2026 KICD CBC Curriculum Design5 Strands · 29 Sub-strands56 Suggested Lessons

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

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Grade 8 Indigenous Languages Curriculum Facts

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

Class / Level: Grade 8
Major Strands: 5 Strands
Annual Lessons: 56 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Indigenous Languages Term 1 Scheme Table

13-week teaching 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	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify gender roles from aural texts for information	1. How do we listen to get information from an aural text?	- collaborate with peers to hold a discussion forum on gender roles in communities - listen to a recording or talk on the theme - identify vocabulary related to the theme - prepare a vocabulary list with the words related to the theme - work with peers to identify the meaning of new words and words related to them (e.g. synonyms and opposites)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) respond to questions on gender roles in the community from texts for comprehension b) recognise the importance of listening purposefully for comprehension	1. Why should some opportunities be equal among both girls and boys?	- make simple sentences using the vocabulary identified - answer direct and inferential questions from a text related to the theme - work collaboratively to conduct a debate on the theme - gender roles - team up with peers to record the debate session - organise the recorded session in a digital portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise the importance of listening purposefully for comprehension	1. Why should some opportunities be equal among both girls and boys?	- organise the recorded session in a digital portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise the importance of listening purposefully for comprehension	1. Why should some opportunities be equal among both girls and boys?	- organise the recorded session in a digital portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) recognise the importance of listening purposefully for comprehension	1. Why should some opportunities be equal among both girls and boys?	- organise the recorded session in a digital portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) outline the advantages and disadvantages of the internet for information	1. How do we listen to acquire information?	- brainstorm the uses and dangers of the internet with peers - list on separate charts the advantages and disadvantages of the internet and display in class - listen to a passage on the proper use of the internet and take notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) identify future tense from aural texts for information b) value the importance of listening attentively as a way of acquiring information	1. Why is it important to observe netiquette when using the internet?	- discuss the do’s and don’ts of the use of the internet with peers - create a glossary of new words related to the theme from the text listened to - conduct a discussion on how to describe actions in future tense - work with peers to make sentences related to the theme with verbs in their future tense	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) value the importance of listening attentively as a way of acquiring information	1. Why is it important to observe netiquette when using the internet?	- work with peers to make sentences related to the theme with verbs in their future tense	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) value the importance of listening attentively as a way of acquiring information	1. Why is it important to observe netiquette when using the internet?	- work with peers to make sentences related to the theme with verbs in their future tense	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for comprehension	By the end of the sub strand, the learner should be able to; a) value the importance of listening attentively as a way of acquiring information	1. Why is it important to observe netiquette when using the internet?	- work with peers to make sentences related to the theme with verbs in their future tense	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) identify common conversational errors for information	1. Why is it important to interrupt politely in a conversation?	- discuss with peers common conversational errors among speakers - listen to a conversation on human-wildlife conflict between a game warden and a farmer (complaining about wild animals destroying crops in his or her farm)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) respond to questions from an aural text for comprehension b) acknowledge the role of conversational skills in day-to-day communication	1. How do we avoid conflict with wild animals?	- identify conversational errors that may be as a result of poor turn- taking and interrupting impolitely - role play the conversation again while correcting the conversational errors made - respond to questions from texts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) acknowledge the role of conversational skills in day-to-day communication	1. How do we avoid conflict with wild animals?	- respond to questions from texts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) acknowledge the role of conversational skills in day-to-day communication	1. How do we avoid conflict with wild animals?	- respond to questions from texts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Attentive listening	By the end of the sub strand, the learner should be able to; a) acknowledge the role of conversational skills in day-to-day communication	1. How do we avoid conflict with wild animals?	- respond to questions from texts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Indigenous Languages Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

Listening and Speaking

9 Sub-strands18 Lessons

1.1 Listening for information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify gender roles from aural texts for information
respond to questions on gender roles in the community from texts for comprehension
recognise the importance of listening purposefully for comprehension

Key Inquiry Questions (KIQs)

How do we listen to get information from an aural text?
Why should some opportunities be equal among both girls and boys?

Suggested Experiences

collaborate with peers to hold a discussion forum on gender roles in communities
listen to a recording or talk on the theme
identify vocabulary related to the theme
prepare a vocabulary list with the words related to the theme
work with peers to identify the meaning of new words and words related to them (e.g. synonyms and opposites)
make simple sentences using the vocabulary identified
answer direct and inferential questions from a text related to the theme
work collaboratively to conduct a debate on the theme - gender roles
team up with peers to record the debate session
organise the recorded session in a digital portfolio

Teaching Resources

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

1.2 Listening for comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline the advantages and disadvantages of the internet for information
identify future tense from aural texts for information
value the importance of listening attentively as a way of acquiring information

Key Inquiry Questions (KIQs)

How do we listen to acquire information?
Why is it important to observe netiquette when using the internet?

