2026 KICD CBC Curriculum Design13 Strands · 52 Sub-strands239 Suggested Lessons

Grade 6 English 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 English. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 English Curriculum Facts

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

Class / Level: Grade 6
Major Strands: 13 Strands
Annual Lessons: 239 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 English Term 1 Scheme Table

13-week teaching 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.

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	By the end of the sub strand, the learner should be able to; a) select words With the target sound from an oral narrati ve	1. Questio s Why should you listen keenly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) select words With the target sound from an oral narrati ve	1. Questio s Why should you listen keenly?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) use vocabulary related to the theme in correctly	1. Why should you pronounce words accurately?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive Rea ding	By the end of the sub strand, the learner should be able to; a) select appropriate reading materials in col laboration with	1. (s) l. How do you select thc books you read?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 25	-	1. Why do We enjoy reading stories and poems?	- learner is guided to:	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Sub-strand 25	-	1. Why do We enjoy reading stories and poems?	- read a poem or story and identify the characters and events	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 25	-	1. Why do We enjoy reading stories and poems?	- read a story of about 5(H) Words and predict the c vents - answer factual and inferential questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Sub-strand 25	-	1. Which stories and poems have you Comprehension strategies c) d) e) identify characters and events in a text for comprehens ion , predict events in a text accurately, answer factual and inferential questions correctly for comprehens ion , create mental images from the eva:nts in poems and stories, judge the characters or events m a story m collaboration with?	- collaborate With peers to recite a poem	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Sub-strand 27	-	1. I . Which things can you see and touch in the classroom?	- Grammar Word Classes in Use (3 lessons) Concrete Nouns Strand, the learner should	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 27	-	1. I . Which things can you see and touch in the classroom?	- Grammar Word Classes in Use (3 lessons) Concrete Nouns Strand, the learner should	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Sub-strand 27	-	1. Which things cannot be seen or to uched?	- listen to a story, conversation or poem be able to: containing abstract nouns and concrete a) identify concrete and abstract nouns from a	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Sub-strand 27	-	1. Which things cannot be seen or to uched?	- listen to a story, conversation or poem be able to: containing abstract nouns and concrete a) identify concrete and abstract nouns from a	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	writing 2.4.'' C reative Writing	By the end of the sub strand, the learner should be able to; a) possible ideas for open-endc d compos itions	1. Questio s I . How can you make your composition interesting to read?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	writing 2.4.'' C reative Writing	By the end of the sub strand, the learner should be able to; a) organise ideas in a paragraph logically	1. Questio s I . How can you make your composition interesting to read?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Sub-strand 44	-	1. b) c) d) predict events from visuals, create Images from viewed, read or heard texts, answer direct and inferential questions correctly for comprehens ion, assess the relevance of visuals in a text?	- Thc learner is guided to: read a variety of visuals related to the emergency rescue services, infer the meaning of words such as unconscious, casualty, oxygen mask, hazard, precaution, plupare, critical, escape, care, intensive care unit, watch out, from the passage, make predictions about a story based on the visuals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

Explore the complete curriculum designs for Grade 6 English. 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:

select words With the target sound from an oral narrati ve
use vocabulary related to the theme in correctly
use proverbs, fixed phrases, idioms, and metaphors with straightfor ward

Key Inquiry Questions (KIQs)

Questio s Why should you listen keenly?
Why should you pronounce words accurately?
listenin hens io?

Teaching Resources

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

Strand 2.0

Reading

15 Sub-strands68 Lessons

2.1 Extensive Rea ding

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

select appropriate reading materials in col laboration with
read a variety of materials independently for information and pleasure
use reference materials to find the required information
judge thc suitability of sample extensive readin materials. select age-appropriate reference materials from print and non-print sources, read selected reference materials independently, search for information on child labour from reference materials, compile a list ofnew words and their meaning, create a crossword puzzle from the list of new words, make notes on the information they have obtained

Key Inquiry Questions (KIQs)

(s) l. How do you select thc books you read?
Why do you read books?
able to: a) select appropriate reading materials in col laboration with b) read a variety of materials independently for information and pleasure , C) use reference materials to find the required information, d) judge thc suitability of sample extensive readin materials. select age-appropriate reference materials from print and non-print sources, read selected reference materials independently, search for information on child labour from reference materials, compile a list ofnew words and their meaning, create a crossword puzzle from the list of new words, make notes on the information they have obtained?

