CBC Schemes Logo
CBC SCHEMESOF WORK
2026 KICD CBC Curriculum Design5 Strands · 19 Sub-strands90 Suggested Lessons

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

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 4 Social Studies Curriculum Facts

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

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

Grade 4 Social Studies 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
11Natural and Historic Built EnvironmentsCompass Direction

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

a) identify the four cardinal points of a compass

1. How do we use a compass to tell direction?

- observe and identify the four cardinal points of a compass (North, South, East, West)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Historic Built EnvironmentsCompass Direction

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

a) identify the four cardinal points of a compass

1. How do we use a compass to tell direction?

- observe and identify the four cardinal points of a compass (North, South, East, West)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Historic Built EnvironmentsCompass Direction

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

a) use the cardinal points to give direction of places in the county

1. How do we use a compass to tell direction?

- use cardinal points to show direction of features and places in the county

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Historic Built EnvironmentsCompass Direction

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

a) use the cardinal points to give direction of places in the county

1. How do we use a compass to tell direction?

- use cardinal points to show direction of features and places in the county

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Natural and Historic Built EnvironmentsCompass Direction

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

a) appreciate the use of a compass in daily life

1. How do we use a compass to tell direction?

- make and improvise a compass using magnetized needle and water basin

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Historic Built EnvironmentsLocation and Size of the County

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

a) identify neighbouring counties that border the county

1. Where is our county located in Kenya?

- draw or trace the map of the county and show neighbouring counties

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Historic Built EnvironmentsLocation and Size of the County

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

a) identify neighbouring counties that border the county

1. Where is our county located in Kenya?

- draw or trace the map of the county and show neighbouring counties

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Historic Built EnvironmentsLocation and Size of the County

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

a) estimate the size of the county in relation to neighbouring counties

1. Where is our county located in Kenya?

- discuss the position and size of the county in relation to neighbouring counties

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Historic Built EnvironmentsLocation and Size of the County

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

a) estimate the size of the county in relation to neighbouring counties

1. Where is our county located in Kenya?

- discuss the position and size of the county in relation to neighbouring counties

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 Social Studies Strands and Sub-strands (Full Curriculum)

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

1
Strand 1.0

Natural and Historic Built Environments

5 Sub-strands25 Lessons

1.1 Compass Direction

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the four cardinal points of a compass
  • use the cardinal points to give direction of places in the county
  • appreciate the use of a compass in daily life
Key Inquiry Questions (KIQs)
  • How do we use a compass to tell direction?
Suggested Experiences
  • observe and identify the four cardinal points of a compass (North, South, East, West)
  • use cardinal points to show direction of features and places in the county
  • make and improvise a compass using magnetized needle and water basin
Teaching Resources

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

1.2 Location and Size of the County

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify neighbouring counties that border the county
  • estimate the size of the county in relation to neighbouring counties
  • appreciate the location of the county in Kenya
Key Inquiry Questions (KIQs)
  • Where is our county located in Kenya?
Suggested Experiences
  • draw or trace the map of the county and show neighbouring counties
  • discuss the position and size of the county in relation to neighbouring counties
  • use digital maps or atlas to locate the county
Teaching Resources

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

1.3 Physical Features in the County

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify main physical features found in the county
  • explain the importance of physical features in the county
  • demonstrate care for physical features in the environment
Key Inquiry Questions (KIQs)
  • Why are physical features important in our county?
Suggested Experiences
  • identify physical features in the county such as hills, plains, valleys, rivers and lakes
  • draw or model physical features found in the county using local clay or papier-mache
  • discuss the importance of physical features to human life and environment
Teaching Resources

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

1.4 Seasons in the County

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify seasons experienced in the county
  • relate human activities to various seasons in the county
  • appreciate the importance of seasons in daily activities
Key Inquiry Questions (KIQs)
  • How do seasons affect activities in our county?
Suggested Experiences
  • discuss the wet, dry, cool and hot seasons experienced in the county
  • relate farming, clothing and housing activities to the different seasons
  • create a calendar of seasonal activities in the county
Teaching Resources

