2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 8 Arabic Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Arabic Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Arabic Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 Arabic in Term 1.

Class / Grade: Grade 8
Learning Area: Arabic
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 8 Arabic Term 1 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	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)

Curriculum Design & Content

Grade 8 Arabic Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 8 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons in Term 1

1.1 Listening for gist: Main idea

1 Suggested LessonsTerm 1

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?

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

1.2 Phonological awareness

1 Suggested LessonsTerm 1

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?

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

1.3 Imitative Speaking

1 Suggested LessonsTerm 1

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?

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

1.4 Self- expression

1 Suggested LessonsTerm 1

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?

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

1.5 Public Presentation

1 Suggested LessonsTerm 1

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?

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

1.6 Conversational skills

1 Suggested LessonsTerm 1

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?

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

1.7 Phonological awareness: Pronunciation

1 Suggested LessonsTerm 1

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?

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

1.8 Imitative Speaking

1 Suggested LessonsTerm 1

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?

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

1.9 Phonological Awareness: Pronunciation

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

Reading

1 Sub-strand1 Lessons in Term 1

2.1 Guided Reading : Reading Fluency

1 Suggested LessonsTerm 1

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?

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

Grade 8 Arabic Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 8 Arabic showing the term-by-term distribution of all 3 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 8 Schemes of Work for Term 1

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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 8 Arabic Term 1

What strands and sub-strands are covered in Grade 8 Arabic Term 1?

In Term 1, Grade 8 Arabic covers the following main strands: Listening and Speaking, Reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 8 Arabic in Term 1?

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 8 Arabic Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.