2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands27 Suggested Lessons

Grade 8 Arabic 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 8 Arabic. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 Arabic Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Arabic under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 3 Strands
Annual Lessons: 27 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Arabic 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 gist: Main idea	By the end of the sub strand, the learner should be able to; a) identify main ideas in oral presentations b) make oral presentations to express themselves in various situations c) develop interest in learning Arabic words	1. Why do we greet one another?	- listen to an audio recording on greetings in informal and formal situations - pick out the main ideas from the recording - list specific greetings and their responses from a recording - collaborate with peers to role play formal and informal greetings with different gender - engage in a singing game on various greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for gist: Main idea	By the end of the sub strand, the learner should be able to; a) identify main ideas in oral presentations b) make oral presentations to express themselves in various situations c) develop interest in learning Arabic words	1. Why do we greet one another?	- listen to an audio recording on greetings in informal and formal situations - pick out the main ideas from the recording - list specific greetings and their responses from a recording - collaborate with peers to role play formal and informal greetings with different gender - engage in a singing game on various greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for gist: Main idea	By the end of the sub strand, the learner should be able to; a) identify main ideas in oral presentations b) make oral presentations to express themselves in various situations c) develop interest in learning Arabic words	1. Why do we greet one another?	- listen to an audio recording on greetings in informal and formal situations - pick out the main ideas from the recording - list specific greetings and their responses from a recording - collaborate with peers to role play formal and informal greetings with different gender - engage in a singing game on various greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for gist: Main idea	By the end of the sub strand, the learner should be able to; a) identify main ideas in oral presentations b) make oral presentations to express themselves in various situations c) develop interest in learning Arabic words	1. Why do we greet one another?	- listen to an audio recording on greetings in informal and formal situations - pick out the main ideas from the recording - list specific greetings and their responses from a recording - collaborate with peers to role play formal and informal greetings with different gender - engage in a singing game on various greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for gist: Main idea	By the end of the sub strand, the learner should be able to; a) identify main ideas in oral presentations b) make oral presentations to express themselves in various situations c) develop interest in learning Arabic words	1. Why do we greet one another?	- listen to an audio recording on greetings in informal and formal situations - pick out the main ideas from the recording - list specific greetings and their responses from a recording - collaborate with peers to role play formal and informal greetings with different gender - engage in a singing game on various greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Phonological awareness	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the theme for information b) present a short talk related to the theme for effective communication c) appreciate the role of different members of the family	1. What makes it necessary to develop the strategies of active listening?	- listen to audio-visual recordings on descriptions of extended family members - pick out vocabulary related to age, names and proffessions of extended family members - conduct a spelling bee session on vocabulary related to the theme - work jointly with peers to answer direct and inferential questions on the extended family - prepare a short talk on the family and family members’ responsibilities - present a short talk to peers in class - peer review each other’s presentation for fluency and relevance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Phonological awareness	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the theme for information b) present a short talk related to the theme for effective communication c) appreciate the role of different members of the family	1. What makes it necessary to develop the strategies of active listening?	- listen to audio-visual recordings on descriptions of extended family members - pick out vocabulary related to age, names and proffessions of extended family members - conduct a spelling bee session on vocabulary related to the theme - work jointly with peers to answer direct and inferential questions on the extended family - prepare a short talk on the family and family members’ responsibilities - present a short talk to peers in class - peer review each other’s presentation for fluency and relevance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Phonological awareness	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the theme for information b) present a short talk related to the theme for effective communication c) appreciate the role of different members of the family	1. What makes it necessary to develop the strategies of active listening?	- listen to audio-visual recordings on descriptions of extended family members - pick out vocabulary related to age, names and proffessions of extended family members - conduct a spelling bee session on vocabulary related to the theme - work jointly with peers to answer direct and inferential questions on the extended family - prepare a short talk on the family and family members’ responsibilities - present a short talk to peers in class - peer review each other’s presentation for fluency and relevance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Phonological awareness	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the theme for information b) present a short talk related to the theme for effective communication c) appreciate the role of different members of the family	1. What makes it necessary to develop the strategies of active listening?	