2026 KICD CBC Curriculum Design9 Strands · 51 Sub-strands244 Suggested Lessons

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

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Grade 5 English Curriculum Facts

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

Class / Level: Grade 5
Major Strands: 9 Strands
Annual Lessons: 244 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 English 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	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) recognise sounds W 'a: /, words, and phrases correctly	1. Why should we say the sounds in words, phrases, and correctly?	- listen to an oral narrative in pairs or groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Pronunciation and Vocabulary	By the end of the sub strand, the learner should be able to; a) identify b) words c) phrases d) sentences e) containing the f) target	1. I . Why should we listen carefully?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) list words whose meaning di according to pronunciation (Word Stress (contrast between, nouns/verbs, verb	1. Why should pronounce words correctly?	- ' recite a poem featuring the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, apply the correct stress on the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, listen/watch to an audio-visual	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) list words whose meaning di according to pronunciation (Word Stress (contrast between, nouns/verbs, verb	1. Why should pronounce words correctly?	- ' recite a poem featuring the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, apply the correct stress on the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, listen/watch to an audio-visual	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) list words whose meaning di according to pronunciation (Word Stress (contrast between, nouns/verbs, verb	1. Why should pronounce words correctly?	- ' recite a poem featuring the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, apply the correct stress on the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, listen/watch to an audio-visual	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 45	By the end of the sub strand, the learner should be able to; a) recognise sounds, words and phrases correctly	1. Why should we pronounce correctly?	- listen to a speech and pick out words containing sound /e,/ , interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively With peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 45	By the end of the sub strand, the learner should be able to; a) recognise sounds, words and phrases correctly	1. Why should we pronounce correctly?	- listen to a speech and pick out words containing sound /e,/ , interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively With peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 45	By the end of the sub strand, the learner should be able to; a) recognise sounds, words and phrases correctly	1. Why should we pronounce correctly?	- listen to a speech and pick out words containing sound /e,/ , interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively With peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 53	By the end of the sub strand, the learner should be able to; a) Myrt statements and questions based on rising and falling intonation	1. Why should W e pronounce sounds and words correctly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 53	By the end of the sub strand, the learner should be able to; a) Myrt statements and questions based on rising and falling intonation	1. Why should W e pronounce sounds and words correctly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 53	By the end of the sub strand, the learner should be able to; a) Myrt statements and questions based on rising and falling intonation	1. Why should W e pronounce sounds and words correctly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 53	By the end of the sub strand, the learner should be able to; a) pronounce words and phrases with the target sounds m and h'/, correctly	1. Why do we raise or lower our VOICCS When speaking?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 70	By the end of the sub strand, the learner should be able to; a) list proverbs and sayings In a narrati ve	1. ui Questio S Why should we pronounce words correctly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 70	By the end of the sub strand, the learner should be able to; a) list proverbs and sayings In a narrati ve	1. ui Questio S Why should we pronounce words correctly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 70	By the end of the sub strand, the learner should be able to; a) list proverbs and sayings In a narrati ve	1. Which proverbs and sayings do you know?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

10 Sub-strands45 Lessons

1.1 Listening Comprehension

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recognise sounds W 'a: /, words, and phrases correctly
use words and phrases related to the theme in sentences correctly

Key Inquiry Questions (KIQs)

Why should we say the sounds in words, phrases, and correctly?
How can we Improve our pronunciation?
Why should we listen attentively?

Suggested Experiences

listen to an oral narrative in pairs or groups
identify words and phrases containing the sounds W /a: / from a print or audio text, say words and phrases related to the theme accurately, construct sentences using words and phrases with peers

Teaching Resources

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

1.2 Pronunciation and Vocabulary

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify
words
phrases
sentences
containing the
target
sounds/p/' /b/ from
texts
construct
sentences
orally
using
words
related to the
theme
listen for the
main
idea

Key Inquiry Questions (KIQs)

I . Why should we listen carefully?
Why do we take turns When talking?

Teaching Resources

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

1.3 Sub-strand 37

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

list words whose meaning di according to pronunciation (Word Stress (contrast between, nouns/verbs, verb

Key Inquiry Questions (KIQs)

Why should pronounce words correctly?
Why do words have different meanings at times?

Suggested Experiences

' recite a poem featuring the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, apply the correct stress on the words skid, speed, hit and run, reckless, block, traffic, fatal, rescue, ambulance, road signs, listen/watch to an audio-visual

Teaching Resources

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

1.4 Sub-strand 45

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

recognise sounds, words and phrases correctly
listen for the main idea and specific details for effective commun on

Key Inquiry Questions (KIQs)

Why should we pronounce correctly?
Which words do we use to describe things, people or events?

