2026 KICD CBC Curriculum Design6 Strands · 24 Sub-strands66 Suggested Lessons

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

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Grade 4 Kiswahili Curriculum Facts

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

Class / Level: Grade 4
Major Strands: 6 Strands
Annual Lessons: 66 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 4 Kiswahili Term 1 Scheme Table

13-week teaching 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	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kutambua silabi zinazotokana na sauti p/b, t/d, k/g, ch/j katika maneno	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kutambua silabi za sauti lengwa (p/b, t/d, k/g, ch/j) kutoka maneno ubaoni au vifaa vya kidijitali	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kutamka silabi na vitanzandimi vinavyoundwa kwa sauti lengwa	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kusikiliza vitanzandimi vikikaririwa na mwalimu au kinasasauti na kuvikariri	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuunda vitanzandimi vyepesi kutokana na sauti zinazokaribiana	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kuunda vitanzandimi vyepesi wakiwa katika vikundi (mfano: baba alivua papa katika bahari pana)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuchangamkia kukariri vitanzandimi katika kuboresha matamshi	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuchangamkia kukariri vitanzandimi katika kuboresha matamshi	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuchangamkia kukariri vitanzandimi katika kuboresha matamshi	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuchangamkia kukariri vitanzandimi katika kuboresha matamshi	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mada Kuu 1.0: Nyumbani	Kusikiliza na Kuzungumza: Matamshi Bora - Sauti	By the end of the sub strand, the learner should be able to; a) kuchangamkia kukariri vitanzandimi katika kuboresha matamshi	1. Matamshi bora yana umuhimu gani katika mawasiliano?	- kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mada Kuu 1.0: Nyumbani	Kusoma: Kusoma kwa Ufahamu	By the end of the sub strand, the learner should be able to; a) kutambua msamiati wa nyumbani uliotumika katika kifungu cha hadithi b) kutumia msamiati lengwa kwa usahihi katika sentensi	1. Unazingatia nini ili kupata ujumbe katika kifungu cha hadithi?	- kutambua msamiati wa nyumbani (sebule, balbu, kizingiti, neti, mvungu, figa, kinu, kochi) - kushirikiana na wenzake kujadili maana na matumizi ya msamiati lengwa	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mada Kuu 1.0: Nyumbani	Kusoma: Kusoma kwa Ufahamu	By the end of the sub strand, the learner should be able to; a) kutoa muhtasari wa ujumbe wa kifungu cha hadithi b) kujenga mazoea ya usomaji bora katika maisha ya kila siku	1. Unazingatia nini ili kupata ujumbe katika kifungu cha hadithi?	- kusoma kifungu kinachohusiana na nyumbani kwenye vitabu au tarakilishi - kujibu maswali ya ufahamu na kutoa muhtasari wa kifungu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Mada Kuu 1.0: Nyumbani	Kusoma: Kusoma kwa Ufahamu	By the end of the sub strand, the learner should be able to; a) kujenga mazoea ya usomaji bora katika maisha ya kila siku	1. Unazingatia nini ili kupata ujumbe katika kifungu cha hadithi?	- kujibu maswali ya ufahamu na kutoa muhtasari wa kifungu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mada Kuu 1.0: Nyumbani	Kusoma: Kusoma kwa Ufahamu	By the end of the sub strand, the learner should be able to; a) kujenga mazoea ya usomaji bora katika maisha ya kila siku	1. Unazingatia nini ili kupata ujumbe katika kifungu cha hadithi?	- kujibu maswali ya ufahamu na kutoa muhtasari wa kifungu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mada Kuu 1.0: Nyumbani	Kuandika: Insha ya Wasifu	By the end of the sub strand, the learner should be able to; a) kutambua muundo wa insha ya wasifu	1. Ni mambo gani unayozingatia unapoandika insha ya wasifu?	- kuchambua kielelezo cha insha ya wasifu darasani	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mada Kuu 1.0: Nyumbani	Kuandika: Insha ya Wasifu	By the end of the sub strand, the learner should be able to; a) kuandika insha ya wasifu kuhusu mlezi au mzazi b) kuzingatia hati nadhifu na tahajia sahihi wakati wa kuandika	1. Ni mambo gani unayozingatia unapoandika insha ya wasifu?	- kuorodhesha sifa za mtu wanayetaka kumsifu (sura, tabia, kazi, mchango wake) - kuandika insha ya wasifu ya aya tatu kwa kuzingatia muundo ufaao	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mada Kuu 1.0: Nyumbani	Kuandika: Insha ya Wasifu	By the end of the sub strand, the learner should be able to; a) kuzingatia hati nadhifu na tahajia sahihi wakati wa kuandika	1. Ni mambo gani unayozingatia unapoandika insha ya wasifu?	- kuandika insha ya wasifu ya aya tatu kwa kuzingatia muundo ufaao	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Mada Kuu 1.0: Nyumbani

