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

Grade 7 French Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 French Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 French Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 French in Term 1.

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

Full Term Timetable

Grade 7 French Term 1 Scheme of Work Table

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

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	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)

Curriculum Design & Content

Grade 7 French Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons in Term 1

1.1 Interactive Speaking Informal and Other Forms of Greetings

1 Suggested LessonsTerm 1

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?

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

1.2 Oral Expression Nuclear Family

1 Suggested LessonsTerm 1

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?

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

1.3 Interactive Listening The market

1 Suggested LessonsTerm 1

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?

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

1.4 Active Listening Important Dates

1 Suggested LessonsTerm 1

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?

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

1.5 Listening for Information Leisure Time

1 Suggested LessonsTerm 1

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?

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

1.6 Interactive Speaking Shopping for Food

1 Suggested LessonsTerm 1

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?

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

1.7 Oral Expression Physical Appearance

1 Suggested LessonsTerm 1

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?

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

1.8 Active Listening Seasons

1 Suggested LessonsTerm 1

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?

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

1.9 Interactive Speaking In the Neighbourhood

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

Reading

1 Sub-strand1 Lessons in Term 1

2.1 Reading Aloud Informal and Other Forms of Greetings

1 Suggested LessonsTerm 1

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?

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

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

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

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 7 Schemes of Work for Term 1

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

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Explore Schemes for Other CBC Grades

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

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Curriculum Compliance & Official Accreditation

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

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

Help & Answers

Frequently Asked Questions: Grade 7 French Term 1

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

In Term 1, Grade 7 French covers the following main strands: Listening and Speaking, Reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 7 French in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 7 French Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.