2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons5 Strands in Term 3

Grade 6 Kiswahili 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 Kiswahili Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 Kiswahili 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 Kiswahili in Term 3.

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

Full Term Timetable

Grade 6 Kiswahili 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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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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	Kusoma	Sub-strand 95	By the end of the sub strand, the learner should be able to; a) kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa	-	- kusoma matini alizochagua ili kufaidi ujumbe na lugha iliyotumiwa, kutolea wenzake muhtasari wa kile aliehosoma kwenye matini ili kupashana ujumbe na kuchQRheana kusoma Zaidi kwa ajili ya kujifurahisha, kujadiliana na wennke matini ambazo wamesoma kwa kuzingatia ukuzaji wa Mamali Dadisi Vali o endekezwa Ni habari zipi unazopenda kusoma kwenye matini? Unazingatia nini unapoehagua matini za kusoma? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushinkiano: mwanafunzi anaposimulia na kujadiliana na wenzake Ujuzi ua kidijitali: mwanafunzi anapotumia tarakilishi na mtandao kupata matini za kusoma_ Hamu u 'i 'icha ulia matini na kuzisoma 80	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kusoma	Sub-strand 95	By the end of the sub strand, the learner should be able to; a) kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake	-	- kusoma matini alizochagua ili kufaidi ujumbe na lugha iliyotumiwa, kutolea wenzake muhtasari wa kile aliehosoma kwenye matini ili kupashana ujumbe na kuchQRheana kusoma Zaidi kwa ajili ya kujifurahisha, kujadiliana na wennke matini ambazo wamesoma kwa kuzingatia ukuzaji wa Mamali Dadisi Vali o endekezwa Ni habari zipi unazopenda kusoma kwenye matini? Unazingatia nini unapoehagua matini za kusoma? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushinkiano: mwanafunzi anaposimulia na kujadiliana na wenzake Ujuzi ua kidijitali: mwanafunzi anapotumia tarakilishi na mtandao kupata matini za kusoma_ Hamu u 'i 'icha ulia matini na kuzisoma 80	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Kuandika	Sub-strand 97	-	-	- aelekezwe: kuelen maudhui kutokana na mada ya insha ya maelezo, kujadili mada ya insha na muundo wa insha ya maelezo, kuandika insha ya maelezo akitumia vivumishi na vielezi vifaavyo kutoa picha dhahiri kuhusu anachokielezea. Pia akizingatie anwani, mpangtlio mzuri wa mawazo, hati Safi, kanuni za kisarufi, uakifishaji mwafaka na lugha ya kiubunifu inayojumutsha methali na nahau alizojifunn awali, kuandika insha ya maelezo akitumia kifaa cha kidijitali kuhusu suala lengwa (k. v w" sababu kwa mwalimu ili kuisoma n a	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Kuandika	Sub-strand 97	-	-	- aelekezwe: kuelen maudhui kutokana na mada ya insha ya maelezo, kujadili mada ya insha na muundo wa insha ya maelezo, kuandika insha ya maelezo akitumia vivumishi na vielezi vifaavyo kutoa picha dhahiri kuhusu anachokielezea. Pia akizingatie anwani, mpangtlio mzuri wa mawazo, hati Safi, kanuni za kisarufi, uakifishaji mwafaka na lugha ya kiubunifu inayojumutsha methali na nahau alizojifunn awali, kuandika insha ya maelezo akitumia kifaa cha kidijitali kuhusu suala lengwa (k. v w" sababu kwa mwalimu ili kuisoma n a	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kuandika	Sub-strand 97	-	-	- aelekezwe: kuelen maudhui kutokana na mada ya insha ya maelezo, kujadili mada ya insha na muundo wa insha ya maelezo, kuandika insha ya maelezo akitumia vivumishi na vielezi vifaavyo kutoa picha dhahiri kuhusu anachokielezea. Pia akizingatie anwani, mpangtlio mzuri wa mawazo, hati Safi, kanuni za kisarufi, uakifishaji mwafaka na lugha ya kiubunifu inayojumutsha methali na nahau alizojifunn awali, kuandika insha ya maelezo akitumia kifaa cha kidijitali kuhusu suala lengwa (k. v w" sababu kwa mwalimu ili kuisoma n a	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Kuandika	Sub-strand 99	By the end of the sub strand, the learner should be able to; a) kutambua vinyume vya vivumishi katika matini	-	- elekezwe: kutambua vinyume vya zuribaya. kali-butu, refufupi) katika ehati, kadi za maneno, kapu maneno, mti maneno au vifaa vya kidijitali, kutafuta vinyume vya vivumishi kwa kurejelea orodha ya vivumishi alivyopewa, kutal ii manngtra yake na kuunda orodha ya vinyume vya vivumishi, kutunga sentensi kwa kutumia vinyume vya vivumishi kwa kuzingatia upatanisho wa kisarufi_ Swali Dadisi Lililopendekezwa Je, ni vivumishi Vipi una vyo weza kutambua vinyume vyake? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushiriklano: mwanafunzi anaposhiriki kazi ya vikundi. Ubunifu: mwanafunzi anapotunga sentensi sahihi. Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kidij itali 84	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kuandika	Sub-strand 99	By the end of the sub strand, the learner should be able to; a) kutambua vinyume vya vivumishi katika matini	-	- elekezwe: kutambua vinyume vya zuribaya. kali-butu, refufupi) katika ehati, kadi za maneno, kapu maneno, mti maneno au vifaa vya kidijitali, kutafuta vinyume vya vivumishi kwa kurejelea orodha ya vivumishi alivyopewa, kutal ii manngtra yake na kuunda orodha ya vinyume vya vivumishi, kutunga sentensi kwa kutumia vinyume vya vivumishi kwa kuzingatia upatanisho wa kisarufi_ Swali Dadisi Lililopendekezwa Je, ni vivumishi Vipi una vyo weza kutambua vinyume vyake? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushiriklano: mwanafunzi anaposhiriki kazi ya vikundi. Ubunifu: mwanafunzi anapotunga sentensi sahihi. Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kidij itali 84	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Kuandika	Sub-strand 99	By the end of the sub strand, the learner should be able to; a) kutunga sentensi kwa kutumia vinyume vya vivumishi	-	- elekezwe: kutambua vinyume vya zuribaya. kali-butu, refufupi) katika ehati, kadi za maneno, kapu maneno, mti maneno au vifaa vya kidijitali, kutafuta vinyume vya vivumishi kwa kurejelea orodha ya vivumishi alivyopewa, kutal ii manngtra yake na kuunda orodha ya vinyume vya vivumishi, kutunga sentensi kwa kutumia vinyume vya vivumishi kwa kuzingatia upatanisho wa kisarufi_ Swali Dadisi Lililopendekezwa Je, ni vivumishi Vipi una vyo weza kutambua vinyume vyake? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushiriklano: mwanafunzi anaposhiriki kazi ya vikundi. Ubunifu: mwanafunzi anapotunga sentensi sahihi. Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kidij itali 84	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Kusoma	Sub-strand 101	By the end of the sub strand, the learner should be able to; a) kujadili dhana ya sitiari ili kuitofautisha na dhana zingine za lugha	-	- ekezwe: kujadili na wenzake maana ya smart	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kusoma	Sub-strand 101	By the end of the sub strand, the learner should be able to; a) kujadili dhana ya sitiari ili kuitofautisha na dhana zingine za lugha	-	- ekezwe: kujadili na wenzake maana ya smart	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Kusoma	Sub-strand 101	By the end of the sub strand, the learner should be able to; a) kutambua sitiari za tabia katika matini mbalimbali ili kuzibainisha	-	- kutambua sitiari za tabia (k. v. yeye ni S ungum, n i ni mimi ni safarini) katika vitabu, matini, Chati na vyombo vya kidijitali akishirikiana na wenzake, kutoa mifano ya sitiari tabia akisaidiana na mwenzake	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Kusoma	Sub-strand 103	By the end of the sub strand, the learner should be able to; a) kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi	1. ka haban gani uliyoisoma 2 Ni hatua gani za kiusalama unazonngaua un apotafuta Umilisi wa kimsingi unaokuzwa: Ujuzi wa kidij itali: mwanafunzi atapata hamu ya kutafuta matini za kusoma kwenye tarakilishi na mitandaoni 88?	- kutambua mambo ya kuzingatia anav»soma matini zilizohifadhiwa katika kifaa cha kidijitali (k v. kutofuta kazi wen:ake Zili:ohifadhiwa katika vifaa vya kidijirali) akishirikiana na wenzake	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Kusoma	Sub-strand 103	By the end of the sub strand, the learner should be able to; a) kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi	1. ka haban gani uliyoisoma 2 Ni hatua gani za kiusalama unazonngaua un apotafuta Umilisi wa kimsingi unaokuzwa: Ujuzi wa kidij itali: mwanafunzi atapata hamu ya kutafuta matini za kusoma kwenye tarakilishi na mitandaoni 88?	- kutambua mambo ya kunngatia anav»soma matini za mtandaoni (k. v. kwa	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Kusoma	Sub-strand 103	By the end of the sub strand, the learner should be able to; a) kuonyesha uelewa wa hatua za kiusalama kwa kusakura matini kwenye tovuti salama ili kupata vifungu vya kusoma kutumia vyombo vya kidijitali	1. ka haban gani uliyoisoma 2 Ni hatua gani za kiusalama unazonngaua un apotafuta Umilisi wa kimsingi unaokuzwa: Ujuzi wa kidij itali: mwanafunzi atapata hamu ya kutafuta matini za kusoma kwenye tarakilishi na mitandaoni 88?	- kutambua jina Ia faili lengwa k	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Kusoma	Sub-strand 105	By the end of the sub strand, the learner should be able to; a) kueleza maudhui y a insha ya masimulizi ili kuandika ifaavyo	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Kiswahili Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Kusoma