4 Sub-strands11 Lessons

1.1 Kusikiliza na Kuzungumza: Matamshi Bora - Sauti

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua silabi zinazotokana na sauti p/b, t/d, k/g, ch/j katika maneno
kutamka silabi na vitanzandimi vinavyoundwa kwa sauti lengwa
kuunda vitanzandimi vyepesi kutokana na sauti zinazokaribiana
kuchangamkia kukariri vitanzandimi katika kuboresha matamshi

Key Inquiry Questions (KIQs)

Matamshi bora yana umuhimu gani katika mawasiliano?

Suggested Experiences

kutambua silabi za sauti lengwa (p/b, t/d, k/g, ch/j) kutoka maneno ubaoni au vifaa vya kidijitali
kusikiliza vitanzandimi vikikaririwa na mwalimu au kinasasauti na kuvikariri
kuunda vitanzandimi vyepesi wakiwa katika vikundi (mfano: baba alivua papa katika bahari pana)
kurekodi matamshi yao kwa kutumia vifaa vya kidijitali na kusahihishana

Teaching Resources

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

1.2 Kusoma: Kusoma kwa Ufahamu

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua msamiati wa nyumbani uliotumika katika kifungu cha hadithi
kutumia msamiati lengwa kwa usahihi katika sentensi
kutoa muhtasari wa ujumbe wa kifungu cha hadithi
kujenga mazoea ya usomaji bora katika maisha ya kila siku

Key Inquiry Questions (KIQs)

Unazingatia nini ili kupata ujumbe katika kifungu cha hadithi?

Suggested Experiences

kutambua msamiati wa nyumbani (sebule, balbu, kizingiti, neti, mvungu, figa, kinu, kochi)
kushirikiana na wenzake kujadili maana na matumizi ya msamiati lengwa
kusoma kifungu kinachohusiana na nyumbani kwenye vitabu au tarakilishi
kujibu maswali ya ufahamu na kutoa muhtasari wa kifungu

Teaching Resources

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

1.3 Kuandika: Insha ya Wasifu

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua muundo wa insha ya wasifu
kuandika insha ya wasifu kuhusu mlezi au mzazi
kuzingatia hati nadhifu na tahajia sahihi wakati wa kuandika

Key Inquiry Questions (KIQs)

Ni mambo gani unayozingatia unapoandika insha ya wasifu?

Suggested Experiences

kuchambua kielelezo cha insha ya wasifu darasani
kuorodhesha sifa za mtu wanayetaka kumsifu (sura, tabia, kazi, mchango wake)
kuandika insha ya wasifu ya aya tatu kwa kuzingatia muundo ufaao

Teaching Resources

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

1.4 Sarufi: Nomino

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

kueleza maana ya nomino kama jina la mtu, mnyama, kitu au mahali
kutambua nomino za pekee na nomino za kawaida katika sentensi
kutumia nomino kutunga sentensi sahihi kimuundo

Key Inquiry Questions (KIQs)

Nomino hutusaidia vipi kutambua vitu katika mazingira yetu?