Teaching Resources

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

2.2 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. Why do We enjoy reading stories and poems?
Which stories and poems have you Comprehension strategies c) d) e) identify characters and events in a text for comprehens ion , predict events in a text accurately, answer factual and inferential questions correctly for comprehens ion , create mental images from the eva:nts in poems and stories, judge the characters or events m a story m collaboration with?

Suggested Experiences

learner is guided to:
read a poem or story and identify the characters and events
read a story of about 5(H) Words and predict the c vents
answer factual and inferential questions
collaborate With peers to recite a poem
summansc events m a story by retelling it in small groups
create crossword p unles using learnt vocabulary
collaborate with peers to describe characters or places in mycms or stones

Teaching Resources

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

2.3 Sub-strand 27

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 27.

Key Inquiry Questions (KIQs)

I . Which things can you see and touch in the classroom?
Which things cannot be seen or to uched?
b) use concrete and abstract nouns correctly in a variety of contexts, C) appreciate the role of concrete and abstract nouns m commumcatl on. abstract nouns from a story, conversation or poem, work with peers to construct sentences usmg concrete and abstract nouns, make sentences from a substitution table featuring concrete and abstract use a laptop, tablet, computer, manila paper, notebook, among others and create a crossword puzzle or a word search, with peers, share thc puzzle or Word search through, email, other social media platfonns, posters or the school notice?

Suggested Experiences

Grammar Word Classes in Use (3 lessons) Concrete Nouns Strand, the learner should
listen to a story, conversation or poem be able to: containing abstract nouns and concrete a) identify concrete and abstract nouns from a
collaborate to pick out concrete and

Teaching Resources

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

2.4 writing 2.4.'' C reative Writing

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

possible ideas for open-endc d compos itions
organise ideas in a paragraph logically
create an openended composition on a variety of themes
udg c a narrat1Ve composition for correctness of language and relevance of topic

Key Inquiry Questions (KIQs)

Questio s I . How can you make your composition interesting to read?
Why is it important to proofread your composition?

Teaching Resources

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

2.5 Sub-strand 44

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 44.

Key Inquiry Questions (KIQs)

a) b) c) d) predict events from visuals, create Images from viewed, read or heard texts, answer direct and inferential questions correctly for comprehens ion, assess the relevance of visuals in a text?
How can We communicate Without using Words ?
What information can we obtain from pictures?

Suggested Experiences

Thc learner is guided to: read a variety of visuals related to the emergency rescue services, infer the meaning of words such as unconscious, casualty, oxygen mask, hazard, precaution, plupare, critical, escape, care, intensive care unit, watch out, from the passage, make predictions about a story based on the visuals
create a story from visuals and retell it
collaborate With peers to judge the relevance of visuals, Watch videos, numes or cartoons and answer questions based on the texts

Teaching Resources

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

2.6 Sub-strand 53

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

O utcomes By thc end of the sub-strand, the learner should be able to:

Key Inquiry Questions (KIQs)

(s) I. Why should We read a variety of title, author, among others (fiction/ materials?
How do you identify the book you want to read?
appropriateness of a reading text, skim texts on the theme of tourist attraction sites in Kenya to find out the general idea, scan a text to find specific details such as key words, select and read an appropriate reading material based on their?

Suggested Experiences

preview a text by focusing on the

Teaching Resources

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

2.7 Intensive Reading

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

make connections between events in thc text and prior experiences
use contextual clues to infer thc meaning of vocabulary such as Words, pro verbs, fixed phrases, similes, and phrasal verbs
respond to a reading text for comprehension
acknowledge the role of reading comprehension in lifelong leaming

Key Inquiry Questions (KIQs)

Questio S Why is it important to relate eva:nts in a story to our own experience?
How can you predict what Will happen in a story or passage?

Suggested Experiences

Thc learner is guided to:
relate thc title and illustrations/picturcs With their personal
skim a text to obtain a general idea (dialogue of about 500 words)
scan a text on Work ethics for specific details
observe the cover, pictures, and read thc title to make predictions, infer thc meaning of unknown Words, similes, metaphors and fixed phrases from context
create mental images (visualise) from read, viewed, or heard text
retell events in a story/dialogue in their own words, Work with peers to make posters featuring the new Words hc or shc has
answer literal and inferential stlons

Teaching Resources

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

2.8 Extensive

Term 12 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 Extensive.