Suggested Experiences

listen to a speech and pick out words containing sound /e,/ , interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively With peers
prepare and make a speech while collaboratin with eers

Teaching Resources

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

1.5 Sub-strand 53

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Myrt statements and questions based on rising and falling intonation
pronounce words and phrases with the target sounds m and h'/, correctly

Key Inquiry Questions (KIQs)

Why should W e pronounce sounds and words correctly?
Why do we raise or lower our VOICCS When speaking?

Teaching Resources

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

1.6 Sub-strand 70

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

list proverbs and sayings In a narrati ve
construct sentences orally using words related to the theme

Key Inquiry Questions (KIQs)

ui Questio S Why should we pronounce words correctly?
Which proverbs and sayings do you know?
Why are proverbs and sayings important in speech?

Teaching Resources

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

1.7 Pronunciation and Vocabulary: Interactive Listening

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

moods in a narrative or a choral verse
use words and phrases with the selected sound W and W' in sentences, interrupt politely
during a conver sat ion
challenge others to listen interactively during conv ersations

Key Inquiry Questions (KIQs)

ui Question S Why should you interrupt others politely?
How do you show different moods and feelings when listening to someone ?
Which words do you use to join an on-go Ing c onversation?

Teaching Resources

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

1.8 Pron unciation and Vocabulary

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

select
words
containing the
target
sound /al/
construct
sentences
orally
using
words
related to the
theme
listen for
words With the
sound ku."' from an
audio
text
interpret a
speaker's
emotions and
feelings
correctly
during
oral
sentations

Key Inquiry Questions (KIQs)

(s) Why is it important to listen carefully?
How can we become better listeners?

Suggested Experiences

listen to oral presentations (dialogues or poems on topical issues) containing words With the sound /al/
identify words with the sound /al/ from texts
practise saying selected tongue twisters collaboratively

Teaching Resources

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

1.9 Pronunciation and

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce
words
with
selected
sounds ,'fl and 'v / accurately for
effective
construct
sentences
orall
usin
words

Key Inquiry Questions (KIQs)

Why should we speak clearly and confidently?
Why do we make speeches?

Suggested Experiences

say words containing the sounds if/ and With pronounce the words related to the theme correctly , construct oral sentences using vocabulary learnt

Teaching Resources

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

1.10 Sub-strand 112

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 112.

Key Inquiry Questions (KIQs)

Questio S I . Why should we listen attentively?
How can you tell that someone is attenti ?

Teaching Resources

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

Strand 2.0

Reading

15 Sub-strands75 Lessons

2.1 Extensive Reading

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

select
relevant
reference
materials: dictionaries
junior
encyclopaedias
subjectspecific
encyclopaedias on a
variety Of
subjects
spell
words
correctly for
effective
communication
reference
materials to
find the
required
information
adopt the use Of
reference
materials for
lifelong
learning

Key Inquiry Questions (KIQs)

I. Why do you read books?
Which type Of books do you reading?

Suggested Experiences

select appropriate print and non-print reference materials (dictionari es, junior encyclopaedias, and, subjectspecific encyclopaedias)
read selected reference materials independently , 100k for information related to the theme from reference materials , report and discuss What they have read with peers
visit a library to find reference materials for information related to the theme

Teaching Resources

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

2.2 Intensive Reading

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identi fy
characters
places
events in a Story for
comprehension
predict
events in a
text for
comprehension
respond
correctly to
factual and
inferential
questions for
comprehension
contextual
clues to
infer the
meaning Of
words for
comprehension
recommend
appropriate
reading
techniques to

Key Inquiry Questions (KIQs)

Why is the title Ofa poem or a Story important?
How do we predict events in a Story or poem?
How do we tell the meaning Of unknown words in a Story ?

Suggested Experiences

make predictions of what a Story is about
what happens next in a Story using the title/pictures in a Story, infer the meaning of words from the context, use their imagination to visualise the events in a draw pictures, diagrams, or posters Of events in the Story, read poems Of not more than five stanzas. , read a narrative Of up to 400 words silently, retell a narrative or recite a poem and create a video or audio recording Of the Story

Teaching Resources

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

2.3 Sub-strand 31

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

relate
events in the Story
with
their
life
experiences
predict
events in a
text for
comprehension
create
mental
images
from the
events in a Story
respond to
factual and
inferential
questions
correctly
relate
events in a
reading
text to
real
life
ences. 2. get
information
from a
text? Which
things do you
predict or
visualize in a
story?

