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

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

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Grade 6 German 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 German in Term 2.

Class / Grade
Grade 6
Pre-Primary Level
Learning Area
German
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 German 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
11ReadingReading a Ioud

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

a) identify appropriate language structures from given texts

1. (s) What steps do you take before you start reading text?

- Learner is guided to: read short and simple profiles of people talking about their likes and dislike, read a list of activities and indicate whether they like them or not using Emoj is/ thumbsup,'down, read aloud activities provided on flash cards and mimic, read simple sentences With thc language structures (z B. Ich spiele gern Fußball

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingSub-strand 41

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

a) identify vocabulary in texts for fluency

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingSub-strand 41

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

a) identify vocabulary in texts for fluency

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingSub-strand 41

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

a) read aloud texts for fluency

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingSub-strand 41

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

a) read aloud texts for fluency

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21ReadingSub-strand 41

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

a) value the role of reading aloud in a language. 30

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingSub-strand 41

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

a) value the role of reading aloud in a language. 30

1. (s) How does reading build fluency in a language ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingReading a Ioud

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

a) identify vocabulary for communication

1. (s) What do you do to read aloud texts fl ucntly?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingReading a Ioud

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

a) read aloud texts for fluency

b) appreciate reading aloud skills in language learning

1. (s) What do you do to read aloud texts fl ucntly?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingSub-strand 47

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

a) identify specific language structure m given contexts

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31ReadingSub-strand 47

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

a) identify specific language structure m given contexts

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2ReadingSub-strand 47

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

a) read texts to build vocabulary

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3ReadingSub-strand 47

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

a) read texts to build vocabulary

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4ReadingSub-strand 47

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

a) recognise thc role reading plays in building vocabulary. 36

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5ReadingSub-strand 47

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

a) recognise thc role reading plays in building vocabulary. 36

1. Ques tion(s) How does reading help ?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 6 German Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

Reading

4 Sub-strands16 Lessons in Term 2

1.1 Reading a Ioud

2 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify appropriate language structures from given texts
  • read aloud given texts fluently
  • appreciate thc importance of guided writing in language learning
Key Inquiry Questions (KIQs)
  • (s) What steps do you take before you start reading text?
Learning Experiences
  • Learner is guided to: read short and simple profiles of people talking about their likes and dislike, read a list of activities and indicate whether they like them or not using Emoj is/ thumbsup,'down, read aloud activities provided on flash cards and mimic, read simple sentences With thc language structures (z B. Ich spiele gern Fußball
  • ich lese gern, usw), read short texts from peers about activities they don't like doing using nicht gern (Z.B. Ich schwimme n icht gern
  • ich spiele nicht gern Fußball, usw). 28
Teaching Resources

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

1.2 Sub-strand 41

6 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify vocabulary in texts for fluency
  • read aloud texts for fluency
  • value the role of reading aloud in a language. 30
Key Inquiry Questions (KIQs)
  • (s) How does reading build fluency in a language ?
Teaching Resources

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

1.3 Reading a Ioud

2 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify vocabulary for communication
  • read aloud texts for fluency
  • appreciate reading aloud skills in language learning
Key Inquiry Questions (KIQs)
  • (s) What do you do to read aloud texts fl ucntly?
Teaching Resources

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

1.4 Sub-strand 47

6 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify specific language structure m given contexts
  • read texts to build vocabulary
  • recognise thc role reading plays in building vocabulary. 36
Key Inquiry Questions (KIQs)
  • Ques tion(s) How does reading help ?
Teaching Resources

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

2
Strand 2.0

Reading

2 Sub-strands12 Lessons in Term 2

2.1 Guided Reading

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.

