2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 7 Social Studies 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 Social Studies Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Social Studies 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 Social Studies in Term 2.

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

Full Term Timetable

Grade 7 Social Studies Term 2 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	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) outline steps of a CSL project/activity	1. How can community service learning contribute to community development?	- implementing the solution/filling the gap	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) outline steps of a CSL project/activity	1. How can community service learning contribute to community development?	- implementing the solution/filling the gap	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) outline steps of a CSL project/activity	1. Below Expectation Learner explains a few of the steps in the CSL project?	- reflecting and reporting on the project/activity done	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) outline steps of a CSL project/activity	1. Below Expectation Learner explains a few of the steps in the CSL project?	- identify and brainstorm on problems/gaps in their context/community	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) execute a class CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- identify and brainstorm on problems/gaps in their context/community	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) execute a class CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- discuss, verify and adopt one problem for the class/groups project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) execute a class CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- propose and plan way(s) of solving the problem	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) execute a class CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- propose and plan way(s) of solving the problem	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- implement the solution of the problem in the community	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- write and report on the accomplished project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- write and report on the accomplished project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Ability to explore qualities of a peaceful person in the community	Community Service Learning	By the end of the sub strand, the learner should be able to; a) Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project	1. Below Expectation Learner explains a few of the steps in the CSL project?	- discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Social Studies Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Ability to explore qualities of a peaceful person in the community

1 Sub-strand20 Lessons in Term 2

1.1 Community Service Learning

20 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

explain the meaning of key terms used in community service learning (CSL) and CSL projects
describe the importance of CSL in the community
outline steps of a CSL project/activity
execute a class CSL project
Desire to conduct CSL project in the community Meeting Expectation Learner explains the steps in a CSL project

Key Inquiry Questions (KIQs)

How can community service learning contribute to community development?
Below Expectation Learner explains a few of the steps in the CSL project?

Learning Experiences

brainstorm on the meaning of the terms community, community services, community service learning (CSL), project (activities outside class), problem (gaps or opportunities), solution (remedy), plan of activity, implementation, written report of a project
discuss the steps involved in carrying out a CSL project
identification and verification of a problem/gap/opportunity
planning to solve an identified problem
designing solution(s) to the problem
implementing the solution/filling the gap
reflecting and reporting on the project/activity done
identify and brainstorm on problems/gaps in their context/community
discuss, verify and adopt one problem for the class/groups project
propose and plan way(s) of solving the problem
implement the solution of the problem in the community
write and report on the accomplished project
discuss CSL benefits for self and the community. Approaching Expectation Learner explains most of the details in the CSL project

Teaching Resources

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

Strand 2.0

Ability to accomplish a CSL project/activity in group(s)

1 Sub-strand1 Lessons in Term 2

2.1 Learner accomplished a CSL project/activity in group

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Learner accomplished
a CSL project/activity
in group(s)
Learner explains the
importance of CSL in
the community

Key Inquiry Questions (KIQs)

Learner did not attempt the CSL project/activity in group(s) Learner hardly explains the importance of CSL in the community?

Learning Experiences

Learner did not complete the CSL project/activity in group(s) Learner explains fairly the importance of CSL in the community

Teaching Resources

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

Strand 3.0

Natural and Historic Built Environments

1 Sub-strand4 Lessons in Term 2

3.1 Historical information

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify various sources of historical information in the society
distinguish between primary and secondary sources of historical information
explore how various sources of historical information have been preserved over the years
appreciate the significance of various sources of historical information in providing evidence of past human accounts

Key Inquiry Questions (KIQs)

How significant are sources of historical information in understanding past human accounts?

Learning Experiences

use appropriate print media or digital resources to identify sources of historical information in the society and share in class
design posters on primary and secondary sources of historical information in the society and display in class
discuss ways of preserving sources of historical information
debate on the significance of various sources of historical information in providing evidence of past human accounts
engage a relevant resource person on historical information

Teaching Resources

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

Strand 4.0

Natural and Historic Built Environments in Africa

5 Sub-strands33 Lessons in Term 2

4.1 Historical Development of Agriculture

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

locate areas where early agriculture was practised in selected geographical regions in Africa
explore crops grown and animals kept in selected regions during early agriculture
illustrate methods of irrigation used in ancient Egypt
assess the contribution of the Nile valley agriculture to world civilization
explore possible careers in Agriculture
value the importance of domestication of plants and animals in Africa. Outcomes

Key Inquiry Questions (KIQs)

Why did people start practising agriculture in Africa?
How did Agriculture begin in Africa?
Inquiry Question(s)?

