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

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

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

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Grade 7 Indigenous Languages Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 Indigenous Languages in Term 3.

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

Full Term Timetable

Grade 7 Indigenous Languages Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Writing	Writing for Information	By the end of the sub strand, the learner should be able to; a) paraphrase the main issues from a text for comprehension b) acknowledge the value of brevity in communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Writing for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the value of brevity in communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Writing for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the value of brevity in communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Writing for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the value of brevity in communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) outline the main features of a well written dialogue	1. How can we write a good imaginative dialogue?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) compose an imaginative dialogue on the theme of environmental conservation for self- efficacy b) promote creative writing for effective communication	1. How can we write a good imaginative dialogue?	- write a simple imaginative dialogue on environmental conservation - share the written dialogues with peers for review - role play the dialogue with peers in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) promote creative writing for effective communication	1. How can we write a good imaginative dialogue?	- role play the dialogue with peers in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) promote creative writing for effective communication	1. How can we write a good imaginative dialogue?	- role play the dialogue with peers in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) promote creative writing for effective communication	1. How can we write a good imaginative dialogue?	- role play the dialogue with peers in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative Writing – Dialogue	By the end of the sub strand, the learner should be able to; a) promote creative writing for effective communication	1. How can we write a good imaginative dialogue?	- role play the dialogue with peers in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Creative writing – Narrative composition	By the end of the sub strand, the learner should be able to; a) identify the features of a narrative composition	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative writing – Narrative composition	By the end of the sub strand, the learner should be able to; a) write a narrative composition for self- expression b) realise the importance of the narrative as a channel of communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Creative writing – Narrative composition	By the end of the sub strand, the learner should be able to; a) realise the importance of the narrative as a channel of communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative writing – Narrative composition	By the end of the sub strand, the learner should be able to; a) realise the importance of the narrative as a channel of communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative writing – Narrative composition	By the end of the sub strand, the learner should be able to; a) realise the importance of the narrative as a channel of communication	1. 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?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Indigenous Languages Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Writing

7 Sub-strands14 Lessons in Term 3

1.1 Writing for Information

2 Suggested LessonsTerm 3

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.

1.2 Creative Writing – Dialogue

2 Suggested LessonsTerm 3

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?

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

1.3 Creative writing – Narrative composition

2 Suggested LessonsTerm 3

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

1.4 Essay writing – expository composition

2 Suggested LessonsTerm 3

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?

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

1.5 Writing for information

2 Suggested LessonsTerm 3

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

1.6 Writing to give information

2 Suggested LessonsTerm 3

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?

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

1.7 Functional writing – Letter of request

2 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing

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

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Curriculum Compliance & Official Accreditation

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

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

Help & Answers

Frequently Asked Questions: Grade 7 Indigenous Languages Term 3

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

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

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

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

How is Grade 7 Indigenous Languages Term 3 structured across weeks?

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

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

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