2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

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

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Grade 7 English 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 English in Term 2.

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

Full Term Timetable

Grade 7 English Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Characters in class readers	By the end of the sub strand, the learner should be able to; a) Discuss the relationships between different minor characters in the class reader b) appreciate the place of minor characters in the class reader	1. How would you describe the behaviour of your classmates?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Characters in class readers	By the end of the sub strand, the learner should be able to; a) appreciate the place of minor characters in the class reader	1. How would you describe the behaviour of your classmates?	- link characters’ reactions to the relationships they are in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive Reading	By the end of the sub strand, the learner should be able to; a) distinguish main ideas from supporting details from poems b) use contextual clues to infer the meaning of words and phrases in a text c) make connections between events in a poem and real life	1. How can you identify the message in a poem?	- search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation - visualise events, people, and places in poems - predict events in poems - work with peers to utilise digital devices to check the meanings of words	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Intensive Reading	By the end of the sub strand, the learner should be able to; a) summarise events in a poem b) answer direct and inferential questions from poems c) acknowledge the role of reading comprehension in lifelong learning	1. How can you identify the message in a poem?	- infer meanings of vocabulary based on contextual clues - answer direct and inferential questions in pairs - summarise main issues from poems - create word puzzles with learned vocabulary and share them online - relate the issues in a set poem to real life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Intensive Reading	By the end of the sub strand, the learner should be able to; a) acknowledge the role of reading comprehension in lifelong learning	1. How can you identify the message in a poem?	- relate the issues in a set poem to real life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Intensive Reading: Poetry	By the end of the sub strand, the learner should be able to; a) identify the human characters in a set of poems	1. Why are human characters important in poetry?	- read a given poem and identify the human characters - search online and offline for adjectives that can be used to describe characters - discuss what each character does or says in each poem	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Intensive Reading: Poetry	By the end of the sub strand, the learner should be able to; a) use adjectives to describe the traits of human characters in a set of poems b) appreciate the importance of human characters in poetry	1. Why are human characters important in poetry?	- role-play a given poem to bring out the characters’ actions - take video clips of the role play and share them as they discuss their performances - paste sticky notes containing character traits identified - work with peers to relate the human characters in the poem with real life lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive Reading: Poetry	By the end of the sub strand, the learner should be able to; a) appreciate the importance of human characters in poetry	1. Why are human characters important in poetry?	- work with peers to relate the human characters in the poem with real life lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Grade- appropriate fiction materials 2 lessons	By the end of the sub strand, the learner should be able to; a) select a variety of fictional texts for extensive reading b) read fictional texts for information and enjoyment c) appreciate the importance of fiction in life	1. Why is it important to read fictional materials? 2. What should you consider when selecting fictional texts for reading?	- identify fictional material to read by looking at the cover page, blurb, and title - read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text - list down words and phrases encountered - re-tell the story in their own words - dramatise a section of the text and record themselves - relate the ideas expressed in fiction to real life - read fiction materials for enjoyment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Grade- appropriate fiction materials 2 lessons	By the end of the sub strand, the learner should be able to; a) select a variety of fictional texts for extensive reading b) read fictional texts for information and enjoyment c) appreciate the importance of fiction in life	1. Why is it important to read fictional materials? 2. What should you consider when selecting fictional texts for reading?	- identify fictional material to read by looking at the cover page, blurb, and title - read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text - list down words and phrases encountered - re-tell the story in their own words - dramatise a section of the text and record themselves - relate the ideas expressed in fiction to real life - read fiction materials for enjoyment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Intensive reading: Class Reader	By the end of the sub strand, the learner should be able to; a) explain the sequence of events in a class reader	1. What marks the climax of a story?	- read sections of a class reader and explain the sequence of events - work with peers to dramatise parts of the class reader for clarity - outline the actions of each character studied in the section - discuss, how the characters make the story in the class reader flow	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Intensive reading: Class Reader	By the end of the sub strand, the learner should be able to; a) make short notes on the sequence of events in a class reader b) appreciate reading works of art for information and enjoyment	1. What marks the climax of a story?	- use a sequence chart to show the order of events in the class reader - make short notes on the sequence of events in the class reader - relate the events in the class reader to real life - discuss possible solutions to the problems portrayed in the class reader	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive reading: Class Reader	By the end of the sub strand, the learner should be able to; a) appreciate reading works of art for information and enjoyment	1. What marks the climax of a story?	- discuss possible solutions to the problems portrayed in the class reader	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Study Skills: Note Making	By the end of the sub strand, the learner should be able to; a) identify the main and supporting points in texts	1. What is the importance of note- making in reading?	- conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords) - discuss the importance of note making in reading - read texts on varied issues, including music, and select the key points	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Study Skills: Note Making	By the end of the sub strand, the learner should be able to; a) make notes from varieties of written texts b) relate note- making to effective reading. Specific Learning Outcomes	1. Key Inquiry Question(s)?	- pick the keywords from reading texts - fill in the key points in a note making a template - collaborate with peers to draw a mind map to show the relationship between the topic, main idea, and supporting ideas - read print or non-print texts and make notes from them. Suggested Learning Experiences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 English Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Reading