Suggested Experiences

kutaja majina ya watu, wanyama, mimea na vifaa vilivyo darasani
kupanga nomino katika makundi ya nomino za kawaida na za pekee
kutunga sentensi fupi zikijumuisha nomino mbalimbali

Teaching Resources

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

Strand 2.0

Mada Kuu 2.0: Nidhamu Mezani

4 Sub-strands11 Lessons

2.1 Kusikiliza na Kuzungumza: Maamkuzi na Maagizo

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

kutumia maamkuzi ya heshima kulingana na wakati na hadhi ya msemaji
kutoa na kuitikia maagizo yanayohusiana na adabu za mezani
kudhihirisha adabu wakati wa kula chakula na wengine

Key Inquiry Questions (KIQs)

Kwa nini tunapaswa kuzingatia adabu wakati wa kula mezani?

Suggested Experiences

kuigiza maamkuzi na kauli za adabu (shikamoo, marahaba, karibu chakula, asante)
kujadili kanuni za adabu za mezani (kunawa mikono, kutoongea ukiwa na chakula mdomoni)
kutoa na kutekeleza maagizo mepesi ya mezani wakiwa wawili wawili

Teaching Resources

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

2.2 Kusoma: Kusoma kwa Kina

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

kusoma matini kuhusu lishe na nidhamu mezani kwa kina
kueleza msamiati teule uliotumika katika kifungu
kuchambua mafunzo yanayopatikana katika hadithi

Key Inquiry Questions (KIQs)

Kusoma kwa kina kunatusaidia vipi kuelewa hadithi?

Suggested Experiences

kusoma kifungu kimyakimya na kuweka alama chini ya maneno mapya
kushauriana na marafiki au kamusi kubaini maana ya maneno
kujadili maadili yaliyojitokeza katika kifungu

Teaching Resources

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

2.3 Kuandika: Insha ya Masimulizi

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

kuandika insha ya masimulizi kuhusu tukio la mezani
kupanga matukio kwa mfuatano wa kimantiki
kutumia alama za uakifishaji ipasavyo

Key Inquiry Questions (KIQs)

Unawezaje kusimulia kisa ili kimvutie msomaji?

Suggested Experiences

kupanga mawazo kwenye ramani ya dhana kuanzia mwanzo, kati hadi mwisho wa kisa
kuandika aya zinazotiririka vizuri zikieleza tukio la karamu au mlo wa familia
kusahihishana kazi katika vikundi

Teaching Resources

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

2.4 Sarufi: Vitenzi

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua vitenzi kama maneno yanayoonyesha vitendo katika sentensi
kuambatanisha vitenzi na viambishi vya nyakati (li-, na-, ta-)
kutumia vitenzi sahihi katika mawasiliano ya kila siku

Key Inquiry Questions (KIQs)

Vitenzi vina nafasi gani katika kuonyesha matendo na wakati?

Suggested Experiences

kuigiza vitendo (kula, kunywa, kuosha, kupika) na wenzake kutaja vitenzi husika
kubadilisha vitenzi kutoka wakati uliopita, uliopo hadi ujao
kutunga sentensi zenye vitenzi sahihi kimuktadha

Teaching Resources

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

Strand 3.0

Mada Kuu 3.0: Mavazi

4 Sub-strands11 Lessons

3.1 Kusikiliza na Kuzungumza: Vitendawili

Term 1 Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

kutega na kutegua vitendawili vinavyohusiana na mavazi na mwili
kueleza maana fiche na mafumbo yaliyomo katika vitendawili
kufurahia sanaa ya utegaji vitendawili

Key Inquiry Questions (KIQs)

Vitendawili huchangia vipi katika kukuza wepesi wa kufikiri?