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

1.5 Historic Built Environments in the County

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify historic built environments found in the county
  • explain the importance of historic built environments in the county
  • conserve historic built environments in the county
Key Inquiry Questions (KIQs)
  • Why should we conserve historic built environments?
Suggested Experiences
  • identify monuments, museums, cultural centres and historical buildings in the county
  • visit or watch videos of historic sites and built environments in the county
  • discuss ways of preserving and caring for historical sites
Teaching Resources

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

2
Strand 2.0

People and Population

2 Sub-strands11 Lessons

2.1 Inter-dependence of People

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain ways in which people depend on each other in the county
  • demonstrate willingness to collaborate and support others
  • appreciate diversity among communities living in the county
Key Inquiry Questions (KIQs)
  • How do people in our county depend on each other?
Suggested Experiences
  • discuss economic, social and cultural interdependence among communities in the county
  • role-play community activities that require mutual cooperation such as community work (harambee)
  • share stories highlighting peaceful coexistence and mutual support
Teaching Resources

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

2.2 Population Distribution in the County

Term 1 Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe areas of high and low population in the county
  • explain factors influencing population distribution in the county
  • appreciate settlement patterns in the county
Key Inquiry Questions (KIQs)
  • Why do more people live in some parts of our county than others?
Suggested Experiences
  • identify densely and sparsely populated areas on a county map
  • discuss reasons for population distribution such as fertile soils, water availability, transport and towns
  • draw sketch maps showing settlement patterns
Teaching Resources

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

3
Strand 3.0

Social Organisations

2 Sub-strands7 Lessons

3.1 Aspects of Traditional Culture in the County

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify traditional food, songs, dances and artefacts in the county
  • explain the importance of traditional culture in the community
  • demonstrate respect for cultural practices
Key Inquiry Questions (KIQs)
  • What can we learn from traditional culture?
Suggested Experiences
  • discuss traditional songs, ceremonies, foods and clothing of communities in the county
  • participate in traditional music, storytelling and cultural dances
  • organize a cultural corner displaying local traditional artefacts
Teaching Resources

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

3.2 The School

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • outline the administrative structure of the school
  • describe the role of school administration and motto
  • appreciate the school community
Key Inquiry Questions (KIQs)
  • How is our school organized and managed?
Suggested Experiences
  • draw the school administrative tree (Headteacher, Deputy, Senior Teacher, Prefects)
  • recite the school motto and explain the meaning of the school vision and mission
  • participate in school activities that promote school values and cleanliness
Teaching Resources

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

4
Strand 4.0

Resources and Economic Activities

3 Sub-strands17 Lessons

4.1 Economic Activities in the County

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify main economic activities carried out in the county
  • explain the contribution of economic activities to development
  • appreciate various economic activities in the county
Key Inquiry Questions (KIQs)
  • What economic activities support families in our county?
Suggested Experiences
  • discuss economic activities such as farming, trade, fishing, mining, and tourism in the county
  • interview resource persons or parents about their daily economic activities
  • display pictures and posters illustrating economic activities
Teaching Resources

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

4.2 Industries in the County

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify cottage and processing industries in the county
  • describe the importance of industries in the county
  • appreciate goods produced by local industries
Key Inquiry Questions (KIQs)
  • How do industries help people in our county?
Suggested Experiences
  • list local industries (bakeries, grain mills, jua kali workshops, tea/coffee factories)
  • discuss the benefits of industries including jobs and goods
  • participate in making simple items using local materials (basketry, pottery, woodwork)
Teaching Resources

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

4.3 Enterprise Project at School

Term 27 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify a viable enterprise project to carry out in school
  • implement the enterprise project collaboratively
  • demonstrate financial literacy and record keeping skills
Key Inquiry Questions (KIQs)
  • How do we plan and run a small school enterprise project?
Suggested Experiences
  • brainstorm and select an enterprise project (school garden, beadwork, bakery, craft sales)
  • plan budget, allocate roles and produce items for the project
  • record income, expenses and profits, and donate part of earnings to a community cause
Teaching Resources

