2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

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

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Grade 6 German 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 German in Term 1.

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

Full Term Timetable

Grade 6 German Term 1 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.

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	Selective Listening, Imitative speaking	By the end of the sub strand, the learner should be able to; a) identify specific information from given texts	1. (s) How do you get all thc needed in formation themselves and saying their from a listening ages and answer given q uestions, listen/watch audio-visual text of people introducing others using name and agc (Z.B. Das ist ; Er/sie ist Jahm ait) and match to given pictures, research on how formal greetings are donc in?	- listen to audio texts of people introducing	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Selective Listening, Imitative speaking	By the end of the sub strand, the learner should be able to; a) apply appropriate language structures In communication	1. (s) How do you get all thc needed in formation themselves and saying their from a listening ages and answer given q uestions, listen/watch audio-visual text of people introducing others using name and agc (Z.B. Das ist ; Er/sie ist Jahm ait) and match to given pictures, research on how formal greetings are donc in?	- listen to audio texts of people introducing	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Selective Listening, Imitative speaking	By the end of the sub strand, the learner should be able to; a) appreciate the value of greetings in fostering respect	1. (s) How do you get all thc needed in formation themselves and saying their from a listening ages and answer given q uestions, listen/watch audio-visual text of people introducing others using name and agc (Z.B. Das ist ; Er/sie ist Jahm ait) and match to given pictures, research on how formal greetings are donc in?	- listen to audio texts of people introducing	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) identify general information from given texts	1. (s) How can one Wrong pron unciation Impair understanding?	- Learner is guided to: compare how numbers 20-100 arc spoken in their various languages	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) listen to given texts for comprehension	1. (s) How can one Wrong pron unciation Impair understanding?	- Learner is guided to: compare how numbers 20-100 arc spoken in their various languages	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for gist	By the end of the sub strand, the learner should be able to; a) value the role of listening comprehension in commumcat10 n	1. (s) How can one Wrong pron unciation Impair understanding?	- discuss the differences in counting numbers above 20 in various languages, listcn/watch audiovisual texts on people talking about their family members (Z.B. Das ist mein Vater/meine Mutter. Er/sie ist fiinfzig Jahm alto, talk about their families With peers (Z.B. Wie alt bist du? Wie alt isr dein/e Vater/Mutter? usw)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) identify main infor mation from given texts	1. (s) What is thc best way to learn new vocab ulary?	- Learner is guided to: mention all the facilities in the school , discuss the functions of thc facilities, listen to audio texts about school facilities, speak aloud the names of various school facilities, play an oral matching game where one person says a word (an aspect of the facility) and the partner guesses the facility (Z.B. lesen	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) identify main infor mation from given texts	1. (s) What is thc best way to learn new vocab ulary?	- Learner is guided to: mention all the facilities in the school , discuss the functions of thc facilities, listen to audio texts about school facilities, speak aloud the names of various school facilities, play an oral matching game where one person says a word (an aspect of the facility) and the partner guesses the facility (Z.B. lesen	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) imitate given language structures for effective commumcati on	1. (s) What is thc best way to learn new vocab ulary?	- Learner is guided to: mention all the facilities in the school , discuss the functions of thc facilities, listen to audio texts about school facilities, speak aloud the names of various school facilities, play an oral matching game where one person says a word (an aspect of the facility) and the partner guesses the facility (Z.B. lesen	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) imitate given language structures for effective commumcati on	1. (s) What is thc best way to learn new vocab ulary?	- spielen/Fußball — Sportplatz	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) show appreciation for phonological awareness m a language	1. (s) What is thc best way to learn new vocab ulary?	- spielen/Fußball — Sportplatz	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) show appreciation for phonological awareness m a language	1. (s) What is thc best way to learn new vocab ulary?	- spielen/Fußball — Sportplatz	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 16	By the end of the sub strand, the learner should be able to; a) show appreciation for phonological awareness m a language	1. (s) What is thc best way to learn new vocab ulary?	- spielen/Fußball — Sportplatz	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Selective Listening, Imitative speaking	By the end of the sub strand, the learner should be able to; a) identify specific in formation from given texts	1. Ques tion(s) Why is it important to Words during listening?	- Learner is guided to: say aloud thc months of thc year, say which months of thc year are important to them and why	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Selective Listening, Imitative speaking	By the end of the sub strand, the learner should be able to; a) use learnt structures for commumcatl on	1. Ques tion(s) Why is it important to Words during listening?	- discuss what seasons they have in their region	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 German Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