1 Sub-strand6 Lessons in Term 3

1.1 Sub-strand 95

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua aina mbalimbali za matini ili kuchagua inayomvutia
kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake

Learning Experiences

lekezwe kutambua matini zinazomvutia maktabani na mtandaoni
kusoma matini alizochagua ili kufaidi ujumbe na lugha iliyotumiwa, kutolea wenzake muhtasari wa kile aliehosoma kwenye matini ili kupashana ujumbe na kuchQRheana kusoma Zaidi kwa ajili ya kujifurahisha, kujadiliana na wennke matini ambazo wamesoma kwa kuzingatia ukuzaji wa Mamali Dadisi Vali o endekezwa Ni habari zipi unazopenda kusoma kwenye matini? Unazingatia nini unapoehagua matini za kusoma? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushinkiano: mwanafunzi anaposimulia na kujadiliana na wenzake Ujuzi ua kidijitali: mwanafunzi anapotumia tarakilishi na mtandao kupata matini za kusoma_ Hamu u 'i 'icha ulia matini na kuzisoma 80

Teaching Resources

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

Strand 2.0

Kuandika

2 Sub-strands12 Lessons in Term 3

2.1 Sub-strand 97

6 Suggested LessonsTerm 3

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 97.

Learning Experiences

aelekezwe: kuelen maudhui kutokana na mada ya insha ya maelezo, kujadili mada ya insha na muundo wa insha ya maelezo, kuandika insha ya maelezo akitumia vivumishi na vielezi vifaavyo kutoa picha dhahiri kuhusu anachokielezea. Pia akizingatie anwani, mpangtlio mzuri wa mawazo, hati Safi, kanuni za kisarufi, uakifishaji mwafaka na lugha ya kiubunifu inayojumutsha methali na nahau alizojifunn awali, kuandika insha ya maelezo akitumia kifaa cha kidijitali kuhusu suala lengwa (k. v w" sababu kwa mwalimu ili kuisoma n a
kuwawasilishia wenzake insha aliyoandika ili Swali Dadisi L ililope nd ekezwa Je, ni mambo gani kuusilisha unap oandika insha ya maelezo? a) b) c) kueleza maudhui ya insha ya maelezo kwa kuzingatia mada, kuandika insha ya maelezo kwa zifaazo ili kufanikisha, mawasiliano kuc hangamkia utunn mzun Wenye mapambo ya lugha. Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposhiriki katika mijadala na wenzake Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kiteknolojia Wakati wa kuandika insha ya maelezo mtandaoni na kurejelea kielelezo insha ya maelezo_ 82

