2026 KICD CBC Curriculum Design4 Strands · 28 Sub-strands129 Suggested Lessons

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

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 5 German Curriculum Facts

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

Class / Level: Grade 5
Major Strands: 4 Strands
Annual Lessons: 129 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 German Term 1 Scheme Table

13-week teaching 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.

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 and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) articulate words correctly in oral	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) articulate words correctly in oral	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) speak clearly and logically for effective co mmun ication	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) speak clearly and logically for effective co mmun ication	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) appreciate the role of listening for e veryday life	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) appreciate the role of listening for e veryday life	1. (s) Why is correct pronunciation important?	- listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) identify vocabulary in comm u nication	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) identify vocabulary in comm u nication	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) imitate given structures for comm	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) imitate given structures for comm	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) appreciate the role of Imitation m language acquisition	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) appreciate the role of Imitation m language acquisition	1. (s) Why is imitation In a language important?	- listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) recall general information from listening texts on daily issues	1. (s) How do we ensure we get necessary information from a listening text?	- listen to a list of items in the classroom and repeat, listen to texts on items In the classroom and match to given pictures, listen to a list of names of colours and watch video describing colour of things found in the classroom (z_B Der Kuli ist blau) and match to given flashcards, play a game with peers asking atmyut items in the classroom (2B Was isr das?	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) listen to audio texts for information	1. (s) How do we ensure we get necessary information from a listening text?	- listen to a list of items in the classroom and repeat, listen to texts on items In the classroom and match to given pictures, listen to a list of names of colours and watch video describing colour of things found in the classroom (z_B Der Kuli ist blau) and match to given flashcards, play a game with peers asking atmyut items in the classroom (2B Was isr das?	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) value the role of listening texts in language acquisition	1. (s) How do we ensure we get necessary information from a listening text?	- Der Kuli natürlich), listen to names of different learmng areas and the classroom items associated with them (Z.B Das isr mein Deutschbuch, 'erne Mathe, )	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

6 Sub-strands30 Lessons

1.1 Sub-strand 12

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

articulate words correctly in oral
speak clearly and logically for effective co mmun ication
appreciate the role of listening for e veryday life

Key Inquiry Questions (KIQs)

(s) Why is correct pronunciation important?

Suggested Experiences

listen to basic greetings and different ways of saying one's name (z. B Guten Tag! ich heiße.„, Hallo! ich hin Guten Morgen, mein Name ist_) from a variety of sources, e.g. the teacher, recorded audio/video, listen to different ways of asking for one's name and their responses (z. B wie heißrdu? ich heiße_ _ wer bist du? ich bin_. wie ist dein Name? Mein Name isr._.), ask and respond to questions On various ways of saying own name with peers (wie isr dein Familienname, Vorname, Nachname, Spi Ename)

Teaching Resources

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

1.2 Sub-strand 14

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary in comm u nication
imitate given structures for comm
appreciate the role of Imitation m language acquisition

Key Inquiry Questions (KIQs)

(s) Why is imitation In a language important?

Suggested Experiences

listen to/watch a simple audio/video On a nuclear family (Vater, Mutter, Elrern, Kind, Sohn, Tochter, Bruder, &hwester, Geschwister) introducing each ask and respond to questions on names of nuclear family members with Ewers (Z.B Wie heißt dein/e._.. ? mein/e _._heissr., listen to peers reading out aloud short sentences On nuclear family(z.B Das isr der Vater/die Mutter. Er /sie heissr._., listen to and revwat dialogues on nuclear family members ' names recite/sing short poems/songs on family describe members of the nuclear family to peers (z. B Der Vater isr netr_._)

Teaching Resources

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

1.3 Listening for gist

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recall general information from listening texts on daily issues
listen to audio texts for information
value the role of listening texts in language acquisition

Key Inquiry Questions (KIQs)

(s) How do we ensure we get necessary information from a listening text?

Suggested Experiences

listen to a list of items in the classroom and repeat, listen to texts on items In the classroom and match to given pictures, listen to a list of names of colours and watch video describing colour of things found in the classroom (z_B Der Kuli ist blau) and match to given flashcards, play a game with peers asking atmyut items in the classroom (2B Was isr das?
Der Kuli natürlich), listen to names of different learmng areas and the classroom items associated with them (Z.B Das isr mein Deutschbuch, 'erne Mathe, )

Teaching Resources

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

1.4 Sub-strand 18

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words and phrases from audio sources In varied contexts
speak with Crerman speech patterns for comm un icatlon
appreciate the importance of articulation in spoken language

Key Inquiry Questions (KIQs)

(s) Why is important to practise our pronunc iation?

