2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons8 Strands in Term 1

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

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Grade 5 Social Studies 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 Social Studies in Term 1.

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

Full Term Timetable

Grade 5 Social Studies 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	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) elements Of a map on a sketch	1. How do we use maps In our daily lives?	- appreciate diverse opinions as they brainstorm in groups the key elements of a map, locate elements of a map m groups, using a sketch map, wall map, atlas or digital maps , come up with unique ideas as they draw a sketch map and label the key elements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) elements Of a map on a sketch	1. How do we use maps In our daily lives?	- appreciate diverse opinions as they brainstorm in groups the key elements of a map, locate elements of a map m groups, using a sketch map, wall map, atlas or digital maps , come up with unique ideas as they draw a sketch map and label the key elements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) interpret features in a map using key elements, appreciate the	1. How do we use maps In our daily lives?	- practise reading and interpreting a map using the key elements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) interpret features in a map using key elements, appreciate the	1. How do we use maps In our daily lives?	- use digital technology to accomplish own task as they play computer games, m groups, on the elements of a map (digital, atlas, wall maps)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) use of maps in daily life	1. How do we use maps In our daily lives?	- use digital technology to accomplish own task as they play computer games, m groups, on the elements of a map (digital, atlas, wall maps)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) use of maps in daily life	1. How do we use maps In our daily lives?	- discuss the various areas where maps are used in their daily lives	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	O Natural and Historic Built Environments	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) use of maps in daily life	1. How do we use maps In our daily lives?	- discuss the various areas where maps are used in their daily lives	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) identify countries that neighbour Kenya	1. (s) What is the position of Kenya in relation to her neighbours ?	- draw a map of Kenya and indicate her neighbours	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) identify countries that neighbour Kenya	1. (s) What is the position of Kenya in relation to her neighbours ?	- draw a map of Kenya and indicate her neighbours	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) locate the position of Kenya in relation to her neighbours using a compass direction, C) value good relations between Kenya and her neighbours	1. (s) What is the position of Kenya in relation to her neighbours ?	- use an atlas/appropriate media to identify the position Of Kenya in relation to her neighbours, acquire knowledge on their country as they discuss the position of Kenya in relation to her neighbours	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) locate the position of Kenya in relation to her neighbours using a compass direction, C) value good relations between Kenya and her neighbours	1. (s) What is the position of Kenya in relation to her neighbours ?	- use appropriate media, in pairs, to play games on locating places on a map, find out the size of Kenya using digital resources and share in draw a map of Kenya and indicate the size in square kilometres	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) locate the position of Kenya in relation to her neighbours using a compass direction, C) value good relations between Kenya and her neighbours	1. (s) What is the position of Kenya in relation to her neighbours ?	- use appropriate media, in pairs, to play games on locating places on a map, find out the size of Kenya using digital resources and share in draw a map of Kenya and indicate the size in square kilometres	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Natural and Historic Environ Ments	Location, Position and Size of	By the end of the sub strand, the learner should be able to; a) locate the position of Kenya in relation to her neighbours using a compass direction, C) value good relations between Kenya and her neighbours	1. (s) What is the position of Kenya in relation to her neighbours ?	- use appropriate media, in pairs, to play games on locating places on a map, find out the size of Kenya using digital resources and share in draw a map of Kenya and indicate the size in square kilometres	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Natural and Historic Built Environments	Main physical features in Kenya Relief Drainage	-	1. (s) Why are physical features useful m a country?	- appreciate diverse opinions as they brainstorm and identify physical features found in Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Natural and Historic Built Environments	Main physical features in Kenya Relief Drainage	-	1. (s) Why are physical features useful m a country?	- appreciate diverse opinions as they brainstorm and identify physical features found in Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Social Studies Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

O Natural and Historic Built Environments

1 Sub-strand6 Lessons in Term 1

1.1 Sub-strand 14

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

elements Of a map on a sketch
interpret features in a map using key elements, appreciate the
use of maps in daily life

Key Inquiry Questions (KIQs)

How do we use maps In our daily lives?

