2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons5 Strands in Term 1

Grade 5 Kiswahili 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 Kiswahili Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Kiswahili 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 Kiswahili in Term 1.

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

Full Term Timetable

Grade 5 Kiswahili 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	Kiswahili Foundation	Sub-strand 6	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kiswahili Foundation	Sub-strand 6	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mapishi	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) kutambua silabi zinazotokana na s auti zinazokaribiana kat ika maneno:f/v, s/z, Vr na th/dh	1. Je, unajua gam vyenye silabi zinazokangany a kimatamshi ?	- elekezwe: kutambua silabi za sauti lengwa kutokana na maneno kwenye vitabu, ubaoni au kwa kutumia vifaa vya kiteknolojia	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mapishi	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) kutambua silabi zinazotokana na s auti zinazokaribiana kat ika maneno:f/v, s/z, Vr na th/dh	1. Je, unajua gam vyenye silabi zinazokangany a kimatamshi ?	- elekezwe: kutambua silabi za sauti lengwa kutokana na maneno kwenye vitabu, ubaoni au kwa kutumia vifaa vya kiteknolojia	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kusoma	Sub-strand 19	By the end of the sub strand, the learner should be able to; a) kutambua m b) samiati wa c) suala d) lengwa	1. usu mapishi kuna umuhimu gani?	- i aelekezwe: kutambua msamiati wa suala lengwa (k v. vyakula, viungo "u kupikia, njia za kupika na vifaa kupikia) kwa kutumia kadi maneno, chati, mti maneno au kifaa cha kidijitali, kushiriki katika vikundi kujadili na kutumia msamiati wa suala lengwa kati ka sentensi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Kusoma	Sub-strand 19	By the end of the sub strand, the learner should be able to; a) uliotumika b) katika c) kifungu ili ku i d) marisha e) ufahamu	1. usu mapishi kuna umuhimu gani?	- i aelekezwe: kutambua msamiati wa suala lengwa (k v. vyakula, viungo "u kupikia, njia za kupika na vifaa kupikia) kwa kutumia kadi maneno, chati, mti maneno au kifaa cha kidijitali, kushiriki katika vikundi kujadili na kutumia msamiati wa suala lengwa kati ka sentensi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kusoma	Sub-strand 30	By the end of the sub strand, the learner should be able to; a) kutambua mpangilio wa maneno kat ika kamusi ili kupata maneno lengwa kwa urahisi	-	- aelekezwe: kupanga maneno aliyopewa kwenye chati, kapu maneno au mti maneno kialfaheti, kuchagua neno kutoka kapu maneno au mti maneno ili kulitafuta kwenye kamusi, kutumia kamusi kutafuta maana za maneno mbalimhali kuhusu suala lengwa (k. v huduma ya kwanza, vifaa vya kutoa huduma ya kwanza vina vyowekw	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Kusoma	Sub-strand 30	By the end of the sub strand, the learner should be able to; a) kutambua mpangilio wa maneno kat ika kamusi ili kupata maneno lengwa kwa urahisi	-	- aelekezwe: kupanga maneno aliyopewa kwenye chati, kapu maneno au mti maneno kialfaheti, kuchagua neno kutoka kapu maneno au mti maneno ili kulitafuta kwenye kamusi, kutumia kamusi kutafuta maana za maneno mbalimhali kuhusu suala lengwa (k. v huduma ya kwanza, vifaa vya kutoa huduma ya kwanza vina vyowekw	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Kusoma	Sub-strand 30	By the end of the sub strand, the learner should be able to; a) kutumia kamusi Ipas avyo kutafuta maana za maneno as iyoyajua yaliyo katika matini teule ili kukuza msamiati	-	- aelekezwe: kupanga maneno aliyopewa kwenye chati, kapu maneno au mti maneno kialfaheti, kuchagua neno kutoka kapu maneno au mti maneno ili kulitafuta kwenye kamusi, kutumia kamusi kutafuta maana za maneno mbalimhali kuhusu suala lengwa (k. v huduma ya kwanza, vifaa vya kutoa huduma ya kwanza vina vyowekw	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kusoma	Sub-strand 54	-	-	- ya Ujifunzaji Mwanafunli aelekezwe: kuzingatia hatua za kiusalama katika kutumia vifaa vya kidijitali k.v. kufungua m itandao ifaayo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Kusoma	Sub-strand 54	-	-	- ya Ujifunzaji Mwanafunli aelekezwe: kuzingatia hatua za kiusalama katika kutumia vifaa vya kidijitali k.v. kufungua m itandao ifaayo	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kusoma	Sub-strand 54	-	-	- kutambua mitandao salama yenye matini inayohusu suala lengwa (saa na majira) na inayoafiki kiwango chake	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Kusoma	Sub-strand 80	By the end of the sub strand, the learner should be able to; a) kutambua matini an azotaka ku soma kwenye	1. Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposoma na kusimulia ujumbe aliosoma kutokana na matini za aina mbalimhali. Hamu Li i i: mwanafunzi na kusoma matini za aina mbalimbali maktabani_ 65?	- elekezwe: kutambua aina mbalimbali za matini (k. v. virabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi, kuchagua matini atakayosoma	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Kusoma	Sub-strand 80	By the end of the sub strand, the learner should be able to; a) kutambua matini an azotaka ku soma kwenye	1. Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposoma na kusimulia ujumbe aliosoma kutokana na matini za aina mbalimhali. Hamu Li i i: mwanafunzi na kusoma matini za aina mbalimbali maktabani_ 65?	- elekezwe: kutambua aina mbalimbali za matini (k. v. virabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi, kuchagua matini atakayosoma	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kusoma	Sub-strand 80	By the end of the sub strand, the learner should be able to; a) kusoma matini ili kufaidika na ujumbe na lugha inayotumi wa	1. Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposoma na kusimulia ujumbe aliosoma kutokana na matini za aina mbalimhali. Hamu Li i i: mwanafunzi na kusoma matini za aina mbalimbali maktabani_ 65?	- elekezwe: kutambua aina mbalimbali za matini (k. v. virabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi, kuchagua matini atakayosoma	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Kiswahili Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Kiswahili Foundation