Teaching Resources

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

2.2 Sub-strand 99

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua vinyume vya vivumishi katika matini
kutunga sentensi kwa kutumia vinyume vya vivumishi
kuehangamkia matumizi ya Vinyume vya vivumishi katika mawasiliano ya kila siku

Learning Experiences

elekezwe: kutambua vinyume vya zuribaya. kali-butu, refufupi) katika ehati, kadi za maneno, kapu maneno, mti maneno au vifaa vya kidijitali, kutafuta vinyume vya vivumishi kwa kurejelea orodha ya vivumishi alivyopewa, kutal ii manngtra yake na kuunda orodha ya vinyume vya vivumishi, kutunga sentensi kwa kutumia vinyume vya vivumishi kwa kuzingatia upatanisho wa kisarufi_ Swali Dadisi Lililopendekezwa Je, ni vivumishi Vipi una vyo weza kutambua vinyume vyake? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushiriklano: mwanafunzi anaposhiriki kazi ya vikundi. Ubunifu: mwanafunzi anapotunga sentensi sahihi. Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kidij itali 84

Teaching Resources

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

Strand 3.0

Kusoma

3 Sub-strands18 Lessons in Term 3

3.1 Sub-strand 101

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kujadili dhana ya sitiari ili kuitofautisha na dhana zingine za lugha
kutambua sitiari za tabia katika matini mbalimbali ili kuzibainisha
kutumia sitiari za tabia kwa usahihi katika sentensi ili kuimarisha mawasiliano
kufurahia matumizi ya sitiari katika mawasiliano ya kila siku

Learning Experiences

ekezwe: kujadili na wenzake maana ya smart
kutambua sitiari za tabia (k. v. yeye ni S ungum, n i ni mimi ni safarini) katika vitabu, matini, Chati na vyombo vya kidijitali akishirikiana na wenzake, kutoa mifano ya sitiari tabia akisaidiana na mwenzake
kueleza maana ya sitiari mbalimbali, kutumia sitiari katika sentensi. Swali Dadisi Lililopendekezw a Ni maneno gani kulinganisha kitu na kingine kwa njia ya moja kwa moja? Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposhiriki katika kazi ya vikundi. Hamu ya ujifunzaji: mwanafunzi anapotambua sitiari katika matini_ Ujuzi wa kidijitali: mwanafunzi anapotumia vifaa vya kidijitali katika kutambua sitiari. 86

Teaching Resources

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

3.2 Sub-strand 103

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi
kuonyesha uelewa wa hatua za kiusalama kwa kusakura matini kwenye tovuti salama ili kupata vifungu vya kusoma kutumia vyombo vya kidijitali
kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake

Key Inquiry Questions (KIQs)

ka haban gani uliyoisoma 2 Ni hatua gani za kiusalama unazonngaua un apotafuta Umilisi wa kimsingi unaokuzwa: Ujuzi wa kidij itali: mwanafunzi atapata hamu ya kutafuta matini za kusoma kwenye tarakilishi na mitandaoni 88?

Learning Experiences

kutambua mambo ya kuzingatia anav»soma matini zilizohifadhiwa katika kifaa cha kidijitali (k v. kutofuta kazi wen:ake Zili:ohifadhiwa katika vifaa vya kidijirali) akishirikiana na wenzake
kutambua mambo ya kunngatia anav»soma matini za mtandaoni (k. v. kwa
kutambua jina Ia faili lengwa k
venye tarakilishi na kufanya mazoezi ya kufungua na kufunga
kutambua mitandao salama yenye matini inayoatiki kiwango na mahitaji yake
kutambua umuhimu wa kutoa halkiri kwa mwalimu, mzazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao
kutafuta maana za maneno mapya kwenye kamusi mtandaoni, kusimulia wenzake habari al izosoma_

