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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons7 Strands in Term 3

Grade 6 English Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 6 English Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 English Term 3 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 3.

Class / Grade
Grade 6
Pre-Primary Level
Learning Area
English
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 6 English Term 3 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Grammar in UseSub-strand 100

By the end of the sub strand, the learner should be able to;

a) identify conj unctlons in a text

1. Questio S How do you join two or more sentences?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Grammar in UseSub-strand 100

By the end of the sub strand, the learner should be able to;

a) identify conj unctlons in a text

1. Questio S How do you join two or more sentences?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Grammar in UseSub-strand 100

By the end of the sub strand, the learner should be able to;

a) use conjunctions correctly in varied con texts

1. Questio S How do you join two or more sentences?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Grammar in UseWriting Creative Writing

By the end of the sub strand, the learner should be able to;

a) identify key

b) points

c) about an

d) event

e) such as a

f) wedding

g) ceremony

1. (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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Grammar in UseWriting Creative Writing

By the end of the sub strand, the learner should be able to;

a) football

b) match and

c) dance

d) among 2. others

e) suggest

f) people

g) events

h) places or

1. (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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Grammar in UseWriting Creative Writing

By the end of the sub strand, the learner should be able to;

a) objects

b) that can bc

c) described in

d) plan a

e) descriptive

f) composition of

g) about 160-2(H) words

h) select and use

1. 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?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Grammar in UseSub-strand 108

By the end of the sub strand, the learner should be able to;

a) identify interrogatives in print or digital texts

1. u Question S How do you form questions?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Grammar in UseSub-strand 108

By the end of the sub strand, the learner should be able to;

a) identify interrogatives in print or digital texts

1. u Question S How do you form questions?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Grammar in UseSub-strand 108

By the end of the sub strand, the learner should be able to;

a) use interrogatives correctly to express different meanings

1. u Question S How do you form questions?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Grammar in UseI Question Tags

By the end of the sub strand, the learner should be able to;

a) identify question tags from a print or digital text for informati on

1. What is a question tag?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31WritingSub-strand 39

By the end of the sub strand, the learner should be able to;

a) identify numerals, common abbre viations and acronyms from a text

1. I _ Why do we use abbreviations and ac rony ms?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2WritingSub-strand 39

By the end of the sub strand, the learner should be able to;

a) identify numerals, common abbre viations and acronyms from a text

1. I _ Why do we use abbreviations and ac rony ms?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3WritingSub-strand 39

By the end of the sub strand, the learner should be able to;

a) compose a story incorporating acronyms, abbre viations and numerals

1. I _ Why do we use abbreviations and ac rony ms?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4WritingCreativ e Writing-

1. (s) Why is it important to plan your composition?

- collaborate to use thc Writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-2(H) words)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5WritingCreativ e Writing-

1. (s) Why is it important to plan your composition?

- collaborate to use thc Writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-2(H) words)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 6 English Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 6 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Grammar in Use

4 Sub-strands21 Lessons in Term 3

1.1 Sub-strand 100

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Writing Creative Writing

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Sub-strand 108

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 I Question Tags

3 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Writing

3 Sub-strands15 Lessons in Term 3

2.1 Sub-strand 39

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Creativ e Writing

3 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Creativ e Writing.

Key Inquiry Questions (KIQs)
  • (s) Why is it important to plan your composition?
  • What makes a compos 10 on interesting ?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Sub-strand 93

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Listening and Speaking

1 Sub-strand3 Lessons in Term 3

3.1 Pronu ion and Vocabulary

3 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Grammar in Use

1 Sub-strand3 Lessons in Term 3

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

3 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

5
Strand 5.0

Grammar in Use

1 Sub-strand6 Lessons in Term 3

5.1 Sub-strand 73

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

6
Strand 6.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 3

6.1 Sub-strand 104

6 Suggested LessonsTerm 3
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 textbooks, realia, counters, flashcards, charts & digital devices.

7
Strand 7.0

Grammar in Use

1 Sub-strand6 Lessons in Term 3

7.1 Sub-strand 127

6 Suggested LessonsTerm 3
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 127.

Key Inquiry Questions (KIQs)
  • What Words do We use to describe thc position ofpcople or objects in relation to others?
Learning 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 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 2View Term 2 →
  • Writing
  • Listening and Speaking
  • Listening and Speaking
  • Listening and Speaking
  • Grammar in Use
Term 3Current
  • 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 3

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

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions: Grade 6 English Term 3

What strands and sub-strands are covered in Grade 6 English Term 3?

In Term 3, Grade 6 English covers the following main strands: 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 specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 6 English in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.