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

Grade 8 English 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 English Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 English 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 English in Term 1.

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

Full Term Timetable

Grade 8 English 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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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	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) identify polite words and phrases in telephone conversations	1. Why should one be polite when speaking over telephone?	- listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device - role-play a telephone dialogue on human rights using polite language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) conduct a telephone conversation using polite words and expressions b) acknowledge the significance of etiquette in telephone conversations	1. How do we ensure politeness in a telephone conversation?	- match polite telephone conversation expressions with appropriate responses from the cards provided - practise leaving and taking telephone messages over the phone using polite language on a caller card	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) acknowledge the significance of etiquette in telephone conversations	1. How do we ensure politeness in a telephone conversation?	- practise leaving and taking telephone messages over the phone using polite language on a caller card	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Presentations: Songs	By the end of the sub strand, the learner should be able to; a) identify features of songs in the locality b) use performance techniques when singing	1. How can one improve the presentation of a song to make it interesting?	- watch recordings of songs from the Kenya drama and music festivals - discuss the performance techniques that make the presentations appealing and make notes - identify songs of their choice and present them to the rest of the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Presentations: Songs	By the end of the sub strand, the learner should be able to; a) write songs on a scientific innovation b) appreciate the role of songs in the society	1. How can one improve the presentation of a song to make it interesting?	- write songs on scientific innovations - collaborate to recite and record the songs or poems - watch the recordings and discuss the non- verbal aspects of the performance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea from a cause and effect text b) pinpoint specific information from a cause and effect text	1. What should one look for when listening to a text?	- listen to a cause and effect text on pollution being read by the teacher or from a digital device - pick out the main idea from that cause and effect text - respond to oral questions based on the text correctly - identify and write down the ideas presented in the text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) infer the meanings of unfamiliar words using context clues b) acknowledge the importance of listening for detail	1. What should one look for when listening to a text?	- orally answer questions based on the text - make a list of unfamiliar words and practise pronouncing them - give the meaning of specific words using context clues - look up the meanings of unfamiliar words from an online or offline dictionary - use given words to construct sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) distinguish between specific and general information from a listening text b) select specific information from a text	1. Why is it important to get the main points from an oral text?	- listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general - search online for audio recordings and attentively listen for specific information	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) listen and respond to texts appropriately b) emphasise the value of listening skills in communication	1. How can you ensure you capture the relevant information from a speaker?	- role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication - listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text b) pronounce words that have target sounds correctly	1. How can one improve their pronunciation?	- interact with an audio or video recording featuring vowel sounds/ɒ/ /ͻ:/ and consonant sounds/θ/ /ð/ from a digital device - list words that contain the mentioned sounds from print or digital texts - pronounce the identified words correctly, with peers - play word games involving the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) apply emphatic stress correctly in varied contexts b) acknowledge the role of correct pronunciation in communication	1. How can one improve their pronunciation?	- with peers, search online and offline for the meaning of emphatic stress - listen to a series of sentences and identify the stressed words - collaborate to recite a poem and emphasise given words to bring out various meanings - read sentences and stress given words appropriately	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	1.1 Conversational Skills: Disagreeing politely	By the end of the sub strand, the learner should be able to; a) list ways of disagreeing politely b) use conversational strategies to disagree appropriately	1. Which words or phrases are used to show politeness?	- watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used - role play the events depicted in the video or excerpt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	1.1 Conversational Skills: Disagreeing politely	By the end of the sub strand, the learner should be able to; a) apply non-verbal cues to express varied moods and feelings b) advocate for the need to speak politely during communication	1. How do you use non-verbal cues to express different moods and feelings?	- practise disagreeing politely while incorporating non-verbal cues - listen to a dialogue where characters agree or disagree politely - work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for Detail	By the end of the sub strand, the learner should be able to; a) identify main ideas in a listening text	1. How should one listen for detail?	- listen to a recorded text on wild life and answer questions from the text, and discuss the main ideas	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for Detail	By the end of the sub strand, the learner should be able to; a) respond appropriately to questions based on the listening text b) acknowledge the importance of listening for details in life	1. How should one listen for detail?	- listen to a passage read by peers or the teacher and outline the main ideas from the text individually - discuss with peers answers based on a given text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 English Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

15 Sub-strands30 Lessons in Term 1

1.1 Polite Language: Telephone Etiquette

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify polite words and phrases in telephone conversations
conduct a telephone conversation using polite words and expressions
acknowledge the significance of etiquette in telephone conversations

Key Inquiry Questions (KIQs)

Why should one be polite when speaking over telephone?
How do we ensure politeness in a telephone conversation?

