2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands54 Suggested Lessons

Grade 8 German 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 German. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 German Curriculum Facts

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

Class / Level: Grade 8
Major Strands: 3 Strands
Annual Lessons: 54 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 German Term 1 Scheme Table

13-week teaching 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	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) recognize structures and expressions for oral interaction	1. How do we improve our vocabulary?	- listen to basic greetings (Hallo, guten Tag, guten Morgen, guten Abend) and repeat	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) employ appropriate structures and expressions for oral interaction	1. How do we improve our vocabulary?	- listen to short dialogues on asking and responding to questions about name and how one is doing (z.B. Wie heißen Sie? Ich heiße Herr/Frau ...; Wer sind Sie? Ich bin Herr/Frau …; Wie ist Ihr Name? Mein Name ist Herr/Frau…; Wie geht es Ihnen? Mir geht es gut. etc.) - simulate/role-play formal greetings with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- watch audio visuals of people talking about where they come from and/or stay (z.B. Woher kommen Sie? Ich komme aus …; Wo wohnen Sie? Ich wohne in …) - dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Expression, Active listening	By the end of the sub strand, the learner should be able to; a) appreciate the role of structures and expressions in communication	1. How do we improve our vocabulary?	- dramatize simple dialogues of formal greetings and introductions with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) identify specific information for comprehension	1. How can you make a conversation interesting?	- listen to a text about nuclear and extended family members (der Vater, die Oma, der Onkel, der Cousin …, etc.) and match to given pictures	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) employ appropriate vocabulary and structures in speaking	1. How can you make a conversation interesting?	- listen to an audio text on extended family and answer given questions (z.B ; Das ist mein Onkel. Er ist 25 Jahre alt. Er ist Mechaniker; Das ist meine Cousine. Sie ist 16 Jahre alt. Sie ist Schülerin; usw.) - listen to short texts of common professions for family members (z.B. Meine Tante ist Pilotin von Beruf)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) appreciate the role of turn taking in communication	1. How can you make a conversation interesting?	- talk about members of their extended family - ask and respond to questions with peers about family members (z.B. Wie heißt dein/e Opa/Oma? Er/Sie heißt …; Wie heißt dein/e Onkel/Tante? Er/Sie heißt …)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) appreciate the role of turn taking in communication	1. How can you make a conversation interesting?	- ask and respond to questions with peers about family members (z.B. Wie heißt dein/e Opa/Oma? Er/Sie heißt …; Wie heißt dein/e Onkel/Tante? Er/Sie heißt …)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) appreciate the role of turn taking in communication	1. How can you make a conversation interesting?	- ask and respond to questions with peers about family members (z.B. Wie heißt dein/e Opa/Oma? Er/Sie heißt …; Wie heißt dein/e Onkel/Tante? Er/Sie heißt …)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking, Listening for Information	By the end of the sub strand, the learner should be able to; a) appreciate the role of turn taking in communication	1. How can you make a conversation interesting?	- ask and respond to questions with peers about family members (z.B. Wie heißt dein/e Opa/Oma? Er/Sie heißt …; Wie heißt dein/e Onkel/Tante? Er/Sie heißt …)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

9 Sub-strands27 Lessons

1.1 Oral Expression, Active listening

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recognize structures and expressions for oral interaction
employ appropriate structures and expressions for oral interaction
appreciate the role of structures and expressions in communication

Key Inquiry Questions (KIQs)

How do we improve our vocabulary?

Suggested Experiences

listen to basic greetings (Hallo, guten Tag, guten Morgen, guten Abend) and repeat
listen to short dialogues on asking and responding to questions about name and how one is doing (z.B. Wie heißen Sie? Ich heiße Herr/Frau ...; Wer sind Sie? Ich bin Herr/Frau …; Wie ist Ihr Name? Mein Name ist Herr/Frau…; Wie geht es Ihnen? Mir geht es gut. etc.)
simulate/role-play formal greetings with peers
watch audio visuals of people talking about where they come from and/or stay (z.B. Woher kommen Sie? Ich komme aus …; Wo wohnen Sie? Ich wohne in …)
dramatize simple dialogues of formal greetings and introductions with peers

Teaching Resources

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

1.2 Interactive Speaking, Listening for Information

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information for comprehension
employ appropriate vocabulary and structures in speaking
appreciate the role of turn taking in communication

Key Inquiry Questions (KIQs)

How can you make a conversation interesting?