1 Sub-strand6 Lessons in Term 1

1.1 Sub-strand 6

6 Suggested LessonsTerm 1

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 6.

Teaching Resources

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

Strand 2.0

Mapishi

1 Sub-strand6 Lessons in Term 1

2.1 Sub-strand 16

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua silabi zinazotokana na s auti zinazokaribiana kat ika maneno:f/v, s/z, Vr na th/dh
kutamka silabi zinazotokana na sauti zinazokaribiana kimatamshi:f/v, s/z, Vr na rh/dh ili kutofautisha matamshi yake
kutamka vitanz:andimi vinavyoundwa kwa silabi za sauti zinazokaribiana kimatamshi:fh', s/z, l/r na rh/dh ili kuimarisha mawasi I iano
kutunga vitanz:andimi

Key Inquiry Questions (KIQs)

Je, unajua gam vyenye silabi zinazokangany a kimatamshi ?

Learning Experiences

elekezwe: kutambua silabi za sauti lengwa kutokana na maneno kwenye vitabu, ubaoni au kwa kutumia vifaa vya kiteknolojia
kusikiliza silabi za sautifA', s/z. Vr na th/dh zikitamkwa na mwalimu, mgeni mwalikwa au kutoka kwa vifaa vya kidijitali (k_v_ kinas asau
kutamka silabi za sauti lengwa akiwa na wenzake
kusikiliza vitanzandimi vinavyotungwa kutokana na maneno yenye sauti lengwa vikikaririwa (km. shirika Ia reli Ia Rwanda lareje/ea shughuli zake rasmi)

Teaching Resources

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

Strand 3.0

Kusoma

8 Sub-strands48 Lessons in Term 1

3.1 Sub-strand 19

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua m
samiati wa
suala
lengwa
uliotumika
katika
kifungu ili ku i
marisha
ufahamu
kutumia
msamiati
lengwa kwa
usahihi
katika
sentensi
kusoma
kifungu Cha
hadithi kwa
kuzingatia
ujumbe
matukio na
wahusika
kuonyesha
uelewa wa
kifungu kwa
kutoa
muhtasari na
kujibu m
aswali

Key Inquiry Questions (KIQs)

usu mapishi kuna umuhimu gani?
Ni hadithi gani kui soma kuhusu mapishi?
(e) kujenga mazoea ya usomaj i bora katika maisha kila siku?