Suggested Experiences

brainstorm the uses and dangers of the internet with peers
list on separate charts the advantages and disadvantages of the internet and display in class
listen to a passage on the proper use of the internet and take notes
discuss the do’s and don’ts of the use of the internet with peers
create a glossary of new words related to the theme from the text listened to
conduct a discussion on how to describe actions in future tense
work with peers to make sentences related to the theme with verbs in their future tense

Teaching Resources

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

1.3 Attentive listening

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify common conversational errors for information
respond to questions from an aural text for comprehension
acknowledge the role of conversational skills in day-to-day communication

Key Inquiry Questions (KIQs)

Why is it important to interrupt politely in a conversation?
How do we avoid conflict with wild animals?

Suggested Experiences

discuss with peers common conversational errors among speakers
listen to a conversation on human-wildlife conflict between a game warden and a farmer (complaining about wild animals destroying crops in his or her farm)
identify conversational errors that may be as a result of poor turn- taking and interrupting impolitely
role play the conversation again while correcting the conversational errors made
respond to questions from texts

Teaching Resources

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

1.4 Public speaking – Impromptu speech

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the non-verbal cues in communication
present a short talk on the theme using appropriate non-verbal cues for effective communication
recognise the value of non-verbal cues in enhancing communication

Key Inquiry Questions (KIQs)

How do non- verbal cues enhance understanding?
Why is it important to follow the appropriate steps of first aid in case of an accident?

Suggested Experiences

watch and listen to a video recording of a story on safety at school
identify the non-verbal cues (e.g. gestures, facial expressions, movement) used in presentation of the story
discuss how the cues help to enhance understanding in speaking
present the short talk using appropriate non-verbal cues at a class assembly or during club activities
visit an institution that provides first aid services (hospital, the Red Cross, St. John’s Ambulance or the Kenya Police) and listen keenly to a talk on how to give first aid in case of a school emergency
conduct a discussion forum in clubs and societies on safety measures to be taken in school to avoid accidents. Outcomes

Teaching Resources

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

1.5 Storytelling

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

re-tell a short story on the theme for expression
explain proverbs and wise sayings used in oral presentations for information
embrace the common community values for lifelong learning

Key Inquiry Questions (KIQs)

Why is it important to pass culture from one generation to another?

Suggested Experiences

listen to a story from a good narrator or a digital or electronic device on the African community values (respect, unity and hard work)
discuss the lessons learnt from the story
identify the features that made the story telling session interesting
work with peers to put together a collection of proverbs and wise sayings
discuss the meaning of the proverbs and wise sayings
write the proverbs and wise sayings on sentence strips and display them in class
create a proverbs and sayings basket and randomly pick the proverbs to explain the meaning to peers
create short stories using proverbs and wise sayings focusing on good values of their community and narrate during community events, drama and music festivals

Teaching Resources

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

1.6 Self-expression – interviews

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characteristics of a good oral presentation for information
apply audience awareness in a mock interview session for expression
observe the skills of turn- taking and interrupting politely in a dialogue for expression
value the need for confidence in oral presentation for self- expression

Key Inquiry Questions (KIQs)

How do we apply audience awareness in public speaking?
Why is it important to take turns and interrupt politely in dialogues?

Suggested Experiences

work with peers to listen to a recording of an interview panel on the theme
identify vocabulary used in the interview
work in partnership with peers to find out the meaning of the new words identified
conduct a mock interview with peers on a topic related to the theme
apply turn taking and interrupting politely in the mock interview
peer review peers’ performance
discuss with peers on effects of poor turn taking or interruption modes in an interview
role play two contrasting panel interviews and establish the distinguishing factors regarding turn taking and interrupting politely

Teaching Resources

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

1.7 Presentation skills – Debate

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to sports and games for information
organise ideas logically for communication for comprehension
apply appropriate audience awareness skills during debate for expression
acknowledge audience awareness skills in effective public presentations

Suggested Experiences

By the end of the Sub Strand, the learner should be able to: a) identify vocabulary related to sports and games for information, b) organise ideas logically for communication for comprehension, c) apply appropriate audience awareness skills during debate for expression, d) acknowledge audience awareness skills in effective public presentations

Teaching Resources

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

1.8 Story telling – Ogre narrative

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

explain the characteristics of a good story teller for information
retell an ogre narrative from the community for effective communication
acknowledge the role of ogre narratives in the preservation of culture

Key Inquiry Questions (KIQs)

Why are ogre stories important?
How can we make a storytelling session more captivating?

