2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons1 Strands in Term 3

Grade 8 French Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 French Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 French Term 3 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 3.

Class / Grade: Grade 8
Learning Area: French
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 8 French Term 3 Scheme of Work Table

Week-by-week lesson 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	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. How do you know time is different at different moments of the day?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. How do you know time is different at different moments of the day?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. How do you know time is different at different moments of the day?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. How do you know time is different at different moments of the day?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. How do you know time is different at different moments of the day?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	5 Guided Writing	By the end of the sub strand, the learner should be able to; a) identify meaning of words and expressions as used in written texts b) write short narratives using vocabulary and grammar structures learned c) display enthusiasm in composing texts on familiar topics	1. What interesting things do you do as you travel? 2. Why is it important to follow rules and regulations while travelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to cook food?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to cook food?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to cook food?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to cook food?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 French Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 8 French. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

6 Sub-strands6 Lessons in Term 3

1.1 Guided Writing

1 Suggested LessonsTerm 3

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?

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

1.2 5 Guided Writing

1 Suggested LessonsTerm 3

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?

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

1.3 Guided Writing

1 Suggested LessonsTerm 3

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?

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

1.4 Guided Writing Emotions and Feelings

1 Suggested LessonsTerm 3

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?

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

1.5 Guided Writing

1 Suggested LessonsTerm 3

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?

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

1.6 Guided Writing

1 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing

Other Grade 8 Schemes of Work for Term 3

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

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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 3

What strands and sub-strands are covered in Grade 8 French Term 3?

In Term 3, Grade 8 French covers the following main strands: Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 8 French in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.