2026 KICD CBC Curriculum Design5 Strands · 28 Sub-strands76 Suggested Lessons

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

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Grade 5 Indigenous Language Curriculum Facts

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

Class / Level: Grade 5
Major Strands: 5 Strands
Annual Lessons: 76 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 Indigenous Language Term 1 Scheme Table

13-week teaching 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	S and	Sub-strand 12	-	1. What should you do in order to listen attentively?	- identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 12	-	1. What should you do in order to listen attentively?	- identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 12	-	1. What should you do in order to listen attentively?	- identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 12	-	1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?	- brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Reading for Information	-	1. u Question s What is the importance Of fluency in reading?	- practice reading texts based on the theme fluently and with accuracy, answer direct and inferential questions from the text, work collaboratively to build a vocabulary bank based on thematic words acquired in the texts, work jointly with peers to match names and pictures of cultural attire and clothing, listen to a resource person explaining various cultural attires, team up with peers to custom-make a cultural piece of dressing from their community (e_g_ waist skirts, headgear, accessoriesnecklaces, bangles) using locally available materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Reading for Information	-	1. Why should we preserve cultural attire in our?	- practice reading texts based on the theme fluently and with accuracy, answer direct and inferential questions from the text, work collaboratively to build a vocabulary bank based on thematic words acquired in the texts, work jointly with peers to match names and pictures of cultural attire and clothing, listen to a resource person explaining various cultural attires, team up with peers to custom-make a cultural piece of dressing from their community (e_g_ waist skirts, headgear, accessoriesnecklaces, bangles) using locally available materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 Indigenous Language Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

S and

2 Sub-strands8 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:

Demonstrate understanding, skills and core competencies in Sub-strand 12.

Key Inquiry Questions (KIQs)

What should you do in order to listen attentively?
a) b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c?

Suggested Experiences

identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified
brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _

Teaching Resources

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

1.2 Reading for Information

Term 12 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 for Information.

Key Inquiry Questions (KIQs)

u Question s What is the importance Of fluency in reading?
Why should we preserve cultural attire in our?

Suggested Experiences

practice reading texts based on the theme fluently and with accuracy, answer direct and inferential questions from the text, work collaboratively to build a vocabulary bank based on thematic words acquired in the texts, work jointly with peers to match names and pictures of cultural attire and clothing, listen to a resource person explaining various cultural attires, team up with peers to custom-make a cultural piece of dressing from their community (e_g_ waist skirts, headgear, accessoriesnecklaces, bangles) using locally available materials

Teaching Resources

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

Strand 2.0

Neatl and Ie -bl

7 Sub-strands18 Lessons

2.1 H and writing: Neatness and Legibility

Term 12 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 H and writing: Neatness and Legibility.

Key Inquiry Questions (KIQs)

Que s I _ How do we write a) b) c) outline letters of the alphabet neatly for effective communication, compose a paragraph neatly and legibly for effective communication, appreciate the importance of writing legibly and neatly. write letters of the alphabet in upper instructions?
_ Why should case and lower ease neatly, identify various cultural attire from pictures, create target words on flashcards using the letters of the alphabet neatly, work jointly with peers to write a short paragraph neatly and legibly on the theme, share the short paragraph s developed in class for peer review, work collaboratively to organise their neatly written paragraphs in the class portfolio. we write neatly and legibly?

Teaching Resources

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

2.2 Listening for Information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

translate
simple
oral
sentences
into
their
indigenous
language for
comprehension
respond to
simple
instructions for
effective
communication
appreciate the
place of
translation in
enhancing

Key Inquiry Questions (KIQs)

(s) _ What is the importance Of listening to Instructions keenly?
_ How can we trans late texts without losing?

Suggested Experiences

work jointly with peers to translate simple oral sentences from English or Kiswahili into their indigenous language, peer-review each other's work to refine the translated sentences, collaborate with peers to talk about their experiences on environmental awareness in their community
make a list of conjunctions that have been used in the conversation on environmental awareness, role-play activities involving giving or taking instructions with peers, collaborate with peers to play a language game on giving and taking instructions e.g. the Simon says

Teaching Resources

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

2.3 Sub-strand 20

Term 16 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 Sub-strand 20.

