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

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

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Grade 7 English 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 English in Term 1.

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

Full Term Timetable

Grade 7 English 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	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) identify polite expressions used in the introduction of self and others	1. Why is it important for people to introduce themselves?	- make a list of necessary details about people that one needs to know for effective introduction - brainstorm different types of introduction - list polite expressions that can be used during the introduction - match polite expressions to corresponding types of introduction	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) use polite expressions in the introduction of self and others in different speaking contexts b) model respectful behaviour during introductions	1. Why is it important for people to introduce themselves?	- discuss reasons for using polite language in introductions - use games such as ‘catch the ball’ for the introduction of others - role-play different contexts of self-introduction with peers - review an audio or video recording of formal and informal introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) model respectful behaviour during introductions	1. Why is it important for people to introduce themselves?	- review an audio or video recording of formal and informal introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Presentations: Oral Narratives	By the end of the sub strand, the learner should be able to; a) outline the oral narrative performance techniques for effective delivery b) use oral narrative techniques during the performance c) appreciate the importance of performance techniques in the successful delivery of oral material	1. What makes one a good storyteller?	- watch live or recorded oral performances of narratives as a class - search online or offline for information on performance techniques, in pairs, and make presentations to peers - discuss the oral performance techniques - perform oral narratives while peers watch, record, and then give feedback - compose oral narratives and suggest to peers the most suitable ways of performing them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Presentations: Oral Narratives	By the end of the sub strand, the learner should be able to; a) outline the oral narrative performance techniques for effective delivery b) use oral narrative techniques during the performance c) appreciate the importance of performance techniques in the successful delivery of oral material	1. What makes one a good storyteller?	- watch live or recorded oral performances of narratives as a class - search online or offline for information on performance techniques, in pairs, and make presentations to peers - discuss the oral performance techniques - perform oral narratives while peers watch, record, and then give feedback - compose oral narratives and suggest to peers the most suitable ways of performing them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) identify the main idea from varied descriptive texts	1. What can you do to ensure you capture the main ideas from a speaker?	- listen to audio recordings on hygiene and identify the main idea - listen for specific information from the audio recording on hygiene and take notes - search online and offline for expressions that signal the main ideas, such as	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) pick out specific information from varied descriptive texts b) acknowledge the importance of listening skills in communication	1. What can you do to ensure you capture the main ideas from a speaker?	- this talk is about - I will talk about - watch a video describing a process, a person, or an object and pick out specific information - listen to peers read descriptive texts, and note down the main ideas in turns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening skills in communication	1. What can you do to ensure you capture the main ideas from a speaker?	- listen to peers read descriptive texts, and note down the main ideas in turns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) distinguish between specific and general information from a listening text b) select specific information from a listening text	1. What can you do to ensure you capture relevant information from a speaker?	- listen to an audio text and decide whether the information presented is specific or general - search online for audio recordings on leadership and attentively listen to text for specific information	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) listen and respond to texts on leadership b) emphasise the value of listening skills in communication	1. What can you do to ensure you capture relevant information from a speaker?	- watch a role play and respond to questions - listen to a passage on leadership (good governance) and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) emphasise the value of listening skills in communication	1. What can you do to ensure you capture relevant information from a speaker?	- listen to a passage on leadership (good governance) and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) identify the consonant and vowel sounds in words b) articulate consonants and vowel sounds for oral fluency	1. Why is it important to articulate sounds correctly?	- pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text - practise saying the short /i/ and the long /i:/ sounds in pairs - watch and listen to an audio-visual recording featuring selected consonants and vowel sounds - work with peers to make a recording featuring learned sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) distinguish the meaning of words on the basis of stress b) advocate the role of correct pronunciation in communication	1. Why is it important to articulate sounds correctly?	- practise saying words with the sounds/p/ as in pin; /b/ as in bean, /k/ as in kin; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly - distinguish the meaning of words based on stress, for example, project (verb) project (noun) - play language games to distinguish word meaning on basis of stress - practise pronouncing minimal pairs containing the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) advocate the role of correct pronunciation in communication	1. Why is it important to articulate sounds correctly?	- practise pronouncing minimal pairs containing the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Conversation Skills	By the end of the sub strand, the learner should be able to; a) identify verbal and non-verbal forms of polite interruptions b) apply turn-taking skills in different speaking contexts	1. How can you ensure that you do not dominate in a conversation?	- watch a live or recorded dialogue depicting turn-taking skills and interrupting politely - practise in pairs interrupting someone politely - practise turn taking in a conversation with peers - watch short videos of conversations or television programmes and identify instances of turn taking and polite interruptions - listen to a radio talk show and pick out polite words and expressions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 English Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

