2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands54 Suggested Lessons

Grade 7 German 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 German. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 German Curriculum Facts

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

Class / Level: Grade 7
Major Strands: 3 Strands
Annual Lessons: 54 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 German Term 1 Scheme Table

13-week teaching 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	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) identify listening markers in a text for communication	1. How do we show that we are listening?	- brainstorm on greetings with peers (Assoziogram)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) listen actively for comprehension	1. How do we show that we are listening?	- watch an audio visual on typical German greetings and match to given pictures - listen to a text on typical German greetings and simulate them with peers while observing social etiquette rules	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) use acquired vocabulary to communicate in varied contexts b) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- role- play greeting and introducing oneself with peers using phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut..usw” - research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active listening, Oral expression	By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in foreign language learning	1. How do we acquire vocabulary in a foreign language?	- research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) listen to texts for information	1. How do we ensure we get all the needed information from a listening text?	- watch audio visual of someone introducing their family (nuclear)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) interact with peers on varied topics	1. How do we ensure we get all the needed information from a listening text?	- listen to texts and answer given questions on members of the family	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) value the role of listening texts in language acquisition	1. How do we make our conversations interactive?	- introduce members of their nuclear family to classmates by their name, age and profession in plenary - research with peers how introductions are done in German-speaking countries and present in a plenary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) value the role of listening texts in language acquisition	1. How do we make our conversations interactive?	- research with peers how introductions are done in German-speaking countries and present in a plenary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) value the role of listening texts in language acquisition	1. How do we make our conversations interactive?	- research with peers how introductions are done in German-speaking countries and present in a plenary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information, Interactive speaking	By the end of the sub strand, the learner should be able to; a) value the role of listening texts in language acquisition	1. How do we make our conversations interactive?	- research with peers how introductions are done in German-speaking countries and present in a plenary	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

9 Sub-strands27 Lessons

1.1 Active listening, Oral expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify listening markers in a text for communication
listen actively for comprehension
use acquired vocabulary to communicate in varied contexts
appreciate the role of vocabulary in foreign language learning

Key Inquiry Questions (KIQs)

How do we show that we are listening?
How do we acquire vocabulary in a foreign language?

Suggested Experiences

brainstorm on greetings with peers (Assoziogram)
watch an audio visual on typical German greetings and match to given pictures
listen to a text on typical German greetings and simulate them with peers while observing social etiquette rules
role- play greeting and introducing oneself with peers using phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut..usw”
research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers

Teaching Resources

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

1.2 Listening for information, Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

listen to texts for information
interact with peers on varied topics
value the role of listening texts in language acquisition

Key Inquiry Questions (KIQs)

How do we ensure we get all the needed information from a listening text?
How do we make our conversations interactive?

Suggested Experiences

watch audio visual of someone introducing their family (nuclear)
listen to texts and answer given questions on members of the family
introduce members of their nuclear family to classmates by their name, age and profession in plenary
research with peers how introductions are done in German-speaking countries and present in a plenary

Teaching Resources

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

1.3 Active listening, Oral expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the given context for learning
listen actively to varied speakers for communication
value the role vocabulary plays in language acquisition

Key Inquiry Questions (KIQs)

How do we show someone we are listening to them?
How do we acquire vocabulary in a new language?

Suggested Experiences

watch audio visual materials on the market place and mark the items being bought
listen to audios on the market place and answer given questions
role play situations in the market with peers
research on markets in Germany and present findings in a plenary
discuss with peers the need of following a budget while shopping at the market

Teaching Resources

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

1.4 Listening for information, Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify required information from listening texts
speak interactively on given topics
appreciate the role listening texts play in language acquisition

Key Inquiry Questions (KIQs)

How do we avoid distractions while listening to a text?
Which aspects can enhance understanding of a listening text?

Suggested Experiences

listen to given texts and answer given questions
practice with peers counting in German
discuss important dates in their lives (Geburtsjahr, Feste usw) with peers
research important dates in Kenyan and German history in groups and present in a plenary

Teaching Resources

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

1.5 Active Listening, Oral Expressions

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary in given texts
listen to texts for comprehension
value the role active listening plays in communication

Key Inquiry Questions (KIQs)

How do we acquire new vocabulary?