14 Sub-strands26 Lessons in Term 2

1.1 Characters in class readers

2 Suggested LessonsTerm 2

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.

1.2 Intensive Reading

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

distinguish main ideas from supporting details from poems
use contextual clues to infer the meaning of words and phrases in a text
make connections between events in a poem and real life
summarise events in a poem
answer direct and inferential questions from poems
acknowledge the role of reading comprehension in lifelong learning

Key Inquiry Questions (KIQs)

How can you identify the message in a poem?

Learning Experiences

search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation
visualise events, people, and places in poems
predict events in poems
work with peers to utilise digital devices to check the meanings of words
infer meanings of vocabulary based on contextual clues
answer direct and inferential questions in pairs
summarise main issues from poems
create word puzzles with learned vocabulary and share them online
relate the issues in a set poem to real life

Teaching Resources

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

1.3 Intensive Reading: Poetry

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the human characters in a set of poems
use adjectives to describe the traits of human characters in a set of poems
appreciate the importance of human characters in poetry

Key Inquiry Questions (KIQs)

Why are human characters important in poetry?

Learning Experiences

read a given poem and identify the human characters
search online and offline for adjectives that can be used to describe characters
discuss what each character does or says in each poem
role-play a given poem to bring out the characters’ actions
take video clips of the role play and share them as they discuss their performances
paste sticky notes containing character traits identified
work with peers to relate the human characters in the poem with real life lessons

Teaching Resources

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

1.4 Grade- appropriate fiction materials 2 lessons

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

select a variety of fictional texts for extensive reading
read fictional texts for information and enjoyment
appreciate the importance of fiction in life

Key Inquiry Questions (KIQs)

Why is it important to read fictional materials?
What should you consider when selecting fictional texts for reading?

Learning Experiences

identify fictional material to read by looking at the cover page, blurb, and title
read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text
list down words and phrases encountered
re-tell the story in their own words
dramatise a section of the text and record themselves
relate the ideas expressed in fiction to real life
read fiction materials for enjoyment

Teaching Resources

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

1.5 Intensive reading: Class Reader

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

explain the sequence of events in a class reader
make short notes on the sequence of events in a class reader
appreciate reading works of art for information and enjoyment

Key Inquiry Questions (KIQs)

What marks the climax of a story?

Learning Experiences

read sections of a class reader and explain the sequence of events
work with peers to dramatise parts of the class reader for clarity
outline the actions of each character studied in the section
discuss, how the characters make the story in the class reader flow
use a sequence chart to show the order of events in the class reader
make short notes on the sequence of events in the class reader
relate the events in the class reader to real life
discuss possible solutions to the problems portrayed in the class reader

Teaching Resources

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

1.6 Study Skills: Note Making

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the main and supporting points in texts
make notes from varieties of written texts
relate note- making to effective reading. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

What is the importance of note- making in reading?
Key Inquiry Question(s)?

