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

Grade 7 French Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 7 French. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 French Curriculum Facts

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

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

Term 1 Live Preview

Grade 7 French Term 1 Scheme Table

13-week teaching 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	Listening and Speaking	Interactive Speaking Informal and Other Forms of Greetings	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can you communicate without talking?	- listen to audio material on informal greetings and respond to prompts - listen to and sing songs with vocabulary on informal greetings and introductions - participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures - source and watch video clips with dialogues on introductions with a view to appreciate diversity - (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?) - participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?) - play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Speaking Informal and Other Forms of Greetings	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can you communicate without talking?	- listen to audio material on informal greetings and respond to prompts - listen to and sing songs with vocabulary on informal greetings and introductions - participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures - source and watch video clips with dialogues on introductions with a view to appreciate diversity - (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?) - participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?) - play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Speaking Informal and Other Forms of Greetings	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can you communicate without talking?	- listen to audio material on informal greetings and respond to prompts - listen to and sing songs with vocabulary on informal greetings and introductions - participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures - source and watch video clips with dialogues on introductions with a view to appreciate diversity - (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?) - participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?) - play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Speaking Informal and Other Forms of Greetings	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can you communicate without talking?	- listen to audio material on informal greetings and respond to prompts - listen to and sing songs with vocabulary on informal greetings and introductions - participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures - source and watch video clips with dialogues on introductions with a view to appreciate diversity - (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?) - participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?) - play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking Informal and Other Forms of Greetings	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can you communicate without talking?	- listen to audio material on informal greetings and respond to prompts - listen to and sing songs with vocabulary on informal greetings and introductions - participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures - source and watch video clips with dialogues on introductions with a view to appreciate diversity - (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?) - participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?) - play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Oral Expression Nuclear Family	By the end of the sub strand, the learner should be able to; a) use varied vocabulary when speaking b) employ fluency in verbal c) express enthusiasm in oral communication	1. Why is family important?	- outline vocabulary on members of a nuclear family - listen to audiovisual texts of people presenting their families (name, age and professions) - present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures - carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Expression Nuclear Family	By the end of the sub strand, the learner should be able to; a) use varied vocabulary when speaking b) employ fluency in verbal c) express enthusiasm in oral communication	1. Why is family important?	- outline vocabulary on members of a nuclear family - listen to audiovisual texts of people presenting their families (name, age and professions) - present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures - carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Expression Nuclear Family	By the end of the sub strand, the learner should be able to; a) use varied vocabulary when speaking b) employ fluency in verbal c) express enthusiasm in oral communication	1. Why is family important?	- outline vocabulary on members of a nuclear family - listen to audiovisual texts of people presenting their families (name, age and professions) - present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures - carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Expression Nuclear Family	By the end of the sub strand, the learner should be able to; a) use varied vocabulary when speaking b) employ fluency in verbal c) express enthusiasm in oral communication	1. Why is family important?	- outline vocabulary on members of a nuclear family - listen to audiovisual texts of people presenting their families (name, age and professions) - present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures - carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Expression Nuclear Family	By the end of the sub strand, the learner should be able to; a) use varied vocabulary when speaking b) employ fluency in verbal c) express enthusiasm in oral communication	1. Why is family important?	- outline vocabulary on members of a nuclear family - listen to audiovisual texts of people presenting their families (name, age and professions) - present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures - carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Interactive Listening The market	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) ask and give information in oral interactions c) value the importance of paying attention to details while listening	1. Why do people make a shopping list?	- identify different types of shops in the market from images (boucherie, épicerie, boutique,..) - Ask for the locations of different shops in the market (où est? où se trouve?...) - listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…) - ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…) - use the vocabulary, expressions and grammatical structures to describe items in a shop at the market - Simulate simple dialogues on buying and selling at the market as they compare prices - Create a shopping list to guide them when buying items at the market	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Listening The market	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) ask and give information in oral interactions c) value the importance of paying attention to details while listening	1. Why do people make a shopping list?	- identify different types of shops in the market from images (boucherie, épicerie, boutique,..) - Ask for the locations of different shops in the market (où est? où se trouve?...) - listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…) - ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…) - use the vocabulary, expressions and grammatical structures to describe items in a shop at the market - Simulate simple dialogues on buying and selling at the market as they compare prices - Create a shopping list to guide them when buying items at the market	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Listening The market	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) ask and give information in oral interactions c) value the importance of paying attention to details while listening	1. Why do people make a shopping list?	- identify different types of shops in the market from images (boucherie, épicerie, boutique,..) - Ask for the locations of different shops in the market (où est? où se trouve?...) - listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…) - ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…) - use the vocabulary, expressions and grammatical structures to describe items in a shop at the market - Simulate simple dialogues on buying and selling at the market as they compare prices - Create a shopping list to guide them when buying items at the market	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Listening The market	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) ask and give information in oral interactions c) value the importance of paying attention to details while listening	1. Why do people make a shopping list?	- identify different types of shops in the market from images (boucherie, épicerie, boutique,..) - Ask for the locations of different shops in the market (où est? où se trouve?...) - listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…) - ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…) - use the vocabulary, expressions and grammatical structures to describe items in a shop at the market - Simulate simple dialogues on buying and selling at the market as they compare prices - Create a shopping list to guide them when buying items at the market	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Listening The market	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) ask and give information in oral interactions c) value the importance of paying attention to details while listening	1. Why do people make a shopping list?	- identify different types of shops in the market from images (boucherie, épicerie, boutique,..) - Ask for the locations of different shops in the market (où est? où se trouve?...) - listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…) - ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…) - use the vocabulary, expressions and grammatical structures to describe items in a shop at the market - Simulate simple dialogues on buying and selling at the market as they compare prices - Create a shopping list to guide them when buying items at the market	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Interactive Speaking Informal and Other Forms of Greetings

