2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons5 Strands in Term 2

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

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Grade 6 English 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 English in Term 2.

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

Full Term Timetable

Grade 6 English 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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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	Writing	Listening 1.1 and Speaking unciation ocabulary	By the end of the sub strand, the learner should be able to; a) identify Words and b) phrases c) with thc d) sounds /f/, /v/ and /ao/ e) vocabulary f) related to the	1. (s) Why do We put s on some Words and not o thers?	- 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/	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative Writing	By the end of the sub strand, the learner should be able to; a) plan a composition in preparation for writing	1. How can you make others Want to read your composition?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Mechanics Of writing	By the end of the sub strand, the learner should be able to; a) Out comes By thc end of the sub-strand, the learner should be able to:	1. (s) Why should We punctuate our speech or writing correctly ?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Mechanics Of writing	By the end of the sub strand, the learner should be able to; a) Out comes By thc end of the sub-strand, the learner should be able to:	1. Which punctuation marks do you use frequently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Listening 8.1.1 and Speaking	By the end of the sub strand, the learner should be able to; a) explain the di ffcrcncc between riddles and pro verbs	1. uestio s Why do We tell riddles and pro verbs?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Listening 8.1.1 and Speaking	By the end of the sub strand, the learner should be able to; a) explain the di ffcrcncc between riddles and pro verbs	1. uestio s Why do We tell riddles and pro verbs?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Listening 8.1.1 and Speaking	By the end of the sub strand, the learner should be able to; a) pronounce sounds , words, and phrases related to the thc me accurately	1. uestio s Why do We tell riddles and pro verbs?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Listening 8.1.1 and Speaking	By the end of the sub strand, the learner should be able to; a) pronounce sounds , words, and phrases related to the thc me accurately	1. Which are some of thc proverbs you know?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 110	By the end of the sub strand, the learner should be able to; a) identi fy b) synonyms and	1. (s) _ How do you tell thc mcamng of unfamiliar Words?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 110	By the end of the sub strand, the learner should be able to; a) anto b) nyms	1. (s) _ How do you tell thc mcamng of unfamiliar Words?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Sub-strand 110	By the end of the sub strand, the learner should be able to; a) correctly for Writing flu b) ency	1. (s) _ How do you tell thc mcamng of unfamiliar Words?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 110	By the end of the sub strand, the learner should be able to; a) synonyms and b) antonyms	1. Which arc some of thc words with same or opposite meaning?	- identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle, play their work on posters	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 120	By the end of the sub strand, the learner should be able to; a) identify all the components of a personal journal	1. Why do We keep journals and diaries?	- Thc learner is guided to: identify all the components of a personal journal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 120	By the end of the sub strand, the learner should be able to; a) identify all the components of a personal journal	1. Why do We keep journals and diaries?	- Thc learner is guided to: identify all the components of a personal journal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 120	By the end of the sub strand, the learner should be able to; a) use the correct format to create a personal journal	1. Why do We keep journals and diaries?	- Thc learner is guided to: identify all the components of a personal journal	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 English Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Writing

8 Sub-strands36 Lessons in Term 2

1.1 Listening 1.1 and Speaking unciation ocabulary

3 Suggested LessonsTerm 2

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?

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

1.2 Creative Writing

3 Suggested LessonsTerm 2

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

1.3 Mechanics Of writing

3 Suggested LessonsTerm 2

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?

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

1.4 Listening 8.1.1 and Speaking

6 Suggested LessonsTerm 2

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

1.5 Sub-strand 110

6 Suggested LessonsTerm 2

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?

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

1.6 Sub-strand 120

6 Suggested LessonsTerm 2

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?

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

1.7 Mechanics 0 Writing

3 Suggested LessonsTerm 2

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

1.8 Sub-strand 136

6 Suggested LessonsTerm 2

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

Strand 2.0

Listening and Speaking

2 Sub-strands9 Lessons in Term 2

2.1 Pronunciation List ening c o mprehension

3 Suggested LessonsTerm 2

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

2.2 Sub-strand 112

6 Suggested LessonsTerm 2

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

Strand 3.0

Listening and Speaking

6 Sub-strands24 Lessons in Term 2

3.1 Pronunciation and Vocabulary

3 Suggested LessonsTerm 2

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

3.2 Pronunciation Vocabulary

3 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

3.3 Pronunciation Interactive Listening

3 Suggested LessonsTerm 2

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?

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

3.4 Sub-strand 86

6 Suggested LessonsTerm 2

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

3.5 Sub-strand 96

6 Suggested LessonsTerm 2

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

3.6 Pronunciation and Intensive Listening

3 Suggested LessonsTerm 2

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

Strand 4.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 2

4.1 Sub-strand 35

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

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 ?

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

Strand 5.0

Grammar in Use

4 Sub-strands18 Lessons in Term 2

5.1 Sub-strand 37

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

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

5.2 Word Classes

3 Suggested LessonsTerm 2

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?

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

5.3 Phrasal Quantifiers

3 Suggested LessonsTerm 2

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

5.4 Sub-strand 91

6 Suggested LessonsTerm 2

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 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 1View Term 1 →

Listening and Speaking
Reading
Writing

Term 2Current

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 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)Arabic (Term 2)Mandarin (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.

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 2

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

In Term 2, Grade 6 English covers the following main strands: Writing, Listening and Speaking, Listening and Speaking, Listening and Speaking, Grammar in Use. 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 English 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 English 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.