Teaching Resources

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

3.3 Sub-strand 105

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kueleza maudhui y a insha ya masimulizi ili kuandika ifaavyo
kuandika insha ya masimulizi kwa kufuata kanuni
kuchangamkia utunzi mzuri ili ku i marisha mawasiliano. Shughuli za t,'jifunzaji Zilizopende kezwa Mwanafunzi aelekezwe: kutambua insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi, kujadili mada na vidokezo vya insha ili kuvitumia katika kuandika insha yake, kuelezea maudhui atakayotumia kuandikia insha ya masimulizi, kuandika insha ya masimulizi (k v. kuhusu ugaidi. uhal$fu. aioli. safari n.k) isiyopungua maneno 200 akizingatia mada, mpangilio mzuri wa mawazo, hati Safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu na urefu unaotarajiwa. Pia azingatie aina mbalimbali maneno, mnyambuliko wa vitenzi, na nyakati ili kejenga picha dhahiri ya anachoktandikia daftarini, kuandika insha ya masimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini, kuwawasilishia wenzake insha aliyoandika ili waitathmini na kum weleken_ 90 Swali Dadisi Lililope ndekezwa Insha ya masimulizi ina sifa gani?

Teaching Resources

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

Strand 4.0

Kusoma

1 Sub-strand6 Lessons in Term 3

4.1 Sub-strand 109

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kubuni na kusimulia kisa mbele ya wenzake akizingatia mada lengwa
kutumia ishara zifaazo kuimansha masimulizi yake
kufurahia usimuhzi wa visa mbalimbali kuhusu maisha_

Learning Experiences

aelekezwe: kujadiliana na wenzake kuhusu mada mbalimbali amban huweza kusimuliwa kuhusiana na mamtxy na hali za maisha (k. v. hadithi za mashujaa, shughuli za sikukuu za kitaifa, usomaji uu bajeti, ulipaji wu ushuru, hckaya). kusikiliza kisa cha kisimulizi kuhusu mada lengwa kutoka kwa mgeni mwalikwa, tepurekoda, video na tarakilishi ili kupata sifa za usimulizi kusimulia kisa kuhusiana na mada fulani akizingatia mtiririko wa matukio, kanuni za kisarufi, kupanda na kushuka kwa sauti, ishara za uso, viziada lugha, tasfida, na wakati ili kuufanya utungo wake uvutie, 94 Swali Dadisi L ili lope ndekezwa Masimulin kuhusu ushuru yana umuhi mu gani?

Teaching Resources

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

Strand 5.0

Kusoma

8 Sub-strands48 Lessons in Term 3

5.1 Sub-strand 111

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua vipengele vya kuzingatia katika ku:soma kwa u fasaha
kusoma kifungu kwa kuzingatia matamshi bora
kusoma kifungu kwa kasi ifaayo
kusoma kifungu kwa kutumia sauti ipasavyo
ku soma kifungu kwa kuambatanisha ishara zi faazo, t) kuchangamkia kusoma kifungu kwa kunngatia vipengele vya usomaji kwa

Learning Experiences

elekezwe: kujadiliana na wenzake vipengele vya kuzingatia katika kusoma makala k
va kusoma kifungu kuhusu suala lengwa katika matini andishi au ya kidijitali akizingatia matamshi hora, kusoma kifungu Cha hadithi kuhusu suala lengwa kwa kulingatia kasi ifaay0 (maneno sahihi yasiypungua 85 kwa dakika) ili wenzake wamtolee maoni, kusoma kifungu akizingatia sauti ifaayo (k_v kiwango cha sauti na kiimbo), kusoma kifungu kwa kuambatanisha ishara zifaazo panapofaa (k.v. ishara za uso na mikono zinazozingatia tamaduni), kushirikiana na mzan au mlezi kusoma makala akizingatia vipengele vya usomaji hora. Swati Dadisi Lili' o pendekezwa Je, kusoma kwa ufasaha kuna umuhimu gani? tJmiIisi wa Kimsingi Unaokuzwa: Mawasiliano na ushirikiatw: mwanafunzi anaposhinkiana na wenzake na kujadiliana kuhusu vipengele vya kusoma kwa ufasaha_ kujiamini: mwanafunzi anaposoma kifungu kwa ufasahx Ubunifu: mwanafunzi anapotumia ishara zifaazo Wakati wa kusoma kifungu Hamu u' i 'i: mwanafunzi oshirikikatika huli kusoma 96