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

How can you communicate without talking?

Suggested Experiences

listen to audio material on informal greetings and respond to prompts
listen to and sing songs with vocabulary on informal greetings and introductions
participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures
source and watch video clips with dialogues on introductions with a view to appreciate diversity
(Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?)
participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?)
play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills

Teaching Resources

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

1.2 Oral Expression Nuclear Family

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

use varied vocabulary when speaking
employ fluency in verbal
express enthusiasm in oral communication

Key Inquiry Questions (KIQs)

Why is family important?

Suggested Experiences

outline vocabulary on members of a nuclear family
listen to audiovisual texts of people presenting their families (name, age and professions)
present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures
carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness

Teaching Resources

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

1.3 Interactive Listening The market

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key points from audio stimuli
ask and give information in oral interactions
value the importance of paying attention to details while listening

Key Inquiry Questions (KIQs)

Why do people make a shopping list?

Suggested Experiences

identify different types of shops in the market from images (boucherie, épicerie, boutique,..)
Ask for the locations of different shops in the market (où est? où se trouve?...)
listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…)
ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…)
use the vocabulary, expressions and grammatical structures to describe items in a shop at the market
Simulate simple dialogues on buying and selling at the market as they compare prices
Create a shopping list to guide them when buying items at the market

Teaching Resources

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

1.4 Active Listening Important Dates

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall details and information accurately from oral interactions
interpret verbal cues from audio stimuli
demonstrate willingness to be receptive to new ideas in oral interactions

Key Inquiry Questions (KIQs)

Are some dates more important than others?

Suggested Experiences

play number games to work on dates
practice asking and saying the date: (Quelle est la date aujourd’hui? C’est lundi le 4 janvier, 2024)
participate in rhyming games to acquire vocabulary on important dates (date d’anniversaire, nouvel an, noël, fȇtes nationales)
watch audio-visual clips with important dates

Teaching Resources

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

1.5 Listening for Information Leisure Time

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key points from audio stimuli
use information from audio stimuli to respond to questions or prompts
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

Why should we create time for fun and enjoyment?

Suggested Experiences

a) pick out aspects of time when leisure time activities take place from audiovisual texts (après les cours,récreation, week-ends, vacances) b) listen keenly and respond appropritely to questions on when they engage in leisure time activities c) play word puzzle games with vocabulary on leisure activities d) watch short video clips on leisure activities in Kenya and elsewhere e) come up with a list of leisure activities that promote healthy living f) discuss on leisure time activities that they engage in over the holidays

Teaching Resources

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

1.6 Interactive Speaking Shopping for Food

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

Where do you buy your food?

Suggested Experiences

listen to and repeat names of different shops of food (la boucherie, la boulangerie, l’épicerie, la crèmerie, le café, le restaurant)as they identify different professions related to food (serveur, butcher, chef…)
pick out vocabulary on quantities of foodstuff (un kilo de, un litre de, un verre de)
search for different shops of foodstuff using digital devices
request for food items using appropriate expressions (Je voudrais un paquet du lait, Je voudrais un kilo de la viande, Je voudrais deux pains)
play games to practice vocabulary related to quantities of food and drinks

Teaching Resources

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

1.7 Oral Expression Physical Appearance

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

structure oral communication in a clear and coherent manner
use gestures and facial expressions to enhance oral communication
express enthusiasm to engage in oral communication

Key Inquiry Questions (KIQs)

Why should we love our bodies as they are?

