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

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

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 4 Kiswahili 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 Kiswahili in Term 1.

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

Full Term Timetable

Grade 4 Kiswahili Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

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)

Curriculum Design & Content

Grade 4 Kiswahili Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Mada Kuu 1.0: Nyumbani

4 Sub-strands11 Lessons in Term 1

1.1 Kusikiliza na Kuzungumza: Matamshi Bora - Sauti

4 Suggested LessonsTerm 1

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?

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

1.2 Kusoma: Kusoma kwa Ufahamu

2 Suggested LessonsTerm 1

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?

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

1.3 Kuandika: Insha ya Wasifu

2 Suggested LessonsTerm 1

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?

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

1.4 Sarufi: Nomino

3 Suggested LessonsTerm 1

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?

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

Strand 2.0

Mada Kuu 2.0: Nidhamu Mezani

4 Sub-strands11 Lessons in Term 1

2.1 Kusikiliza na Kuzungumza: Maamkuzi na Maagizo

4 Suggested LessonsTerm 1

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?

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

2.2 Kusoma: Kusoma kwa Kina

2 Suggested LessonsTerm 1

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?

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

2.3 Kuandika: Insha ya Masimulizi

2 Suggested LessonsTerm 1

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?

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

2.4 Sarufi: Vitenzi

3 Suggested LessonsTerm 1

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?

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

Strand 3.0

Mada Kuu 3.0: Mavazi

1 Sub-strand4 Lessons in Term 1

3.1 Kusikiliza na Kuzungumza: Vitendawili

4 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 4 Kiswahili showing the term-by-term distribution of all 6 strands.

Term 1Current

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

Term 2View Term 2 →

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

Term 3View Term 3 →

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

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)English (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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: Grade 4 Kiswahili Term 1

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

In Term 1, Grade 4 Kiswahili covers the following main strands: Mada Kuu 1.0: Nyumbani, Mada Kuu 2.0: Nidhamu Mezani, Mada Kuu 3.0: Mavazi. 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 Kiswahili 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 Kiswahili 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.