2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons1 Strands in Term 1

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

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Grade 8 German 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 German in Term 1.

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

Full Term Timetable

Grade 8 German 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	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)

Curriculum Design & Content

Grade 8 German Term 1 Strands and Sub-strands Breakdown

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

Strand 1.0

Listening and Speaking

7 Sub-strands21 Lessons in Term 1

1.1 Oral Expression, Active listening

3 Suggested LessonsTerm 1

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?

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

1.2 Interactive Speaking, Listening for Information

3 Suggested LessonsTerm 1

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?

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

1.3 Oral Expression, Active Listening

3 Suggested LessonsTerm 1

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?

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

1.4 Interactive Speaking, Listening for Information

3 Suggested LessonsTerm 1

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?

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

1.5 Active Listening

3 Suggested LessonsTerm 1

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?

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

1.6 Interactive Speaking, Listening for Information

3 Suggested LessonsTerm 1

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?

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

1.7 Oral Expression, Active Listening

3 Suggested LessonsTerm 1

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?

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

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

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

Term 1Current

Listening and Speaking

Term 2View Term 2 →

Listening and Speaking
Reading

Term 3View Term 3 →

Reading
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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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 German Term 1

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

In Term 1, Grade 8 German covers the following main strands: Listening and Speaking. 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 German 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 German 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.