2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons5 Strands in Term 2

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

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Grade 6 Social Studies 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 Social Studies in Term 2.

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

Full Term Timetable

Grade 6 Social Studies Term 2 Scheme of Work Table

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

Scheme Font Size:

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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	People and Social Organization	School Community	By the end of the sub strand, the learner should be able to; a) identify ways in which the schcx'l collaborates with the community	1. How can the school collaborate with the?	- brainstorm ways in which the school collaborates with the commumty	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	People and Social Organization	School Community	By the end of the sub strand, the learner should be able to; a) explain the benefits of collaboration between school and the community	1. How can the school collaborate with the?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	People and Social Organization	School Community	By the end of the sub strand, the learner should be able to; a) design strategies for sustaining collaboration between school and the community b) appreciate the benefits of collaboration between the school and community. 19	1. How can the school collaborate with the?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	People and Social Organization	School Community	By the end of the sub strand, the learner should be able to; a) appreciate the benefits of collaboration between the school and community. 19	1. How can the school collaborate with the?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities in Eastern Africa	Beef F arming	-	1. How could we benefit from large scale farming?	- discuss factors influencing beef farming in Eastern Africa and share in class, draw a map of Eastern Africa and Icw	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Resources and Economic Activities in Eastern Africa	Beef F arming	-	1. How could we benefit from large scale farming?	- discuss factors influencing beef farming in Eastern Africa and share in class, draw a map of Eastern Africa and Icw	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Resources and Economic Activities in Eastern Africa	Beef F arming	-	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Resources and Economic Activities in Eastern Africa	Beef F arming	-	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Resources and Economic Activities in Eastern Africa	Beef F arming	-	1. 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?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) locate marine and inland fishing grounds on a	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) describe methods of marine fishing in Eastern A frica	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) explain challenges facing fishing in Eastern A frica	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) design possible solutions to challenges facing fishing in Eastern	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) value fishing as an economic activity	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Resources and Economic Activities in Eastern Africa	Fishing in Eastern Africa	By the end of the sub strand, the learner should be able to; a) value fishing as an economic activity	1. Why is fishing important to the Eastern A frica commumtle s?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Social Studies Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

People and Social Organization

1 Sub-strand3 Lessons in Term 2

1.1 School Community

3 Suggested LessonsTerm 2

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?

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

Strand 2.0

Resources and Economic Activities in Eastern Africa

2 Sub-strands9 Lessons in Term 2

2.1 Beef F arming

4 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 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?

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

2.2 Fishing in Eastern Africa

5 Suggested LessonsTerm 2

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

Strand 3.0

Resources and Economic Activities in Eastern Africa

1 Sub-strand6 Lessons in Term 2

3.1 Sub-strand 40

6 Suggested LessonsTerm 2

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?

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

Strand 4.0

Resources and Economic Activities in Eastern Africa

3 Sub-strands13 Lessons in Term 2

4.1 Transport in Eastern Africa

4 Suggested LessonsTerm 2

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

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

4.2 Communicatio n in Eastern Africa

4 Suggested LessonsTerm 2

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 ?

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

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

5 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 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?

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

Strand 5.0

Political Systems

3 Sub-strands15 Lessons in Term 2

5.1 Traditional forms of Government

5 Suggested LessonsTerm 2

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

5.2 Regional operations

4 Suggested LessonsTerm 2

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?

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

5.3 Sub-strand 56

6 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Natural and Built Environments
People and Social Organization

Term 2Current

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 2

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

Agriculture (Term 2)Science & Technology (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 Social Studies Term 2

What strands and sub-strands are covered in Grade 6 Social Studies Term 2?

In Term 2, Grade 6 Social Studies covers the following main strands: 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. 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 Social Studies 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 Social Studies 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.