Key Inquiry Questions (KIQs)

Quest s How do you a) b) c) d) relate events in the Story with their life experiences, predict events in a text for comprehension , create mental images from the events in a Story, respond to factual and inferential questions correctly, relate events in a reading text to real life ences?
Which things do you predict or visualize in a story?

Teaching Resources

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

2.4 Intensive Reading: Comprehension

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

list the illustrations, posters, videos, pictures maps mnemonics in the classroom
make predictions based on visuals for comprehension
create mental images from text they have viewed, read or heard
answer factual and inferential questions correctly
judge the appropriateness Of visuals in conjunction With peers

Key Inquiry Questions (KIQs)

I. Why are pictures important?
How can you use pictures to communicate ?

Suggested Experiences

view pi ctures, illustrations, posters, videos, pictures maps mnemonics, and symbols among others collaboratively with peers, describe and interpret visuals correctly with peers, preview and make predictions based on pictures and illustrations related to the theme, infer the meaning Of the words related to the theme, compose songs, stories, poems or dialogues on road safety and prevention featuring words, answer questions based on the visuals with peers
Own Sto ries using pictures or videos
create vi suals based on their

Teaching Resources

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

2.5 Extensive Reading: Fiction and Non Fiction Materials

Term 13 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 Extensive Reading: Fiction and Non Fiction Materials.

Key Inquiry Questions (KIQs)

What materials do you enjoy reading ?
Why is it necessary to read many tx»oks?
a) b) c) d) e) select relevant reading materials from a collection of books, scan a text to obtain specific information, skim through digital or print texts to establish appropriateness and relevance, read a variety Of materials for fluency , udge the appropriateness Of a reading text on the basis Of language and interest?

Suggested Experiences

work jointly to select texts from a collection, preview a text to determine suitability. scan a text to pick out vocabulary words, skim through reading materials for the main idea, select fiction and non-fiction reading materials of between 1000-1250 words (both print and non-pr int)
read selected materials independently, set up an after-school reading club where they meet regularly, share reflections on the books read collaborative

Teaching Resources

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

2.6 Sub-strand 56

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 56.

Key Inquiry Questions (KIQs)

How can we guess meaning Of words?
What makes you a good reader?

Suggested Experiences

make connections between the characters in the text and the people they know , relate events in the dialogue to their experiences
read and role-play a dialogue Of about 400 words collaboratively with peers, pick Out main ideas from the dialogue, answer direct and inferential questions based on the dialogue, infer the meaning of words from the context (for example, from words occurri before or after

Teaching Resources

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

2.7 Sub-strand 64

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 64.

Key Inquiry Questions (KIQs)

(s) a) b) c) select relevant reading materials from a collection of lx»oks, read a variety Of materials for information and pleasure, j udge the appropriateness Of reading materials on the basis Of interest, complexity and subject?
What kind Of information do you find in books?
Why is it necessary to read many books?
What do you consider when choosing a material to read?

Suggested Experiences

skim through reading materials to obtain the main idea, preview texts to determine suitability and relevance, scan materials for specific details collaboratively, select appropriate reading materials from a library
read the selected materials individua Ily , share reflections on the books read collaboratively , keep a record Of materials read

Teaching Resources

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

2.8 Fluency in Reading

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify unfamiliar words in texts for fluency
read a text accurately, With expression and at the right speed for fluency, C) recommend to peers and parents to read accurately, at the right speed and without hesitation

Key Inquiry Questions (KIQs)

What makes someone a good reader?
How long do you take to read a text?
What can you do to improve your reading speed?
o select a Story or poem that can be divided into parts or characters, assign a portion to each member with peers, read a portion Of the script orally for practice, read the assigned parts With?

Suggested Experiences

The leamer is guided to' scan through paragraphs for unfarmiliar words collaboratively, search for an article on a topic they enjoy, select a portion to read, set a goal on the number of words to be read per minute, find a word or phrase from a word - chart within a stipulated time
read a text in unison, as a class or small group (choral reading), participate in a reader's theatre using a short text from a poem or short play

Teaching Resources

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

2.9 Sub-strand 81

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify the
main
idea in
each
paragraph
visualise
events
characters and
descriptions in
texts for
comprehension
summarise the
main
points in a
text
answer
direct and
inferential
questions for
comprehension
challenge
others to
focus on
detail
when
reading a
text

Key Inquiry Questions (KIQs)

I. How do you describe things?
How can you tell What will happen in a story?
b) c) d) e) identify the main idea in each paragraph, visualise events, characters and descriptions in texts for comprehension, summarise the main points in a text, answer direct and inferential questions for comprehension, challenge others to focus on detail when reading a text?

