2026 KICD CBC Curriculum Design5 Strands · 28 Sub-strands168 Suggested Lessons

Grade 5 Arabic 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 5 Arabic. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 5 Arabic Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 Arabic under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 5 Strands
Annual Lessons: 168 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 Arabic 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	Listening and Speaking	Sub-strand 13	-	1. (s) I. Why do we greet one another9?	- work with peers to match sounds to letters to form syllables, combine syllables to syllables to form meaningful words, pronounce words with sound baa, mim, [am, dal from a given display In pairs, imitate using the pronouns hadaa, hadhihi , practise using Arabic greetings such as assalamu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 13	-	1. (s) I. Why do we greet one another9?	- work with peers to match sounds to letters to form syllables, combine syllables to syllables to form meaningful words, pronounce words with sound baa, mim, [am, dal from a given display In pairs, imitate using the pronouns hadaa, hadhihi , practise using Arabic greetings such as assalamu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 13	-	1. (s) I. Why do we greet one another9?	- work with peers to match sounds to letters to form syllables, combine syllables to syllables to form meaningful words, pronounce words with sound baa, mim, [am, dal from a given display In pairs, imitate using the pronouns hadaa, hadhihi , practise using Arabic greetings such as assalamu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 13	-	1. How do letters differ from sounds ?	- alaikum, keifhaluka/halaki, collaborate with peers to role-play formal and informal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 13	-	1. How do letters differ from sounds ?	- alaikum, keifhaluka/halaki, collaborate with peers to role-play formal and informal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 13	-	1. How do letters differ from sounds ?	- alaikum, keifhaluka/halaki, collaborate with peers to role-play formal and informal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- learner is work jointly to identify nuclear family members from a given display, practice pronouncing words containing sounds Of nuun, raa, Saad, faa, with correct articulation in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- learner is work jointly to identify nuclear family members from a given display, practice pronouncing words containing sounds Of nuun, raa, Saad, faa, with correct articulation in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- learner is work jointly to identify nuclear family members from a given display, practice pronouncing words containing sounds Of nuun, raa, Saad, faa, with correct articulation in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- take turns to practise using the pronouns of huwa and hiya orally, talk about their immediate fami members in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- take turns to practise using the pronouns of huwa and hiya orally, talk about their immediate fami members in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 15	-	1. (s) Why is it good to pronounce words correctly?	- take turns to practise using the pronouns of huwa and hiya orally, talk about their immediate fami members in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 19	By the end of the sub strand, the learner should be able to; a) articulate b) words On c) parts of the day	1. (s) I . Why are some activities carried Out only at specific times Of the ?	- listen to an audio presentation On various greetings used at different times of the day (e.g. MorningGood morning, Afternoon-Good afternoon, Evening-Good evening), collaborate with peers to participate in singing games describing the times of the day in correct sequence, work jointly to match daily activities to the specific time of the day they happen, organize activities On Sentence strips in the order in which they occur in a take turns to dramatize activities carried out at different times Of the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 19	By the end of the sub strand, the learner should be able to; a) using b) accurate s c) equence	1. (s) I . Why are some activities carried Out only at specific times Of the ?	- listen to an audio presentation On various greetings used at different times of the day (e.g. MorningGood morning, Afternoon-Good afternoon, Evening-Good evening), collaborate with peers to participate in singing games describing the times of the day in correct sequence, work jointly to match daily activities to the specific time of the day they happen, organize activities On Sentence strips in the order in which they occur in a take turns to dramatize activities carried out at different times Of the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 19	By the end of the sub strand, the learner should be able to; a) respond to b) questions on c) activities	1. (s) I . Why are some activities carried Out only at specific times Of the ?	- listen to an audio presentation On various greetings used at different times of the day (e.g. MorningGood morning, Afternoon-Good afternoon, Evening-Good evening), collaborate with peers to participate in singing games describing the times of the day in correct sequence, work jointly to match daily activities to the specific time of the day they happen, organize activities On Sentence strips in the order in which they occur in a take turns to dramatize activities carried out at different times Of the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 Arabic Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

6 Sub-strands36 Lessons

1.1 Sub-strand 13

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 13.

