2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands27 Suggested Lessons

Grade 7 Arabic 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 7 Arabic. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 Arabic Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Arabic under the Kenya CBC curriculum framework.

Class / Level: Grade 7
Major Strands: 3 Strands
Annual Lessons: 27 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 Arabic Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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	Listening and Speaking	Listening for Gist	By the end of the sub strand, the learner should be able to; a) identify the main idea in a spoken text b) respond to simple questions on greetings and introduction of self and others c) develop interest in learning Arabic	1. How can you extract the main idea in a given text?	- listen to an audio recording on greetings and introduction - collaborate with peers to analyse concepts to identify the main idea in the recorded text - work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام( - role play greetings and introduction of friends of different gender	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for Gist	By the end of the sub strand, the learner should be able to; a) identify the main idea in a spoken text b) respond to simple questions on greetings and introduction of self and others c) develop interest in learning Arabic	1. How can you extract the main idea in a given text?	- listen to an audio recording on greetings and introduction - collaborate with peers to analyse concepts to identify the main idea in the recorded text - work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام( - role play greetings and introduction of friends of different gender	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for Gist	By the end of the sub strand, the learner should be able to; a) identify the main idea in a spoken text b) respond to simple questions on greetings and introduction of self and others c) develop interest in learning Arabic	1. How can you extract the main idea in a given text?	- listen to an audio recording on greetings and introduction - collaborate with peers to analyse concepts to identify the main idea in the recorded text - work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام( - role play greetings and introduction of friends of different gender	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for Gist	By the end of the sub strand, the learner should be able to; a) identify the main idea in a spoken text b) respond to simple questions on greetings and introduction of self and others c) develop interest in learning Arabic	1. How can you extract the main idea in a given text?	- listen to an audio recording on greetings and introduction - collaborate with peers to analyse concepts to identify the main idea in the recorded text - work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام( - role play greetings and introduction of friends of different gender	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for Gist	By the end of the sub strand, the learner should be able to; a) identify the main idea in a spoken text b) respond to simple questions on greetings and introduction of self and others c) develop interest in learning Arabic	1. How can you extract the main idea in a given text?	- listen to an audio recording on greetings and introduction - collaborate with peers to analyse concepts to identify the main idea in the recorded text - work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام( - role play greetings and introduction of friends of different gender	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Imitative Speaking: Pronunciation	By the end of the sub strand, the learner should be able to; a) identify family members by their names and professions b) apply appropriate intonation and stress in pronouncing words for fluency c) appreciate the role of immediate family members for social co- existence	1. Why is it good to pronounce words correctly?	- identify family members by their names and professions - talk about their immediate family members with peers actively, e.g where does your parents work? - use appropriate intonation and stress when asking questions related to the theme - team up to record each other as they apply intonation and stress in speech - peer assess each other’s performance for constructive feedback - collaborate with peers to compose a song on various professions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Imitative Speaking: Pronunciation	By the end of the sub strand, the learner should be able to; a) identify family members by their names and professions b) apply appropriate intonation and stress in pronouncing words for fluency c) appreciate the role of immediate family members for social co- existence	1. Why is it good to pronounce words correctly?	- identify family members by their names and professions - talk about their immediate family members with peers actively, e.g where does your parents work? - use appropriate intonation and stress when asking questions related to the theme - team up to record each other as they apply intonation and stress in speech - peer assess each other’s performance for constructive feedback - collaborate with peers to compose a song on various professions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Imitative Speaking: Pronunciation	By the end of the sub strand, the learner should be able to; a) identify family members by their names and professions b) apply appropriate intonation and stress in pronouncing words for fluency c) appreciate the role of immediate family members for social co- existence	1. Why is it good to pronounce words correctly?	- identify family members by their names and professions - talk about their immediate family members with peers actively, e.g where does your parents work? - use appropriate intonation and stress when asking questions related to the theme - team up to record each other as they apply intonation and stress in speech - peer assess each other’s performance for constructive feedback - collaborate with peers to compose a song on various professions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Imitative Speaking: Pronunciation	By the end of the sub strand, the learner should be able to; a) identify family members by their names and professions b) apply appropriate intonation and stress in pronouncing words for fluency c) appreciate the role of immediate family members for social co- existence	1. Why is it good to pronounce words correctly?	- identify family members by their names and professions - talk about their immediate family members with peers actively, e.g where does your parents work? - use appropriate intonation and stress when asking questions related to the theme - team up to record each other as they apply intonation and stress in speech - peer assess each other’s performance for constructive feedback - collaborate with peers to compose a song on various professions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Imitative Speaking: Pronunciation	By the end of the sub strand, the learner should be able to; a) identify family members by their names and professions b) apply appropriate intonation and stress in pronouncing words for fluency c) appreciate the role of immediate family members for social co- existence	1. Why is it good to pronounce words correctly?	- identify family members by their names and professions - talk about their immediate family members with peers actively, e.g where does your parents work? - use appropriate intonation and stress when asking questions related to the theme - team up to record each other as they apply intonation and stress in speech - peer assess each other’s performance for constructive feedback - collaborate with peers to compose a song on various professions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to; a) pronounce words related to the theme appropriately b) apply appropriate stress and intonation for fluency c) develop interest pronouncing Arabic words correctly	1. What can you do to improve your ability to pronounce words accurately?	- listen to audio-visual recordings about the market using digital devices - identify vocabulary related to the theme used in the recording - work jointly to practise pronouncing the words accurately - role play a market scene involving buying and selling of items - use appropriate stress and intonation to express themselves in the role play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to; a) pronounce words related to the theme appropriately b) apply appropriate stress and intonation for fluency c) develop interest pronouncing Arabic words correctly	1. What can you do to improve your ability to pronounce words accurately?	- listen to audio-visual recordings about the market using digital devices - identify vocabulary related to the theme used in the recording - work jointly to practise pronouncing the words accurately - role play a market scene involving buying and selling of items - use appropriate stress and intonation to express themselves in the role play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to; a) pronounce words related to the theme appropriately b) apply appropriate stress and intonation for fluency c) develop interest pronouncing Arabic words correctly	1. What can you do to improve your ability to pronounce words accurately?	- listen to audio-visual recordings about the market using digital devices - identify vocabulary related to the theme used in the recording - work jointly to practise pronouncing the words accurately - role play a market scene involving buying and selling of items - use appropriate stress and intonation to express themselves in the role play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to; a) pronounce words related to the theme appropriately b) apply appropriate stress and intonation for fluency c) develop interest pronouncing Arabic words correctly	1. What can you do to improve your ability to pronounce words accurately?	- listen to audio-visual recordings about the market using digital devices - identify vocabulary related to the theme used in the recording - work jointly to practise pronouncing the words accurately - role play a market scene involving buying and selling of items - use appropriate stress and intonation to express themselves in the role play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Phonological Awareness	By the end of the sub strand, the learner should be able to; a) pronounce words related to the theme appropriately b) apply appropriate stress and intonation for fluency c) develop interest pronouncing Arabic words correctly	1. What can you do to improve your ability to pronounce words accurately?	- listen to audio-visual recordings about the market using digital devices - identify vocabulary related to the theme used in the recording - work jointly to practise pronouncing the words accurately - role play a market scene involving buying and selling of items - use appropriate stress and intonation to express themselves in the role play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 Arabic Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Listening for Gist

