2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons1 Strands in Term 3

Grade 7 French Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 French Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 French Term 3 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 3.

Class / Grade: Grade 7
Learning Area: French
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 7 French Term 3 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	Writing	Guided Writing Important Dates	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Which dates are important to you?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing Important Dates	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Which dates are important to you?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing Important Dates	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Which dates are important to you?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing Important Dates	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Which dates are important to you?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing Important Dates	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Which dates are important to you?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	5 Guided Writing Leisure Time	By the end of the sub strand, the learner should be able to; a) apply basic spelling and punctuation rules in simple written communication b) write texts on leisure, games and sporting activities c) display increased interest to express ideas and information in a coherent and organized manner through writing	1. Why do have Breaks in school?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing Shopping for Food	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do we need a shopping list while going to shop?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing Shopping for Food	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do we need a shopping list while going to shop?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing Shopping for Food	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do we need a shopping list while going to shop?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing Shopping for Food	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do we need a shopping list while going to shop?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 French Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 7 French. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

6 Sub-strands6 Lessons in Term 3

1.1 Guided Writing Important Dates

1 Suggested LessonsTerm 3

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?

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

1.2 5 Guided Writing Leisure Time

1 Suggested LessonsTerm 3

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?

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

1.3 Guided Writing Shopping for Food

1 Suggested LessonsTerm 3

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?

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

1.4 Guided Writing Physical Appearance

1 Suggested LessonsTerm 3

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?

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

1.5 Guided Writing Seasons

1 Suggested LessonsTerm 3

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?

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

1.6 Guided Writing In the neighborhood

1 Suggested LessonsTerm 3

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3Current

Writing

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

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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 3

What strands and sub-strands are covered in Grade 7 French Term 3?

In Term 3, Grade 7 French covers the following main strands: Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 7 French in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.