Teaching Resources

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

2.10 Sub-strand 83

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the sub trand, the learner should be le to: ) identify adverbs Of manner, time, place and frequency in a text, use adverbs correctly in oral and written contexts, use the modals could and would and the phrase how many. could/would in sentences correctly , ) judge the appropriateness Of adverbs used in oral and written texts

Key Inquiry Questions (KIQs)

_ How do we describe When, how, where and how many times an action takes place?
_ Which word or words do we to ask questions?

Suggested Experiences

learner is guided to: identify and list adverbs from a digital or print text collaboratively , make sentences from a substitution table using the pattern how many _ could/would
fill in blank spaces With appropriate adverbs , construct sentences using adverbs Of manner, time place and frequency , recite poems containing adverbs with peers, create a crossword puzzle using different types Of adverbs _

Teaching Resources

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

2.11 Sub-strand 90

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

relate the
ideas in a
text to
their
experiences for
comprehension
respond to
direct and
inferential
questions
from a
text
correctly
summarise the
main
ideas in a
text for
comprehension
encourage
others to pay
attention to
detail
when

Key Inquiry Questions (KIQs)

Why do we read books?
Why should we make notes when read ing?
What makes you a good reader?

Suggested Experiences

skim through a text and obtain the main idea, scan through a text to obtain specific information
discuss and relate ideas to their experiences collaboratively With peers
read a text independently and retell it in Own words, answer direct and inferential questions from the text
watch a video on leisure time and write the main points

Teaching Resources

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

2.12 Sub-strand 92

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 92.

Teaching Resources

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

2.13 Sub-strand 98

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

relate
ideas in the
text to
personal
experiences
create
mental
images
from the
events
characters or
places in a
text
answer
direct and
inferential
questions
from
varied
texts
judge the
appropriateness Of
digital
texts on the
basis Of
word
choice
theme and
interest

Key Inquiry Questions (KIQs)

estions s Why is it important to relate what you read to real life experiences?
What digital resources can you use in your reading?
Why are digital materials more interesting to read than print ones?

Teaching Resources

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

2.14 Sub-strand 106

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

create
mental
images
from
events
characters and
places in a
text
infer
information and
meaning of
words
from
context
answer
factual and
inferential
questions
correctly for
comprehension
relate
events and
characters in the
reading
text to
personal
experiences

Key Inquiry Questions (KIQs)

Questio . What can you learn from poems and songs?
Which poems and songs do you know?
How do you tell the meaning Of unfamiliar words while reading ?

Suggested Experiences

watch a video on environmental pollution and answer questions
read a poem or song and role play the events, experiences or characters in the text, answer factual and inferential questions on the poem and song they read, visualise events, characters or places mentioned in a text
draw visuals to summarise information from a text, role play events or characters in the poem collaboratively with

Teaching Resources

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

2.15 Sub-strand 115

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

select
suitable
reading
materials (newspapers
magazines
class
readers or
poems)
from a
collection
read a
variety Of
materials
independently for
information and
pleasure
comprehension
strategies
such as
previewing
skimming and
scanning
strategies to
find
necessary in
formation
judge the
appropriateness Of a
reading
text on the
basis of
theme
interest and
language
complexity

Key Inquiry Questions (KIQs)

ui Questio S Why do you read?
What materials do you enjoy reading?
b) c) d) select suitable reading materials (newspapers, magazines, class readers or poems), from a collection, read a variety Of materials independently for information and pleasure, use comprehension strategies such as previewing, skimming and scanning strategies to find necessary in formation, judge the appropriateness Of a reading text on the basis of theme, interest and language complexity?

Teaching Resources

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

Strand 3.0

Grammar in Use

6 Sub-strands19 Lessons

3.1 Word Class: De monst rative Determiners

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify de mon strati ve determiners: this, these, that those, in a variety Of texts
use demonstrative determiners: this, these, that those correctly
promote the use Of the correct demonstrative determiner to use during communic ation

Key Inquiry Questions (KIQs)

estion s . How do you identify objects that are near or?
How do we show that Objects being referred to are singular or more?

