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

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

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Grade 7 Indigenous Languages Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Indigenous Languages 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 Indigenous Languages 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	Listening for information	By the end of the sub strand, the learner should be able to; a) respond to information from oral texts for communication	1. How should we listen for specific information from a text?	- listen to readings of texts or recorded audio clips in a group and respond to questions - take notes from oral texts or audio clip texts - share notes with peers in class for peer review	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) use appropriate vocabulary to construct sentences b) recognise listening for information as a crucial aspect of communication	1. How should we listen for specific information from a text?	- work collaboratively to make a list of new vocabulary from the listened to texts - construct simple sentences using the new vocabulary from the texts - team up to prepare a creative mosaic of a typical indigenous home design - display their mosaic designs during the class exhibitions and festivals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise listening for information as a crucial aspect of communication	1. How should we listen for specific information from a text?	- display their mosaic designs during the class exhibitions and festivals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise listening for information as a crucial aspect of communication	1. How should we listen for specific information from a text?	- display their mosaic designs during the class exhibitions and festivals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise listening for information as a crucial aspect of communication	1. How should we listen for specific information from a text?	- display their mosaic designs during the class exhibitions and festivals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) find specific information from a text by listening	1. How is internet important in communication?	- listen to a story on the theme of internet access and use from a digital device and discuss with peers - narrate key events in the story, in pairs - list pronouns from sentences and share - use the pronouns to write sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) infer the meaning of vocabulary from a text b) recognise the importance of Information Communication Technologies in life	1. Why is it important to note down main points from an oral text?	- infer the meaning of new vocabulary as used in the story - use the vocabulary to construct sentences - observe pictures of digital devices and discuss their use - discuss the importance of internet in communication	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) recognise the importance of Information Communication Technologies in life	1. Why is it important to note down main points from an oral text?	- discuss the importance of internet in communication	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) recognise the importance of Information Communication Technologies in life	1. Why is it important to note down main points from an oral text?	- discuss the importance of internet in communication	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) recognise the importance of Information Communication Technologies in life	1. Why is it important to note down main points from an oral text?	- discuss the importance of internet in communication	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) listen carefully to pick out the main ideas from a comprehension passage	1. How can we listen attentively?	- team up to play the ‘broken telephone’ game to practice attentive listening - listen to an oral or watch an audio-visual story or passage on the theme of safety at home - discuss the various key ideas from the story or passage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) respond to questions from an aural text b) realise the importance of listening attentively for information	1. Why is it important to observe safety at home?	- identify words that denote actions (verbs) from the story or passage - team up to compose a song on the theme and sing with peers - answer questions from the song orally - debate the importance of safety at home	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) realise the importance of listening attentively for information	1. Why is it important to observe safety at home?	- debate the importance of safety at home	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) realise the importance of listening attentively for information	1. Why is it important to observe safety at home?	- debate the importance of safety at home	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) realise the importance of listening attentively for information	1. Why is it important to observe safety at home?	- debate the importance of safety at home	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 Indigenous Languages Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

Listening and Speaking

9 Sub-strands18 Lessons

1.1 Listening for information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

respond to information from oral texts for communication
use appropriate vocabulary to construct sentences
recognise listening for information as a crucial aspect of communication

Key Inquiry Questions (KIQs)

How should we listen for specific information from a text?

Suggested Experiences

listen to readings of texts or recorded audio clips in a group and respond to questions
take notes from oral texts or audio clip texts
share notes with peers in class for peer review
work collaboratively to make a list of new vocabulary from the listened to texts
construct simple sentences using the new vocabulary from the texts
team up to prepare a creative mosaic of a typical indigenous home design
display their mosaic designs during the class exhibitions and festivals

Teaching Resources

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

1.2 Listening for comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

find specific information from a text by listening
infer the meaning of vocabulary from a text
recognise the importance of Information Communication Technologies in life

Key Inquiry Questions (KIQs)

How is internet important in communication?
Why is it important to note down main points from an oral text?

Suggested Experiences

listen to a story on the theme of internet access and use from a digital device and discuss with peers
narrate key events in the story, in pairs
list pronouns from sentences and share
use the pronouns to write sentences
infer the meaning of new vocabulary as used in the story
use the vocabulary to construct sentences
observe pictures of digital devices and discuss their use
discuss the importance of internet in communication

Teaching Resources

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

1.3 Attentive listening

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

listen carefully to pick out the main ideas from a comprehension passage
respond to questions from an aural text
realise the importance of listening attentively for information

Key Inquiry Questions (KIQs)

How can we listen attentively?
Why is it important to observe safety at home?

