2026 KICD CBC Curriculum Design2 Strands · 28 Sub-strands140 Suggested Lessons

Grade 6 Indigenous Language Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 6 Indigenous Language. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 Indigenous Language Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 Indigenous Language under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 2 Strands
Annual Lessons: 140 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 Indigenous Language Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. (s) How do we demonstrate attentive listening?	- learner is guided to: listen to a story based on the theme and identify vocabulary related to the theme, work collaboratively to pick Out adverbs used in the story	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. (s) How do we demonstrate attentive listening?	- learner is guided to: listen to a story based on the theme and identify vocabulary related to the theme, work collaboratively to pick Out adverbs used in the story	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. (s) How do we demonstrate attentive listening?	- make sentences using vocabulary identified, work jointly to make a presentation using vocabulary identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. When do we use adverbs ?	- make sentences using vocabulary identified, work jointly to make a presentation using vocabulary identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. When do we use adverbs ?	- take notes on the presentations made and give peer reviews, team up to sing songs commonly used in ceremonies and festivals, collaborate with peers to stage the songs during the class exhibitions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. When do we use adverbs ?	- take notes on the presentations made and give peer reviews, team up to sing songs commonly used in ceremonies and festivals, collaborate with peers to stage the songs during the class exhibitions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication	1. When do we use adverbs ?	- take notes on the presentations made and give peer reviews, team up to sing songs commonly used in ceremonies and festivals, collaborate with peers to stage the songs during the class exhibitions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read a passage and identify key points to note, work jointly to pick out adverbs used in the passage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read a passage and identify key points to note, work jointly to pick out adverbs used in the passage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read a passage and identify key points to note, work jointly to pick out adverbs used in the passage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read the adverbs aloud with work with peers to use digital devices to search for information on the theme, work jointly to use key points from a story to summarise information , collaborate with peers to peer review written summaries	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read the adverbs aloud with work with peers to use digital devices to search for information on the theme, work jointly to use key points from a story to summarise information , collaborate with peers to peer review written summaries	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read the adverbs aloud with work with peers to use digital devices to search for information on the theme, work jointly to use key points from a story to summarise information , collaborate with peers to peer review written summaries	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Reading Information: Note Making 2 lessons) Key po in a retr	-	1. (s) Why do we make notes ?	- read the adverbs aloud with work with peers to use digital devices to search for information on the theme, work jointly to use key points from a story to summarise information , collaborate with peers to peer review written summaries	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	H and writing	-	1. (s) Why should we write legibly and neatly?	- brainstorm on features of a good handwriting with peers, work jointly to note down the various cultural festivals and ceremonies using neat and legib handw riting, work jointly with peers to compose sentences using adverbs, rewrite a short essay on the theme in neat and legible handwriting, proofread the written essays with publish their neatly written essay in the school or public magazine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Indigenous Language Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 Indigenous Language. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

3 Sub-strands14 Lessons

1.1 Sub-strand 12

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the sub-strand, learner should be able to: ) identify vocabulary from a story for comprehemsion, ) construct sentences using vocabulary and adverbs correctly for express' on, ) cultivate attentive listening skills for effective communication

Key Inquiry Questions (KIQs)

(s) How do we demonstrate attentive listening?
When do we use adverbs ?

Suggested Experiences

learner is guided to: listen to a story based on the theme and identify vocabulary related to the theme, work collaboratively to pick Out adverbs used in the story
make sentences using vocabulary identified, work jointly to make a presentation using vocabulary identified
take notes on the presentations made and give peer reviews, team up to sing songs commonly used in ceremonies and festivals, collaborate with peers to stage the songs during the class exhibitions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Reading Information: Note Making 2 lessons) Key po in a retr

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Reading Information: Note Making 2 lessons) Key po in a retr.

Key Inquiry Questions (KIQs)

(s) Why do we make notes ?

Suggested Experiences

read a passage and identify key points to note, work jointly to pick out adverbs used in the passage
read the adverbs aloud with work with peers to use digital devices to search for information on the theme, work jointly to use key points from a story to summarise information , collaborate with peers to peer review written summaries

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 H and writing

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in H and writing.

Key Inquiry Questions (KIQs)

(s) Why should we write legibly and neatly?