Teaching Resources

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

5.2 Sub-strand 113

6 Suggested LessonsTerm 3

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 113.

Key Inquiry Questions (KIQs)

tjnazingatia nini ili kuunda aya a) b) c) kujadili maudhui ili kuandika Barua rasm nayonngaua mada, kuandika barua rasml mayonngaua mada, hati Safi, muundo na mtindo ufaao ili kuwasiliana Ip asavyo, kuc hangamkia utunzi wa barua rasmi katika mawasiliano Umilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposhirikiana na wennke katika kazi ya kikundi_ Ubunifu: mwanafunzi anapotunga na kuandika Barua rasmi kwa mwalimu_ Ujuzi wa kidijitali: mwanafunzi anapoandika Barua kwa kutumia tarakilishi. 98?

Learning Experiences

i aelekezwe: kutambua mada ya kuandikia Barua rasmi
kujadili na wenzake maudhui yafaayo kulingana na mada ya insha ya barua rasmi
kuandika vidokezo vya kumuongoza
kujadili na wenzake vipengele vya aya
kuandika barua rasmi kwa mwalimu daftarini kuomba msamaha na kuiwasilisha kila hoja katika aya yake, kutumia sentensi inayobeha wazo kuu mwanzoni mwa kila aya
kuandika kwa hati safi au kwa kutumia tarakilishi huku akizingatia kanuni zifaazo,_ kujadiliana na wenzake kuhusu umuhimu wa Barua rasmi katika mawasiliano

Teaching Resources

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

5.3 Sub-strand 115

6 Suggested LessonsTerm 3

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 115.

Learning Experiences

aelekezwe: kutambua viambishi vya hali ya masharti (nge nga/i, ki) katika vitenzi kwa kuvipigia mistari kweny
e vitabu au kuvikolezea wino kwenye tarakllishi, kutambua viambishi vya hali ya masharti katika hali kanushi (kv.singe singali, sipo), kusoma sentensi zenye viambishi lengwa kuenye vitabu au tarakilishi katika hali yakinishi na kanushi, kukanusha maneno na sentensi akizingatia hali ya mashalli kavenyedatiari au kwa kutumia tarakilishi, kutunga sentensi sahihi zenye viambishi vya hali ya mashartl na kuzikanusha, kusikiliza au kutazama vipindi vya ukanushaji wa hali ya masharti itia vifaa kidi' itali_ Mamali Dadisi V al iyopendekezwa Viambishi vya hali ya mashartlkatika vitenzi nivipi? Viambishi vya hali ya mashartlkatika ukanushaji ni vipi? kutambua viambishi vya hali ya masharti katika sentensi, kukanusha viambishi vya hali ya masharti katika sentensi, kufurahia ukanushaji wa viambishi hali ya sentensl_ tjmilisi wa kimsingi unaokuzwa: Mawasiliano na ushirikiano: mwanafunzi anaposhiriki katika vikundi ili kujadili kuhusu ukanushaji_ Uuazaji kina na utatuzi wa matatizo: mwanafunn anapojaribu kukanusha maneno na sentensi_ U' wa kidi itali m wanafunzi ia vifaa kidi itali katika somo_

Teaching Resources

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

5.4 Sub-strand 117

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua nomino nnazoanza kwa kiambishi kikatika kundi Ia man eno
kubadilisha nomino, zinazoann kwa kikatika hali wastani kuwa katika hali ya ukubwa na udo go
kutunga sentensi sahih i akitumia nomino zmazoanza kwa kikatika hali ya ukubwa na udogo huku akizingatia upatanisho wa kisarufi
kufurahia kutumia nomino zinazoanza kwa kikwa usahihi katika hali ya ukubwa na udogo ili kuimarisha mawasiliano