Suggested Experiences

listen to texts on moments Of the day (z. B der Morgen, morgens, heute Morgen , am Montag Morgen, Minag Nachmittag.. and answer questions, listen to texts/songs\poems on activities done at different moments of the day from varying audiWvideo sources (Z.B ich rrinkc Tee am Morgen. Oand match with given pictures
discuss with peers what they do in the morning'afternoowevening/night in different days of the week (2B Ich terne Deutsch am Montag Morgen), listen and match activities to the suitable moments of the day

Teaching Resources

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

1.5 Listening for gist

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recall genera information from audio texts for social interactions
articulate words correctly in oral Interactions
value the role Of listening texts in language acquisition

Key Inquiry Questions (KIQs)

(s) How do we avoid distractions while listening to a text?

Suggested Experiences

listen to list of hobbies from various sources and repeat, listen to texts on Hobbies and match to collaborating pictures, discuss own Hobbies and interests with peers, (Z.B mein Hobby isr . talk about likes and dislikes (z. B Ich spiele gern Kati
Ich schwimme nichr gern, mein Liehlingshobhy isi Pantomime a hobby in turns and peers guess which one it is

Teaching Resources

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

1.6 Sub-strand 22

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify information from audio texts for comm un ication
reproduce correct articulation of words and phrases for effective comm un ication
develop positive attitude to wards listening

Key Inquiry Questions (KIQs)

(s) How do we build our vocabulary?

Suggested Experiences

listen to audio/watch video On what different people people,/communities eat during mealtimes and discuss with talk about the different mealtimes at home/school with Frühstück, Mirragessen, Abendessen, Tee/kaffe epa use) , ask and respond to questions On mealtimes (Z.B nus issr/trinkst du zum Frühsrück P) , research online and from other sources On mealtimes from Kenya/Germany and share with peers

Teaching Resources

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

Strand 2.0

Listening

4 Sub-strands15 Lessons

2.1 Imitative spe aking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary from audio texts to enhance learning
use vocabulary and expressions for oral interaction
value the role Of imitation in language acquisition

Key Inquiry Questions (KIQs)

(s) Why do we imitate?

Suggested Experiences

The leamer is guided to: listen to parts of the body and repeat listen to activities for body parts (2B sehen, sprechen, schreiben) and match to pictures, listen to texts on functions of the body and repeat (2B Ich brauche die A ugen zum Schen/zum Sehen brauche ich die A ugen) ask peers what they need a body part for from given flashcards(wozu brauchsr du die Augen
make presentations to peers On parts of the body and their functions

Teaching Resources

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

2.2 Imitative speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

describe situations from audio texts to relate to daily experiences
use vocabulary and expressions for oral
develop positive attitude towards listening

Key Inquiry Questions (KIQs)

(s) How do you speak for people to understand better?

Suggested Experiences

listen to list of weather features and weather patterns and repeat, listen to simple short texts on weather features and match them to appropriate picture of weather pattern, listen to simple short texts on description of weather patterns (z. B Die Sonne scheint am Abend Es ist warm) , ask peers about the weather patterns in different places'towns in Kenya (z. B wie isr das Wetter in Kericho?) using sketches of weather features _

Teaching Resources

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

2.3 Listening Speaking for gist

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recall general information from audios for communicati on
use vocabulary and expressions in oral interaction
value the role Of vocabulary in language

Key Inquiry Questions (KIQs)

(s) How does vocabulary help in communication?

Suggested Experiences

listen to names of thinp In the classroom (Z.B der Bleistifi, die Tafel._.), listen to short simple texts on location of things in the classroom (z. B. der Bleistifi isr a ufdenl Tisch listen to words that depict location (Z.B auf, in, unter...) and match to given pictures, ask peers where classroom items are located (z.B_ wo is' der Stuhl?) and the peer responds appropriately (z. B Der Stuhl ist in dem Klussenzimmer), play hide and seek games/sing songs On Icw
ation of things/objects in the classroom

Teaching Resources

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

2.4 Sub-strand 31

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify German sound combinations in reading
read dialogues for communication
appreciate the importance of turn taking in communi on

Key Inquiry Questions (KIQs)

Q uestion(s) Why is it important to read correctly?