Suggested Experiences

kutega vitendawili kwa kufuata utaratibu (Kitendawili! - Tega!)
kujadili vitendawili vinavyohusu mavazi (k.m. 'Nyumba yangu haina mlango' - Yai)
kushindana kutegua vitendawili katika timu darasani

Teaching Resources

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

3.2 Kusoma: Kusoma kwa Ufasaha

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kusoma kifungu kuhusu mavazi ya kitamaduni na kisasa kwa kasi inayofaa
kuzingatia vituo na hisia wakati wa kusoma
kujibu maswali yanayotokana na kifungu

Key Inquiry Questions (KIQs)

Ni mambo yapi yanayoonyesha kuwa unasoma kwa ufasaha?

Suggested Experiences

kusoma kwa sauti mbele ya wenzake huku akizingatia matamshi bora
kusoma mashairi na vifungu vifupi vinavyoelezea aina za mavazi
kutathmini kasi na usahihi wa usomaji kwa kutumia saa ya mkononi

Teaching Resources

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

3.3 Kuandika: Kuandika kwa Tarakilishi

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kuchapa maneno na sentensi kwa kutumia baobonye la tarakilishi
kuhifadhi hati na kuifungua tena kwenye kifaa cha kidijitali
kuthamini matumizi ya teknolojia katika kukuza uandishi wa Kiswahili

Key Inquiry Questions (KIQs)

Tarakilishi inatusaidiaje kuboresha uandishi wetu?

Suggested Experiences

kutumia tarakilishi au kishikwambi kuchapa msamiati wa mavazi (kaptura, rinda, shati, skati)
kurekebisha makosa ya tahajia kwa kutumia kibonyezo cha kufutia (backspace)
kuchapisha kazi zao na kuziweka kwenye jalada la darasa

Teaching Resources

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

3.4 Sarufi: Vivumishi

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua vivumishi vya sifa vinavyoelezea nomino
kupatanisha vivumishi na ngeli za nomino husika
kutumia vivumishi kwa usahihi katika sentensi

Key Inquiry Questions (KIQs)

Vivumishi huongeza habari gani kuhusu nomino?

Suggested Experiences

kuelezea mavazi kwa kutumia vivumishi vya rangi na sifa (nguo safi, rinda refu, viatu vyeusi)
kupatanisha viambishi ngeli kati ya nomino na kivumishi
kutunga aya fupi zikijumuisha vivumishi mbalimbali

Teaching Resources

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

Strand 4.0

Mada Kuu 4.0: Sokoni

4 Sub-strands11 Lessons

4.1 Kusikiliza na Kuzungumza: Mazungumzo na Maneno Teule

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

kutumia lugha ya adabu na biashara katika maingiliano sokoni
kujadili bei, uzani na ubora wa bidhaa kwa Kiswahili fasaha
kushiriki mazungumzo ya kuigiza sokoni kwa ujasiri

Key Inquiry Questions (KIQs)

Ni msamiati upi unaotumiwa na wanunuzi na wauzaji sokoni?

Suggested Experiences

kuigiza mchezo wa kuuza na kununua matunda na mboga sokoni
kutumia maneno ya kupatana bei (ghali, rahisi, bei ya jioni, punguzo)
kujadiliana kuhusu umuhimu wa uaminifu katika biashara

Teaching Resources

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

4.2 Kusoma: Kusoma kwa Maana

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kusoma orodha ya bei, mabango na risiti za sokoni
kufasiri ujumbe uliomo katika matangazo ya kibiashara
kujibu maswali yanayohusu shughuli za kiuchumi sokoni

Key Inquiry Questions (KIQs)

Mabango na orodha za bei hutusaidia vipi tunapofanya ununuzi?

Suggested Experiences

kusoma risiti za madukani na orodha ya bidhaa za sokoni
kuchambua matangazo ya biashara yaliyo kwenye magazeti na vipeperushi
kueleza maana ya ujumbe katika mabango ya sokoni

Teaching Resources

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

4.3 Kuandika: Barua ya Kirafiki

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua sehemu kuu za barua ya kirafiki (anwani, tarehe, mtajo, mwili, hitimisho)
kuandika barua fupi ya kirafiki akimwalika rafiki kutembelea soko lao
kuzingatia mpangilio na lugha ya kirafiki katika uandishi

Key Inquiry Questions (KIQs)

Muundo wa barua ya kirafiki unajumuisha mambo gani?

