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

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

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Grade 6 Indigenous Language 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 Indigenous Language in Term 1.

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

Full Term Timetable

Grade 6 Indigenous Language 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	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)

Curriculum Design & Content

Grade 6 Indigenous Language Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

3 Sub-strands14 Lessons in Term 1

1.1 Sub-strand 12

6 Suggested LessonsTerm 1

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 ?

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

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

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

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

Key Inquiry Questions (KIQs)

(s) Why do we make notes ?

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

1.3 H and writing

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in H and writing.

Key Inquiry Questions (KIQs)

(s) Why should we write legibly and neatly?

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

Strand 2.0

Listening and Speaking

8 Sub-strands40 Lessons in Term 1

2.1 Listening for Information: Active and passive voice

2 Suggested LessonsTerm 1

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?

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

2.2 Reading Fluency 2 lessons) In ronarion

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

2.3 Mechanics of

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Mechanics of.

Key Inquiry Questions (KIQs)

(s) Why is punctuation important?

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

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

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.5 Reading for Informati 2 lessons) Pro verbs Riddles Sayings

6 Suggested LessonsTerm 1

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?

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

2.6 Seq uencing 2 lessons) Parts ofa composit Writing in

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

2.7 expression: ronunciation lessons) Punctuation marks In ronarion

6 Suggested LessonsTerm 1

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?

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

2.8 Reading lessons) Reading strategi espredic lion, ing

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

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

Complete annual curriculum scope for Grade 6 Indigenous Language showing the term-by-term distribution of all 2 strands.

Term 1Current

Listening and Speaking
Listening and Speaking

Term 2View Term 2 →

Listening and Speaking

Term 3View Term 3 →

Listening and Speaking

Other Grade 6 Schemes of Work for Term 1

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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 Indigenous Language Term 1

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

In Term 1, Grade 6 Indigenous Language covers the following main strands: Listening and Speaking, Listening and Speaking. 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 Indigenous Language 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 Indigenous Language 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.