2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons5 Strands in Term 1

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

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Grade 6 Mandarin 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 Mandarin in Term 1.

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

Full Term Timetable

Grade 6 Mandarin 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	Active	-	1. (s) How can you numnuse distractions while listening?	- listen and repeat saying the Chinese personal pronouns e) in turns, listen to a recording about greetings for different moments of the day _fr.tF -F and repeat after it, sing the Chinese numbers song (1-50) with listen and repeat saying a Chinese tonguetwister on numbers in turns , +, +1!l-Æ+P!, with the correct pronunciation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active	-	1. (s) How can you numnuse distractions while listening?	- listen and repeat saying the Chinese personal pronouns e) in turns, listen to a recording about greetings for different moments of the day _fr.tF -F and repeat after it, sing the Chinese numbers song (1-50) with listen and repeat saying a Chinese tonguetwister on numbers in turns , +, +1!l-Æ+P!, with the correct pronunciation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active	-	1. (s) How can you numnuse distractions while listening?	- listen and repeat saying the Chinese personal pronouns e) in turns, listen to a recording about greetings for different moments of the day _fr.tF -F and repeat after it, sing the Chinese numbers song (1-50) with listen and repeat saying a Chinese tonguetwister on numbers in turns , +, +1!l-Æ+P!, with the correct pronunciation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active	-	1. Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?	- take turns introducing themselves and their friends, (name and age) (e.g	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Active	-	1. Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?	- take turns introducing themselves and their friends, (name and age) (e.g	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Active	-	1. Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?	- take turns introducing themselves and their friends, (name and age) (e.g	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active	-	1. Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?	- take turns introducing themselves and their friends, (name and age) (e.g	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active	-	1. Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?	- take turns introducing themselves and their friends, (name and age) (e.g	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Reading	-	1. (s) How can reading aloud Improve comprehension of texts ?	- read out greetings related to moments of the day and numbers 1-50 with the correct tone, look at pictures of different moments of the day and indicate whether the greetin	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Reading	-	1. (s) How can reading aloud Improve comprehension of texts ?	- read out greetings related to moments of the day and numbers 1-50 with the correct tone, look at pictures of different moments of the day and indicate whether the greetin	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Reading	-	1. (s) How can reading aloud Improve comprehension of texts ?	- read out greetings related to moments of the day and numbers 1-50 with the correct tone, look at pictures of different moments of the day and indicate whether the greetin	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Reading	-	1. b) c) pronounce sounds and words correctly In varied contexts, apply appropriate pitch , tone and volume when readi ng texts , develop enthusiasm for?	- es indicated are correct or incorrect, read out the tongue-twister On numbers collaboratively , -f" R -F , +8-ÆL!I), rearrange jumbled up greetings related to moments of the day and read them out aloud, read a conversation on greetings and introduction of self and others (name and age) and answer simple questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Reading	-	1. b) c) pronounce sounds and words correctly In varied contexts, apply appropriate pitch , tone and volume when readi ng texts , develop enthusiasm for?	- es indicated are correct or incorrect, read out the tongue-twister On numbers collaboratively , -f" R -F , +8-ÆL!I), rearrange jumbled up greetings related to moments of the day and read them out aloud, read a conversation on greetings and introduction of self and others (name and age) and answer simple questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Reading	-	1. b) c) pronounce sounds and words correctly In varied contexts, apply appropriate pitch , tone and volume when readi ng texts , develop enthusiasm for?	- es indicated are correct or incorrect, read out the tongue-twister On numbers collaboratively , -f" R -F , +8-ÆL!I), rearrange jumbled up greetings related to moments of the day and read them out aloud, read a conversation on greetings and introduction of self and others (name and age) and answer simple questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Reading	-	1. b) c) pronounce sounds and words correctly In varied contexts, apply appropriate pitch , tone and volume when readi ng texts , develop enthusiasm for?	- es indicated are correct or incorrect, read out the tongue-twister On numbers collaboratively , -f" R -F , +8-ÆL!I), rearrange jumbled up greetings related to moments of the day and read them out aloud, read a conversation on greetings and introduction of self and others (name and age) and answer simple questions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Mandarin Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

2 Sub-strands12 Lessons in Term 1

1.1 Active

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 Active.

Key Inquiry Questions (KIQs)

(s) How can you numnuse distractions while listening?
Listening Listening and Spe aking (3 lessons) Attentive listening Pron unc iarion a) b) identify key information in commumcati On, articulate sentences on familiar topics pronunciation?

Learning Experiences

listen and repeat saying the Chinese personal pronouns e) in turns, listen to a recording about greetings for different moments of the day _fr.tF -F and repeat after it, sing the Chinese numbers song (1-50) with listen and repeat saying a Chinese tonguetwister on numbers in turns , +, +1!l-Æ+P!, with the correct pronunciation
take turns introducing themselves and their friends, (name and age) (e.g

Teaching Resources

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

1.2 Reading

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.

Key Inquiry Questions (KIQs)

(s) How can reading aloud Improve comprehension of texts ?
a) b) c) pronounce sounds and words correctly In varied contexts, apply appropriate pitch , tone and volume when readi ng texts , develop enthusiasm for?

Learning Experiences

read out greetings related to moments of the day and numbers 1-50 with the correct tone, look at pictures of different moments of the day and indicate whether the greetin
es indicated are correct or incorrect, read out the tongue-twister On numbers collaboratively , -f" R -F , +8-ÆL!I), rearrange jumbled up greetings related to moments of the day and read them out aloud, read a conversation on greetings and introduction of self and others (name and age) and answer simple questions

Teaching Resources

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

Strand 2.0

Listening and Speaking

4 Sub-strands15 Lessons in Term 1

2.1 Active Listening

3 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 Active Listening.