Suggested Experiences

listen to a text about nuclear and extended family members (der Vater, die Oma, der Onkel, der Cousin …, etc.) and match to given pictures
listen to an audio text on extended family and answer given questions (z.B ; Das ist mein Onkel. Er ist 25 Jahre alt. Er ist Mechaniker; Das ist meine Cousine. Sie ist 16 Jahre alt. Sie ist Schülerin; usw.)
listen to short texts of common professions for family members (z.B. Meine Tante ist Pilotin von Beruf)
talk about members of their extended family
ask and respond to questions with peers about family members (z.B. Wie heißt dein/e Opa/Oma? Er/Sie heißt …; Wie heißt dein/e Onkel/Tante? Er/Sie heißt …)

Teaching Resources

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

1.3 Oral Expression, Active Listening

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify phrases and vocabulary for comprehension
listen actively to texts for communication
interact using acquired phrases and vocabulary with peers
value the role of expressions in communication

Key Inquiry Questions (KIQs)

How do you show you are listening actively?

Suggested Experiences

listen to short texts about places and match to given pictures of place in pairs
listen to people talking about where they are going (z.B. das Hotel, der Supermarkt, der Markt, der Postamt (Huduma Center), die Bushaltestelle, die Bank, der Milchladen, das Krankenhaus, die Bibliothek, etc.) and answer given questions
listen to dialogues about people going to different places and simulate with peers (z.B. Wohin gehst/fährst du? Ich gehe/fahre auf den Markt …, etc.)
listen to texts on activities people do in various locations (z.B. Wo kaufst du Tomaten? Ich kaufe Tomaten im Supermarkt, etc.) and answer given questions
watch video-clips of people going to/or working in various places and discuss with peers
discuss places that hold their interest in their surrounding

Teaching Resources

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

1.4 Interactive Speaking, Listening for Information

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information from listening texts for communication
express themselves using acquired language structures for communication
value the role of vocabulary in communication

Key Inquiry Questions (KIQs)

How can you make a conversation interesting?

Suggested Experiences

listen to short simple texts about time (z.B. Wie spät ist es? Es ist ... Uhr, Es ist halb …; Es ist … vor/nach …; etc.)and match it to given picture
listen to people talking about time and answer given questions
listen to short texts on time for school and learning areas (z.B. Wann beginnt die Schule? Die Schule beginnt um …; Wann ist der Deutschunterricht / die Deutschstunde? - Der Deutschunterricht ist um … Uhr) and simulate
ask and respond to questions about time with peers (z.B. Wann ist Mittagessen? Um wieviel Uhr trinkst du Tee? etc.)

Teaching Resources

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

1.5 Active Listening

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific sound patterns for communication
extract specific information from a text for comprehension
acknowledge the role of active listening for communication

Key Inquiry Questions (KIQs)

Why should we listen actively?

Suggested Experiences

listen to names of wild animals and repeat
listen to short simple text on wild animals (z.B. der Lowe, der Elefant, die Schlange, die Zebra…) and discuss with peers
listen to short texts on attractive places to tour (z.B. ich fahre nach Nairobi, denn der Schlangenpark ist billig)
listen to short text and match text to picture of animal
research online and from other sources on wild animals and share with peers

Teaching Resources

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

1.6 Interactive Speaking, Listening for Information

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information for comprehension
employ specific vocabulary in oral expression
value the role vocabulary plays in every day interactions

Key Inquiry Questions (KIQs)

How do you share ideas?

Suggested Experiences

listen to names of ingredients for certain dishes and repeat
listen to short simple texts and fill in the blank space a missing letter
listen to short texts and cross out the extra ingredient
listen to short texts on description of kitchen items/utensils and match to given pictures
listen to short simple texts on preparation of simple meals and discuss with peers
discuss with peers on preparation of their favourite meals

Teaching Resources

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

1.7 Oral Expression, Active Listening

Term 1 Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate sounds and words for communication
express ideas using appropriate language structures
acknowledge the value of active listening in communication

Key Inquiry Questions (KIQs)

How do you maintain healthy dialogue with others?