Suggested Experiences

select different attributes of physical appearances from audio texts (grand, petit, gros, mince)
Listen to and repeat sentences on physical appearance
Play the hot seat game where learners describe each other orally using their physical attributes
Constitute groups of diverse physical appearance and engage in miming activities
Engage in group work activities among diverse learners to bring diversity

Teaching Resources

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

1.8 Active Listening Seasons

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall key points in spoken communication
interpret verbal cues from audio stimuli
demonstrate willingness to be receptive to new ideas in oral interactions

Key Inquiry Questions (KIQs)

How is the weather different in some months of the year?

Suggested Experiences

listen to audio clips about seasons in Kenya and the months they occur to pick out new vocabulary (La saison sèche, la saison des pluies, il fait chaud, il pleut, il y a du vent)
compare seasons and weather patterns of Kenya and France from audio stimuli
watch audio-visual clips with vocabulary on different types of clothing and categorize them into warm or light clothing (pull, blouson, pantalon, robe, chemise)
play rhyming games in groups to enhance vocabulary mastery on weather patterns
play games on vocabulary search on weather and clothing in groups using digital devices :|Search engine is set with “Safe Search ON”

Teaching Resources

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

1.9 Interactive Speaking In the Neighbourhood

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations Exceeds Expectation The learner uses all targeted vocabulary and expressions in oral interactions; employs a variety of vocabulary and expressions. The learner maintains correct pronunciation, intonation, rhythm and pacing at all times in oral expression. The

Key Inquiry Questions (KIQs)

Which landmark best describes your neighbourhood?
The learner maintains correct pronunciation, intonation, rhythm?

Suggested Experiences

participate in “Repeat-after- me” exercise to acquire vocabulary on places and facilities in the neighbourhood (la boutique, le marché, l’église, la boulangerie, la mosquée, le supermarché,)
sing songs on items and areas in the neighborhood
source and watch video clips on locating items (Où est …? Où sont)
do simple skits collaboratively on location or position of buildings and facilities in the neighbourhood while respecting each other’s opinions (à travers, en face de, à côté de, derrière, près de) Meets Expectation The learner uses all targeted vocabulary and expressions in oral interactions

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Reading Aloud Informal and Other Forms of Greetings

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading simple varied texts

Key Inquiry Questions (KIQs)

Why do we read?

Suggested Experiences

pick out vocabulary in group on greetings and introductions from digital devices (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?)
echo read texts on greetings and introductions in class with the teacher for pronunciation practice
read texts in pairs to acquire vocabulary ( Bonjour, Bonsoir, Tu t’appelles comment? Tu as quel âge ?)
respond to simple questions from reading texts on informal greetings
read and rearrange jumbled words to make meaningful sentences
use dramatic reading of simple texts in small groups for developing fluency (intonation and pace)
play a skit on self and others’ introduction on name ,age and where they live

Teaching Resources

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

2.2 Reading Aloud Nuclear family

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary and expressions in texts
read simple texts for comprehension
read texts with confidence with support

Key Inquiry Questions (KIQs)

Which was your first storybook to read?

Suggested Experiences

read selected passages on families in order to comprehend the use of a wide vocabulary and phrases (age, situation de famille, professions, lieu de travaille)
read passages to extract grammatical structures and key information
read aloud lyrics of songs about different family setups in French
answer comprehension questions on family
compare from visual stimuli different family models and relate to their own

Teaching Resources

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

2.3 Reading for understanding The Market

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Summarize key details and facts from the text
read fluently using the right intonation and pace
read texts for understanding

Key Inquiry Questions (KIQs)

What do you carry when going shopping?

Suggested Experiences

read out a dialogue between a buyer and seller observing the right intonation and pace
pick out expressions of politeness from texts (s’il vous plait, excusez-moi, je voudrais… merci)
read a variety of texts on shopping and point out names of items and their quantities
read different passages on shopping to compare prices of items
read simple texts on shopping and point out prices of items and the shops where they can be purchased

Teaching Resources

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

2.4 Reading Aloud Important Dates

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode familiar sounds in words to read simple short texts
read texts with correct intonation, pace and fluency
read varied texts with enthusiasm

Key Inquiry Questions (KIQs)

Why should we remember dates of events?

