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

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

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Grade 8 French 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 French in Term 1.

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

Full Term Timetable

Grade 8 French 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	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)

Curriculum Design & Content

Grade 8 French Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons in Term 1

1.1 Interactive Speaking Basic greetings in Formal and Polite Context

1 Suggested LessonsTerm 1

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?

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

1.2 Active listening Extended Family

1 Suggested LessonsTerm 1

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?

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

1.3 Listening for understanding My Town

1 Suggested LessonsTerm 1

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?

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

1.4 Active Listening Telling Time

1 Suggested LessonsTerm 1

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?

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

1.5 Interactive Speaking

1 Suggested LessonsTerm 1

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?

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

1.6 Interactive speaking In the kitchen

1 Suggested LessonsTerm 1

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?

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

1.7 Oral Expression Feelings and emotions

1 Suggested LessonsTerm 1

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?

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

1.8 Listening for information Physical Features in the Environment

1 Suggested LessonsTerm 1

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?

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

1.9 Interactive speaking Transport

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

Reading

1 Sub-strand1 Lessons in Term 1

2.1 Reading for fluency

1 Suggested LessonsTerm 1

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?

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

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

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

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 8 Schemes of Work for Term 1

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

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Explore Schemes for Other CBC Grades

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

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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 French Term 1

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

In Term 1, Grade 8 French 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 French 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 French 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.