2026 KICD CBC Curriculum Design11 Strands · 27 Sub-strands162 Suggested Lessons

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

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Grade 5 French Curriculum Facts

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

Class / Level: Grade 5
Major Strands: 11 Strands
Annual Lessons: 162 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 French 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 Speaking	Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement	-	1. (s) Why is repetition important when speaking ?	- learner is guided to: practice active listening skills to reproduce spoken Words, phrases, and expressions on family, listen to authentic audiovisual dialogues introducing family members and take turns to repeat or act out thc dialogues	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening Speaking	Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement	-	1. (s) Why is repetition important when speaking ?	- learner is guided to: practice active listening skills to reproduce spoken Words, phrases, and expressions on family, listen to authentic audiovisual dialogues introducing family members and take turns to repeat or act out thc dialogues	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening Speaking	Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement	-	1. (s) Why is repetition important when speaking ?	- discuss the various compositions of members of different families, present on thc members of their nuclear families	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening Speaking	Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement	-	1. b) c) repeat sounds, Words and expressions on family as articulated from an audio text, use spoken language patterns appropriately for effective real-life interactions, display a positive attitude towards speaking activ ities?	- discuss the various compositions of members of different families, present on thc members of their nuclear families	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening Speaking	Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement	-	1. b) c) repeat sounds, Words and expressions on family as articulated from an audio text, use spoken language patterns appropriately for effective real-life interactions, display a positive attitude towards speaking activ ities?	- use thc expressions learnt to ask each other questions relating to names of members of their nuclear	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening Speaking	Imitative speaking R eperirion Mo delling Engagement Pronunciation	By the end of the sub strand, the learner should be able to; a) make correct pronunciation of sounds and words as articulated from an audio text	1. What do you do to ensure proper pronunc on?	- participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening Speaking	Imitative speaking R eperirion Mo delling Engagement Pronunciation	By the end of the sub strand, the learner should be able to; a) make correct pronunciation of sounds and words as articulated from an audio text	1. What do you do to ensure proper pronunc on?	- participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening Speaking	Imitative speaking R eperirion Mo delling Engagement Pronunciation	By the end of the sub strand, the learner should be able to; a) use spoken language pattern s appropriately for effective real-life interactions	1. What do you do to ensure proper pronunc on?	- participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening Speaking	Imitative speaking R eperirion Mo delling Engagement Pronunciation	By the end of the sub strand, the learner should be able to; a) use spoken language pattern s appropriately for effective real-life interactions	1. What do you do to ensure proper pronunc on?	- participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening Speaking	Imitative speaking R eperirion Mo delling Engagement Pronunciation	By the end of the sub strand, the learner should be able to; a) display a positive attitude towards speaking activities	1. What do you do to ensure proper pronunc on?	- participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Imitative speaking Reper irion Non -verbal communication A crive engagement	By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to:	1. How do you speak clearly in F rench?	- recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Imitative speaking Reper irion Non -verbal communication A crive engagement	By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to:	1. How do you speak clearly in F rench?	- recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Imitative speaking Reper irion Non -verbal communication A crive engagement	By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to:	1. How do you speak clearly in F rench?	- recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Imitative speaking Reper irion Non -verbal communication A crive engagement	By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to:	1. b) repeat sounds and Words as articulated from an audio source, use fluent speech pattcms for effective real-life interactions, display a mysitive attitude toward speaking acti vities?	- recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Imitative speaking Reper irion Non -verbal communication A crive engagement	By the end of the sub strand, the learner should be able to; a) By thc end of the sul»strand, thc leamer should be able to:	1. b) repeat sounds and Words as articulated from an audio source, use fluent speech pattcms for effective real-life interactions, display a mysitive attitude toward speaking acti vities?	- recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening Speaking

2 Sub-strands12 Lessons

1.1 Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement

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 Imitative Speaking Turn raking Repetition Nonverbal communication A crive engagement.

Key Inquiry Questions (KIQs)

(s) Why is repetition important when speaking ?
a) b) c) repeat sounds, Words and expressions on family as articulated from an audio text, use spoken language patterns appropriately for effective real-life interactions, display a positive attitude towards speaking activ ities?

