2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons10 Strands in Term 2

Grade 6 Arabic 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 6 Arabic Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 Arabic 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 6 Arabic in Term 2.

Class / Grade: Grade 6
Learning Area: Arabic
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 6 Arabic Term 2 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.

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	Reading	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) vocabulary b) from a c) reading	1. How can you show love to your family members?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) text b) infer c) meaning of	1. How can you show love to your family members?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) words b) from	1. How does vocabulary help in language acquisition?	- take turns to make Sentences using the vocabulary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) context b) appreciate c) vocabulary	1. How does vocabulary help in language acquisition?	- take turns to make Sentences using the vocabulary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) read b) simple	1. Why is it important to read correctly?	- work jointly to identify school property from a digital device	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) sentences b) fluently c) appropriate	1. Why is it important to read correctly?	- work jointly to identify school property from a digital device	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) speed to b) read	1. Why is it important to read correctly?	- work jointly to identify school property from a digital device	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) simple b) texts for c) fluency	1. How does reading speed enhance fluency?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 37	By the end of the sub strand, the learner should be able to; a) develop b) interest in	1. How does reading speed enhance fluency?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 39	By the end of the sub strand, the learner should be able to; a) identify b) vocabulary c) related to the	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Sub-strand 39	By the end of the sub strand, the learner should be able to; a) theme b) from a c) written	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 39	By the end of the sub strand, the learner should be able to; a) text b) answer c) direct and	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 39	By the end of the sub strand, the learner should be able to; a) inferential b) questions c) from a	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 39	By the end of the sub strand, the learner should be able to; a) text for b) comprehension c) develop	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 41	By the end of the sub strand, the learner should be able to; a) identify fami liar words from a given text	1. Questi s I _ How do you spend your free time?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Arabic Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 6 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

1 Sub-strand6 Lessons in Term 2

1.1 Sub-strand 35

6 Suggested LessonsTerm 2

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.

Strand 2.0

Reading

1 Sub-strand6 Lessons in Term 2

2.1 Sub-strand 37

6 Suggested LessonsTerm 2

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?

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

Strand 3.0

Reading

2 Sub-strands12 Lessons in Term 2

3.1 Sub-strand 39

6 Suggested LessonsTerm 2

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

3.2 Sub-strand 41

6 Suggested LessonsTerm 2

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?

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

Strand 4.0

Reading

1 Sub-strand6 Lessons in Term 2

4.1 Sub-strand 43

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 43.

Key Inquiry Questions (KIQs)

L How does adding expression make reading better?

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

Strand 5.0

Reading

1 Sub-strand6 Lessons in Term 2

5.1 Sub-strand 45

6 Suggested LessonsTerm 2

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?

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

Strand 6.0

Reading

1 Sub-strand6 Lessons in Term 2

6.1 Sub-strand 47

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 47.

Key Inquiry Questions (KIQs)

How can we take care of our environment ?

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

Strand 7.0

Reading

1 Sub-strand6 Lessons in Term 2

7.1 Sub-strand 49

6 Suggested LessonsTerm 2

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?

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

Strand 8.0

Writing

1 Sub-strand6 Lessons in Term 2

8.1 Sub-strand 53

6 Suggested LessonsTerm 2

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?

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

Strand 9.0

Writing

1 Sub-strand6 Lessons in Term 2

9.1 Sub-strand 55

6 Suggested LessonsTerm 2

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 ?

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

Strand 10.0

Writing

1 Sub-strand6 Lessons in Term 2

10.1 Sub-strand 57

6 Suggested LessonsTerm 2

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 ?

Learning 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 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 1View Term 1 →

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 2Current

Reading
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing

Term 3View Term 3 →

Writing

Other Grade 6 Schemes of Work for Term 2

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

Agriculture (Term 2)Science & Technology (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (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 6 Arabic Term 2

What strands and sub-strands are covered in Grade 6 Arabic Term 2?

In Term 2, Grade 6 Arabic covers the following main strands: Reading, Reading, Reading, Reading, Reading, Reading, Reading, Writing, Writing, Writing. 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 6 Arabic 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 6 Arabic 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.