Teaching Resources

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

2.4 P unctuation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify punctuation marks (exclamation marks, double quotation marks and question marks) in a text

Key Inquiry Questions (KIQs)

I ui Que Why do we punctuate s entences?

Suggested Experiences

work with peers to identify punctuation marks (exclamation, double quotation and question marks) in texts
use exclamation, double quotation and question marks in sentence construction, share the punctuated Sentences in class for peer review, fill in blanks in sentences using correct punctuation marks, practice reading punctuated sentences with accurate intonation
brainstorm with peers the uses of exclamation, double quotation and question marks in sentences. collaborate to play online games involving the use of punctuation marks

Teaching Resources

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

2.5 I Listening for Compre hension

Term 12 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 I Listening for Compre hension.

Key Inquiry Questions (KIQs)

In u' Que s a) b) c) identify vocabulary items in oral texts for effective commun ication, use vocabulary in sentences to express self accurately and effectively, advocate for the use Of acquired language in The learner is guided to: listen to a story or passage (on safe ways of boarding and alighting, use of seat belts) from a digital device and identify pronouns, work jointly to fill gaps in sentences using pronouns in singular and plural forms, listen to a story or passage on Road Safety and create a vocabulary bank of thematic words used, play language games using cards to match vocabulary to their make sentences using the vocabulary identified and share for I. How do you use pronouns In co mmun ication?
How do we ensure we are safe when using vehicles?

Teaching Resources

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

2.6 Reading Information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

read a passage based on the theme for comprehension
respond to instructions to perform a relevant task for commun
appreciate the importance Of following Ins ons

Key Inquiry Questions (KIQs)

I u Question s Why is it important to read i nstructions keen Iy?

Suggested Experiences

work jointly with peers to read a text (on safe sitting for passengers, drivers
use of seat belts) giving step by step instructions related to the theme, collaborate with peers to build a vocabulary bank from thematic words used in the passage
identify pronouns from the passage and list them on a chart
use pronouns to construct sentences with peers
use a digital device to read content on steps of performing simple tasks related to road safety e.g. crossing the road, safety road practices, and make notes, respond to questions based on the content read, work with peers to collect a variety Of texts on road safety and conduct a reading session with peers

Teaching Resources

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

2.7 Sequencing

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify
connectors in
texts for
effective co
mmun
ication
connectors to
sequence
ideas
logically in a
paragraph for
comprehension
enjoy
writing
texts
using
connectors for
effective co
mmun icat10n

Key Inquiry Questions (KIQs)

How can you ensure your ideas flow in communi cati on?
Why do we use writing?

Suggested Experiences

work collaboratively to search for various connectors
connectors of sequence-e g. first, then, so, lastly. to begin with, secondly, therefore, con clusion
connectors of addition
e .g and, also, besides that, furthermore, as well as
connectors of contraste. g yet, on the cnnrrary, although, list connectors on charts for display, work jointly with peers to identify connectors in texts, use connectors to write two paragraphs (on safe practices when using a vehicle) on the theme

Teaching Resources

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

Strand 3.0

Lis Tening Speaking

6 Sub-strands20 Lessons

3.1 Fluency: Pron u nciation

Term 1 Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

articulate vocabulary and nouns clearly for communication
use acquired vocabulary to construct sentences accurately for self expression
appreciate speaking clearly, fluently and efficiently for effective

Key Inquiry Questions (KIQs)

(s) I . Why is it important to speak clearly?
How do we learn correct pronunciation Of words ?

