2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons7 Strands in Term 1

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

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Grade 6 French 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 French in Term 1.

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

Full Term Timetable

Grade 6 French Term 1 Scheme of Work Table

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

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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	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)

Curriculum Design & Content

Grade 6 French Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 6 French. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

3 Sub-strands18 Lessons in Term 1

1.1 Oral expression Pron un ciarion Intonation Vocabulary Clarity

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 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?

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

1.2 Sub-strand 17

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 17.

Key Inquiry Questions (KIQs)

(s) How else do you without speaking?

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

1.3 Sub-strand 19

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 19.

Key Inquiry Questions (KIQs)

esti s iVhy is paying attention important when listening?

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

Strand 2.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

2.1 Sub-strand 14

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 14.

Key Inquiry Questions (KIQs)

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

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

Strand 3.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

3.1 Sub-strand 15

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 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?

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

Strand 4.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

4.1 Sub-strand 21

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 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?

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

Strand 5.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

5.1 Oral Expression Vocab ulary Clarity Intonation Pronu nciation

6 Suggested LessonsTerm 1

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?

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

Strand 6.0

Listening and Speaking

2 Sub-strands12 Lessons in Term 1

6.1 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)

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

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

6.2 Sub-strand 27

6 Suggested LessonsTerm 1

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?

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

Strand 7.0

Reading

2 Sub-strands12 Lessons in Term 1

7.1 Guided reading Voc abulary Fluency Phonics rticulation

6 Suggested LessonsTerm 1

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?

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

7.2 Guided reading Vocabulary Fluen cy Phon ics ularion

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 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?

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

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

Complete annual curriculum scope for Grade 6 French showing the term-by-term distribution of all 12 strands.

Term 1Current

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

Term 2View Term 2 →

Reading
Reading
Writing
Writing

Term 3View Term 3 →

Writing
Writing

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)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (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.

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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:

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 French Term 1

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

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