2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 5 Arabic Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Arabic Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Arabic Term 3 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 3.

Class / Grade: Grade 5
Learning Area: Arabic
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 5 Arabic Term 3 Scheme of Work Table

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

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45 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	Writing	Sub-strand 62	-	1. (s) How can you ensure creativity In writing?	- work jointly to build a vocabulary bank on words related to the theme, match the words identified to their meaning	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 62	-	1. (s) How can you ensure creativity In writing?	- work jointly to build a vocabulary bank on words related to the theme, match the words identified to their meaning	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 62	-	1. (s) How can you ensure creativity In writing?	- work jointly to build a vocabulary bank on words related to the theme, match the words identified to their meaning	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 62	-	1. b) c) list vocabulary related to the theme for language acquisition, create a short magmative paragraph based on the appreciate different Arabic writing styles?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 62	-	1. b) c) list vocabulary related to the theme for language acquisition, create a short magmative paragraph based on the appreciate different Arabic writing styles?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Sub-strand 64	-	1. (s) I. Why do we take meals?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 64	-	1. (s) I. Why do we take meals?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 64	-	1. (s) I. Why do we take meals?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 64	-	1. How do descriptive words enhance language?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 64	-	1. How do descriptive words enhance language?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Sub-strand 66	By the end of the sub strand, the learner should be able to; a) outline thematic words for comprehension	1. (s) I. Why do you take care of your body ?	- write words on parts of the body using clues like similar first letter (e.g. words beginning with same letters'characters)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 66	By the end of the sub strand, the learner should be able to; a) outline thematic words for comprehension	1. (s) I. Why do you take care of your body ?	- write words on parts of the body using clues like similar first letter (e.g. words beginning with same letters'characters)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 66	By the end of the sub strand, the learner should be able to; a) outline thematic words for comprehension	1. (s) I. Why do you take care of your body ?	- draw and label parts of the body and display on the class wall for peer rev lew	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 66	By the end of the sub strand, the learner should be able to; a) form sentences correctly from given words, C) develop interest in artistic expression through writing	1. What makes up a complete sentence?	- draw and label parts of the body and display on the class wall for peer rev lew	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 66	By the end of the sub strand, the learner should be able to; a) form sentences correctly from given words, C) develop interest in artistic expression through writing	1. What makes up a complete sentence?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Arabic Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 5 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

6 Sub-strands36 Lessons in Term 3

1.1 Sub-strand 62

6 Suggested LessonsTerm 3

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 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?

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

1.2 Sub-strand 64

6 Suggested LessonsTerm 3

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 64.

Key Inquiry Questions (KIQs)

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

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

1.3 Sub-strand 66

6 Suggested LessonsTerm 3

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?

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

1.4 Sub-strand 68

6 Suggested LessonsTerm 3

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?

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

1.5 Sub-strand 70

6 Suggested LessonsTerm 3

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 70.

Key Inquiry Questions (KIQs)

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

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

1.6 Sub-strand 74

6 Suggested LessonsTerm 3

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

Strand 2.0

Family Str and Writing

1 Sub-strand6 Lessons in Term 3

2.1 Sub-strand 56

6 Suggested LessonsTerm 3

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 56.

Key Inquiry Questions (KIQs)

(s) How can you develop a good handwriting?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing
Family Str and Writing

Other Grade 5 Schemes of Work for Term 3

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

Agriculture (Term 3)Science & Technology (Term 3)Social Studies (Term 3)Creative Arts (Term 3)Mathematics (Term 3)CRE (Term 3)IRE (Term 3)HRE (Term 3)French (Term 3)German (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 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: Grade 5 Arabic Term 3

What strands and sub-strands are covered in Grade 5 Arabic Term 3?

In Term 3, Grade 5 Arabic covers the following main strands: Writing, Family Str and Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 5 Arabic in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.