Suggested Experiences

identify demonstrative determiners: rhis, these that, those, from a text S
read sentences containing demonstrative determiners in print or electronic materials, construct sentences using demonstrative determiners with peers
make sentences containing demonstrative determiners from a substitution table
use demonstrati ve determiners to fill gaps in sentences, search for more examples Of sentences containing demonstrative determiners in intanddi "tal textS_

Teaching Resources

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

3.2 Word Class: Pos s essive Pronouns

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify posses Sive forms in print or digital texts
use possessive forms correctly in n tences
advocate the correct use Of possessive forms among peers

Key Inquiry Questions (KIQs)

Questi S Why should we use possessive forms correctly?
Which words sho w something belongs to a person?

Suggested Experiences

engage in online/omine games involving pronouns collaboratively with peers, simulate, dramatise or role play a conversation featuring possessive pronouns
watch videoosongs involving the use Of possessive pronouns, compose songs based on the use Of personal and possessive pronouns , fill gaps in sentences correctly using possessive pronouns and belong to
use the words related to the theme in sentences, create a list Of sentences using possessive and personal pronouns and featuring the words, display the list of sentences on charts and terse

Teaching Resources

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

3.3 Word Class: Adjectives

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

and superlative forms Of adjectives in a text
order adjectives in terms Of size, shape and age appropriately
use the comparative and superlative forms Of adjectives accurately
advocate the importance Of using adjectives correctly in communication

Key Inquiry Questions (KIQs)

How do we compare things, people or e vents?
Which words are used to describe things or people ?

Suggested Experiences

describe items using the comparative and superlative forms of adjectives e.g. that window is bigger than this one, change positive forms Of regular and irregular adjectives to their comparative and superlative forms , pick out adjectives of size, shape and age from a narrative or poem in collaboration with peers, construct sentences featuring adjectives Of size, shape and age, fill gaps using adjectives in the correct order, create a crossword puzzle using adjectives

Teaching Resources

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

3.4 Word Class: Determiners: Quantifiers

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify quantifying determiners: few/" few, little/ a little, a lot of/ lots of, each, all, enough, most least in a variety Of texts
use quantifying determiners few/ a few, little/ a little a Ior of/ lots of, each, all, enough, most least appropriate ly in a variety Of contexts
judge the appropriateness Of quan tify ing determiners in oral and written texts

Key Inquiry Questions (KIQs)

Which words do we use to show amount or quantity?
Why is it important to tell the quantity Of something?

Suggested Experiences

read a passage related to the theme and identify quantifying determiners from the passage collaboratively, match quantifying determiners With corresponding countable and uncountable nouns, list quantifying determiners that can be used with both countable and uncountable nouns
read sentences containing quantifying determiners from the internet with peers, construct sentences using quantifying determiners With nouns With peers, complete sentences by filling in gaps using the quantifying determiners

Teaching Resources

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

3.5 Tense: Future Time usmg will/shall

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify words that indicate future time using will and shall in sentences
use will and shall to express future time correctly, C) collaborate With Others to determine the correctness and appropriateness Of the tense used in own or provided texts

Key Inquiry Questions (KIQs)

uestions Which words do we use to show future time ?
How do you tell that something Will happen in the future ?

Suggested Experiences

pick sentences which express future time from a text, make sentences from a substitution table, answer questions on future time using will/sha/l collaboratively , construct sentences using will/shall collaboratively, role play activities they plan or Wish to do in future with peers, watch videos omine or online and identify sentences featuring future time with peers, use computers, tablets or mobile phones to listen to audio materials featuring future time, make predictions (on events, weather, among Others) using will and shall, create display charts With sentences which feature will and shall

Teaching Resources

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

3.6 Sub-strand 117

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify prepositions of time, in, on, at; place in, on, at and direction into, towards, to, through in sentences
use prepositions Of time, place and direction appropriately for commun icati on
appreciate the accuracy, appropriateness and correctness Of prepositions used in Var ied texts

Key Inquiry Questions (KIQs)

Which words sho w direction and time?
Why is it important to show time and direction?