Suggested Experiences

kuchambua kielelezo cha barua ya kirafiki ubaoni
kuandika anwani na mtajo ufaao (k.m. Kwa mpenzi rafiki yangu...)
kuandika ujumbe wa barua na kuhitimisha kwa saini au jina lake

Teaching Resources

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

4.4 Sarufi: Viwakilishi

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua viwakilishi kama maneno yanayosimama badala ya nomino
kutumia viwakilishi vya nafsi (mimi, wewe, yeye, sisi, ninyi, wao) katika sentensi
kubadilisha sentensi zenye nomino ziwe na viwakilishi

Key Inquiry Questions (KIQs)

Viwakilishi hutumikaje badala ya nomino katika sentensi?

Suggested Experiences

kutambua viwakilishi vya nafsi katika vifungu vya hadithi
kubadilisha sentensi: 'Juma anaenda sokoni' kuwa 'Yeye anaenda sokoni'
kucheza mchezo wa kadi za viwakilishi na nomino

Teaching Resources

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

Strand 5.0

Mada Kuu 5.0: Ushauri-Nasaha

4 Sub-strands11 Lessons

5.1 Kusikiliza na Kuzungumza: Methali

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua methali zinazohimiza bidii, heshima na ushirikiano
kueleza maana ya wazi na maana ya ndani ya methali teule
kutumia methali kwa usahihi katika mazungumzo

Key Inquiry Questions (KIQs)

Methali hutufundisha nini kuhusu maadili katika maisha?

Suggested Experiences

kusikiliza visa vinavyotolea mifano ya methali (k.m. Asiyesikia la mkuu huvunjika guu)
kushirikiana kueleza maana ya methali na kutoa mifano halisi
kukariri methali mbalimbali na kuziunganisha na maadili mema

Teaching Resources

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

5.2 Kusoma: Kusoma kwa Ufahamu

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

kusoma kifungu kinachohusu umuhimu wa ushauri-nasaha kwa vijana
kueleza masuala makuu yanayojadiliwa katika kifungu
kujibu maswali ya tathmini kwa usahihi

Key Inquiry Questions (KIQs)

Kwa nini ni muhimu kufuata ushauri wa wazazi na walimu?

Suggested Experiences

kusoma kifungu cha hadithi kuhusu mtoto aliyefuata mashauri mema
kujadili changamoto zinazowapata watoto wanaokataa ushauri
kuandika muhtasari wa aya moja kuhusu umuhimu wa ushauri

Teaching Resources

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

5.3 Kuandika: Insha ya Maelezo

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

kuandika insha ya maelezo inayoelezea faida za kufuata ushauri nasaha
kueleza hoja zake kwa uwazi na mantiki
kutumia msamiati mwafaka na muundo wa aya

Key Inquiry Questions (KIQs)

Unawezaje kueleza hoja zako kwa uwazi katika insha ya maelezo?

Suggested Experiences

kujadili hoja kuu zinazounga mkono nidhamu na ushauri
kuandika insha ya maelezo kwa kufuata kielelezo kilichotolewa
kuhariri insha zao wakizingatia alama za uakifishaji

Teaching Resources

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

5.4 Sarufi: Vielezi

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua vielezi vya namna, wakati na mahali katika sentensi
kueleza jinsi vielezi vinavyofafanua vitenzi
kutumia vielezi sahihi katika mazungumzo na maandishi

Key Inquiry Questions (KIQs)

Vielezi vinafafanuaje jinsi, lini na wapi vitendo hufanyika?