- listen to audio-visual recordings on descriptions of extended family members - pick out vocabulary related to age, names and proffessions of extended family members - conduct a spelling bee session on vocabulary related to the theme - work jointly with peers to answer direct and inferential questions on the extended family - prepare a short talk on the family and family members’ responsibilities - present a short talk to peers in class - peer review each other’s presentation for fluency and relevance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Phonological awareness	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the theme for information b) present a short talk related to the theme for effective communication c) appreciate the role of different members of the family	1. What makes it necessary to develop the strategies of active listening?	- listen to audio-visual recordings on descriptions of extended family members - pick out vocabulary related to age, names and proffessions of extended family members - conduct a spelling bee session on vocabulary related to the theme - work jointly with peers to answer direct and inferential questions on the extended family - prepare a short talk on the family and family members’ responsibilities - present a short talk to peers in class - peer review each other’s presentation for fluency and relevance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Imitative Speaking	By the end of the sub strand, the learner should be able to; a) respond to instructions appropriately b) present an oral description of a place in their surrounding c) appreciate different places in the surrounding	1. Why are instructions important?	- work jointly with peers to conduct a dictation session on vocabulary on places in one’s town - answer direct and inferential questions on the theme- My Sorrounding - identify vocabulary related to the theme from an audio recording - work jointly with peers to conduct a dictation session on the vocabulary identified - collaborate with peers to role-play a short conversation on giving directions to a specific place in their town - conduct a discussion forum to describe places of interest in their town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Imitative Speaking	By the end of the sub strand, the learner should be able to; a) respond to instructions appropriately b) present an oral description of a place in their surrounding c) appreciate different places in the surrounding	1. Why are instructions important?	- work jointly with peers to conduct a dictation session on vocabulary on places in one’s town - answer direct and inferential questions on the theme- My Sorrounding - identify vocabulary related to the theme from an audio recording - work jointly with peers to conduct a dictation session on the vocabulary identified - collaborate with peers to role-play a short conversation on giving directions to a specific place in their town - conduct a discussion forum to describe places of interest in their town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Imitative Speaking	By the end of the sub strand, the learner should be able to; a) respond to instructions appropriately b) present an oral description of a place in their surrounding c) appreciate different places in the surrounding	1. Why are instructions important?	- work jointly with peers to conduct a dictation session on vocabulary on places in one’s town - answer direct and inferential questions on the theme- My Sorrounding - identify vocabulary related to the theme from an audio recording - work jointly with peers to conduct a dictation session on the vocabulary identified - collaborate with peers to role-play a short conversation on giving directions to a specific place in their town - conduct a discussion forum to describe places of interest in their town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Imitative Speaking	By the end of the sub strand, the learner should be able to; a) respond to instructions appropriately b) present an oral description of a place in their surrounding c) appreciate different places in the surrounding	1. Why are instructions important?	- work jointly with peers to conduct a dictation session on vocabulary on places in one’s town - answer direct and inferential questions on the theme- My Sorrounding - identify vocabulary related to the theme from an audio recording - work jointly with peers to conduct a dictation session on the vocabulary identified - collaborate with peers to role-play a short conversation on giving directions to a specific place in their town - conduct a discussion forum to describe places of interest in their town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Imitative Speaking	By the end of the sub strand, the learner should be able to; a) respond to instructions appropriately b) present an oral description of a place in their surrounding c) appreciate different places in the surrounding	1. Why are instructions important?	- work jointly with peers to conduct a dictation session on vocabulary on places in one’s town - answer direct and inferential questions on the theme- My Sorrounding - identify vocabulary related to the theme from an audio recording - work jointly with peers to conduct a dictation session on the vocabulary identified - collaborate with peers to role-play a short conversation on giving directions to a specific place in their town - conduct a discussion forum to describe places of interest in their town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Arabic Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Listening for gist: Main idea

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify main ideas in oral presentations
make oral presentations to express themselves in various situations
develop interest in learning Arabic words

Key Inquiry Questions (KIQs)

Why do we greet one another?