Suggested Experiences

work with peers to collect a variety of ogre stories from the community and organize in a class portfolio
collaborate with peers to identify features that make a story telling session interesting (e.g. gestures, audience involvement, tonal variation, dramatization)
work with peers to draw ogres based on their mental perception
team up to prepare traditional attire, ornaments or instruments that can be used in a storytelling session
take turns to conduct a story telling session on ogre stories from African communities
work jointly to record the story telling session
peer assess each other’s presentation
discuss moral lessons learnt from the ogre story and relate them to real life

Teaching Resources

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

1.9 Presentation skills – Songs

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify intonation used in speech for information
use acquired vocabulary to present a song
acknowledge the importance of audience awareness in presentation

Key Inquiry Questions (KIQs)

How can we make a presentation more appealing?
Why is correct intonation a key aspect in oral presentations?

Suggested Experiences

take turns to read target words with correct intonation to bring out meaning
work collaboratively to sing songs related to the theme
identify vocabulary from the songs
create a list of the vocabulary identified
use the vocabulary to compose a song on the theme One Kenya, One Nation
present the song and work jointly with peers to record the performances
organise an indigenous languages festival and exhibition to present the songs in the session

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading for comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

answer questions from texts related to the theme for comprehension
use the vocabulary on the theme to construct sentences in appropriate tenses for communication
embrace the use of interpersonal skills to enhance positive gender roles in society

Key Inquiry Questions (KIQs)

How can we differentiate between actions done in the past and in the present?
Why is it important to apply comprehension skills in reading?

Suggested Experiences

conduct a reader’s theatre to read texts related to the theme
work with peers to identify vocabulary related to the theme
answer direct and inferential questions from the texts
work with peers to discuss how action (verbs) can be described in their present and past tense
work as a class to create a table to differentiate between verbs in their present and past tense
display the table on the language corner and take turns to read
make sentences using the verbs in their present and past tense
use substitution tables to makes sentences related to the theme
share their sentences with peers for peer review

Teaching Resources

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

2.2 Extensive reading – Library skills

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

trace specific reading materials from online or print sources
track their reading progress by creating a reading log
embrace safe use of the internet as a source of information for lifelong learning

Key Inquiry Questions (KIQs)

How do we get information on something we want to understand more?
Why is it important to use the internet safely and cautiously?

Suggested Experiences

search for texts related to technology, social media or the internet, using digital devices or the library
collaborate with peers to conduct a silent reading session
list down the vocabulary identified from the read texts
pick out names of digital devices from the texts read and write them on charts for display
prepare a reading log on the resources read including key details (e.g. title, author, main idea, vocabulary)
identify sentences written in future tense and note them down
create a reading club with peers and exchange reading resources

Teaching Resources

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

2.3 Extensive Reading

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

explain vocabulary related to the theme for effective communication
paraphrase the main idea from a text for comprehension
embrace reading as a source of acquiring information

Key Inquiry Questions (KIQs)

Why should we read extensively?
Why is it important to take care of wildlife?
What can be done to avoid road clashes involving wild animals?

Suggested Experiences

read texts related safety of wild animals on our roads (for example, road signs, being cautious, animal ambulance)
identify vocabulary related to the theme- wildlife
team up with peers to play a language game to match the vocabulary identified to their meaning
work with peers to construct sentences using the vocabulary identified
paraphrase the main idea from the text
share the summary with peers for review
collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass festival

Teaching Resources

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

2.4 Reading for information – Poetry

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

respond to questions from texts for information
create a glossary with words related to the theme for information
construct sentence using the new vocabulary for effective communication
appreciate the role of reading as a way of acquiring information

Teaching Resources

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

2.5 Reading for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme for information
respond to questions from texts for comprehension
acknowledge the role of reading for acquisition of information

Key Inquiry Questions (KIQs)

Why are community values important?