Learning Experiences

i aelekezwe: kutambua msamiati wa suala lengwa (k v. vyakula, viungo "u kupikia, njia za kupika na vifaa kupikia) kwa kutumia kadi maneno, chati, mti maneno au kifaa cha kidijitali, kushiriki katika vikundi kujadili na kutumia msamiati wa suala lengwa kati ka sentensi
kusoma kifungu kuhusu suala lengwa k-wenye kitabu au kwenye tarakilishi akiwa peke yake au kati ka vikundi , kutoa muhtasari kuhusu kifungu alichosoma, kujibu maswali kutokana na kifungu alichosoma
kusoma vifungu mtandaoni kuhusu suala lengwa na kujadiliana na wenzake kuhusu uj umbe ulioyomo

Teaching Resources

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

3.2 Sub-strand 30

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua mpangilio wa maneno kat ika kamusi ili kupata maneno lengwa kwa urahisi
kutumia kamusi Ipas avyo kutafuta maana za maneno as iyoyajua yaliyo katika matini teule ili kukuza msamiati
kuchangamkia kutumia kamusi kati ka kukuza msamiati wake

Learning Experiences

aelekezwe: kupanga maneno aliyopewa kwenye chati, kapu maneno au mti maneno kialfaheti, kuchagua neno kutoka kapu maneno au mti maneno ili kulitafuta kwenye kamusi, kutumia kamusi kutafuta maana za maneno mbalimhali kuhusu suala lengwa (k. v huduma ya kwanza, vifaa vya kutoa huduma ya kwanza vina vyowekw
a kwenye gari n. k) akiwa peke yake au katika vikundi, kutumia mtandao kutafuta maana 15 Swali Dadisi Maana ya mane no ya Kiswahili hupatikana wapi ?

Teaching Resources

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

3.3 Sub-strand 54

6 Suggested LessonsTerm 1

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 54.

Learning Experiences

ya Ujifunzaji Mwanafunli aelekezwe: kuzingatia hatua za kiusalama katika kutumia vifaa vya kidijitali k.v. kufungua m itandao ifaayo
kutambua mitandao salama yenye matini inayohusu suala lengwa (saa na majira) na inayoafiki kiwango chake
kutambua umuhimu wa kutoa habari kwa mwalimu, nuazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowaj ua mtandaoni na kutowasiliana nao
kusoma matini kwa kutumia vifaa vya kidijitali inayojumuisha msamiati wa saa (k_v_ kasoro dakika._., saa.„kamili, saa._.na dakika na majira (nyakati za siku) (k v. alfajiri. asubuhi, adhuhuri, alasiri, rhenashara, machweo na macheo 39 Swali Dadisi Ni njia Zipl unazo weza kupata matini za kusoma katika vifaa vya kidij itali? a) b) c) d) kutambua na kulingatia hatua za kiusalama katika matumizi ya vifaa vya kidijitali
kutambua msamiati wa suala lengwa katika matini ya kidijitali, kusakura matini kwenye tovuti salama ili kupata vifungu vya kusoma vyenye suala lengwa, kuchangamkia matumizi ya vifaa vya kidijitali kat ika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake

Teaching Resources

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

3.4 Sub-strand 80

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua matini an azotaka ku soma kwenye
kusoma matini ili kufaidika na ujumbe na lugha inayotumi wa
kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma

Key Inquiry Questions (KIQs)

Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposoma na kusimulia ujumbe aliosoma kutokana na matini za aina mbalimhali. Hamu Li i i: mwanafunzi na kusoma matini za aina mbalimbali maktabani_ 65?

Learning Experiences

elekezwe: kutambua aina mbalimbali za matini (k. v. virabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi, kuchagua matini atakayosoma
kusoma matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha, kusimulia ujumbe kutokana na matini alizosoma kwa wenzake, kujadiliana na wenzake matini alizosoma ili kuchochea hamu ya us omal wa mapana nuongom

Teaching Resources

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

3.5 Sub-strand 88

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua m chezo wa kuigiza katika matini
kusoma mchezo mfupi wa kuigiza kwa ufasaha
kueleza maana ya m samiati uliotumiwa katika mchezo wa kuigiza
kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu
kuigiza mchez0 mfupi ili kukuza uwezo wa kujielez:a

Key Inquiry Questions (KIQs)

Un akumbuka nini katika m chezo u' iow ahi kuusoma ?