Suggested Experiences

read short texts in turns on important dates with fluency
articulate important dates on calendar (date d’anniversaire, nouvel an, noël, fȇtes nationales)
recite simple poems on numbers
use the internet appropriately to source for and read vocabulary on important dates

Teaching Resources

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

2.5 Reading for Understanding Leisure Time

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from written texts
apply information from the text and answer questions
show an increasing ability to understand words and phrases in context

Key Inquiry Questions (KIQs)

Why do we play different games in school?

Suggested Experiences

pick out leisure activities from texts
match pictures of leisure activities with texts(scrabble, monopoly,vidéo)
point out expressions of time from texts ( le soir, le weekend, les vacances)
respond to questions from texts on when they undertake leisure activities
read a variety of written texts about leisure activities (musique, dance, cinéma…)

Teaching Resources

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

2.6 Reading Aloud Shopping for Food

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary and expressions from texts
read texts with correct intonation, pace and fluency
read varied texts with enthusiasm

Key Inquiry Questions (KIQs)

Why do we quantify food and drinks?

Suggested Experiences

read short texts on quantities of foods and drinks
take turns in reading short texts relating to different shops of food to pick out vocabulary
match names of shops to different food items
play word search games on vocabulary related to food quantities and shops
Source for information on quantities of food and different shops from the internet

Teaching Resources

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

2.7 Reading Aloud Physical Appearance

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode familiar sounds in words to read simple short texts
read texts with correct intonation, pace and fluency
read varied texts with enthusiasm

Key Inquiry Questions (KIQs)

How are we different in physical appearances?

Suggested Experiences

echo read short texts on physical appearance in small groups or with the teacher
source for and read short texts about the physical appearance from the internet
play word search games on vocabulary related to physical appearance
use picture stimuli to read about physical appearances

Teaching Resources

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

2.8 Reading Aloud Seasons

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode familiar sounds in words to read simple short texts
read texts with correct intonation, pace and fluency
read varied texts with enthusiasm

Key Inquiry Questions (KIQs)

What precautions should you take in cold weather?

Suggested Experiences

echo read texts about seasons, related weather and clothing in small groups for vocabulary
use the internet to search for texts on clothing items for reading; search engine is set on “safe search”
engage in interactive read-aloud activities where reading is paused for “question and answer breaks”
respond to simple questions from read texts about seasons and related weather patterns in groups
read texts and categorize clothing items according to the weather appropriateness
use picture stimuli to read and identify seasons according to types of clothing provided

Teaching Resources

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

2.9 Guided Reading In the Neighbourhood

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode familiar sounds in words to read simple short texts
read texts with correct intonation, pace and fluency
read varied texts with enthusiasm Meets Expectation The learner pronounces words in simple texts to convey the intended meaning. The learner articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to questions in context

Key Inquiry Questions (KIQs)

How do you locate different places in school?
Below Expectation The learner pronounces a few words in simple texts to convey the intended meaning. The learner occasionally articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to a few questions in context?

Suggested Experiences

echo read texts in small groups to practice intonation and pace in reading
engage in interactive read-aloud activity where reading is paused for question and answer breaks
source for texts on different areas and facilities in the neighbourhood from digital devices in small groups and read for vocabulary (la boutique, le marché, l’église, la boulangerie, la mosquée, supermarché,)
read texts and answer questions on location of buildings and facilities in the neighbourhood
matching picture stimuli to given vocabulary about locating areas (à travers, en face de, à côté de, derrière, près de) Approaches Expectation The learner pronounces most words in simple texts to convey the intended meaning. The learner frequently articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to most of the questions in context

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing Informal and Other Forms of Greetings

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with the correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication

Key Inquiry Questions (KIQs)

Why do you greet visitors who come to class?

Suggested Experiences

fill crosswords and word puzzles using cues from other texts on greetings and introductions
fill gaps in simple dialogues using simple vocabulary on greetings and introductions (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?)
make sentences from jumbled words to write about greetings and introductions in group activities
write down dictated simple vocabulary on greetings and introductions
use visual prompts like pictures and illustrations to write simple texts

Teaching Resources

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

3.2 Guided Writing Nuclear Family

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

use language to convey short written interactive messages
construct relatively long simple texts
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

What documents require information about your family?