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify the main idea in a spoken text
respond to simple questions on greetings and introduction of self and others
develop interest in learning Arabic

Key Inquiry Questions (KIQs)

How can you extract the main idea in a given text?

Suggested Experiences

listen to an audio recording on greetings and introduction
collaborate with peers to analyse concepts to identify the main idea in the recorded text
work with peers to answer questions while accommodating diverse opinions, e.g where do you live? )؟نكست نيأ( What is your friend’s name? )؟كقيدص مساام(
role play greetings and introduction of friends of different gender

Teaching Resources

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

1.2 Imitative Speaking: Pronunciation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify family members by their names and professions
apply appropriate intonation and stress in pronouncing words for fluency
appreciate the role of immediate family members for social co- existence

Key Inquiry Questions (KIQs)

Why is it good to pronounce words correctly?

Suggested Experiences

identify family members by their names and professions
talk about their immediate family members with peers actively, e.g where does your parents work?
use appropriate intonation and stress when asking questions related to the theme
team up to record each other as they apply intonation and stress in speech
peer assess each other’s performance for constructive feedback
collaborate with peers to compose a song on various professions

Teaching Resources

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

1.3 Phonological Awareness

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce words related to the theme appropriately
apply appropriate stress and intonation for fluency
develop interest pronouncing Arabic words correctly

Key Inquiry Questions (KIQs)

What can you do to improve your ability to pronounce words accurately?

Suggested Experiences

listen to audio-visual recordings about the market using digital devices
identify vocabulary related to the theme used in the recording
work jointly to practise pronouncing the words accurately
role play a market scene involving buying and selling of items
use appropriate stress and intonation to express themselves in the role play

Teaching Resources

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

1.4 Listening for Gist

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key ideas from a spoken text related to the theme
use acquired vocabulary to make sentences for comprehension
acknowledge important dates and holidays for lifelong learning

Key Inquiry Questions (KIQs)

How can we pick out key ideas from a text?