13 Sub-strands22 Lessons in Term 1

1.1 Conversational Skills: Polite Language

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify polite expressions used in the introduction of self and others
use polite expressions in the introduction of self and others in different speaking contexts
model respectful behaviour during introductions

Key Inquiry Questions (KIQs)

Why is it important for people to introduce themselves?

Learning Experiences

make a list of necessary details about people that one needs to know for effective introduction
brainstorm different types of introduction
list polite expressions that can be used during the introduction
match polite expressions to corresponding types of introduction
discuss reasons for using polite language in introductions
use games such as ‘catch the ball’ for the introduction of others
role-play different contexts of self-introduction with peers
review an audio or video recording of formal and informal introductions

Teaching Resources

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

1.2 Oral Presentations: Oral Narratives

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline the oral narrative performance techniques for effective delivery
use oral narrative techniques during the performance
appreciate the importance of performance techniques in the successful delivery of oral material

Key Inquiry Questions (KIQs)

What makes one a good storyteller?

Learning Experiences

watch live or recorded oral performances of narratives as a class
search online or offline for information on performance techniques, in pairs, and make presentations to peers
discuss the oral performance techniques
perform oral narratives while peers watch, record, and then give feedback
compose oral narratives and suggest to peers the most suitable ways of performing them

Teaching Resources

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

1.3 Listening for the main idea

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main idea from varied descriptive texts
pick out specific information from varied descriptive texts
acknowledge the importance of listening skills in communication

Key Inquiry Questions (KIQs)

What can you do to ensure you capture the main ideas from a speaker?

Learning Experiences

listen to audio recordings on hygiene and identify the main idea
listen for specific information from the audio recording on hygiene and take notes
search online and offline for expressions that signal the main ideas, such as
this talk is about
I will talk about
watch a video describing a process, a person, or an object and pick out specific information
listen to peers read descriptive texts, and note down the main ideas in turns

Teaching Resources

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

1.4 Listening Comprehension: Selective Listening

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish between specific and general information from a listening text
select specific information from a listening text
listen and respond to texts on leadership
emphasise the value of listening skills in communication

Key Inquiry Questions (KIQs)

What can you do to ensure you capture relevant information from a speaker?

Learning Experiences

listen to an audio text and decide whether the information presented is specific or general
search online for audio recordings on leadership and attentively listen to text for specific information
watch a role play and respond to questions
listen to a passage on leadership (good governance) and answer questions posed by the speaker

Teaching Resources

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

1.5 Pronunciation: Sounds and Word Stress

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the consonant and vowel sounds in words
articulate consonants and vowel sounds for oral fluency
distinguish the meaning of words on the basis of stress
advocate the role of correct pronunciation in communication

Key Inquiry Questions (KIQs)

Why is it important to articulate sounds correctly?

