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2026 KICD CBC Curriculum Design8 Strands · 23 Sub-strands116 Suggested Lessons

Grade 6 Social Studies 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 Social Studies. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 Social Studies Curriculum Facts

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

Class / Level
Grade 6
Pre-Primary Education
Major Strands
8 Strands
23 Sub-strands
Annual Lessons
116 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 6 Social Studies Term 1 Scheme Table

13-week teaching 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.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Natural and Built EnvironmentsPosition and Size of Countries in Eastern Africa-

1. Questi s How do you determine the pos ition of countries in Eastern Africa?

- identify countries in Eastern Africa on a map, and share in class, ate, in groups, the position of countries in Eastern Africa using an atlas\appropri ate media

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Built EnvironmentsPosition and Size of Countries in Eastern Africa-

1. Questi s How do you determine the pos ition of countries in Eastern Africa?

- use digital devices to establish the sues in square kilometres of countries in Eastern Africa

- draw, colour and display the map of Eastern Africa in class, in pairs

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Built EnvironmentsPosition and Size of Countries in Eastern Africa-

1. b) c) d) identify the countries of Eastern Africa on a map, describe the position and size of countries in Eastem use latitudes and longitudes to locate places on a map, appreciate the unity of Eastern African countries _?

- identify latitudes and longitudes of Eastern Africa using appropriate media

- practise locating places on a map using latitudes and longitudes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Built EnvironmentsMain physical features in Eastern Africa

By the end of the sub strand, the learner should be able to;

a) identify the main physical features in Eastern Africa on a

1. How can we conserve physical features found in our locality?

- discuss, in groups, and identify the main physical features in Eastern Africa (mountains

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Built EnvironmentsMain physical features in Eastern Africa

By the end of the sub strand, the learner should be able to;

a) describe the formation of the main physical features of Eastern A frica

1. How can we conserve physical features found in our locality?

- discuss, in groups, and identify the main physical features in Eastern Africa (mountains

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Natural and Built EnvironmentsMain physical features in Eastern Africa

By the end of the sub strand, the learner should be able to;

a) draw a map of Eastern Africa and label the main physical features

1. Why are physical features?

- volcanic and bloc) - rift valleys, lakes, pla ins) use digital devices to describe the formation of the main physical features in Eastern Africa, draw a map of Eastern Africa, locate the main physical features, and display in class, discuss ways of conserving the physical features within the locality to promote environmental education, explore and identify the physical features within the locality

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Built EnvironmentsMain physical features in Eastern Africa

By the end of the sub strand, the learner should be able to;

a) value the physical features in the Iocal

1. Why are physical features?

- volcanic and bloc) - rift valleys, lakes, pla ins) use digital devices to describe the formation of the main physical features in Eastern Africa, draw a map of Eastern Africa, locate the main physical features, and display in class, discuss ways of conserving the physical features within the locality to promote environmental education, explore and identify the physical features within the locality

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Built EnvironmentsMain physical features in Eastern Africa

By the end of the sub strand, the learner should be able to;

a) value the physical features in the Iocal

1. Why are physical features?

- volcanic and bloc) - rift valleys, lakes, pla ins) use digital devices to describe the formation of the main physical features in Eastern Africa, draw a map of Eastern Africa, locate the main physical features, and display in class, discuss ways of conserving the physical features within the locality to promote environmental education, explore and identify the physical features within the locality

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) identify the main climatic regions m Eastern Africa on a map

1. Questio s How can climate influence our day-to-day activities?

- brainstorm on climatic regions in Eastem Africa and present to the class, discuss the characteristics of climatic regions in Eastem Africa, and make class presentations. compose poems that address effects of climatic change on human activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) identify the main climatic regions m Eastern Africa on a map

1. Questio s How can climate influence our day-to-day activities?

- brainstorm on climatic regions in Eastem Africa and present to the class, discuss the characteristics of climatic regions in Eastem Africa, and make class presentations. compose poems that address effects of climatic change on human activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) describe characteristics of the main climatic regions In Eastern Africa