Key Inquiry Questions (KIQs)

Quest s How can you a) b) c) select appropriate reading texts from a library, read a variety of texts for general information and enjoyment, acknowledge the importance of reading widely for lifelong learning. preview thc table of contents from a book, find thc required information?
and answer oral questions, skim a text to obtain thc gist or general idea, scan a text to obtain specific informati on, select a reading text (1251-1500 Words), use a dictionary to look up the meaning of unfamiliar words, Write a summary of a text he or she has read and share it With obtain thc general idea of What a text is abo ut?
Why is it important to read many books?

Suggested Experiences

The leamer is guided to: select a reading text from a varied collection of materials or library

Teaching Resources

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

2.9 Sub-strand 80

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

select a
reading
text
from a
collection of
materials or the
library
read a
text at a
reasonable
speed for
fluency
read a
text
accurately and
with
expression
acknowledge thc
importance of
reading
fluency in
lifelong
learning

Key Inquiry Questions (KIQs)

In u Questio S . How can you Improve your reading speed?
What are some of thc feelings you show when reading a story or poem?

Teaching Resources

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

2.10 I Sentence Patterns

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish the active and passive voice in a sample text correctly
contrast the use of some given words In sentences
use active and passive volce correctly
assess sentences for correctness on the use of active and passive voice

Key Inquiry Questions (KIQs)

ui Quest S How do We change a sentence from active to passive form?

Teaching Resources

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

2.11 I Intensive Reading - Fictional and N on-fictiona I

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

make
conne
ctions
between
events in thc
text and
real
life
experiences
create
mental
images
from
viewed
heard or
read
text for
comprehensi on. respond to
texts
correctly for
comprehensi on
acknowledge the
importance of
reading
comprehension in
lifelong
learning

Key Inquiry Questions (KIQs)

(s) Why should We relate events In a text with real life, people or?
How can We predict what Will happen a text or story ?

Suggested Experiences

The leamer is guided to: predict events by studying thc title, cover or pictures In a text on lifestyle discases, picture events, characters or places in their minds
read texts of up to 500 Words related to thc selected theme, connect events in a text with an occurrence in their own life or real world events
use the image on the front cover to predict events in the infer thc meaning of unfamiliar words and expressions such as fixed phrases, idioms, proverbs and phrasal verbs, retell thc events depicted in a text in their own words

Teaching Resources

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

2.12 Sub-strand 98

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

make connections between events in a text and real life experiences
respond to a text correctly for comprehension
use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others
acknowledge thc role of reading comprehension in lifel learnin

Key Inquiry Questions (KIQs)

(s) Why should We relate events m a book to our own life experiences?
How can yo u predict thc information m a book even before you read it?

Teaching Resources

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

2.13 Sub-strand 106

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify Words, phrases and proverbs from a digital text
create mental images from viewed, heard or read text
answer direct and inferential questions correctly for comprehension
acknowledge the role of reading comprehension in lifelong learning

Key Inquiry Questions (KIQs)

What role do pictures in a book or cover play in a story?
How are digital stories different from story books?

Teaching Resources

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

2.14 I Intensive Reading

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify words, phrases, and proverbs used in a song or poem
uses stress and rhythm correctly while reading lines and words in a poem or song
respond to a reading text for comprehens ion
advocate thc importance of correct stress and rhythm in communication

Key Inquiry Questions (KIQs)

ui Question S Why arc songs and poems more enjoyable than reading a book?
How can we make a poem or song more interesting?

Suggested Experiences

participate in a reader 's theatre and read solo or choral poems, using correct stress , sing along as a video of poetry recitation or song plays with thc lyrics provided, using the correct rhythm, identify Words, phrases, and proverbs used in the song or poem, make predictions about events in a poem on environmental conservation by observing the picture or title
answer direct and inferential questions from a comprehension passage
create mental images by viewing Ictures or events In a

Teaching Resources

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

2.15 Sub-strand 125

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

select appropriate reading texts from print or digital collections
read a variety of print or digital texts for enjoyment and genera I under standi ng
appreciate thc Importance of extensive reading in lifelong learning

Key Inquiry Questions (KIQs)

u Questions Why do We enjoy reading some materials but not others?
How do you obtain information from a newspaper, book, or magazine quickly ?