Suggested Experiences

listen to recorded clips on articulation and pronunciation of words and revwat saying them, record each other as they pronounce words and peer review for correctness
take tums to select thematic vocabulary and nouns from a word basket and use them to create sentences, engage in language games to identify synonyms of words, team up with peers to organise an indigenous languages debate contest related to the theme using acquired vocabulary

Teaching Resources

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

3.2 Extensive Reading: Dialogue

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

summarise the main points from a dialogue for information
create a list of vocabulary based on the theme for compreh ension
appreciate reading texts on peace building for informati on

Key Inquiry Questions (KIQs)

u Question s What do you consider when selecting materials from the library?
How can we ens ure peace with others in the face of conflict?

Suggested Experiences

conduct a reader's theatre to practice reading dialogues based on the theme, make short notes on key events from the dialogues read, work jointly to pick out vocabulary from the texts and build a vocabulary use the dictionary to find the meaning of vocabulary identified, collaborate with peers to use a dictionary or other sources to search for synonyms of the words, work with peers to compose simple poems, songs or plays on peace building using the vocabulary identified, team up with peers to organise an Indigenous languages peace mini
festival project to stage the plays, and son

Teaching Resources

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

3.3 Cr eative W r iting

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

highlight features of an interesting story
write an interesting story based on the
enjoy writing imaginative stories

Key Inquiry Questions (KIQs)

Questio s How can we make stories interesting in writing?

Suggested Experiences

work with peers to highlight features of an interesting story, team up to collect and put together interesting stories from their community, collaboratively hold storytelling sessions on the theme, create a collection of vocabulary from the stories they have read, search for interesting pictures relevant to the theme from print and non-print sources
write an interesting story based on the pictures retrieved, present the written stories in class for organise their stories in a class portfolio, publish their written stories in a school or chi Idren 's ma ine

Teaching Resources

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

3.4 Sub-strand 36

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 Sub-strand 36.

Key Inquiry Questions (KIQs)

How do we use language creatively?
What is the importance of creative a) b) c) identify creative language elements in narration for comprehension, use creative language in narration for selfexpression, appreciate the use of creati ve language for effective communi on?

Suggested Experiences

work jointly with peers to use adjectives to describe events and experiences based On the theme creatively
watch recorded clips of narratives and identify creative expressions and language elements, conduct a storytelling session with peers based on the theme, listen to each other's stories and pick Out creative language elements such as proverbs, wise sayings and idioms
brainstorm the meanings of commonly used proverbs, sayings and idioms with collaborate with peers to come up with an oral narrative on events at the market usin creative Ian

Teaching Resources

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

3.5 Reading for Information: News and Adver ts

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

read a text based on the theme fluently for comprehension
interpret information from news and adverts for understanding
acknowledge interpreting information from texts for lifelong learning

Key Inquiry Questions (KIQs)

estio s Why is news important?
How are adverts used to promote trade?

Suggested Experiences

describe products based on their colour, size, shape and origin (adjectives), with peers
read an advertisement on a product of choice at correct speed, role play reading a news Item fluently and at correct speed observing punctuation marks, work jointly to interpret information from a news item and an advert
make notes on the key ideas from the texts read in the news and advertisements, work jointly with Ewers to design an advertisement on a uct of choice

Teaching Resources

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

3.6 Sub-strand 40

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 Sub-strand 40.

Key Inquiry Questions (KIQs)

Why is a shopping list important?
a) b) c) highlight the format of a shopping list, write a shopping list for life-long learning, enjoy personal writing for?

Suggested Experiences

work collaboratively to search for varied samples of shopping lists from print and non
print make notes On the components of a shopping list, describe thin
es to be bought using aspects such as colour, amount, material, shape, size (adjectives), work jointly with peers to write a shopping list for an event based on the theme, present the shopping list in class for peer review, organise the shopping lists in the class olio for reference

Teaching Resources

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

Strand 4.0

Listening and Speaking

11 Sub-strands26 Lessons

4.1 Listening for Information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

trace
target
words and
vocabulary
from a
listening
text for
information
vocabulary
based on the
theme for
effective
comm u
nicatlon
appreciate
vocabulary
acquisition m
language
deve Iopment

Key Inquiry Questions (KIQs)

Questi s How should we take care of people in the?