Suggested Experiences

brainstorm on features of a good handwriting with peers, work jointly to note down the various cultural festivals and ceremonies using neat and legib handw riting, work jointly with peers to compose sentences using adverbs, rewrite a short essay on the theme in neat and legible handwriting, proofread the written essays with publish their neatly written essay in the school or public magazine

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Listening and Speaking

25 Sub-strands126 Lessons

2.1 Listening for Information: Active and passive voice

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the sub-strand, learner should be able to: respond to oral instructions related to theme for effective communication, use passive and active voice in sentences correctly for effective communication, appreciate attentive listening in comprehending

Key Inquiry Questions (KIQs)

(s) Ow do we use -ve and passive ce in sentences?

Suggested Experiences

learner is guided to: listen to oral instructions from a recording, work jointly to identify Sentences in active and passive voice, team up with peers to convert sentences from active to passive voice and vice versa, pick sentence cards from a basket and say whether the sentence is in active or passive voice, construct sentences showing active and passive voice, collaborate to identify the subject and the object in sentences, team up to compose a poem Or a Song containing sentences in active and assive voice _

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Reading Fluency 2 lessons) In ronarion

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Reading Fluency 2 lessons) In ronarion.

Key Inquiry Questions (KIQs)

(s) Why is it important to read fluently?
How can one conserve the enviro nment?

Suggested Experiences

brainstorm the meaning of intonation with peers, listen to an audio recording based on the theme and identify instances of pauses, collaborate with peers to search for texts from print and non
print sources on the theme and read, work jointly with peers to practice reading with correct intonation and pause, role play a news item bulletin based on the theme using the right intonation

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Mechanics of

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Mechanics of.

Key Inquiry Questions (KIQs)

(s) Why is punctuation important?

Suggested Experiences

read a text discussing environmental conservation with
pick out imperatives from a text on environmental conservation
collaborate with peers to punctuate a text using the target punctuation marks (the hyphen, apostrophe, hrackcr or any other language specific punctuation mark) , take turns to assess each other's
work jointly to draw the various punctuation marks on flashcards and display in class

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Listening Comprehension 2 lessons) Adjectives Shape and Size) building

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Listening Comprehension 2 lessons) Adjectives Shape and Size) building.

Key Inquiry Questions (KIQs)

(s) a) b) c) recognise adjectives (colour, shape, size) from an oral text accurately for comprehension, use adjectives correctly in conversations related to the theme for effective communication enjoy using adjectives to make inferences in var i ed communication contexts. 13 learner is guided to: identify adjectives in an Oral text on, for example, causes of accidents and how to assist those who are involved in the accidents, and use them to make sentences , listen to sentences contalmng adjectives from digital devices and repeat saying them aloud, complete sentences, by filling m gaps with appropriate adjectives from the choices brainstorm the various adjectives on colour, shape and size of Objects?
How do we describe objects?
How can we assist those affected during a disaster?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Reading for Informati 2 lessons) Pro verbs Riddles Sayings

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify
proverbs
riddles and
sayings in
passages for
information
discuss
meaning of
proverbs and
sayings in
texts for
information
appreciate
using
proverbs
sayings and
riddles for
language
acquisition

Key Inquiry Questions (KIQs)

(s) I. Why is disaster awareness important?
How do proverbs and wise sayings make language interesting?

Suggested Experiences

team up to collect proverbs, riddles and sayings from the community or from texts, write the proverbs and sayings On charts and display in a language brainstorm on meanings of proverbs and sayings and when they are used
conduct a riddling session based on the theme
collaborate to compose songs using proverbs and wise sayings
share their songs with peers for team up to sing songs to the other learners during interclass festivals, work jointly to discuss the meaning of the proverbs and wise sayings based on the theme and create a class collection. 15

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.6 Seq uencing 2 lessons) Parts ofa composit Writing in

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Seq uencing 2 lessons) Parts ofa composit Writing in.

Key Inquiry Questions (KIQs)

(s) I. How do we sequence ideas in paragraphs?
How can we prevent some disasters in the environment?
a) b) c) identify main parts a composition for expres s I on, write a composition m a logical sequence for effective commun ication, develop a desire to present ideas in a logical sequence, Competencies to be developed: Creativity and Imagination: This is developed as the learner embraces new ideas that inspire creative thinking to complete an open ended composition. : This is enhanced as the learner interacts with technolo to read and talk about of Di Li 17 sitions?