Suggested Experiences

skim vanous texts to find out the general idea, scan a text to find specific details such as key words
read a variety of texts of about 1251 to 15(H) words from newspaper, magazines, gradeappropriate digital/print texts, as Well as articles, collaborate with peers to establish a class library
read print and non-print materials (websites and blogs) independently
read newspapers, magazines poems, and class readers on read digital versions of newspapers and magazines for information

Teaching Resources

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

Strand 3.0

Writing

11 Sub-strands48 Lessons

3.1 Sub-strand 20

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

record specific details on forms to convey informati on
design a form to provide the required informati on
advocate the importance of filling forms

Key Inquiry Questions (KIQs)

(s) Thc learner is guided to: I _ Why do We fill discuss different types of fonns forms?
_ Why is it important they have filled in groups, Work jointly to search for relevant sample forms from the internet, download relevant forms and fill them, fill in thc basic details, personal information, and the Why details in a form, design a form With basic, personal, and why details in small to fill forms accurately and correctly?

Teaching Resources

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

3.2 Fu n ctional Writing

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify the key
features of a
formal
letter
create a
formal
invitation
letter
using the
correct
format
judge a
formal
letter for
correctness of
language and
relev ance_

Key Inquiry Questions (KIQs)

Quest" I . Why do you Write letters?
Which kinds of letters do you write?

Teaching Resources

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

3.3 Creative W riting

Term 13 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 Creative W riting.

Key Inquiry Questions (KIQs)

(s) Why should We organise ideas In our compositions?
How can you make your Writing interesting ?
a) b) c) d) plan a narrative composi tion collaborati v c ly, organise ideas coherently, clearly, and logically for Writing fl ucncy, create a narrat1Ve compos' oon on a variety of topics. judge a narrative composition for correctness of language, relevance of the topic and organisation of ideas?

Suggested Experiences

Thc learner is guided to: identify the parts of a narrative composition
Work with peers to plan a narrative composition of about 160-200 words, read sample narrative compositions with peers and critique them for: - correctness of language - flow or organi sation of ideas - relevance to thc topic - creativity use the steps of the Writing process to create a narrative composition of about ( 160 - 200 words), on tourist attraction Sites
use appropriate fixed phrases such as: catch

Teaching Resources

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

3.4 Listening 1.1 and Speaking unciation ocabulary

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify Words and
phrases
with thc
sounds /f/, /v/ and /ao/
vocabulary
related to the
theme in
sentences
correctly
apply
stress and Intonation I n
questions
statements
exclamatory
sentences
value the
importance of
stress and
intonation in
sentences

Key Inquiry Questions (KIQs)

(s) Why do We put s on some Words and not o thers?
_ How can you Vary your voice to convey different meamngs?

Suggested Experiences

say sounds, words, phrases, and sentences with thc sounds if', "v/ and /ao/, say tongue twisters With thc sounds if/ and Ivy' and J'ao/
Watch a video of a dialogue on work ethics and imitate the use of stress and intonation by the speakers, recite a choral verse, with sing songs featuring stress and intonation, form sentences using the following expressions: fixed

Teaching Resources

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

3.5 Creative Writing

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

plan a composition in preparation for writing
use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication
create a pictorial composition from visuals
judge a pictorial composition for relevance of topic, correctness of language, and creativity

Key Inquiry Questions (KIQs)

_ How can you make others Want to read your composition?
What information do wc obtain from pictures or visuals?

Teaching Resources

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

3.6 Mechanics Of writing

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Out comes By thc end of the sub-strand, the learner should be able to:

Key Inquiry Questions (KIQs)

(s) Why should We punctuate our speech or writing correctly ?
Which punctuation marks do you use frequently?
a) b) c) identify the comma and double quotation marks in a use the comma and thc double quotation marks correctly in oral and written collaborate With peers to determine thc correct use of thc comma and thc double quotation marks?

Suggested Experiences

Thc learner is guided to: collaborate to identify sentences in which thc comma and thc double quotation marks have been used, recite a poem on scientific innovations paymg attention to the use of the comma and the double quotation marks, listen to an oral presentation and answer questions, form sentences from a substitution table, Work with peers to construct and punctuate sentences correctly, create a poster or power pomt presentation and display the Work to another group, listen to a dictation of sentences
Write the sentences and punctuate iatcl

Teaching Resources

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

3.7 Listening 8.1.1 and Speaking

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

explain the di ffcrcncc between riddles and pro verbs
pronounce sounds , words, and phrases related to the thc me accurately
use words and expressions such as idioms, fixed phrases, phrasal

Key Inquiry Questions (KIQs)

uestio s Why do We tell riddles and pro verbs?
Which are some of thc proverbs you know?