Suggested Experiences

surf the internet or read books with texts related to the theme
identify meaning of vocabulary in the texts
answer direct and inferential questions from the texts
make a summary of the key ideas from the texts
identify specific details from the texts (e.g. characters, vocabulary)
discuss the importance of each of the values mentioned from the context of the text
prepare a skit on community values and roleplay during club activities or school events

Teaching Resources

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

2.6 Reading for comprehension – Play

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary on indigenous trade from a play for information
summarise the main ideas from a play for comprehension
respond to questions from a play for comprehension
acknowledge relating events and ideas to real life for life-long learning

Key Inquiry Questions (KIQs)

How can we enhance comprehension when reading a play?
How does indigenous trade differ from modern trade?

Suggested Experiences

conduct a reader’s theatre to read an excerpt of a play on indigenous languages
identify vocabulary related to indigenous trade from the plays read
conduct a spelling bee mini- contest to spell out and read the vocabulary related to the theme
work together to match the new words to their meaning
make notes on the key details from the play
team up to discuss the characteristics of a play with examples from the plays read
write down a summary of the main events from the plays
answer direct and inferential questions from the plays
role-play a skit on an occurrence in indigenous market setting

Teaching Resources

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

2.7 Reading for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

answer questions from texts for information
create a personal collection of vocabulary related to the theme for comprehension
summarise the key ideas from texts for information
embrace the acquisition of knowledge on sports and games through reading

Key Inquiry Questions (KIQs)

How do we read to find information from texts efficiently?
Why should we engage in sports and games?

Suggested Experiences

search from online and offline sources for short passages on sports and games
conduct a silent reading session to read short passages related to the theme
answer direct and inferential questions on the short passages read
work collaboratively to prepare flashcards with the vocabulary identified from the passage
display the flashcards for peers to read aloud
make notes on the main ideas from texts

Teaching Resources

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

2.8 Intensive reading – Ogre stories

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the features of ogre stories for information
respond to questions from texts for comprehension
use vocabulary related to the theme in sentence construction for comprehension
embrace the place of ogre tales in cultural conservation

Key Inquiry Questions (KIQs)

How can we read to get specific information from a text?
How do ogre stories differ from other stories?

Suggested Experiences

listen to ogre tales from a resource person
team up to identify the features of ogre stories
present the features discussed for peer review
collaborate with peers to find ogre stories from online and offline sources
conduct a reader’s theatre to read the stories
answer direct and inferential questions from ogre stories
identify vocabulary related to the theme from the stories
create a vocabulary bank with new words from the stories
work with peers to match the new words to their meaning
work jointly with peers to fill in a word puzzle with vocabulary learnt from the theme
work with peers to use the vocabulary to construct sentences
collaboratively make notes on lessons learnt from the ogre stories

Teaching Resources

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

2.9 Reading for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary used in texts for information
respond to texts on inter-ethnic cohesion for comprehension
embrace the need for inter-ethnic cohesion for better living

Key Inquiry Questions (KIQs)

Why do we need to co-exist as a country despite our differences in culture?

Suggested Experiences

work with peers to find online or offline texts on inter-ethnic cohesion
conduct a silent reading session on the texts
make notes on key ideas expressed in the texts
prepare a list of vocabulary identified from the texts read
work with peers to identify the meaning of the vocabulary identified
collaborate with peers to create mind maps on the vocabulary and generate other related words
answer direct and inferential questions from the comprehension texts

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands18 Lessons

3.1 Essay writing – Expository essay

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

research on an issue related to the theme for information
write an expository essay on gender roles for effective communication
embrace the importance of organising ideas into a coherent sequence for communication

Key Inquiry Questions (KIQs)

How do we organise information logically in writing?
Why is it important to understand gender roles in the community?

Suggested Experiences

work with peers to carry out a research on an issue related to the theme
make notes on their findings
work with peers to brainstorm and write an outline of an expository essay on the theme
create a vocabulary bank using the vocabulary picked
collaborate with peers to sort flashcards with ideas on gender roles in the community
organise the ideas on the gender roles into a coherent sequence
construct paragraphs from the ideas on the cards and sequence them into a meaningful expository essay
edit and review the essay for coherence and effective communication
display the best written essay in the class language wall

Teaching Resources

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

3.2 Social writing – Cards

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the key components of a card for information
design a card (invitation card, appreciation card, congratulatory card) for effective communication
advocate for the role of social writing in enhancing communication

Key Inquiry Questions (KIQs)

Why do we present cards to people?
How can we make cards more appealing when designing them?