Suggested Experiences

listen to short simple texts on expressing feelings and emotions (z.B. Ich bin müde/hungrig/satt/glücklich/tr aurig/durstig/krank, etc.) and match to given emojis
listen to short simple texts on expressing needs (z.B. Ich habe Hunger. Ich brauche/möchte Essen. Ich habe …, etc.) and simulate with peers
listen to short simple poems/songs on expressing feelings and emotions and answer given questions

Teaching Resources

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

1.8 Interactive Speaking, Listening for Information

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

recognize specific vocabulary for comprehension
extract specific information from a listening comprehension text
appreciate the role vocabulary plays in listening and speaking

Key Inquiry Questions (KIQs)

Why is vocabulary important?

Suggested Experiences

listen to names of physical features and repeat
listen to short simple texts on description of physical features (z.B. Der Berg ist hoch; Der Wald ist grün…)
listen to short text and label the picture (z.B Text A = Strand, Text B = Berg/Ozean)
discuss on physical features within their immediate environment with peers
discuss activities one can do (z.B. Bergsteigen, Tee pflanzen, Boot fahren)
research more on physical features in Kenya and discuss with peers

Teaching Resources

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

1.9 Oral Expression, Active Listening

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify basic sound patterns in speaking
extract specific information from listening texts
listen to audio texts for enjoyment

Key Inquiry Questions (KIQs)

Why are sounds useful in speaking?

Suggested Experiences

listen to names of means of transport and repeat
listen to short texts on description of means of transport (z.B. Der Schulbus ist langsam, etc.)
ask peers to name favourite means of transport and they respond (z.B. Was ist …?; Mein Lieblingstransportmittel ist …, denn …; Ich fahre am liebsten mit …, denn …, etc.,)
listen to short simple text on people travelling to different places (z.B. Ich fahre/fliege/reise nach … mit …, etc.)
listen to short simple texts on people asking for direction (z.B. Wo ist die Schule?; Wo ist das Krankenhaus? etc.) and simulate with peers
ask each other on how to reach places (z.B. Wie kommst du zur Schule? Ich komme mit …, etc.)
watch online videos on how people travel to different places
listen to songs/poems on means of transport

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

recognize sound combination patterns for fluency
read texts aloud for fluency
read texts for enjoyment

Key Inquiry Questions (KIQs)

How do we improve our fluency?

Suggested Experiences

read aloud short simple texts on basic greetings (z.B. Hallo, guten Tag, guten Morgen, guten Abend) and note them down
read short dialogues on asking about one’s name with peers (z.B. Wie heißen Sie? Ich heiße Herr/Frau …; Wer sind Sie? Ich bin Herr/Frau …; Wie ist Ihr Name? Mein Name ist Herr/Frau …, etc.)
read short dialogues on how one is doing (z.B. Wie geht es Ihnen? Mir geht es gut!, etc)
read short dialogues on where one comes from and where one stays (z.B. Woher kommen Sie? Und wo wohnen Sie?)
read aloud dialogues on the above perspectives on greetings and self-introduction with peers

Teaching Resources

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

2.2 Reading Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary for comprehension
read texts for comprehension
read texts for enjoyment

Key Inquiry Questions (KIQs)

How do we get main ideas in a text?

Suggested Experiences

read names of nuclear and extended family members and match to given pictures
read short texts and cross the odd family member out
read short texts on name, age and profession of extended family and respond to provided questions

Teaching Resources

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

2.3 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify punctuation marks for articulation
read texts for articulation
value the role of articulation in language

Key Inquiry Questions (KIQs)

How do punctuation marks affect reading?

Suggested Experiences

read simple aloud texts on essential places and answer yes/no questions
read aloud texts and match to appropriate picture of place with peers
read aloud texts of people going to different places in town and fill the blank space
read aloud texts on activities people do in town and simulate with peers

Teaching Resources

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

2.4 Reading Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify information for comprehension
read texts for comprehension
appreciate role of vocabulary in reading

Key Inquiry Questions (KIQs)

How do we ensure we get the needed information from reading texts?

