2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

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

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

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Grade 5 English Term 2 Curriculum Overview

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

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

Full Term Timetable

Grade 5 English Term 2 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Sub-strand 83	By the end of the sub strand, the learner should be able to; a) 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	1. Which word or words do we to ask questions?	- 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 _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 90	By the end of the sub strand, the learner should be able to; a) relate the b) ideas in a c) text to	1. Why do we read books?	- skim through a text and obtain the main idea, scan through a text to obtain specific information	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 90	By the end of the sub strand, the learner should be able to; a) their b) experiences for c) comprehension d) respond to	1. Why do we read books?	- skim through a text and obtain the main idea, scan through a text to obtain specific information	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 90	By the end of the sub strand, the learner should be able to; a) direct and b) inferential c) questions d) from a	1. Why should we make notes when read ing?	- discuss and relate ideas to their experiences collaboratively With peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 92	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Sub-strand 92	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 92	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 98	By the end of the sub strand, the learner should be able to; a) relate b) ideas in the c) text to d) personal	1. estions s Why is it important to relate what you read to real life experiences?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 98	By the end of the sub strand, the learner should be able to; a) experiences b) create c) mental d) images e) from the	1. estions s Why is it important to relate what you read to real life experiences?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 98	By the end of the sub strand, the learner should be able to; a) events b) characters or c) places in a d) text e) answer	1. What digital resources can you use in your reading?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Sub-strand 98	By the end of the sub strand, the learner should be able to; a) direct and b) inferential c) questions d) from e) varied	1. What digital resources can you use in your reading?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 106	By the end of the sub strand, the learner should be able to; a) create b) mental c) images d) from	1. Questio . What can you learn from poems and songs?	- watch a video on environmental pollution and answer questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 106	By the end of the sub strand, the learner should be able to; a) events b) characters and c) places in a d) text e) infer	1. Questio . What can you learn from poems and songs?	- watch a video on environmental pollution and answer questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 106	By the end of the sub strand, the learner should be able to; a) information and b) meaning of c) words d) from	1. Which poems and songs do you know?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 106	By the end of the sub strand, the learner should be able to; a) context b) answer c) factual and d) inferential e) questions	1. Which poems and songs do you know?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 English Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Reading

6 Sub-strands36 Lessons in Term 2

1.1 Sub-strand 83

6 Suggested LessonsTerm 2

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.

1.2 Sub-strand 90

6 Suggested LessonsTerm 2

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?

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

1.3 Sub-strand 92

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 92.

Teaching Resources

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

1.4 Sub-strand 98

6 Suggested LessonsTerm 2

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

1.5 Sub-strand 106

6 Suggested LessonsTerm 2

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 ?

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

1.6 Sub-strand 115

6 Suggested LessonsTerm 2

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

Strand 2.0

Grammar in Use

6 Sub-strands19 Lessons in Term 2

2.1 Word Class: De monst rative Determiners

2 Suggested LessonsTerm 2

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?

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

2.2 Word Class: Pos s essive Pronouns

3 Suggested LessonsTerm 2

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?

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

2.3 Word Class: Adjectives

3 Suggested LessonsTerm 2

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 ?

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

2.4 Word Class: Determiners: Quantifiers

3 Suggested LessonsTerm 2

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?

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

2.5 Tense: Future Time usmg will/shall

2 Suggested LessonsTerm 2

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 ?

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

2.6 Sub-strand 117

6 Suggested LessonsTerm 2

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?

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

Strand 3.0

W Riting

9 Sub-strands45 Lessons in Term 2

3.1 Sub-strand 19

6 Suggested LessonsTerm 2

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?

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

3.2 I Creative Writing: Narrat ive Compositions

3 Suggested LessonsTerm 2

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?

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

3.3 C reative Writing: Pictorial Comp osition

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in 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?

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

3.4 Sub-strand 68

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 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?

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

3.5 Creative W riting

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in 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?

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

3.6 Sub-strand 78

6 Suggested LessonsTerm 2

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

3.7 Sub-strand 85

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 85.

Key Inquiry Questions (KIQs)

Which punctuation marks do you Why do we punctuate sentencVS ?

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

3.8 Sub-strand 102

6 Suggested LessonsTerm 2

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?

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

3.9 Sub-strand 110

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

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 2

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

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

Explore Schemes for Other CBC Grades

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

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 5 English Term 2

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

In Term 2, Grade 5 English covers the following main strands: Reading, Grammar in Use, W Riting. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

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

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

How is Grade 5 English Term 2 structured across weeks?

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

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

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