Teaching Resources

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

3.8 Sub-strand 110

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identi fy
synonyms and
anto
nyms
correctly for Writing flu
ency
synonyms and
antonyms
correctly in
sentences
advocate the use of a
rich
vocabulary in

Key Inquiry Questions (KIQs)

(s) _ How do you tell thc mcamng of unfamiliar Words?
Which arc some of thc words with same or opposite meaning?

Suggested Experiences

The leamer is guided to: listcn/watch a video recording on in-door games and identify Words with synonyms and antonyms, orm sentences using synonyms and antonyms
identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle, play their work on posters

Teaching Resources

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

3.9 Sub-strand 120

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify all the components of a personal journal
use the correct format to create a personal journal
judge the correctness, relevance to thc topic and the format of a r sonal ournal

Key Inquiry Questions (KIQs)

Why do We keep journals and diaries?
_ How do you record important occasions or dates in your life?

Suggested Experiences

Thc learner is guided to: identify all the components of a personal journal
read a sample personal journal, create a personal journal for seven days, peer-edit thc personal journals, different pairs exchange their journals for editing, revise personal journals, display the personal journals in

Teaching Resources

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

3.10 Mechanics 0 Writing

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

O u tcome By thc end of the sub-strand, the learner should bc able to:

Key Inquiry Questions (KIQs)

a) b) c) d) recognise affixes used to change the form and meaning of w ords, form new words using prefixes and suffixes, spell words correctly for writing fluency, determine thc correctness and appropriateness of affixes used in various The leamer is guided to: identify words with prefixes and suffixes and use them to create puzzles and share with form Words using prefixes and amxcs, match Words With their appropriate affixes (-un, -Cian, Sion, - tion), use mind maps to generate a list of related words and changc their form by adding affix c s, create a crossword puzzle using the words the have encrated?
Why is it difficult to spell some words ?
How can We better at spelling?

Teaching Resources

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

3.11 Sub-strand 136

Term 26 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 2) Implementation of CSL Activity Assigning roles to learners. Ensure every leamer actively participates in the activity observe learners as they carry Out the CSL activity and record feedback
Use an appropriate assessment tool to assess both the process and the product (assess learner's Work from the beginning to the end product) Assess the targeted core competencies, values and subject skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session With learners on the integrated CSL activity undertaken by discussing the following: what went well and why? what did not go well and Why? what can be done differently next time? what the have learnt ?

Teaching Resources

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

Strand 4.0

Listening and Speaking

2 Sub-strands9 Lessons

4.1 Pronunciation List ening c o mprehension

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify
proverbs
from a
text for
effective c o mm
unication
listen for the
rnain
idea and
specific
details
from a
text
words and
expressions
such as
similes
metaphors and
proverbs
containing
selected
sounds
correctl

Key Inquiry Questions (KIQs)

Why should you pronounce W Ords correctly ?
Why do We proverbs?
a) b) c) identify proverbs from a text for effective c o mm unication, listen for the rnain idea and specific details from a text, use words and expressions such as similes, metaphors and proverbs containing selected sounds correctl?

Teaching Resources

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

4.2 Sub-strand 112

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

listen for specific detai Is such as sounds words and expressions for effective oral communication
make oral presentations such as speeches accurately, with minimal hesitations and with expressions
use non-verbal cues appropriately to enhance fluency

Key Inquiry Questions (KIQs)

tion S Why should you speak at the right speed, accurately, and with expression?
How do our faces, hands, and eyes help us better?

Teaching Resources

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

Strand 5.0

Listening and Speaking

6 Sub-strands24 Lessons

5.1 Pronunciation and Vocabulary

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce Words With target sounds correctly
use polite Words and m a vanety of contexts
use a variety of similes, proverbs, idioms and fixed phrases in oral communication

Key Inquiry Questions (KIQs)

Questio s Why should We use polite words and phrases in a c on-versation?

Teaching Resources

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

5.2 Pronunciation Vocabulary

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

select words With thc target sound /oa/ from a text
use appropriate Words, similes and proverbs with straight forward mcamngs in day-today communication
distinguish nouns, verbs and adjectives by stressing syllables correctl

Key Inquiry Questions (KIQs)

Qu es tion(s) Which words have thc same spelling but say words with same spelling but different meanings?
Work with peers to distinguish verbs, nouns and adjectives on thc basis of stress, for example, extract/cxtract, perfect 'perfect, listen to a story related to an emergency and pick out words such as red cross, ambulance, emergency, flying doctors, rescue, security, epidemic, amputate, aid, stroke, different meanings ?
Why is it important to Words accurately?

