2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 7 Arabic 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 7 Arabic Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

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

Grade 7 Arabic 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 7 Arabic in Term 2.

Class / Grade: Grade 7
Learning Area: Arabic
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 7 Arabic 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:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 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	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) identify target words and phrases in a written text b) infer meaning of new words in a text c) appreciate vocabulary building for language acquisition	1. How can we derive meaning of a new word in texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading Aloud: Fluency	By the end of the sub strand, the learner should be able to; a) read short and simple sentences fluently b) use appropriate pace to read simple texts for fluency c) read texts in Arabic for enjoyment	1. Why is reading at the right speed important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for comprehension	By the end of the sub strand, the learner should be able to; a) pronounce target words accurately for effective communication b) respond to questions on a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve your fluency in reading skills?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for comprehension	By the end of the sub strand, the learner should be able to; a) pronounce target words accurately for effective communication b) respond to questions on a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve your fluency in reading skills?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for comprehension	By the end of the sub strand, the learner should be able to; a) pronounce target words accurately for effective communication b) respond to questions on a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve your fluency in reading skills?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Arabic Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 7 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands8 Lessons in Term 2

1.1 Reading for Comprehension

1 Suggested LessonsTerm 2

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?

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

1.2 Reading Aloud: Fluency

1 Suggested LessonsTerm 2

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?

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

1.3 Reading for comprehension

1 Suggested LessonsTerm 2

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?

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

1.4 Reading aloud: Fluency

1 Suggested LessonsTerm 2

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?

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

1.5 Reading for Information

1 Suggested LessonsTerm 2

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?

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

1.6 Reading Aloud: Fluency

1 Suggested LessonsTerm 2

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?

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

1.7 Reading for Comprehension

1 Suggested LessonsTerm 2

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?

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

1.8 Extensive Reading: Library Skills

1 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands3 Lessons in Term 2

2.1 Guided Writing: Handwriting

1 Suggested LessonsTerm 2

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?

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

2.2 Guided Writing: Spelling

1 Suggested LessonsTerm 2

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?

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

2.3 Guided Writing: Paragraph Writing

1 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 7 Schemes of Work for Term 2

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

French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 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: Grade 7 Arabic Term 2

What strands and sub-strands are covered in Grade 7 Arabic Term 2?

In Term 2, Grade 7 Arabic covers the following main strands: Reading, Writing. 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 7 Arabic 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 7 Arabic 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.