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

Grade 8 French Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 8 French. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 French Curriculum Facts

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

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

Term 1 Live Preview

Grade 8 French Term 1 Scheme Table

13-week teaching 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	Interactive Speaking Basic greetings in Formal and Polite Context	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How else do you communicate without use of speech?	- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?) - listen to and sing songs with vocabulary on formal greetings and introductions - play mimicry games to acquire non-verbal communication skills - source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?) - participate in simple skits on formal greetings and introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Speaking Basic greetings in Formal and Polite Context	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How else do you communicate without use of speech?	- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?) - listen to and sing songs with vocabulary on formal greetings and introductions - play mimicry games to acquire non-verbal communication skills - source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?) - participate in simple skits on formal greetings and introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Speaking Basic greetings in Formal and Polite Context	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How else do you communicate without use of speech?	- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?) - listen to and sing songs with vocabulary on formal greetings and introductions - play mimicry games to acquire non-verbal communication skills - source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?) - participate in simple skits on formal greetings and introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Speaking Basic greetings in Formal and Polite Context	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How else do you communicate without use of speech?	- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?) - listen to and sing songs with vocabulary on formal greetings and introductions - play mimicry games to acquire non-verbal communication skills - source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?) - participate in simple skits on formal greetings and introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking Basic greetings in Formal and Polite Context	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How else do you communicate without use of speech?	- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?) - listen to and sing songs with vocabulary on formal greetings and introductions - play mimicry games to acquire non-verbal communication skills - source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?) - participate in simple skits on formal greetings and introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Active listening Extended Family	By the end of the sub strand, the learner should be able to; a) recall information accurately from oral interactions b) interpret verbal cues from audio stimuli c) use specific vocabulary and expressions to engage in simple conversations d) show enthusiasm to engage in conversations	1. Why is family important?	- listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…) - listen to audio documents as they complete information on a set of family trees - participate in language games to improve their scope of vocabulary on extended family - use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others - Listen to random flash card games and select the appropriate card in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active listening Extended Family	By the end of the sub strand, the learner should be able to; a) recall information accurately from oral interactions b) interpret verbal cues from audio stimuli c) use specific vocabulary and expressions to engage in simple conversations d) show enthusiasm to engage in conversations	1. Why is family important?	- listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…) - listen to audio documents as they complete information on a set of family trees - participate in language games to improve their scope of vocabulary on extended family - use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others - Listen to random flash card games and select the appropriate card in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active listening Extended Family	By the end of the sub strand, the learner should be able to; a) recall information accurately from oral interactions b) interpret verbal cues from audio stimuli c) use specific vocabulary and expressions to engage in simple conversations d) show enthusiasm to engage in conversations	1. Why is family important?	- listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…) - listen to audio documents as they complete information on a set of family trees - participate in language games to improve their scope of vocabulary on extended family - use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others - Listen to random flash card games and select the appropriate card in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active listening Extended Family	By the end of the sub strand, the learner should be able to; a) recall information accurately from oral interactions b) interpret verbal cues from audio stimuli c) use specific vocabulary and expressions to engage in simple conversations d) show enthusiasm to engage in conversations	1. Why is family important?	- listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…) - listen to audio documents as they complete information on a set of family trees - participate in language games to improve their scope of vocabulary on extended family - use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others - Listen to random flash card games and select the appropriate card in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Active listening Extended Family	By the end of the sub strand, the learner should be able to; a) recall information accurately from oral interactions b) interpret verbal cues from audio stimuli c) use specific vocabulary and expressions to engage in simple conversations d) show enthusiasm to engage in conversations	1. Why is family important?	- listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…) - listen to audio documents as they complete information on a set of family trees - participate in language games to improve their scope of vocabulary on extended family - use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others - Listen to random flash card games and select the appropriate card in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening for understanding My Town	By the end of the sub strand, the learner should be able to; a) Identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. How do you know where you are going? 2. What do you do when get lost?	- listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…) - tell where one is going and what is going to do - use the appropriate vocabulary to ask for and give directions - role play on describing locations and giving directions on where something is found - simulate simple dialogues on asking and giving directions of a place - play games on giving directions of some objects in simulated town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for understanding My Town	By the end of the sub strand, the learner should be able to; a) Identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. How do you know where you are going? 2. What do you do when get lost?	- listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…) - tell where one is going and what is going to do - use the appropriate vocabulary to ask for and give directions - role play on describing locations and giving directions on where something is found - simulate simple dialogues on asking and giving directions of a place - play games on giving directions of some objects in simulated town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for understanding My Town	By the end of the sub strand, the learner should be able to; a) Identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. How do you know where you are going? 2. What do you do when get lost?	- listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…) - tell where one is going and what is going to do - use the appropriate vocabulary to ask for and give directions - role play on describing locations and giving directions on where something is found - simulate simple dialogues on asking and giving directions of a place - play games on giving directions of some objects in simulated town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for understanding My Town	By the end of the sub strand, the learner should be able to; a) Identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. How do you know where you are going? 2. What do you do when get lost?	- listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…) - tell where one is going and what is going to do - use the appropriate vocabulary to ask for and give directions - role play on describing locations and giving directions on where something is found - simulate simple dialogues on asking and giving directions of a place - play games on giving directions of some objects in simulated town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for understanding My Town	By the end of the sub strand, the learner should be able to; a) Identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. How do you know where you are going? 2. What do you do when get lost?	- listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…) - tell where one is going and what is going to do - use the appropriate vocabulary to ask for and give directions - role play on describing locations and giving directions on where something is found - simulate simple dialogues on asking and giving directions of a place - play games on giving directions of some objects in simulated town	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Interactive Speaking Basic greetings in Formal and Polite Context