Suggested Experiences

watch an audio visual on leisure time activities and match to given pictures
listen to texts on holiday destinations and activities and answer given questions
talk about what they do on weekends and during holidays using expressions such as gern, lieber and am liebsten
research on a holiday destination they would like to visit and make a presentation on the same in a plenary
discuss in plenary appropriate weekend and holiday activities and which activities to avoid

Teaching Resources

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

1.6 Listening for information, Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify required information from listening texts
speak interactively on given topics
value the role vocabulary plays in social interactions

Key Inquiry Questions (KIQs)

How do we make our conversations interactive?

Suggested Experiences

listen to texts and underline key words related to quantities (Kilo, Liter, Dutzend)
listen to texts and answer given questions on shopping
role play with peers different shopping situations (at the butchery, at the grocery store, at the supermarket etc)
make presentations in plenary on different shopping situations using acquired vocabulary

Teaching Resources

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

1.7 Active Listening, Oral Expressions

Term 1 Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify required vocabulary in given listening texts for comprehension
listen actively to varied speakers for comprehension
appreciate the role of adjectives in communication

Key Inquiry Questions (KIQs)

How do we describe someone’s appearance?

Suggested Experiences

watch videos of people being described and match to given pictures
watch videos of people being described and underline the adjectives used
describe people using given pictures/ flashcards/ illustrations etc
make presentations describing their favourite people by their appearances using adjectives such as nett, freundlich, gross usw
discuss in plenary the appropriate ways of describing one’s physical appearances

Teaching Resources

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

1.8 Listening for information, Interactive speaking

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify required information from listening texts
speak interactively on given topics
value the role of listening texts in learning

Key Inquiry Questions (KIQs)

How do we ensure we get all the needed information from a listening text?

Suggested Experiences

listen to an audio on weather and seasons and answer given questions
watch an audio visual on the different seasons in Germany and match to given flashcards
research and discuss with peers on which clothes go with which seasons
record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback

Teaching Resources

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

1.9 Active Listening, Oral expressions

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify necessary vocabulary for learning
listen actively to texts for learning
appreciate the role of vocabulary in a language

Key Inquiry Questions (KIQs)

How do you ensure keenness when listening to texts?

Suggested Experiences

watch a video on someone giving directions in German and note down prepositions of location
listen to an audio on giving directions and answer given questions
simulate giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..?
use city/area maps to give directions with peers

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify German sound patterns in reading texts
read texts aloud for articulation
appreciate the role reading aloud plays in learning

Key Inquiry Questions (KIQs)

Why is reading aloud important?

Suggested Experiences

read aloud typical German greetings in with peers
read aloud typical German greetings and simulate them in pairs while observing social etiquette rules
read aloud phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut “usw as they role- play greeting and introducing oneself with peers
research on greetings from German speaking countries from various sources (online/ offline) and make presentations to peers

Teaching Resources

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

2.2 Reading comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate expressions from reading texts
read texts for comprehension
value the role of reading comprehension in learning

Key Inquiry Questions (KIQs)

Why are reading texts important in learning a foreign language?

Suggested Experiences

read texts of someone introducing their family (nuclear) and underline expressions referring to family (Vater, Mutter, Schwester, Bruder usw)
read texts and answer given questions on members of the family
read out members of their nuclear family to classmates by their name, age and profession in plenary
research with peers on family dynamics in German-speaking countries and present in plenary

Teaching Resources

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

2.3 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify required vocabulary from reading texts
read aloud texts for articulation
value the role of reading aloud in building articulation

Key Inquiry Questions (KIQs)

How does reading aloud support the understanding of a text?

Suggested Experiences

read aloud materials on the market place and mark the items being bought
read aloud texts on the marketplace and answer given questions in turns while observing rules of turn taking
research on markets in Germany and present findings in plenary
discuss with peers the need of following a budget while shopping at the market

Teaching Resources

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

2.4 Reading comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify essential information from a reading text
read simple texts on varied topics for comprehension
appreciate the role of reading comprehension in languages

Key Inquiry Questions (KIQs)

How can we get the intended message from reading texts?

