2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons1 Strands in Term 2

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

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Grade 6 Indigenous Language 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 Indigenous Language in Term 2.

Class / Grade: Grade 6
Learning Area: Indigenous Language
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 6 Indigenous Language 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:

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70 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	Reading lessons) Reading strategi espredic lion, ing	-	1. (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?	- print sources for reading materials related to the theme, make predictions on a text based on pictures and its title	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Reading lessons) Reading strategi espredic lion, ing	-	1. (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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) identify features of a topical essay for comprehension	1. (s) What is a topical essay?	- identify personal experiences based on the theme and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) identify features of a topical essay for comprehension	1. (s) What is a topical essay?	- discuss features of topical essays coll aboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) write topical essays creatively for expression and information	1. How is creativity developed?	- practice writing short essays based On the theme	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) write topical essays creatively for expression and information	1. How is creativity developed?	- work jointly to find texts from a digital device based on the theme	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) value the importance of writing a topical essay for communication	1. 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?	- use picture cut outs to develop a topical essay	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) value the importance of writing a topical essay for communication	1. 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?	- share their essays with peers for - team up to publish their best version essays in the school or public children's magazine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) value the importance of writing a topical essay for communication	1. 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?	- team up to publish their best version essays in the school or public children's magazine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening 5.1.1 Giving d Speaking Directions	By the end of the sub strand, the learner should be able to; a) write words with correct spelling for accuracy	1. (s) Why are directions important?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening 5.1.1 Giving d Speaking Directions	By the end of the sub strand, the learner should be able to; a) construct sentences to give directions for information b) value correct spelling in written texts for effective 25	1. (s) Why are directions important?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Reading for Information	-	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Reading for Information	-	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Sub-strand 40	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 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	1. (s) How do we develop good handwriting?	- learner is guided to: discuss the use of creative language in writing: pro verbs, metaphors, saying and similes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Sub-strand 40	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 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	1. (s) How do we develop good handwriting?	- learner is guided to: discuss the use of creative language in writing: pro verbs, metaphors, saying and similes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Indigenous Language Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 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

12 Sub-strands60 Lessons in Term 2

1.1 Reading lessons) Reading strategi espredic lion, ing

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 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.

1.2 Sub-strand 34

6 Suggested LessonsTerm 2

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?

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

1.3 Listening 5.1.1 Giving d Speaking Directions

2 Suggested LessonsTerm 2

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

1.4 Reading for Information

2 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 Reading for Information.

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

1.5 Sub-strand 40

6 Suggested LessonsTerm 2

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?

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

1.6 Sub-strand 42

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 42.

Key Inquiry Questions (KIQs)

(s) ow do we use fferent gatives ?

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

1.7 I Reading F luency 2 lessons) Speed /

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 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?

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

1.8 Creative W riting: Poetry 2 lessons) Rhythm

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 Creative W riting: Poetry 2 lessons) Rhythm.

Key Inquiry Questions (KIQs)

(s) y do we e poems?

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

1.9 Socialising and Taking Action: Debates and Discussions

2 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 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?

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

1.10 Sub-strand 50

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 50.

Key Inquiry Questions (KIQs)

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

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

1.11 Sub-strand 52

6 Suggested LessonsTerm 2

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

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

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

6 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Listening and Speaking

Term 2Current

Listening and Speaking

Term 3View Term 3 →

Listening and Speaking

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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 2

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

In Term 2, Grade 6 Indigenous Language covers the following main strands: Listening and Speaking. 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 Indigenous Language 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 Indigenous Language 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.