2026 KICD CBC Curriculum Design19 Strands · 28 Sub-strands168 Suggested Lessons

Grade 6 Arabic Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 6 Arabic. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 Arabic Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 Arabic under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 19 Strands
Annual Lessons: 168 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 Arabic Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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	Listening and Speaking	Sub-strand 13	-	1. uestio s I . Why do we greet one anoth er?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 13	-	1. uestio s I . Why do we greet one anoth er?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 13	-	1. uestio s I . Why do we greet one anoth er?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 13	-	1. How does pronunciation affect fluency?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 13	-	1. How does pronunciation affect fluency?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 13	-	1. How does pronunciation affect fluency?	- work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 15	-	1. How can you show love to your family members ?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 15	-	1. How can you show love to your family members ?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 15	-	1. How can we listen to texts attentively?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 15	-	1. How can we listen to texts attentively?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 15	-	1. c) pronounce words from minimal pairs with accuracy , identify vocabulary on nuclear fami Iy members from an oral text for informati on, appreciate attent ive listening in communication for lifelong learning?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 15	-	1. c) pronounce words from minimal pairs with accuracy , identify vocabulary on nuclear fami Iy members from an oral text for informati on, appreciate attent ive listening in communication for lifelong learning?	- listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 17	-	1. L How can you Improve your listening skills?	- The learner is guided tcy participate in conversations related to the facilities in the school surrounding, listen attentively to an audio recording on words with nunation ( Tan , work jointly to practice pronouncing the target words correctly, answer questions related to care of school property, team up to prepare class rules and instructions on how to care for school property, play a language game involving giving and responding to instructions e.g. the 'simon says' Ian	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 17	-	1. L How can you Improve your listening skills?	- The learner is guided tcy participate in conversations related to the facilities in the school surrounding, listen attentively to an audio recording on words with nunation ( Tan , work jointly to practice pronouncing the target words correctly, answer questions related to care of school property, team up to prepare class rules and instructions on how to care for school property, play a language game involving giving and responding to instructions e.g. the 'simon says' Ian	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 17	-	1. L How can you Improve your listening skills?	- The learner is guided tcy participate in conversations related to the facilities in the school surrounding, listen attentively to an audio recording on words with nunation ( Tan , work jointly to practice pronouncing the target words correctly, answer questions related to care of school property, team up to prepare class rules and instructions on how to care for school property, play a language game involving giving and responding to instructions e.g. the 'simon says' Ian	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Arabic Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

1 Sub-strand6 Lessons

1.1 Sub-strand 13

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 13.

Key Inquiry Questions (KIQs)

uestio s I . Why do we greet one anoth er?
How does pronunciation affect fluency?

Suggested Experiences

work jointly to pronounce sounds and words from a given display, collaborate with peers to articulate sounds using Arabic signs (harakat) , e.g. farha, kasra, dhama, sukun listen to Arabic greetings and basic introductions from a recording , work jointly to pick Out phrases LBed in greetings and introduction e. g. good morning good afternoon, good emening. collaborate with peers to role play a greeting and introduction session to introduce themselves and

Teaching Resources

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

Strand 2.0

Listening and Speaking

2 Sub-strands12 Lessons

2.1 Sub-strand 15

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 15.

Key Inquiry Questions (KIQs)

_ How can you show love to your family members ?
_ How can we listen to texts attentively?
b) c) pronounce words from minimal pairs with accuracy , identify vocabulary on nuclear fami Iy members from an oral text for informati on, appreciate attent ive listening in communication for lifelong learning?

Suggested Experiences

listen to an audio recording On minimal pairs and articulate the words accurately, team up to record each other articulating the words , organise the voice recordings recorded in a digital portfolio, work jointly to identify vocabulary related to names of nuclear family members from an audio recording, collaborate with peers to build a vocabulary bank On thematic

Teaching Resources

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

2.2 Sub-strand 17

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 17.

Key Inquiry Questions (KIQs)

L How can you Improve your listening skills?