Suggested Experiences

discuss the main parts of a composition collaboratively
read and rearrange jumbled up sentences to form a meaningful paragraph, work with peers to observe pictures related to the theme (for example a road crash scene, a drought scene, a terror scene) then write a composition, team up with peers to proofread compositions for better output, read a variety of compositions from a digital device with peers and talk about the introduction, body and conclusion, complete an open ended composition

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.7 expression: ronunciation lessons) Punctuation marks In ronarion

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

(s) Why is it important to observe punctuation marks in self-expression?

Suggested Experiences

Suggested a) b) c) identify punctuation marks for accurate articulation
use correct pronunciation and pauses in sentences for self-expression, appreciate punctuation for pronunciation in selfexpress' on. 19 leamer is guided to: discuss different punctuation marks and how they affect pronunciation, intonation and pause in phrases, work jointly to pronounce phrases and sentences to show different intonation and pauses depending on punctuation marks used, team up to record themselves reading paragraphs aloud using correct pronunciation and role-play reading a news bulletin fluently and peer review each other's presentation

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.8 Reading lessons) Reading strategi espredic lion, ing

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Reading lessons) Reading strategi espredic lion, ing.

Key Inquiry Questions (KIQs)

(s) Why are reading strategies a) b) c) identify various reading strategies for informati on, apply various reading strategies (predicrion, visualizing) in reading texts for information, recognise the importance of using strategies for extensive reading?

Suggested Experiences

brainstorm various reading strategies with peers
work jointly to search from print and non
print sources for reading materials related to the theme, make predictions on a text based on pictures and its title
team up to create a collection of thematic vocabulary from the text, Organise their collection of thematic vocabulary in a portfolio, work jointly to prepare a visual representation of a text to summarise info rmation
display their pictures for peer review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.9 Sub-strand 34

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of a topical essay for comprehension
write topical essays creatively for expression and information
value the importance of writing a topical essay for communication

Key Inquiry Questions (KIQs)

(s) What is a topical essay?
How is creativity developed?
Competencies to be developed: Creativity and Imagination: This is promoted as the learner views picture Cut outs and uses them to compose a topical Self efficacy: This is nurtured as the learner shows concerted attention to publish their best version essays in the school or public children's magazine. 23?

Suggested Experiences

identify personal experiences based on the theme and share with peers
discuss features of topical essays coll aboratively
practice writing short essays based On the theme
work jointly to find texts from a digital device based on the theme
use picture cut outs to develop a topical essay
share their essays with peers for
team up to publish their best version essays in the school or public children's magazine

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.10 Listening 5.1.1 Giving d Speaking Directions

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

write words with correct spelling for accuracy
construct sentences to give directions for information
value correct spelling in written texts for effective 25

Key Inquiry Questions (KIQs)

(s) Why are directions important?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.11 Reading for Information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Reading for Information.

Suggested Experiences

team up to search for passages from print and non-print sources based on the theme
identify adverbs of degree and time from the passages read, read the adverbs of degree aloud to peers
work jointly to collect adverts from the community and identify vocabulary
infer the meaning of the vocabulary from adverts , team up to create mind maps with a collection of vocabulary related to the theme on farm tools. ugg ested Key nqmry ow are adverts rtant in

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.12 Sub-strand 40

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the sub-strand, learner should be able to: identify aspects of creative language in texts based On the theme for fluency, write texts based on the theme neatly and legibly for effective comm un icat10n, appreciate creativity and handwriting in effective communication

Key Inquiry Questions (KIQs)

(s) How do we develop good handwriting?
re Competencies to be developed: Creativity and Imagination: This is developed as the learner exchanges ideas that inspire creativity when composing compositions neatly and in good handwriting. Digital Literacy: This is cultivated as the learner interacts with technology to read sample compositions online and to identi creative Ian 29?

Suggested Experiences

learner is guided to: discuss the use of creative language in writing: pro verbs, metaphors, saying and similes
read sample commysitions online and offline to identify creative language, team up to create a collection of proverbs, similes, sayinp and metaphors from texts
write a creative composition neatly and legibly, participate in a writing contest to practice creativity and handwriting _

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.13 Sub-strand 42

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 42.

Key Inquiry Questions (KIQs)

(s) ow do we use fferent gatives ?