Suggested Experiences

listen to an audio recording on greetings in informal and formal situations
pick out the main ideas from the recording
list specific greetings and their responses from a recording
collaborate with peers to role play formal and informal greetings with different gender
engage in a singing game on various greetings with peers

Teaching Resources

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

1.2 Phonological awareness

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme for information
present a short talk related to the theme for effective communication
appreciate the role of different members of the family

Key Inquiry Questions (KIQs)

What makes it necessary to develop the strategies of active listening?

Suggested Experiences

listen to audio-visual recordings on descriptions of extended family members
pick out vocabulary related to age, names and proffessions of extended family members
conduct a spelling bee session on vocabulary related to the theme
work jointly with peers to answer direct and inferential questions on the extended family
prepare a short talk on the family and family members’ responsibilities
present a short talk to peers in class
peer review each other’s presentation for fluency and relevance

Teaching Resources

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

1.3 Imitative Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to instructions appropriately
present an oral description of a place in their surrounding
appreciate different places in the surrounding

Key Inquiry Questions (KIQs)

Why are instructions important?

Suggested Experiences

work jointly with peers to conduct a dictation session on vocabulary on places in one’s town
answer direct and inferential questions on the theme- My Sorrounding
identify vocabulary related to the theme from an audio recording
work jointly with peers to conduct a dictation session on the vocabulary identified
collaborate with peers to role-play a short conversation on giving directions to a specific place in their town
conduct a discussion forum to describe places of interest in their town

Teaching Resources

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

1.4 Self- expression

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

summarise the main idea from an oral text for information
express opinions, feelings and thoughts using acquired vocabulary
appreciate speaking skills in conveying a message

Key Inquiry Questions (KIQs)

How can you observe punctuality in school?
Why do we summarise information?

Suggested Experiences

listen attentively to a presentation on telling time using the 12-hour clock
collaborate with peers to answer questions from the presentation
describe the main idea in a text related to the school timetable
pick out vocabulary from the text and display on flashcards
make an oral presentation using simple sentences on time for example, what is the time? At what time….?
collaborate with peers to observe various clock faces and tell different times shown

Teaching Resources

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

1.5 Public Presentation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify non-verbal cues for effective communication
apply appropriate non verbal cues in an oral presentation
appreciate audience awareness in public presentation for lifelong learning

Key Inquiry Questions (KIQs)

Why do we travel?

Suggested Experiences

listen to an audio presentation on travelling
work jointly with peers to create a vocabulary bank on words derived from the recording
collaborate with peers to identify non-verbal cues used in oral communication
role play the non-verbal cues identified
present an oral narrative while applying the non-verbal cues
participate in a dialogue on travelling in pairs Begin: I like travelling to…...? : I like to travel by….?

Teaching Resources

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

1.6 Conversational skills

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to foodstuff for comprehension
apply etiquette and turn taking skills in oral conversations
acknowledge the place of etiquette in effective communication

Key Inquiry Questions (KIQs)

How should one interrupt a speaker in a conversation without sounding rude?

Suggested Experiences

listen to a conversation about the kitchen, meal preparation an utensils used
identify new words in a text related to the theme and pronounce them correctly
collaborate with peers to talk about vocabulary related to kitchen items and meals using simple descriptions
work with peers to identify words used to interrupt a conversation politely
engage in a dialogue using appropriate turn taking skills and interrupting politely

Teaching Resources

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

1.7 Phonological awareness: Pronunciation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce target words related to the body parts correctly
apply appropriate stress and intonation in oral communication
recognise the role of correct articulation in effective communication

Key Inquiry Questions (KIQs)

How can you ensure you speak fluently?