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

How else do you communicate without use of speech?

Suggested Experiences

participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?)
listen to and sing songs with vocabulary on formal greetings and introductions
play mimicry games to acquire non-verbal communication skills
source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?)
participate in simple skits on formal greetings and introductions

Teaching Resources

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

1.2 Active listening Extended Family

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall information accurately from oral interactions
interpret verbal cues from audio stimuli
use specific vocabulary and expressions to engage in simple conversations
show enthusiasm to engage in conversations

Key Inquiry Questions (KIQs)

Why is family important?

Suggested Experiences

listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…)
listen to audio documents as they complete information on a set of family trees
participate in language games to improve their scope of vocabulary on extended family
use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others
Listen to random flash card games and select the appropriate card in class

Teaching Resources

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

1.3 Listening for understanding My Town

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Identify key points from audio stimuli
recall important details from audio stimuli
demonstrate focused listening for optimal information retrieval
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

How do you know where you are going?
What do you do when get lost?

Suggested Experiences

listen to audio-visual materials with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…)
tell where one is going and what is going to do
use the appropriate vocabulary to ask for and give directions
role play on describing locations and giving directions on where something is found
simulate simple dialogues on asking and giving directions of a place
play games on giving directions of some objects in simulated town

Teaching Resources

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

1.4 Active Listening Telling Time

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall details and information accurately from oral interactions
interpret verbal cues from audio stimuli
demonstrate willingness to be receptive to new ideas in oral interactions

Key Inquiry Questions (KIQs)

Why is the importance of time?

Suggested Experiences

recite poems about time
play number games to work on time in the 12-hour clock system
watch audio-visual clips on telling time
practice asking and giving time (Quelle heure est-il ? Il est 11h00, Il est 5h30)
participate in rhyming games to acquire vocabulary
discuss jointly on the importance of keeping time

Teaching Resources

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

1.5 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

demonstrate comprehension and engagement in oral interactions
use verbal cues to probe and engage in oral interactions
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

How do you prepare for a long journey?
How often do you travel, and where do you go?

Suggested Experiences

watch and listen to audio- visual materials to acquire vocabulary related to tours and travel (moyens de transport, documents de voyage)
engage in oral interactions: (e.g.question-answer on places to travel to, means of transport, cost of ticket, etc
to use the imperative to give oral instructions: (prends, prenez, descends, descendez...) and mention the means of transport (aller à, en+moyen de transport)
participate in simple role plays

Teaching Resources

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

1.6 Interactive speaking In the kitchen

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

How do we prepare our meals?