Suggested Experiences

fill out forms seeking information on names, nationality, date and place of birth, marital status, residence etc
write short emails to friends and classmates about family members and what they do (work) and what they like
write chats or information on social media platforms using their parents’ or teachers’ phones

Teaching Resources

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

3.3 Guided Writing The Market

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode the meaning of words from texts
construct simple, coherent sentences and short paragraphs
appreciate the role of writing in varied contexts

Key Inquiry Questions (KIQs)

Why should we write shopping lists?

Suggested Experiences

write correct texts on amounts and pricing from texts given in different contexts
write shopping lists
correctly match specific items in terms of names, quantities and where in the market they are sold
fill in appropriate words/expressions when shopping at the market to make complete texts and grammatically correct texts

Teaching Resources

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

3.4 Guided Writing Important Dates

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Which dates are important to you?

Suggested Experiences

write texts on important dates
fill in gaps in short texts relating to important dates
make a calendar of events in groups
match picture stimuli of important days and dates
fill word puzzles with vocabulary on important dates

Teaching Resources

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

3.5 5 Guided Writing Leisure Time

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

apply basic spelling and punctuation rules in simple written communication
write texts on leisure, games and sporting activities
display increased interest to express ideas and information in a coherent and organized manner through writing

Key Inquiry Questions (KIQs)

Why do have Breaks in school?

Suggested Experiences

accurately write dictated passages based on familiar topics (sports and leisure) with correct punctuation and orthography
write short compositions on leisure activities that they engage in with peers
correctly use vocabulary and grammatical structures learned in written texts that express interests, likes and dislikes, / preferences…verbes en ER use the negation ne + verbe + pas and adjectives (possessif, démonstratif, qualificatif)

Teaching Resources

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

3.6 Guided Writing Shopping for Food

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why do we need a shopping list while going to shop?

Suggested Experiences

draw and label images of food quantities and different shops of food
fill in gaps in short texts relating to food quantities to pick out vocabulary
make a shopping list for food items
write down simple dictated vocabulary on food quantities and different shops of food

Teaching Resources

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

3.7 Guided Writing Physical Appearance

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Does ones’ physical appearance affect behavior?

Suggested Experiences

write short texts on physical appearance
draw and label parts of the body
fill in gaps in short texts relating to physical appearance
source for and write down information on physical appearance from the internet
use picture stimuli to match images on physical appearance to their descriptions

Teaching Resources

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

3.8 Guided Writing Seasons

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How do you distinguish between seasons?

Suggested Experiences

write down dictated simple vocabulary of seasons (le printemps, l’été, l’autumn, l’hiver)
rearrange letters to make words
fill crosswords and word puzzles with vocabulary of clothing ((un pull, blouson, pantalon, short, T-shirt, cardigan, une robe, chemise; des gants, chaussures, chaussettes, manteau, )
fill gaps in simple dialogues using simple vocabulary of weather patterns (il fait beau … /mauvais, il pleut, il y a du vent, il fait nuageux…)
make sentences from jumbled words to practice word order
use picture writing prompts to write about seasons and related weather patterns and clothing

Teaching Resources

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

3.9 Guided Writing In the neighborhood

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts Meets Expectation The learner writes texts paying attention to neatness and proper spacing all through. The learner writes simple texts while using correct sentence structures and vocabulary

Key Inquiry Questions (KIQs)

How do you find your way to unknown places?
Below Expectation The learner writes texts paying attention to neatness and spacing in very few parts of the text. The learner in few instances writes simple texts while using correct sentence structures and vocabulary. texts but is unable to maintain spelling and grammatical accuracy all through. Sentence structures are incorrect most of the time. Uses very limited vocabulary appropriate to the context?

Suggested Experiences

rearrange letters to make words on vocabulary of places in the neighbourhood in small groups
fill crosswords and word puzzles with vocabulary on the neighbourhood
fill gaps in simple dialogues using simple vocabulary of locating (à travers, en face de, à côté de, derrière, près de) and areas in the neighbourhood (la boutique, le marché, l’église, la boulangerie, la mosquée, supermarché,)
make sentences from jumbled words to indicate location of a place
write down dictated simple vocabulary in locating areas and facilities in the neighbourhood
use picture writing prompts to write simple texts Approaches Expectation The learner writes texts paying attention to neatness and spacing in most parts of the text. The learner mostly writes simple texts while using correct sentence structures and vocabulary

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing

View Term 3

Other Grade 7 Learning Areas & Schemes

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

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

Explore Schemes for Other CBC Classes

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 French?

The official KICD strands for Grade 7 French are: Listening and Speaking, Reading, Writing. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 7 French?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 7 French schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 7 French?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.