Suggested Experiences

listen attentively to a presentation on important dates in the calendar
pick out the key ideas from the recorded presentation on various dates in the calendar
work with peers to practise pronouncing the dates while showing respect for each other
make an oral presentation using simple sentences on important dates, that is, Eid, Holidays

Teaching Resources

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

1.5 Listening for Information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information from an oral text for information
respond to simple verbal instructions correctly
acknowledge the role of listening keenly for lifelong learning

Key Inquiry Questions (KIQs)

How can we extract specific information from a text?

Suggested Experiences

listen to an audio recording on activities carried out for fun and enjoyment
work with peers to identify various activities taken up for fun and enjoyment
collaborate with peers to answer direct and inferential questions on the recording
play a language game involving use of verbal instructions e.g. the ‘Simon says’ language game
engage in a dialogue with peers on how leisure time should be used

Teaching Resources

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

1.6 Phonological Awareness

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce vocabulary accurately for fluency
use acquired vocabulary to describe an event fluently
appreciate fluency in speech using acquired vocabulary

Key Inquiry Questions (KIQs)

How does vocabulary building help in learning Arabic language?

Suggested Experiences

engage in a collaborative conversation on the prices of different items from a given display of price lists
work jointly to practise pronouncing words related to the theme correctly
use acquired vocabulary to role play a dialogue between a shop assistant and customers
stage the role play in class for peer review

Teaching Resources

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

1.7 Imitative Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify words used to describe people and things
describe different things and events using relevant descriptive words
appreciate vocabulary building for language acquisition

Key Inquiry Questions (KIQs)

How does vocabulary help in learning a language?

Suggested Experiences

work with peers to search for words used to describe, people and things from print and online sources
practise pronouncing vocabulary on physical appearance descriptors
observe different pictures from a given display
describe the appearances of the people in the pictures using relevant descriptors
take turns to talk about their friend or family members

Teaching Resources

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

1.8 Conversational Skills

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify non- verbal cues used for effective communication
use appropriate non-verbal cues in oral presentations
develop interest in speaking skills

Key Inquiry Questions (KIQs)

Why are non-verbal cues key in communication?

Suggested Experiences

watch a video presentation related to the theme
work jointly to identify non-verbal cues used in presentations e.g. gestures, general appearance, tonal variation, movement, facial expressions
collaborate with peers to demonstrate the various non- verbal cues and what the imply
make a presentation to peers on a topic related to the theme using appropriate non-verbal cues
peer assess each other’s presentation for correct use of non- verbal cues
discuss common non-verbal cues that may contradict the message being spoken

Teaching Resources

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

1.9 Phonological Awareness: Pronunciation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme from an oral text
use accurate pronunciation in target words for fluency
appreciate the role of fluency in effective communication

Key Inquiry Questions (KIQs)

How can you improve your speaking skill?

Suggested Experiences

watch a video clip and answer questions on different places in the locality in groups e.g. market, school, hospital, mosques
describe different places within the locality using related vocabulary
engage in a conversation locating different places in the locality using appropriate pronunciation of target words
take turns to practise pronouncing words using minimal pairs fluently

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Reading Aloud: Fluency

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

differentiate words and phrases based on their pronunciation correctly
read simple sentences on basic introductions fluently
develop interest in reading Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

Why is fluency important?

Suggested Experiences

read words and phrases while underlining huruf shamsiyya and huruf qamariyyah from a given display
read short sentences on greetings and introductions fluently
use think-pair-share to read and complete simple sentences
practise reading from variety of texts at home

Teaching Resources

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

2.2 Reading for Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify target words and phrases in a written text
infer meaning of new words in a text
appreciate vocabulary building for language acquisition

Key Inquiry Questions (KIQs)

How can we derive meaning of a new word in texts?

Suggested Experiences

work with peers to read simple sentences in a text and circle familiar words and phrases
pick out vocabulary from a text related to the theme
build a vocabulary bank on the words identified from the text
work jointly to infer meaning of words from context
use the vocabulary acquired to make sentences

Teaching Resources

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

2.3 Reading Aloud: Fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read short and simple sentences fluently
use appropriate pace to read simple texts for fluency
read texts in Arabic for enjoyment

Key Inquiry Questions (KIQs)

Why is reading at the right speed important?