Learning Experiences

aelekezwe: kueleza maana ya mchezo wa kuigin akiwa katika kikundi
kutambua mchezo wa kuigiza, wahusika na maelekezo katika matini mbalimbali kama vile vitabu, Chati na vilevile kwa kutumia tarakilishi
kusoma mchezo wa kuiglza akilingatia wahusika, maelekezo na uj umbe, kushiriki katika majadiliano kuhusu msamiati wa suala lengwa (ndege wa porini) uliotumiwa katika mchezo wa kuigizd (k. v. chiriku, kasuku, tat, korongo, mweue na kanga), kutazama mchezo mfupi wa kuigizd ukiigizwa darasani au kwenye vifaa vya kidijitali, 73

Teaching Resources

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

3.6 Sub-strand 96

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua
matini za
aina
mbalimbali za ku
soma na
kuchagua
zinazomvutia
kusoma
matim
alizochagua ili
kufaidika na
ujumbe na
lugha
iliyotumiwa
kufurahia usomaJi wa
aina
mbalimbali za
matini ili
kupanua
mawazo
yake

Key Inquiry Questions (KIQs)

_ Unachagua matini hayo kwa nini?
Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposoma na kusimulia ujumbe aliosoma kutokana na matini za aina mbalimhali. Hamu ya uj ifunzaji: mwanafunzi anapowatolea wenzake muhtasari wa kile alichosoma kwenye matini ya kujiclugulia_ 81?

Learning Experiences

elekezwe: kuchagua matini (k v. virabu, majarida, magazeri) zinazomvutia maktabani kusoma matini alizochagua ili kufaidi ujumbe uliomo, kuwatolea wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma Zaidi kwa ajili ya kujifurahisha, kujadiliana na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati_

Teaching Resources

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

3.7 Sub-strand 104

6 Suggested LessonsTerm 1

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 104.

Key Inquiry Questions (KIQs)

a ku soma Habari kuhusu nini mtandaoni ?

Learning Experiences

aelekez we: kutambua na kuzingatia hatua za kiusalama kutoka kwenye Chati au kwenye tarakilishi na mitandao, kutambuajina Ia faili lengwa kwenye tarakilishi na kufanya mazoezi ya kufungua na kufunga
kutambua mitandao salama yenye matini inayoafiki kiwango na mahitaji yake
kutambua umuhimu wa kut0a habari kwa mwalimu, mzazi au m leli wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao, kusimulia habari kuhusu matini aliyosoma kwa wenzake

Teaching Resources

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

3.8 Sub-strand 106

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua insha ya masimulizi kwa kuzingatia muundo
kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
kuchangamkia utunzi mzuri wa insha_ 91

Learning Experiences

elekezwe: kutambua insha ya maslmulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi, kushiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi
kuandika insha ya masimulizi (k v. kuhusu irikadi za kidini na za kijamii, sherehe, hadithi, ndoro, ndoa za lazima) isiyopungua maneno 150 akizingatia aina mbalimbali za maneno, mnyambuliko wa vitenli, na nyakati ili kujenga picha dhahiri ya anachokiandikia daftarini. Pia, azingatie mada, mpangilio mzuri wa mawazo, hati Safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu, Swali Dadisi Lili' opendekezwa Unawezaje kupata kwa haraka hoja za kusimulia katika insha?

Teaching Resources

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

Strand 4.0

Kuandika

5 Sub-strands30 Lessons in Term 1

4.1 Sub-strand 21

6 Suggested LessonsTerm 1

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 21.

Learning Experiences

elekezwe: kutambua insha ya wasifu kwa kurejelea vielelezo vya insha zilizoandikwa k—wenye matini mbalimbali au tarakilishi
kusoma vielelezo vya insha ya wasifu vilivyoandikwa katika matini mbalimbali au tarakilishi, kushirikiana na wenzake kujadili mada na muundo wa insha ya wasifu, kushirikiana na wenzake katika vikundi ili kubainisha na kujadili vidokezo vifaavyo vya mada lengwa , kuaandika insha ya wasifu isiyopungua maneno 150 inayohusu mada lengwa (k v. Mpishi nimpcndaye) kwa kulingatia, anwani, mpangilio mzuri wa mawazo, hati Safi