Suggested Experiences

The leamer is guided to' underline prepositions of time, place and direction in sample sentences: time such as in, on, at place such as: in, on, at direction such as: into, towards, to, through, play preposition games and songs online,'omine, construct sentences using prepositions indi vidually
watch videos and online material on prepositions collaboratively, create display charts containing prepositions Of time and direction, create crossword puzzles using prepositions, solve code words and crossword puzzles involving prepositions, search for prepositions online, from

Teaching Resources

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

Strand 4.0

W Riting

11 Sub-strands54 Lessons

4.1 Sub-strand 19

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

record specific details: personal information, school information, parents /guardians ' derails, religion/cou nry information fa vourire sport hobby among others in a variety Of forms
design a form to obtain the required in for mation
acknowledge the importance Of filling forms correctl

Key Inquiry Questions (KIQs)

Why do we fill for ms?
Why is it important to fill forms accurately?
What details do we fill in forms?

Suggested Experiences

The leamer is guided tou search for sample forms from the internet, individually, select the information to be filled in a form collaboratively, fill a form related to the theme using the following details: personal information, school information, parents 'guardians dera ils, religion/counry information favourite sport, hobby among others
discuss the importance Of filling forms correctly with peers, design a form to obtain information with peers and upload it online

Teaching Resources

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

4.2 I Creative Writing: Narrat ive Compositions

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify the parts 0fa narrative composition
write coherently on different topics
create a narrative composition for self-expression
promote creativity in writing among

Key Inquiry Questions (KIQs)

Why do you enjoy reading stories?
How do you make your composition interesting?

Suggested Experiences

brainstorm ideas for a narrative composition collaboratively with peers
read samples of narrative compositions with peers
identify the parts Of a narrative composition, compose a narrative Of 120-160 words individually or collaboratively
practise writing own narratives, listen or view a recording Ofa narrative and rewrite it in own words, proofread each other's Work and give feedback

Teaching Resources

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

4.3 C reative Writing: Pictorial Comp osition

Term 23 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 C reative Writing: Pictorial Comp osition.

Key Inquiry Questions (KIQs)

a) b) c) choose possible topics for pictorial compositions , create a composition based on the visuals or pictures, judge visuals appropriately for creativity in writing?
Why do we enjoy looking at pictures?
What messages do pictures communicate?

Suggested Experiences

interpret pictures collaboratively With peers, match the pictures With the different parts Ofa composition: beginning, middle and end, watch a variety Of pictorial compositions collaboratively With peers, arrange different pictures logically to write a Story coherently, write a pictorial composition Of about 120
160 words, proof read the pictorial composition, display their compositions in the classroom

Teaching Resources

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

4.4 Sub-strand 68

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 68.

Key Inquiry Questions (KIQs)

_ Which punctuation marks do you know?
Why do we punctuate sentences?
identify commas and double q uOtation marks in written texts, use the comma and double q uOtation marks correctly in sentences, advocate the use Of correct punctuation in communic ation?

Suggested Experiences

' read a short text and identify punctuation marks used collaboratively with peers
use commas to show pauses between words, phrases or clauses, complete sentences using double quotation marks and commas, pick Out sentences with double quotation marks in newspapers, magazines, articles or internet resources, play punctuation games With peers, create posters or charts with sentences With double quotation marks and commas and dis la them in class _

Teaching Resources

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

4.5 Creative W riting

Term 23 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 Creative W riting.

Key Inquiry Questions (KIQs)

How do we make our compositions interesting?
Which similes and proverbs do you a) b) c) d) identify similes and proverbs in a variety Of texts, use similes and proverbs correctly in oral and written texts, create a narrative composi tion featuring similes and proverbs, advocate the use Of similes and proverbs to enhance creativity in writing?

Suggested Experiences

The leamer is guided to' read narratives with formulaic expressions in print and digital for mat, list similes and proverbs in texts collaboratively, create a clear and coherent storyline using proverbs and similes, engage in a dialogue to advance plot and storyline, compose a Story featuring similes and proverbs with write creative compositions featuring similes and proverbs, indi v idually, team up to create and display charts with proverbs and similes

Teaching Resources

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

4.6 Sub-strand 78

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

list words with sound /W from an oral text
construct sentences orally using words related to the the Suggested L earning Experiences The leamer is guided to: listen to a poem or narrative and identify words with the 1/1,' sound, retell a narrative in own words collaboratively, listen to graded texts With audio recordings Of whole narrative s, Suggested Key Inquiry Question s Why is it Listening and Speaking Fluency: pronunciation (3 lessons) 2. important to speak accurately and express the right feelings? How can you listen more attenti vely?

Key Inquiry Questions (KIQs)

Why is it Listening and Speaking Fluency: pronunciation (3 lessons)?
How can you listen more attenti vely?

Teaching Resources

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

4.7 Sub-strand 85

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 85.

