2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

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

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Grade 6 Science & Technology 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 Science & Technology in Term 2.

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

Full Term Timetable

Grade 6 Science & Technology Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) identify the changes of state when substances are heated or cooled	1. How is change of state of matter important in day-to day life?	- brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) identify the changes of state when substances are heated or cooled	1. How is change of state of matter important in day-to day life?	- brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- brainstorm the meaning of change of State of carry out activities to demonstrate change of state of matter	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) describe the applications of the change of state of matter in everyday	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Change of State	By the end of the sub strand, the learner should be able to; a) appreciate the applications of change of state of matter in day-to-day	1. How is change of state of matter important in day-to day life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Science & Technology Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 6 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Matter

1 Sub-strand18 Lessons in Term 2

1.1 Change of State

18 Suggested LessonsTerm 2

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?

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

Strand 2.0

Matter

1 Sub-strand16 Lessons in Term 2

2.1 Composition of

16 Suggested LessonsTerm 2

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?

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

Strand 3.0

Force and Energy

1 Sub-strand16 Lessons in Term 2

3.1 Light

16 Suggested LessonsTerm 2

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 ?

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

Strand 4.0

Force and Energy

1 Sub-strand14 Lessons in Term 2

4.1 Levers as simple machines

14 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 Levers as simple machines.

Key Inquiry Questions (KIQs)

How are levers used in day to day life?

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

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

Complete annual curriculum scope for Grade 6 Science & Technology showing the term-by-term distribution of all 6 strands.

Term 1View Term 1 →

Living Things and Their Environment
Living Things and Their Environment
Matter

Term 2Current

Matter
Matter
Force and Energy
Force and Energy

Term 3View Term 3 →

Force and Energy

Other Grade 6 Schemes of Work for Term 2

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

Agriculture (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

Explore Schemes for Other CBC Grades

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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 Science & Technology Term 2

What strands and sub-strands are covered in Grade 6 Science & Technology Term 2?

In Term 2, Grade 6 Science & Technology covers the following main strands: Matter, Matter, Force and Energy, Force and Energy. 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 Science & Technology 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 Science & Technology 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.