1. Questio s How can climate influence our day-to-day activities?

- brainstorm on climatic regions in Eastem Africa and present to the class, discuss the characteristics of climatic regions in Eastem Africa, and make class presentations. compose poems that address effects of climatic change on human activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) explain ways in which climate influences human activities in Eastern Africa

1. Questio s How can climate influence our day-to-day activities?

- observe safety pre caut ions and practices, use digital devices,/print resources to draw the main climatic regions of Eastern Africa

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) acknowledge the main climatic regions in Eastern Africa _

1. Questio s How can climate influence our day-to-day activities?

- observe safety pre caut ions and practices, use digital devices,/print resources to draw the main climatic regions of Eastern Africa

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) acknowledge the main climatic regions in Eastern Africa _

1. Questio s How can climate influence our day-to-day activities?

- observe safety pre caut ions and practices, use digital devices,/print resources to draw the main climatic regions of Eastern Africa

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Natural and Built EnvironmentsClimatic regions m Eastern Africa

By the end of the sub strand, the learner should be able to;

a) acknowledge the main climatic regions in Eastern Africa _

1. Questio s How can climate influence our day-to-day activities?

- observe safety pre caut ions and practices, use digital devices,/print resources to draw the main climatic regions of Eastern Africa

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 6 Social Studies Strands and Sub-strands (Full Curriculum)

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

1
Strand 1.0

Natural and Built Environments

5 Sub-strands24 Lessons

1.1 Position and Size of Countries in Eastern Africa

Term 13 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 Position and Size of Countries in Eastern Africa.

Key Inquiry Questions (KIQs)
  • Questi s How do you determine the pos ition of countries in Eastern Africa?
  • a) b) c) d) identify the countries of Eastern Africa on a map, describe the position and size of countries in Eastem use latitudes and longitudes to locate places on a map, appreciate the unity of Eastern African countries _?
Suggested Experiences
  • identify countries in Eastern Africa on a map, and share in class, ate, in groups, the position of countries in Eastern Africa using an atlas\appropri ate media
  • use digital devices to establish the sues in square kilometres of countries in Eastern Africa
  • draw, colour and display the map of Eastern Africa in class, in pairs
  • identify latitudes and longitudes of Eastern Africa using appropriate media
  • practise locating places on a map using latitudes and longitudes
Teaching Resources

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

1.2 Main physical features in Eastern Africa

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the main physical features in Eastern Africa on a
  • describe the formation of the main physical features of Eastern A frica
  • draw a map of Eastern Africa and label the main physical features
  • value the physical features in the Iocal
Key Inquiry Questions (KIQs)
  • How can we conserve physical features found in our locality?
  • Why are physical features?
Suggested Experiences
  • discuss, in groups, and identify the main physical features in Eastern Africa (mountains
  • volcanic and bloc) - rift valleys, lakes, pla ins) use digital devices to describe the formation of the main physical features in Eastern Africa, draw a map of Eastern Africa, locate the main physical features, and display in class, discuss ways of conserving the physical features within the locality to promote environmental education, explore and identify the physical features within the locality
Teaching Resources

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

1.3 Climatic regions m Eastern Africa

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the main climatic regions m Eastern Africa on a map
  • describe characteristics of the main climatic regions In Eastern Africa
  • explain ways in which climate influences human activities in Eastern Africa
  • acknowledge the main climatic regions in Eastern Africa _
Key Inquiry Questions (KIQs)
  • Questio s How can climate influence our day-to-day activities?
Suggested Experiences
  • brainstorm on climatic regions in Eastem Africa and present to the class, discuss the characteristics of climatic regions in Eastem Africa, and make class presentations. compose poems that address effects of climatic change on human activities
  • observe safety pre caut ions and practices, use digital devices,/print resources to draw the main climatic regions of Eastern Africa
Teaching Resources