Suggested Experiences

take turns to read aloud short sentences about the market
team up to conduct a reading speed contest for fluency
time each other’s reading speed and identify the best reading speed
discuss the disadvantages of all the other reading speeds and reasons for the selected speed
discuss the need to keep their surroundings clean

Teaching Resources

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

2.4 Reading for comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce target words accurately for effective communication
respond to questions on a text for comprehension
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

How can you improve your fluency in reading skills?

Suggested Experiences

identify vocabulary words from a written text
work together to pronounce the words correctly
use minimal pairs to practise pronouncing target sounds and letters
collaborate with peers to respond to direct and inferential questions

Teaching Resources

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

2.5 Reading aloud: Fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read target vocabulary in a given text
read a short passage with proper intonation and appropriate speed
develop interest in reading Arabic texts fluently

Key Inquiry Questions (KIQs)

How does reading speed affect communication?

Suggested Experiences

read a range of texts aloud about leisure time and answer questions
isolate new words and search for their meaning
read a given passage while focusing on correct pronunciation of consonants and verbs
team up to participate in a reading competition for enjoyment and leisure
assess each other’s performance for correct intonation and speed in a respectable manner
discuss how leisure time activities can promote wellness and health

Teaching Resources

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

2.6 Reading for Information

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify locations where various foods are bought
summarise ideas presented in a written text for comprehension
read Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How can you paraphrase a long text without losing out on key ideas?

Suggested Experiences

team up with peers to identify locations where foods and drinks are found
read a simple paragraph related to the theme
work jointly to summarize key ideas from a written text
derive meaning of vocabulary identified from the paragraph
collaborate to match vocabulary to its meaning
read level appropriate text independently during free time

Teaching Resources

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

2.7 Reading Aloud: Fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify descriptive words from a text for comprehension
read a passage related to the theme using correct pronunciation for fluency
acknowledge the need for correct pronunciation for effective communication

Key Inquiry Questions (KIQs)

Why is reading fluently important?

Suggested Experiences

read short passages aloud on physical appearance and answer questions
work jointly to pick out descriptive words from the text
describe the physical appearance of people through picture reading from a digital device
team up to conduct a reader’s theatre to read a passage using correct pronunciation
organise a language reading club for future use

Teaching Resources

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

2.8 Reading for Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify the various clothing used for different weather seasons
respond to questions based on the theme for comprehension
advocate for reading of Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How does change of seasons affect our daily activities?
Why are comprehension questions important?

Suggested Experiences

practise reading short passages on seasons from digital devices or any other reading materials with appropriate speed
identify clothing used at different weather seasons
organise the information on a chart for comprehension
collaborate to answer questions on the text read
memorise and recite poems about weather

Teaching Resources

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

2.9 Extensive Reading: Library Skills

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

select a reading text from a collection of materials
track the reading progress for self- assessment
develop a positive attitude towards reading

Key Inquiry Questions (KIQs)

How can we easily and safely locate places in our environment?
Why should we keep a record of texts read?

Suggested Experiences

team up to discuss issues to consider when selecting a reading text from a collection of materials
read a text aloud on locating places and the locality and talk about it
participate in reading circles by reading varied texts related to the theme
work jointly to prepare a vocabulary bank on words identified from the texts related to the theme
prepare a reading log to track the reading progress for self-assessment

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing: Handwriting

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write target words neatly and legibly
use vocabulary to make sentences on introduction of friends for comprehension
develop interest in writing Arabic

Key Inquiry Questions (KIQs)

Why is greeting important?
How can we ensure we write texts neatly and legibly?

Suggested Experiences

listen to a recording on greetings and introductions among people
write the specific greetings mentioned in the recording
work jointly to list common names of friends on flashcards
identify vocabulary on greetings and introduction
work jointly to construct simple sentences on greetings and introduction using the vocabulary identified
share their sentences with peers for review

Teaching Resources

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

3.2 Guided Writing: Spelling

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

list different professions using correct spelling
use acquired vocabulary to make sentences neatly and legibly
appreciate neat and legible handwriting for effective communication

Key Inquiry Questions (KIQs)

How can you ensure correct spelling of words when writing?

Suggested Experiences

work jointly to list various professions on charts for display
share their charts with peers for review on spelling
work jointly to fill word puzzles on the various professions
write sentences using acquired vocabulary on the theme neatly and legibly
reorganise jumbled up words to form meaningful sentences using correct spelling
peer assess each other’s work for correct spelling, neatness and legibility

Teaching Resources

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

3.3 Guided Writing: Paragraph Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify places where things are bought for comprehension
construct a simple paragraph using acquired vocabulary for effective communication
appreciate writing as a skill for effective communication

Key Inquiry Questions (KIQs)

How is writing paragraphs in Arabic different from English?