Learning Experiences

conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords)
discuss the importance of note making in reading
read texts on varied issues, including music, and select the key points
pick the keywords from reading texts
fill in the key points in a note making a template
collaborate with peers to draw a mind map to show the relationship between the topic, main idea, and supporting ideas
read print or non-print texts and make notes from them. Suggested Learning Experiences

Teaching Resources

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

1.7 Characters and their traits

2 Suggested LessonsTerm 2

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 characters in
monster narratives
(b) explain traits of
characters in given
monster narratives
(c) relate monster
narratives to real life
situations
(d) appreciate the
importance of monster
narratives in life

Key Inquiry Questions (KIQs)

What is the relevance of oral narratives in modern society?
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?

Learning Experiences

describe a monster/ ogre
search online and offline for features of monster narratives
narrate monster narratives from their immediate environment to their peers
discuss what monsters/ogres represent
discuss how monster narratives relate to real life
explain health education lessons they learn from monster narratives
dramatise a monster narrative and record the performance
discuss the traits of the characters involved in a monster narrative in pairs
brainstorm the reading strategies suitable for sharing experiences with community members
interact actively with resource persons to pick out the relevant reading strategies
seek support from resources persons on how to relate monster narratives to real life
collect, analyse and compile them into an anthology of narratives from the community
collaborate with peers to conduct a reader’s theatre
describe the procedure used in collecting the narratives

Teaching Resources

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

1.8 4.1 Intensive reading: Dilemma Narratives

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe the characters in a given dilemma narrative
recognise a closing formula as a feature of dilemma narratives

Key Inquiry Questions (KIQs)

What are the qualities of a good narrator?
How can narratives contribute to decision making?

Learning Experiences

read the dilemma narrative in a given text and describe the characters
identify a closing formula as a feature of dilemma narratives
discuss what makes dilemma narratives interesting

Teaching Resources

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

1.9 Intensive Reading- Comprehension

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Identify the main ideas in a text
use contextual clues to infer the meaning of words in a text
describe characters, ideas, or events in a text
summarise information from a short text
appreciate the importance of reading comprehension in lifelong learning

Key Inquiry Questions (KIQs)

How can we tell the meaning of words and phrases in a text?

Learning Experiences

download and share texts with mental images from the texts and draw conclusions
read a passage individually, and identify keywords in the passage
infer the meaning of words using contextual clues
choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind
role-play the characters and events in the text
use contextual clues to decipher the meaning of words
answer questions based on the passage
give an appropriate title to a story or passage

Teaching Resources

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

1.10 Intensive Reading: Comprehension Strategies

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key ideas from a passage
summarise key ideas from a passage
create mental images from the events in a passage
deduce the meaning of words from context
respond to factual and inferential questions correctly from the passage
acknowledge the importance of comprehension strategies in effective reading. 13.3.1 Sentences: Simple Sentences (2 lessons)  The learner relates the concept of land travel to what is also taught in Social Studies

Key Inquiry Questions (KIQs)

What is the importance of reading a passage?
What makes people write passages?
Outcomes By the end of the sub strand, the learner should be able to: a) identify simple sentences from varied texts, b) construct simple sentences on a variety of issues, c) advocate the importance of using a variety of sentences in communication?

Learning Experiences

read selected grade- appropriate passages on issues related to land travel, such as safety and security from print and online sources
discuss opinions formed about the characters or ideas presented in the passage
infer the meaning of words based on how they have been used in the passage
complete oral and written exercises using the vocabulary learnt
answer factual and inferential questions from the passages, both orally and in writing
summarise key ideas presented in the passages by paraphrasing
work jointly with peers to retell sections of the passage. By the end of the sub strand, the learner should be able to: a) identify simple sentences from varied texts, b) construct simple sentences on a variety of issues, c) advocate the importance of using a variety of sentences in communication

Teaching Resources

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

1.11 Study Skills: Summarising

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the main ideas in texts
write a summary of ideas from varied texts
appreciate the importance of summarising information in a given context

Key Inquiry Questions (KIQs)

Why is it important to summarise information?
What factors should one consider when summarising an event?