Suggested Experiences

read texts on 12 hour clock
read peer’s personal timetable and give feedback in plenary
read short text and select the corresponding picture of the clock
read text on school routines in Kenya and Germany with peers

Teaching Resources

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

2.5 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify sentence melody for fluency
read aloud texts for fluency
appreciate the role fluency plays in language

Key Inquiry Questions (KIQs)

What role does fluency play in a language?

Suggested Experiences

read aloud list of names of wild animals
read aloud texts on wild animals and respond to questions with peers
read aloud texts on tourist attraction sites in Kenya and Germany and discuss in with peers
research from various sources texts on wild animals and share with peers

Teaching Resources

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

2.6 Reading Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify information from reading texts for comprehension
extracts specific information from reading comprehension texts
reads texts for enjoyment

Key Inquiry Questions (KIQs)

How do you share information you have read?

Suggested Experiences

read names of ingredients for specific dishes/kitchen items
reads texts on preparation of simple meals and answer questions
research online/ at the library and read short texts on meals in Germany and share findings with peers
read sample recipes and answer given questions

Teaching Resources

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

2.7 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

recognize specific sound combination patterns for articulation
read texts for articulation
value the role of articulation in language acquisition

Key Inquiry Questions (KIQs)

Why should one pay attention on vowels when reading?

Suggested Experiences

reads texts aloud on expressing feelings, emotions and needs and arrange pictures in the correct sequence with peers
reads aloud simple poems/songs on expressing feelings and emotions and respond to the questions with peers
research texts on expressing emotions and present in plenary for feedback

Teaching Resources

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

2.8 Reading Comprehension

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific words for comprehension
read texts for comprehension
appreciate the role of vocabulary in comprehension

Key Inquiry Questions (KIQs)

How do we ensure we get all the required information from a text?

Suggested Experiences

read short simple texts on physical features and identify them with peers
read texts on activities people do in varying weather conditions and match to given pictures
read online texts on physical features in Kenya and Germany and share findings with peers

Teaching Resources

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

2.9 Reading Aloud

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

recognize specific sound combinations for pronunciation
extract specific information from reading comprehension texts
read texts for enjoyment

Key Inquiry Questions (KIQs)

What is the role of consonants in reading texts?

Suggested Experiences

read names of means of transport and select the appropriate pictures in groups
read short texts on description of means of transport and answer the questions in pairs
read short simple texts on people travelling to different places and answer simple questions in groups
read short simple texts on giving directions on places to travel and discuss with peers

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific words and phrases for enhancing language learning
write dialogues for communication
appreciate the role of words and phrases in writing

Key Inquiry Questions (KIQs)

Why is writing important?

Suggested Experiences

match basic greetings appropriately (z.B. Hallo, guten Tag, guten Morgen, guten Abend)
fill missing word in incomplete spaces of a dialogue (z.B. Wie heißen ____? Wie geht es ____?, etc.)
write/complete in the space the correct form of the verb (z.B. Frau Amani w_____ in Bungoma)
bring up jumbled up sentences to a logical dialogue
write short simple dialogues with peers and present in plenary for feedback

Teaching Resources

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

3.2 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

recognize appropriate vocabulary for communication
write texts for effective communication
write texts for enjoyment

Key Inquiry Questions (KIQs)

Why is it important to be guided in writing?

Suggested Experiences

write nouns of family members with correct definite articles (der Vater, die Oma, der Onkel, der Cousin…)
match the opposites of family members and read aloud to peers
fill in the blank space an appropriate family member (z.B. Vater von meinem Vater ist ________)
fill blank spaces with a suitable profession from a provided list
find family members/professions in a puzzle and read out to peers
fill a cross word with family members/professions with peers
research online on professions in Germany and share information with peers

Teaching Resources

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

3.3 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate language patterns for communication
write words in varied contexts for learning
appreciate the role spelling plays in writing

Key Inquiry Questions (KIQs)

Why is good handwriting important?

