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

Grade 8 Arabic 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 8 Arabic Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Arabic 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 8 Arabic in Term 2.

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

Full Term Timetable

Grade 8 Arabic 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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70 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Guided Reading: Reading Aloud	By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the family in a text b) infer meaning of vocabulary for comprehension c) appreciate reading strategies to acquire reading skills	1. How can you show love to your family members? 2. How can you tell the meaning of a new word in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Guided Reading: Reading Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea in a text for comprehension b) respond to questions on the theme in a text for comprehension c) develop interest in reading Arabic texts for pleasure and understanding	1. How can you extract specific information from a reading text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Guided Reading: Reading Fluency	By the end of the sub strand, the learner should be able to; a) read texts at a good pace/speed for fluency b) identify specific details from a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve on your pace when reading Arabic texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Guided Reading: Reading Fluency	By the end of the sub strand, the learner should be able to; a) read texts at a good pace/speed for fluency b) identify specific details from a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve on your pace when reading Arabic texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Guided Reading: Reading Fluency	By the end of the sub strand, the learner should be able to; a) read texts at a good pace/speed for fluency b) identify specific details from a text for comprehension c) develop interest in reading Arabic texts	1. How can you improve on your pace when reading Arabic texts?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Arabic Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 8 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands8 Lessons in Term 2

1.1 Guided Reading: Reading Aloud

1 Suggested LessonsTerm 2

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?

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

1.2 Guided Reading: Reading Comprehension

1 Suggested LessonsTerm 2

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?

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

1.3 Guided Reading: Reading Fluency

1 Suggested LessonsTerm 2

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?

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

1.4 Guided Reading: Reading Aloud

1 Suggested LessonsTerm 2

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?

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

1.5 Guided Reading: Reading Comprehension

1 Suggested LessonsTerm 2

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?

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

1.6 Guided Reading: Extensive Reading

1 Suggested LessonsTerm 2

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?

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

1.7 Guided Reading : Reading Comprehension

1 Suggested LessonsTerm 2

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?

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

1.8 Guided reading : Reading comprehension

1 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands3 Lessons in Term 2

2.1 Guided Writing

1 Suggested LessonsTerm 2

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?

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

2.2 Guided Writing: Neatness and Legibility

1 Suggested LessonsTerm 2

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?

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

2.3 Guided Writing: Paragraph Writing

1 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing

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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 2

What strands and sub-strands are covered in Grade 8 Arabic Term 2?

In Term 2, Grade 8 Arabic covers the following main strands: Reading, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 8 Arabic 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 8 Arabic 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.