Suggested Experiences

listen to and repeat names of different vocabularies about the kitchen. (Verbs in meal preparation, ingredients)
listen to audio-visual material relating to quantities to pick out vocabulary (Verbes : cuire, bouillir, rôtir, frire Ingrédients : du sel, du piment Ustensiles : une cuillère, tasse, assiette)
listen to and repeat sentences relating to the kitchen and meal preparation (Faire bouillir de l’eau, Frire les oignons, Ajouter du sel)
Play games to practice vocabulary related to the kitchen

Teaching Resources

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

1.7 Oral Expression Feelings and emotions

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

structure oral communication in a clear and coherent manner
use gestures and facial expressions to enhance oral communication
express enthusiasm to engage in oral communication

Key Inquiry Questions (KIQs)

What are the different feelings you experience?

Suggested Experiences

Listen to audio materials to pick out vocabulary on the different feelings and emotions
Listen to and repeat sentences related to feelings and emotions. (J’ai faim, J’ai soif, Je suis triste, Je suis heureux/énervé/fatigué, Avoir/être + adjectives)
Play word puzzle games on feelings and emotions
Engage in miming activities for physical appearance
Talk about own feelings and emotions

Teaching Resources

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

1.8 Listening for information Physical Features in the Environment

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Identify key points from audio stimuli
use information from audio stimuli to respond to questions or prompts
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

How does weather affect your dressing?

Suggested Experiences

use the Internet to source and watch audio clips on physical features in the environment and pick out new vocabulary: |Search engine is set with “Safe Search ON”
watch audio-visual clips with activities related to particular weather patterns and respond to questions in group activity. (Quand il fait chaud, je vais nager) (en hiver, on porte un pull… quand il pleut, on porte un manteau de pluie)
play rhyming games in groups to enhance vocabulary mastery
participate in “Headline creation” activity collaboratively where they listen to audio clips on seasons and capture the essence of the content
play games on vocabulary search in groups using digital devices

Teaching Resources

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

1.9 Interactive speaking Transport

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions and prompts to show comprehension and engagement
use vocabulary and expressions appropriately to probe and engage in oral interactions
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations. Exceeds Expectation

Key Inquiry Questions (KIQs)

Why do we have different means of transport?
Meets Expectation The learner uses all targeted vocabulary and expressions in oral interactions?

Suggested Experiences

participate in “Repeat-after-me” exercise to acquire vocabulary on transport. (Le chameau, l’âne, la moto, la bicyclette, le vélo, l’auto, le bus, le taxi, le train, le métro, le tramway, la trottinette, le scooter, le bateau, le canoë, le bac/ferry)
listen to and sing songs on transport around them
play mimicry games in pairs to practice non-verbal interactive communication skills
source and watch video clips with authentic dialogues on means of transport using digital devices
do simple skits collaboratively on transport means and how to move around (Comment va-t-on en ville? On prend un bus/ On utilise la moto ; Où sont les bus ? A la gare.) The learner uses all targeted vocabulary and expressions in oral interactions; employs a variety of vocabulary and expressions. The learner maintains correct pronunciation, intonation, rhythm and

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Reading for fluency

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

What is the importance of reading texts?

Suggested Experiences

echo read texts on formal greetings and introductions in class with the teacher for pronunciation practice, in small groups
source for texts on formal greetings and introductions from digital devices and pick out vocabulary. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez-vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur?)
respond to simple questions from reading texts on formal greetings
use dramatic reading of simple texts in small groups for developing fluency

Teaching Resources

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

2.2 Reading for fluency Extended family

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

understand the meaning of words and phrases while reading aloud written texts
refine their articulation and pronunciation
develop a sense of joy and enjoyment in reading aloud selected texts

Suggested Experiences

read aloud selected texts based on the extended family members
articulate words, phrases and sentences correctly, audibly and with the correct intonation
practice echo and speed reading with peers to test their accuracy
recite poems and pick out lexical on family
study family trees for better understanding

Teaching Resources

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

2.3 Reading for understanding My Town

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Summarize key details and facts from the text
read fluently using the right intonation and pace
read texts for understanding

Key Inquiry Questions (KIQs)

Why do we ask for direction?