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

1.4 Sub-strand 20

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the main types of vegetation in Eastern Africa on a map
  • draw a map of Eastern Africa and label the main types of vegetati on
  • describe the characteristics of the main types of vegetation in Eastern Africa
  • explain ways of conserving vegetation in the envi
  • value vegetation found at home and school
Key Inquiry Questions (KIQs)
  • How can we vegetation m environment?
Suggested Experiences
  • brainstorm, in pairs, the main types of vegetation in Eastern Africa, and share in class
  • draw a map of Eastern Africa indicating the main types of vegetation and display the map class
  • discuss the characteristics of the main types of vegetation in Eastern Africa, plan and carry out activities On conservation of vegetation in the locality
Teaching Resources

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

1.5 Sub-strand 22

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the main historic built environments In Eastem Africa on a
  • describe the importance of the main historic built environments in Eastern Africa
  • demonstrate ways of conserving historic built environments in Eastern Africa
  • value historic built environments in Eastern Africa and in the locali
Key Inquiry Questions (KIQs)
  • Why should we historic built environments ?
Suggested Experiences
  • e learner is guided to: use digitaVprint resources to identify the historic built environments in Eastern Africa (Museums, monuments and historical buildings)
  • discuss the importance of the main historic built environments in Eastern Africa, compose and recite poems On the ways of conserving historic built environments in Eastern Africa, engage with a resource person to learn about the importance of historic built environments In Eastern Africa, create a cultural corner in school for preservation of culture
Teaching Resources

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

2
Strand 2.0

People and Social Organization

4 Sub-strands21 Lessons

2.1 Sub-strand 26

Term 16 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 Sub-strand 26.

Key Inquiry Questions (KIQs)
  • Why do people migrate ?
  • Language groups m Eastern Africa (5 Lessons) By the end of the sub-strand, the learner should bc able to: a) describe the classification of communities in Eastern Africa according to language groups, b) explain the reasons for migration of selected language groups into Eastern Africa, c) illustrate the movement and settlement of the selected language groups in Eastern Africa on a map, d) describe the effects of the migration and settlement of selected language groups m Eastern Africa _ e) appreciate unity of language u in Eastern Africa. 13?
Suggested Experiences
  • The leamer is guided to: brainstorm the classification of communities in Eastern Africa according to language discuss the reasons for migration of selected language groups into Eastern Africa
  • use digital/print resources to establish the effects of the migration and settlement of selected language groups into Eastern A frica
  • draw the movement routes followed by the selected language groups on a map of Eastern A frica
Teaching Resources

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

2.2 Sub-strand 28

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain
  • factors
  • influencing
  • population
  • distribution in Eastern A frica
  • locate
  • areas of
  • high and Iow
  • population
  • density in Eastern Africa on a map
  • explain
  • effects of
  • high
  • population
  • density in Eastern Africa
  • acknowledge
  • population
  • distribution in Eastern
Key Inquiry Questions (KIQs)
  • Why are some parts of Eastern A frica more populated than others?
Suggested Experiences
  • brainstorm on factors influencing population distribution in Eastem Africa and share in class, draw a map of Ea_stern Africa and locate areas of high and Iow population density using digital/print resources
  • discuss the effects of high population density in Eastern Africa and write a report
  • share with parents 'guardians the effects of high population density in Eastern Africa
Teaching Resources

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

2.3 Sub-strand 30

Term 16 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 Sub-strand 30.