Suggested Experiences

work jointly to identify various places where foods and drinks are bought
collaborate with peers to build a collection of vocabulary based on the theme
work with peers to match names of places and food that are bought at the respective places
fill in a broken paragraph with correct vocabulary
study a picture display about a market and write a paragraph using acquired vocabulary

Teaching Resources

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

3.4 Guided Writing: Sequencing Ideas

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

list the festivals and holidays celebrated at different times of the year for information
organise ideas to form a coherent paragraph
appreciate the need for logic and coherence in writing for effective communication

Key Inquiry Questions (KIQs)

How can we present ideas in a paragraph in correct sequence?

Suggested Experiences

listen to a recording on festivals and holidays celebrated at different times of the year
make a list of the festivals and holidays mentioned from the recording
collaborate with peers to prepare a record of festivals in the calender
work jointly to reorder jumbled up sentences to form a coherent paragraph related to the theme
peer review each other’s paragraphs for constructive feedback

Teaching Resources

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

3.5 Guided Writing: Imaginative Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of an imaginative writing for information
create a short personal and imaginative text to express ideas on the theme
appreciate different creative Arabic writing styles

Key Inquiry Questions (KIQs)

How can you develop a creative text?

Suggested Experiences

work jointly to research on the features of an imaginative writing from print and non-print sources
collaborate with peers to organise ideas on the theme using mind maps
write an imaginative composition on the theme using the organised ideas
share their compositions with peers for review
publish the best compositions in the school or public magazine

Teaching Resources

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

3.6 Mechanics of Writing: Punctuation

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify punctuation marks used in writing Arabic texts
use appropriate punctuation marks to write a paragraph for effective communication
appreciate the role of punctuation marks in writing for effective communication

Key Inquiry Questions (KIQs)

Why do we do shopping?
How do punctuation marks contribute to meaning in texts?

Suggested Experiences

work jointly to identify punctuation marks used in writing texts in the Arabic language
draw the punctuation marks on charts and display in class
work jointly to match punctuation marks to their uses
practise writing simple sentences on shopping for food and drinks using correct punctuation
collaborate to punctuate a paragraph appropriately
organise their well punctuated paragraphs in the class portfolio

Teaching Resources

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

3.7 Guided Writing : Poetry

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish a poem from a prose text for information
compose a poem related to the theme using acquired vocabulary
develop interest in artistic expression through writing

Key Inquiry Questions (KIQs)

How do we keep our body healthy?
How do poems differ from prose texts?

Suggested Experiences

work with peers to search for simple poems from print and non-print sources
work jointly to pick out unique features that differentiate a poem from a prose narrative
work jointly to compose a poem describing themselves using vocabulary identified
recite the poem to peers for review
stage their poems and make recordings during the inter-class contests
organise the recorded performances in the class digital portfolio

Teaching Resources

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

3.8 Guided Writing: Paragraph Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

outline vocabulary related to the theme correctly
use acquired vocabulary to write a paragraph
appreciate the skill of writing for effective communication

Key Inquiry Questions (KIQs)

What type of clothes do people wear in different seasons?
How can we assess paragraphs to establish their correctness in structure?

Suggested Experiences

listen to a recording related to the theme
write vocabulary related to clothes people wear in different seasons on flashcards and organize in the class portfolio
collaborate with peers to look up the meaning of vocabulary from print and digital sources
work jointly to compose a paragraph using the acquired vocabulary
peer assess each other’s paragraph for neatness and legibility

Teaching Resources

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

3.9 Guided Writing: Paragraph Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

outline ideas related to the theme logically in writing
construct a simple coherent paragraph neatly and legibly
develop positive attitude towards writing Arabic

Key Inquiry Questions (KIQs)

How do we take care of facilities in the locality?
Why is coherence a key aspect in paragraph writing?

Suggested Experiences

work jointly to make notes on direction of a facility in the neighbourhood
write the sentences on sentence strips
team up with peers to play a language game involving competing in reorganising the sentence strips to form a coherent paragraph
write a simple paragraph on facilities within the locality with well sequenced ideas
practise copying paragraphs legibly and correctly during free times

Teaching Resources

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

Grade 7 Arabic Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Arabic.

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing

View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies Hub

Explore Schemes for Other CBC Classes

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 6 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

What are the main strands in Grade 7 Arabic?

The official KICD strands for Grade 7 Arabic are: Listening and Speaking, Reading, Writing. 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 7 Arabic?

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 7 Arabic 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 7 Arabic?

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.