Suggested Experiences

give directions to a certain location
locate a place on a map from a given text
use a map to identify places where one intends go
play mind games on directions

Teaching Resources

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

2.4 Reading for fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

decode familiar sounds in words to read simple short texts
read texts with correct intonation, pace and fluency
display a sense of enjoyment and satisfaction when reading

Key Inquiry Questions (KIQs)

What role does time play in ours lives?

Suggested Experiences

read short texts on time and practice fluency
use the clock and watches in reading time
recite poems on time
use the internet to source for and read vocabulary on time
source for reading articles on time, using digital devices

Teaching Resources

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

2.5 Reading for understanding Travel

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from written texts
apply information from the text and answer questions
show an increasing ability to understand words and phrases in context

Key Inquiry Questions (KIQs)

What excites you when one talks about fun?

Suggested Experiences

read a variety of written texts about travel
match questions with their answers in the context of travel
read paper strips containing sentence structures on travel and entertainment
source for and read different types of extracts on travel and enjoyment
answer with accuracy written comprehension questions based on travel

Teaching Resources

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

2.6 Reading for understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Which utensils are important in meal preparation?

Suggested Experiences

read short texts on the kitchen and meal preparation
take turns in reading short texts relating to the kitchen and meal preparation
respond to questions from read short texts
match names of utensils with realia
play word search games on vocabulary related to utensils and verbs of meal preparation
Source for information on utensils and verbs of meal preparation from the internet

Teaching Resources

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

2.7 Reading for understanding Feelings and emotions

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

How do you manage your feelings and emotions?

Suggested Experiences

echo read short texts on feelings and emotions in small groups or with the teacher
read short texts on feelings and emotions and respond to questions
source for and read short texts about the feelings and emotions from the internet
play word search games on vocabulary related to feelings and emotions
use emojis to read about feelings and emotions

Teaching Resources

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

2.8 Reading for understanding Physical Features

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

Which physical features can we identify around us?

Suggested Experiences

echo read texts about physical features, related weather and activities in small groups for vocabulary. (La forêt, rivière, les collines, la savane, les lacs, l’océan, les montagnes ; qu’est- ce que c’est ?
use the internet to search for texts on physical features for reading in groups; search engine is set on “safe search”
engage in interactive read-aloud activities where reading is paused for “question and answer breaks”
read texts and respond to simple questions about physical features related weather patterns and activities in groups
(Dans la forêt, il fait beau et on fait du camping ; sur les montagnes, il neige et on fait du ski)

Teaching Resources

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

2.9 Reading for Understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts. Meets Expectation The learner pronounces words in simple texts to convey the intended meaning. The learner articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to questions in context

Key Inquiry Questions (KIQs)

Which means of transport do you use?
Below Expectation The learner pronounces a few words in simple texts to convey the intended meaning. The learner occasionally articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to a few questions in context?

Suggested Experiences

engage in interactive read-aloud activity where reading is paused for question-and-answer breaks
source for texts on means of transport from digital devices in small groups and read for vocabulary. (le chameau, l’âne, la moto, la bicyclette, le vélo, l’auto, le bus, le taxi, le train, le métro, le tramway, la trottinette, le scooter, le bateau, le canoë, le bac/ferry)
echo read texts in small groups to practice intonation and pace in reading
engage in dramatic reading activities to practice vocabulary and fluency
matching picture stimuli to given vocabulary about means of transport (la gare, la station de metro, le billet, ) Approaches Expectation The learner pronounces most words in simple texts to convey the intended meaning. The learner frequently articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to most of the questions in context

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How do you locate items in class?

Suggested Experiences

fill crosswords and word puzzles using cues from texts on formal greetings and introductions
fill gaps in simple dialogues using simple vocabulary of formal greetings and introductions. (Salut, (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez-vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ? Enchanté)
write down dictated vocabulary on formal greetings and introductions
use visual prompts like pictures and illustrations to write simple texts on formal greetings and introductions collaboratively

Teaching Resources

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

3.2 2 Guided writing Extended Family

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write words accurately as per given contexts
construct short essays on common, familiar themes
display a sense of pride and ownership in their written work

Key Inquiry Questions (KIQs)

What makes written texts have a wide readership?