Suggested Experiences

learner is guided to: practice active listening skills to reproduce spoken Words, phrases, and expressions on family, listen to authentic audiovisual dialogues introducing family members and take turns to repeat or act out thc dialogues
discuss the various compositions of members of different families, present on thc members of their nuclear families
use thc expressions learnt to ask each other questions relating to names of members of their nuclear

Teaching Resources

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

1.2 Imitative speaking R eperirion Mo delling Engagement Pronunciation

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

make correct pronunciation of sounds and words as articulated from an audio text
use spoken language pattern s appropriately for effective real-life interactions
display a positive attitude towards speaking activities

Key Inquiry Questions (KIQs)

What do you do to ensure proper pronunc on?

Suggested Experiences

participate in "Repeat-aner-me" exercise to acquire vocabulary on class items, (tableau, chaises, poubelle, pupitre, pone, chiffon, régle, cahier, stylo _ ) listen to and sing songs on objects found in class, source and watch video clips With authentic dialogues on locating items, play games to state thc location or position of items in class, (dans, derriere, 'i cote Sur, so us) listen and follow instructions on putting items in their right places. (Mets les cahiers dans le pupitre. Range les livres dans les res

Teaching Resources

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

Strand 2.0

Listening and Speaking

4 Sub-strands24 Lessons

2.1 Imitative speaking Reper irion Non -verbal communication A crive engagement

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

By thc end of the sul»strand, thc leamer should be able to:

Key Inquiry Questions (KIQs)

How do you speak clearly in F rench?
a) b) repeat sounds and Words as articulated from an audio source, use fluent speech pattcms for effective real-life interactions, display a mysitive attitude toward speaking acti vities?

Suggested Experiences

recall names of objects and items (les affaires scolaires) in the classroom, source from digital resources objects and items in the classroom, (Search engine is set With "Safc Search ON") describe objects and items which they use in thc classroom, engage In games of locating items in thc classroom, participate m question-answer exercises on classroom items or objects, participate in language games jointly (Qu 'est-ce que c 'est ? C'est ? Oui/Non c'est._.)

Teaching Resources

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

2.2 Sub-strand 19

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 19.

Key Inquiry Questions (KIQs)

How do you read with good tempo ?
a) b) c) make correct pronunciation of sounds and words as articulated from their source, use fluent speech patterns for effective real-life Interactions, display a positive attitude towards speaking activities?

Suggested Experiences

listen and repeat phrases or sentences related to hobbies as modelled by thc teacher or audiovisual materials
(Pour/Dans mon temps Iihre, j Gime. . je n 'aime pas chanter Ia rélé, danser, dessiner), describe actions related to hobbies With the aid of visuals and infographics by responding to questions (Qu 'est-ce qu 'il /elle fait ? Elle danse), play Word games jointly to enhance vocabulary mastery, discuss thc benefits of engaging m hobbies that promote wellness, changc information on what they do during their free time at home, using selected vocabulary or 8

Teaching Resources

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

2.3 Imitative speaking Ph oneric awareness Modelling Engagem ent Pron unciarion

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

repeat
correct
pronunciation of
sounds and
words as
articulated
from
source
apply
fluent
speech
patterns for
effective
real-life
interactions
display a
mysitive
attitude
towards
speaking ac
tivities. 10

Key Inquiry Questions (KIQs)

What do you do to ensure you do not fumble while reading?
a) b) c) repeat correct pronunciation of sounds and words as articulated from source, apply fluent speech patterns for effective real-life interactions, display a mysitive attitude towards speaking ac tivities. 10?

Teaching Resources

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

2.4 Imitative speaking R eperirion Non-verbal communication Intonation Engagement

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 Imitative speaking R eperirion Non-verbal communication Intonation Engagement.

Key Inquiry Questions (KIQs)

How do you ensure proper engagement when speaking ?
a) b) c) make correct pronunciation of sounds and words as articulated from an audio text, use fluent speech patterns for effective real-life inte ractions, display a positive attitude tow ards speaking activities. 12?

Suggested Experiences

listen to audio materials to pick out vocabulary on the different parts of thc body, recite poems on parts of the body
observe images of different parts of thc body as they match the correct flashcards, (Ma bouche est pour manger, mes oreilles sont pour écouter, i.e. Parties du corps + est/sont + verbe infin itiD Watch a video clip on the functions of thc parts of the body, sing songs about functions of the of the bod

Teaching Resources

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

Strand 3.0

Time Strand Listening and Speaking Trand Imitative Speaking Reper Irion Non -verbal Communication Intonation Engagement

1 Sub-strand6 Lessons

3.1 Sub-strand 18

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

How do you mutation I s donc properly?

