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

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

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Grade 5 Indigenous Language 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 Indigenous Language in Term 2.

Class / Grade: Grade 5
Learning Area: Indigenous Language
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 5 Indigenous Language 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 →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Lis Tening Speaking	Fluency: Pron u nciation	By the end of the sub strand, the learner should be able to; a) use acquired vocabulary to construct sentences accurately for self expression b) appreciate speaking clearly, fluently and efficiently for effective	1. How do we learn correct pronunciation Of words ?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Lis Tening Speaking	Fluency: Pron u nciation	By the end of the sub strand, the learner should be able to; a) appreciate speaking clearly, fluently and efficiently for effective	1. How do we learn correct pronunciation Of words ?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Lis Tening Speaking	Extensive Reading: Dialogue	By the end of the sub strand, the learner should be able to; a) summarise the main points from a dialogue for information	1. u Question s What do you consider when selecting materials from the library?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Lis Tening Speaking	Extensive Reading: Dialogue	By the end of the sub strand, the learner should be able to; a) create a list of vocabulary based on the theme for compreh ension b) appreciate reading texts on peace building for informati on	1. How can we ens ure peace with others in the face of conflict?	- festival project to stage the plays, and son	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Lis Tening Speaking	Extensive Reading: Dialogue	By the end of the sub strand, the learner should be able to; a) appreciate reading texts on peace building for informati on	1. How can we ens ure peace with others in the face of conflict?	- festival project to stage the plays, and son	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Lis Tening Speaking	Extensive Reading: Dialogue	By the end of the sub strand, the learner should be able to; a) appreciate reading texts on peace building for informati on	1. How can we ens ure peace with others in the face of conflict?	- festival project to stage the plays, and son	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Lis Tening Speaking	Cr eative W r iting	By the end of the sub strand, the learner should be able to; a) highlight features of an interesting story	1. Questio s How can we make stories interesting in writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Lis Tening Speaking	Cr eative W r iting	By the end of the sub strand, the learner should be able to; a) write an interesting story based on the b) enjoy writing imaginative stories	1. Questio s How can we make stories interesting in writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Lis Tening Speaking	Cr eative W r iting	By the end of the sub strand, the learner should be able to; a) enjoy writing imaginative stories	1. Questio s How can we make stories interesting in writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Lis Tening Speaking	Cr eative W r iting	By the end of the sub strand, the learner should be able to; a) enjoy writing imaginative stories	1. Questio s How can we make stories interesting in writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Lis Tening Speaking	Sub-strand 36	-	1. How do we use language creatively?	- work jointly with peers to use adjectives to describe events and experiences based On the theme creatively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Lis Tening Speaking	Sub-strand 36	-	1. How do we use language creatively?	- work jointly with peers to use adjectives to describe events and experiences based On the theme creatively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Lis Tening Speaking	Sub-strand 36	-	1. How do we use language 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Lis Tening Speaking	Sub-strand 36	-	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Lis Tening Speaking	Sub-strand 36	-	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Indigenous Language Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Lis Tening Speaking

6 Sub-strands20 Lessons in Term 2

1.1 Fluency: Pron u nciation

2 Suggested LessonsTerm 2

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 ?

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

1.2 Extensive Reading: Dialogue

2 Suggested LessonsTerm 2

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?

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

1.3 Cr eative W r iting

2 Suggested LessonsTerm 2

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?

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

1.4 Sub-strand 36

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 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?

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

1.5 Reading for Information: News and Adver ts

2 Suggested LessonsTerm 2

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?

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

1.6 Sub-strand 40

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 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?

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

Strand 2.0

Listening and Speaking

6 Sub-strands12 Lessons in Term 2

2.1 Listening for Information

2 Suggested LessonsTerm 2

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?

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

2.2 Conversational

2 Suggested LessonsTerm 2

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 ?

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

2.3 I Reading Comprehension

2 Suggested LessonsTerm 2

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?

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

2.4 I Creative Writing: Poetry

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 I Creative Writing: Poetry.

Key Inquiry Questions (KIQs)

How is poetry important in our daily life?

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

2.5 Public Speaking

2 Suggested LessonsTerm 2

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?

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

2.6 Ex tensive Reading: Narratives

2 Suggested LessonsTerm 2

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?

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

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

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

Term 1View Term 1 →

S and
Neatl and Ie -bl
Lis Tening Speaking

Term 2Current

Lis Tening Speaking
Listening and Speaking

Term 3View Term 3 →

Listening and Speaking
For General and

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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 Indigenous Language Term 2

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

In Term 2, Grade 5 Indigenous Language covers the following main strands: Lis Tening Speaking, Listening and Speaking. 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 Indigenous Language 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 Indigenous Language 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.