2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

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

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Grade 5 Social Studies 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 Social Studies in Term 2.

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

Full Term Timetable

Grade 5 Social Studies 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	People and Social Organisations	School ad m inistration	By the end of the sub strand, the learner should be able to; a) appreciate work done by administrative leaders in school	1. (s) How is school administration organised?	- draw and display in class the administrative Structure Of the school	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) identify resourc eS found in Kenya	1. Why is it important to use resources prudently?	- brainstorm On resources found in Kenya, take a nature walk around the school locality to collect samples Of resources found and share their findings in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) identify resourc eS found in Kenya	1. Why is it important to use resources prudently?	- brainstorm On resources found in Kenya, take a nature walk around the school locality to collect samples Of resources found and share their findings in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) explain the benefits Of using available prudently	1. Why is it important to use resources prudently?	- brainstorm On resources found in Kenya, take a nature walk around the school locality to collect samples Of resources found and share their findings in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) illustrate ways in which available resources can be used sustainably	1. How can we resources In Our society?	- state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) illustrate ways in which available resources can be used sustainably	1. How can we resources In Our society?	- state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) appreciate the available in society	1. How can we resources In Our society?	- state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) appreciate the available in society	1. How can we resources In Our society?	- state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Resources and Economic Activities Strand Resources and Activities	Sub-strand 36	By the end of the sub strand, the learner should be able to; a) appreciate the available in society	1. How can we resources In Our society?	- state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) identify b) major c) minerals	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) found in Kenya b) use the map Of Kenya to c) locate	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) major b) minera Is c) examine the	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) importance Of b) minerals in Kenya c) acknowledge the	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) contribution Of b) mining to the c) economy Of Kenya 25	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities Strand Resources and Activities	Mining in Soda ash Diatomite Limestone Sair Petroleum	By the end of the sub strand, the learner should be able to; a) economy Of Kenya 25	1. (s) How do we benefit from the minerals found in Our How does the numng In Kenya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Social Studies Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

People and Social Organisations

1 Sub-strand4 Lessons in Term 2

1.1 School ad m inistration

4 Suggested LessonsTerm 2

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.

Strand 2.0

Resources and Economic Activities Strand Resources and Activities

7 Sub-strands39 Lessons in Term 2

2.1 Sub-strand 36

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify resourc eS found in Kenya
explain the benefits Of using available prudently
illustrate ways in which available resources can be used sustainably
appreciate the available in society

Key Inquiry Questions (KIQs)

Why is it important to use resources prudently?
How can we resources In Our society?

Learning Experiences

brainstorm On resources found in Kenya, take a nature walk around the school locality to collect samples Of resources found and share their findings in class
state the benefits Of using available resources prudently, engage a resource to find Out the benefits of using available resources prudently, search Online or use available print media on the ways in which available resources can be used sustainably write articles/come up sensitisation messages on prudent use of resources found in Kenya. 23

Teaching Resources

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

2.2 Mining in Soda ash Diatomite Limestone Sair Petroleum

5 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify
major
minerals
found in Kenya
use the map Of Kenya to
locate
major
minera Is
examine the
importance Of
minerals in Kenya
acknowledge the
contribution Of
mining to the
economy Of Kenya 25

Key Inquiry Questions (KIQs)

(s) How do we benefit from the minerals found in Our How does the numng In Kenya?

Teaching Resources

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

2.3 Fishing in Kenya ria Naivasha Tana and River A rhi

5 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 Fishing in Kenya ria Naivasha Tana and River A rhi.

Key Inquiry Questions (KIQs)

(s) Why is fishing important in our country ?
a) b) c) d) identify main inland fishing grounds in locate main inland fishing grounds in explain contribution Of fishing to the economy of Kenya, recognise fishing as an economic activity 27?

