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

Grade 8 French Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 French Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 French Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 French in Term 2.

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

Full Term Timetable

Grade 8 French Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Reading for fluency Extended family	By the end of the sub strand, the learner should be able to; a) understand the meaning of words and phrases while reading aloud written texts b) refine their articulation and pronunciation c) develop a sense of joy and enjoyment in reading aloud selected texts	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for understanding My Town	By the end of the sub strand, the learner should be able to; a) Summarize key details and facts from the text b) read fluently using the right intonation and pace c) read texts for understanding	1. Why do we ask for direction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) decode familiar sounds in words to read simple short texts b) read texts with correct intonation, pace and fluency c) display a sense of enjoyment and satisfaction when reading	1. What role does time play in ours lives?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) decode familiar sounds in words to read simple short texts b) read texts with correct intonation, pace and fluency c) display a sense of enjoyment and satisfaction when reading	1. What role does time play in ours lives?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) decode familiar sounds in words to read simple short texts b) read texts with correct intonation, pace and fluency c) display a sense of enjoyment and satisfaction when reading	1. What role does time play in ours lives?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 French Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Reading

8 Sub-strands8 Lessons in Term 2

1.1 Reading for fluency Extended family

1 Suggested LessonsTerm 2

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

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

1.2 Reading for understanding My Town

1 Suggested LessonsTerm 2

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?

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

1.3 Reading for fluency

1 Suggested LessonsTerm 2

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?

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

1.4 Reading for understanding Travel

1 Suggested LessonsTerm 2

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?

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

1.5 Reading for understanding

1 Suggested LessonsTerm 2

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?

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

1.6 Reading for understanding Feelings and emotions

1 Suggested LessonsTerm 2

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?

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

1.7 Reading for understanding Physical Features

1 Suggested LessonsTerm 2

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?

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

1.8 Reading for Understanding

1 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands3 Lessons in Term 2

2.1 Guided Writing

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

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?

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

2.2 2 Guided writing Extended Family

1 Suggested LessonsTerm 2

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?

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

2.3 3 Guided writing

1 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing

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

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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 2

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

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

What are the specific learning outcomes for Grade 8 French in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 8 French Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.