2026 KICD CBC Curriculum Design6 Strands · 9 Sub-strands126 Suggested Lessons

Grade 6 Science & Technology Strands, Sub-strands & Schemes of Work (2026)

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

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Grade 6 Science & Technology Curriculum Facts

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

Class / Level: Grade 6
Major Strands: 6 Strands
Annual Lessons: 126 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 Science & Technology Term 1 Scheme Table

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

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment	1. How is fungi important in nature?	- use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment	1. How is fungi important in nature?	- use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment	1. How is fungi important in nature?	- use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) identify common fungi env ironment	1. How is fungi important in nature?	- use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in	1. How is fungi important in nature?	- prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in	1. How is fungi important in nature?	- prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in	1. How is fungi important in nature?	- prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) describe the importance of fungi in	1. How is fungi important in nature?	- prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and Their Environment	Fungi	By the end of the sub strand, the learner should be able to; a) appreciate the importance of fungi in the economy	1. How is fungi important in nature?	- print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and Their Environment	Invertebrates	By the end of the sub strand, the learner should be able to; a) identify common invertebrates in the environment	1. Questi s What are the common features of invertebrates ?	- walk around the school compound, observe and identify common Invertebrates, record and share with use print and non-print material to search for information on common invertebrates and share the findings with peers, discuss with peers the safety precautions applied when handling Invertebrates, use print and non-print materials to search for information on general characteristics of invertebrates, explore the school compound and the adjacent environment to identify different invertebrates and their characteristics	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Science & Technology Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

Living Things and Their Environment

1 Sub-strand12 Lessons

1.1 Fungi

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

identify common fungi env ironment
describe the importance of fungi in
appreciate the importance of fungi in the economy

Key Inquiry Questions (KIQs)

How is fungi important in nature?

Suggested Experiences

use print and non
prmt materials to search for Images of common fungi such and share findings with peers, take a walk in the school compound and the adjacent environment to observe and identify different types of fungi, grow moulds on available food materials, observe and share with peers, use print and non
print materials to search for information on the economic importance of moulds, yeast and mushrooms, rec:ord and discuss with peers _ Note: Learners are guided ro observe precautions and safe disposal of wastes when handling fungi

Teaching Resources

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

Strand 2.0

Living Things and Their Environment

2 Sub-strands30 Lessons

2.1 Invertebrates

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

identify common invertebrates in the environment
practise precautions in handling invertebrates
describe the general characteristics of invertebrates
outline the economic importance of invertebrates
appreciate the importance of invertebrates in

Key Inquiry Questions (KIQs)

Questi s What are the common features of invertebrates ?

Suggested Experiences

walk around the school compound, observe and identify common Invertebrates, record and share with use print and non-print material to search for information on common invertebrates and share the findings with peers, discuss with peers the safety precautions applied when handling Invertebrates, use print and non-print materials to search for information on general characteristics of invertebrates, explore the school compound and the adjacent environment to identify different invertebrates and their characteristics
practise safety precautions in handling invertebrates

Teaching Resources

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

2.2 Human circulatory system

Term 116 Lessons

Specific Learning Outcomes (SLOs)

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

identify
main
parts of the
circulatory
system
describe
functions of
main
parts of the
circulatory
system, Outline the
symptoms and
prevention of
common
health
conditions of the

Key Inquiry Questions (KIQs)

Questio s I . What is the human circulatory system made up measures enhance a healthy human circulatory system?

Suggested Experiences

use print and non
pnnt materials to search for information on the main parts of the human circulatory system and share the finding with use locally available materials to model the human circulatory system and share the finding with use online interactive platforms Or digital images or writing materials to illustrate main parts of the human circulatory system, use print and non
print material to search for information on parts of the heart (auricles, ventricles and vessels) and their functions, record and share their findings with peers, discuss with peers the functions of the main blood vessels in the human bod arteries, veins a nd

Teaching Resources

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

Strand 3.0

Matter

1 Sub-strand18 Lessons

3.1 Change of State

Term 1 Term 218 Lessons

Specific Learning Outcomes (SLOs)

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

identify the changes of state when substances are heated or cooled
describe the applications of the change of state of matter in everyday
appreciate the applications of change of state of matter in day-to-day

Key Inquiry Questions (KIQs)

How is change of state of matter important in day-to day life?