Key Inquiry Questions (KIQs)

(s) I. Why do we greet one another9?
How do letters differ from sounds ?

Suggested Experiences

work with peers to match sounds to letters to form syllables, combine syllables to syllables to form meaningful words, pronounce words with sound baa, mim, [am, dal from a given display In pairs, imitate using the pronouns hadaa, hadhihi , practise using Arabic greetings such as assalamu
alaikum, keifhaluka/halaki, collaborate with peers to role-play formal and informal

Teaching Resources

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

1.2 Sub-strand 15

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 15.

Key Inquiry Questions (KIQs)

(s) Why is it good to pronounce words correctly?

Suggested Experiences

learner is work jointly to identify nuclear family members from a given display, practice pronouncing words containing sounds Of nuun, raa, Saad, faa, with correct articulation in groups
take turns to practise using the pronouns of huwa and hiya orally, talk about their immediate fami members in

Teaching Resources

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

1.3 Sub-strand 19

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

articulate
words On
parts of the day
using
accurate s
equence
respond to
questions on
activities
done at
different
parts of the
appreciate the
essence of
time
management for
lifelong
learning

Key Inquiry Questions (KIQs)

(s) I . Why are some activities carried Out only at specific times Of the ?
How does pronunciation affect meaning Of texts?

Suggested Experiences

listen to an audio presentation On various greetings used at different times of the day (e.g. MorningGood morning, Afternoon-Good afternoon, Evening-Good evening), collaborate with peers to participate in singing games describing the times of the day in correct sequence, work jointly to match daily activities to the specific time of the day they happen, organize activities On Sentence strips in the order in which they occur in a take turns to dramatize activities carried out at different times Of the

Teaching Resources

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

1.4 Sub-strand 25

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 25.

Key Inquiry Questions (KIQs)

(s) I _ How do you take care of your body?
Why is pronunciation and intonation key in deriving locating the parts of their body and text mean ing?
their function, play a language game involving listening to simple instructions on functions of the parts of the body and respond to the instructions?

Suggested Experiences

work jointly to practice pronouncing selected words with sound qaf, raa, haa, siin,daa, name parts of the body and ask simple questions in groups, collaborate to sing a song on use appropriate pronunciation and intonation to describe the parts of the body for information , respond to given instructions correctly, advocate for good hygiene practices for lifelong learning

Teaching Resources

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

1.5 Sub-strand 27

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe
weather
patterns for
information
apply
appropriate
turn
taking and
etiquette in a
discussion
appreciate the
role of
conversational
skills for
effective
commun
icat ion

Key Inquiry Questions (KIQs)

(s) I . How can we take care of ourselves in different weather conditions?
How can we ensure etiquette when holding conversations ?

Suggested Experiences

work jointly to describe different weather patterns (e.g. sunny, rainy, windy, cold), collaborate to play a language game where one uses non-verbal cues to describe a weather pattern and others try to guess which one it is, role play a dialogue using turn taking skills to describe the weather patterns
watch a video recording of a discussion illustrating etiquette In conversations, conduct singing games On various weather patterns with

Teaching Resources

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

1.6 Sub-strand 29

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

recognise Objects in the
environment for
comprehension
describe
positions Of
objects in the
environment for
comprehension
appreciate
vocabulary
build ing for
language
acquisition

Key Inquiry Questions (KIQs)

(s) I _ How can you Improve your speaking skill?
Why is the position of objects key in descript ion?

Suggested Experiences

work jointly to identify Objects found in their class or immediate envi ronment, listen to a video presentation on common items in the classroom attentively and repeat what the presenter is saying correctly, describe the position of one object in relation to another using words like in, on, undel
behind, make sentences using vocabularies related to locating items in the classroom (e.&, where is the book?) work jointly to play the 'Treasure Hunt' game to locate positions of 0b -ects in the surround'

Teaching Resources

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

Strand 2.0

Listening Speaking

3 Sub-strands18 Lessons

2.1 Sub-strand 17

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 17.