Learning Experiences

pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text
practise saying the short /i/ and the long /i:/ sounds in pairs
watch and listen to an audio-visual recording featuring selected consonants and vowel sounds
work with peers to make a recording featuring learned sounds
practise saying words with the sounds/p/ as in pin; /b/ as in bean, /k/ as in kin; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly
distinguish the meaning of words based on stress, for example, project (verb) project (noun)
play language games to distinguish word meaning on basis of stress
practise pronouncing minimal pairs containing the target sounds

Teaching Resources

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

1.6 Conversation Skills

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify verbal and non-verbal forms of polite interruptions
apply turn-taking skills in different speaking contexts
use verbal and non- verbal cues to interrupt a conversation politely
acknowledge the importance of politeness in communication

Key Inquiry Questions (KIQs)

How can you ensure that you do not dominate in a conversation?

Learning Experiences

watch a live or recorded dialogue depicting turn-taking skills and interrupting politely
practise in pairs interrupting someone politely
practise turn taking in a conversation with peers
watch short videos of conversations or television programmes and identify instances of turn taking and polite interruptions
listen to a radio talk show and pick out polite words and expressions
write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard
create posters showing polite expressions as well as ways of interrupting someone politely
design posters on turn taking skills and polite interruptions and display them
role-play a dialogue on the effects of drug and substance abuse
recite a conversational verse (choral), make an audio or video recording and share it on WhatsApp, email, or social media

Teaching Resources

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

1.7 Listening Comprehension: Listening for Details

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify clues that signal details from a listening text
take detailed notes on a listening text
acknowledge the importance of listening for details

Key Inquiry Questions (KIQs)

What factors interfere with one’s ability to listen well?
How can you tell that people are listening attentively?

Learning Experiences

search online or offline for signposts that introduce details in an oral text
listen and identify words that introduce different types of details that indicate
addition such as first, also, moreover
emphasis such as an important note, especially, particularly
comparison such as. like, similarly, just as
contrast such as but, however, on the other hand
illustration such as for example, for instance, such as
cause-and-effect such as because, therefore, so that
discuss the kinds of details one should look out for from a text. The details could include numbers, figures, points, facts, examples, people, places, behaviour, and opinions
listen and note the clues signalling details from a peer
listen to a live or recorded oral presentation on a

Teaching Resources

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

1.8 Listening Comprehension: Explanatory Narratives

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the characters from a listening text
sequence the events in explanatory narratives
explain the moral lessons in an explanatory narrative
acknowledge the importance of listening comprehension in communication

Key Inquiry Questions (KIQs)

What are the functions of oral narratives?

Learning Experiences

listen to a recording of an explanatory narrative from a digital device and retell the story
search online and offline for information on explanatory narratives
dramatise dialogues in the explanatory narratives
role-play the story telling session
identify the moral lessons and relate them to real life situations
discuss behaviour of the characters in the explanatory narratives, in pairs
create an explanatory narrative- and share it through WhatsApp, social media, among others

Teaching Resources

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

1.9 Pronunciation: Consonant and Vowel Sounds

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words articulate correctly vowel sounds /ʊ/ and /uː/ in words
pronounce words correctly using stress
distinguish the meaning of words based on stress
acknowledge the importance of correct pronunciation in oral communication

Key Inquiry Questions (KIQs)

Why should you pronounce words correctly?
Why do people find it difficult to pronounce some words?
In what ways can one improve own pronunciation?

Learning Experiences

listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words
articulate the following consonants and vowel sounds
/t/ as in toll
/d/as in doll
/l/ as in liver
/r/ as in river
/ʊ/ as in pull, bull
/uː/ as in pool, boot
watch an oral presentation and pick out words with the target sounds
practise pronouncing words with the target consonant and vowel sounds, in pairs
sort words based on the pronunciation of the target, consonant, and vowel sounds
recite poems or sing songs on national heroes with the target sounds
say tongue twisters with the target consonant and vowel sounds
listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables
engage in pronunciation drills on stress for distinguishing word class
underline stressed syllables in words
discuss the importance of correct pronunciation and use of stress in conveying meaning
reflect on the target consonant and vowel sounds and identify those they struggle with for further practise

Teaching Resources

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

1.10 Oral Presentations: Delivering Speeches

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify occasions where speeches are presented
apply the features of oral presentations for effective, communication
appreciate the importance of good oral presentation skills when delivering a speech

Key Inquiry Questions (KIQs)

How can one deliver a speech effectively?