Suggested Experiences

team up to play the ‘broken telephone’ game to practice attentive listening
listen to an oral or watch an audio-visual story or passage on the theme of safety at home
discuss the various key ideas from the story or passage
identify words that denote actions (verbs) from the story or passage
team up to compose a song on the theme and sing with peers
answer questions from the song orally
debate the importance of safety at home

Teaching Resources

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

1.4 Conversational Skills

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the common ways of beginning and ending an oral conversation for self-expression
take part in a conversation for effective communication
value the importance of conserving the environment

Key Inquiry Questions (KIQs)

How can we make conversations respectful?
Why is it important to conserve environment?

Suggested Experiences

watch a conversation to identify common ways of beginning and ending a conversation
use digital devices to view presentations/interviews on environmental conservation
discuss the main issues focused on
role-play a face-to-face conversation between two strangers while observing etiquette
work jointly to pick out the key words and phrases that have been used to begin and end a conversation
create or join an environmental club in school or the community to discuss practical ways to engage in environmental conservation

Teaching Resources

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

1.5 Conversational skills – Tongue Twisters and Riddles

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify commonly used tongue twisters and riddles in the community
take part in the performance of riddles and tongue twisters
recognise the importance of riddles and tongue twisters in enhancing communication skills

Key Inquiry Questions (KIQs)

Why are tongue twisters important in language development?
How do riddles help in enhancing communication?

Suggested Experiences

take turns to perform common riddles
work jointly to discuss the process of riddling
practise turn-taking, negotiation and interjection as part of the riddling process
brainstorm the features of a riddle
compete with peers to say tongue twisters and record them
listen to recorded audio clips of tongue twisters and peer review
compose tongue twisters and take turns to perform them
work with peers to create a collection of riddles and tongue twisters and organize in a class portfolio

Teaching Resources

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

1.6 Listening for information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary and adverbs from an oral text
use vocabulary and adverbs learnt in a variety of contexts
respond to questions from an oral text for comprehension
desire to promote active listening for information

Key Inquiry Questions (KIQs)

Why should we be keen when listening to a text?
How do we listen for specific information?

Suggested Experiences

listen to an audio recording and pick out vocabulary items based on the theme – The Farm
work jointly to create a vocabulary bank on the words picked out from the texts
collaborate with peers to answer comprehension questions based on the text
work jointly to read adverbs aloud from flash cards
collaboratively role play various adverbs from a chart
compose a song related to the theme- the farm with relevant vocabulary and adverbs

Teaching Resources

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

1.7 Intensive listening: Transcription

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline target words related to the theme from an oral text for comprehension
transcribe a short listening paragraph from a digital device for effective communication
acknowledge the role of transcription in the growth of Indigenous Languages

Key Inquiry Questions (KIQs)

How can we transcribe oral texts accurately?
Why do we transcribe texts in indigenous languages?

Suggested Experiences

listen to an oral text on talents and gifts and pick out specific talents and gifts
write a paragraph by transcribing an audio recorded story based on the theme and share with peers
peer review each other’s transcription for accuracy
organize the transcribed work in a portfolio
work with peers to discuss talents and gifts they have seen or they possess

Teaching Resources

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

1.8 Storytelling – Fables

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of fables from their community for comprehension
narrate a fable from their community for enjoyment
advocate for audience awareness skills in storytelling for self- expression

Key Inquiry Questions (KIQs)

How does storytelling enhance communication?
Why are fables important to the community?

Suggested Experiences

observe pictures stories of animals
work with peers to collect fables (animal stories) from the community
organise the collection of fables in a portfolio
work collaboratively to discuss the features of animal stories (fables)
conduct a story telling session to narrate animal stories
watch fables from a digital device and talk about the character traits of animals
discuss moral lessons learnt from the fables
work collaboratively with peers to stage a narrative on fables
peer review each other’s performance for audience awareness

Teaching Resources

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

1.9 Presentation Skills

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline issues to consider when preparing a short talk on the theme for self- expression
present a short talk on the theme for effective communication
appreciate the importance of good presentation skills in communication

Key Inquiry Questions (KIQs)

How can we make a compelling presentation?
Why should we appreciate bodies charged with maintenance of our roads?