Key Inquiry Questions (KIQs)
  • How would we preserve pos itive aspects of A frican traditional culture?
  • a) b) c) d) describe age-groups and agesets in African traditional society , explain the functions of a clan in traditional African society, identify aspects of African traditional culture that ought to be preserved, desire to uphold aspects of African traditional culture that ought to be presewed?
Suggested Experiences
  • Learner is guided to: brainstorm features of age
  • groups and age-sets and share in class. discuss the functions of a clan in traditional African society, create posters on aspects of African traditional culture that ought to bc preserved, Sing songs on asvwcts of African traditional culture that t to be
Teaching Resources

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

2.4 School Community

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways in which the schcx'l collaborates with the community
  • explain the benefits of collaboration between school and the community
  • design strategies for sustaining collaboration between school and the community
  • appreciate the benefits of collaboration between the school and community. 19
Key Inquiry Questions (KIQs)
  • How can the school collaborate with the?
Suggested Experiences
  • brainstorm ways in which the school collaborates with the commumty
  • discuss benefits of collaboration between the school and the community and present in class, role-play ways in which the school collaborates with the commumty, showcase strategies for sustaining collaboration between school and the commumty
  • discuss strategies for sustaining collaboration between school and the community using available resources and display, accord equal Opportunities in sharing responsibilities as they act out scenarios that ict
Teaching Resources

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

3
Strand 3.0

Resources and Economic Activities in Eastern Africa

2 Sub-strands9 Lessons

3.1 Beef F arming

Term 24 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 Beef F arming.

Key Inquiry Questions (KIQs)
  • How could we benefit from large scale farming?
  • a) b) c) d) e) describe factors influencing beef farming in Eastern Africa, locate on a map areas where beef farming is practised in Eastern Africa, identify the contribution of beef farming to the economy of Eastem explain the challenges facing beef farming and possible solutions m Eastern A frica, acknowledge beef farming as an economic in Eastern Africa. 23?
Suggested Experiences
  • discuss factors influencing beef farming in Eastern Africa and share in class, draw a map of Eastern Africa and Icw
  • ate areas where beef farming is practised, engage with an agricultural extension officer to find out the contributions of beef farming to the economy of Eastern Africa, brainstorm the challenges facing beef farming in Eastern A frica, design posters On importance of beef farming
Teaching Resources

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

3.2 Fishing in Eastern Africa

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • locate marine and inland fishing grounds on a
  • describe methods of marine fishing in Eastern A frica
  • explain challenges facing fishing in Eastern A frica
  • design possible solutions to challenges facing fishing in Eastern
  • value fishing as an economic activity
Key Inquiry Questions (KIQs)
  • Why is fishing important to the Eastern A frica commumtle s?
Teaching Resources

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

4
Strand 4.0

Resources and Economic Activities in Eastern Africa

1 Sub-strand6 Lessons

4.1 Sub-strand 40

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain factors that promote tourism in Eastern Africa
  • locate game reserves and national parks in Eastern Africa on a
  • explain challenges facing tourism in Eastern Africa
  • state possible solutions to challenges facing tourism in Eastem Africa
  • value tounsm as an economic activi 27
Key Inquiry Questions (KIQs)
  • Questio s How can we promote tourism in Our country?
Suggested Experiences
  • brainstorm on factors that promote tourism in Eastern Africa
  • draw a map of Eastern Africa and locate game reserves and national parks, engage a Game Ranger on possible solutions to the challenges facing tourism in Eastem Afr ica, design posters and charts on challenges and solutions facing tourism, participate in conservation of wildlife walk/run activities in the locali
Teaching Resources

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

5
Strand 5.0

Resources and Economic Activities in Eastern Africa

3 Sub-strands13 Lessons

5.1 Transport in Eastern Africa

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the main transport networks in Eastern Africa on a map
  • draw a map of Eastern Africa showing the main transport networks
  • explain the challenges facing transport networks in Eastern Africa
  • state possible solutions to challenges facing
Suggested Experiences
  • Learner is guided to: locate the main transport networks in Eastern Africa on a map
  • draw a map of Eastern Africa showing the main transport networks, explain the challenges facing transport networks in Eastern Africa, state possible solutions to challenges fac ing transport networks in Eastern Africa, appreciate the transport network in economic development. draw a map of Eastern Africa and indicate the main transport networks
  • discuss challenges facing transport networks in Eastem Africa and share in design posters to create awareness on possible solutions to transport networks, engage a resource person to discuss challen sand Sible solutions to road 29 Suggested Inquiry Question s Why do we transport networks m Africa y?
Teaching Resources