Learning Experiences

Think, pair, and share on occasions where speeches are presented
Search online or offline for features of oral presentation and make short notes
work with peers to listen to recorded grade-appropriate speeches the share their opinions on the sppeches
brainstorm the importance of body language in delivering a speech
collaborate with peers to rehearse a speech and present it to each other
write short speeches on the importance of music and present it to peers
record the speeches being presented and discuss the presentations

Teaching Resources

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

1.11 Interviews

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify reasons for sitting an interview
articulate points clearly and confidently during an oral interview
respond confidently to questions during an interview
Seek clarification during an oral presentation
appreciate the importance of interviews in getting school placement and scholarships

Key Inquiry Questions (KIQs)

Why are interviews important?

Learning Experiences

listen to and review an audio clip on school placement and scholarship interviews
discuss reasons for sitting for a placement and scholarship interview
search online and watch video clips on school placement and scholarship interview
role-play the school placement and scholarship interview, record and share them via mobile phones and other social media channels
conduct mock interviews in pairs or small groups
collaborate with peers to record the interviews on digital devices
share the videos with friends and peers on social media platforms, blogs among others

Teaching Resources

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

1.12 Listening: Views/ Opinions

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

list ways of expressing views/opinions in different contexts
use different expressions that indicate own views/opinions in a given text
acknowledge the value of one’s views/opinions as a lifelong skill in communication

Key Inquiry Questions (KIQs)

Why is it important to express one’s opinion?

Learning Experiences

search online and offline for the different ways of expressing views/opinions
listen to an oral narrative and identify the different ways used to express opinions/views
role play the different characters in the narrative and bring out different ways of expressing opinions/views
explain their feelings towards issues raised in the trickster narrative
write on a chart the words they have used to describe their feelings

Teaching Resources

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

1.13 Events within the Classroom

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline the organisation of an oral report of

Key Inquiry Questions (KIQs)

How can you make an oral report?

Learning Experiences

brainstorm the content and organisation of an oral report e.g. introduction, body, and conclusion

Teaching Resources

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

Strand 2.0

Reading

14 Sub-strands26 Lessons in Term 1

2.1 Extensive Reading: Independent Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

the learner
should be able to
(a) identify a variety of
texts for
independent
reading
(b) read selected
materials for
information and
enjoyment
(c) appreciate the
value of
independent
reading in lifelong
learning
Specific Learning
Outcomes

Key Inquiry Questions (KIQs)

How can you ensure that you benefit from a reading session?
Key Inquiry Question(s)?

Learning Experiences

think-pair-share on the factors to consider when selecting reading material
select appropriate reading materials related to personal responsibility
set and share reading goals for the session
read selected print and non-print materials independently
observe good reading habits
keep a portfolio or a journal of their experiences during the reading session
conduct peer review of the portfolios and journals kept. Suggested Learning Experiences

Teaching Resources

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

2.2 Intensive Reading: Trickster Narratives

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main events in trickster narratives
analyse the characters in narratives
appreciate the importance of trickster narratives in the inculcation of values. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

Why would we listen to trickster narratives?
Key Inquiry Question(s)?

Learning Experiences

engage in pre-reading activities such as previewing the title of the narrative, using picture clues, and brainstorming
recount the events in the trickster narrative and highlight the trick in the narrative
discuss the various character traits displayed by the characters
brainstorm on the moral lessons of the narrative
work collaboratively to retell a trickster narrative
relate characters and events in the trickster narrative to real-life situations
collaborate with peers to explore and share how personal responsibility can be derived from the narrative’s moral lessons. Suggested Learning Experiences

Teaching Resources

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

2.3 Intensive reading: Simple poems

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish between poems and other literary genres
recite a variety of simple poems for enjoyment
collaborate in poetry recitation for enjoyment and learning

Key Inquiry Questions (KIQs)

How are poems different from other forms of literary genres?