Suggested Experiences

By the end of the Sub Strand, the learner should be able to: a) identify interrogatives for comprehension, b) use interrogatives appropriately to ask questions for information, C) take pleasure in using interrogatives in different oral communication 31 learner is guided tcy listen to a recorded text On the theme and identify interrogative Sentences
read different interrogatives aloud from a wall chart
observe a sample sentence given by the teacher and make own Sentences , role play using Interrogative Sentences and giving responses, collaborate to play a language game involving fishing Interrogatives from fashcards
discuss main issues related to the theme using interrogatives

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.14 I Reading F luency 2 lessons) Speed /

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in I Reading F luency 2 lessons) Speed /.

Key Inquiry Questions (KIQs)

(s) Why is intonation and pace in reading a) b) c) differentiate intonation and speed in reading for information, read a text using the correct intonation and pace for selfexpress Ion, enjoy reading various texts using correct intonation and pace?

Suggested Experiences

brainstorm intonation and pace in reading, watch a video recording of a conversation on the theme, observe the use of intonation and pace in the conversation, team up to collect texts from print and non
print sources based on the theme, take turns to read the texts with correct intonation and team up to conduct a speed reading competition using correct intonation and pace

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.15 Creative W riting: Poetry 2 lessons) Rhythm

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Creative W riting: Poetry 2 lessons) Rhythm.

Key Inquiry Questions (KIQs)

(s) y do we e poems?

Suggested Experiences

identify aspects of poetry such as stanzas and rhythm, team up to search for poems from online platforms and copy them
work jointly to recite simple
brainstorm on ideas incorporated when composing a poem
compose Simple poems and present to the class
read a vari of

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.16 Socialising and Taking Action: Debates and Discussions

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Socialising and Taking Action: Debates and Discussions.

Key Inquiry Questions (KIQs)

(s) I. Which skills do we use to debate?
How do we use Imperative sentences?
a) b) c) use imperative Sentences to discuss topics for self-expressions, identify debating skills for comprehension, appreciate debates and discussions for information sharing and socialisation. ore Competencies to be developed: Self efficacy: This is developed as the learner shows personal defining skills when contributing their ideas in debates discussions. Digital Literacy: This is enhanced as the learner interacts with digital Content when watching a debate from a video identi debatin skills. 37?

Suggested Experiences

learner is guided to: make imperative sentences
watch a debate from a video recording and identify debati skills observed, select a topic based On the theme and debate on it with peers , listen to peers contributing ideas and identify words and phrases used to interrupt, introduce ideas and disagree politely, work jointly to make reviews and summarise ideas for and against the topic of debate

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.17 Sub-strand 50

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 50.

Key Inquiry Questions (KIQs)

(s) I _ Why are careers important?
_ How can we ensure we summarise information accurately?

Suggested Experiences

summarise the key points from texts on careers and professions
read the points to the class for peer rev lew, listen to a video recording based on the theme, work jointly to identify vocabulary related to the theme from the video recording, infer the meaning of vocabulary from context, work with peers to prepare a mind map on the various careers and professions and display

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.18 Sub-strand 52

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

: Strand , the learner shoul d reative Writing be able to: arrative position 2 lessons) Narrative composition Neatness and legibility

Suggested Experiences

work jointly to highlight the elements of a good composition ( introduction, body, conch" ion) team up to collect ideas on the theme for a narrative composition
write a narrative composition on careers and professions creatively, share their compositions with peers for review based On accuracy , creativity and team up to participate in a writing contest to practice writin narratives _ uggested Key nquiry Question(s) How do we develop a good narrative ? a) b) c) re Competencies to be developed: identify elements of a narrati ve composition for comprehension
write texts based on the theme using good handwriting for effective appreciate creativity and good handwriting in effective Communication and Collaboration. This is developed as the learner embraces ideas that inspire creativity to compose the own compositions on the theme. Self-efficacy: This is promoted as the learner prioritises tasks effectively when teaming up to collect ideas On the for a narrative co

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.19 Expressing Personal Opinions: Direct Object lessons) Direct o bjeer Expressing respectifu Ily

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the Sub trand, the learner uld be able to: use a direct object in oral sentences for comprehension, express personal opinions on care for digital devices for information, develop a desire to make personal judgements and opinions appropriately in discussions

Key Inquiry Questions (KIQs)

(s) I. Why is it important to express personal pectfully?
opinions res How do we express ourselves when sharing an opinion?