Suggested Experiences

work with peers to collect sample cards from online and print sources
study the cards to identify the key message passed
identify the features of the cards
work with peers to design a thank you card, congratulatory card and invitation card
display the cards in the class gallery for peer review
use a digital device to create a variety of e-cards (invitation, appreciation, congratulatory cards)
present the designed e-cards to the class for peer review

Teaching Resources

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

3.3 Writing for information – Paragraph writing

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the features of a well-developed paragraph
compose two well sequenced paragraphs on the theme for information
acknowledge writing as a channel for addressing

Key Inquiry Questions (KIQs)

How do we write paragraphs?
Why is it important to preserve wildlife?

Suggested Experiences

brainstorm with peers the features of a well-developed paragraph
work with peers to study a collection of paragraphs
collaborate with peers to review the paragraphs and identify whether they are well developed and written
prepare a sketch of ideas related to the theme
use the sketched ideas to compose a paragraph on the theme
share their paragraphs with peers for review
display the best written paragraphs in the class gallery
conduct a writing contest to identify well developed paragraphs from the class

Teaching Resources

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

3.4 Writing to give information

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the steps of responding to an emergency in school
write a composition on the process of responding to an emergency in school
recognise process writing as a way of passing information

Key Inquiry Questions (KIQs)

Why is it important to understand how to respond to an emergency?

Suggested Experiences

watch a short video or read a passage on the process of responding to an emergency
work with peers to summarise what happens in the video or passage
outline the main steps taken in responding to the emergency in the video or passage
compile a list of connectors of sequence used to sequence ideas in paragraphs (e.g. first, second, then, finally)
write a composition laying out the process of responding to an emergency based on the main steps outlined using the connectors of sequence
present the composition to other members of class for peer review
organise their best compositions in a portfolio

Teaching Resources

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

3.5 Creative writing – Poetry

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of a poem for information
write a simple poem on the theme for creative expression
advocate for the use of poetry in the promotion of community values

Key Inquiry Questions (KIQs)

Why are poems important in transmitting culture?

Suggested Experiences

work collaboratively to discuss aspects of poetry (e.g. theme, diction, line, stanza, imagery and persona)
watch a presentation of or read a simple poem on the theme
explain the main message from the poem
identify aspects of style (e.g. repetition, rhyme, imagery, symbolism, and rhythm)
compose simple poems on community values
recite the verses for peer review
discuss how language is used in poetry
compare language use in poetry with ordinary language

Teaching Resources

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

3.6 Writing to give information – Dialogue

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

examine the features of a dialogue for effective writing
create a dialogue on the theme for information
acknowledge the importance of dialogue writing in communication

Key Inquiry Questions (KIQs)

What are the key features of a dialogue?
Why are values important when engaging in any business transaction?

Suggested Experiences

collaborate with peers to discuss the features of a dialogue
role play a dialogue with peers on a topic related to the theme of indigenous trade
sketch an outline of a simple dialogue on a topic related to the theme
share their sketch with peers for review
compose the dialogue based on the reviewed outline
exchange their dialogues with peers and identify the main ideas in the dialogues
organise their well written dialogues in the class portfolio. Outcomes

Teaching Resources

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

3.7 Essay writing – Descriptive composition

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify descriptive words from a text on sports and games
write a descriptive composition on a topic related to the theme for information
advocate for use of appropriate descriptive words in communication

Key Inquiry Questions (KIQs)

How do we present information in descriptive writing?
Why is it important to consider personal interests when choosing a sport or game?

Suggested Experiences

read a text on sports and games from online or print sources
collaborate with peers to identify descriptive words (adjectives) as used in the text
take turns to play a language game where they describe an object using non-verbal cues and have their peers guess what object it is
write an outline of a descriptive composition on a sport or game of their choice
make a list of words that can be used to describe things, people, events or feelings related to the sport or game
write a composition (240 – 280 words) describing a sport or game of choice
share their composition with peers for review
conduct a writing contest to establish the best descriptive compositions on sports and games
organise their best compositions in a portfolio

Teaching Resources

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

3.8 Creative writing - Songs

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the features of a song for information
compose a simple song related to the theme for effective communication
advocate for song writing as a way of recording indigenous knowledge

Key Inquiry Questions (KIQs)

How do we write an interesting song?
Why is writing important for indigenous knowledge?