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

5.2 Communicatio n in Eastern Africa

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify modes of communication in Eastern Africa
  • explain challenges facing communication networks in Eastern Africa
  • state possible solutions to challenges facing communication networks in Eastern Africa
  • demonstrate how different modes of communication are used in Eastern Africa, 31
Key Inquiry Questions (KIQs)
  • How do communication networks influence the development of a country ?
Suggested Experiences
  • The leamer is guided to: brainstorm the various modes of communication used in Eastern Africa discuss the challenges facing communication networks in Eastern A frica
  • use digital/print resources to research on challenges facing communication networks in Eastern A frica discuss solutions to challenges facing communication networks in Eastern Africa, and share in class
Teaching Resources

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

5.3 Mining in Eastern Africa Soda msh in Kenya Gold in Tanzania Limestone in Ugan da

Term 25 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 Mining in Eastern Africa Soda msh in Kenya Gold in Tanzania Limestone in Ugan da.

Key Inquiry Questions (KIQs)
  • Questi s How can we reclaim affected by mining East em Africa?
  • a) b) c) d) e) identify minerals found in Eastern Africa, describe the methods of extracting minerals in Eastern Africa explain the effects of smining on the environment m Eastern Africa, state the possible solutions to problems associated with mining, desire to conserve areas affected by mining activities in Eastern Africa. 33?
Suggested Experiences
  • Learner is guided to' draw a map of Eastern Africa and show the location of minerals
  • discuss how the minerals are extracted (soda ash in Kenya, gold in Tanzania, limestone in Uganda) and share in class the effects of mining on the environment and make a class presentation
  • write an essay on the solutions to problems associated with mining
  • watch video clips and suggest poss ible ways of conserving land affected min
Teaching Resources

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

6
Strand 6.0

Political Systems

4 Sub-strands21 Lessons

6.1 Traditional forms of Government

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe traditional forms of government of the Buganda and the Nyamwezi in Eastern Africa
  • compare traditional forms of govemment of the Buganda and the Nyamwezi
  • value aspects of good governance in traditional Suggested Learn ing Experiences The learner is guided to: brainstorm on the traditional forms of government among the Buganda and the Nyamwezi of Eastern Africa, draw a chart showing the governance structure among the Buganda and the Nyamwezi in Eastern Africa and display in class, discuss the similarities and differences in traditional forms of government between the Buganda and the Nyamwezi, role-play scenarios depicting aspects of good governance in Suggested Key Inquiry esti s How were communities governed in the past?
Key Inquiry Questions (KIQs)
  • esti s How were communities governed in the past?
Teaching Resources

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

6.2 Regional operations

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the objectives of East African Community
  • describe the benefits of the East African Community to member states
  • identify the challenges facing the East African Community
  • formulate possible solutions to challenges fac ing the East African Community, value the unity of Eastern African
Key Inquiry Questions (KIQs)
  • Questio s How do East African countries show cooperation?
Suggested Experiences
  • Learner is guided to: brainstorm on objectives of East African Community and share in class
  • use digital or print resources to research on the benefits of East African Community to member states and present in engage a resource person to explore solutions to challenges facing the East African Community, share experiences as they draw and colour the map of East Africa and post them at strategic points in school, sing the East African Community Anthem and reflect on the message
Teaching Resources

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

6.3 Sub-strand 56

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the rights and responsibilities of a Kenyan citizen
  • state the qualities of a good Kenya citizen
  • demonstrate the
  • appreciate patriotism
Key Inquiry Questions (KIQs)
  • (s) How can we demonstrate citizenship in our country?
Suggested Experiences
  • Learner is guided to: discuss the rights and responsibilities of a Kenyan citizen and present in class. brainstorm the qualities a good Kenyan citizen
  • use digital resources to watch clips on scenarios that demonstrate
Teaching Resources