Key Inquiry Questions (KIQs)

Ques Gon(s) Why is it good to listen keenly?

Suggested Experiences

listen to audio recordinp on items found in school and articulate target sounds and words correctly, collaborate with peers to identify common colours, chant a singing game involving different colours, work jointly to describe classroom objects based on participate in conversations to describe classroom items in

Teaching Resources

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

2.2 Sub-strand 21

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 21.

Key Inquiry Questions (KIQs)

(s) How do you spend your free time ?
a) b) c) identify specific details from a text for comprehension, describe personal opinions on hobbies and interests, appreciate the importance of listening keenly for lifelon learnin?

Suggested Experiences

listen attentively to an audio recording about hobbies and interests, work collaboratively to pick out specific hobbies mentioned in the recording, take turns to talk about their personal hobbies and interests (Begin
in my free time I like.__.), work jointly to role play their hobbies and interests, peer review each other's presentation for constructive feedback

Teaching Resources

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

2.3 Sub-strand 23

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

respond to simple questioms correctly
compose simple sentences using acguired vocabulary
appreciate imitative speaking as a strategy to language learning

Key Inquiry Questions (KIQs)

(s) I . Why do we take meals ?
How does vocabulary help in the language learning?

Suggested Experiences

listen to a recording On meals from a digital device and answer the questions in groups, work jointly to identify names Of various foods and drinks from pictures
make a vocabulary bank of vocabulary related to foods and drinks, work collaboratively to categorue the different meals into the various times they could be taken (e.g. for breakfast, lunch, dinner/supper) use the acquired vocabulary to make Sentences using correct pronunciation, conduct a conversation in pairs using vocabularies related to different mealtimes _

Teaching Resources

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

Strand 3.0

Reading

9 Sub-strands54 Lessons

3.1 Sub-strand 34

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

correctly for informati on, appreciate the value of introductions and greetings in maintaining relations hips

Key Inquiry Questions (KIQs)

(s) I _ Why are gre etings important?
How can One ensure that they speak Arabic fluently?

Suggested Experiences

read Arabic words with haa, mim, Iam and daal sound from a given display
read simple words and phrases on greetings depicting different times of the day, work jointly with peers to role play self-introduction (e.g. Hello, How me you, my name is team up to identify various Of introduc self

Teaching Resources

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

3.2 Sub-strand 36

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

use simple strategies to read target words in written texts, read short sentences On the family aloud for fluency, appreciate reading strategies for effective communication

Key Inquiry Questions (KIQs)

(s) I. How can you show love to your family members?
How does pronunciation affect fluency in reading?

Suggested Experiences

collaborate with peers to read words aloud in a printed text containing take-tums to read simple short sentences about immediate family members in a given text, peer review each other's presentation for constructive work jointly to read texts containing huwa and hiya, work collaboratively to conduct a reading milli-contest for fluenc

Teaching Resources

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

3.3 Sub-strand 38

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 38.

Key Inquiry Questions (KIQs)

(s) I _ Why is it important to read correctly?
_ How do colours make objects unique?
identify colours of Objects from a written text, read short familiar texts aloud with fluency, use acquired vocabulary in daily communication for language acquisition _?

Suggested Experiences

conduct a reader's theatre to read a short text on classroom Items, work jointly to identify colours of classroom items from the text
take turns to spell the words related to colours identified from the text, work collaboratively to compose a simple song On various colours to describe classroom objects and present durin interclass exhibitions

Teaching Resources

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

3.4 Sub-strand 40

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 40.

Key Inquiry Questions (KIQs)

(s) Why is it important not to read too slowly or too fast?

Suggested Experiences

engage in reading short sentences at different paces, work jointly to identify the most appropriate pace for reading texts, team up to make a vocabulary bank on words related to the theme from texts, work with peers to match vocabulary to their meaning, conduct a reading speed game with peers on sentences or tongue twisters related to the theme _

Teaching Resources

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

3.5 Sub-strand 42

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify
target
vocabulary
from a
text for
information
infer
meaning of
vocabulary for
comprehension
appreciate
vocabulary
building for
language
uisition

Key Inquiry Questions (KIQs)

(s) I. How do you spend your free time ?
How does new vocabulary help in learning Arabic language ?