Suggested Experiences

listen to songs about moments of thc day
listen and repeat short simple phrases on moments of thc day, (Le matinje me Eve, 'i midije prends le déjeuner, le soir je joue, la nuirje dors)
recite poems for Voc abulary acquisition
talk about their preferred moments of thc day
talk about their activities in relation to moments of thc da

Teaching Resources

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

Strand 4.0

Listening Speaking S U B

1 Sub-strand6 Lessons

4.1 Phonological a w aren Ph oneric awareness Repetition Pron unciation Intonation Pacing

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

By thc end of the sub-strand, thc learner should bc able to:

Key Inquiry Questions (KIQs)

Why is proper articulation of words impo rtant?
a) b) c) recognise letter sounds in words from audio stimuli, articulate words correctly in oral Interactions, appreciate the importance of pronunciation m comm umc anon. 14?

Suggested Experiences

watch and listen to audiovisual materials on weather and identify weather pattcms
(i I fait beau/chaud/froid, il pleut, il fair mauvais, il y a du vent, il fair nuageur.__), listen to songs on Weather pattcms and Weather conditions, play rhyming games jointly to enhance vocabulary mastery, group weather conditions in their immediate surroun dings, recite poems on Weather conditions with specific sounds nua eur, ora ur , Su ggested

Teaching Resources

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

Strand 5.0

Reading

6 Sub-strands36 Lessons

5.1 Reading Aloud Pron unc iation Phrasing Voi ce Projection Intonation

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

greetings m a text while reading
read aloud simple words With targeted accurately, develop
confidence in their reading abilities through guided support

Key Inquiry Questions (KIQs)

Questio s Why do you read?

Suggested Experiences

practice choral reading of simple texts on greetings and introductions to follow rhythm and pace, practice echo reading collaborati vcly , practice targeted sounds in vocabulary and expressions on greetings, (Comment tu t 'appelles ? Je m üppelle ...Je suis unefille Comment 'u ? Voici mon ami_._) source for poems on greetings and introductions from digital devices and recite jointly, do dramatic reading to acquire accuracy m uncia no n. 19

Teaching Resources

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

5.2 Reading Aloud Phonetic Expression markings Pro nunciation Phrasing

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognise
when
reading
words
used to
introduce
names of
nuclear
family
members
read
aloud
simple
words and
expressions
about
nuclear
family With
pronunciation
develop
confidence in
their
reading
abilities
through
guided
support
appreciate the Importance of one's
famil in
life. 21

Key Inquiry Questions (KIQs)

Questio S Why is it important to read accurately?
a) b) c) d) recognise when reading words used to introduce names of nuclear family members, read aloud simple words and expressions about nuclear family With pronunciation, develop confidence in their reading abilities through guided support, appreciate the Importance of one's famil in life. 21?

Teaching Resources

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

5.3 Guided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm

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 Guided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm.

Key Inquiry Questions (KIQs)

How best can you enjoy reading?

Suggested Experiences

read aloud, then silently, simple texts about hobbies and leisure activities, select grammatical structures from simple sentences, (p.e aimer + infinitif
je + ne + verbe+ pas
) respond to simple questions from reading texts, source for videos, songs and poems to build on vocabulary using digital devices, do echo-reading With the teacher or in paws to practice fluency

Teaching Resources

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

5.4 Guided Reading Pronunciation Intonation Ch unki ng

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning o f Words from simple texts on body parts
read simple texts
develop confidence in their reading abilities through guided support. 31

Key Inquiry Questions (KIQs)

What do you do to ensure proper fluency while reading ?

Teaching Resources

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

5.5 Guided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition

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 Guided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition.

Key Inquiry Questions (KIQs)

uest How can rc articulately Improve the understanding of texts?
infer meaning of words from simple texts on weather and environment, read simple texts fluently using the right intonation and pace, show enthusiasm In reading through exposure to simple varied texts. 33?

Teaching Resources

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

5.6 Guided Reading Vocabu lary Pacing Repetition A rricularion Rhythm

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of Words from simple texts about thc classroom
read simple texts fluently using thc right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

What do you do to Impro vc your reading skills?

Suggested Experiences

read paper stripes containing phrases about objects found in a classroom, recite poems on objects found in class
use digital devices to source texts on different items in class jointly for vocabulary building
use digital devices for typing and naming of objects in class, (la table, la chaise, la poubelle, le tableau, la p orre) echo read texts on objects in thc classroom collaborativel , 35

Teaching Resources

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

Strand 6.0

My Surroundings Strand Reading

1 Sub-strand6 Lessons

6.1 Guided Reading Vocabu lary Pacing Repetition .drricu lation Rhythm

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer
meaning of Words
from
simple
texts
about the
nuclear
family
read
simple
texts
fluently
using the
right
intonation and
pace
show
enth
usiasm in
reading
through
exposure to
simple
varied

Key Inquiry Questions (KIQs)

What is thc proper speed for reading?
a) b) c) infer meaning of Words from simple texts about the nuclear family, read simple texts fluently using the right intonation and pace, show enth usiasm in reading through exposure to simple varied?