Learning Experiences

listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device
role-play a telephone dialogue on human rights using polite language
match polite telephone conversation expressions with appropriate responses from the cards provided
practise leaving and taking telephone messages over the phone using polite language on a caller card

Teaching Resources

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

1.2 Oral Presentations: Songs

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify features of songs in the locality
use performance techniques when singing
write songs on a scientific innovation
appreciate the role of songs in the society

Key Inquiry Questions (KIQs)

How can one improve the presentation of a song to make it interesting?

Learning Experiences

watch recordings of songs from the Kenya drama and music festivals
discuss the performance techniques that make the presentations appealing and make notes
identify songs of their choice and present them to the rest of the class
write songs on scientific innovations
collaborate to recite and record the songs or poems
watch the recordings and discuss the non- verbal aspects of the performance

Teaching Resources

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

1.3 Listening Comprehension

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main idea from a cause and effect text
pinpoint specific information from a cause and effect text
infer the meanings of unfamiliar words using context clues
acknowledge the importance of listening for detail

Key Inquiry Questions (KIQs)

What should one look for when listening to a text?

Learning Experiences

listen to a cause and effect text on pollution being read by the teacher or from a digital device
pick out the main idea from that cause and effect text
respond to oral questions based on the text correctly
identify and write down the ideas presented in the text
orally answer questions based on the text
make a list of unfamiliar words and practise pronouncing them
give the meaning of specific words using context clues
look up the meanings of unfamiliar words from an online or offline dictionary
use given words to construct sentences

Teaching Resources

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

1.4 Listening Comprehension: Selective Listening

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish between specific and general information from a listening text
select specific information from a text
listen and respond to texts appropriately
emphasise the value of listening skills in communication

Key Inquiry Questions (KIQs)

Why is it important to get the main points from an oral text?
How can you ensure you capture the relevant information from a speaker?

Learning Experiences

listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general
search online for audio recordings and attentively listen for specific information
role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication
listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker

Teaching Resources

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

1.5 Pronunciation

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text
pronounce words that have target sounds correctly
apply emphatic stress correctly in varied contexts
acknowledge the role of correct pronunciation in communication

Key Inquiry Questions (KIQs)

How can one improve their pronunciation?

Learning Experiences

interact with an audio or video recording featuring vowel sounds/ɒ/ /ͻ:/ and consonant sounds/θ/ /ð/ from a digital device
list words that contain the mentioned sounds from print or digital texts
pronounce the identified words correctly, with peers
play word games involving the target sounds
with peers, search online and offline for the meaning of emphatic stress
listen to a series of sentences and identify the stressed words
collaborate to recite a poem and emphasise given words to bring out various meanings
read sentences and stress given words appropriately

Teaching Resources

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

1.6 1.1 Conversational Skills: Disagreeing politely

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

list ways of disagreeing politely
use conversational strategies to disagree appropriately
apply non-verbal cues to express varied moods and feelings
advocate for the need to speak politely during communication

Key Inquiry Questions (KIQs)

Which words or phrases are used to show politeness?
How do you use non-verbal cues to express different moods and feelings?

Learning Experiences

watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used
role play the events depicted in the video or excerpt
practise disagreeing politely while incorporating non-verbal cues
listen to a dialogue where characters agree or disagree politely
work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class

Teaching Resources

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

1.7 Listening for Detail

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify main ideas in a listening text
respond appropriately to questions based on the listening text
acknowledge the importance of listening for details in life

Key Inquiry Questions (KIQs)

How should one listen for detail?

Learning Experiences

listen to a recorded text on wild life and answer questions from the text, and discuss the main ideas
listen to a passage read by peers or the teacher and outline the main ideas from the text individually
discuss with peers answers based on a given text

Teaching Resources

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

1.8 Listening and Responding: Oral Narratives - Myths

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the characters in a given myth
narrate the key events in a given myth
explain the moral lesson in a set myth
relate the characters in a myth to real life
acknowledge the role/importance of oral literature in lifelong learning

Key Inquiry Questions (KIQs)

How can you tell what is going to happen in a story?
How are the characters or events in the story related to the people or happenings around us?