Teaching Resources

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

4.2 mwanafunzi aweze a) kutambua insha ya masimulizi kwa kuzingatia ujumbe, mtindo na b) kuandika insha ya masimulizi kwa kufuata kanuni zifaazo, c) kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake. Shughuli za Ujifunzaji Zilizop endekezwa Mwanafunzi aelekezwe kutambua insha ya masimulizi k—wa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi, kushiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi, kuandika insha isiyopungua maneno 150 inayosimulia kisa kuhusu jinsi ya kutoa huduma ya kwanza barabarani kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati Safi, taha]ia, kanuni za kisarufi, uakifisha]i mwafaka na kwa lugha ya kiubunifu, kuandika insha ya masimulizi mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathm ini, kusomea wenzake insha aliyoandika ili kuitathmini. 17 Swali Dadisi Lililo pe n dekezwa Je, unalingatia nini ili kuandika insha nzuri ya masimulizi?

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in mwanafunzi aweze a) kutambua insha ya masimulizi kwa kuzingatia ujumbe, mtindo na b) kuandika insha ya masimulizi kwa kufuata kanuni zifaazo, c) kuchangamkia utunzi mzuri wa insha ya masimulizi ili kukuza ubunifu wake. Shughuli za Ujifunzaji Zilizop endekezwa Mwanafunzi aelekezwe kutambua insha ya masimulizi k—wa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi, kushiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi, kuandika insha isiyopungua maneno 150 inayosimulia kisa kuhusu jinsi ya kutoa huduma ya kwanza barabarani kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati Safi, taha]ia, kanuni za kisarufi, uakifisha]i mwafaka na kwa lugha ya kiubunifu, kuandika insha ya masimulizi mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathm ini, kusomea wenzake insha aliyoandika ili kuitathmini. 17 Swali Dadisi Lililo pe n dekezwa Je, unalingatia nini ili kuandika insha nzuri ya masimulizi?.

Learning Experiences

aelekezwe kutambua insha ya masimulizi k—wa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi, kushiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi
kuandika insha isiyopungua maneno 150 inayosimulia kisa kuhusu jinsi ya kutoa huduma ya kwanza barabarani kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati Safi, taha]ia, kanuni za kisarufi, uakifisha]i mwafaka na kwa lugha ya kiubunifu
kuandika insha ya masimulizi mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathm ini, kusomea wenzake insha aliyoandika ili kuitathmini. 17 Swali Dadisi Lililo pe n dekezwa Je, unalingatia nini ili kuandika insha nzuri ya masimulizi?

Teaching Resources

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

4.3 Sub-strand 42

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua sehemu mbalimbali za tarakilishi zinazotumika kupigla
kutumia tarakilishi ili kujenga maarifa ya kidijitali
kujenga mazoea ya kutumia tarakilishi kuandika na kuh i fadhi maandishi _

Key Inquiry Questions (KIQs)

emuzipi za tarakilishi unazo] ua Taraki lishi kufanya kazi gani?

Learning Experiences

aelekezwe: kutambua sehemu mbalimbali za tarakilishi za kupigia Chapa. (k v. kipanya na kiwambo/ mulish i), kutumia tarakilishi kuandika maneno au sentensi zinazolenga msamiati wa mapambo (k. v. herini, vipuli, perc, kipini, hangili, shanga, taji, kugesi na h ina), kutumia tarakilishi kuandika kifungu kinachohusisha mapambo mbal imbali, kuhifadhi kazi yake k—wenye faili ya tarakilishi mara kwa mara, kuhariri kazi yake kwenye tarakilishi akishirikiana na wenzake katika kikundi

Teaching Resources

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

4.4 Sub-strand 56

6 Suggested LessonsTerm 1

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 56.

Learning Experiences

aelekezwe: kutambua muundo wa baruapepe kwa kurejelea kielelezo chake kilichochapishwa au kwenye tarakilishi
kujadili sehemu mbalimbali za baruapepe kama vile anwanipepe ya mtumaji (k_m. anwanipepe ya mpokeaji, mada ya baruapepe, mtajo, mwili, hitimisho na jina Ia mwandishi/ mtumajl
kuandika baruapepe kwa rafiki, ndugu, au mzazi akishirikiana na wenzake darasani, kwa kutumia tarakilishi akizingatia muundo wa uandishi wa baruapepe, utaratibu ufaao, kutunga na kupanga sentensi kuunda aya katika uandishi barua