Learning Experiences

appreciate diverse opinions as they brainstorm in groups the key elements of a map, locate elements of a map m groups, using a sketch map, wall map, atlas or digital maps , come up with unique ideas as they draw a sketch map and label the key elements
practise reading and interpreting a map using the key elements
use digital technology to accomplish own task as they play computer games, m groups, on the elements of a map (digital, atlas, wall maps)
discuss the various areas where maps are used in their daily lives

Teaching Resources

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

Strand 2.0

Natural and Historic Environ Ments

1 Sub-strand4 Lessons in Term 1

2.1 Location, Position and Size of

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify countries that neighbour Kenya
locate the position of Kenya in relation to her neighbours using a compass direction, C) value good relations between Kenya and her neighbours

Key Inquiry Questions (KIQs)

(s) What is the position of Kenya in relation to her neighbours ?

Learning Experiences

draw a map of Kenya and indicate her neighbours
use an atlas/appropriate media to identify the position Of Kenya in relation to her neighbours, acquire knowledge on their country as they discuss the position of Kenya in relation to her neighbours
use appropriate media, in pairs, to play games on locating places on a map, find out the size of Kenya using digital resources and share in draw a map of Kenya and indicate the size in square kilometres

Teaching Resources

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

Strand 3.0

Natural and Historic Built Environments

1 Sub-strand5 Lessons in Term 1

3.1 Main physical features in Kenya Relief Drainage

5 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 Main physical features in Kenya Relief Drainage.

Key Inquiry Questions (KIQs)

(s) Why are physical features useful m a country?
a) b) c) identify main physical features in show main physical features in Kenya On a map, value physical features found in?

Learning Experiences

appreciate diverse opinions as they brainstorm and identify physical features found in Kenya
use digital technology to effectively accomplish Own tasks as they use digital and print resources to locate the main physical features in Kenya, locate the main physical features in Kenya using a sketch map Or atlas, undertake tasks that encourage artistic expression as they draw a map of Kenya and locate the main physical features, engage In assigned roles of

Teaching Resources

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

Strand 4.0

Natural and Historic Built Environ Ments

1 Sub-strand4 Lessons in Term 1

4.1 Weather Climate

4 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 Weather Climate.

Key Inquiry Questions (KIQs)

(s) Why do we different climatic conditions in Kenya?
a) b) c) d) identify elements Of weather in the environme nt, show main climatic regions in Kenya On a map, describe characteristics of the main climatic regions in Kenya, acknowledge different weather and climatic conditions in planning for daytoday?

Learning Experiences

display team spirit as they brainstorm in groups the difference between weather and climate and share with peers
discuss in groups elements Of weather (rainfall, wind, temperature, cloud co Ver) use digital maps\atlas to locate the main climatic regions of Kenya, speak engagingly by using facts as they discuss in groups the characteristics of the main climatic regions in Kenya, engage in assigned roles and duties as they undertake tasks that will require learners to organise ideas as they model in groups a map of Kenya showing the main climatic regions and display in class

Teaching Resources

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

Strand 5.0

I Natural and Historic Built Environments

1 Sub-strand4 Lessons in Term 1

5.1 The Built Environme n ts Museums Monuments Cultural Historical buildings

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

strand, the learner should be able to

Key Inquiry Questions (KIQs)

(s) Why should we conserve the historic built environments ?
a) b) c) d) identify main historic built environments in Kenya, show main historic built environments in Kenya on a map, apply strategies to conserve historic built environments for preservation of cultural heritage, appreciate the need for conserving historic built environments in Kenya _?

