2026 KICD CBC Curriculum Design12 Strands · 28 Sub-strands168 Suggested Lessons

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

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Grade 6 French Curriculum Facts

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

Class / Level: Grade 6
Major Strands: 12 Strands
Annual Lessons: 168 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 French Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. How do you speak clearly?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. How do you speak clearly?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. How do you speak clearly?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. b) c) d) exhibit acquisition of an expanded vocabulary when speaking, employ fluency in verbal expression for effective use gestures and facial expressions to enhance oral communication, express enthusiasm to engage in oral comm unication?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. b) c) d) exhibit acquisition of an expanded vocabulary when speaking, employ fluency in verbal expression for effective use gestures and facial expressions to enhance oral communication, express enthusiasm to engage in oral comm unication?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Oral expression Pron un ciarion Intonation Vocabulary Clarity	-	1. b) c) d) exhibit acquisition of an expanded vocabulary when speaking, employ fluency in verbal expression for effective use gestures and facial expressions to enhance oral communication, express enthusiasm to engage in oral comm unication?	- participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 17	-	1. (s) How else do you without speaking?	- The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 19	-	1. esti s iVhy is paying attention important when listening?	- listen to audio-visual materials and repeat the names of sports and games to acquire vocabulary, engage in dialogues on their preferred sports and games, complete sentences by filling in the blanks with the names of sports and games that they hear as they listen to audio materials, simulate how the different sports and games are played collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 19	-	1. esti s iVhy is paying attention important when listening?	- listen to audio-visual materials and repeat the names of sports and games to acquire vocabulary, engage in dialogues on their preferred sports and games, complete sentences by filling in the blanks with the names of sports and games that they hear as they listen to audio materials, simulate how the different sports and games are played collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 19	-	1. esti s iVhy is paying attention important when listening?	- listen to audio-visual materials and repeat the names of sports and games to acquire vocabulary, engage in dialogues on their preferred sports and games, complete sentences by filling in the blanks with the names of sports and games that they hear as they listen to audio materials, simulate how the different sports and games are played collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

Explore the complete curriculum designs for Grade 6 French. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

3 Sub-strands18 Lessons

1.1 Oral expression Pron un ciarion Intonation Vocabulary Clarity

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 Oral expression Pron un ciarion Intonation Vocabulary Clarity.

Key Inquiry Questions (KIQs)

How do you speak clearly?
a) b) c) d) exhibit acquisition of an expanded vocabulary when speaking, employ fluency in verbal expression for effective use gestures and facial expressions to enhance oral communication, express enthusiasm to engage in oral comm unication?

Suggested Experiences

participate in "Repeat-afterme" exercise to acquire vocabulary on greetings and introductions , listen to and sing songs on numbers (I — 20), play ' 'mirror-mirror" games for facial expressions and gestures, source and watch video clips with authentic dialogues on greetings and introductions for vocabulary, do short skits on greetings and introductions jointly

Teaching Resources

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

1.2 Sub-strand 17

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 17.

Key Inquiry Questions (KIQs)

(s) How else do you without speaking?

Suggested Experiences

The leamer is guided to: listen to songs about months of the year, source from the intemet the seasonal events that happen throughout the (nouvel an, piques, noel) , practice telling the dates when the seasonal events takes placg watch audio-visual stimuli activities that take part during the different e vents throughcmt the year, recite poems on months of the year jointly

Teaching Resources

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

1.3 Sub-strand 19

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 19.

Key Inquiry Questions (KIQs)

esti s iVhy is paying attention important when listening?

Suggested Experiences

listen to audio-visual materials and repeat the names of sports and games to acquire vocabulary, engage in dialogues on their preferred sports and games, complete sentences by filling in the blanks with the names of sports and games that they hear as they listen to audio materials, simulate how the different sports and games are played collaboratively
write down dictated sentences with specific grammatical structures related to sports and 'au/ aux._

Teaching Resources

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

Strand 2.0

Listening and Speaking

1 Sub-strand6 Lessons

2.1 Sub-strand 14

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 14.