Suggested Experiences

read along to recorded dialogues on basic greetin
es and saying of own name from a variety of sources, read short dialogues on basic greetings and saying own name read simple dialogues On basic greetings and saying own name aloud with peers, read aloud texts in tums and record themselves to listen to their own intonation and articulation

Teaching Resources

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

Strand 3.0

Reading

8 Sub-strands24 Lessons

3.1 Sub-strand 33

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify German
sound
combinations in
reading
read
texts
aloud for
fluency
value the
role Of
reading
texts for
fluency

Key Inquiry Questions (KIQs)

(s) Why is it important to read aloud?
Why is taking in readi ng important?

Suggested Experiences

read aloud names of family members from flashcards and match to given pictures
read texts aloud on family members with peers in turns
read short simple dialogues on nuclear family with peers, record themselves reading texts aloud on family and share with Ewers for feedback
write texts about their family and read them aloud in plenary

Teaching Resources

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

3.2 Reading

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.

Key Inquiry Questions (KIQs)

(s) Why is reading important?

Suggested Experiences

read texts on the classroom and answer questions
read texts on items found in the classroom and match to pictures
read texts on the classroom and write descriptions of items found in their classroom, research from online/ offline sources texts on classroom items and present in plenary for feedback

Teaching Resources

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

3.3 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify German sounds for articulation
read aloud German sounds for articulation
value the role of articulation in communication

Key Inquiry Questions (KIQs)

(s) Why is reading aloud important?

Suggested Experiences

read texts aloud on moments Of the day (Morgen, Tag, Nacht)
read aloud texts on activities done at different moments of the day in read aloud texts on days of the week and match to the appropriate pictures with peers
read short texts aloud and Organise them in a logical order with peers

Teaching Resources

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

3.4 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary in reading for fluency
articulate sentences for fluency
recognize the role Of fluency in a language

Key Inquiry Questions (KIQs)

(s) How do we become fluent in a language 9?

Suggested Experiences

read aloud list of hobbies from flashcards
read sentences on hobbies aloud and match to the appropriate picture
read short sentences,' simple text On hobbies and interests with peers and simulate them, research on popular hobbies in Germany and read them aloud in plenary

Teaching Resources

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

3.5 Guided Reading

Term 22 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.

Key Inquiry Questions (KIQs)

(s) How do we get all the needed information from a reading text?

Suggested Experiences

read names of meals and mealtimes as guided from audio
read short and simple texts on different meal times at ho me Ischool, B Frühstück, Mittagessem Abendessen, Tee/Kaffeepause) and match to given pictures
read sentences on mealtimes and dishes with peers
read online texts on foods and menus from Kenya and Germany and share in plenary

Teaching Resources

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

3.6 Reading Aloud

Term 22 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.

Key Inquiry Questions (KIQs)

(s) How does reading Improve our fl uency?

Suggested Experiences

read aloud names of parts Of the body from charts with peers
read short simple texts on different activities for each body part (Z.B Ich hrauche meine Hand zum Malen, zum Essen und zum Schreihen)
read short simple texts on an activity that utilizes several body parts (Z.B zum Schreibcn hrauche ich die Hand, die Augen und die Finger) _

Teaching Resources

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

3.7 Reading 2.8 Guided Reading

Term 22 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 2.8 Guided Reading.

Key Inquiry Questions (KIQs)

(s) Why do we stress words while reading them?

Suggested Experiences

read aloud names of weather features and their appropriate weather patterns (z. B Die Sonne scheint jeden Tag/ Es isr sonn ig)
read simple short texts on description of weather features and patterns
read online texts on weather patterns and share new information with peers on social media platforms

Teaching Resources

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

3.8 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words and phrases in the right context for communication
read short simple texts fluently to enhance learning
appreciate the role of reading aloud in fluency

Key Inquiry Questions (KIQs)

(s) Why should you read with a good tempo?

Suggested Experiences

read aloud names of things In the classroom (Z.B der Bleistifr, die Tafel _ read short simple texts on location of things in the classroom
read aloud in turns where the peer has placed an object (wo isr mein Kuli ? Dein Kuli ist in dem Pult

Teaching Resources

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

Strand 4.0

Writing

10 Sub-strands60 Lessons

4.1 Guided w riting

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 w riting.

Key Inquiry Questions (KIQs)

(s) Why do you write?