Suggested Experiences

work jointly with peers to discuss the features of songs (e.g. lines, verses, refrain, and rhythm)
listen to varied songs related to the theme
team up to compose simple songs on the theme
share the songs with peers for review
work with peers to record each other as they sing their own compositions
discuss prominent song writers in the society and identify unique features about their compositions
watch or listen to a song about a positive aspect of culture
identify the message that the song communicates
identify aspects of language use such as repetition, rhyme, imagery, and symbolism
compose a simple song on an aspect of a common value of your community

Teaching Resources

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

3.9 Functional Writing – Posters

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of a poster for information
design a poster on the theme for effective communication
acknowledge the role of posters in creating awareness for inter-ethnic cohesion. Exceeding Expectations

Key Inquiry Questions (KIQs)

How can posters be used to foster cohesion among people?
Approaching Expectations?

Suggested Experiences

surf the internet for sample posters on inter-ethnic cohesion
work with peers to put together a collection of posters related to the theme from various sources
identify features of an ideal poster
work with peers to prepare a creative poster emphasising on the One Kenya, One Nation spirit
share their posters with peers for review
make adjustments on the posters based on feedback from peers
display their refined posters in a class gallery
publish or share the posters with friends and members of the community. Meeting Expectations

Teaching Resources

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

Strand 4.0

Language in Use

1 Sub-strand1 Lessons

4.1 Ability to use parts of speech in sentence construction - Adjectives - Verbs - Tenses

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Uses parts of
speech in sentence
construction
(Adjectives, Verbs
and Tenses) with
precision

Key Inquiry Questions (KIQs)

Uses most of the parts of speech in sentence construction (Adjectives, Verbs and Tenses)?

Suggested Experiences

Uses parts of speech in sentence construction (Adjectives, Verbs and Tenses)

Teaching Resources

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

Strand 5.0

Listening for information

1 Sub-strand1 Lessons

5.1 Ability to identify specific information

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Identifies specific
information from
oral texts with rich
references
Responds to direct
and inferential
questions from
texts with
precision
Demonstrates
proper turn taking
and interrupting
politely during
panel interviews
with precision
Uses non-verbal
cues in oral
presentations like
interviews
storytelling and
debates creatively
Organises well
thought out ideas
for a public
presentation with
rich details
Applies effective
audience
awareness skills
consistently
during public
speaking
Exceeds
Expectation
Responds to direct
and inferential
questions from
texts with
precision
Summarises main
ideas from a text
with precision
Identifies the
features of an ogre
narrative with
relevant examples
Locates varied
resources and texts
from online and
print sources in a
variety of ways
Reads a variety of
grade appropriate
texts for
enjoyment
Tracks their
reading progress
consistently by
creating a reading
log featuring title
author, main idea
and vocabulary
Exceeds
Expectation
Composes well
sequenced
paragraphs
consistently
Designs both items
using the correct
format, language
and organization
with creativity
Composes all the
items meticulously
using the correct
structure or
format, language
and organization

Key Inquiry Questions (KIQs)

Identifies most specific information from oral texts Responds to most direct and inferential questions from texts Demonstrates proper turn taking and interrupting politely during panel interviews in most instances Uses a limited variety of non- verbal cues in oral presentations like interviews, storytelling and debates Partially organises ideas for a public presentation Partially applies effective audience awareness skills during public speaking Approaches Expectation Responds to most direct and inferential questions from texts Summarises main ideas from a text leaving out few ideas Identifies most features of an ogre narrative Locates some specific resources and texts from online and print sources Reads portions of grade appropriate texts for enjoyment Track their reading progress by creating a reading log featuring three items Approaches Expectation Composes paragraphs which are mostly well sequenced Designs both items with a few flaws on format, language and organization Composes most of the items using the correct structure or format, language and organization?

Suggested Experiences

Identifies specific information from oral texts Responds to direct and inferential questions from texts Demonstrates proper turn taking and interrupting politely during panel interviews Uses non-verbal cues in oral presentations like interviews, storytelling and debates Organises ideas for a public presentation Applies effective audience awareness skills during public speaking Meets Expectation Responds to direct and inferential questions from texts Summarises main ideas from a text Identifies the features of an ogre narrative Locates specific resources and texts from online and print sources Reads selected grade appropriate texts for enjoyment Track their reading progress by creating a reading log featuring title, author, main idea and vocabulary Meets Expectation Composes well sequenced paragraphs Designs both items using the correct format, language and organization Composes all the items using the correct structure or format, language and organization

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
Language in Use
Listening for information

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 German Hub Hindu Religious Education 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 Indigenous Languages?

The official KICD strands for Grade 8 Indigenous Languages are: Listening and Speaking, Reading, Writing, Language in Use, Listening for information. 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 Indigenous Languages?

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 Indigenous Languages 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 Indigenous Languages?

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.