Learning Experiences

predict events in a myth from the title or pictures in the story
listen to a narration of a myth from your community then retell the myth to their peers
watch a video recording of a myth
identify the characters in the myth
collaborate answer questions from the story
discuss the lessons learnt from a myth
discuss the relevance of the story to real life

Teaching Resources

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

1.9 Pronunciation: 9.1.1.1 Sounds: vowels /ɑː/ /зː/and consonants /tʃ/ and/dʒ/ 9.1.1.2: Stressed and unstressed words

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify words with vowels /ɑː/; /зː/ and the consonant /tʃ/; /dʒ/ from a sample text
pronounce the vowels /ɑː/; /зː/ and the consonants /tʃ/; /dʒ/ correctly
apply stress on content words while leaving the function words unstressed
acknowledge the importance of emphatic stress in communication

Key Inquiry Questions (KIQs)

Why are some words said with greater force than others?
Why do we pronounce some words differently from others in a sentence?

Learning Experiences

listen to a recording and identify the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/
practise saying the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/
identify the stressed and unstressed words in a sample text
work with peers to practise saying words with the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/ and make a recording
listen to sentences as they are read out
pick out words that are either stressed and unstressed
collaborate to recite a poem and identify the stressed words

Teaching Resources

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

1.10 Oral Presentations

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the items in the format of a speech
present a written speech using effective speaking skills
prepare a short speech on a given topic
acknowledge the importance of good speaking skills for effective communication

Key Inquiry Questions (KIQs)

How can you make a speech presentation interesting?
What are some of the techniques for introducing or concluding a speech?

Learning Experiences

search online and offline for the format of a speech
listen to or watch a recorded speech from a digital device
identify the introduction, body and conclusion of the speech they have listened to or watched
work with peers write down points on how they can appreciate their heritage through art
collaborate to prepare a speech using the points generated above and present it in class
present the speech to the whole class as other learners provide feedback on the non-verbal cues used
identify the speaking strategies that made each speech interesting

Teaching Resources

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

1.11 Conversational Skills: interviews

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify polite words and expressions in a radio or television interview
use polite words and expressions when conducting an interview
appreciate the role of interviews in presenting reality

Key Inquiry Questions (KIQs)

Why is it important to use polite language during an interview?
How do we show respect for other people’s opinion?

Learning Experiences

listen to a recorded or a role played interview and identify polite expressions used. For example, “I am sorry but...”; “your point is valid, but...”
watch a video in which the speakers are engaged in a radio or television interview
make a list of the verbal and non- verbal cues used by the speakers to express politeness
brainstorm and conduct an interview on choosing a career in traffic law enforcement agencies using polite expressions
search online and offline for typical questions and answers in a radio or television interview
conduct a hot seating episode that relates to experiences people go through in their various careers

Teaching Resources

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

1.12 Listening to Respond: Attitude

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain the message in a given song
use appropriate words and expressions to express their attitude towards a given song
appreciate how choice of words affects the reader

Key Inquiry Questions (KIQs)

What messages are found in songs?
What makes one like or dislike a song?

Learning Experiences

listen to different songs from a digital device or non-electronic sources and describe the messages in them
collaborate with peers to perform the songs and bring out relevant emotions
discuss issues highlighted in the songs with those of their peers
use words and expressions to describe their feelings about various issues in the songs including modern fashion

Teaching Resources

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

1.13 Extensive Listening: Poems

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify messages in poems
perform poems using appropriate techniques
acknowledge the role of poems in society

Key Inquiry Questions (KIQs)

How can you improve the presentation of a poem?
What messages are conveyed in poem?

Learning Experiences

watch recordings or performances of poems on the need for consumer protection and patriotism for enjoyment
with peers, discuss the different messages in the poems
discuss in groups the performance techniques that make the presentations appealing
identify poems on the need for consumer protection and perform them while recording themselves
discuss what stands out in presentation

Teaching Resources

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

1.14 Pronunciation and Intonation

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify silent consonant letters in words
pronounce words with silent consonant letters in sentences
use the correct intonation in declarative and exclamatory sentences
acknowledge the importance of correct pronunciation and intonation in communication

Key Inquiry Questions (KIQs)

Why should we use the right intonation when speaking?
What are some of the words with silent letters?