Key Inquiry Questions (KIQs)

Qu estio s What do you do to pay attention while listening?

Suggested Experiences

The leamer is guided to: listen to audio stimuli texts on members of a nuclear family, play language games that will facilitate memorization of vocabulary, introduce their family members to peers'classmates in short dialogues, listen from audio stimuli the different compositions of nuclear families

Teaching Resources

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

Strand 3.0

Listening and Speaking

1 Sub-strand6 Lessons

3.1 Sub-strand 15

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 15.

Key Inquiry Questions (KIQs)

Questi s Why is it important to engage appropriately when speaking?
a) b) c) respond to questions and prompts to show comprehension and engagement, use vocabulary and express Ions appropriately to probe and engage in oral interactions , exhibit confidence to contribute actively In conversations?

Suggested Experiences

identify places and facilities in their school thrcmgh watching audio-visual materia Is, source from the intemet, vocabulary on items and facilities around the school, (The search engine is set with "Safe Search ON") role-play on where one is going around the school, engage in simple skits of locating different facilities in a school
discuss how to take care of school facilities, participate in short dialogues about places around the

Teaching Resources

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

Strand 4.0

Listening and Speaking

1 Sub-strand6 Lessons

4.1 Sub-strand 21

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 21.

Key Inquiry Questions (KIQs)

Questi s Why should you not interrupt others when they are speaking?
a) b) c) respond to questions and prompts to show comprehension and engagement, use vocabulary and expressions appropriately to probe and engage in oral interactions, exhibit confidence to contribute actively in conversations. 10?

Suggested Experiences

source from digital sources vocabulary on food, listen to audio-visual material relating to likes and dislikes concerning foods and drinks listen to, and repeat sentences relating to likes and dislikes, (J Zaime Ie poulet parceque c 'esr dé/icieux, Je n 'aime pas le porc parceque c 'esr digo role-play on likes and dislikes about foods and drinks jointly
discuss heathy and unhealthy food, engage in simple skits on likes and dislikes of food

Teaching Resources

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

Strand 5.0

Listening and Speaking

1 Sub-strand6 Lessons

5.1 Oral Expression Vocab ulary Clarity Intonation Pronu nciation

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

exhibit acquisition of a range of vocabulary when speaking
employ fluency in verbal expression for effective
use gestures and facial expressions to enhance oral communication
express enthusiasm to engage in oral

Key Inquiry Questions (KIQs)

Questio s W'hy is it important to use proper vocabulary when speaking?

Suggested Experiences

listen to audio materials to pick out vocabulary on groom Ing, listen to and repeat sentences with vocabulary groom Ing
watch video clips on talk on how to groom and take care of the body, practice rhymes with vocabulary grooming, record himself/herself

Teaching Resources

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

Strand 6.0

Listening and Speaking

2 Sub-strands12 Lessons

6.1 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)

(s) What do you do to ensure you unders tand information while listening?

Suggested Experiences

The leamer is guided to: listen from audio stimuli about the weather of a particular place and answer simple questicms, participate in "Headline creation" activity, where they listen to audio clips or passages and capture the essence of the group weather conditions into friendly and unfriendly in relation to their immediate surroundings, play digital games to relate weather pattems to different places, source vocabulary on local weather pattems from digital

Teaching Resources

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

6.2 Sub-strand 27

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagem ent
use vocabulary and expressions appropriately to probe and engage in oral interactions
exhibit confidence to contribute actively in conversat ion s. 16

Key Inquiry Questions (KIQs)

What do you do to ensure proper intonation when speaking?