Suggested Experiences

read out words on parts of the body aloud using correct pronunciation and stress
conduct a spelling bee session to pronounce target words on the parts of the body
ask and answer questions using the correct pronunciation and intonation
engage in a dialogue related to the theme expressing their opinions, emotions and feelings fluently

Teaching Resources

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

1.8 Imitative Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to simple questions related to weather and environment correctly
use variety of words to describe different physical features within the environment
acknowledge the place of attentive listening for communication

Key Inquiry Questions (KIQs)

How do poor listening habits affect learning?

Suggested Experiences

listen to or watch a video recording related to the theme
answer direct and inferential questions from the recording
observe picture displays on physical features
use appropriate words to describe the physical features within their environment
build a vocabulary list on words related to the theme
organize the vocabulary list in a portfolio

Teaching Resources

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

1.9 Phonological Awareness: Pronunciation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce words on common means of transport correctly
use variety of words to describe different situations and events related to the theme
appreciate speaking skills to convey information accurately

Key Inquiry Questions (KIQs)

Why should we pronounce words appropriately?

Suggested Experiences

listen attentively to an audio presentation on means of transport
answer questions from the text in groups
work with peers to build a list of words used to describe a situation or event
display the descriptive words on charts for peer review
fill gaps using the descriptive words to make simple sentences
participate in a dialogue describing common means of transport in small groups

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Guided Reading : Reading Fluency

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

read a text with correct speed and expression
apply appropriate intonation and stress when reading texts
develop interest in reading Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

Why should we read texts with correct speed?

Suggested Experiences

read short sentences on greetings and self-introduction aloud with correct pronunciation
collaborate with peers to review each other’s reading speed for fluency and accuracy
identify words in the Arabic language that bring different meaning when stress and intonation is applied differently
collaborate with peers to compose a narrative on the theme
present the narrative to the class using appropriate stress, intonation and pronunciation

Teaching Resources

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

2.2 Guided Reading: Reading Aloud

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the family in a text
infer meaning of vocabulary for comprehension
appreciate reading strategies to acquire reading skills

Key Inquiry Questions (KIQs)

How can you show love to your family members?
How can you tell the meaning of a new word in a text?

Suggested Experiences

conduct a reader’s theatre to read texts related to extended family members
peer assess each other’s reading for fluency
create a vocabulary list of new words identified from the text
collaborate with peers to infer the meaning of vocabulary used from context
make sentences using the vocabulary acquired
take turns reading conversations about extended family members
collaborate with peers to dramatise the conversations

Teaching Resources

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

2.3 Guided Reading: Reading Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify the main idea in a text for comprehension
respond to questions on the theme in a text for comprehension
develop interest in reading Arabic texts for pleasure and understanding

Key Inquiry Questions (KIQs)

How can you extract specific information from a reading text?

Suggested Experiences

collaborate with peers to read a text aloud
make notes on the main idea in the text
conduct a reader’s theatre to read a text on the theme- My Sorrounding
circle nouns identified from the text
work jointly to list the nouns on flashcards to create a collection of nouns
answer direct and inferential questions from the texts read

Teaching Resources

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

2.4 Guided Reading: Reading Fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read texts at a good pace/speed for fluency
identify specific details from a text for comprehension
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

How can you improve on your pace when reading Arabic texts?

Suggested Experiences

engage in reading short sentences at a reasonable pace on telling time
collaborate with peers to assess the various speeds used when reading to ensure accuracy
recite poems about importance of time in groups
work with peers to identify specific details from the poems (characters, persona, style, vocabulary)
read level appropriate poems of interest independently during their free time

Teaching Resources

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

2.5 Guided Reading: Reading Aloud

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read texts with the correct articulation
read texts aloud with the appropriate verbal cues
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

How do you spend your free time?
Why are verbal cues important when reading?

