2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons1 Strands in Term 3

Grade 6 German Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 6 German Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 German Term 3 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 3.

Class / Grade: Grade 6
Learning Area: German
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 6 German Term 3 Scheme of Work Table

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

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45 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	Writing	Creative writing	By the end of the sub strand, the learner should be able to; a) Write texts using the acquired, vocabulary and language structures	1. (s) How best can you Improve your Writing skills?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative writing	By the end of the sub strand, the learner should be able to; a) Write texts using the acquired, vocabulary and language structures	1. (s) How best can you Improve your Writing skills?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Creative writing	By the end of the sub strand, the learner should be able to; a) appreciate the value of language str uctures m communication	1. (s) How best can you Improve your Writing skills?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative writing	By the end of the sub strand, the learner should be able to; a) appreciate the value of language str uctures m communication	1. (s) How best can you Improve your Writing skills?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative writing	By the end of the sub strand, the learner should be able to; a) appreciate the value of language str uctures m communication	1. (s) How best can you Improve your Writing skills?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) identify appropriate language structures from given texts	1. (s) What do you do that shows you arc careful When writing?	- Learner is guided to: write what they like/dislike, indicate which activities they likc/dislikc using Emojis/ thumbsup/down, Write favourite activities on flash cards and share With Write simple texts on What they like using gern (Z.B. Ich spiele gern Fußball	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) identify appropriate language structures from given texts	1. (s) What do you do that shows you arc careful When writing?	- Learner is guided to: write what they like/dislike, indicate which activities they likc/dislikc using Emojis/ thumbsup/down, Write favourite activities on flash cards and share With Write simple texts on What they like using gern (Z.B. Ich spiele gern Fußball	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) Write texts using the acquired vocabulary and language	1. (s) What do you do that shows you arc careful When writing?	- Ich lese gern, ILSM'.), Write short texts and share With peers about activities they don't like doing using nicht gern (z. B. Ich schwimme nicht gern	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) Write texts using the acquired vocabulary and language	1. (s) What do you do that shows you arc careful When writing?	- Ich lese gern, ILSM'.), Write short texts and share With peers about activities they don't like doing using nicht gern (z. B. Ich schwimme nicht gern	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) appreciate the importance of guided Writing in language learning	1. (s) What do you do that shows you arc careful When writing?	- Ich spiele nicht gern Fußball	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) appreciate the importance of guided Writing in language learning	1. (s) What do you do that shows you arc careful When writing?	- Ich spiele nicht gern Fußball	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Sub-strand 60	By the end of the sub strand, the learner should be able to; a) identify appropriate vocabulary, phrases and language structures in	1. Quest ion(s) Why is language struc turc important When Writing ?	- Learner is guided to: write a list of various foods from different mealtimes, Write short texts about favourite foods (Z.B. Was isst du gern? Ich esse gern Brot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Sub-strand 60	By the end of the sub strand, the learner should be able to; a) identify appropriate vocabulary, phrases and language structures in	1. Quest ion(s) Why is language struc turc important When Writing ?	- Learner is guided to: write a list of various foods from different mealtimes, Write short texts about favourite foods (Z.B. Was isst du gern? Ich esse gern Brot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Sub-strand 60	By the end of the sub strand, the learner should be able to; a) Write texts using appropriate vocabulary, phrases and language structures	1. Quest ion(s) Why is language struc turc important When Writing ?	- Learner is guided to: write a list of various foods from different mealtimes, Write short texts about favourite foods (Z.B. Was isst du gern? Ich esse gern Brot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Sub-strand 60	By the end of the sub strand, the learner should be able to; a) Write texts using appropriate vocabulary, phrases and language structures	1. Quest ion(s) Why is language struc turc important When Writing ?	- usw), listen to a dictation and Write the Words down (Z.B. suß, sa/zig, schmecken, usw) , Write brief descriptions of food (z.B_ Der Kuchen ist suß, Die Suppe ist sa/zig	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 German Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 6 German. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

6 Sub-strands36 Lessons in Term 3

1.1 Creative writing

6 Suggested LessonsTerm 3

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.

1.2 Sub-strand 58

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify appropriate language structures from given texts
Write texts using the acquired vocabulary and language
appreciate the importance of guided Writing in language learning

Key Inquiry Questions (KIQs)

(s) What do you do that shows you arc careful When writing?

Learning Experiences

Learner is guided to: write what they like/dislike, indicate which activities they likc/dislikc using Emojis/ thumbsup/down, Write favourite activities on flash cards and share With Write simple texts on What they like using gern (Z.B. Ich spiele gern Fußball
Ich lese gern, ILSM'.), Write short texts and share With peers about activities they don't like doing using nicht gern (z. B. Ich schwimme nicht gern
Ich spiele nicht gern Fußball

Teaching Resources

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

1.3 Sub-strand 60

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary, phrases and language structures in
Write texts using appropriate vocabulary, phrases and language structures
appreciate thc need for correct vocabulary in commumca n

Key Inquiry Questions (KIQs)

Quest ion(s) Why is language struc turc important When Writing ?

Learning Experiences

Learner is guided to: write a list of various foods from different mealtimes, Write short texts about favourite foods (Z.B. Was isst du gern? Ich esse gern Brot
usw), listen to a dictation and Write the Words down (Z.B. suß, sa/zig, schmecken, usw) , Write brief descriptions of food (z.B_ Der Kuchen ist suß, Die Suppe ist sa/zig

Teaching Resources

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

1.4 Creative writing

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary, phrases and language structures
Write texts us ing appropriate vocabulary, phrases and language structures
appreciate thc role of clear instructions In Writing tasks

Key Inquiry Questions (KIQs)

(s) What do you need to write vocabulary and sentences correctly?

Learning Experiences

Learner is guided to: write short texts about people talking on grooming activities
Write down grooming activities from a dictation
Write short texts about grooming activities (Z.B. Ich putze mir die Zühne/lch kämme mir die Hame/lch wasche mir die Hände, Was machsr du um 7 Uhr? wsw)
Write an activity on a flash card, have a peer mime it for thc rest, fill in cloze tests. 51

Teaching Resources

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

1.5 Guided writing

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify language structure in given contexts
use provided structures for writing
appreciate thc role of language structures in denoting location of items and things

Key Inquiry Questions (KIQs)

(s) What words do you use to denote the location of things?

Teaching Resources

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

1.6 Sub-strand 69

6 Suggested LessonsTerm 3

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 the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools 58

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 2View Term 2 →

Reading
Reading
Writing
Writing

Term 3Current

Writing

Other Grade 6 Schemes of Work for Term 3

Download complete, editable schemes of work and explore strands for all learning areas in Grade 6.

Agriculture (Term 3)Science & Technology (Term 3)Social Studies (Term 3)Creative Arts (Term 3)Mathematics (Term 3)CRE (Term 3)IRE (Term 3)HRE (Term 3)French (Term 3)Arabic (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

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 German Term 3

What strands and sub-strands are covered in Grade 6 German Term 3?

In Term 3, Grade 6 German covers the following main strands: Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 6 German in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.