Suggested Experiences

watch a recorded presentation and list key points discussed
brainstorm with peers the issues to consider before and during a presentation
work jointly with peers to select a sub-topic on patriotism and prepare a presentation on the role of the government agencies (Kenya Roads Board and Kenya Rural Roads Authority) in construction and maintenance of roads
conduct a public speaking contest to present a short talk on the topic selected
collaborate with peers to record themselves when making the presentations
organise the collection of recorded presentations in a digital portfolio
engage the presenter in a question and answer session on the topic presented
peer review each other’s presentation for improvement

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

respond to direct and inferential questions from a text for comprehension
use the dictionary to find the meaning of vocabulary used in texts for understanding
appreciate indigenous home designs for indigenous knowledge acquisition

Key Inquiry Questions (KIQs)

How should we read a text to get accurate information?
Why is it important to showcase our indigenous homes?

Suggested Experiences

read comprehension texts related to the theme of indigenous homes
create a word bank of vocabulary from the passages
work with peers to infer the meaning of the vocabulary from context
use the dictionary to search for the meaning of the vocabulary
fill in gaps in a passage using the vocabulary
read texts on indigenous homes and answer inferential questions
search for information on the theme from digital sources and share the findings with peers

Teaching Resources

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

2.2 Extensive Reading: Library Skills

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

select appropriate materials from the library for extensive reading
read texts based on a specific topic from a library for general information
access specific information from the internet for reading
advocate the use of library resources for general reading

Key Inquiry Questions (KIQs)

How do we locate reading materials in a library?
How do we use the dictionary to find the meaning of new words?

Suggested Experiences

observe rules and regulations when in a library
select reference materials from a library for extended reading
search the internet for reading materials on a given theme
make a summary of key points from reading materials
use hard copy and online dictionaries to find the meaning of different vocabulary
prepare a personal reading list of a collection of books

Teaching Resources

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

2.3 Extensive reading: Vocabulary building

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

summarise key points from texts after reading
create a glossary of new vocabulary from texts for communication
promote reading to enhance language acquisition

Key Inquiry Questions (KIQs)

How do we develop library skills?
How can we identify appropriate material for reading?

Suggested Experiences

discuss ways of accessing reading materials on a specific theme from a library
work jointly to select relevant reading materials based on the theme
use a digital and any other electronic device to access grade appropriate reading materials on the theme
read the materials and make brief notes on the main points on the texts
identify vocabulary from the text and use the dictionary to find their meaning
team up to build a vocabulary bank on the new words identified
use the new words to construct sentences
peer review each other’s sentences

Teaching Resources

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

2.4 Reading for information- Visuals

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

infer implied meaning of visuals for information
summarize written texts into visuals for comprehension
acknowledge the role of visuals in effective communication

Key Inquiry Questions (KIQs)

Why are visuals used in communication?
How do we conserve the environment?

Suggested Experiences

study the pictures and make observations about environmental conservation
infer the implied meaning from a variety of visuals
conduct a reader’s theatre to read texts on environmental conservation
create a personal glossary of vocabulary related to environmental conservation
work jointly to summarize information from the text into a visual(e.g. picture, charts, graph)
team up to collect a collection of visuals on the theme and organize them in a class portfolio

Teaching Resources

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

2.5 Reading for Information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

answer direct and inferential questions from a written text
infer meaning of vocabulary from context for comprehension
promote a reading culture in the community for lifelong learning

Key Inquiry Questions (KIQs)

Why is it important to read texts?

Suggested Experiences

conduct a reader’s theatre to read a passage on the theme of cultural diversity
collaborate with peers to answer direct questions
outline the main ideas from the passage
respond to inferential questions on the theme of the passage
collaborate with peers to identify vocabulary related to the theme and read aloud
work jointly to infer meaning of vocabulary in context
make sentences using the vocabulary identified and review each other’s sentences

Teaching Resources

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

2.6 Reading comprehension: Reading Strategies

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

apply the skimming strategy to identify the main idea in a text for comprehension
scan through a text to pick out target words related to the theme
appreciate the importance of reading for information

Key Inquiry Questions (KIQs)

How is reading important in acquiring information?

Suggested Experiences

work jointly to select a story on the theme- the farm
skim through the passage to identify the main idea
scan for specific information from the passage (e.g. names of characters and vocabulary items)
conduct a readers’ theatre to read a passage related to the theme aloud
work with peers to answer questions based on the passage
select vocabulary from the passage and list them on flash cards
make sentence using the vocabulary from a substitution table
work collaboratively to play language games involving vocabulary from digital devices

Teaching Resources

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

2.7 Reading for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify main ideas in a reading text based on theme for comprehension
use vocabulary based on the theme to construct sentences for communication
recognise the value of reading texts for information in lifelong learning

Key Inquiry Questions (KIQs)

The learner is guided to:  study pictures of talents and gifts and discuss with peers,  take turns to read a text on talents and gifts,  work jointly with peers to pick out the main ideas in each paragraph,  work with others to answer comprehension questions,  work with peers to create a list of vocabulary from the reading text,  construct sentences using the vocabulary identified,  collaboratively peer review the sentences constructed,  conduct a reader’s theatre on a level appropriate reader?