Suggested Experiences

fill blank places in a word and read out to peers (z.B. S-PER_AR___T)
fill blank space with the correct noun e (z.B. wo kaufst du Milch? ____________wo kaufst du Fleisch? __________) and read to peers
match text to appropriate picture of place with peers
colour pictures of own favourite place in town
combine 2 parts of a word to form one (z.B. Super+ Markt = Supermarkt)
match 2 sentences logically with peers (z.B. Ich gehe ins Hotel, denn ich will Pommes essen)
watch video-clips/sketches/ newspaper cuttings of people going to/ or working in important places in town and write the name of place/activity in groups (z.B. man selling fruits – der Markt / der Verkäufer)

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:

identify sound combinations for communication
utilize appropriate language structures in writing
write short texts for enjoyment

Key Inquiry Questions (KIQs)

How can you write with speed?

Suggested Experiences

draw a sketch of clock and label
write time shown on a few pictures of clocks (z.B. Es ist 8 Uhr)
fill text with special words linked to 12 hour clock (z.B. halb, vor, nach, viertel…)
sequence the correct picture of the clock to audio
underline learning areas from text and read to peers
sketch a personal time-table and share with peers
fill gaps with yes or no responses from text
write short poems (Elfchen) on school routine and share with peers for feedback

Teaching Resources

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

3.5 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

recognize specific patterns as expressed by different sound combinations for communication
employ correct orthography in writing texts
appreciate the role orthography plays in writing

Key Inquiry Questions (KIQs)

Why are punctuation marks important in writing?

Suggested Experiences

re-write jumbled up letters to form correct names of wild animals (z.B welo = Lowe)
write name of wild animal shown in the picture and share with peers
search for names of wild animals in a puzzle
match text to picture of the wild animals from audio
draw sketches of wild animals, colour and share with peers
research online on names of other wild animals and share with peers

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:

recognize basic punctuation marks in writing
employ specific vocabulary for communication
write texts for enjoyment

Key Inquiry Questions (KIQs)

How do you share ideas?
Why is it important to write things down?

Suggested Experiences

write names of ingredients from an audio stimulus
fill in the blank space with a missing letter in the ingredients
cancel/cross out the odd item
find ingredients in a puzzle
sketch kitchen items and label them
write the missing item texts and share with peers
arrange sentences in the correct sequence on procedure of preparing meals
write a menu of favourite foods in groups

Teaching Resources

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

3.7 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

recognize basic spelling patterns for communication
employ basic orthography rule in writing
appreciate the role spelling plays in writing

Key Inquiry Questions (KIQs)

Why is correct spelling useful in writing?

Suggested Experiences

attach a suitable emoji on appropriate feelings and emotions
write the correct form of the identified verbs from text
match the appropriate picture to described feeling
fill the blank spaces with a suitable word form given list
write short poems/songs on feelings and emotions collaboratively
write a weekly journal on feelings and emotions

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:

recognize specific vocabulary for communication
spell words in writing
appreciate the role spelling plays in writing

Key Inquiry Questions (KIQs)

How do you gather vocabulary in writing?

Suggested Experiences

list names of physical features from an audio Stimuli
writes the name of the pictured physical features
complete label of name of a feature (z.B der B_____ist hoch)
fill blank spaces with a missing activity
search physical features online label them and share with peers

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:

identify specific words and phrases for enhancing language learning
spell words correctly for communication
appreciate the role of words and phrases in writing

Key Inquiry Questions (KIQs)

How do you write well?

Suggested Experiences

attach names of means of transport to appropriate picture
search for means of transport from puzzle with peers
re-arrange the letters to form meaning (z.B UTAO = AUTO)
fill the blank space means of transport (z.B der ---------------- ist langsam…)
write short sentences on favourite means of transport
write short answers to questions from short simple texts on safe places to travel to
create songs on travelling and present to peers

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking
Reading

View Term 2

Term 3 Scheme9 Weeks

Reading
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 French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies 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 German?

The official KICD strands for Grade 8 German 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 German?

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 German 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 German?

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.