2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons3 Strands in Term 3

Grade 6 Social Studies Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 6 Social Studies Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 Social Studies Term 3 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 3.

Class / Grade: Grade 6
Learning Area: Social Studies
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 6 Social Studies Term 3 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	Political Systems	Sub-strand 56	By the end of the sub strand, the learner should be able to; a) appreciate patriotism	1. (s) How can we demonstrate citizenship in our country?	- use digital resources to watch clips on scenarios that demonstrate	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Political Systems	Sub-strand 56	By the end of the sub strand, the learner should be able to; a) appreciate patriotism	1. (s) How can we demonstrate citizenship in our country?	- use digital resources to watch clips on scenarios that demonstrate	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) explain classification of human rights in society	1. Ques tion( How could respect for human rights promote in society?	- Learner is guided to: brainstorm on categories of human rights and share in class (political, social and economic categories)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) explain classification of human rights in society	1. Ques tion( How could respect for human rights promote in society?	- Learner is guided to: brainstorm on categories of human rights and share in class (political, social and economic categories)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) describe ways in which human rights are upheld in society	1. Ques tion( How could respect for human rights promote in society?	- use a chart to illustrate categories of human rights and display in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) demonstrate ways In which human rights are upheld in society	1. Ques tion( How could respect for human rights promote in society?	- use a chart to illustrate categories of human rights and display in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) demonstrate ways In which human rights are upheld in society	1. Ques tion( How could respect for human rights promote in society?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) value respect for human rights in	1. Ques tion( How could respect for human rights promote in society?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Systems	Sub-strand 58	By the end of the sub strand, the learner should be able to; a) value respect for human rights in	1. Ques tion( How could respect for human rights promote in society?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) explain the causes of conflicts in society today	1. Why should we embrace peaceful co-existence in society ?	- brainstorm causes of conflicts in society today and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) explain the causes of conflicts in society today	1. Why should we embrace peaceful co-existence in society ?	- brainstorm causes of conflicts in society today and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) describe peaceful methods of resolving conflicts in society	1. Why should we embrace peaceful co-existence in society ?	- discuss peaceful methods of resolving conflicts in society and share in class, role-play peaceful methods of resolving conflicts in society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) illustrate ways of promoting peace in society	1. How can we live peacefully with Others in society?	- watch video clips /print materials/ documentaries on ways of promoting peace in society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) illustrate ways of promoting peace in society	1. How can we live peacefully with Others in society?	- watch video clips /print materials/ documentaries on ways of promoting peace in society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Governance	Sub-strand 62	By the end of the sub strand, the learner should be able to; a) value peaceful ways of resolving conflicts m 49	1. How can we live peacefully with Others in society?	- write in a journal of activities that depict peaceful ways of resolving conflicts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 Social Studies Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 6 Social Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Political Systems

2 Sub-strands12 Lessons in Term 3

1.1 Sub-strand 56

6 Suggested LessonsTerm 3

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.

1.2 Sub-strand 58

6 Suggested LessonsTerm 3

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?

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

Strand 2.0

Governance

3 Sub-strands18 Lessons in Term 3

2.1 Sub-strand 62

6 Suggested LessonsTerm 3

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?

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

2.2 Sub-strand 66

6 Suggested LessonsTerm 3

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 66.

Key Inquiry Questions (KIQs)

What is the importance of the preamble in the Constitution of Kenya?

Teaching Resources

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

2.3 Sub-strand 70

6 Suggested LessonsTerm 3

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

Strand 3.0

Governance

1 Sub-strand4 Lessons in Term 3

3.1 Government Revenue and Expendi ture

4 Suggested LessonsTerm 3

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?

Learning 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 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 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 3Current

Political Systems
Governance
Governance

Other Grade 6 Schemes of Work for Term 3

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

Agriculture (Term 3)Science & Technology (Term 3)Creative Arts (Term 3)Mathematics (Term 3)CRE (Term 3)IRE (Term 3)HRE (Term 3)French (Term 3)German (Term 3)Arabic (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

Explore Schemes for Other CBC Grades

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:

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 3

What strands and sub-strands are covered in Grade 6 Social Studies Term 3?

In Term 3, Grade 6 Social Studies covers the following main strands: Political Systems, Governance, Governance. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 6 Social Studies in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.