Suggested Experiences

listen to, and sing songs on items and areas in school. participate in "Repeat-afterme" exercise to acquire vocabulary, play mimicry games to acquire non-verbal communication skills, source and watch video clips with authentic dialogues on locating items, play games collaboratively to state the location or position of buildings and facilities in the school, participate in simple skits on asking for, and giving directions to different facilities in a school

Teaching Resources

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

Strand 7.0

Reading

9 Sub-strands54 Lessons

7.1 Guided reading Voc abulary Fluency Phonics rticulation

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and
show enthusiasm in reading, thrcmgh exposure to simple varied texts. 20

Key Inquiry Questions (KIQs)

(s) What can make the reading of greetings fun and enjoyable?

Suggested Experiences

source for texts on greetings and introductions features from digital devices for reading groups, echo read texts in class with the teacher for pronunciation practice
read texts jointly to acquire vocabulary ( Bonjour, Bonsoir, Tu 'appelles comment? Tu as quel äge ?), respond to simple questions collaboratively from reading texts on greetings , rearrange jumbled words to make meaningful sentences
use dramatic reading for developing fluency
use picture stimuli to introduce another on

Teaching Resources

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

7.2 Guided reading Vocabulary Fluen cy Phon ics ularion

Term 1 Term 26 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 Guided reading Vocabulary Fluen cy Phon ics ularion.

Key Inquiry Questions (KIQs)

(s) How do you read to ensure fluency?
a) b) c) infer meaning of words from simple read simple texts fluently using the right intonation and show enthusiasm in reading through exposure to simple varied texts?

Suggested Experiences

read selected passages with phrases describing a person 's name and age, echo read texts from visual stimuli with vocabulary on the nuclear family
read texts on various compositions of nuclear family members
write and read to peers texts about their nuclear family
read highlighted sections of the passages to extract grammatical structures and key Information

Teaching Resources

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

7.3 Reading Repetition Vocabulary Pac ing Pron unciation

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words in context when reading
read aloud simple words with accurate pronunciation
develop confidence in their reading abilities through guide d suppo rt

Key Inquiry Questions (KIQs)

Questi s iVhy is it important to read words with proper speed?

Suggested Experiences

recognize the formation of interrogative sentences with the subject-verb inversion repeat recorded texts with vocabulary on the school facilities, source texts from digital devices on the school facilities and read them read in tums flashcards with vocabulary on the facilities in school, engage in a reading activity where reading is paused for que sti on-and

Teaching Resources

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

7.4 Reading Pron unciation Rhythm Pacing Phonics

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words in context when reading
read aloud simple words with accurate pronunciation
develop confidence in their reading abilities through guided support. 26

Key Inquiry Questions (KIQs)

Why is it important to read French words with proper pronunciation?

Suggested Experiences

read aloud the months of the read short texts on months of the year and seasonal events, recite poems on months of the year collaboratively, in turns
read from flashcards activities that take place during the seasonal events throughout the year, source for the French calendar of events from the internet collaborati vel

Teaching Resources

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

7.5 Guided reading Vocab ulary Fluency Phon ics Articu lation

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading, through exposure to simple varied texts

Key Inquiry Questions (KIQs)

Questio s Why is the use of proper vocabulary important when reading words?

Suggested Experiences

read silently texts with vocabulary on games and sporting activities, echo read texts with vocabulary on preferences of gaming and sporting activities, practice reading skills to understand textual information related to SB'rts and games
read texts about SB'rts and games from newspapers and magazines collaboratively

Teaching Resources

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

7.6 Reading aloud Pronunciation Rhythm Pacing

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words in context when reading
read aloud simple words with accurate pronunciation
develop confidence in their reading abilities through guided supmyrt

Key Inquiry Questions (KIQs)

How do you read aloud effectively?

Suggested Experiences

The leamer is guided to: read short texts on grooming for information. source for and read short texts about grooming from the internet
read texts with vocabulary on how to groom, recite Byems about echo read texts with vocabulary on the importance of upholding

Teaching Resources

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

7.7 Guided reading Vocabu lary Fluency Phonics Arricu/arion

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and
show enthusiasm in reading through exposure to simple varied texts. 34

Key Inquiry Questions (KIQs)

(s) What makes one a good reader?