Key Inquiry Questions (KIQs)

Which punctuation marks do you Why do we punctuate sentencVS ?

Suggested Experiences

listen to a short oral text and write the text with the correct punctuation marks underline the apostrophe and exclamation marks in a text With construct sentences using the apostrophe and exclamation watch online videos or slides about the use Of the apostrophe and exclamation create and display charts or posters with sentences in which the apostrophe and exclamation mark are used collaboratively With peers, conduct a gallery walk and view the charts made by each group Of

Teaching Resources

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

4.8 Sub-strand 102

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell selected

Key Inquiry Questions (KIQs)

Commonly Misspelt words correctly Which words do you find difficult to write?
How do we leam to spell words correctly?

Suggested Experiences

The learner should be guided tou
discuss w ith peers the words they find difficult to spell, make a presentation on spelling Of homophones and homonyms, write words from a dictation by the teacher or from an audio-visual recording, play spelling games with peers
for example, scramble or scrabble, use a jigsaw puzzle to form words correctly with peers, make words from jumbled up letters _

Teaching Resources

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

4.9 Sub-strand 110

Term 2 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 110.

Key Inquiry Questions (KIQs)

Questio S Why should we plan Our activities in a) b) identify the key components 0fa diary/journal from a sample diary/journal, create a journal/diary to convey desired information in the ri ght format, collaborate With peers to create personal journals and diaries on varied topics?
What is the most memorable experience In your life?

Suggested Experiences

The leamer is guided to: view a sample diary sample j ournal/and identify the components
write journal/diary entries With peers, create an appointment diary collaboratively, create a three-day journal With peers, display their work in class and take a gallery walk, give feedback to each group about their work after the gallery walk, search for examples Of diaries or j ournals on the internet, textbooks or the library, create a diary or journal individ uall

Teaching Resources

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

4.10 Spelling

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify
homophones
words
with
double
consonants and
words With
double
vowels
correctly
spell
homophones
words
with
double
consonants and
words With
double
vowels
correctly
uses
homophones
words
with
double
consonants and
words With
double
vowels in
sentences
correctly
recommend to
peers
ways Of
enhancing
their
spelling
skills for
clarity Of
communication, 2. ui Question S Why
should we
write
words
correctly? Which
words
have the
same
pronunciation but di ITerent
spelling?

Key Inquiry Questions (KIQs)

a) b) c) d) identify homophones, words with double consonants and words With double vowels correctly, spell homophones, words with double consonants and words With double vowels correctly, uses homophones, words with double consonants and words With double vowels in sentences correctly, recommend to peers ways Of enhancing their spelling skills for clarity Of communication?
ui Question S Why should we write words correctly?
Which words have the same pronunciation but di ITerent spelling?

Teaching Resources

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

4.11 Sub-strand 126

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 2) Implementation Of CSL Activity Assigning roles to learners
Ensure every learner acti v ely participates in the activity
Observe learners as they carry Out the CSL activity and record feedback. Use an appropriate assessment tool to assess both the process and the product (assess leamer's Work from the beginning to the end product)
Assess the targeted core competencies, values and subject skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session With learners on the integrated CSL activity undertaken by discussing the following: what went well and Why? What did not go well and why? What can be done differently next time? what have learnt?

Teaching Resources

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

Strand 5.0

Listening Speaking

2 Sub-strands9 Lessons

5.1 Pronunciation and Vocabulary

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify
polite
words
phrases
expressions in
oral
contex tS
construct
sentences
orally
using
words 2. Why
should you use
polite
expressions When
talking to
others? Why
should you
listen to

Key Inquiry Questions (KIQs)

Why should you use polite expressions When talking to others?
Why should you listen to?

Teaching Resources

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

5.2 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)

Why should we pronounce sounds and words correctly?
Why should you give others a chance to speak?
HOW do you tell if someone is happy or sad?

Suggested Experiences

select words With the sound' 'a/ and the diphthongs ' and lei/ from a dialogue
take turns to read a dialogue collaboratively , interrupt a conversation appropriate ly

Teaching Resources

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

Strand 6.0

Rammar N Use

1 Sub-strand6 Lessons

6.1 Sub-strand 33

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the sub and, the learner should able to: identify sentences featuring the target language patterns: use of too _ _ tofor and use of Must/Should with an A dverbial, use the language patterns in sentences correctly, promote the use sentence patterns correctly for clarity Of communication

Key Inquiry Questions (KIQs)

l. How do you identify correct sentences?
Why is it important to sentences correctly?