Suggested Experiences

work jointly with peers to identify special and vulnerable groups in the society from an audio recording, listen to an oral text from the teacher and identify ways of caring for the special and vulnerable list words related to the theme On flashcards or vocabulary charts, collaborate with peers to discuss the meaning of vocabulary identified, create sentences using vocabulary and read them aloud, role play a scene on translating information from an elderly person using the national or official

Teaching Resources

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

4.2 Conversational

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify
interjections
accurately for
comprehension
apply
appropriate
turntaking and
polite
interruption
skills in a
conversation
advocate for
good
conversational
skills for
effective c
cation

Key Inquiry Questions (KIQs)

How do you take turns in speaking during conv ersation s?
Why is it important to interrupt appropriately in conv ersation s ?

Suggested Experiences

watch recorded clips of conversations based on the role play using introductory and closing phrases in a conversation with peers, work jointly to pick out appropriate expressions used as interjections to express emotion in oral conversations e.g. ro show pain, surprise, shock, happiness, sympathy, participate in a dialogue related to the theme while interrupting politely

Teaching Resources

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

4.3 I Reading Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

and mora; lessons in stones for comprehens ion
answer comprehension questions based On the theme
enjoy reading texts for lifelong learning

Key Inquiry Questions (KIQs)

How can we tell we have under stood a?

Suggested Experiences

read short stories related to the discuss characters and themes in stories collaboratively , team up to discuss the moral lessons learnt from the short stories, pick out interjections from simple texts, role play different characters in stories with peers
use a dictionary to search for meaning Of vocabulary, work jointly to answer direct and inferential questions from the stories

Teaching Resources

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

4.4 I Creative Writing: Poetry

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 I Creative Writing: Poetry.

Key Inquiry Questions (KIQs)

How is poetry important in our daily life?

Suggested Experiences

watch and listen to audio recording on simple poems
identify features of a poem from the audio recording, compose simple poems based on the theme and write using neat and legible handwriting, recite the poems fluently and do a peer review collaboratively, record their poem recitations using digital devices, organise their neatly written poems and recorded versions in the class

Teaching Resources

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

4.5 Public Speaking

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

speak
clearly and
audibly on a
topic to
express
personal
opinions
effectively
apply
audience
awareness
skills in
public
speaking
appreciate
public
speaking
skills for
selfexpress Ion

Key Inquiry Questions (KIQs)

What do we consider when speaking in public?
Why is it important to speak clearly and audibly?

Suggested Experiences

watch public speeches and presentations from eloquent Orators in the society from audio visual work with peers to discuss audience awareness skills for public presentations, team up with peers to orgamse ideas on a topic related to the make a presentation On the topic clearly, audibly and using appropriate audience awareness skills, record themselves performing the speeches and share in class
take part in a public speaking session on a ic of choice

Teaching Resources

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

4.6 Ex tensive Reading: Narratives

Term 2 Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the
characters m a
narrative for
comprehension
retell the
flow of the
events in the
story for
express Ion
appreciate the
moral
lessons
from
stories for
lifelong
learning

Key Inquiry Questions (KIQs)

What should you consider when reading silently?
How do you keep a record of learnt vocabulary?

Suggested Experiences

team up with peers to collect a variety Of narratives from the community
read level readers and identify the characters in the stories
make a summary of events in the narratives , find meaning Of vocabulary used from c ontext
use a dictionary to confirm meaning Of vocabulary from texts
make a list of synonyms and opposites Of words from the vocabulary identified
discuss lessons leamt from level readers
visit a library to select a grade appropriate material for individual reading _

Teaching Resources

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

4.7 Functional Writing: Friendly Letter

Term 32 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 Functional Writing: Friendly Letter.

Key Inquiry Questions (KIQs)

uestio s Why do we write friendly letters ?

