Sentences

Term 39 Lessons
Specific Learning Outcomes (SLOs)

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

  • copy French words and phrases legibly with correct accents
  • label pictures of body parts, family and classroom items in French
  • write short personal profile sentences (Je m'appelle..., J'ai 9 ans)
  • take pride in neat and accurate French handwriting
Key Inquiry Questions (KIQs)
  • Why are accents important when writing in French?
Suggested Experiences
  • practise writing French accents: l'accent aigu (é), l'accent grave (à, è), l'accent circonflexe (ê)
  • label diagrams of the classroom, clothing items and family members
  • complete sentence substitution tables to create new French sentences
  • write a short greeting card in French to a classmate
Teaching Resources

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

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

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

Term 1 Scheme13 Weeks
  • Listening and Speaking
View Term 1
Term 2 Scheme14 Weeks
  • Listening and Speaking
  • Reading
View Term 2
Term 3 Scheme9 Weeks
  • Reading
  • Writing
View Term 3

Other Grade 4 Learning Areas & Schemes

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

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Explore Schemes for Other CBC Classes

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

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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

What are the main strands in Grade 4 French?

The official KICD strands for Grade 4 French are: Listening and Speaking, Reading, Writing. 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 French?

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 French 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 French?

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.