2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 5 German Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 German Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 German Term 1 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 German in Term 1.

Class / Grade: Grade 5
Learning Area: German
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 German Term 1 Scheme of Work Table

Week-by-week lesson 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 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)

Curriculum Design & Content

Grade 5 German Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 German. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

6 Sub-strands30 Lessons in Term 1

1.1 Sub-strand 12

6 Suggested LessonsTerm 1

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?

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

1.2 Sub-strand 14

6 Suggested LessonsTerm 1

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?

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

1.3 Listening for gist

3 Suggested LessonsTerm 1

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?

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

1.4 Sub-strand 18

6 Suggested LessonsTerm 1

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?

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

1.5 Listening for gist

3 Suggested LessonsTerm 1

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?

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

1.6 Sub-strand 22

6 Suggested LessonsTerm 1

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?

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

Strand 2.0

Listening

4 Sub-strands15 Lessons in Term 1

2.1 Imitative spe aking

3 Suggested LessonsTerm 1

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?

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

2.2 Imitative speaking

3 Suggested LessonsTerm 1

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?

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

2.3 Listening Speaking for gist

3 Suggested LessonsTerm 1

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?

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

2.4 Sub-strand 31

6 Suggested LessonsTerm 1

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?

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

Strand 3.0

Reading

1 Sub-strand6 Lessons in Term 1

3.1 Sub-strand 33

6 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 5 German showing the term-by-term distribution of all 4 strands.

Term 1Current

Listening and Speaking
Listening
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 5 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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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 German Term 1

What strands and sub-strands are covered in Grade 5 German Term 1?

In Term 1, Grade 5 German covers the following main strands: Listening and Speaking, Listening, Reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 5 German in Term 1?

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 German Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.