Suggested Experiences

work collaboratively to collect samples of friendly letters from print and non-print sources
identify components of a friendly discuss with peers the various components from the sample friendly letters, compose a friendly letter related to the theme, team up with peers to type the friendly letter on a digital device, proofread their friendly letters and organise the friendly letters in their

Teaching Resources

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

4.8 Language Strategies on Daily Experiences

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

describe
national
events
fluently and
with
expression
compose
songs
based On
patriotism for
expression
value the
place Of
national
days in
promoting
ethnic
cohes ion

Key Inquiry Questions (KIQs)

estio s Why do we celebrate days ?
_ How can we describe an interestingly?

Suggested Experiences

listen to and watch recorded events On national days, work collaboratively to build a vocabulary bank on words related to national days, work jointly with peers to describe the events and activities fluently, with accuracy and with expression, listen to each other describing events and identify adverbs used, work collaboratively to compose patriotic songs for a national day, team up with peers to perform the patriotic songs during an indigenous day interclass festival

Teaching Resources

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

4.9 Reading Comprehension

Term 32 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 Comprehension.

Key Inquiry Questions (KIQs)

Questi s How can we make accurate predictions in stories?

Suggested Experiences

select a reading material based On the theme, predict events and preview text based on the theme, work jointly with peers to make notes on the events of the texts
read simple passages on national days and answer questions, elicit topical words from passages on national days and infer the meaning from discuss events in the stories read with ers

Teaching Resources

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

4.10 F unctional Writing: Recipe

Term 32 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 F unctional Writing: Recipe.

Key Inquiry Questions (KIQs)

How do you write clear instructi ?

Suggested Experiences

discuss different components Of recipes with peers
identify adverbs that can be used when giving instructions in rec ipes and write them on flashcards, team up to play a language game Involving role playing various adverbs (of manner) used in recipes with peers, collaborate with peers to write a recipe on a cultural food from their community , share their recipes with other groups in class, team up to design a creative recipe hook and organise the various recipes shared in the book

Teaching Resources

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

4.11 Sub-strand 72

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/caregwers\guardians, school administration, teachers and Other relevant stakeholders in the school community
Identify and develop assessment tools. 2) Implementation of CSL Activity Assigning roles to learners Ensure every learner actively participates in the activity
Observe learners as they carry out the CSL activity and record feedback Use an appropriate assessment tool to assess both the process and the product (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills

Teaching Resources

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

Strand 5.0

For General and

2 Sub-strands4 Lessons

5.1 Reading Comprehension

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

predict events in a text for comprehension
skim and scan texts

Key Inquiry Questions (KIQs)

Questio s Why do we skim and scan texts ?
c) based on the theme for general and specific information, appreciate skimmmg and scanning as key strategies in reading for lifelong learning?

Suggested Experiences

pictures and identify action words (verbs) , predict the events in a passage based on the title or picture clues, skim through a passage to find the general idea of the story, work jointly to scan through a passage to trace target vocabulary and verbs used, conduct a reader's theatre to practice reading texts clearly and fluently , answ er comprehension questions from texts read, team up with peers to play a guessing game involving prediction of events in a story based on titles and -cture clues _

Teaching Resources

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

5.2 I Creative Writing

Term 32 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 I Creative Writing.

Key Inquiry Questions (KIQs)

(s) Why are idioms important?

Suggested Experiences

mention idioms commonly used in the locality with peers, listen to an audio recording On a creative story
list idioms from the audio Story, discuss the meaning of various idioms used in the locality, use idioms to write creative stories collaboratively, read their creative stories in class for peer review, team up with peers to publish their best stories in the school magazine or lie ma ines

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

S and
Neatl and Ie -bl
Lis Tening Speaking

View Term 1

Term 2 Scheme14 Weeks

Lis Tening Speaking
Listening and Speaking

View Term 2

Term 3 Scheme9 Weeks

Listening and Speaking
For General and

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 German Hub Arabic Hub Mandarin Hub English Hub Kiswahili 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 Indigenous Language?

The official KICD strands for Grade 5 Indigenous Language are: S and, Neatl and Ie -bl, Lis Tening Speaking, Listening and Speaking, For General and. 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 Indigenous Language?

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 Indigenous Language 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 Indigenous Language?

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.