Key Inquiry Questions (KIQs)
  • (s) What is good reading?
  • (Comprehension) should bc able to: (2 Lessons) a) identify information from given texts, b) read simple texts for comprehension, C) appreciate the need for short texts in language learning?
Learning Experiences
  • Learner is guided to: read the months of the year out loud
  • read short texts on What seasons have in their region
  • read short texts of peers talking about When they have their school holidays
  • read along to an audio text of people talking about holidays and match to given pictures
  • read texts about holidays and underline vocabulary (z. B. Weihnachten, Ostern, Schulferien, Osterferien, usw)
Teaching Resources

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

2.2 Guided reading

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.

Key Inquiry Questions (KIQs)
  • (s) How do we get all thc required information from a text?
Learning Experiences
  • Learner is guided to: read short texts about people talking on grooming activities
  • read along to audio texts of people talking about grooming activities
  • read texts about grooming activities (Z.B. Ich putze mir die Zähne/ich kämme mir die Hame/lch wasche mir die Hände, was machst du um 7 Uhr? usw)
  • read flash cards, mime the grooming activity indicated and guess the rest
Teaching Resources

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

3
Strand 3.0

Writing

2 Sub-strands12 Lessons in Term 2

3.1 Functional writing

6 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify parts of a sentence for communication
  • produce short texts using appropriate register and language structures
  • appreciate thc role of Writing skills for communication. 39
Key Inquiry Questions (KIQs)
  • (s) Why do you Write?
  • h eiße bin 'ich 'Mein Name - ich bin Jahre ait) Write profiles of peers (z B. Das ist Er/sie ist Jahie ait), fill in cloze tests?
Learning Experiences
  • Thc learner is guided to: make a profile with name and age
  • Write short texts to introduce themselves (z B. Ich
Teaching Resources

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

3.2 Sub-strand 64

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 Sub-strand 64.

Key Inquiry Questions (KIQs)
  • (s) Why do We Write things down?
  • writing (I Lesson) strand, thc learner should bc able to: a) identify vocabulary and language structures m given b) use provided structures for C) appreciate the need for vocabulary in c ommumc atlon?
Learning Experiences
  • Learner is guided to: discuss weather conditions in their areas in pairs/groups, Write simple texts on Weather conditions in their areas, Write a simplified weather forecast for their areas, listen and write weatherrelated terms from a dictation (z_B. Es scheinthegnet, usw
  • Kisumu ist warm/Nyeri ist kalt, usw), fill in cloze tests. 53
Teaching Resources

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

4
Strand 4.0

Writing

3 Sub-strands18 Lessons in Term 2

4.1 Functional

6 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify language features in given
  • Write texts using acquired language structures
  • appreciate correct Writing skills in commumcat10 n
Key Inquiry Questions (KIQs)
  • (s) Why is it important to Write texts correctly?
Learning Experiences
  • Learner is guided to: Write numbers up to 100, compare how numbers 20- 100 are written in their various languages
  • discuss the differences in Writing numbers above 20 in various languages
  • Write down number being dic tated
  • Write short texts about their family members (Z.B. Das ist mein Vater/meine Mutter. Er/sie ist fiinfzig Jahre alt./Wie alt bist du? Wie alt ist dein/e Vater/Mutter?), fill in cloze tests
Teaching Resources

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

4.2 Sub-strand 54

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 Sub-strand 54.

Key Inquiry Questions (KIQs)
  • (s) Why is vocabulary important When Wri ting?
Learning Experiences
  • Learner is guided to: list names of facilities
  • match acti Vities and facilities, listen to audio texts about school facilities and note them down, listen to a dictation about school facilities and note them down, find hidden Words in a Wordsearch and write them down
Teaching Resources

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

4.3 Creative writing

6 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)

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

  • identify language features in given texts
  • Write texts using the acquired, vocabulary and language structures
  • appreciate the value of language str uctures m communication
Key Inquiry Questions (KIQs)
  • (s) How best can you Improve your Writing skills?
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 1View Term 1 →
  • Listening and Speaking
  • Reading
Term 2Current
  • Reading
  • Reading
  • Writing
  • Writing
Term 3View Term 3 →
  • 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 German Term 2

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

In Term 2, Grade 6 German 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 German 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 German 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.