Learning Experiences

search online and offline for words with the following silent consonant letters /r//h//k//g//p//t/and /b/ and practise the pronunciation of the given words
listen from the online dictionaries and tutorials for the correct articulation of the specified sounds
listen to the teacher or a recording of some sentences on sports and indicate whether a falling or rising intonation has been used
use correct intonation when reading declarative and exclamatory sentences
practise reading words with silent letters in pairs and give feedback
underline silent letters in words

Teaching Resources

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

1.15 Oral Reports: Events

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

recount events that take place outside the classroom
present a report on occurences taking place out of the classsroom using verbal and non-verbal cues
acknowledge the role of oral reports in communication

Key Inquiry Questions (KIQs)

How can you make your presentation convincing?
Why do we give oral reports?

Learning Experiences

scan through pictures or videos taken in a tourist attraction site and discuss the activities involved and how the roads are used to ensure safety
search online or offline for oral reports and note the steps taken during the presentations
review an out of class activity and order the sequence of events of the activity
rehearse an oral report paying attention to verbal and non-verbal cues
present oral reports on the activities as they took place using verbal and non-verbal cues
provide feedback on reports presented by peers and suggest improvements

Teaching Resources

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

Strand 2.0

Reading

12 Sub-strands24 Lessons in Term 1

2.1 Extensive Reading: Independent Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify print and non- print texts that are interesting to read
read a range of texts for information
appreciate the importance of reading for enjoyment

Key Inquiry Questions (KIQs)

Why should one read widely?
What should one consider when selecting a reading text?

Learning Experiences

skim through grade-appropriate print and electronic reading materials
scan grade-appropriate print and electronic reading materials
read materials on human rights at their pace within a specified period
discuss what they have read
write down the main ideas in the texts they have read
use a dictionary to look up the meaning of vocabulary acquired from independent reading
infer the meaning of words as used in the texts

Teaching Resources

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

2.2 Intensive Reading: Short Stories

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline the sequence of events in a short story that they have read
use contextual clues to infer the meanings of words
answer direct and inferential questions from a short story
acknowledge the role of reading in communication

Key Inquiry Questions (KIQs)

How can you predict the outcome of a story even before you read it?
How do you tell the meaning of unfamiliar words in a story?

Learning Experiences

predict events by focusing on the title and illustrations in a text
silently read the short story
infer contextual meanings of words based on the events in the story
retell the story while citing issues on human rights
role-play selected events and characters in the story
work with peers to discuss the relationships between their own lives and those of characters in the text

Teaching Resources

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

2.3 Intensive Reading: Simple poems

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the persona in a given poem
identify instances of repetition in a given poem
explain what the poem is about
appreciate the role of poems in communication

Key Inquiry Questions (KIQs)

How is a poem different from a passage?
How can you say what is in the poem in your own words?

Learning Experiences

read a given poem for enjoyment
recite/rap and dramatise the given poem
discuss the voice that speaks in the poem (the persona)
explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem
relate the message in the poem with real life experiences
work with peers to compose, type and share poems related to scientific innovations
display their poems on a chart, a poster in class or on the school notice board

Teaching Resources

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

2.4 Intensive Reading: Short story

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the setting - time and place-of a short story
highlight the episodes in the short story chronologically
appreciate the differences in culture and setting

Key Inquiry Questions (KIQs)

Which places in the short stories would you like to visit?
Which time in history would you desire to live?

Learning Experiences

watch different places and times of the day and night from a digital device or written text
read a short story and retell what they have read
tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story
work with peers to compare the setting and places in the short story to their own real life setting
use their surroundings to describe the setting and place
draw or take pictures of different settings at different times

Teaching Resources

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

2.5 Intensive Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

answer questions based on a given text correctly
infer meanings of words in a given text correctly
acknowledge the importance of good reading skills reading in life

Key Inquiry Questions (KIQs)

How can one improve the way they read?
Which skills should one use in order to read effectively?

Learning Experiences

predict events by focusing on the title and illustrations in a text
individually, silently read a passage on pollution so as to internalize the information
read the passage aloud in turns as they answer oral questions that are asked
infer the meaning of given words using synonyms, contexts among others
work with peers to recapture events in the text as they role play
write answers to the questions given after the passage correctly

Teaching Resources

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

2.6 Intensive reading: Poetry

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the aspects of structure in a given poem
recognize the main ideas in a given poem
recognize the role of poems in communicating values

Key Inquiry Questions (KIQs)

What messages do poems convey?