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

5
Strand 5.0

Citizenship and Governance in Kenya

7 Sub-strands30 Lessons

5.1 Citizenship in School

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain qualities of a good citizen in school
  • demonstrate good citizenship behavior in school
  • appreciate the importance of obeying school rules
Key Inquiry Questions (KIQs)
  • How can you be a good citizen in school?
Suggested Experiences
  • discuss qualities of a good citizen such as honesty, respect, responsibility and obedience
  • participate in formulating and respecting classroom and school rules
  • carry out responsible duties such as cleaning, helping peers and caring for school property
Teaching Resources

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

5.2 Good Citizenship

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe ways of demonstrating good citizenship in the community
  • participate in community service activities
  • value peaceful coexistence and patriotism
Key Inquiry Questions (KIQs)
  • What makes a good citizen in the community?
Suggested Experiences
  • discuss duties of a citizen such as paying taxes, protecting public property and obeying laws
  • participate in environmental cleaning and planting trees in the community
  • recite the national anthem and national loyalty pledge
Teaching Resources

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

5.3 Child Rights

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify fundamental rights of children
  • explain ways of protecting children against abuse and neglect
  • respect the rights of other children
Key Inquiry Questions (KIQs)
  • Why are child rights important?
Suggested Experiences
  • discuss children rights: right to education, health, name, food, shelter and protection
  • role-play reporting child abuse cases to trusted adults, teachers or child helplines (116)
  • make posters advocating for the protection of children's rights
Teaching Resources

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

5.4 Democracy in School

Term 33 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the concept of democracy in school
  • participate in democratic decision making in school
  • appreciate fairness and equality in school life
Key Inquiry Questions (KIQs)
  • How is democracy practised in school?
Suggested Experiences
  • discuss democratic practices in school such as voting, expressing views and consensus
  • participate in debating and class voting for class activities and rules
  • demonstrate tolerance and respect for differing opinions
Teaching Resources

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

5.5 Children's Government in School

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the structure and roles of the children's government in school
  • participate in electing children's government leaders
  • appreciate the role of student leaders in school governance
Key Inquiry Questions (KIQs)
  • What is the role of the children's government in school?
Suggested Experiences
  • discuss the roles of school president, deputy, cabinet secretaries and class representatives
  • conduct mock elections for class leaders through secret ballot
  • work collaboratively with elected student leaders
Teaching Resources

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

5.6 Community Leadership

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify community leaders and their responsibilities
  • describe qualities of good community leaders
  • appreciate the contribution of leaders to community development
Key Inquiry Questions (KIQs)
  • What makes an effective community leader?
Suggested Experiences
  • identify village elders, chiefs, religious leaders and county representatives
  • discuss qualities of good leaders such as fairness, courage, honesty and humility
  • interview a local community leader on how they solve community problems
Teaching Resources

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

5.7 The County Governments in Kenya

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the two arms of county government in Kenya
  • explain the functions of the County Executive and County Assembly
  • appreciate services provided by the county government
Key Inquiry Questions (KIQs)
  • How does the county government serve the people?
Suggested Experiences
  • discuss the Governor, Deputy Governor, County Executive Committee (County Executive)
  • discuss the Speaker and Members of County Assembly (County Assembly)
  • list county government services: health facilities, early childhood education, local markets and water
Teaching Resources

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

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

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

Term 1 Scheme13 Weeks
  • Natural and Historic Built Environments
  • People and Population
View Term 1
Term 2 Scheme14 Weeks
  • People and Population
  • Social Organisations
  • Resources and Economic Activities
  • Citizenship and Governance in Kenya
View Term 2
Term 3 Scheme9 Weeks
  • Citizenship and Governance in Kenya
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 HubScience & Technology HubCreative Arts HubMathematics HubCRE HubIRE HubHRE HubFrench HubGerman HubArabic HubMandarin HubEnglish HubKiswahili HubIndigenous 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 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 Social Studies?

The official KICD strands for Grade 4 Social Studies are: Natural and Historic Built Environments, People and Population, Social Organisations, Resources and Economic Activities, Citizenship and Governance in Kenya. 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 Social Studies?

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 Social Studies 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 Social Studies?

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.