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

6.4 Sub-strand 58

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain classification of human rights in society
  • describe ways in which human rights are upheld in society
  • demonstrate ways In which human rights are upheld in society
  • value respect for human rights in
Key Inquiry Questions (KIQs)
  • Ques tion( How could respect for human rights promote in society?
Suggested Experiences
  • Learner is guided to: brainstorm on categories of human rights and share in class (political, social and economic categories)
  • use a chart to illustrate categories of human rights and display in class
  • use digital/print resources to find out ways in which human rights are upheld in society today , engage with a human rights officer on ways of promoting resvwct for human rights in role-play scenarios that depict resvwct for human rights in
Teaching Resources

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

7
Strand 7.0

Governance

3 Sub-strands18 Lessons

7.1 Sub-strand 62

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the causes of conflicts in society today
  • describe peaceful methods of resolving conflicts in society
  • illustrate ways of promoting peace in society
  • value peaceful ways of resolving conflicts m 49
Key Inquiry Questions (KIQs)
  • Why should we embrace peaceful co-existence in society ?
  • How can we live peacefully with Others in society?
Suggested Experiences
  • brainstorm causes of conflicts in society today and present in class
  • discuss peaceful methods of resolving conflicts in society and share in class, role-play peaceful methods of resolving conflicts in society
  • watch video clips /print materials/ documentaries on ways of promoting peace in society
  • write in a journal of activities that depict peaceful ways of resolving conflicts
Teaching Resources

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

7.2 Sub-strand 66

Term 36 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 Sub-strand 66.

Key Inquiry Questions (KIQs)
  • What is the importance of the preamble in the Constitution of Kenya?
Teaching Resources

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

7.3 Sub-strand 70

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 Identi and dewelo assessment tools 2) Implementation of the CSL Activity Assign 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 d core com ies, values and learn - area skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session with learners on the inte CSL acti undertaken discuss the follow 57
Teaching Resources

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

8
Strand 8.0

Governance

1 Sub-strand4 Lessons

8.1 Government Revenue and Expendi ture

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify sources of revenue for National Government in Kenya
  • explain ways in which the national and county governments In Kenya spend their
  • acknowledge the importance of paying 51
Key Inquiry Questions (KIQs)
  • Questio s Why do we pay taxes to the government?
Suggested Experiences
  • engage a revenue officer to discuss sources of revenue for National Government in Kenya
  • brainstorm on ways m which the national and county governments spend their use digital/print resources to look at the budget allocation for the national and county government s, compose songs and poems that address the importance of paying tax to the government
Teaching Resources

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

Grade 6 Social Studies Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Social Studies.

Term 1 Scheme13 Weeks
  • Natural and Built Environments
  • People and Social Organization
View Term 1
Term 2 Scheme14 Weeks
  • People and Social Organization
  • Resources and Economic Activities in Eastern Africa
  • Resources and Economic Activities in Eastern Africa
  • Resources and Economic Activities in Eastern Africa
  • Political Systems
View Term 2
Term 3 Scheme9 Weeks
  • Political Systems
  • Governance
  • Governance
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 HubScience & Technology HubCreative Arts HubMathematics HubCRE HubIRE HubHRE HubFrench HubGerman HubArabic HubMandarin HubEnglish HubKiswahili HubIndigenous Language Hub

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

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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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 6 Social Studies?

The official KICD strands for Grade 6 Social Studies are: Natural and Built Environments, People and Social Organization, Resources and Economic Activities in Eastern Africa, Resources and Economic Activities in Eastern Africa, Resources and Economic Activities in Eastern Africa, Political Systems, Governance, Governance. 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 Social Studies?

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 Social Studies 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 Social Studies?

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.