Teaching Resources

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

4.5 Sub-strand 65

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua insha za maelezo katika mbalimbali
kuandika insha ya maelezo kwa kufuata kanuni zifaazo
kuchangamkia utunzi mzuri wa insha ili uandishi

Learning Experiences

elekezwe: kutambua vifungu vya maelezo vilivyoandikwa k—wenye matini mbalimbali au tarakilishi, kushirikiana na wenzake kujadili mada na muundo wa insha ya kujadiliana na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzun wa mawazo katika insha
kuandika insha ya maelezo (k v. Jinsi nimnyowca kuchangia kukabiliana na umaskini nyumhani, Maskini alivyogeuka kuwa tajiri, Jinsi elimu ilivyosaidia kumaliza umaskini, jinsi marumizi bora ya pesa yanavyosaidia kumaliza ummskini, jinsi ulipaji ushuru unavyosaidia kukabi/iana na u maskini) Swali Dadisi Lili lop e ndekezwa Unazingatia nini unapoandika insha ya maelezo? 50

Teaching Resources

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

Strand 5.0

Sarufi

5 Sub-strands30 Lessons in Term 1

5.1 Sub-strand 24

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua nomino za pekee kwenye sentensi au vifungu vya maneno
kutunga sentensi kwa kutumia nomino za pekee ili kukuza matumizi ya lugha sahihi
kuchangamkia matumizi ya nomino za pekee katika maw as iliano

Key Inquiry Questions (KIQs)

pekee zinahusu nini ?

Learning Experiences

i aelekezwe: pekee kutambua nomino za (k. v. Kisumu, Mei, Rabuka, Alhamisi na Yohana) kwenye tarakilishi, kapu maneno, mti maneno, kadi maneno au Chati , kutaja nonuno za pekee akiwa na wenzake kama vile za majina ya m]i, majina ya mito, majina ya watu na majina ya miezi
kutambua nomino za pekee katika sentensi kwenye vitabu, tarakilishi, Chati kwa kuzipigia mstari au kukolezea rangi, kujaz:a nafasi kwenye sentensi au kifungu kwa kutumia nomino za pekee, kutunga sentensi kwa kutumia nomino za pekee akiwa na

Teaching Resources

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

5.2 Sub-strand 26

6 Suggested LessonsTerm 1

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 26.

Key Inquiry Questions (KIQs)

Matokeo Maal umu Y anayota raj iwa Kufikia mwisho wa mada ndogo, mwanafunzi a) kutambua nonuno za kawaida kwenye sentensi au vifungu vya maneno, b) kutunga sentensi kwa kutumia nomino za kawaida ili kukuza matumizi sahihi ya c) kufurahia kutumia nonuno za kawaida katika mawasil iano Shughuli za Ujifunzaji Zilizopendekezwa Mwanafunzi aelekezwe: kutambua nomino za kawaida kwenye kadi au kapu la maneno (k v. mru, mtoro, darasa, ukura, mwalimu, meza na kiti), kutaja akiwa na w enzake nomino za kawaida, kutambua nomino za kawaida katika sentensi kwa kuzipigia mistari au kuzikolezea rangi kwenye tarakilishi, kutumia nomino za kawaida kujan nafasi kwenye sentensi, kutunga sentensi kwa kutumia nomino za kawaida akiwa peke yake au kwenye vikundi?
Je, ni vitu gani vipat ikanavyo yako?
Ni vitu gani wa kat ika mapishi mbalimbali ?
Umilisi wa kimsingi unaokuzwa: Ubunifu: mwanafunzi anapotunga sentensi na kujaza nafasi. Mawasiliano na ushirikiano: mwanafunli anaposhirikiana na wenzake katika vikundi kutaja nonuno na kutunga sentensi?

Learning Experiences

elekezwe: kutambua nomino za kawaida kwenye kadi au kapu la maneno (k v. mru, mtoro, darasa, ukura, mwalimu, meza na kiti), kutaja akiwa na w enzake nomino za kawaida
kutambua nomino za kawaida katika sentensi kwa kuzipigia mistari au kuzikolezea rangi kwenye tarakilishi, kutumia nomino za kawaida kujan nafasi kwenye sentensi, kutunga sentensi kwa kutumia nomino za kawaida akiwa peke yake au kwenye vikundi 2. Je, ni vitu gani vipat ikanavyo yako? Ni vitu gani wa kat ika mapishi mbalimbali ? Umilisi wa kimsingi unaokuzwa: Ubunifu: mwanafunzi anapotunga sentensi na kujaza nafasi. Mawasiliano na ushirikiano: mwanafunli anaposhirikiana na wenzake katika vikundi kutaja nonuno na kutunga sentensi

Teaching Resources

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

5.3 Sub-strand 34

6 Suggested LessonsTerm 1

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 34.

