2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 5 French 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 French Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 French 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 French in Term 3.

Class / Grade: Grade 5
Learning Area: French
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 5 French Term 3 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	Writing	Guided Writing Orthography Clarity Handwriting	By the end of the sub strand, the learner should be able to; a) create simple sentences usmg correct structures	1. Why is correct writing of French accents important ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing Orthography Clarity Handwriting	By the end of the sub strand, the learner should be able to; a) create simple sentences usmg correct structures	1. Why is correct writing of French accents important ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing Orthography Clarity Handwriting	By the end of the sub strand, the learner should be able to; a) appreciate the role of writing in Interact' v c commumcatlon contexts	1. Why is correct writing of French accents important ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing Orthography Clarity Handwriting	By the end of the sub strand, the learner should be able to; a) appreciate the role of writing in Interact' v c commumcatlon contexts	1. Why is correct writing of French accents important ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing Orthography Clarity Handwriting	By the end of the sub strand, the learner should be able to; a) appreciate the role of writing in Interact' v c commumcatlon contexts	1. Why is correct writing of French accents important ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Guided Writing Orthography Grammar Ha ndwriring Clarity	By the end of the sub strand, the learner should be able to; a) spell common words on fun and enjoyment with correct orthography	1. What do you to make Writing fun?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing Orthography Grammar Ha ndwriring Clarity	By the end of the sub strand, the learner should be able to; a) spell common words on fun and enjoyment with correct orthography	1. What do you to make Writing fun?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing Orthography Grammar Ha ndwriring Clarity	By the end of the sub strand, the learner should be able to; a) construct simple sentences about fun and enjoyment using correct structures	1. What do you to make Writing fun?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing Orthography Grammar Ha ndwriring Clarity	By the end of the sub strand, the learner should be able to; a) construct simple sentences about fun and enjoyment using correct structures	1. What do you to make Writing fun?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing Orthography Grammar Ha ndwriring Clarity	By the end of the sub strand, the learner should be able to; a) appreciate the role of writing in m teractl ve commumcatlon contexts	1. What do you to make Writing fun?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Guided W riting Orth ography Handwriting Sentence order	By the end of the sub strand, the learner should be able to; a) spell various meals With correct o rthography	1. Why is correct spelling important When writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided W riting Orth ography Handwriting Sentence order	By the end of the sub strand, the learner should be able to; a) spell various meals With correct o rthography	1. Why is correct spelling important When writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided W riting Orth ography Handwriting Sentence order	By the end of the sub strand, the learner should be able to; a) construct short simple sentences about foods and drinks taken at different mealtimes With the correct	1. Why is correct spelling important When writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided W riting Orth ography Handwriting Sentence order	By the end of the sub strand, the learner should be able to; a) construct short simple sentences about foods and drinks taken at different mealtimes With the correct	1. Why is correct spelling important When writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided W riting Orth ography Handwriting Sentence order	By the end of the sub strand, the learner should be able to; a) appreciate the role of Writing In Interactive commumcatlon contexts	1. Why is correct spelling important When writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 French Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Writing

6 Sub-strands36 Lessons in Term 3

1.1 Guided Writing Orthography Clarity Handwriting

6 Suggested LessonsTerm 3

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.

1.2 Guided Writing Orthography Grammar Ha ndwriring Clarity

6 Suggested LessonsTerm 3

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?

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

1.3 Guided W riting Orth ography Handwriting Sentence order

6 Suggested LessonsTerm 3

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?

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

1.4 Guided W riting Orthography Vocabulary Handwriting Clarity

6 Suggested LessonsTerm 3

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?

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

1.5 Guided Writing Orthography Vocabu lary Clarity and conciseness

6 Suggested LessonsTerm 3

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?

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

1.6 Sub-strand 69

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

Strand 2.0

My Body Strand Writing

1 Sub-strand6 Lessons in Term 3

2.1 Guided Writing Orthography Vocabulary

6 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

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 3Current

Writing
My Body Strand Writing

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:

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 French Term 3

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

In Term 3, Grade 5 French covers the following main strands: Writing, My Body Strand Writing. 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 French 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 French 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.