9 Sub-strands36 Lessons in Term 1

1.1 Selective Listening, Imitative speaking

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify specific information from given texts
apply appropriate language structures In communication
appreciate the value of greetings in fostering respect

Key Inquiry Questions (KIQs)

(s) How do you get all thc needed in formation themselves and saying their from a listening ages and answer given q uestions, listen/watch audio-visual text of people introducing others using name and agc (Z.B. Das ist ; Er/sie ist Jahm ait) and match to given pictures, research on how formal greetings are donc in?

Learning Experiences

listen to audio texts of people introducing

Teaching Resources

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

1.2 Listening for gist

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify general information from given texts
listen to given texts for comprehension
value the role of listening comprehension in commumcat10 n

Key Inquiry Questions (KIQs)

(s) How can one Wrong pron unciation Impair understanding?

Learning Experiences

Learner is guided to: compare how numbers 20-100 arc spoken in their various languages
discuss the differences in counting numbers above 20 in various languages, listcn/watch audiovisual texts on people talking about their family members (Z.B. Das ist mein Vater/meine Mutter. Er/sie ist fiinfzig Jahm alto, talk about their families With peers (Z.B. Wie alt bist du? Wie alt isr dein/e Vater/Mutter? usw)

Teaching Resources

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

1.3 Sub-strand 16

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify main infor mation from given texts
imitate given language structures for effective commumcati on
show appreciation for phonological awareness m a language

Key Inquiry Questions (KIQs)

(s) What is thc best way to learn new vocab ulary?

Learning Experiences

Learner is guided to: mention all the facilities in the school , discuss the functions of thc facilities, listen to audio texts about school facilities, speak aloud the names of various school facilities, play an oral matching game where one person says a word (an aspect of the facility) and the partner guesses the facility (Z.B. lesen
spielen/Fußball — Sportplatz

Teaching Resources

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

1.4 Selective Listening, Imitative speaking

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify specific in formation from given texts
use learnt structures for commumcatl on
appreciate thc role of mutation m language

Key Inquiry Questions (KIQs)

Ques tion(s) Why is it important to Words during listening?

Learning Experiences

Learner is guided to: say aloud thc months of thc year, say which months of thc year are important to them and why
discuss what seasons they have in their region
discuss when they have school holidays, listen to audio of peers talking about When they have their school holidays, listen to audio about people talking about holidays, listen and repeat how Words about holidays are pronounced (Z.B. Weihnachten, Ostern, Schulferien, Osterferien, usw)

Teaching Resources

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

1.5 Sub-strand 20

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify typical Ger man sounds from given
articulate typical German sounds for commumcatl o n
appreciate thc importance of fluency in a language

Key Inquiry Questions (KIQs)

Quest ion(s) How docs awareness for sounds influence language learning?

Learning Experiences

Learner is guided to: talk about what they like doing, compare favourite activities With listen to background sounds of various activities and identify pantomime favourite activities with peers, listen to audio texts of peers talking about their like and dislikes, speak to peers about favourite activities using thc word gern (z. B. Ich spiele gern Fußball
ich lese gern, etc), 9

Teaching Resources

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

1.6 Sub-strand 22

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify str uctures for communication
use acquired str uctures for communication
demonstrate appreciation for str uctures m language learning

Key Inquiry Questions (KIQs)

(s) What do you do get information from a listening text ?

Learning Experiences

Learner is guided to: list various foods from different mealtimes, talk to peers about favourite foods, talk about favourite flavours, listen to/watch recorded audio/vidco about various foods, listen and imitate sounds (Z.B. suß, salzig, schmecken, usw), listen to people talking about their favour itc foods (z. B. Was isst du gern? Ich esse gern Bmt
usw), talk about favourite foods With peers, listen to people describing various foods (z.B_ Der Kuchen ist suß
Die Suppe ist salzig

Teaching Resources

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

1.7 Interactive speaking

3 Suggested LessonsTerm 1

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 bc able to:

Key Inquiry Questions (KIQs)

(s) How do We make our c on versations interactive ?