Suggested Experiences

read a range of texts aloud about the theme
answer direct and inferential questions in pairs
work with peers to discuss various verbal cues used in reading
read a given passage with appropriate verbal cues (e.g. stress, intonation, tonal variation, pace)
collaborate with peers to conduct a reading fluency contest for enjoyment and leisure
independently read Arabic materials during free time at home

Teaching Resources

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

2.6 Guided Reading: Reading Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

make predictions on events in a text for comprehension
respond to direct and inferential questions from a text for comprehension
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

What do you consider when preparing meals?
How can we predict events in a text correctly before reading?

Suggested Experiences

work jointly with peers to study illustrations and titles in a text and predict possible events that the text could be about
create a mind map on possible occurences in the text based on the predictions made
read the text aloud with accuracy and fluency
answer direct and inferential questions related to the texts
read level appropriate texts independently during free time

Teaching Resources

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

2.7 Guided Reading: Extensive Reading

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

select appropriate reading materials from digital and non-digital sources
read varied appropriate grade appropriate materials for lifelong learning
create a reading log to monitor reading activities
recommend to peers appropriate reading materials for enjoyment

Key Inquiry Questions (KIQs)

Why is reading important?

Suggested Experiences

collaborate with peers to select reading materials from various digital and non-digital sources
conduct a silent reading session to read the materials identified
make notes on the events in the texts
prepare a reading log on the texts read indicating key details e.g. author, title, characters, events and personal opinion on text
engage in reading activities for pleasure and understanding with assistance from parents
collaborate with peers to form a reading club for Arabic materials

Teaching Resources

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

2.8 Guided Reading : Reading Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

relate characters and events in a text to real life
infer meaning of new words in a text for comprehension
develop interest in reading short Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How are some text events similar to those in real life?

Suggested Experiences

practice reading short passages on physical features from digital devices or any other reading materials
collaborate with peers to share views on how the characters and events relate to relate to real life
identify vocabulary and phrases from the texts
infer meaning of the new words based on context
work jointly with peers to memorise and recite poems about physical features

Teaching Resources

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

2.9 Guided reading : Reading comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify mental images created from a text read
summarise the main idea from a text for information
develop a positive attitude towards reading for lifelong learning

Key Inquiry Questions (KIQs)

Why are images thought to be worth a thousand words?

Suggested Experiences

participate in reading circles to read a text aloud on the theme
describe the mental images created from texts read
work jointly with peers to diagram the mental images from the texts to describe or summarisethe text
prepare a summary on the main idea from the text
share their summaries with peers for peer review
organize their mental illustrations from texts in a portfolio

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary used in formal and informal greetings and introduction
use a range of vocabulary to construct sentences on greetings and introduction
develop interest in writing Arabic texts

Key Inquiry Questions (KIQs)

Why do we use different words when greeting others in formal and informal contexts?

Suggested Experiences

collaborate with peers to underline vocabulary used in formal and informal greetings and introduction
copy nouns from a given display in groups
construct simple sentences on greetings and introduction
complete a broken dialogue on formal greetings and introduction
work jointly with peers to practice free writing to develop good handwriting

Teaching Resources

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

3.2 Guided Writing: Neatness and Legibility

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of neat and legible handwriting
use basic descriptive words in writing neat and legible paragraphs
appreciate the skill of writing for effective communication

Key Inquiry Questions (KIQs)

Why is it good to write clearly?

Suggested Experiences

work with peers to discuss features of a neat and legible handwriting
identify words used to describe members of the family and proffessions
write the descriptive words on a chart for display
use the descriptive words to write a paragraph neatly and legibly
share their written work with peers for assessment
put together a collection of neatly written work
collaborate with peers to organise their neat and legible work in a class portfolio

Teaching Resources

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

3.3 Guided Writing: Paragraph Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme from a given text
write a simple paragraph on the theme for effective communication
develop interest in writing Arabic

Key Inquiry Questions (KIQs)

How can you improve your writing skills in Arabic?