Suggested Experiences

The learner is guided tcy participate in conversations related to the facilities in the school surrounding, listen attentively to an audio recording on words with nunation ( Tan , work jointly to practice pronouncing the target words correctly, answer questions related to care of school property, team up to prepare class rules and instructions on how to care for school property, play a language game involving giving and responding to instructions e.g. the 'simon says' Ian

Teaching Resources

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

Strand 3.0

Listening and Speaking

1 Sub-strand6 Lessons

3.1 Sub-strand 19

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

use appropriate emphasis and intonation In pronouncing words
answer direct questions On months of the year correctly
appreciate the value of time management in daily life

Key Inquiry Questions (KIQs)

Questio s How can the months of the year help us in organizing school activ ities?

Suggested Experiences

listen attentively to a presentation on letters emphasizing shaddah, work jointly to practice pronouncing words using appropriate intonation e. g sahhurah. Allah. baddah collaborate to answer direct questions on months of the year, work jointly to compose a song on months of the year and activities carried out in the various months, present the song dunng interclass festivals

Teaching Resources

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

Strand 4.0

Listening and Speaking

1 Sub-strand6 Lessons

4.1 Sub-strand 21

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify
games and
sports
from an
oral
text
describe
games and
sports
using
simple
sentences and
phrases
appreciate the
importance of
listening
skills _

Key Inquiry Questions (KIQs)

Questi s I _ How do games and SIN'rts help?
How do we express our likes and dislikes in sentences ?

Suggested Experiences

listen attentively to an oral presentation about sports and work jointly to identify various sports and games from the presentation
take turns to repeat words related to the theme while focusing on long vowels (madda) orally, conduct a discussion forum to describe games and Sly»rts using simple sentences (begin, I like//ove._.._., I don i like/love._.-.), team up to compose a singing rhyme on common games and

Teaching Resources

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

Strand 5.0

Listening and Speaking

1 Sub-strand6 Lessons

5.1 Sub-strand 23

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce words related to the theme accurately
use appropriate pronunciation and

Key Inquiry Questions (KIQs)

How can you enhance your speaking skill?

Suggested Experiences

listen to a presentation On food preferences from a digital device and answer the questions, work jointly to pronounce the words identified from the presentation accurately, conduct a conversation in pairs using vocabulary related to food preferences e.g I like rice rhan ugali, I don like chips team up to peer assess each other's presentation for correct nunciation and intonation

Teaching Resources

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

Strand 6.0

Listening and Speaking

1 Sub-strand6 Lessons

6.1 Sub-strand 25

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 25.

Key Inquiry Questions (KIQs)

I. How do you take care of your body?
Why should we observe etiquette in conversat ions ?

Suggested Experiences

work jointly to pick Out polite words used to interrupt politely in the conversation, practice pronouncing words while focusing on makhariju huruf(phonetics) , work jointly to hold a discussion forum on general body groonung practices while using polite words to interrupt where necessary, work jointly to conduct a debate session while applying etiquette and turn takin

Teaching Resources

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

Strand 7.0

Listening and Speaking

1 Sub-strand6 Lessons

7.1 Sub-strand 27

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

appropnat e
pronunciation and
intonation to
describe
weather
conditions
respond to
simple
questions
correctly
develop
interest in
speaking
fluently in the Arabic
language

Key Inquiry Questions (KIQs)

Questio s I . How can we take care of our immediate envi ronment?
Why do we use Imitative speaking to learn languages?

Suggested Experiences

team up to describe weather conditions using appropriate pronunciation and intonation, listen keenly to a presentation On weather conditions, work with peers to answer questions based on the presentation, play a language game involving describing weather patterns using non-verbal cues and have peers guess the weather condition lied

Teaching Resources

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

Strand 8.0

Listening and Speaking

1 Sub-strand6 Lessons

8.1 Language Use Listening

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

recognise
objects
from an
oral
text
describe
positions of
objects in
relation to
others for
comprehension
appreciate
speaking
skills to
convey
information
accurately

Key Inquiry Questions (KIQs)

I _ How can you Improve your speaking skill?
Why does the position of objects affect their descript ion?

