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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons6 Strands in Term 3

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

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

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Grade 5 English Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 English in Term 3.

Class / Grade
Grade 5
Pre-Primary Level
Learning Area
English
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 5 English Term 3 Scheme of Work Table

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

Scheme Font Size:

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

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11W RitingSub-strand 110-

1. What is the most memorable experience In your life?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2W RitingSub-strand 110-

1. What is the most memorable experience In your life?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3W RitingSpelling

By the end of the sub strand, the learner should be able to;

a) identify

b) homophones

c) words

d) with

e) double

f) consonants and

g) words With

h) double

i) vowels

j) correctly

k) spell

l) homophones

m) words

n) with

o) double

p) consonants and

1. 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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4W RitingSpelling

By the end of the sub strand, the learner should be able to;

a) words With

b) double

c) vowels

d) correctly

e) uses

f) homophones

g) words

h) with

i) double

j) consonants and

k) words With

l) double

m) vowels in

n) sentences

o) correctly

p) recommend to

1. ui Question S Why should we write words correctly?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5W RitingSpelling

By the end of the sub strand, the learner should be able to;

a) peers

b) ways Of

c) enhancing

d) their

e) spelling

f) skills for

g) clarity Of

h) communication, 2. ui Question S Why

i) should we

j) write

k) words

l) correctly? Which

m) words

n) have the

o) same

p) pronunciation but di ITerent

q) spelling?

1. Which words have the same pronunciation but di ITerent spelling?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21W RitingSub-strand 126

By the end of the sub strand, the learner should be able to;

a) 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

--Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2W RitingSub-strand 126

By the end of the sub strand, the learner should be able to;

a) 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

--Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3W RitingSub-strand 126

By the end of the sub strand, the learner should be able to;

a) Ensure every learner acti v ely participates in the activity

--Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4W RitingSub-strand 126

By the end of the sub strand, the learner should be able to;

a) 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)

--Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Listening SpeakingPronunciation and Vocabulary

By the end of the sub strand, the learner should be able to;

a) identify

b) polite

c) words

d) phrases

e) expressions in

f) oral

1. Why should you use polite expressions When talking to others?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Listening SpeakingPronunciation and Vocabulary

By the end of the sub strand, the learner should be able to;

a) contex tS

b) construct

c) sentences

d) orally

e) using

f) words 2. Why

1. Why should you use polite expressions When talking to others?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Listening SpeakingSub-strand 62-

1. Why should we pronounce sounds and words correctly?

- select words With the sound' 'a/ and the diphthongs ' and lei/ from a dialogue

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Listening SpeakingSub-strand 62-

1. Why should we pronounce sounds and words correctly?

- select words With the sound' 'a/ and the diphthongs ' and lei/ from a dialogue

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Listening SpeakingSub-strand 62-

1. Why should you give others a chance to speak?

- select words With the sound' 'a/ and the diphthongs ' and lei/ from a dialogue

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Rammar N UseSub-strand 33

By the end of the sub strand, the learner should be able to;

a) 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

1. How do you identify correct sentences?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 5 English Term 3 Strands and Sub-strands Breakdown

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

1
Strand 1.0

W Riting

3 Sub-strands15 Lessons in Term 3

1.1 Sub-strand 110

6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

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

1.2 Spelling

3 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Sub-strand 126

6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • areas skills for the CSL activity Identify resources required for the activity (locally available materials) Stagger the activities across the term (set dates and time for the activities) Communicate to learners , parents/caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Listening Speaking

2 Sub-strands9 Lessons in Term 3

2.1 Pronunciation and Vocabulary

3 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Sub-strand 62

6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 62.

Key Inquiry Questions (KIQs)
  • 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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Rammar N Use

1 Sub-strand6 Lessons in Term 3

3.1 Sub-strand 33

6 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Writing

3 Sub-strands18 Lessons in Term 3

4.1 Sub-strand 35

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

4.2 Sub-strand 43

6 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4.3 Sub-strand 94

6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 94.

Key Inquiry Questions (KIQs)
  • (s) HOW do we describe things or events?
  • Why is it important to describe things or events clearly?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

5
Strand 5.0

I Sentences

1 Sub-strand6 Lessons in Term 3

5.1 I Sentences

6 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

6
Strand 6.0

G Ram Mar in Use

2 Sub-strands12 Lessons in Term 3

6.1 Sub-strand 100

6 Suggested LessonsTerm 3
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
Learning Experiences
  • The leamer is guided to'
Teaching Resources

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

6.2 Sub-strand 108

6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 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?
Learning 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 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 2View Term 2 →
  • Reading
  • Grammar in Use
  • W Riting
Term 3Current
  • W Riting
  • Listening Speaking
  • Rammar N Use
  • Writing
  • I Sentences
  • G Ram Mar in Use

Other Grade 5 Schemes of Work for Term 3

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

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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:

Help & Answers

Frequently Asked Questions: Grade 5 English Term 3

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

In Term 3, Grade 5 English covers the following main strands: W Riting, Listening Speaking, Rammar N Use, Writing, I Sentences, G Ram Mar in Use. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

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

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

How is Grade 5 English Term 3 structured across weeks?

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

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

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