Learning Experiences

i aelekezwe: kutambua nomino zinazoanza kwa kiambishi ki- (k v. kin, kirabu, kitanda) kwa kutumia kadi za maneno, mti wa maneno, Chati au vifaa vya kidijitali, kushiriki kuenye mjadala wa kutambua viambishi vinavyotumika kudhihirisha ukubwa na udogo wa nomino, kushiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo , kushiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino na kingine kutaja ukubwa na udogo wa nomino hiyo, kutunga sentensi kwa kutumia nomino hizo katika hali ya ukubwa na udogo kwa kuzingatia isho wa kisarufi_ Swali Dadisi L ililo pend ekezwa Je, ni nomino gani z Inazoanza kwa kiambishi kiunazozijua?

Teaching Resources

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

5.5 Sub-strand 119

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

kutambua nomino zinazoanza kwa kiambishi ji ili kuzibainisha
kubadilisha nomino zinazoanza kwa kiambishi jikatika hali wastani kuwa katika hali ya ukubwa na udogo
kutunga sentensi sahih i akitumia nomino zinazoanza kwa kiambishi jikatika hali ya ukubwa na udogo huku akizingatia upatanisho wa kisarufi
kufurahia kutumia nomino zinazoanza kwa kiambishi Jikwa usahihi katika hali ya ukubwa na udogo ili kuimari sha mawasi lian0. 104

Learning Experiences

ekezwe: kutaja nomino zinazoann kwa kiambishi jikatika hali ya ukubwa na udogo kwa kutumia kadi maneno, mti maneno, Chati au vifaa vya kidijitali k.v. jani (jijani
kijani), jiko (jijiko
kijijiko), kushiriki kwenye mjadala wa kutambua viambishi vinavyotumika kudhihirisha ukubwa na udogo wa nomino zinazoanza kwa kiambishi Ji
kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udo go, kutunga sentensi kwa kutumia nomino hizo katika hali ya ukubwa na udogo kwa kuzingatia upatanisho wa kisarufi_ Swali Dadisi Lil ilope ndekezwa Je, ni nomino gani zinazoanza kwa kiambishi jiunazozijua?

Teaching Resources

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

5.6 Sub-strand 129

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

yanayotatarjiwa kwa mujibu wa shughuli ya huduma ya kijamii inayochangia ujifunzaji_ Tambua nyenzo hitajika katika shughuli ya huduma ya kijamii inayochangia ujifunzaji (zinazopatikana katika mazingira) Kusambaza shughuli hizo katika muhula mzima (bainisha siku na wakati/muda wa shughuli hizo). Wasiliana na wanafunzi, wazali/walezi, wasimamizi wa shule, walimu na washikadau wengine katika jamii ya Shule_ Tambua na kuandaa vifaa vya tathmini

Teaching Resources

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

5.7 Sub-strand 130

6 Suggested LessonsTerm 3

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 130.

Teaching Resources

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

5.8 Sub-strand 131

6 Suggested LessonsTerm 3

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 131.

Teaching Resources

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

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

Complete annual curriculum scope for Grade 6 Kiswahili showing the term-by-term distribution of all 13 strands.

Term 1View Term 1 →

Kusikiliza na Kuzungumza
Sarufi

Term 2View Term 2 →

Sarufi
Kusikiliza na Kuzungumza
Kusikiliza na Kuzungumza
Kusikiliza na Kuzungumza
Kuandika
Kusoma
Sarufi
Kusoma

Term 3Current

Kusoma
Kuandika
Kusoma
Kusoma
Kusoma

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)German (Term 3)Arabic (Term 3)Mandarin (Term 3)English (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.

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: Grade 6 Kiswahili Term 3

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

In Term 3, Grade 6 Kiswahili covers the following main strands: Kusoma, Kuandika, Kusoma, Kusoma, Kusoma. 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 Kiswahili 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 Kiswahili 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.