Suggested Experiences

share tasks with peers to identify objects in their environment, describe the position of each of the objects in relation to another using words like next to, opposite, in front of, near
acmss, work jointly to demonstrate various positions or locations in relation to other school facilities e.g. behind the library, near the staffroom, watch a video about areas in the environment and use the correct vocabulary to locate them in play the treasure hunt game with peers to locate objects in the surroundin

Teaching Resources

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

Strand 9.0

Reading

1 Sub-strand6 Lessons

9.1 Sub-strand 33

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

recognise signs (harakat) in words and phrases on familiar topics
read simple sentences on basic introductions using approp riate intonation
develop interest in reading Arabic

Key Inquiry Questions (KIQs)

Questi s The learner is guided to: I _ Why is work jointly to pick Out the signs greeting important in (harakat) in words and phrases, practice pron ouncing words with the society?
How can One read Arabic words using the ensure they correct signs (harakat) from a read fluently?
given display, work jointly to read simple sentences on greetings and selfintroduction using appropriate intonation, practice reading a variety of short texts at home _?

Teaching Resources

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

Strand 10.0

Reading

1 Sub-strand6 Lessons

10.1 Sub-strand 35

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

pick out
target
vocabulary
from a
reading
text
infer
meaning of
words
from
context
appreciate
vocabulary
building for
language
acquisition

Key Inquiry Questions (KIQs)

I. How can you show love to your family members?
How does vocabulary help in language acquisition?

Suggested Experiences

work jointly to conduct a reading session on texts related to the team up to pick out thematic vocabulary from the text, build a vocabulary bank of words identified, collaborate to infer meaning of vocabulary from context, work with peers to match meaning of words to the respective words
take turns to make Sentences using the vocabulary

Teaching Resources

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

Strand 11.0

Reading

1 Sub-strand6 Lessons

11.1 Sub-strand 37

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

read
simple
sentences
fluently
appropriate
speed to
read
simple
texts for
fluency
develop
interest in
reading Arabic for
pleasure and
understanding

Key Inquiry Questions (KIQs)

I. Why is it important to read correctly?
How does reading speed enhance fluency?

Suggested Experiences

work jointly to identify school property from a digital device
read sentences related to the theme aloud, team up to peer assess each other's reading for correct pronunciation and reading speed, compete in reading words with nunations (ranwcen) in pairs, collaborate to play a language game involving reading the same sentences aloud at various speeds, work jointly to identify the best reading speed from the speeds used

Teaching Resources

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

Strand 12.0

Reading

2 Sub-strands12 Lessons

12.1 Sub-strand 39

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify
vocabulary
related to the
theme
from a
written
text
answer
direct and
inferential
questions
from a
text for
comprehension
develop
interest in
reading Arabic
texts

Key Inquiry Questions (KIQs)

Questi s The learner is guided to I _ How can you work jointly to identify words Improve your related to months of the year from reading skills?
a reading text, 2_ How can one use a digital device to drag and pick out specific drop words to match meaning to details from a vocabulary of words related to the text?

Teaching Resources

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

12.2 Sub-strand 41

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify fami liar words from a given text
read a short passage with proper intonation and stress confidently
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

Questi s I _ How do you spend your free time?
_ How does Intonation and stress enhance fluency?

Suggested Experiences

read short familiar texts On Sports and games aloud while focusing on long vowels (madda) and work with peers to pick Out familiar words from the texts, list the vocabulary identified on flashcards
read a short paragraph with proper intonation and stress, peer assess each other's reading for fluency, conduct a reading fluency competition with Ewers to participate for enjoyment and leisure

Teaching Resources

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

Strand 13.0

Reading

1 Sub-strand6 Lessons

13.1 Sub-strand 43

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 43.

Key Inquiry Questions (KIQs)

L How does adding expression make reading better?

Suggested Experiences

work with peers to identify familiar phrases from a written text on food preferences, recite short poems aloud with the appropriate intonation and with expression to express their preferences for food and drinks, work jointly to peer assess each other 's presentation for correct expression and intonation
read level appropriate poems with correct expression, present the poems during the class exhibitions and contests

Teaching Resources

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

Strand 14.0

Reading

1 Sub-strand6 Lessons

14.1 Sub-strand 45

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

read a simple story and poem with appropriate speed for comprehensi on
pick out the main idea from a story for comprehension
develop interest in reading variety of Arabic texts for enjoyment _

Key Inquiry Questions (KIQs)

Questi s I _ Why is reading important?
How can we make reading interesting?