Suggested Experiences

The leamer is guided to: pronounce words containing the sound /oa/

Teaching Resources

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

5.3 Pronunciation Interactive Listening

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

articulate
sounds
correctly for
communication
clarity
seek
clarification
during a two-way con
versation to eXpress
different
moods in
oral
contexts
interrupt
appropriately
during a
conversation. use
appropriate
words and
expressions
such as

Key Inquiry Questions (KIQs)

_ How do you interrupt a politely during a conversation?
_ What c motions or feelings do We show on our faces When talking?

Suggested Experiences

Thc learner is guided to: practise saying thc sounds: In/ as in, of, on, from, lot
hot, /o:/ as in door, sort, short, ball, call, or among others, show moods such as happiness, surprise, sadness, regret, and pain, among others, when seeking clari ficati o n, take turns and interrupt appropriately during con u:rsatlons , role play short interviews, Watch partial dialogues on video, the com er, tablets

Teaching Resources

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

5.4 Sub-strand 86

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

phrases and sentences with the target so unds
use words and expressions such as idioms, proverbs and similes related to thc theme in sentences correctly

Key Inquiry Questions (KIQs)

Inq uiry Question(s) I Why should you speak accurately and without hesitations?
What is the importance of showing thc right feelings When reciting a poem or telling?

Teaching Resources

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

5.5 Sub-strand 96

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify
words With thc
sound in an
oral
text
turn
taking and
polite
interruption
during a
conversation
eXpress
appropr
latc
moods
during a
conversation
advocate the
importance of
polite
interruption
holiday
as in yam and lea/ as in air
from an
audio
text, 2. listen to a
text on
proper use of
leisure
time and say
words and
phrases
with the
sound 'W
take
turns
during
short
interviews
debates and
discuss Ions on
appropriate
topics
interrupt
appropriately
during a
class
discussion
interview or
debate
perform a
choral Verse (about six
stanzas or
conversational
take
turns in a con
versati on? What are
some of thc
moods/feelings We can
show
during a
conver
sation?

Key Inquiry Questions (KIQs)

Why should We a) b) c) d) identify words With thc sound in an oral text, use turn taking and polite interruption during a conversation, eXpress appropr latc moods during a conversation, advocate the importance of polite interruption holiday, as in yam and lea/ as in air, from an audio text?
listen to a text on proper use of leisure time and say words and phrases with the sound 'W, take turns during short interviews, debates and discuss Ions on appropriate topics, interrupt appropriately during a class discussion, interview or debate, perform a choral Verse (about six stanzas or conversational take turns in a con versati on?
What are some of thc moods/feelings We can show during a conver sation?

Teaching Resources

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

5.6 Pronunciation and Intensive Listening

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific sounds, words , phrases, and sentences from a
listen to a short text and rewrite it accurately
use expressions such as similes, proverbs, fixed phrases idioms and metaphors in

Key Inquiry Questions (KIQs)

uestio s I . Why should We listen carefully?
What is the function of similes and proverbs in?

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 35

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify new Words In a text for comprehension
answer direct and inferential questions for comprehension
infer thc m caning of Words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues
advocate the need to read intensively for lifelong learning

Key Inquiry Questions (KIQs)

How do you obtain information from a Why do you need to infer thc meaning of un familiar Words ?

Suggested Experiences

skim and scan a text for specific information
read a text of up to 500 Words on etiquette, answer direct and inferential questions
use contextual clues such as synonyms and antonyms as Well as neighbouring words to infer the meaning of fixed phrases, similes, metaphors, idioms, pmverbs and phrasal verbs
use a dictionary to check the meaning of unfamiliar words, collaborate to create a crossword puzzle using vocabulary from the text

Teaching Resources

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

Strand 7.0

Grammar in Use

8 Sub-strands39 Lessons

7.1 Sub-strand 37

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify correlative conj unctions in an oral or written text
use correlative conjunctions correctly in oral and written commun on
use the pattern show... nominal.. h ow/whcrc/who in sentences
acknowledge the importance of using Well-formed sentences m commumcat10 n

Key Inquiry Questions (KIQs)

Which words do We use hen making a choice cn two things?

