2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

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

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 6 English 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 English in Term 1.

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

Full Term Timetable

Grade 6 English Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

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

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)

Curriculum Design & Content

Grade 6 English Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 6 English. 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:

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

Strand 2.0

Reading

15 Sub-strands68 Lessons in Term 1

2.1 Extensive Rea ding

3 Suggested LessonsTerm 1

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

2.2 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. 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?

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

2.3 Sub-strand 27

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 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?

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

2.4 writing 2.4.'' C reative Writing

3 Suggested LessonsTerm 1

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

2.5 Sub-strand 44

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 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?

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

2.6 Sub-strand 53

6 Suggested LessonsTerm 1

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?

Learning Experiences

preview a text by focusing on the

Teaching Resources

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

2.7 Intensive Reading

3 Suggested LessonsTerm 1

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?

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

2.8 Extensive

2 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 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?

Learning Experiences

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

Teaching Resources

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

2.9 Sub-strand 80

6 Suggested LessonsTerm 1

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

2.10 I Sentence Patterns

3 Suggested LessonsTerm 1

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

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

3 Suggested LessonsTerm 1

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 ?

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

2.12 Sub-strand 98

6 Suggested LessonsTerm 1

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

2.13 Sub-strand 106

6 Suggested LessonsTerm 1

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

2.14 I Intensive Reading

3 Suggested LessonsTerm 1

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?

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

2.15 Sub-strand 125

6 Suggested LessonsTerm 1

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 ?

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

Strand 3.0

Writing

3 Sub-strands12 Lessons in Term 1

3.1 Sub-strand 20

6 Suggested LessonsTerm 1

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

3.2 Fu n ctional Writing

3 Suggested LessonsTerm 1

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

3.3 Creative W riting

3 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 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?

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

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

Complete annual curriculum scope for Grade 6 English showing the term-by-term distribution of all 13 strands.

Term 1Current

Listening and Speaking
Reading
Writing

Term 2View Term 2 →

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

Term 3View Term 3 →

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

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

Explore Schemes for Other CBC Grades

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: Grade 6 English Term 1

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

In Term 1, Grade 6 English covers the following main strands: Listening and Speaking, Reading, Writing. 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 English 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 English 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.