Suggested Experiences

conduct a reader's theatre to read stories and p€Rms about the parts of body, work jointly to build a vocabulary bank on words picked out from the texts , work jointly to identify the main idea in a text, engage in reading activities for pleasure and understanding at

Teaching Resources

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

Strand 15.0

Reading

1 Sub-strand6 Lessons

15.1 Sub-strand 47

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 47.

Key Inquiry Questions (KIQs)

How can we take care of our environment ?

Suggested Experiences

work with peers to identify words used to describe position of objects in relation to others, list the words identified on manila papers for display
use the words identified, to construct sentences related to the theme, conduct a readers' theatre to read texts related to the theme at appropriate speed, work jointly to answer questions from the text, team up to recite poems about weather conditions

Teaching Resources

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

Strand 16.0

Reading

1 Sub-strand6 Lessons

16.1 Sub-strand 49

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Library
skills R logs
identify Arabic
texts to
read for
enjoyment
create a
reading log to
track
reading
progress for
lifelong
learning
advocate for
self-paced
reading for
language
appreciation _

Key Inquiry Questions (KIQs)

I. Why do we need to keep school facilities safe?
How can we make reading an interesting activity?

Suggested Experiences

work jointly with peers to collect Arabic texts for reading, team up to create a class milli-library of Arabic texts in the class, conduct a reader 's theatre to read Arabic texts for enjoyment
prepare a reading log with details On the title, author, characters and the most interesting events, to track reading progress over time, conduct a discussion to share views on stories read with peers, display their Arabic collection of literature during the Arabic exhibition sessions _

Teaching Resources

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

Strand 17.0

Writing

1 Sub-strand6 Lessons

17.1 Sub-strand 53

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

re wnte sentences using correct word spacing
write paragraphs related to the theme neatly and legibly
develop interest in writing neatly and legibly in Arabic

Key Inquiry Questions (KIQs)

I. Why is handwriting a key aspect in writing?

Suggested Experiences

write words with correct signs (harakat), re-write sentences using correct word spacing for neatness, peer assess each other's work for neatness and legibility, team up to practice writing paragraphs with correct word spacing neatly and legibly and display in class for review
conduct a writing contest to advocate for neatness and Ie -bili

Teaching Resources

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

Strand 18.0

Writing

1 Sub-strand6 Lessons

18.1 Sub-strand 55

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

outline family member's names for comprehension, write short
paragraphs using appropriate signs (harakat), appreciate use of signs appropriately in Arabic writing

Key Inquiry Questions (KIQs)

How can you develop a good handwriting ?

Suggested Experiences

identify the family members in a typical nuclear family, place the correct signs (harakat) in given words related to family copy sentences about family members from a given display neatly and legibly, work jointly with peers to play scrabble games forming simple Arabic words related to family members, model the Arabic signs from locally available materials and present in class
write a short paragraph about members of the family using appropriate signs (harakat) in neat and legible handwriting, display the neatly written paragraphs m class for review

Teaching Resources

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

Strand 19.0

Writing

8 Sub-strands48 Lessons

19.1 Sub-strand 57

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

outline
vocabulary
based on the
theme
using
correct
spelling
construct
simple
paragraphs
with
correct
spelling for
compreh
ension
appreciate the
role of
spelling in
effective

Key Inquiry Questions (KIQs)

I. How do you take care of school property?
How does spelling affect meaning of words ?

Suggested Experiences

work jointly to list dictated vocabulary related to the theme, collaborate with Ewers to form words from a collection of jumbled up letters\characters, team up to write simple sentences, describing school property. e.g rhe once is closed today, rhe library is hig compose simple paragraphs on the theme neatly and legibly, share their well written paragraphs with peers for

Teaching Resources

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

19.2 Sub-strand 59

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 59.

Key Inquiry Questions (KIQs)

Why is it good to write legibly?
a) b) c) list the months of the year in correct sequence, construct simple sentences using acquired vocabulary, appreciate writing for effective communication?