Suggested Experiences

learner is guided to: make sentences with too _ tofor from a substitution table. For example, The stone is too heavy for Nanjala to lift ' construct sentences using
must/should with an adverb/adverbial ' For example, We must brush our teeth every recite poems With the target language pattern. discuss instances When the sentence patterns are used, fill in blank spaces in sentences using the patterns, search for examples Of sentences With the language patterns from the internet, newspapers, and magazines among others

Teaching Resources

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

Strand 7.0

Writing

3 Sub-strands18 Lessons

7.1 Sub-strand 35

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify text written in joined letters or cursive script
write legibly using joined letters/cursive
recommend wavs Of improving legibility and neatness in written communication

Key Inquiry Questions (KIQs)

u i Questions Why should script, Joined/ (cursive c) recommend wavs Of improving legibility and neatness in written communication?

Teaching Resources

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

7.2 Sub-strand 43

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify the components 0fa friendly letter from a sample letter
write a friendly letter using the correct format for effective communication
judge the appropriateness Of words, phrases and sentences used in friendly letters

Key Inquiry Questions (KIQs)

How do you communicat e with people Who are far away?
Why do we write letters?

Suggested Experiences

read a sample friendly letter With peers and pick Out the parts such as address, salutation, date, complimentary close among others, pick words related to the theme such as (pedestrian crossing risk, slide, smog, brake, emergency, police, license, prevent, safety, vehicle, preven tion)
write a reply to a friendly letter using the new words and the correct forrnat, proofread/edit the letter collaboratively, present the edited version to Other groups, work jointly to search for more examples Of friendly letters on the internet _

Teaching Resources

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

7.3 Sub-strand 94

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 94.

Key Inquiry Questions (KIQs)

(s) HOW do we describe things or events?
Why is it important to describe things or events clearly?

Suggested Experiences

read a sample composition from print or electronic sources, talk about people or things in the text
make sentences to describe how they spent their leisure time collaboratively, organise the sentences to

Teaching Resources

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

Strand 8.0

I Sentences

1 Sub-strand6 Lessons

8.1 I Sentences

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify questions tags and double imperatives from a text
use question tags and double imperatives correctly in
advocate the correct use Of double imperatives and question tags in communi c ation

Key Inquiry Questions (KIQs)

Quest s Grammar in Use (3 Lessons) Use of Double Imperatives: Question Tags on rhe Verb ro?
What are some Of your school rules?
HOW do you g Ive instructions?
Why do we ask questions?

Suggested Experiences

fill in gaps in sentences using double imperatives, select question tags from a Story, dialogue or poem, match statements With the correct question tag
practise giving instructions related to the theme using double imperatives such as: shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning, role play giving and receiving Of instructions at home using double imperatives
use double imperatives to make rules for their classroom and display them in charts or posters
write sentences using double i eratives

Teaching Resources

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

Strand 9.0

G Ram Mar in Use

2 Sub-strands12 Lessons

9.1 Sub-strand 100

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify interrogatives: how, what, when, why, who in sentences correctly
use interrogatives how much more_._, whenhvh at else accurately in sentences
adopt the use Of interrogatives used in oral and written

Suggested Experiences

The leamer is guided to'

Teaching Resources

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

9.2 Sub-strand 108

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 108.

Key Inquiry Questions (KIQs)

QuesS Why is it important to use words correctly?
Which singular nouns end with letter -s?
a) b) c) identify nouns which occur as same in both singular and plural from given sentences, use nouns which occur as same in both singular and plural to make sentences, collaborate with others to determine the correctness and appropriateness Of nouns used in various texts?

Suggested Experiences

The leamer is guided to' identify and underline nouns which occur as same in both singular and plural sentences, construct sentences with peers using nouns which only occur in singular or plural such as news, dirt, waste and rubbish
practise a conversation using plurals of nouns which occur as same in both singular and plural collaboratively
watch videos on nouns which only occur in singular or plural and answer questions, create display charts on nouns which occur as same in both sin larand lural in sentences

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Grammar in Use
W Riting

View Term 2

Term 3 Scheme9 Weeks

W Riting
Listening Speaking
Rammar N Use
Writing
I Sentences
G Ram Mar in Use

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 Arabic Hub Mandarin 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 English?

The official KICD strands for Grade 5 English are: Listening and Speaking, Reading, Grammar in Use, W Riting, Listening Speaking, Rammar N Use, Writing, I Sentences, G Ram Mar in Use. 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 English?

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 English 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 English?

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.