Learning Experiences

i aelekezwe: kutambua nomino za wingi (km chumvi, sukari, man, uji, mafura na manukaro) kutoka kwenye kapu Ia maneno, chati, vitabu na vifaa vya kidijitali akiwa peke yake au katika kikundi
kutambua nomino za Wingi kwa kulipigia mistari au kuzikolezea rangi k-wenye matini, kutumia nomino za Wingl kujaza nafasi k-wenye sentensi, kutumia nomino za wingi katika sentensi kwa kufanya mazoczi Swali Dadisi Unajua mal ina gam yanayohusu vitu vi navyopatikana katika wingi tu? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposhiriki katika mijadala na kazi za vikundi. Uwazaji kina na utatuzi wa matatizo: mwanafunzi anapotunga sentensi na kulijadili na wenzake_ Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kiteknolojia katika kutambua nomino za wingi_ 19

Teaching Resources

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

5.4 Sub-strand 36

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua nomino za vitenzi jina kwenye kifungu cha mane no au kwenye sentens i
kutunga sentensi au vifungu vya maneno akitunua nomino za vitenn jina ili kukuza matumizi hora ya lugha
kufurahia kutumia nomino za vitenzi jina katika utungaji wa sentensi na kujaza nafasi_

Learning Experiences

i aelek ezwe: kutambua vitenli
j ina kutoka kwenye kapu Ia maneno, vyombo vya kij iditali (k v. kusoma, kucheka, kula, kulia na kuandika. kutambua vitenzi
jina akiwa na wenzake kwa kuvipigia mistari au kuzikolezea rangi k—wenye matini kutumia nomino za vitenzi
jina kwa kujan nafasi kwenye sentensi, kutunga sentensi au vifungu vya maneno kwa kutumia nomino za vitenzi
jina akiwa peke yake au katika vikundi

Teaching Resources

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

5.5 Sub-strand 44

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

kutambua
nomino za
makundi
katika
matini ili
kuzibainisha
kutumia
nomino za
makundi
katika
sentensi ili
kuimarisha
mawasiliano
kufurahia
kutumia
nomino za
makundi
katika
mawasiliano

Key Inquiry Questions (KIQs)

_ Je, nomino za hutumiwa vipi?
Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anapotunga sentensi mtandaoni akiwa na wenzake. Hamu ya ujifunzaji: mwanafunzi anapojibu swali dadisi_ Ujuli wa kidijitali: mwanafunzi anapotumia vifaa vya kidijitali kutunga sentensi mtandaoni Uwaz:aji wa kina na utatauzi wa matatizo: mwanafunli anapotunga sentensi sahihi_ 29?

Learning Experiences

elekezwe: kutambua nomino za makundi katika chati, kadi maneno, ubao, vifaa vya kidijitali, kutumia nomino za makundi katika sentensi na kuziandika daftarini mwake, kutumia nomino za makundi kutunga sentensi mtandaoni akiwa na w enzake

Teaching Resources

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

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

Complete annual curriculum scope for Grade 5 Kiswahili showing the term-by-term distribution of all 14 strands.

Term 1Current

Kiswahili Foundation
Mapishi
Kusoma
Kuandika
Sarufi

Term 2View Term 2 →

Sarufi
Huduma ya Kwanza
Mapambo

Term 3View Term 3 →

Mapambo
Saa na Majira
Kusikiliza na Kuzun Gumza
Ku Andika
Elimu ya Mazingira Kusikiliza na Kuzungumza
Kusikilila Kul Ungumza
Magonjwa
Kudhibiti Itikadi za Kidini na za Kijamii

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)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (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.

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: Grade 5 Kiswahili Term 1

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

In Term 1, Grade 5 Kiswahili covers the following main strands: Kiswahili Foundation, Mapishi, Kusoma, Kuandika, Sarufi. 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 Kiswahili 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 Kiswahili 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.