Suggested Experiences

watch recorded clips to see how direct objects are used In sentences _ listen to a poem and identify lines with direct objects
make sentences with direct Objects and read them aloud, work jointly to search from online and offline sources for ways to express personal opinions respectfully, participate in a debate On the theme to express personal opinions on care of digital devices. 43

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.20 ding for nform ation: isuals 2 lessons)

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify information from visuals for i n formation
summarise information using a visual for

Key Inquiry Questions (KIQs)

(s) Why do we say a picture is worth a thousand words?
Summarising effective communication, inform a non Interpreting C) appreciate the role of Visuals summarising using visuals for effective communi on?

Suggested Experiences

work jointly to study a visual related to the theme and discuss with peers
make notes on information derived from the visuals and share with peers for review, work jointly to summarise a text using a visual e.g. pictures, graphs, charts, mind maps , display the visual on charts for peer team up to prepare a mosaic piece using available materials on an idea related to the theme on technology

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.21 Sub-strand 58

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify components a formal letter for info rmation
compose a formal letter using correct format for
appreciate the use of formal letters to communicate in real life situations

Key Inquiry Questions (KIQs)

(s) Why do we write letters?
re Competencies to be developed: Digital Literacy: This is enhanced as the learner interacts with technology when studying a collection of sample letters and reads, online or offline. Creativity and Imagination: This is developed as the learner interacts with ideas that inspire creative thinking when nents of formal letters. arin charts and discuss?

Suggested Experiences

study a collection of sample letters and read, online or offline
discuss the various components of formal letters , work jointly to prepare and display a chart showing the structure and the components of a formal letter
write a formal letter on a given topic using correct read their Own letters aloud for review and make corrections, work jointly to identify ways in which formal information was passed on during the pre-colonial days

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.22 Sub-strand 60

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

O utcomes y the end of the sub-strand, should be able to: identify verbs and adverbs in an oral text for information, respond to instructions related to the theme for comprehension, desire to express self clearly using verbs and adverbs for effective communi on. 49

Key Inquiry Questions (KIQs)

(s) leamer is guided to: How do we use listen to a recorded paragraph On verbs and adverbs the theme and identify verbs to give and adverbs, work jointly to list verbs and adverbs and display in the language corner, play a language game to Create and respond to instructions on classroom activities using verbs and adverbs, work together to pick cards from a basket containing verbs and match with their most corresponding adverbs , team up to compose and sing Songs using verbs and adverbs related to the theme, stage their songs during the class exhibitions. in structions?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.23 xtensive eading

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in xtensive eading.

Key Inquiry Questions (KIQs)

(s) How can we extract information from a text?

Suggested Experiences

listen to an audio recording of a dialogue related to the theme
identify vocabulary related to the theme from the text, work jointly to build a vocabulary bank based on the words identified, collaborate to answer direct and inferential questions from the dialogue, infer meaning of vocabulary identified from context, collaborate to paraphrase the key ideas from the text
read the summarised key information in class for peer review
prepare a reading log to track indigenous texts read

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.24 Sub-strand 64

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 64.

Key Inquiry Questions (KIQs)

(s) Why do we write apology letters?
Letter a) identify key elements 2 lessons) Formar Writing letters of an apology letter for comprehension, b) write an apology letter seeking reconciliation for effective Co mm unicat10n , C) appreciate the use of letters in fostering peaceful co-ex istence in daily living?

Suggested Experiences

learner is guided to discuss the format of writing a letter, work jointly to identify words and phrases used to express remorse or apology, work jointly to search for samples of apology letters from print and non
print sources and discuss, collaborate to engage in a skit on a scene that involves asking for forgiv e ne.ss, write an apology letter and exchange them for peer review, organise their neatly written letters in the class portfolio

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.25 Sub-strand 70

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas 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 leamers, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools. 2) Implementation of CSL Activity Assigning roles to learners
Ensure every learner actively participates in the activity
observe learners as they carry out the CSL activity and record feedback. Use an appropriate assessment tool to assess both the process and the prmluct (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following: what went well and why
what did not go well and why?
what can be done differently next time?
what have they learnt? 59

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 6 Indigenous Language Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Indigenous Language.

Term 1 Scheme13 Weeks

Listening and Speaking
Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking

View Term 2

Term 3 Scheme9 Weeks

Listening and Speaking

View Term 3

Other Grade 6 Learning Areas & Schemes

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

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

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

What are the main strands in Grade 6 Indigenous Language?

The official KICD strands for Grade 6 Indigenous Language are: Listening and Speaking, Listening and Speaking. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 6 Indigenous Language?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 6 Indigenous Language schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 6 Indigenous Language?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.