Learning Experiences

brainstorm on the steps to follow when writing a summary of a text
read a print or non-print text on varied issues, including outdoor games, and underline the main ideas
make notes from the underlined sentences and use them to make a rough draft
use the rough draft to make a fair copy
share the summaries through charts for peer review
collaborate with peers to check and make corrections on the written summarised pieces
discuss the purpose of making summaries

Teaching Resources

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

1.12 Features of style

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify instances of dialogue, similes, and metaphors in the text
use the styles of dialogue, similes, and metaphors in guided context
appreciate the importance of style in a work of art

Key Inquiry Questions (KIQs)

Why do we use stylistic devices in writing?

Learning Experiences

search online and offline for examples of dialogue, similes, and metaphors in stories and them with the rest of the class
read the class reader and identify with illustrations instances of dialogue, similes, and metaphors in the text, and display their work on the class notice boards
role-play selected dialogues from the class reader and record themselves for video sharing and review
make sentences using the similes and metaphors identified from the text
discuss instances in real life where dialogues, similes, and metaphors can be used

Teaching Resources

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

1.13 Reading Fluency

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

recognise the use of fluency strategies in the reading process
apply fluency strategies while reading
hail the role of reading fluency in communication

Key Inquiry Questions (KIQs)

How can you improve your reading fluency?

Learning Experiences

watch and listen to videos of students reading fluently and discuss what makes them good readers
search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning, and ignoring unknown words and share with peers
watch or listen to sample reading clips and simulate the model reading as they apply reading strategies
practise, with peers, timed reading, accurate reading, and reading with expression on issues like tourist attraction sites in Kenya
assess peers’ reading based on the aspects of fluency – accuracy, speed, reading
record sample readers in class and save the recordings on a digital device
discuss the importance of reading fluently

Teaching Resources

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

1.14 Poetry

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the subject matter of a poem
analyse ideas in the poem
reiterate the role of poetry in passing information

Key Inquiry Questions (KIQs)

Why would you use a poem instead of a story to pass information?
What makes a poem interesting to read?
What kind of ideas can one convey using a poem?

Learning Experiences

collaborate with peers to recite poems for enjoyment and outline the subject matter
search online and offline for ways of determining ideas in a poem, such as studying the title, the persona, the events, and the choice of words
discuss how the use of repetition and other styles can help bring out the ideas in the poem
collaborate with peers to pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organisers for review
dramatise a poem displaying ideas generated from it using placards and record their performances

Teaching Resources

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

Strand 2.0

Grammar in Use

13 Sub-strands24 Lessons in Term 2

2.1 Word Classes: Nouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the different types of nouns from a print or digital text
use different types of nouns in sentences
appreciate the role of correct grammar in written and spoken communication

Key Inquiry Questions (KIQs)

Why is it important to identify items by name?

Learning Experiences

read a print or non-print text
identify common, proper, concrete, and abstract nouns
work with peers to search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns
listen to a poem or a story and categorise the nouns used
mention examples of common, proper, concrete and abstract nouns in the classroom and school
construct sentences using common, proper, concrete, and abstract nouns
complete substitution tables with the different types of nouns
engage in language games such as scrabble, puzzles, code words, and guessing games
write and display stories, songs, or poems featuring the different types of nouns

Teaching Resources

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

2.2 Word Classes: Nouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify count, non-count, singular, and plural nouns from a variety of texts
use count, non-count, singular, and plural nouns in sentences
appreciate the importance of the correct use of nouns in communication

Key Inquiry Questions (KIQs)

How can you group things that cannot be counted?