Suggested Experiences

brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter
discuss the applications of change of State of matter in everyday life, use digital or print media to search for information on what happens when matter is heated or cooled. Note: observe safety while heating substances to avoid fires and burns. Project: Learners to make candles using waste candle wax Or beeswax. Learners to repair broken plastic containers

Teaching Resources

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

Strand 4.0

Matter

1 Sub-strand16 Lessons

4.1 Composition of

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

identify the components of air
outline uses of the different components of
explain the effects of air pollution in the env ironment
describe methods of reducing air pollution in the environment
appreciate the need for clean air in day-to-day

Key Inquiry Questions (KIQs)

Questio s How does air pollution affect env ironment?

Suggested Experiences

brainstorm on the meaning air and its constituent
draw a pie chart showing percentage composition of components of air, carry out activity to investigate the presence of oxygen in air collaboratively (use a burning candle)
discuss with peers the uses of the different components of air
brainstorm on the meaning of air pollution, explore the school and neighbourhocxl to identify air pollutants
discuss with peers the effects of air pollution on the environment
identify and discuss methods of reducing air pollution
use digital or print media to search for more information on the effects of air pollution

Teaching Resources

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

Strand 5.0

Force and Energy

1 Sub-strand16 Lessons

5.1 Light

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

demonstrate the movement of light through materials
draw ray diagrams of images formed in plane mirrors
illustrate the formation of shadows and eclipses in nature
describe the formation of rainbow in nature
appreciate the importance of movement light in everyday life

Key Inquiry Questions (KIQs)

Questio s How does light travel ?

Suggested Experiences

carry out activities to show the movement of light through different materia Is, perform an experiment to show reflection of light in plane mirrors (laws of reflection) , locate and illustrate images formed in plane mirrors and discuss their character istics, carry out activities to demonstrate and illustrate the formation of shadows and eclipses
use digital or print media to search for more information on the movement of light through materials, image formation in plane mirrors, the formation of shadows, eclipses and rainbow in nature
discuss with peers the applications of movement of light through different media mirrors

Teaching Resources

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

Strand 6.0

Force and Energy

3 Sub-strands34 Lessons

6.1 Levers as simple machines

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Levers as simple machines.

Key Inquiry Questions (KIQs)

How are levers used in day to day life?

Suggested Experiences

brainstorm on the meaning of levers as simple machines
work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials

Teaching Resources

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

6.2 Slopes as simple machines

Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of slopes used as simple machines
demonstrate how a slope makes work easier in day-to-day life
appreciate the use of slopes in everyday life _

Key Inquiry Questions (KIQs)

How are slopes used in everyday life?

Suggested Experiences

discuss with peers the meaning of slope as a simple machine (inclined plane), give practical examples on where slopes are used to make work easier around the school environment (ladders, ramps, staircase, road winding uphill, wedge, roofs, loading a lorry)
discuss with peers how slopes are used to make work easier in day-to-day life, carry out activities to show how slopes make work easier, where possible
use digital media to search for information on how slopes make work easier (elevators/lifis, escalators/moving stares, stair case, ladders, cableways, ramps, road winding uphill, wedge, roofs, loading a lorry)
discuss with peers the importance of use of s s in da -to-da life

Teaching Resources

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

6.3 Sub-strand 34

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

area skills for the CSL activity
Identify resources required for the activity (locally available materials)
Stagger the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregivers\guardians, school administration, teachers and other relevant stakeholders in the school community
Identify and develop assessment tools 2) Implementation of CSL Activity Assigning roles to learners. Ensure every learner actively participates in the activity observe learners as they carry out the CSL activity and record feedback Use an appropriate assessment tool to assess both the process and the product (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills

Teaching Resources

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

Grade 6 Science & Technology Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Science & Technology.

Term 1 Scheme13 Weeks

Living Things and Their Environment
Living Things and Their Environment
Matter

View Term 1

Term 2 Scheme14 Weeks

Matter
Matter
Force and Energy
Force and Energy

View Term 2

Term 3 Scheme9 Weeks

Force and Energy

View Term 3

Other Grade 6 Learning Areas & Schemes

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

Agriculture Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous Language Hub

Explore Schemes for Other CBC Classes

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

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

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 6 Science & Technology?

The official KICD strands for Grade 6 Science & Technology are: Living Things and Their Environment, Living Things and Their Environment, Matter, Matter, Force and Energy, Force and Energy. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 6 Science & Technology?

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

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

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

Can I download editable Word (.docx) and PDF schemes for Grade 6 Science & Technology?

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