Teaching Resources

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

Strand 7.0

Time Strand Reading S U B-strand Reading Aloud Phonetic A Wareness Pronunciation Phrasing in Ronarion

1 Sub-strand6 Lessons

7.1 Sub-strand 36

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognize w Ords in context when reading
read aloud simple Words with accurate pronunc iation
develop confidence in their reading abilities through guided support

Key Inquiry Questions (KIQs)

What do you do to ensure Words are read With the pron unc iation?

Suggested Experiences

practice dramatic reading in small groups to practice pronunciation
read short texts on moments of the day and simple activities to practice fluency
read texts about What activities to do at particular moments of the day, recite poems jointly on days of thc look at pictures related to moments of the day, arrange j umbled-up Words to form correct sentences. 25

Teaching Resources

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

Strand 8.0

Reading Aloud Voca Hulary Pacing Repetition A Rricularion Rhythm

1 Sub-strand6 Lessons

8.1 Reading Aloud Voca hulary Pacing Repetition A rricularion Rhythm

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 Reading Aloud Voca hulary Pacing Repetition A rricularion Rhythm.

Key Inquiry Questions (KIQs)

How do you ensure proper rhythm when reading ?

Suggested Experiences

Thc learner is guided to: read aloud names of meals and mealtimes, extract types of food in reading short texts, match names of mealtimes to images , source for videos and songs to improve vocabulary , search for other dishes from other places to enhance intercultural awareness
read texts on healthy and unhealthy meals, create mealtime schedules for different meals taken at different moments of thc day using a digital device

Teaching Resources

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

Strand 9.0

W Riting

3 Sub-strands18 Lessons

9.1 Guided W riting Orthography Vocabulary Handwriting

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell common greeting words and expressions With correct o rth ography
create simple sentences about greeting words and expressions using correct

Key Inquiry Questions (KIQs)

How best can you convey your greetings in Written form?

Suggested Experiences

Thc learner is guided to: rearrange letters to make correct greeting words, fill crosswords and word puzzles about greetings col laboratively , fill gaps in simple dialogues using thc vocabulary of greetings and introductions, complete broken dialogues on greetings and introductions
make sentences from jumbled words (Ca va ? Comment), label items With names of friends as dictated in group activities

Teaching Resources

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

9.2 Guided W riting Orthography Vocabulary Ha ndwriring

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell common Words and expressions on nuclear family with correct orthography
create simple sentences about names of nuclear family using correct structures
appreciate thc role of family by writing in Interactl ve contexts. 41

Key Inquiry Questions (KIQs)

How can lack of coherence m writing affect the understanding of texts?

Suggested Experiences

learner is guided to: compose short poems on nuclear family jointly, fill in missing letter on family lexicon, play word games by circling thc members of the nuclear family, compose simple songs or Verses about names of their nuclear family, in groups
Write coherent sentences from a group of j umbled up Words to practice sentence structures, (Subject + verb + object in present tense) Write short texts about thc names of members of their nuclear famil or uardians

Teaching Resources

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

9.3 Guided W riting Handwriting Orthography Vocabulary

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell common Words with correct orthography
create short simple sentences
appreciate the role of writing in Interac five communication contexts

Key Inquiry Questions (KIQs)

Questio s What do you do to ensure you Wr Itc neatly?

Suggested Experiences

write texts on moments of thc day and general activities, match picture stimuli to the moments of thc day (le mann___ , Write simple phrases on the preferred moments of thc day, fill a simple day schedule with personal activities
fill crosswords and Word puzzles with vocabulary on activities related to moments of the day in small groups, Write down dictated simple vocabulary about activities to do in specific moments of thc da

Teaching Resources

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

Strand 10.0

Writing

6 Sub-strands36 Lessons

10.1 Guided Writing Orthography Clarity Handwriting

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell common Words on the classroom with orthography
create simple sentences usmg correct structures
appreciate the role of writing in Interact' v c commumcatlon contexts

Key Inquiry Questions (KIQs)

Why is correct writing of French accents important ?