Learning Experiences

search for examples of the count, non-count, singular, and plural nouns from the internet, write them and post them on the class reading wall
listen to an audio text on the theme of science and health education, and pick out the target nouns
pick out count, non-count, singular, and plural nouns from newspapers and magazine articles
identify objects in the classroom and categorise them as count or non- count nouns
change singular nouns to plural and vice versa
construct sentences using the specified types of nouns orally and in writing
work with peers to complete crossword puzzles with the target nouns
work with peers to create posters using the learnt nouns, and post them on the class reading wall or share using digital learning platforms

Teaching Resources

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

2.3 Verbs and Tense

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify regular and irregular verbs in sentences
use regular and irregular verbs to construct sentences using the past, present, and future tenses
appreciate the correct use of verbs and tenses for effective communication

Key Inquiry Questions (KIQs)

Why is it important to use correct tenses in communicat ion?

Learning Experiences

search online and offline for information on verbs and their tenses
listen to texts read by the teacher on verbs and their tenses
identify and group verbs with similar endings such as: -ing, -ed, -ied, -d from passages on the theme of hygiene
identify the tenses of the verbs in sentences
construct sentences using verbs in the correct tenses
participate in a language game on tenses
engage in conversations in pairs using verbs in various tenses
review their peers’ use of tense in the conversations and give feedback

Teaching Resources

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

2.4 Comparative and Superlative Adjectives

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify comparative and superlative adjectives in texts
use comparative and superlative adjectives in communication
acknowledge the value of comparative and superlative forms of adjectives in communication

Key Inquiry Questions (KIQs)

Why is it important to make comparisons in life?

Learning Experiences

identify comparative and superlative adjectives from texts, in pairs
search online or offline for examples of comparative and superlative adjectives
construct sentences using comparative and superlative adjectives
play language games featuring adjectives
use a substitution table to complete sentences featuring comparative and superlative adjectives
use flashcards to categorise comparative and superlative adjectives
work with peers to compare various items within the environment using comparative and superlative adjectives

Teaching Resources

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

2.5 Word Classes: Adverbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify adverbs of time, place, and manner in texts
use adverbs of time, place, and manner in different contexts
acknowledge the value of adverbs of manner, time, and place in communication

Key Inquiry Questions (KIQs)

Why is it important to describe where, when and how events happen?

Learning Experiences

read a print or non-print text on drug and substance abuse in pairs
identify the adverbs of time, place, and manner used in the text
categorise adverbs of time, place, and manner from word lists or flashcards
construct sentences using adverbs of time, place, and manner
use adverbs of time, place, and manner in a role play, hot seating or simulation and make a video recording
share a story or dialogue featuring adverbs of time, place, and manner

Teaching Resources

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

2.6 Personal and possessive pronouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

distinguish between personal and possessive pronouns in sentences
use personal and possessive pronouns in sentences appropriately
appreciate the value of proper use of pronouns

Key Inquiry Questions (KIQs)

Why should we avoid unnecessary repetition?

Learning Experiences

pick out personal and possessive pronouns from print and non-print texts on natural resources in pairs
use personal pronouns to refer to people in a class
construct sentences using personal pronouns
write a paragraph using possessive pronouns
construct sentences using personal pronouns from substitution and completion tables
draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review

Teaching Resources

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

2.7 Simple Prepositions

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify different types of prepositions

Key Inquiry Questions (KIQs)

How do we show the relationship between words?

Learning Experiences

identify and underline simple prepositions (agent, instrument, and direction) in texts
search online and offline for examples of simple prepositions
read texts and identity simple prepositions

Teaching Resources

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

2.8 Conjunctions 2 lessons

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the conjunctions and, but and or in sentences
use and, but and or in sentences accurately
appreciate the importance of proper use of conjunctions in written and spoken contexts

Key Inquiry Questions (KIQs)

How do the words and, but and, or used in conversation?

Learning Experiences

search, in pairs, online and offline for the use of the conjunctions and, but and or in texts
identify the conjunctions and, but and or from different texts
construct sentences using the conjunctions and, but and or
fill in substitution and completion tables using the conjunctions and, but and or
create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or
discuss the importance of proper use of conjunctions in sentences

Teaching Resources

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

2.9 Determiners

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify articles and possessives in texts
use articles and possessives in sentences
acknowledge the importance of articles and possessives for effective communication

Key Inquiry Questions (KIQs)

How do we indicate that something belongs to somebody?

