2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 7 Indigenous Languages Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Indigenous Languages Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 7 Indigenous Languages Term 2 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 Indigenous Languages in Term 2.

Class / Grade: Grade 7
Learning Area: Indigenous Languages
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 7 Indigenous Languages Term 2 Scheme of Work Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 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	Reading	Extensive Reading: Library Skills	By the end of the sub strand, the learner should be able to; a) select appropriate materials from the library for extensive reading b) read texts based on a specific topic from a library for general information	1. How do we locate reading materials in a library?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading: Library Skills	By the end of the sub strand, the learner should be able to; a) access specific information from the internet for reading b) advocate the use of library resources for general reading	1. How do we use the dictionary to find the meaning of new words?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive Reading: Library Skills	By the end of the sub strand, the learner should be able to; a) advocate the use of library resources for general reading	1. How do we use the dictionary to find the meaning of new words?	- prepare a personal reading list of a collection of books	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive Reading: Library Skills	By the end of the sub strand, the learner should be able to; a) advocate the use of library resources for general reading	1. How do we use the dictionary to find the meaning of new words?	- prepare a personal reading list of a collection of books	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive Reading: Library Skills	By the end of the sub strand, the learner should be able to; a) advocate the use of library resources for general reading	1. How do we use the dictionary to find the meaning of new words?	- prepare a personal reading list of a collection of books	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Extensive reading: Vocabulary building	By the end of the sub strand, the learner should be able to; a) summarise key points from texts after reading	1. How do we develop library skills?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive reading: Vocabulary building	By the end of the sub strand, the learner should be able to; a) create a glossary of new vocabulary from texts for communication b) promote reading to enhance language acquisition	1. How can we identify appropriate material for reading?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive reading: Vocabulary building	By the end of the sub strand, the learner should be able to; a) promote reading to enhance language acquisition	1. How can we identify appropriate material for reading?	- peer review each other’s sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive reading: Vocabulary building	By the end of the sub strand, the learner should be able to; a) promote reading to enhance language acquisition	1. How can we identify appropriate material for reading?	- peer review each other’s sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive reading: Vocabulary building	By the end of the sub strand, the learner should be able to; a) promote reading to enhance language acquisition	1. How can we identify appropriate material for reading?	- peer review each other’s sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Reading for information- Visuals	By the end of the sub strand, the learner should be able to; a) infer implied meaning of visuals for information	1. Why are visuals used in communication?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for information- Visuals	By the end of the sub strand, the learner should be able to; a) summarize written texts into visuals for comprehension b) acknowledge the role of visuals in effective communication	1. How do we conserve the environment?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for information- Visuals	By the end of the sub strand, the learner should be able to; a) acknowledge the role of visuals in effective communication	1. How do we conserve the environment?	- team up to collect a collection of visuals on the theme and organize them in a class portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for information- Visuals	By the end of the sub strand, the learner should be able to; a) acknowledge the role of visuals in effective communication	1. How do we conserve the environment?	- team up to collect a collection of visuals on the theme and organize them in a class portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for information- Visuals	By the end of the sub strand, the learner should be able to; a) acknowledge the role of visuals in effective communication	1. How do we conserve the environment?	- team up to collect a collection of visuals on the theme and organize them in a class portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Indigenous Languages Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 7 Indigenous Languages. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands16 Lessons in Term 2

1.1 Extensive Reading: Library Skills

2 Suggested LessonsTerm 2

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?

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

1.2 Extensive reading: Vocabulary building

2 Suggested LessonsTerm 2

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?

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

1.3 Reading for information- Visuals

2 Suggested LessonsTerm 2

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?

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

1.4 Reading for Information

2 Suggested LessonsTerm 2

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?

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

1.5 Reading comprehension: Reading Strategies

2 Suggested LessonsTerm 2

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?

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

1.6 Reading for information

2 Suggested LessonsTerm 2

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

1.7 Intensive Reading – Trickster stories

2 Suggested LessonsTerm 2

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?

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

1.8 Reading for information

2 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands6 Lessons in Term 2

2.1 Social writing-SMS

2 Suggested LessonsTerm 2

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?

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

2.2 Essay writing

2 Suggested LessonsTerm 2

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?

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

2.3 Writing for Information

2 Suggested LessonsTerm 2

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

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

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

Term 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 7 Schemes of Work for Term 2

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

Arabic (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

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: Grade 7 Indigenous Languages Term 2

What strands and sub-strands are covered in Grade 7 Indigenous Languages Term 2?

In Term 2, Grade 7 Indigenous Languages covers the following main strands: Reading, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 7 Indigenous Languages in Term 2?

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 Indigenous Languages Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.