Suggested Experiences

conduct a reader 's theatre on a short text related to the theme, work jointly to identify vocabulary related to the theme, team up with peers to prepare a mind map to outline various words related to the theme, work jointly to identify meaning of the words, practice reading the target words fluently

Teaching Resources

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

3.6 Sub-strand 44

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 44.

Key Inquiry Questions (KIQs)

(s) I . How do Arabic meals differ from other meals ?
Why is reading with expression a key aspect in a) b) c) identify different foods and drinks taken at different times of the day for comprehension, use appropriate expression to read a text for fluency, develop interest in reading Arabic texts for enjoyment?

Suggested Experiences

work with peers to Create a mind map showing different foods taken at different times of the day (breakfast, lunch, supper/di nner
snacks) work jointly to match pictures of different foods and drinks to their names, read short texts aloud with the appropriate pace, accuracy and expression, peer review each other's reading for constructive feedback

Teaching Resources

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

3.7 Sub-strand 46

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

buildi ng-parLs of the bruly
Compreh ension Direct

Key Inquiry Questions (KIQs)

(s) I _ Why is reading?
How do direct questions help in unders tanding a text?

Suggested Experiences

articulate words On vanouS parts of the body clearly and accurately, list the names of parts Of the body on flashcards in class, work jointly to respond to direct questions from short match illustrations and names of parts of the body to their functions, engage in reading activities for easure and co

Teaching Resources

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

3.8 Sub-strand 48

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 48.

Key Inquiry Questions (KIQs)

(s) I _ How can we take care of our environment?
How can we predict events in a Story before reading ?

Suggested Experiences

study a picture Story related to the theme, collaborate with peers to predict possible events in the story based on the picture details
discuss Views from peers on the predictions made, respond to inferential questions from the picture stories, work jointly to prepare creative mosaic patterns on various weather patterns, display their creative works during the interclass exhibitions

Teaching Resources

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

3.9 Sub-strand 50

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 50.

Key Inquiry Questions (KIQs)

(s) I _ How can we make reading texts enjoyable?

Suggested Experiences

team up to identify simple texts to read for enjoyment, collaborate with peers to create an Arabic milli-library for Library sessions, conduct a reader's theatre to read Arabic texts with peers, create a reading log (with details such as title, author, characters, key events) to track and monitor reading team up with peers to hold book club sessions to discuss Arabic stories read

Teaching Resources

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

Strand 4.0

Writing

9 Sub-strands54 Lessons

4.1 Sub-strand 54

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 54.

Key Inquiry Questions (KIQs)

(s) I. Why is greeting important?
How does spelling ensure language accuracy ?
b) c) identify Common spelling mistakes in writing ofArabic words , outline target words with accurate spelling for comprehension, acknowledge the role of correct spelling for effective?

Suggested Experiences

learner is discuss the common spelling mistakes in writing of Arabic words related to greetings and introductions
write words with letter baa, Iam, mim. daal correctly, work jointly to fill gaps in words with missing Arabic characters , work jointly to form words related to the theme from a collection of jumbled up characters in Arabic, copy the Arabic greetings phrases neatly and legibly, team up to practice greetings with ers

Teaching Resources

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

4.2 Sub-strand 58

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify
vocabulary On
colours for
language
acquisition
write
simple
sentences
using
descriptive
words in
neat and
legible
handwriting
appreciate the
skill Of
writing for
effective

Key Inquiry Questions (KIQs)

(s) I . How do you take Care of classroom items ?
Why is neat handwriting preferred in writing?

Suggested Experiences

work jointly to list Of items found in the classroom on flashcards
draw, colour and label items found in the classroom, share their work with their peers for review
write simple Sentences describing items by colour in the classroom in neat and legible handwriting. e.g. (my pencil is red, the hoard is black)

Teaching Resources

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

4.3 Sub-strand 60

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 60.

Key Inquiry Questions (KIQs)

Gon(s) L Why is it good to organise ideas well in writing?

