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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

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

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Grade 6 French 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 French in Term 2.

Class / Grade
Grade 6
Pre-Primary Level
Learning Area
French
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 6 French Term 2 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11ReadingGuided reading Vocabulary Fluen cy Phon ics ularion-

1. (s) How do you read to ensure fluency?

- read selected passages with phrases describing a person 's name and age, echo read texts from visual stimuli with vocabulary on the nuclear family

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingGuided reading Vocabulary Fluen cy Phon ics ularion-

1. (s) How do you read to ensure fluency?

- read texts on various compositions of nuclear family members

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingGuided reading Vocabulary Fluen cy Phon ics ularion-

1. 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?

- write and read to peers texts about their nuclear family

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingGuided reading Vocabulary Fluen cy Phon ics ularion-

1. 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?

- write and read to peers texts about their nuclear family

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingReading Repetition Vocabulary Pac ing Pron unciation

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

a) recognize words in context when reading

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21ReadingReading Repetition Vocabulary Pac ing Pron unciation

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

a) recognize words in context when reading

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingReading Repetition Vocabulary Pac ing Pron unciation

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

a) read aloud simple words with accurate pronunciation

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingReading Repetition Vocabulary Pac ing Pron unciation

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

a) read aloud simple words with accurate pronunciation

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingReading Repetition Vocabulary Pac ing Pron unciation

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

a) develop confidence in their reading abilities through guide d suppo rt

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingReading Pron unciation Rhythm Pacing Phonics

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

a) recognize words in context when reading

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31ReadingReading Pron unciation Rhythm Pacing Phonics

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

a) recognize words in context when reading

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingReading Pron unciation Rhythm Pacing Phonics

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

a) read aloud simple words with accurate pronunciation

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingReading Pron unciation Rhythm Pacing Phonics

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

a) read aloud simple words with accurate pronunciation

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingReading Pron unciation Rhythm Pacing Phonics

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

a) develop confidence in their reading abilities through guided support. 26

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingGuided reading Vocab ulary Fluency Phon ics Articu lation

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

a) infer meaning of words from simple texts

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 6 French Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

Reading

8 Sub-strands48 Lessons in Term 2

1.1 Guided reading Vocabulary Fluen cy Phon ics ularion

6 Suggested LessonsTerm 2
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.

1.2 Reading Repetition Vocabulary Pac ing Pron unciation

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Reading Pron unciation Rhythm Pacing Phonics

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Guided reading Vocab ulary Fluency Phon ics Articu lation

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Reading aloud Pronunciation Rhythm Pacing

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Guided reading Vocabu lary Fluency Phonics Arricu/arion

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.7 Guided reading Vocabulary Fluency Phon ics Articu lation Chunking

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.8 Sub-strand 51

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Reading

1 Sub-strand6 Lessons in Term 2

2.1 Reading aloud Pron unciation Rhythm Pacing Phonics

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Writing

1 Sub-strand6 Lessons in Term 2

3.1 Sub-strand 53

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Writing

1 Sub-strand6 Lessons in Term 2

4.1 Guided writing Orth ography Vocabulary Cre ativity Sentence order

6 Suggested LessonsTerm 2
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?
Learning 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 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 1View Term 1 →
  • Listening and Speaking
  • Listening and Speaking
  • Listening and Speaking
  • Listening and Speaking
  • Listening and Speaking
  • Listening and Speaking
  • Reading
Term 2Current
  • Reading
  • Reading
  • Writing
  • Writing
Term 3View Term 3 →
  • Writing
  • Writing

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.

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Explore Schemes for Other CBC Grades

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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 French Term 2

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

In Term 2, Grade 6 French covers the following main strands: Reading, Reading, Writing, Writing. 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 French 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 French 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.