Key Inquiry Questions (KIQs)

(s) What makes a good oral presentation?
a) b) c) recall key words, phrases and expressions from listening texts, summarise the main points and details in varied listening contexts, acknowledge the importance of clarity of commun icat ion _?

Learning Experiences

listen to a recording and list nuclear family members correctly, listen and repeat saying numbers 30
100 with the correct tones with Ewers , role-play asking and responding to questions inquiring about the age of their nuclear family members using collaboratively, listen to a passage related to nuclear family members and summarise the information given with Ewers , use pictures or drawings to talk about the members of their nuclear family (name and age) in turns

Teaching Resources

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

2.2 Oral Expression

3 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 Oral Expression.

Key Inquiry Questions (KIQs)

(s) What makes a good oral presentation?

Learning Experiences

listen and repeat saying the names of sports and games after a recording (e.g. etc.)
make simple Sentences with vocabulary related to sports and games in turns (eg. yündöng. bisäi. züqiü. dä Iånqiü. dä påiqiü etc.), simulate a game/ Sport and have their peers guess the appropriate name collaboratively
take turns to talk about their preferences for sports and games using

Teaching Resources

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

2.3 Sub-strand 26

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify related to the theme for comprehensi on
apply appropriate turn-taking in oral comm u nication
appreciate the role of speaking clearly for effective

Key Inquiry Questions (KIQs)

(s) How do you actively participate in a nversation?

Learning Experiences

spell Out the names of parts Ofthe body with peers
sing the parts of the body song in Chinese collaboratively, say the names of items used for personal grooming (eg_ etc.), listen to a description and match each body part with the appropriate grooming item used for it gyn), form simple sentences using vocabulary related to grooming of the body with peers

Teaching Resources

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

2.4 Interactive Speaking

3 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 Interactive Speaking.

Key Inquiry Questions (KIQs)

(s) How can one communicate clearly?
a) b) c) recall key words and phrases from oral texts, make use of clear and coherent comparisons m Chinese, appreciate the importance of expressing oneself clearly?

Learning Experiences

listen and repeat the weather-related adjectives ("n fill spin a wheel with pictures of different weather patterns and answer the question ? using the adjectives that describe weather, compare weather conditions in different places/ days,/months using (eg. use pictures or prompts related to different weather scenarios to create short simple stories collaboratively, play vocabulary games using weather related terms and use them to compose simple sentences and short descriptions

Teaching Resources

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

Strand 3.0

Listening and Speaking

2 Sub-strands9 Lessons in Term 1

3.1 Sub-strand 18

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 Sub-strand 18.

Key Inquiry Questions (KIQs)

(s) How do you seek for clarification when listening actively ?
Comprehension c) identify key words and phrases in simple respond to questions appropriately in varied listening contexts, appreciate the importance of asking clarifying questions for effective communication?

Learning Experiences

listen to an audio recording of the different facilities in the school and repeat saying the words (e.g. match images of school facilities to their appropriate Chinese names with Ewers, describe the given vocabulary as their peers pick the appropriate location in the school being referred to, simulate a dialogue on asking where one is goiny'has gone using the vocabulary acquired (eg. take turns to ask and answer questions on where someone is/ is going/ has gone

Teaching Resources

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

3.2 Oral Expression

3 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 Oral Expression.

Key Inquiry Questions (KIQs)

(s) How can you speak clearly and effectively on various topics?
Vocabulary c) Strand, the learner should be able to: outline vocabulary a) related to the theme from listening texts, b) use a variety of words and phrases appropriately in oral commun ieation, display enthusiasm In using appropriate vocabulary for effective listen and repeat words and phrases related to the months of the year in the right sequence ( ¯ create a rhyme On months of the year using a familiar tune collaboratively and recite it in class, talk about their favourite months and why they like them with peers, look at pictures of seasonal events that take place during various months of the year and talk about them?

Teaching Resources

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

Strand 4.0

Listening and Speaking

1 Sub-strand3 Lessons in Term 1

4.1 Oral E xpressions

3 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 Oral E xpressions.

Key Inquiry Questions (KIQs)

(s) How can we practise proper articulation in communication?
a) b) c) outline main ideas from a listening text, make use of appropriate tone and intonation in various contexts , develop confidence in their oral communication skills _?

Learning Experiences

watch an audio-visual clip and list the different tastes of food examine pictures of different food items and assign them their correct tastes with peers, describe their taste preferences and the foods that they like or dislike using use pictures/drawings of common fcuyds from their communities and describe how they taste like
discuss with peers why the tastes of food vary in different cultures and communities for cultural appreciation

Teaching Resources

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

Strand 5.0

Listening and Speaking

1 Sub-strand6 Lessons in Term 1

5.1 Sub-strand 30

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 Sub-strand 30.

Key Inquiry Questions (KIQs)

(s) How can you ensure clarity while communi cating?
a) Active listening Compreh ension b) c) construct simple sentences using vocabulary related to the theme, respond to questions in varied contexts with clarity , appreciate the role of critical thinking m communication?

Learning Experiences

listen and repeat saying vocabulary On school facilities from a recording (e.g. use maps to talk about the location of various items in the school facilities using location words ('j(üiä]. take tums identifying and saying where different school facilities are located with peers (e_g_ ask and respond to questions On the location of people, items and school

Teaching Resources

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

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

Complete annual curriculum scope for Grade 6 Mandarin showing the term-by-term distribution of all 10 strands.

Term 1Current

Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking

Term 2View Term 2 →

Listening and Speaking
Reading
Reading
Reading
Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 6 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (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 Mandarin Term 1

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

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