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

Grade 5 English Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 English Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 English Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 English in Term 1.

Class / Grade: Grade 5
Learning Area: English
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 English Term 1 Scheme of Work Table

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

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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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)

Curriculum Design & Content

Grade 5 English Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

10 Sub-strands45 Lessons in Term 1

1.1 Listening Comprehension

3 Suggested LessonsTerm 1

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?

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

1.2 Pronunciation and Vocabulary

3 Suggested LessonsTerm 1

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

1.3 Sub-strand 37

6 Suggested LessonsTerm 1

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?

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

1.4 Sub-strand 45

6 Suggested LessonsTerm 1

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?

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

1.5 Sub-strand 53

6 Suggested LessonsTerm 1

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

1.6 Sub-strand 70

6 Suggested LessonsTerm 1

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

1.7 Pronunciation and Vocabulary: Interactive Listening

3 Suggested LessonsTerm 1

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

1.8 Pron unciation and Vocabulary

3 Suggested LessonsTerm 1

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?

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

1.9 Pronunciation and

3 Suggested LessonsTerm 1

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?

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

1.10 Sub-strand 112

6 Suggested LessonsTerm 1

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 112.

Key Inquiry Questions (KIQs)

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

Teaching Resources

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

Strand 2.0

Reading

10 Sub-strands45 Lessons in Term 1

2.1 Extensive Reading

3 Suggested LessonsTerm 1

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?

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

2.2 Intensive Reading

3 Suggested LessonsTerm 1

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 ?

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

2.3 Sub-strand 31

6 Suggested LessonsTerm 1

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

2.4 Intensive Reading: Comprehension

3 Suggested LessonsTerm 1

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 ?

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

2.5 Extensive Reading: Fiction and Non Fiction Materials

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

2.6 Sub-strand 56

6 Suggested LessonsTerm 1

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)

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

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

2.7 Sub-strand 64

6 Suggested LessonsTerm 1

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) 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?

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

2.8 Fluency in Reading

3 Suggested LessonsTerm 1

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?

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

2.9 Sub-strand 81

6 Suggested LessonsTerm 1

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

2.10 Sub-strand 83

6 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 5 English showing the term-by-term distribution of all 9 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Grammar in Use
W Riting

Term 3View Term 3 →

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

Other Grade 5 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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

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 English Term 1

What strands and sub-strands are covered in Grade 5 English Term 1?

In Term 1, Grade 5 English covers the following main strands: Listening and Speaking, Reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 5 English in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 5 English Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.