Suggested Experiences

kutambua vielezi katika sentensi (k.m. 'Alikimbia haraka', 'Alifika jana', 'Aliingia ndani')
kuongeza vielezi mwafaka katika sentensi ili kuzifanya zivutie zaidi
kutunga sentensi zikionyesha aina tofauti za vielezi

Teaching Resources

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

Strand 6.0

Mada Kuu 6.0: Afya Bora na Mazingira

4 Sub-strands11 Lessons

6.1 Kusikiliza na Kuzungumza: Ushairi

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

kukariri na kuimba mashairi mepesi kuhusu usafi wa kibinafsi na mazingira
kutambua vina na mizani katika beti za mashairi
kufurahia ushairi kama chombo cha kupitisha ujumbe wa afya

Key Inquiry Questions (KIQs)

Mashairi hutusaidiaje kukumbuka jumbe muhimu za afya?

Suggested Experiences

kusikiliza shairi la afya likighaniwa kwa mahadhi ya kuvutia
kukariri shairi wakiwa katika makundi kwa kufuata vina na mizani
kutunga beti fupi za shairi zinazohimiza unawaji mikono

Teaching Resources

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

6.2 Kusoma: Kusoma Kidijitali

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

kusoma makala ya kidijitali kuhusu magonjwa ya kuambukiza na kinga zake
kuelekeza kiteuzi (cursor) na kufungua kurasa za mtandaoni
kutumia taarifa zilizosomwa kuboresha usafi wa shule

Key Inquiry Questions (KIQs)

Tunawezaje kutumia vifaa vya kidijitali kujifunza kuhusu afya?

Suggested Experiences

kusoma makala ya afya kwenye kishikwambi au tarakilishi ya shule
kujadili njia za kuzuia magonjwa kama kipindupindu na malaria
kujibu maswali ya maswali-tathmini mtandaoni

Teaching Resources

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

6.3 Kuandika: Insha ya Masimulizi

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

kuandika insha ya masimulizi kuhusu siku ya usafi wa mazingira shuleni
kutumia msamiati sahihi wa usafi na mazingira
kudhihirisha ubunifu katika uandishi wa masimulizi

Key Inquiry Questions (KIQs)

Tukio la masimulizi linapaswa kupangwa vipi ili lilete mvuto?

Suggested Experiences

kuorodhesha shughuli za usafi (kufagia, kuzibua mitaro, kuchoma takataka)
kuandika insha ya masimulizi yenye utangulizi, kiini na hitimisho
kusomana insha hizo na kupendekeza marekebisho mazuri

Teaching Resources

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

6.4 Sarufi: Ngeli za Nomino (A-WA na KI-VI)

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

kutambua nomino zilizo katika ngeli ya A-WA na ngeli ya KI-VI
kupatanisha viambishi vya nomino na vitenzi katika ngeli hizo
kutunga sentensi sahihi katika umoja na wingi

Key Inquiry Questions (KIQs)

Upatanisho wa kisarufi unazingatia vipi ngeli za nomino?

Suggested Experiences

kupanga nomino kwenye jedwali la ngeli ya A-WA (mtu/watu, daktari/madaktari) na KI-VI (kitabu/vitabu)
kubadilisha sentensi kutoka umoja hadi wingi
kurekebisha sentensi zisizozingatia upatanisho sahihi wa kisarufi

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Mada Kuu 1.0: Nyumbani
Mada Kuu 2.0: Nidhamu Mezani
Mada Kuu 3.0: Mavazi

View Term 1

Term 2 Scheme14 Weeks

Mada Kuu 3.0: Mavazi
Mada Kuu 4.0: Sokoni
Mada Kuu 5.0: Ushauri-Nasaha

View Term 2

Term 3 Scheme9 Weeks

Mada Kuu 5.0: Ushauri-Nasaha
Mada Kuu 6.0: Afya Bora na Mazingira

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 English 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 Kiswahili?

The official KICD strands for Grade 4 Kiswahili are: Mada Kuu 1.0: Nyumbani, Mada Kuu 2.0: Nidhamu Mezani, Mada Kuu 3.0: Mavazi, Mada Kuu 4.0: Sokoni, Mada Kuu 5.0: Ushauri-Nasaha, Mada Kuu 6.0: Afya Bora na Mazingira. 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 Kiswahili?

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 Kiswahili 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 Kiswahili?

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.