Suggested Experiences

create sentences from a given substitution table On parts Of the day, reorganise words from a given collection to form meaningful Sentences , reorganise jumbled up sentences to form a logical and coherent team up to play a game involving reorganinng jumbles up words to form a Story

Teaching Resources

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

4.4 Sub-strand 62

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 62.

Key Inquiry Questions (KIQs)

(s) How can you ensure creativity In writing?
a) b) c) list vocabulary related to the theme for language acquisition, create a short magmative paragraph based on the appreciate different Arabic writing styles?

Suggested Experiences

work jointly to build a vocabulary bank on words related to the theme, match the words identified to their meaning
write simple sentences related to hobbies and interests neatly and legibly, collaborate with Ewers to rearrange jumbled up sentences to form a creative story related to the theme, display their neatly written paragraphs in class for peer review

Teaching Resources

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

4.5 Sub-strand 64

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 64.

Key Inquiry Questions (KIQs)

(s) I. Why do we take meals?
How do descriptive words enhance language?

Suggested Experiences

practise writing simple sentences legibly and correctly, copy sentences, paying attention to spacing of words and shaping of characters and display their peer review each other's work for constructive feedback, collaborate with peers to use target words (descriptive woMs) from the theme to fill in gaps in s entenceS, work jointly to organise jumbled up sentences to make up a sensible

Teaching Resources

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

4.6 Sub-strand 66

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

outline thematic words for comprehension
form sentences correctly from given words, C) develop interest in artistic expression through writing

Key Inquiry Questions (KIQs)

(s) I. Why do you take care of your body ?
What makes up a complete sentence?

Suggested Experiences

write words on parts of the body using clues like similar first letter (e.g. words beginning with same letters'characters)
draw and label parts of the body and display on the class wall for peer rev lew
use thematic words On parts Of the body to form sentences correctly, team up to compete in forming as many sentences using target words rovided

Teaching Resources

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

4.7 Sub-strand 68

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

construct simple sentences correctly
use basic descriptive words in writing simple sentences, C) appreciate the skill Of writing for effective commun icat ion

Key Inquiry Questions (KIQs)

(s) How do weather patterns affect our daily life?

Suggested Experiences

work jointly to list words that can be used to describe a weather pattern
write very simple descriptions about weather patterns using short phrases,/sentences, outline their neatly written Sentences on sentence strips, work jointly to prepare a weather log to record weather patterns every day for one week

Teaching Resources

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

4.8 Sub-strand 70

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 70.

Key Inquiry Questions (KIQs)

(s) I . Why do we need to keep classroom items safe?
How is a paragraph formed?

Suggested Experiences

work jointly to form words related to the theme from a collection of jumbled up Arabic charactery'letters, work jointly to re-order words correctly to form simple sentences, form sentences from a substitution table, collaborate with peers to fill word puzzles using words related to the theme, practice copying a short paragraph related to the theme Ie ibl and neatl

Teaching Resources

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

4.9 Sub-strand 74

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas skills for the CSL activity Identify resources required for the activity (locally available materials) Stagger the activities across the term (Set dates and time for the activities) Communicate to learners, parents\caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools

Teaching Resources

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

Strand 5.0

Family Str and Writing

1 Sub-strand6 Lessons

5.1 Sub-strand 56

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 56.

Key Inquiry Questions (KIQs)

(s) How can you develop a good handwriting?

Suggested Experiences

work jointly to match sounds to letters and blend letters and syllables to form words, trace words related to the theme accurately, re
write the simple Arabic greetings and introduction neatly, work collaboratively to match simple greetings to their responses, practise greetings with peers and nts

Teaching Resources

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

Grade 5 Arabic Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 Arabic.

Term 1 Scheme13 Weeks

Listening and Speaking
Listening Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
Family Str and Writing

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Mandarin Hub English Hub Kiswahili 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 4 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 5 Arabic?

The official KICD strands for Grade 5 Arabic are: Listening and Speaking, Listening Speaking, Reading, Writing, Family Str and 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 5 Arabic?

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 5 Arabic 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 5 Arabic?

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.