Suggested Experiences

write keenly and accurately by copying down written phrases, sentences and paragraphs
select topics and thematic areas (preferably on both nuclear and extended family) to write compositions on, with the aid of flash cards, sequenced photos, or well selected audio-visual materials
participate in collaborative writing projects using learning apps

Teaching Resources

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

3.3 3 Guided writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why do we make shopping lists?

Suggested Experiences

write correct description of places in an urban set-up
write texts on where items can be found in a town
draw maps from texts indicating described locations in a town
write a grammatically correct texts to colleagues describing where to meet. (Au café, au restaurant, ……)
guide friends and colleagues on how to use digital devices that give directions

Teaching Resources

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

3.4 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How do you know time is different at different moments of the day?

Suggested Experiences

write texts on the 12-hour clock
fill in gaps in short texts relating to time
make a clock using readily available material
match time with important activities in the school timetable
fill word puzzles with vocabulary on time
write down simple dictated words on time
write simple sentences about time

Teaching Resources

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

3.5 5 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify meaning of words and expressions as used in written texts
write short narratives using vocabulary and grammar structures learned
display enthusiasm in composing texts on familiar topics

Key Inquiry Questions (KIQs)

What interesting things do you do as you travel?
Why is it important to follow rules and regulations while travelling?

Suggested Experiences

complete paragraphs by filling in blanks with the correct words or expressions
write short narratives with peers about their travel experiences
compose written dialogues using a lexical on travel
participate in writing projects that will produce texts based on travel and tours, to be posted on class noticeboards

Teaching Resources

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

3.6 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why is it important to cook food?

Suggested Experiences

draw and label images of different utensils and ingredients
fill in gaps in short texts relating to meal preparation pick out vocabulary
write down short simple sentences with verbs of meal preparation
write down simple dictated vocabulary on the kitchen

Teaching Resources

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

3.7 Guided Writing Emotions and Feelings

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why do our emotions and feelings vary?

Suggested Experiences

write short texts on feelings and emotions
draw and label different emoji related to emotions and feelings
fill in gaps in short texts relating to emotions and feelings
source for and write down information on emotions and feelings from the internet
use emoji to match images on feelings and emotions to their descriptions

Teaching Resources

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

3.8 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

What activities do you do to take advantage of different weather conditions?

Suggested Experiences

write down dictated simple vocabulary of physical features. (la forêt, rivière, les collines, la savane, les lacs, l’océan, les montagnes ; ?
rearrange letters to make words for vocabulary mastery
fill crosswords and word puzzles with vocabulary of physical features
fill gaps in simple dialogues using simple vocabulary of activities related to weather. (Quand il fait beau, je fais une randonnée …
make sentences from jumbled words to practice word order. (Quand il neige, je fais du ski à la montagne)
use picture writing prompts to write about physical features, related weather patterns and activities

Teaching Resources

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

3.9 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

spell common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts. Meets Expectation The learner writes texts paying attention to neatness and proper spacing all through. The learner writes simple texts while using correct sentence structures and vocabulary

Key Inquiry Questions (KIQs)

How would you describe a trip to a nearby place in writing?
Below Expectation The learner writes texts paying attention to neatness and spacing in very few parts of the text. The learner in few instances writes simple while using correct sentence structures and vocabulary?

Suggested Experiences

fill crosswords and word puzzles with vocabulary on transport. (le chameau, l’âne, la moto, la bicyclette, le vélo, l’auto, le bus, le taxi, le train, le métro, le tramway, la trottinette, le scooter, le bateau, le canoë, le bac/ferry)
rearrange letters to make words on vocabulary of transport and moving around in small groups activities
make sentences from jumbled words to practice language structures
write down simple texts on means of transport and getting around common in their locality in group activities
use picture writing prompts to write simple texts about transport and moving around. Approaches Expectation The learner writes texts paying attention to neatness and spacing in most parts of the text. The learner mostly writes simple texts while using correct sentence structures and vocabulary

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing

View Term 3

Other Grade 8 Learning Areas & Schemes

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

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

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 8 French?

The official KICD strands for Grade 8 French are: Listening and Speaking, Reading, Writing. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 8 French?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 8 French schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 8 French?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.