CBC Schemes Logo
CBC SCHEMESOF WORK
2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons6 Strands in Term 2

Grade 5 French 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 French Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:
Term 1Term 2Term 3

Grade 5 French 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 French in Term 2.

Class / Grade
Grade 5
Pre-Primary Level
Learning Area
French
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 5 French Term 2 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11ReadingReading Aloud Phonetic Expression markings Pro nunciation Phrasing

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

a) guided

b) support

c) appreciate the Importance of one's

d) famil in

e) life. 21

1. 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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingGuided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm-

1. How best can you enjoy reading?

- read aloud, then silently, simple texts about hobbies and leisure activities, select grammatical structures from simple sentences, (p.e aimer + infinitif

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingGuided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm-

1. How best can you enjoy reading?

- read aloud, then silently, simple texts about hobbies and leisure activities, select grammatical structures from simple sentences, (p.e aimer + infinitif

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingGuided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm-

1. How best can you enjoy reading?

- je + ne + verbe+ pas

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingGuided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm-

1. How best can you enjoy reading?

- je + ne + verbe+ pas

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21ReadingGuided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm-

1. How best can you enjoy reading?

- ) 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingGuided Reading Pronunciation Intonation Ch unki ng

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

a) infer meaning o f Words from simple texts on body parts

1. What do you do to ensure proper fluency while reading ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingGuided Reading Pronunciation Intonation Ch unki ng

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

a) infer meaning o f Words from simple texts on body parts

1. What do you do to ensure proper fluency while reading ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingGuided Reading Pronunciation Intonation Ch unki ng

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

a) read simple texts

1. What do you do to ensure proper fluency while reading ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingGuided Reading Pronunciation Intonation Ch unki ng

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

a) read simple texts

1. What do you do to ensure proper fluency while reading ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31ReadingGuided Reading Pronunciation Intonation Ch unki ng

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

a) develop confidence in their reading abilities through guided support. 31

1. What do you do to ensure proper fluency while reading ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingGuided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition-

1. uest How can rc articulately Improve the understanding of texts?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingGuided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition-

1. uest How can rc articulately Improve the understanding of texts?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingGuided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition-

1. uest How can rc articulately Improve the understanding of texts?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingGuided Reading Pron unc iation Vocabulary Into nation Chunking Word recognition-

1. 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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 5 French Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

Reading

5 Sub-strands30 Lessons in Term 2

1.1 Reading Aloud Phonetic Expression markings Pro nunciation Phrasing

6 Suggested LessonsTerm 2
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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Guided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm

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 Guided Reading Vocabulary Pacing Repetition A Nicularion Rh ythm.

Key Inquiry Questions (KIQs)
  • How best can you enjoy reading?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Guided Reading Pronunciation Intonation Ch unki ng

6 Suggested LessonsTerm 2
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 textbooks, realia, counters, flashcards, charts & digital devices.

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

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

1.5 Guided Reading Vocabu lary Pacing Repetition A rricularion Rhythm

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

My Surroundings Strand Reading

1 Sub-strand6 Lessons in Term 2

2.1 Guided Reading Vocabu lary Pacing Repetition .drricu lation Rhythm

6 Suggested LessonsTerm 2
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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

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

1 Sub-strand6 Lessons in Term 2

3.1 Sub-strand 36

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Reading Aloud Voca Hulary Pacing Repetition A Rricularion Rhythm

1 Sub-strand6 Lessons in Term 2

4.1 Reading Aloud Voca hulary Pacing Repetition A rricularion Rhythm

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 Reading Aloud Voca hulary Pacing Repetition A rricularion Rhythm.

Key Inquiry Questions (KIQs)
  • How do you ensure proper rhythm when reading ?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

5
Strand 5.0

W Riting

3 Sub-strands18 Lessons in Term 2

5.1 Guided W riting Orthography Vocabulary Handwriting

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

5.2 Guided W riting Orthography Vocabulary Ha ndwriring

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

5.3 Guided W riting Handwriting Orthography Vocabulary

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

6
Strand 6.0

Writing

1 Sub-strand6 Lessons in Term 2

6.1 Guided Writing Orthography Clarity Handwriting

6 Suggested LessonsTerm 2
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 textbooks, realia, counters, flashcards, charts & digital devices.

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

Complete annual curriculum scope for Grade 5 French showing the term-by-term distribution of all 11 strands.

Term 1View Term 1 →
  • 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
Term 2Current
  • 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
Term 3View Term 3 →
  • Writing
  • My Body Strand Writing

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)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (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.

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 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:

Help & Answers

Frequently Asked Questions: Grade 5 French Term 2

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

In Term 2, Grade 5 French covers the following main strands: 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. 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 French 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 French 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.