2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 5 Arabic Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Arabic Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Arabic Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 Arabic in Term 2.

Class / Grade: Grade 5
Learning Area: Arabic
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 5 Arabic Term 2 Scheme of Work Table

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

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70 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	Reading	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) 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	1. (s) I. How can you show love to your family members?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) 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	1. (s) I. How can you show love to your family members?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) 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	1. How does pronunciation affect fluency in reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) 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	1. How does pronunciation affect fluency in reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 38	-	1. (s) I _ Why is it important to read correctly?	- conduct a reader's theatre to read a short text on classroom Items, work jointly to identify colours of classroom items from the text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Sub-strand 38	-	1. (s) I _ Why is it important to read correctly?	- conduct a reader's theatre to read a short text on classroom Items, work jointly to identify colours of classroom items from the text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 38	-	1. How do colours make objects unique?	- conduct a reader's theatre to read a short text on classroom Items, work jointly to identify colours of classroom items from the text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 38	-	1. How do colours make objects unique?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 38	-	1. identify colours of Objects from a written text, read short familiar texts aloud with fluency, use acquired vocabulary in daily communication for language acquisition _?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 40	-	1. (s) Why is it important not to read too slowly or too fast?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Sub-strand 40	-	1. (s) Why is it important not to read too slowly or too fast?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 40	-	1. (s) Why is it important not to read too slowly or too fast?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 40	-	1. (s) Why is it important not to read too slowly or too fast?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 40	-	1. (s) Why is it important not to read too slowly or too fast?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 42	By the end of the sub strand, the learner should be able to; a) identify b) target	1. (s) I. How do you spend your free time ?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Arabic Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 5 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands48 Lessons in Term 2

1.1 Sub-strand 36

6 Suggested LessonsTerm 2

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?

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

1.2 Sub-strand 38

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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 _?

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

1.3 Sub-strand 40

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 40.

Key Inquiry Questions (KIQs)

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

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

1.4 Sub-strand 42

6 Suggested LessonsTerm 2

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 ?

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

1.5 Sub-strand 44

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

1.6 Sub-strand 46

6 Suggested LessonsTerm 2

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?

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

1.7 Sub-strand 48

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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 ?

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

1.8 Sub-strand 50

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 50.

Key Inquiry Questions (KIQs)

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

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

Strand 2.0

Writing

3 Sub-strands18 Lessons in Term 2

2.1 Sub-strand 54

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

2.2 Sub-strand 58

6 Suggested LessonsTerm 2

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?

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

2.3 Sub-strand 60

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 60.

Key Inquiry Questions (KIQs)

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

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

Grade 5 Arabic Full Year Strands (Terms 1, 2 & 3)

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

Term 1View Term 1 →

Listening and Speaking
Listening Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing
Family Str and Writing

Other Grade 5 Schemes of Work for Term 2

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

Agriculture (Term 2)Science & Technology (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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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 5 Arabic Term 2

What strands and sub-strands are covered in Grade 5 Arabic Term 2?

In Term 2, Grade 5 Arabic covers the following main strands: Reading, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 5 Arabic in Term 2?

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 5 Arabic Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.