Learning Experiences

brainstorm the main historic built environments in Kenya
use digital/print resources to identify historic built environments
use a map of Kenya, in groups, to locate some Of the historic built environments, develop posters/ charts/flip cards with messages on importance of caring for historic built environments in Kenya
visit/virtual visit a nearby historic built en v ironm e nt/li brary/cultural centre and share ex penences

Teaching Resources

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

Strand 6.0

People and Social Organisations People and Social Organisations

1 Sub-strand5 Lessons in Term 1

6.1 Language Groups in Kenya Nilotes Ban ru Cushites

5 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

strand, the learner should be able to:

Key Inquiry Questions (KIQs)

(s) How do we benefit by interacting with different language groups in Kenya?
a) b) c) d) identify main language groups in Kenya, explain benefits of interdependence Of language groups in Kenya, show the interdependence Of language groups in Kenya, appreciate the interdependence Of language groups 13?

Learning Experiences

The learner is guided tcy brainstorm the main language groups in appreciate the importance of Oneness Irrespective of individual differences
discuss ways in which different language groups depend on each other in Kenya, engage a resource person to find out the benefits of interdependence of language groups in role-play scenarios that depic t interdependence Of language groups in Su egested

Teaching Resources

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

Strand 7.0

People and Social Organ Is Ations

1 Sub-strand4 Lessons in Term 1

7.1 Po pulation dis tribution in Kenya

4 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 Po pulation dis tribution in Kenya.

Key Inquiry Questions (KIQs)

(s) How is population distribution useful in Kenya?
a) b) c) explain the effects of population density in different regions in Kenya, show areas Of high and low population density in Kenya on a map, acknowledge the impact Of population distribution in Kenya. 15?

Learning Experiences

brainstorm areas ofhigh and Iow population density in Kenya
use digital or print resources to locate areas of high and Iow population density in Kenya, shade areas of Iow and high population density on a sketch map of Kenya
take turns as they create a skit that depicts the impact of population distribution in Kenya

Teaching Resources

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

Strand 8.0

People and Social Organisations

2 Sub-strands8 Lessons in Term 1

8.1 African T r aditional Education

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify methods of instruction used in African traditional
explain the Importance of African traditional education in promoting
appreciate the role of African traditional education in promoting

Key Inquiry Questions (KIQs)

Inq uiry Question(s) How does African traditional education promote?

Learning Experiences

brainstorm the meaning Of African traditional education
discuss with peers, methods Of instruction used in African traditional education such as narratives, stories, songs, riddles and proverbs, listen keenly and actively as they watch video tapes\listen to narratives, stories/observe pictures on aspects of African traditional education, engage with a resource person on methods of instruction used in African traditional education
discuss the importance Of African traditional education in promoting

Teaching Resources

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

8.2 School ad m inistration

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify administrative leaders in a school
state duties of administrative leaders in a school
illustrate administrative structure of a school
appreciate work done by administrative leaders in school

Key Inquiry Questions (KIQs)

(s) How is school administration organised?

Learning Experiences

discuss the administrative leaders in school
discuss the order Of administration in school
use digital or print resources to search duties of administrative leaders in school, collaboratively, share with parents or guardians the duties Of school administrators
draw and display in class the administrative Structure Of the school

Teaching Resources

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

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

Complete annual curriculum scope for Grade 5 Social Studies showing the term-by-term distribution of all 12 strands.

Term 1Current

O Natural and Historic Built Environments
Natural and Historic Environ Ments
Natural and Historic Built Environments
Natural and Historic Built Environ Ments
I Natural and Historic Built Environments
People and Social Organisations People and Social Organisations
People and Social Organ Is Ations
People and Social Organisations

Term 2View Term 2 →

People and Social Organisations
Resources and Economic Activities Strand Resources and Activities
Political Systems

Term 3View Term 3 →

Political Systems
Governance Governance
Governance

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)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)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 5 Social Studies Term 1

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

In Term 1, Grade 5 Social Studies covers the following main strands: O Natural and Historic Built Environments, Natural and Historic Environ Ments, Natural and Historic Built Environments, Natural and Historic Built Environ Ments, I Natural and Historic Built Environments, People and Social Organisations People and Social Organisations, People and Social Organ Is Ations, People and Social Organisations. 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 Social Studies 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 Social Studies 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.