Teaching Resources

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

10.2 Guided Writing Orthography Grammar Ha ndwriring Clarity

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell common words on fun and enjoyment with correct orthography
construct simple sentences about fun and enjoyment using correct structures
appreciate the role of writing in m teractl ve commumcatlon contexts

Key Inquiry Questions (KIQs)

What do you to make Writing fun?

Suggested Experiences

The leamer is guided to: arrange letters, Words and phrases to form correct and complete written sentences on hobbies and interests jointly, Write text messages to their peers describing their hobbies and interests
fill out forms With personal informati on, fill puzzles and crosswords With vocabulary on hobbies and interests, extract information from audio and write it down, Write short sentences about What they engage in during fun time

Teaching Resources

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

10.3 Guided W riting Orth ography Handwriting Sentence order

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell various meals With correct o rthography
construct short simple sentences about foods and drinks taken at different mealtimes With the correct
appreciate the role of Writing In Interactive commumcatlon contexts

Key Inquiry Questions (KIQs)

Why is correct spelling important When writing?

Suggested Experiences

Thc learner is guided to: fill blank spaces with the correct word on food and dr inks, complete broken short texts with an appropriate Word on foods and drinks, source for, and write vocabulary on meals from thc internet, complete a dialogue With simple phrases, create schedules of balanced died during different moments of the day

Teaching Resources

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

10.4 Guided W riting Orthography Vocabulary Handwriting Clarity

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell co words on weather and en v Ironme nt with correct orthography
construct simple sentences usmg correct about weather and environment

Key Inquiry Questions (KIQs)

What do you do to improve your Writing skills?

Suggested Experiences

rearrange letters to make lexical on weather conditions, fill crosswords and word puzzles vocabulary Weather j o intly , fill gaps in simple dialogues using simple vocabulary of Weather conditions
make sentences about Weather conditions from j umbled words collaboratively
Write down dictated simple vocabulary of weather

Teaching Resources

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

10.5 Guided Writing Orthography Vocabu lary Clarity and conciseness

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell common Words on getting around With correct orthography
construct simple sentences using structures on getting around
appreciate the role of writing m Interactive comm anon contex ts

Key Inquiry Questions (KIQs)

What strategics do you use to ensure the correct writing of French Words?

Suggested Experiences

rearrange letters to make Words related to items in class, fill crosswords and Word puzzles with vocabulary on locating items and areas In small groups, fill gaps in simple dialogues using simple vocabulary of locating, ((dans, derriére, entre, Sur, sous) make sentences on items in the classroom from jumbled source from the internet and Write vocabulary on items in the classroom

Teaching Resources

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

10.6 Sub-strand 69

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 thc activity (locally available materials) Stagger thc activities across thc 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 58

Teaching Resources

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

Strand 11.0

My Body Strand Writing

1 Sub-strand6 Lessons

11.1 Guided Writing Orthography Vocabulary

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell common W Ords on body parts With correct orthography
construct short simple sentences about body
appreciate the role of Writing m Interactive contexts

Key Inquiry Questions (KIQs)

Why is Writing important in conveying messages?

Suggested Experiences

The leamer is guided to: source and Write about parts of the body from the internet for vocabulary acquisition, (search engine has ' 'Safc search" turned ON) Write short texts on functions of parts of the use picture stimuli to match thc parts of the Luydy to their functions collaborativ cly, fill in gaps in short texts relating to functions of the create charts of functions of parts of the body using digital

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening Speaking
Listening and Speaking
Time Strand Listening and Speaking Trand Imitative Speaking Reper Irion Non -verbal Communication Intonation Engagement
Listening Speaking S U B
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
My Surroundings Strand Reading
Time Strand Reading S U B-strand Reading Aloud Phonetic A Wareness Pronunciation Phrasing in Ronarion
Reading Aloud Voca Hulary Pacing Repetition A Rricularion Rhythm
W Riting
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
My Body Strand Writing

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 German Hub Arabic Hub Mandarin Hub English 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 French?

The official KICD strands for Grade 5 French are: Listening Speaking, Listening and Speaking, Time Strand Listening and Speaking Trand Imitative Speaking Reper Irion Non -verbal Communication Intonation Engagement, Listening Speaking S U B, Reading, My Surroundings Strand Reading, Time Strand Reading S U B-strand Reading Aloud Phonetic A Wareness Pronunciation Phrasing in Ronarion, Reading Aloud Voca Hulary Pacing Repetition A Rricularion Rhythm, W Riting, Writing, My Body Strand Writing. 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 French?

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 French 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 French?

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.