Suggested Experiences

source for texts on weather patterns from digital devices In groups. read texts jointly to acquire vocabulary. engage in interactive readaloud activity where reading is paused for questicm
answer breaks. respond to simple questions from reading texts. Jointly read texts and categorize weather patterns into friendly and harsh, use picture stimuli to read weather tterns ofa lace

Teaching Resources

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

7.8 Guided reading Vocabulary Fluency Phon ics Articu lation Chunking

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

Does reading understanding of 36?

Suggested Experiences

source for texts on different items in school from digital devices in groups, echo read texts on locating different facilities in school collaboratively , read flashcards with vocabulary on different areas In a school (Ia bibliothéque Ia cuntine, Ies toilettes, salle de professeurs) engage in interactive readaloud activity where reading is paused for ques tion
ans wer breaks. read texts and answer stions on location of

Teaching Resources

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

7.9 Sub-strand 51

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

write common words orthography
construct simple sentences using correct structures
appreciate the role of writing in interactive commun ication contexts. 40

Key Inquiry Questions (KIQs)

esti s iVhy do you?

Suggested Experiences

The leamer is guided to: fill crosswords and word puzzles on basic greetings, fill gaps in simple dialogues on basic greetings jointly
make sentences from jumbled words on basic greetings
write down dictated simple vocabulary in locating different areas, source from the internet and write vocabulary on basic greetings
use visual prompts like pictures and illustrations to write simple texts

Teaching Resources

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

Strand 8.0

Reading

1 Sub-strand6 Lessons

8.1 Reading aloud Pron unciation Rhythm Pacing Phonics

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

recognize words in context when reading
read aloud simple words with a ccurate pronunciat ion
develop confidence in their reading abilities through guided support. 30

Key Inquiry Questions (KIQs)

Why is proper rhythm when reading important?

Suggested Experiences

read flashcards with vocabulary on food and drinks
read aloud texts with vocabulary on likes and dislikes of food
take turns reading short texts relating to likes and dislikes with vocabulary on food without interfering with others, play word games on vocabulary related to likes and dislikes of read on texts with vocabulary on healthy and unhealthy food
read without guidance texts with vocabulary on food and drinks
read other learner's text on likes and dislikes related to foods

Teaching Resources

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

Strand 9.0

Writing

1 Sub-strand6 Lessons

9.1 Sub-strand 53

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell and write common words with correct orthography
construct simple sentences using correct structures
appreciate the role of writing in interactive

Key Inquiry Questions (KIQs)

Questi s Why should you write clearly?

Suggested Experiences

write coherent and grammatically correct sentences through dictation of simple sentences related to the theme of family
write short texts about the members of their nuclear family or guardians as well as those of their classmates, fill in missing letter on family lexicon
write about the members of their nuclear family, play word games by circling the members of the nuclear family

Teaching Resources

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

Strand 10.0

Writing

1 Sub-strand6 Lessons

10.1 Guided writing Orth ography Vocabulary Cre ativity Sentence order

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

spell and write common words with correct ortho graphy
construct simple sentences using correct stru ctures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How does handwriting affect reading?

Suggested Experiences

match a set of questions related to the classroom with the correct responses, source from the internet and write vocabulary on items and facilities found in a school, fill crosswords with vocabulary on school collaboratively
write down short phrases on how to locate different facilities in the school
write texts with vocabulary locating and placing items in their designated areas
write simple compositions using the vocabulary about the school

Teaching Resources

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

Strand 11.0

Writing

1 Sub-strand6 Lessons

11.1 Guided writing; Vo cabulary Han dwriting

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

write common words orth ography
construct short simple
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Questio s Why is it important to write words with the correct spelling?