Learning Experiences

use appropriate digital devices and other sources to draw the map of Africa and show areas where early agriculture was practised in selected geographical regions. (Rift Valley of Eastern Africa, Egypt and Nubia)
carry out research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class
view video clips or photographs on methods of irrigation used in ancient Egypt
draw diagrams showing methods of irrigation which were used in ancient Egypt
discuss the contribution of the Nile valley agriculture to world civilisation
collect/ download pictures and photographs of different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt
discuss different careers associated with agro farming and animal husbandry

Teaching Resources

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

4.2 Maps and map work

10 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe the position, shape and size of Africa
locate places and features using latitudes and longitudes on a map
calculate the time of different places in the world
appreciate the location of key features in the continent

Key Inquiry Questions (KIQs)

How are maps used?
Why is time different in various locations?

Learning Experiences

brainstorm on the position, shape and size of Africa and share in class
buzz on the countries that make up Africa and display in class
draw an outline map of Africa creatively and indicate the countries that make up Africa and display in class
use relevant print media or digital devices to establish the position and location of places and features on a map
calculate time of different places using longitudes
research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
discuss the three types of maps in social Studies
discuss and appreciate positive features that are associated with Africa

Teaching Resources

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

4.3 Earth and the Solar System

5 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe the origin of the earth
explore the size, shape and position of the earth in the solar system
examine the effects of rotation and revolution of the earth on human activities
illustrate the internal structure of the earth in the solar system
appreciate the effects of rotation and revolution of the earth on human activities. Outcomes

Key Inquiry Questions (KIQs)

Why is it important to understand the solar system?
Inquiry Question(s)?

Learning Experiences

share stories on the origin of the earth from their communities
use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the nebula cloud theory)
brainstorm on the size, shape and position of the earth in the solar system
carry out library research on effects of rotation and revolution of the earth on human activities
draw the solar system and indicate the position of the earth as the home of humankind
draw the internal structure of the earth and display in class (core, mantle and crust)
develop communication messages on the effects of rotation and revolution of the earth on human activities

Teaching Resources

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

4.4 Weather

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe the elements of weather in the environment
construct selected instruments for measuring elements of weather
examine the significance of weather to human environment
respond appropriately to different weather conditions in the environment. Outcomes

Key Inquiry Questions (KIQs)

Why are elements of weather in the environment important?
How can we predict change in weather conditions?
Inquiry Question(s)?

Learning Experiences

use relevant print or digital resources to research the elements of weather in the environment and write a report
record and calculate weather conditions in the local environment (temperature, rainfall)
discuss the factors considered when constructing and siting a weather station in the school compound
use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer assess
brainstorm on the significance of weather to the human environment and how to appropriately change to varied weather conditions
discuss effects of weather on road safety
invite a resource person from a meteorological station to discuss possible careers related to climate

Teaching Resources

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

4.5 Field work

10 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

examine methods of data collection used in field work
use analysis methods to process data from the field work
explore solutions to challenges in carrying out field work
value field work in investigating phenomena. Meeting Expectation Learner explores crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa. Meeting Expectation Learner uses latitudes and longitudes to locate places and features on a map. Learner describes the origin, size, shape and position of the earth in the solar system. Learner examines methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work

Key Inquiry Questions (KIQs)

Why is field work important in social studies?
How should we conduct field work?
Below Expectation Learner explores very few crops grown and animals kept in selected regions during early agriculture. Learner describes with major gaps the position, shape, and size of Africa. Below Expectation Learner uses latitudes and longitudes to locate fewer places and features on a map. Learner hardly describes the origin, size, shape and position of the earth in the solar system. Learner examines few methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work with major gaps?

Learning Experiences

use digital devices to search for methods of data collection (observation, questionnaire, interview and focus group discussion)
engage an NTSA officer or any other relevant road officer to discuss current road safety data in the locality
use mean, median and mode to analyse road safety data from the locality and present in class
brainstorm on challenges likely to be encountered during field work and possible solutions
carry out fieldwork to investigate phenomena in the immediate environment. Approaching Expectation Learner explores some crops grown and animals kept in selected regions during early agriculture. Learner describes the position, shape, and size of Africa leaving fewer gaps. Approaching Expectation Learner uses latitudes and longitudes to locate most places and features on a map. Learner partially describes the origin, size, shape and position of the earth in the solar system. Learner examines most methods of data analysis and presentation to ease interpretation. Learner explore solutions to challenges in carrying out field work with minor gaps

Teaching Resources

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

Grade 7 Social Studies Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Social Studies showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

Personal development
People and Relationships
Ability to explore qualities of a peaceful person in the community

Term 2Current

Ability to explore qualities of a peaceful person in the community
Ability to accomplish a CSL project/activity in group(s)
Natural and Historic Built Environments
Natural and Historic Built Environments in Africa

Term 3View Term 3 →

Natural and Historic Built Environments in Africa
Political Development and Governance

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)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)

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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 Social Studies Term 2

What strands and sub-strands are covered in Grade 7 Social Studies Term 2?

In Term 2, Grade 7 Social Studies covers the following main strands: Ability to explore qualities of a peaceful person in the community, Ability to accomplish a CSL project/activity in group(s), Natural and Historic Built Environments, Natural and Historic Built Environments in Africa. 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 Social Studies 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 Social Studies 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.