2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons10 Strands in Term 1

Grade 6 Arabic 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 6 Arabic Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 Arabic 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 6 Arabic in Term 1.

Class / Grade: Grade 6
Learning Area: Arabic
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 6 Arabic 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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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)

Curriculum Design & Content

Grade 6 Arabic Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 6 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

1.1 Sub-strand 13

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 13.

Key Inquiry Questions (KIQs)

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

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

Strand 2.0

Listening and Speaking

2 Sub-strands12 Lessons in Term 1

2.1 Sub-strand 15

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 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?

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

2.2 Sub-strand 17

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 17.

Key Inquiry Questions (KIQs)

L How can you Improve your listening skills?

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

Strand 3.0

Listening and Speaking

1 Sub-strand6 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:

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?

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

Strand 4.0

Listening and Speaking

1 Sub-strand6 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:

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 ?

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

Strand 5.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

5.1 Sub-strand 23

6 Suggested LessonsTerm 1

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?

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

Strand 6.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

6.1 Sub-strand 25

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 25.

Key Inquiry Questions (KIQs)

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

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

Strand 7.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

7.1 Sub-strand 27

6 Suggested LessonsTerm 1

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?

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

Strand 8.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

8.1 Language Use Listening

6 Suggested LessonsTerm 1

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?

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

Strand 9.0

Reading

1 Sub-strand6 Lessons in Term 1

9.1 Sub-strand 33

6 Suggested LessonsTerm 1

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

Strand 10.0

Reading

1 Sub-strand6 Lessons in Term 1

10.1 Sub-strand 35

6 Suggested LessonsTerm 1

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?

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

Grade 6 Arabic Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 6 Arabic showing the term-by-term distribution of all 19 strands.

Term 1Current

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

Term 2View Term 2 →

Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing

Term 3View Term 3 →

Writing

Other Grade 6 Schemes of Work for Term 1

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

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)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

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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 6 Arabic Term 1

What strands and sub-strands are covered in Grade 6 Arabic Term 1?

In Term 1, Grade 6 Arabic covers the following main strands: 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. 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 6 Arabic 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 6 Arabic 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.