Teaching Resources

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

2.8 Intensive Reading – Trickster stories

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

paraphrase trickster stories from their community for information
analyse trickster stories from their community for understanding
value reading oral narratives for enjoyment

Key Inquiry Questions (KIQs)

Why are trickster narratives shared in the community?

Suggested Experiences

work collaboratively to collect varied trickster narratives from the community
organise the collection of trickster narratives in a class portfolio
brainstorm characters often portrayed as tricksters in oral narratives
conduct a reader’s theatre to read the trickster narrative in the class portfolio
listen to a resource person narrate a trickster story
compose a short summary of the trickster narrative listened to
outline the characters and plot in a trickster narrative
work collaboratively to stage a creative skit on a trickster narrative
brainstorm the moral lessons addressed in trickster narratives

Teaching Resources

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

2.9 Reading for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

use vocabulary related to the theme to create a personal collection of vocabulary related to the theme for information
pick out emerging issues related to the theme
acknowledge reading as a source for information

Key Inquiry Questions (KIQs)

How can we deduce meaning of new words found in texts?
How are our indigenous communities similar to each other?

Suggested Experiences

read digital and print texts and identify vocabulary related to patriotism and construction and maintenance of our roads
create a personal vocabulary bank of the new words picked
work collaboratively to infer the meaning of words from context and share with peers
use the dictionary to find out the meaning the words
work jointly with peers to use a thesaurus and the dictionary to find synonyms and opposites of the words
construct sentences using vocabulary
collaborate with peers to read articles from newspapers and magazines then pick out emerging issues related to the theme

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands18 Lessons

3.1 Social writing-SMS

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of a Short Message Service (SMS) for information
create an SMS text with appropriate features for effective communication
adopt digital etiquette when using social media for communication

Key Inquiry Questions (KIQs)

How do we ensure etiquette when using digital devices?

Suggested Experiences

work jointly to talk about the features of an ideal SMS
write an SMS using a digital device
peer review another learners’ SMS texts
discuss social media etiquette when writing an SMS
use SMS with etiquette

Teaching Resources

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

3.2 Essay writing

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline parts of an essay from samples
compose an essay on a specific theme for communication
acknowledge the importance of essay writing for effective communication

Key Inquiry Questions (KIQs)

How do we write an essay?

Suggested Experiences

read in class sample essays and identify the three parts
identify ideas from sample essays
read essays aloud in class and correct mistakes
select a topic and write a simple essay and share with other learners
search for more information about essay writing from the library or digital sources
display essays in the class creative corner

Teaching Resources

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

3.3 Writing for Information

Term 2 Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline key points from a text on a specific theme
paraphrase the main issues from a text for comprehension
acknowledge the value of brevity in communication

Key Inquiry Questions (KIQs)

The learner is guided to:  brainstorm ideas on the theme of safety at home,  write short notes on the theme,  collaborate to read written or online (or any other electronic sources) texts on the theme,  discuss the main points of the texts on the theme,  team up with peers to paraphrase the main points from each of the texts (not more than 80 words),  exchange the written work with peers in class for review?

Teaching Resources

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

3.4 Creative Writing – Dialogue

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the main features of a well written dialogue
compose an imaginative dialogue on the theme of environmental conservation for self- efficacy
promote creative writing for effective communication

Key Inquiry Questions (KIQs)

How can we write a good imaginative dialogue?

Suggested Experiences

search from electronic and library sources for imaginative dialogues
watch or read the dialogues and discuss their features
work with peers to develop an outline of the structure of a good dialogue on a chart
write a simple imaginative dialogue on environmental conservation
share the written dialogues with peers for review
role play the dialogue with peers in class

Teaching Resources

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

3.5 Creative writing – Narrative composition

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify the features of a narrative composition
write a narrative composition for self- expression
realise the importance of the narrative as a channel of communication

Key Inquiry Questions (KIQs)

The learner is guided to:  take turns to narrate accounts of social events that they attended,  work jointly to outline key features of a narrative from a sample on a chart,  discuss features of a narrative,  compose a simple narrative about the theme on cultural diversity and read to peers for review,  keep the narrative created in the portfolio?

Teaching Resources

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

3.6 Essay writing – expository composition

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of expository texts for self-expression
create an expository composition creatively and coherently
promote expository writing for effective communication

Key Inquiry Questions (KIQs)

Why is writing a key aspect in communication?