Suggested Experiences

fill blank spaces with missing words write correct resmmses to questions on one's name (2B wie heißt.__? Wie isr dein Name? write interrogative questions correctly (wie/wer) in the provided spaces, fill the spaces with correct personal and possessive pronouns (wie heißt du? Ich heiße, wie heißt dein Freund? Mein Freund heißr _ _ or er heißr._. etc) match questions to responses, match short texts to pictures with peers

Teaching Resources

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

4.2 Guided w riting

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 w riting.

Key Inquiry Questions (KIQs)

(s) Why are rules important in writing?

Suggested Experiences

complete (Steckbrief: Vorname, Familienname, Spit:name) information on family members, fill a puzzle on nuclear family members, word search on nuclear family, fill the missing letters\words in a sketch a portrait of nuclear family tree
write short descriptions and present to peers

Teaching Resources

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

4.3 Guided writing

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe items in writing to enhance language learning
create short texts for learning
appreciate role Of writing in communication

Key Inquiry Questions (KIQs)

(s) Why should we write clearly?

Suggested Experiences

fill the missing letters/words in a text. , match pictures to classroom items, word search on classroom items, sketch things located in the classroom, label and colour in groups, describe classroom items with colour (Z.B Der Kuli ist blag'
write short On classroom items and present in plenary

Teaching Resources

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

4.4 Guided writing

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify German orthography rules in writing
apply German Orthography rules in writing
value the role Of German Orthography in co mmunicatio n

Key Inquiry Questions (KIQs)

(s) Why are correct sentences important?

Suggested Experiences

fill the missing letters/words in a text on moments of the day, arrange jumbled up activities to a suitable moment of the day and share with peers for feedback, Match activities to different moments of the day with peers
write short texts in a logical Order

Teaching Resources

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

4.5 Guided writing

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify rules Of sentence construction for learning
comm'se short texts for language learning
appreciate role of writing in interactive communication texts

Key Inquiry Questions (KIQs)

(s) Why do you write things down?

Suggested Experiences

The leamer is guided to: write list of hobbies and read to peers, match appropriate hobby to text, fill missing letter to hobbies and write on likes and dislikes On hobbies and interests by use of emojis, research on hobbies in Germany
write them down and share with peers

Teaching Resources

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

4.6 Sub-strand 60

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

create compound words with correct orthography
construct short simple

Key Inquiry Questions (KIQs)

(s) How does wrong spelling affect co ication?

Suggested Experiences

write meals eaten at different mealtimes at home/school (Z.B Frühstück, Mi tragessen, Abendessen, Tee/kaffeepause) and share in class, combine two parts of words to form a meaningful word (Z.B Abend + Essen + das A bendessen), sketch a menu Of favourite mealtime with peers, find dishes in a puzzle, match meals to specific pictures, fill in missing letters to meals
discuss appropriate foods for each mealtime in groups
read simple menus from Kenya/Germany

Teaching Resources

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

4.7 Guided w riting

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary in writing for learning
create short simple sentences for co mmunicatio n
appreciate the role of writing in

Key Inquiry Questions (KIQs)

(s) How do you find words in a puzzle?

Suggested Experiences

fill in missing in short simple texts o LB die H nd, dasBe n a Ich brauche meine H Schreiben) find activities in a puzzle, choose the correct activity for the body part from a given list, link activities to body part and vice versa, research from various sources the functions of body parts
write sentences about them and share with Ewers for

Teaching Resources

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

4.8 Guided writing

Term 36 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 writing.

Key Inquiry Questions (KIQs)

(s) How important is labelling of pictures?

Suggested Experiences

label pictures of weather features and weather patterns and read out aloud to peers, match phrases to appropriate picture of weather pattern, organise jumbled up sentences in the right order,'logically, colour sketches of weather features and patterns _

Teaching Resources

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

4.9 Guided writing

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify German orthography rules in writing

Key Inquiry Questions (KIQs)

Qu estio n(s) How do you write correctly?

Suggested Experiences

write names of things m the classroom (2B der Bleistifi, die Tafel)
write short simple sentences on location of things in the classroom, fill blank spaces with an appropriate location word (2B das Buch isr dem Pull) as in the picture, match the suitable sentence to the picture, colour the location of where things are placed in the classroom

Teaching Resources

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

4.10 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 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

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Listening
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

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 French 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 German?

The official KICD strands for Grade 5 German are: Listening and Speaking, Listening, Reading, 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 German?

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 German 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 German?

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.