Learning Experiences

identify articles and possessives from a text
underline articles a, an, the and possessives my, our, your, his, her, their used in print and non- print texts
read out examples of possessives from flashcards
correct errors in sentences that contain articles
work with peers to engage in language games using articles
practise matching articles with nouns
construct sentences using possessives
compose a song on children’s rights using relevant articles and possessives and video record the performances

Teaching Resources

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

2.10 Formation of Adjectives

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

recognise adjectives from a text
construct simple sentences using the adjectives formed
appreciate the value of proper use of adjectives. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

How are adjectives formed?
Why should we use adjectives correctly?
Key Inquiry Question(s)?

Learning Experiences

search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs
listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs
read a given passage and identify adjectives formed from nouns and verbs
form adjectives using nouns and verbs
work with peers to construct simple sentences using the adjectives formed
engage in language games such as scrabble, puzzle code words, and guessing games. Suggested Learning Experiences

Teaching Resources

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

2.11 Phrasal Verbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify phrasal verbs formed from put, come and give in a given text
use given phrasal verbs correctly in sentence construction
acknowledge the role of phrasal verbs in communication

Key Inquiry Questions (KIQs)

Why should we use phrasal verbs correctly?

Learning Experiences

read a text and identify the phrasal verbs formed from put, come and give
search online and use charts to write the meanings of the phrasal verbs they have identified
fill in blanks in a text using the most appropriate phrasal verb
search on the internet for more examples of phrasal verbs
construct sentences using the phrasal verbs

Teaching Resources

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

2.12 Subject- Verb Agreement

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the subject and the verb in sentences
construct sentences ensuring subject-verb agreement
affirm the importance of subject-verb agreement in sentences

Key Inquiry Questions (KIQs)

How do we construct sentences?

Learning Experiences

read texts on varied topics such as outdoor games and identify the subject and verbs in the sentences
brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person
read sentences and label subject- verb agreement in them
make sentences based on outdoor sports in which the rule of subject-verb agreement has been applied
share the sentences in charts for peer review

Teaching Resources

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

2.13 Affirmative and Negative Sentences

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

differentiate between affirmative and negative sentences in spoken and written contexts
construct affirmative and negative sentences in varied contexts
acknowledge the expressive role of sentences in effective communication

Key Inquiry Questions (KIQs)

When do we use affirmative statements?
When do we use negative statements?
Why is it important to use the right sentence when saying something?

Learning Experiences

search online and offline for the differences between affirmative and negative sentences and share them with peers
role-play a dialogue with affirmative and negative sentences and record themselves
watch/listen to a conversation on issues like tourist sites in Kenya and pick out the affirmative and negative sentences
sort jumbled up sentences into affirmative and negative sentences
construct affirmative and negative sentences
share sentences made in the form of charts for peer review
write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences

Teaching Resources

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

Strand 3.0

Writing

1 Sub-strand1 Lessons in Term 2

3.1 Handwriting: Legibility and Neatness

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe features of legible and neat handwriting for efficient writing
write texts legibly and neatly for effective communication
acknowledge the importance of writing neatly and legibly

Key Inquiry Questions (KIQs)

Why should we write legibly and clearly?

Learning Experiences

listen to an audio clip on the importance of developing legible and neat handwriting
study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts
discuss the features of legible and neat handwriting, including shaping letters, joining and spacing letters and words
practise handwriting games such as blind writing, speed writing, and letter stations
suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately
copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction
write short paragraphs legibly and neatly, and share with peers for peer review

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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Grammar in Use
Writing

Term 3View Term 3 →

Writing
Grammar
Listening Speaking
Listening

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.

Arabic (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (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 English Term 2

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

In Term 2, Grade 7 English covers the following main strands: Reading, Grammar in Use, 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 English 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 English 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.