Suggested Experiences

work jointly with peers to mention features of expository texts
team up to collect sample expository compositions from print and non- print sources
read sample expository compositions
write simple expository compositions based on the theme
read their compositions aloud for peer review
display their well written compositions on the class language corner for a class gallery walk

Teaching Resources

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

3.7 Writing for information

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify parts of a paragraph for information
write a short coherent paragraph on the theme for self-expression
acknowledge the importance of paragraphing in written communication

Key Inquiry Questions (KIQs)

The learner is guided to:  read varied paragraphs related to the theme with peers,  work with peers to discuss the parts of a paragraph,  prepare sentence strips to form a coherent paragraph,  work with peers to reorganise the jumbled up sentence strips to form a coherent paragraph,  use topic sentences to begin paragraphs and complete the story,  peer review each other’s topical paragraphs?

Teaching Resources

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

3.8 Writing to give information

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline key ideas and events in an animal story based on the theme
compose an animal story featuring animal characters for self- expression
appreciate writing short stories for enjoyment

Key Inquiry Questions (KIQs)

How can we write interesting animal stories?
Why are animal stories important?

Suggested Experiences

work collaboratively to observe thematic pictures on cards and describe the events
work collaboratively to organise ideas from picture stories in a logical and sequenced order
compose a creative story with animal characters with coherent ideas
read the story to peers for review
organise their revised stories in a portfolio
work with peers to publish their best stories in the school or public journal or magazine

Teaching Resources

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

3.9 Functional writing – Letter of request

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the components of a letter of request for comprehension
compose a letter of request (for library or club membership) for effective communication
appreciate the importance of letter writing for communication. Exceeding Expectations Identifies specific information and main ideas from oral texts with rich references Transcribes an oral text for accuracy with precision Retells tongue twisters for fluency with precision and speed Recognises how to begin and end a conversation creatively Engages in a conversation for effective communication skillfully Applies effective presentation skills when giving a short talk creatively Identifies vocabulary related to the theme from a variety of written texts Responds to direct and inferential questions from texts with precision Summarizes information from varied visuals and texts Identifies the features of a trickster narrative and a fable with relevant references Selects and reads a wide range of grade appropriate reading materials Writes a coherent and well sequenced paragraph creatively Paraphrases information from a variety of texts Composes varied SMS and letter of request for communication using correct format, language and organisation Creatively composes essays, imaginative dialogues and narratives using correct format or structure, language and organisation

Key Inquiry Questions (KIQs)

Why do we need to make formal requests for membership to groups and institutions?
Approaching Expectations Identifies some specific information and main ideas from oral texts Transcribes a large portion of an oral text for accuracy Retells some tongue twisters for fluency Recognises how to either begin or end a conversation Partially engages in a conversation for effective communication Applies a limited variety of effective presentation skills when giving a short talk Identifies a limited number of vocabulary related to the theme from a written text Responds to most direct and inferential questions from texts Summarizes information from visuals and texts but leaves out minor details Identifies most features of a trickster narrative and a fable Occasionally selects and reads grade appropriate reading materials Writes a coherent and well sequenced paragraph but leaves out some details Paraphrases information from a large portion of a text Composes an SMS and letter of request for communication leaving out minimal aspects on format, language and organisation Composes two of the items (either essays, imaginative dialogues or narratives) using correct format or structure, language and organisation?

Suggested Experiences

read sample formal letters of request
work jointly with peers to identify the features of a letter of request
make short notes on their findings
write a letter of request for library or club membership
peer review the composed letters for feedback
type the letter composed in a digital device
organise the typed letters in the class digital portfolio. Meeting Expectations Identifies specific information and main ideas from oral texts Transcribes an oral text for accuracy Retells tongue twisters for fluency Recognises how to begin and end a conversation Engages in a conversation for effective communication Applies effective presentation skills when giving a short talk Identifies vocabulary related to the theme from a written text Responds to direct and inferential questions from texts Summarizes information from visuals and texts Identifies the features of a trickster narrative and a fable Selects and reads grade appropriate reading materials Writes a coherent and well sequenced paragraph Paraphrases information from a text Composes an SMS and letter of request for communication using correct format, language and organisation Composes imaginative dialogues and narratives using correct format or structure, language and organisation

Teaching Resources

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

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

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

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 French 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 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 Indigenous Languages?

The official KICD strands for Grade 7 Indigenous Languages 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 Indigenous Languages?

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 Indigenous Languages 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 Indigenous Languages?

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.