2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

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

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 6 Social Studies 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 Social Studies in Term 1.

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

Full Term Timetable

Grade 6 Social Studies 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	Natural and Built Environments	Position 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)
	2	Natural and Built Environments	Position 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)
	3	Natural and Built Environments	Position 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)
	4	Natural and Built Environments	Main 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)
	5	Natural and Built Environments	Main 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)
2	1	Natural and Built Environments	Main 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)
	2	Natural and Built Environments	Main 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)
	3	Natural and Built Environments	Main 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)
	4	Natural and Built Environments	Climatic 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)
	5	Natural and Built Environments	Climatic 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)
3	1	Natural and Built Environments	Climatic 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)
	2	Natural and Built Environments	Climatic 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)
	3	Natural and Built Environments	Climatic 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)
	4	Natural and Built Environments	Climatic 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)
	5	Natural and Built Environments	Climatic 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)

Curriculum Design & Content

Grade 6 Social Studies Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Natural and Built Environments

5 Sub-strands24 Lessons in Term 1

1.1 Position and Size of Countries in Eastern Africa

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 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 _?

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

1.2 Main physical features in Eastern Africa

4 Suggested LessonsTerm 1

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?

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

1.3 Climatic regions m Eastern Africa

5 Suggested LessonsTerm 1

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?

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

1.4 Sub-strand 20

6 Suggested LessonsTerm 1

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?

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

1.5 Sub-strand 22

6 Suggested LessonsTerm 1

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 ?

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

Strand 2.0

People and Social Organization

3 Sub-strands18 Lessons in Term 1

2.1 Sub-strand 26

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 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?

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

2.2 Sub-strand 28

6 Suggested LessonsTerm 1

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?

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

2.3 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)

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?

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

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

Complete annual curriculum scope for Grade 6 Social Studies showing the term-by-term distribution of all 8 strands.

Term 1Current

Natural and Built Environments
People and Social Organization

Term 2View Term 2 →

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

Term 3View Term 3 →

Political Systems
Governance
Governance

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)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)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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

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

Curriculum Compliance & Official Accreditation

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

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

Help & Answers

Frequently Asked Questions: Grade 6 Social Studies Term 1

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

In Term 1, Grade 6 Social Studies covers the following main strands: Natural and Built Environments, People and Social Organization. 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 Social Studies 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 Social Studies 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.