Suggested Experiences

work in groups to list the months of the year on charts for display in class, compose a short poem On months of the year and activities carried out for each month, create sentences from a given substitution table about months of the year, team up to compete in rearranging jumbled up words to make meaningful sentences related to the work jointly to fill in blanks in sentences using correct words, collaborate to develop a creative chart showing months of the year and fix it on the class wall

Teaching Resources

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

19.3 Sub-strand 61

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 61.

Key Inquiry Questions (KIQs)

(s) How can you form a paragraph?
a) b) identify features of a we I I -developed organise a short imaginative paragraph for logical sequence, appreciate different Arabic writing styles _?

Suggested Experiences

collaborate with peers to research on the features of a well written paragraph e.g. neat and legible, well sequenced, well paragraphed, correct spe Iling, reorganise jumbled up words to form meaningful sentences, team up to compete in rearranging jumbled up sentences to form a coherent paragraph on sports and games, present their well sequenced s to the class for review

Teaching Resources

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

19.4 Sub-strand 63

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

construct simple sentences correctly
use basic descriptive words in writing simple sentences
appreciate the skill of writing for effective

Key Inquiry Questions (KIQs)

Questio s How do descriptive words enhance use of language?

Suggested Experiences

practice writing simple Sentences On food preferences legibly and neatly
identify basic words that describe foods and drinks, work jointly to make simple sentences using the descriptive words identified
make sentences from a substitution table, work with peers to use jumbled up sentences to make a sensible

Teaching Resources

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

19.5 Sub-strand 65

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

outline
vocabulary
related to the
theme for
comprehension
construct
simple
sentences to
express
feeling
using
acquired
vocabulary
develop
interest in
vocabulary
building for
language
acquisition

Key Inquiry Questions (KIQs)

(s) I _ How should we take care of our body?
Why is learning a new language key ?

Suggested Experiences

write words related to the theme from a list of dictated words, create a mind map to build a vocabulary bank of words related to the theme, fill in a crossword puzzle using thematic vocabulary
use the vocabulary identified to make simple sentences e.g., I brush my teeth even morning, conduct a language game involving rearranging jumbled words to form meaningful sentences and rearranging jumbled up sentences to form coherent

Teaching Resources

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

19.6 Sub-strand 67

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

interpret
visuals
related to the
theme for
information
summarise
information
using
visuals for
comprehension
appreciate
summary
writing as a key
skill in

Key Inquiry Questions (KIQs)

I _ How do weather patterns affect Our daily life?
Why are pictures considered to be worth a thousand words ?

Suggested Experiences

collaborate with peers to prepare a list of vocabulary related to the theme, study visuals (pictures, illustrations) related to weather and interpret the information expressed, work jointly to summarise information about the weather and environment into a picture, team up to put together pieces of a picture to form a complete and meaningful whole, conduct a Pictionary session to create visuals on various themes

Teaching Resources

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

19.7 Sub-strand 69

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify
features of
welldev
eloped
paragraph
compose a
paragraph
using
acquired
vocabulary for
effective
comm un
ication
develop
positive
attitude
towards
writing in Arabic for
enjoyment

Key Inquiry Questions (KIQs)

estio s I _ How do we take care of Our facilities?
How do we form paragraph?

Suggested Experiences

collaborate to conduct a research On the features ofa welldeveloped paragraph, work jointly to form simple Sentences from a substitution table
use think-pair-share to write simple sentences on describing school facilities from display of pictures, practice copying paragraphs legibly and neatly, compose a paragraph on the share their paragraphs with peers for review, publish their best written paragraphs in a school or public

Teaching Resources

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

19.8 Sub-strand 73

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas skills for the CSL activity
Identify resources required for the activity (locally available materials)
Stagger the activities across the term (Set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools

Teaching Resources

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

Grade 6 Arabic Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Arabic.

Term 1 Scheme13 Weeks

Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing

View Term 3

Other Grade 6 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 6.

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Mandarin Hub English Hub Kiswahili Hub Indigenous Language Hub

Explore Schemes for Other CBC Classes

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

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

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

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 6 Arabic?

The official KICD strands for Grade 6 Arabic are: Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Reading, Reading, Reading, Reading, Reading, Reading, Reading, Reading, Writing, Writing, Writing. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 6 Arabic?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 6 Arabic schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 6 Arabic?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.