2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

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

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Grade 4 Social Studies 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 Social Studies in Term 1.

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

Full Term Timetable

Grade 4 Social Studies Term 1 Scheme of Work Table

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

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

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Natural and Historic Built Environments	Compass 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)
	2	Natural and Historic Built Environments	Compass 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)
	3	Natural and Historic Built Environments	Compass 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)
	4	Natural and Historic Built Environments	Compass 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)
	5	Natural and Historic Built Environments	Compass 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)
2	1	Natural and Historic Built Environments	Compass 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)
	2	Natural and Historic Built Environments	Compass 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)
	3	Natural and Historic Built Environments	Compass 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)
	4	Natural and Historic Built Environments	Compass 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)
	5	Natural and Historic Built Environments	Compass 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)
3	1	Natural and Historic Built Environments	Compass 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)
	2	Natural and Historic Built Environments	Location 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)
	3	Natural and Historic Built Environments	Location 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)
	4	Natural and Historic Built Environments	Location 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)
	5	Natural and Historic Built Environments	Location 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)

Curriculum Design & Content

Grade 4 Social Studies Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Natural and Historic Built Environments

5 Sub-strands25 Lessons in Term 1

1.1 Compass Direction

6 Suggested LessonsTerm 1

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?

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

1.2 Location and Size of the County

5 Suggested LessonsTerm 1

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?

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

1.3 Physical Features in the County

5 Suggested LessonsTerm 1

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?

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

1.4 Seasons in the County

4 Suggested LessonsTerm 1

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?

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

1.5 Historic Built Environments in the County

5 Suggested LessonsTerm 1

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?

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

Strand 2.0

People and Population

2 Sub-strands11 Lessons in Term 1

2.1 Inter-dependence of People

6 Suggested LessonsTerm 1

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?

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

2.2 Population Distribution in the County

5 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 4 Social Studies showing the term-by-term distribution of all 5 strands.

Term 1Current

Natural and Historic Built Environments
People and Population

Term 2View Term 2 →

People and Population
Social Organisations
Resources and Economic Activities
Citizenship and Governance in Kenya

Term 3View Term 3 →

Citizenship and Governance in Kenya

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)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)Kiswahili (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.

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 4 Social Studies Term 1

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

In Term 1, Grade 4 Social Studies covers the following main strands: Natural and Historic Built Environments, People and Population. 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 Social Studies 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 Social Studies 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.