Suggested Experiences

read given texts and answer given questions on dates and holidays
practice with peers counting in German by reading numbers aloud
discuss important dates in their lives (Geburtstag, Geburtsjahr, Feste usw) with peers
research important dates in Kenyan and German history in groups and present in plenary

Teaching Resources

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

2.5 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify sound patterns in reading
read texts aloud for fluency
appreciate the role reading aloud plays in fluency

Key Inquiry Questions (KIQs)

How does reading aloud improve our fluency in a language?

Suggested Experiences

read descriptions on leisure time activities and match to given pictures
read short texts on holiday destinations and activities and answer given questions
read short texts on activities done during weekends and during holidays and underline expressions such as gern, lieber and am liebsten
research on a holiday destination they would like to visit and make a presentation on the same in plenary
discuss in plenary appropriate weekend and holiday activities and which activities to avoid

Teaching Resources

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

2.6 Reading Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify required vocabulary from reading texts
read simple texts for comprehension
value the role of reading in everyday life

Key Inquiry Questions (KIQs)

How do we avoid distractions while reading a text?

Suggested Experiences

read texts and underline key words related to quantities (Kilo, Liter, Dutzend)
read texts and answer given questions on shopping
read dialogues as they role play with peers different shopping situations (at the butchery, at the grocery store, at the supermarket etc)
read presentations in plenary on different shopping situations using acquired vocabulary

Teaching Resources

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

2.7 Reading aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify sound patterns in reading for fluency
read texts aloud for fluency
appreciate role of reading aloud in fluency

Key Inquiry Questions (KIQs)

How can we improve our fluency in a language?

Suggested Experiences

read descriptions of people and underline the adjectives used
read descriptions of people and match to given pictures
read aloud presentations describing their favourite people by their appearances and personality using adjectives such as nett, freundlich, groβ usw
discuss in plenary the appropriate ways of describing one’s physical appearances

Teaching Resources

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

2.8 Reading Comprehension

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify key information from reading texts for comprehension
read texts for comprehension
recognize the role of reading comprehension in language

Key Inquiry Questions (KIQs)

How do we get the needed information from a reading text?

Suggested Experiences

read texts on weather and seasons and answer given questions
read descriptions on the different seasons in Germany and match to given flashcards
research and discuss with peers on which clothes go with which seasons
read cloze texts about the different seasons and changing weather patterns in Kenya and Germany, fill in the missing information and share in plenary for feedback

Teaching Resources

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

2.9 Reading aloud

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify sentence melody in reading for fluency
read texts aloud for fluency
recognize the value of reading aloud for building fluency

Key Inquiry Questions (KIQs)

Why do we read aloud?

Suggested Experiences

read sentences aloud in German and highlight high and low melody
read aloud dialogues on describing the route and note down prepositions of location
read aloud texts on giving directions and answer given questions
read aloud simulations of giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..?

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify various steps of writing a text
write a logical text using provided guidelines
appreciate the role of writing in learning

Key Inquiry Questions (KIQs)

Why do we write things down?

Suggested Experiences

write down important stages of writing (research, plan, draft, edit.)
write down phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut “usw
write simple dialogues role- play greetings and introducing oneself with peers while observing social etiquette rules
research on greetings from German speaking countries from various sources (online/ offline), write them down and make presentations to peers

Teaching Resources

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

3.2 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify rules of orthography in writing
write texts observing rules of German orthography
value the role of orthography in writing

Key Inquiry Questions (KIQs)

Why is punctuation important?

Suggested Experiences

underline expressions referring to family (Vater, Mutter, Schwester, Bruder usw)
write down members of their nuclear family and present to classmates by their name, age and profession in plenary
draw and present to peers a family tree indicating their family members
research about dynamics of family in German-speaking countries, write them down and present in plenary

Teaching Resources

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

3.3 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary for writing various texts
write texts using appropriate format for communication
value the role of writing in various contexts of communication

Key Inquiry Questions (KIQs)

Which aspects should one consider in writing?

