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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

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

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Grade 5 German 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 German in Term 2.

Class / Grade
Grade 5
Pre-Primary Level
Learning Area
German
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 German 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
11ReadingSub-strand 33

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

a) read

b) texts

1. (s) Why is it important to read aloud?

- read texts aloud on family members with peers in turns

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingSub-strand 33

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

a) aloud for

b) fluency

1. Why is taking in readi ng important?

- read short simple dialogues on nuclear family with peers, record themselves reading texts aloud on family and share with Ewers for feedback

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingSub-strand 33

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

a) value the

b) role Of

1. Why is taking in readi ng important?

- read short simple dialogues on nuclear family with peers, record themselves reading texts aloud on family and share with Ewers for feedback

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingSub-strand 33

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

a) reading

b) texts for

c) fluency

1. Why is taking in readi ng important?

- write texts about their family and read them aloud in plenary

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingSub-strand 33

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

a) fluency

1. Why is taking in readi ng important?

- write texts about their family and read them aloud in plenary

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21ReadingSub-strand 33

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

a) fluency

1. Why is taking in readi ng important?

- write texts about their family and read them aloud in plenary

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingReading-

1. (s) Why is reading important?

- read texts on the classroom and answer questions

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingReading-

1. (s) Why is reading important?

- read texts on the classroom and answer questions

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingReading-

1. (s) Why is reading important?

- read texts on items found in the classroom and match to pictures

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingReading-

1. (s) Why is reading important?

- read texts on items found in the classroom and match to pictures

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31ReadingReading-

1. (s) Why is reading important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingReading-

1. (s) Why is reading important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingReading-

1. (s) Why is reading important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingReading-

1. (s) Why is reading important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingReading aloud

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

a) identify German sounds for articulation

1. (s) Why is reading aloud important?

- read texts aloud on moments Of the day (Morgen, Tag, Nacht)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 5 German Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

Reading

8 Sub-strands24 Lessons in Term 2

1.1 Sub-strand 33

6 Suggested LessonsTerm 2
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.

1.2 Reading

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.

Key Inquiry Questions (KIQs)
  • (s) Why is reading important?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Reading aloud

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

1.4 Reading aloud

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

1.5 Guided Reading

2 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.

Key Inquiry Questions (KIQs)
  • (s) How do we get all the needed information from a reading text?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Reading Aloud

2 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.

Key Inquiry Questions (KIQs)
  • (s) How does reading Improve our fl uency?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.7 Reading 2.8 Guided Reading

2 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 2.8 Guided Reading.

Key Inquiry Questions (KIQs)
  • (s) Why do we stress words while reading them?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.8 Reading aloud

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

2
Strand 2.0

Writing

5 Sub-strands30 Lessons in Term 2

2.1 Guided w riting

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 w riting.

Key Inquiry Questions (KIQs)
  • (s) Why do you write?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Guided w riting

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 w riting.

Key Inquiry Questions (KIQs)
  • (s) Why are rules important in writing?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Guided writing

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

2.4 Guided writing

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

2.5 Guided writing

6 Suggested LessonsTerm 2
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?
Learning 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 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 1View Term 1 →
  • Listening and Speaking
  • Listening
  • Reading
Term 2Current
  • Reading
  • Writing
Term 3View Term 3 →
  • 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.

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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:

Help & Answers

Frequently Asked Questions: Grade 5 German Term 2

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

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