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

Grade 7 Arabic 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 7 Arabic Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Arabic 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 7 Arabic in Term 1.

Class / Grade: Grade 7
Learning Area: Arabic
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 7 Arabic Term 1 Scheme of Work Table

Week-by-week lesson 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)

Curriculum Design & Content

Grade 7 Arabic Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 7 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons in Term 1

1.1 Listening for Gist

1 Suggested LessonsTerm 1

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?

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

1.2 Imitative Speaking: Pronunciation

1 Suggested LessonsTerm 1

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?

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

1.3 Phonological Awareness

1 Suggested LessonsTerm 1

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?

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

1.4 Listening for Gist

1 Suggested LessonsTerm 1

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?

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

1.5 Listening for Information

1 Suggested LessonsTerm 1

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?

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

1.6 Phonological Awareness

1 Suggested LessonsTerm 1

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?

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

1.7 Imitative Speaking

1 Suggested LessonsTerm 1

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?

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

1.8 Conversational Skills

1 Suggested LessonsTerm 1

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?

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

1.9 Phonological Awareness: Pronunciation

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

Reading

1 Sub-strand1 Lessons in Term 1

2.1 Reading Aloud: Fluency

1 Suggested LessonsTerm 1

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?

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

Grade 7 Arabic Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Arabic showing the term-by-term distribution of all 3 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

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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 7 Arabic Term 1

What strands and sub-strands are covered in Grade 7 Arabic Term 1?

In Term 1, Grade 7 Arabic covers the following main strands: Listening and Speaking, Reading. 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 7 Arabic 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 7 Arabic 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.