Learning Experiences

Learner is guided to: discuss what they do routinely throughout thc day
discuss with peers how one talks about personal grcuynung activities, listen to audio about people talking about grooming activities, talk about own grcuynung activities in pairs, talk to peers about groommg activities (z. R Ich putze mir die Zühne/lch kämme mir die Haare/lch wasche mir die Hände, etc) , 13

Teaching Resources

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

1.8 Oral expressions

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

relate concepts in given contexts
employ oral express Ion strategies for commun n
appreciate interactive speaking skills in everyday commumcat10 n

Key Inquiry Questions (KIQs)

(s) How docs one build their vocabulary ?

Learning Experiences

Learner is guided to: talk about favourite Weather in pairs
discuss weather conditions in pairs/groups, listen to simple texts on Weather conditions, listen to a simplified Weather forecast, listen and take note of Weatherrelated terms, talk about the Weather (Z.B. Es scheint/regnet, Es ist warm in Kisum u/Es ist kalt in Nyeri, us"')

Teaching Resources

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

1.9 Interactive speaking

3 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify information for communication
use oral express Ions appropriately in given contexts
value the role of vocabulary in every day Interac hons

Key Inquiry Questions (KIQs)

(s) How do you describe thc location of things?

Learning Experiences

Learner is guided to: name facilities found in school, name items found within the school in pairs/ groups, listen to a text about facilities and items found in a school
discuss where thc facilities and items arc found in the school, listen to audio about people talking on where items arc located in the classroom (Z.B. Wo liegt das Deutsch buch ? Das Deutschbuch liegt aufdem Stuhl, ILSM'), ask peers about thc location of classroom items, listen to audio texts about people talking on facilities in thc school

Teaching Resources

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

Strand 2.0

Reading

3 Sub-strands14 Lessons in Term 1

2.1 Sub-strand 31

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify information from given texts
extract information from given texts for communication
appreciate the value of greetings in fostering respect

Key Inquiry Questions (KIQs)

What do you need to bc able to read texts aloud?
Why is it important to read texts aloud?

Learning Experiences

Learner is guided to: read simple dialogues in pairs
read and simulate simple greetings and introduc tions
read numbers up to I (JO, match pictures to thc correct texts, rearrange cut up jumbled pieces of paper to make simple sentences and read them aloud, bring flash cards in order and read
read short texts of people talking about their family members. 20

Teaching Resources

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

2.2 Sub-strand 33

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify language features in given texts
read texts correctly us Ing acquired phonemes
appreciate thc value of language structures In

Key Inquiry Questions (KIQs)

(s) What do you do to get information from a text when reading?

Learning Experiences

Learner is guided to: read numbers up to 100
read along to numbers being counted, compare how numbers 20-100 are read in their various languages
discuss thc differences in counting numbers above 20 in various languages
read short texts on people talking about their family members (z B. Das ist mein Vater/meine Mutter Er/sie ist finfzig Jahre ait)
read short texts about people talking about ages (Z.B. Wie alt bist du? Wie alt isr dein Vater/deine Mutter? usw)

Teaching Resources

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

2.3 Reading a loud

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify language features in given texts
read texts aloud for articulation
appreciate thc value of language structures in commun lean o n

Key Inquiry Questions (KIQs)

(s) What do you pay attention to when reading a text aloud?

Learning Experiences

Learner is guided to: read aloud texts on school facilities
read brief texts on functions of school facilities (z. B. lesen - Bibliothek, spielen/Fußball — Sportplatz, usw)
read along to audio texts about school facilities
read to a peer Who matches a given picture to a school facility, play bingo to match flash cards to school facilities, search out hidden facilities in a wordsearch

Teaching Resources

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

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

Complete annual curriculum scope for Grade 6 German showing the term-by-term distribution of all 5 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Reading
Writing
Writing

Term 3View Term 3 →

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.

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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 German Term 1

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

In Term 1, Grade 6 German covers the following main strands: 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 German 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 German 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.