Suggested Experiences

rearrange jumbled letters to write do wn the months of the year
write texts on months of the year and seasonal events, source from the internet and write about the seasonal events both in Kenya and France, fill gaps in short texts on months of the year collaboratively, play matching games with vocabulary on months of the year and seasonal events in small

Teaching Resources

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

Strand 12.0

Writing

6 Sub-strands36 Lessons

12.1 Sub-strand 59

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

write common words orth ography
construct short simple texts
appreciate the role of writing in interactive commun ion 48

Key Inquiry Questions (KIQs)

What do you to ensure you write clearly?

Suggested Experiences

The leamer is guided to: participate in language games that build vocabulary on sports and games
write short compositions with peers about their tastes and preferences in sports and games using selected vocabulary put at their disposal, fill puzzles and crosswords with vocabulary on sports and games, display pictures and short description of sports personalities that they know

Teaching Resources

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

12.2 Guided Writing Gram mar Handwriting Punctuation Sentence structure

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 Guided Writing Gram mar Handwriting Punctuation Sentence structure.

Key Inquiry Questions (KIQs)

Questio s Why is proper sequencing of info rmation important while writing?

Suggested Experiences

match vocabulary to images relating to likes and dislikes, source from the internet and write vocabulary on food items, fill in gaps in short texts relating to likes and dislikes to pick out vocabulary
write about own preference on food items
write short simple texts about likes and dislikes in relation to food

Teaching Resources

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

12.3 Guided writing Orth ography Vocab ulary Creativity Handwriting

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthogra phy
construct short simple sentences
appreciate the role of writing m Interactive c canon

Key Inquiry Questions (KIQs)

(s) How can you mprove your handwriting?

Suggested Experiences

write short texts on grooming, fill gaps in short texts relating to grooming, create charts on grooming. play matching games on grooming jointly, source for information on grooming from the internet, write simple texts on why prolRr grcu
nung IS Important
write down dictated short simple phrases

Teaching Resources

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

12.4 Guided writing Vo cabulary Handwriting Creativity Clarity and concus eness

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell in writing common words with correct orthography
construct simple sentences using correct structures
appreciate the role of writing in interactive contexts. 53

Key Inquiry Questions (KIQs)

iVhy is correct orthography?

Suggested Experiences

write down dictated simple vocabulary of weather patterns, rearrange letters to make words on weather conditions, fill crosswords and word puzzles
observe and record the weather conditions in a week and make a presentation of the findings during the French club meeting, fill gaps in simple dialogues using simple vocabulary of weather patterns, (i/ fait beau 'i /mauvais, il pleur, il y a du vent, i/

Teaching Resources

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

12.5 Guided Writing Orth ography Vocabulary Han dwriting Creativity

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

spell in writing common words with correct orthography
construct simple sentences using correct structures
appreciate the role of writing in interactive communication 55

Key Inquiry Questions (KIQs)

What makes your handwriting un ique?

Suggested Experiences

rearrange letters to make words, fill crosswords and word puzzles jointly, fill gaps in simple dialogues using simple vocabulary of locating, (å cöté de, derriere, enface de, entre) and areas in school (bibliothéque, can tine, infirmerie , salle de classe) make sentences from jumbled label buildings and facilities in write down dictated simple vocabulary in locating areas and facilities at school

Teaching Resources

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

12.6 Sub-strand 69

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

area skills for the CSL activity Identify resources required for the activity (locally available materials) Stagger thc activities across the term (set dates and time for the activities) Communicate to leamers, parents/caregivcrs/guardians, school administration, teachers and other relevant stakeholders in thc school community Identify and develop assessment tools 58

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Reading
Writing
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
Writing

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 German Hub Arabic Hub Mandarin Hub English 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 French?

The official KICD strands for Grade 6 French are: Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Listening and Speaking, Reading, Reading, Writing, Writing, Writing, Writing. 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 French?

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 French 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 French?

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.