Learning Experiences

brainstorm on the main inland fishing grounds in Kenya using digital resources/print media
draw a map of Kenya showing the main inland fishing grounds, find out from relevant sources in groups the contribution Of fishing to the economy Of Kenya and write a summary, engage with a resource person to discuss the contribution Of fishing to the economy Of Kenya and report in class, develop mysters On the importance of fishing in Kenya and share _

Teaching Resources

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

2.4 Wildlife and Tourism in Kenya Wildlife Historical Sires Natural Sceneries

5 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify
main
tourist
attractions in Kenya
locate
main
game
reserves and
national
parks in Kenya
explain
contributions of
wildlife and
tourism to the
economy
acknowledge the
contribution of
wildlife and
tourism to the
economy of Kenya. 29

Key Inquiry Questions (KIQs)

(s) Why is wildlife important?
Wildlife and Tourism in Kenya Wildlife Historical Sires Natural Sceneries (5 lessons) Specific Learning Outcomes By the end of the substrand, the learner should be able to: a) b) c) d) identify main tourist attractions in Kenya, locate main game reserves and national parks in Kenya, explain contributions of wildlife and tourism to the economy , acknowledge the contribution of wildlife and tourism to the economy of Kenya. 29 Suggested Learning Experiences The learner is guided to: discuss and share On who is a tourist, use digital Or print resources to identify tourist attractions in brainstorm On main tourist attractions in Kenya brainstorm On the difference between a game reserve and a national park, draw a map Of Kenya and show the main game reserves and national parks (Nairobi National Park, Tsavo National Park, Amboseli National Park, Masai Mara Narioal Reserve and Kakamega Forest National Reserve)?

Learning Experiences

discuss and share On who is a tourist
use digital Or print resources to identify tourist attractions in brainstorm On main tourist attractions in Kenya brainstorm On the difference between a game reserve and a national park
draw a map Of Kenya and show the main game reserves and national parks (Nairobi National Park, Tsavo National Park, Amboseli National Park, Masai Mara Narioal Reserve and Kakamega Forest National Reserve)

Teaching Resources

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

2.5 Sub-strand 45

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 45.

Key Inquiry Questions (KIQs)

Inq uiry Question(s) Why is important in development?

Learning Experiences

brainstorm the meamng Of use digital Or print resources to find out the main early means of transport (human porterage, pack animals, logging/log and boats, rafts) and share in class, sketch the early means of transport and present in class, share information about modern means of translx»rt in Kenya
use digital Or print resources to identify modern means Of transport in Kenya
write down modern means Of transport identified and share m class
draw the road signs in Kenya and display them in class

Teaching Resources

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

2.6 Sub-strand 48

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 48.

Key Inquiry Questions (KIQs)

Qu estio n(s) Why is important?

Learning Experiences

use digital or print resources to find out the main early forms of communication and share in class
sketch the early forms Of communication and present in class, discuss modern means of communication using appropriate media, discuss modern means of communication in Kenya using digital resources/ print media, draw different modern means of communication and display in class

Teaching Resources

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

2.7 Sub-strand 53

6 Suggested LessonsTerm 2

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)

Questi on(s) Why are traditional leaders important in the?

Learning Experiences

brainstorm leadership qualities Of the selected traditional leaders in Kenya obsen
e pictures of selected traditional leaders in Kenya using appropriate media, gather information in groups, and a write-up on the contributions of selected traditional leaders in Kenya, illustrate the contributions Of selected traditional leaders in Kenya using charts and display in class, collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya, draw, colour and display in class pictures Of selected traditional 40

Teaching Resources

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

Strand 3.0

Political Systems

1 Sub-strand5 Lessons in Term 2

3.1 Early forms of Go vernm ent in Kenya A meru

5 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 Early forms of Go vernm ent in Kenya A meru.

Key Inquiry Questions (KIQs)

(s) How were communities ruled in the past?
a) b) c) d) describe early forms Of government among selected communities in Kenya, compare early forms Of government of the Maasai and Ameru, apply best practices from early forms of government among selected communities in Kenya to modern governance, appreciate the importance of early forms of governance in Kenya?

Learning Experiences

brainstorm in pairs On forms Of government in their community and share in class
use digital or print resources to describe early forms Of go vernment, find out from the library or relevant sources the early forms of government among the Maasai and Ameru and present their findings in class, develop a chart to illustrate the differences and similarities in early forms of go vemment among the Maasai and the A meru, create a Simple journal on best practices from early forms of government among the Maasai and the Ameru

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 1View Term 1 →

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 2Current

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 2

Download complete, editable schemes of work and explore strands for all learning areas in Grade 5.

Agriculture (Term 2)Science & Technology (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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 2

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

In Term 2, Grade 5 Social Studies covers the following main strands: People and Social Organisations, Resources and Economic Activities Strand Resources and Activities, Political Systems. 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 Social Studies 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 Social Studies 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.