Teaching Resources

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

7.2 Word Classes

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify relative and indefinite pronouns in a text
use relative and indefinite pronouns correctly in oral and written
judge the correctness of sentences featuring relative and indefinite pronouns from Var lous texts

Key Inquiry Questions (KIQs)

uesti0 s Which Words do we use to refer to people or things without saying who or what they are exactly?

Suggested Experiences

identify relative pronouns such as
which ' Who, '
whom, ' and
whose ' from a text, construct sentences using relative pronouns, complete sentences on emergency rescue services featuring relative pronouns, use indefinite pronouns such as anyone, anything everybody, evenone, everything, nobody, somebody, and someone from a text, complete a crossword puzzle featuring thc words: red cmss, ambulance, emergency, flying doctors one way, two way, dual carriage way guard rails, culverts, form sentences using indefinite pronouns, nouns and thc words red cross, ambulance, emc , fl in

Teaching Resources

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

7.3 Phrasal Quantifiers

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

recognise phrasal quantifiers in oral and Written contexts
use phrasal quantifiers with countable and uncountable nouns correctly
judge thc correctness of phrasal quantifiers in sc n tenccs

Key Inquiry Questions (KIQs)

I. How do w c tell countable nouns from uncountab le ones?
Which words are used to show the amount of something ?

Teaching Resources

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

7.4 Sub-strand 91

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identi fy adverbs in oral and written texts
use adverbs to eXpress different meanings correctly
judge the appropriateness of adverbs used in oral and written texts

Key Inquiry Questions (KIQs)

pick out different adverbs from print texts or thc internet in small collaborate With IRers to judge the correctness of sentences featuring adverbs. form sentences using adverbs, create a poem or story using different types of adverbs, create and solve crossword puzzles usin adverbs. How do We show Where, how, when and how many times an action occurs?
What arc some of the words you could use to talk more about an?

Teaching Resources

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

7.5 Sub-strand 100

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify conj unctlons in a text
use conjunctions correctly in varied con texts
judge the appropriateness of conj unctions used in sentences

Key Inquiry Questions (KIQs)

Questio S How do you join two or more sentences?

Teaching Resources

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

7.6 Writing Creative Writing

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify key
points
about an
event
such as a
wedding
ceremony
football
match and
dance
among 2. others
suggest
people
events
places or
objects
that can bc
described in
plan a
descriptive
composition of
about 160-2(H) words
select and use
appropriate
expressions
such as
proverbs and
idioms in a
composition
collaborate to
write thc
introductory
paragraph of the
descriptive
composition
complete the
descriptive
sitlon. We use to
describe
objects
people or
events? How can We
make our
descriptions
more
interesting?

Key Inquiry Questions (KIQs)

(s) What words do (2 lessons) b) Descriptive Compasirions c) d) identify key points about an event such as a wedding ceremony, football match and dance, among?
others, suggest people, events, places or objects that can bc described in plan a descriptive composition of about 160-2(H) words, select and use appropriate expressions such as proverbs and idioms in a composition, collaborate to write thc introductory paragraph of the descriptive composition, complete the descriptive sitlon. We use to describe objects, people or events?
How can We make our descriptions more interesting?

Teaching Resources

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

7.7 Sub-strand 108

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify interrogatives in print or digital texts
use interrogatives correctly to express different meanings
assess the appropriateness of interrogatives used in print and digital texts

Key Inquiry Questions (KIQs)

u Question S How do you form questions?
Why do We ask questions?

Teaching Resources

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

7.8 I Question Tags

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify question tags from a print or digital text for informati on
form question tags from verbs to be, verbs to have, verbs to do and modals
use question tags correctly in oral and Written texts
appreciate thc importance of Wellformed sentences in commun Icatl on

Key Inquiry Questions (KIQs)

What is a question tag?
How do we form question tags?

Teaching Resources

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

Strand 8.0

Writing

3 Sub-strands15 Lessons

8.1 Sub-strand 39

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify numerals, common abbre viations and acronyms from a text
compose a story incorporating acronyms, abbre viations and numerals
use similes, proverbs, metaphors and idioms With straight forward meanmgs m a compos It Ion
judge correctness of abbrev iations, numerals and acronyms used in a

Key Inquiry Questions (KIQs)

I _ Why do we use abbreviations and ac rony ms?
How do we Write numerals ?