Learning Experiences

listen and respond to live or recorded poetry recitation
discuss what makes reading simple poems interesting
pick out poems from a variety of texts and read them out aloud
recite poems that address science and health issues such as HIV and AIDS
provide feedback to peers and seek help where necessary

Teaching Resources

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

2.4 Intensive Reading: Class Reader

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain the different parts that aid in previewing a book
describe the author and the setting of the text in terms of time and place
underscore the value of reading for lifelong learning

Key Inquiry Questions (KIQs)

Why should we not judge a book by its cover?

Learning Experiences

study the cover page of a class reader, read the blurb and highlight the outstanding features
discuss the title of the class reader
research online for more information about the author and the setting of the story
make oral presentations to the class on their findings from the research
identify words, images, and details that describe the setting in terms of place and time
design a graphic organiser such as a mind map or tree map to identify the setting
share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I learned (K-W-W-L) chart to visualise what has been learned
make short notes on the setting and the author

Teaching Resources

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

2.5 Reading: Information and Meaning

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish between reading for information and reading for meaning
infer the meaning of words and phrases from varied texts
appreciate the importance of reading for information and meaning

Key Inquiry Questions (KIQs)

How would you tell the meaning of a word in a passage?

Learning Experiences

distinguish between reading for information and reading for meaning
collaborate with peers to scan through a text and identify text features (such as title, subtitles)
read texts on issues such as hygiene, safety, and security and organise the information by making notes
infer and share, the meaning of words from varied texts
use the words to construct sentences to convey information and meaning
fill in crossword puzzles using words learned

Teaching Resources

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

2.6 Intensive Reading: Poetry

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain the structure of poems
analyse the structure of varied simple poems
read short poems addressing varied societal issues
appreciate the poem’s structure in communicating a message

Key Inquiry Questions (KIQs)

Why do people write poems?
What makes a poem interesting?

Learning Experiences

source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety
brainstorm on the parts of a poem
read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19
analyse how poems are broken into stanzas and stanzas into lines
study varied poems and present their different structures using graphic organisers
compare the structures of different poems
relate the poem’s structure to the poem’s message

Teaching Resources

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

2.7 Intensive Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

discuss the identified reading strategies
select main ideas and details from a variety of written texts
acknowledge the importance of reading for main ideas and details as a comprehension skill

Key Inquiry Questions (KIQs)

How can you improve your reading?

Learning Experiences

search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details
read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work
share ideas on how they can use the selected reading strategies
fill in substitution tables with specific details from texts, in pairs
complete a mind map with a focus on the main idea and details

Teaching Resources

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

2.8 Intensive Reading: Class Readers

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main characters in a class reader
explain how the characters make the story flow
make predictions based on the title and the sections read
appreciate the role of characters in the class reader

Key Inquiry Questions (KIQs)

What would you consider when selecting a storybook to read?

Learning Experiences

read a section of a class reader and identify the main characters
discuss predictions made from the title and the sections read
participate in a reader’s theatre and read portions of the class reader
outline the things done by each character studied in the section
discuss how the characters make the story flow
write a summary about how the main characters make the story flow

Teaching Resources

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

2.9 Synonyms and Antonyms

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify synonyms and antonyms of words from written texts
spell synonyms and antonyms correctly for writing fluency
use synonyms and antonyms in sentences
appreciate the importance of correct use of words in communication

Key Inquiry Questions (KIQs)

Why do we use antonyms and synonyms?

Learning Experiences

use reference materials such as the encyclopaedia and the dictionary to locate synonyms and antonyms
check the meaning and pronunciation of synonyms and antonyms from the dictionary
search for synonyms and antonyms from print and digital texts
create a crossword puzzle using synonyms and antonyms and share it online
use synonyms and antonyms in sentences
match words with their antonyms from a list of words
practise pronouncing synonyms and antonyms in pairs
design and display a chart with antonyms and synonyms of words correctly spelled

Teaching Resources

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

2.10 Intensive Reading: Oral Narratives

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify heroic characters in legends
explain the moral lessons in legends
discuss why legends are important in various communities
relate the characters in the legends to real life

Key Inquiry Questions (KIQs)

Why is it important to learn about heroes in society?