Suggested Experiences

write down food items and categorise them into various groups
write down shopping lists of commodities to buy at the market
research on markets in Germany, write them down and present findings in plenary
discuss with peers the need of following a budget while shopping at the market

Teaching Resources

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

3.4 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify rules governing writing numbers in German
use numbers in varied writing contexts
value the role of writing in everyday life

Key Inquiry Questions (KIQs)

Why is writing things down important?

Suggested Experiences

write down numbers and practise counting by reading them aloud in groups
write down dates of festivities from given texts
write down and discuss important dates in their lives (Geburtsdatum,Geburtsjahr, Feste usw) with peers
research important dates in Kenyan and German history in groups, write them down and present in plenary

Teaching Resources

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

3.5 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary and phrases in writing
write short texts using appropriate expressions
recognize the role of vocabulary in writing

Key Inquiry Questions (KIQs)

How do we make our writing interesting?

Suggested Experiences

write descriptions on leisure time activities
write short texts on holiday destinations and activities
write short texts on activities done during weekends and during holidays using expressions such as gern, lieber and am liebsten
research on a holiday destination they would like to visit, write down and make a presentation on the same in plenary
discuss in plenary appropriate weekend and holiday activities and which activities to avoid

Teaching Resources

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

3.6 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify key information for writing
write short texts using acquired language structures and vocabulary
appreciate the role of writing in everyday life

Key Inquiry Questions (KIQs)

How can we avoid going out of topic when writing a text?

Suggested Experiences

underline/highlight key words related to quantities (Kilo, Liter, Dutzend) from given texts
write sample shopping lists for different shopping situations
fill in blanks on given questions about shopping
write dialogues as they role play in groups different shopping situations (at the butchery, at the grocery store, at the supermarket etc)

Teaching Resources

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

3.7 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify descriptive words in writing
write descriptive texts for communication
value the role of descriptive writing in communication

Key Inquiry Questions (KIQs)

How can we describe someone?

Suggested Experiences

write words used to describe people with peers
write descriptions of people and match to given pictures
write descriptions of their favourite people by their appearances and personality using adjectives such as nett, freundlich, gross usw
discuss in plenary the appropriate ways of describing one’s physical appearances

Teaching Resources

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

3.8 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify essential information for detailed writing
write texts for comprehension
recognize the role of orthography in language

Key Inquiry Questions (KIQs)

Why is writing an important skill?

Suggested Experiences

extract key information from texts on weather and seasons and answer given questions
write down information on the different seasons in Germany from given flashcards
research, write down and discuss with peers on which clothes go with which seasons
research write notes, and source supporting materials about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback
create charts on different seasons from sourced materials e.g. pictures and display them in class

Teaching Resources

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

3.9 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify the theme in a text
write short texts using acquired language structures
appreciate the role of writing in everyday life. ● Role play. ● Discussions. ● Observations. ● Projects. ● Learning logs. ● Quizzes. ● Portfolios. ● Multiple choices. ● Exit or Admit stamps. ● Total Physical Response. ● Peer assessment. ● Reading aloud ● Discussions ● Observations ● Quizzes ● Portfolio ● Reading for fluency ● Role play ● Learning logs ● Exit or Admit stamps ● Peer assessment ● Checklists ● Total Physical Response ● Writing texts ● Forming sentences ● Peer assessment ● Writing menus ● Observations ● Designing brochures ● Matching names to pictures ● Filling in missing information ● Writing simple plays ● Matching of sentences ● Observations ● Writing texts ● Construction of sentences ● Designing games ● Discussions ● Role play ● Checklists ● Quizzes

Key Inquiry Questions (KIQs)

How can we avoid ambiguity in writing?

Suggested Experiences

note down themes of given text
write down prepositions of location with peers
write simple dialogues on giving directions with peers
simulate giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..? Danke
Kenya Music Festival
German language Clubs
Tandem (face-to-face or electronic) and intercultural learning
School Open Days
German Cultural Festival
Exchange Programs
Language Days
Inter-House Competitions
Inter-Class Competitions
Inter-School Contests
Language Clubs

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking
Reading

View Term 2

Term 3 Scheme9 Weeks

Reading
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.

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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 German?

The official KICD strands for Grade 7 German 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 German?

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 German 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 German?

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.