Learning Experiences

search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza
read a given poem and identify the structure
recite and dramatize the given poem
explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning
relate the message of the poem to real life
identify topics of poems such as pollution, list the topics down and display them in charts
compose, type and share a poem related to pollution, with peers
display their poems in a portfolio/chart/class noticeboard

Teaching Resources

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

2.7 Intensive Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify reading strategies for use on given texts
select main ideas and details from written texts
acknowledge reading for main ideas and details as a comprehension skill

Key Inquiry Questions (KIQs)

Why should one read for main ideas?
How can you improve your reading?

Learning Experiences

search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details
read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other’s work
work with peers and share ideas on how one can practically use the selected reading strategies
fill in substitution tables with specific details from texts
complete a mind map with focus on the main idea and details

Teaching Resources

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

2.8 Intensive Reading: Short story

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the characters in a short story
use contextual clues to infer character traits of the characters in a short story
acknowledge the role of characters in a short story

Key Inquiry Questions (KIQs)

What should one look for when reading a story?
What qualities do you admire in people?

Learning Experiences

with peers, read the short story and retell what they have read
describe the traits of the characters in the short story using different adjectives
compare and contrast the traits of the characters that appear in the short story
role play the different characters and discuss their importance in the short story
make connections between their own lives and those of characters in the text

Teaching Resources

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

2.9 Study Skills- Reference Materials

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

select relevant reference materials for varied tasks
use reference materials to obtain information on varied subjects
acknowledge the role of reference materials in lifelong learning

Key Inquiry Questions (KIQs)

What is the importance of reference materials?
How can one use reference materials appropriately?

Learning Experiences

pick out various words from print and digital texts
check the meanings and spellings of the words in a dictionary
work with peers to look for the synonyms of various words from a thesaurus
construct sentences using the given words
give the antonyms of those words
use an encyclopaedia to search for information on various topics
create crossword puzzles using the antonyms and synonyms learnt and share with peers for review

Teaching Resources

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

2.10 Intensive Reading: Short story

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify dialogue and repetition in a short story
explain the importance of repetition and dialogue in a short story
acknowledge the role of dialogue and repetition in fiction writing

Key Inquiry Questions (KIQs)

What makes stories interesting to read?

Learning Experiences

watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device
read a short story and work with peers to retell what they have read
search online and offline for the importance of repetition and dialogue in a short story
discuss the message in the dialogue in a short story
role play a dialogue in the short story read
describe how the dialogues bring out the traits of the different speakers
make connections between their own lives and those of the characters in the short story
write a short paragraph on the theme of ‘peers’ using repetition and dialogue appropriately

Teaching Resources

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

2.11 Reading Fluency: Poem

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify techniques of reading fast
read a text accurately, with expression and at the right speed
apply fluency strategies when reading a text
appreciate the value of fluency in reading to enhance understanding

Key Inquiry Questions (KIQs)

Why should we display appropriate expressions when reading a text?

Learning Experiences

preview a text before reading
skim a text to obtain the main idea
Scan a text to obtain specific details
ignore unknown words when reading a text
practice reading a text at the right speed while displaying the right feelings
pronounce words and sounds accurately
work with peers to engage in a reader’s theatre
recite the poems aloud in class
work with peers to download sample texts from the internet and read them

Teaching Resources

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

2.12 Intensive Reading: short story

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main ideas in the short story
summarise the key events in the short story
relate the main ideas in the short story to real life situations
appreciate the relevance of the short story in addressing real life issues

Key Inquiry Questions (KIQs)

Why do people read short stories?

Learning Experiences

read a prescribed section of the short story
discuss the storyline
present findings in a talking tree
summarise the main idea in the short story
act out a section of the short story, with peers

Teaching Resources

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

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

Complete annual curriculum scope for Grade 8 English showing the term-by-term distribution of all 4 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Grammar in Use

Term 3View Term 3 →

Grammar in Use
Writing

Other Grade 8 Schemes of Work for Term 1

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

Arabic (Term 1)Christian Religious Education (Term 1)French (Term 1)Creative Arts & Sports (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Mathematics (Term 1)Social Studies (Term 1)

Explore Schemes for Other CBC Grades

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: Grade 8 English Term 1

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

In Term 1, Grade 8 English 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 English 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 English 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.