Learning Experiences

predict the actions of characters in legends
read a heroic narrative- (legends) aloud in turns
identify the characters in legends
discuss heroic acts in the legend
relate legends to their actions
identify and discuss the moral lessons learned from legends
reflect on the impact of their actions on the society
discuss how to collect narratives from the community
use a mind map to show how the moral lessons in the narrative can be of benefit to the community
research and identify the community needs to be addressed through the functional reading of legend narratives
collaborate with peers to develop legend narratives

Teaching Resources

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

2.11 Reading: Fluency

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify instances of expressive reading from a reading or digital text
read a text at the right speed, accurately and with expression
appreciate the importance of reading fluency in communication

Key Inquiry Questions (KIQs)

Why is it important to read fluently?

Learning Experiences

view a variety of video clips featuring well-read scripts related to the theme
watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy, and expression
brainstorm ways of reading effectively
reflect on the qualities of a good reader
read a text such as a poem, a narrative, or dialogue with: o with appropriate expressions o with accuracy o right speed
listen to a text read by a peer and provide feedback
engage in a readers’ theatre and read a poem, narrative, or dialogue
read a choral verse in pairs or small groups
time himself or herself while reading an excerpt of a text
participate in activities that enhance reading fluently, such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading

Teaching Resources

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

2.12 Oral literature Songs

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify repeated words and phrases in lullabies
use appropriate techniques when performing lullabies
pick out key messages communicated in lullabies
appreciate the importance of lullabies in real life

Key Inquiry Questions (KIQs)

How are songs similar to poems?

Learning Experiences

listen to audio recordings of lullabies
view videos of lullabies and identify instances of repetition
perform a lullaby and make a recording
pick out key messages communicated in lullabies
share ideas on the key messages that are addressed in lullabies
discuss the functions of lullabies
collaborate to compose songs, sing and record lullabies from their immediate environment
work with peers to create lullabies and perform them in class
identify characters in different lullabies

Teaching Resources

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

2.13 Intensive Reading: Visuals

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify types of information conveyed by visuals for comprehension
interpret visuals for information
appreciate the importance of visual interpretation skills in different texts

Key Inquiry Questions (KIQs)

Why are pictures and photographs important in written texts?

Learning Experiences

list common visuals like road signs, photographs, billboards
search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood
discuss class/school/ community/ national needs or issues that visuals can address
answer comprehension questions on the visuals
apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualising in interpreting visuals
create stories or songs from visuals
discuss visuals of national importance like the national flag, the Kenyan currency
discuss the importance of developing visual interpretation skills for a full understanding of messages
use digital devices to create simple visuals through photographing, drawing, and making realia on natural resources

Teaching Resources

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

2.14 Characters in class readers

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify minor characters in a class reader
Discuss the relationships between different minor characters in the class reader
appreciate the place of minor characters in the class reader

Key Inquiry Questions (KIQs)

How can you tell the difference between a main and a minor character in a story?
How would you describe the behaviour of your classmates?

Learning Experiences

read and identify minor characters in a class reader
search online and offline for words and phrases used to describe relationships between characters
discuss how the characters relate with each other
collaborate with peers hot seat different minor characters to bring out their relationships
link characters’ reactions to the relationships they are in

Teaching Resources

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

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

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

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Grammar in Use
Writing

Term 3View Term 3 →

Writing
Grammar
Listening Speaking
Listening

Other Grade 7 Schemes of Work for Term 1

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

Arabic (Term 1)French (Term 1)Creative Arts & Sports (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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 English Term 1

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

In Term 1, Grade 7 English 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 English 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 English 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.