Teaching Resources

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

8.2 Creativ e Writing

Term 33 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 Creativ e Writing.

Key Inquiry Questions (KIQs)

(s) Why is it important to plan your composition?
What makes a compos 10 on interesting ?

Suggested Experiences

collaborate to use thc Writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-2(H) words)
identify idioms, proverbs, and similes from an oral or Written use appropriate Words and expressions such as fixed phrases: similes, idioms phrasal verbs and metaphors in their writing, display their compositions in class, on charts, school magazine, noticeboard and blogs, among others , complete a gap-filling exercise involving similes, proverbs, and idioms

Teaching Resources

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

8.3 Sub-strand 93

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify grade appropri atc hyphenated Words from a written text
use grade appropri atc hyphenated Words correctly for clarity of meaning
judge sentences for correctness of language, and use of thc hyphen

Key Inquiry Questions (KIQs)

In u Question S Why is it important to punctuate texts appropriately ?

Teaching Resources

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

Strand 9.0

Listening and Speaking

1 Sub-strand3 Lessons

9.1 Pronu ion and Vocabulary

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

Qu e stion(s) a) b) c) listen for specific information and the main idea for self-expression, respond to oral questions based on the theme, use expressions such as similes, metaph Ors and?
Why should We pronounce sounds correctly?
What information do we obtain When we listen keenly?

Suggested Experiences

listen to correct pronunciation of sounds, words, and phrases from the teacher, audio-visual recordings among others, Work with peers to say Words and phrases with the sounds / and / and assist one another, listen to a poem on tourist attraction sites in Kenya and recite it. respond to questions on the poem
use the following expressions in sentences:

Teaching Resources

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

Strand 10.0

Grammar in Use

1 Sub-strand3 Lessons

10.1 the learner should be able to: Grammar Adjectives in Use

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify simple, comparative and superlative forms of adjectives in print and digital texts correctly , use simple, comparative and superlative forms of adjectives in oral and written tex tS, acknowledge the importance of using adjectives correctly in communication
Superlative forms of adjectives

Key Inquiry Questions (KIQs)

(s) I. Which Words do wc use to describe people, things, and places?
How do We compare people, things, and events?

Teaching Resources

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

Strand 11.0

Grammar in Use

1 Sub-strand6 Lessons

11.1 Sub-strand 73

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify
sentences
featuring
future
continuous
tense m
print and
digital
texts
future
continuous
tense in
oral and Written
contexts
correctly
assess
sentences for
correctness and
appropriateness o f

Key Inquiry Questions (KIQs)

How do you show an action will take place tomorrow or at a later time ?

Teaching Resources

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

Strand 12.0

Listening and Speaking

1 Sub-strand6 Lessons

12.1 Sub-strand 104

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

select sounds, Words and phrases from a text for listening fluency
use words and expressions such as prov crbs, phrasal verbs, among others m sentences
listen for specific details and main idea from audio recordin , internet

Key Inquiry Questions (KIQs)

u Question s Why should We look at thc face of people as they How arc audio stories different from a written story ?

Teaching Resources

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

Strand 13.0

Grammar in Use

1 Sub-strand6 Lessons

13.1 Sub-strand 127

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 127.

Key Inquiry Questions (KIQs)

What Words do We use to describe thc position ofpcople or objects in relation to others?

Suggested Experiences

The leamer is guided to: identify prepositions of time such as since, before, until, about, during, past
directions such as above, across, below, aficr
agent such as by, and with, instrument such as with and by, collaborate with peers to create visuals demonstrating thc use of various prepositions, construct sentences on money and trade using prepositions, create crossword puzzles usmg prepositions in paws or small create visuals to demonstrate the use of various prepositions in sentences

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading
Writing

View Term 1

Term 2 Scheme14 Weeks

Writing
Listening and Speaking
Listening and Speaking
Listening and Speaking
Grammar in Use

View Term 2

Term 3 Scheme9 Weeks

Grammar in Use
Writing
Listening and Speaking
Grammar in Use
Grammar in Use
Listening and Speaking
Grammar in Use

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 Arabic Hub Mandarin 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 English?

The official KICD strands for Grade 6 English are: Listening and Speaking, Reading, Writing, Listening and Speaking, Listening and Speaking, Listening and Speaking, Grammar in Use, Writing, Listening and Speaking, Grammar in Use, Grammar in Use, Listening and Speaking, Grammar in Use. 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 English?

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 English 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 English?

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.