Suggested Experiences

work with peers to pick out words related to their surrounding from a given display
work jointly to build a vocabulary bank based on the theme
collaborate with peers to play scrabble games forming simple words related to the theme
construct sentences using vocabulary on the theme
reorganise jumbled up sentences to form a coherent and neatly written paragraph based on the theme

Teaching Resources

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

3.4 Guided Writing: Descriptive Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

organise ideas coherently to express an opinion, feeling and thought
apply basic descriptive words in writing a simple paragraph
appreciate the skill of writing to express feeling and opinion

Key Inquiry Questions (KIQs)

How can you manage your time well?
Why do we organise ideas in a paragraph?

Suggested Experiences

write sentences from various clock faces to tell time in relation to school events in groups
prepare a mind map displaying events in school or home that happen at different times
share the mind maps with peers for review
collaborate with peers to organise the ideas in a logical sequence and occurence
write a coherent paragraph describing events using the sequenced ideas
collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time

Teaching Resources

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

3.5 Guided Writing: Mechanics of Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

apply appropriate punctuation marks in a written text
create a short imaginative writing to express feelings and ideas with correct punctuation
appreciate different Arabic writing styles

Key Inquiry Questions (KIQs)

How would texts be if there no punctuation marks?

Suggested Experiences

create flashcards with the various punctuation marks applied in arabic writing
organise the flashcards in the class portfolio
observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel)
write a creative story on travelling with correct punctuation and share with peers
review their own stories and assess for correct punctuation and presentation
submit the best texts for a writing competition or magazine for publishing

Teaching Resources

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

3.6 Guided writing: Poetry

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

construct sentences correctly
use basic descriptive words in writing a simple poem
appreciate the skill of writing for effective communication

Key Inquiry Questions (KIQs)

How do we keep our utensils clean?
Why should we writie poems?

Suggested Experiences

team up to create a vocabulary bank with words related to the theme
complete sentences using appropriate vocabulary on kitchen items and meals
work jointly with peers to rearrange jumbled up sentences to make coherent and logic paragraphs
derive words from the vocabulary list based on the theme to compose a simple poem
collaborate with peers to memorise and recite the poem in class or during clubs and societies

Teaching Resources

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

3.7 Guided Writing: Creative Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

construct simple sentences using acquired vocabulary
write creative texts on the theme using descriptive words
develop interest in artistic expression through writing

Key Inquiry Questions (KIQs)

How can you make a story more interesting in writing?

Suggested Experiences

listen to audio recording and write vocabulary related to the theme
form sentences using descriptive words about feelings and emotions in small groups
share the sentences with their peers for review, e.g I am hungry today
compose a simple story using vocabulary based on the theme
identify verbs from texts in pairs
play a game of forming verbs from jumbled up letters

Teaching Resources

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

3.8 Guided Writing: Essay Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme for comprehension
write a simple essay using acquired vocabulary and expressions
appreciate the skill of writing for effective communication

Key Inquiry Questions (KIQs)

What tips can you use to develop neat handwriting?

Suggested Experiences

collaboratively make a list of vocabulary related to eather and environment
organise the vocabulary in a portfolio for future reference
work with peers to identify meaning of new words
fill gaps to complete simple sentences with suitable words related to physical features
collaborate with peers to write a neat and coherent essay related to the theme
share their essays with peers for review

Teaching Resources

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

3.9 Guided Writing : Creative Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

develop ideas logically in writing
write a dialogue related to the theme
develop positive attitude towards writing Arabic langauge

Key Inquiry Questions (KIQs)

What are some of the challenges you face when composing texts?

Suggested Experiences

collaborate with peers to form simple sentences from substitution tables on means of transport
brainstorm ideas on the theme to create a simple dialogue
present the ideas logically in writing
write a dialogue on the theme
practise writing plays legibly and correctly during free times

Teaching Resources

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

Grade 8 Arabic Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Arabic.

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 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Christian Religious Education Hub English Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Mathematics 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 7 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 8 Arabic?

The official KICD strands for Grade 8 Arabic 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 8 Arabic?

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 8 Arabic 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 8 Arabic?

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.