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

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

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

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Grade 8 Indigenous Languages Term 2 Curriculum Overview

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

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

Full Term Timetable

Grade 8 Indigenous Languages Term 2 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) trace specific reading materials from online or print sources	1. How do we get information on something we want to understand more?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) track their reading progress by creating a reading log b) embrace safe use of the internet as a source of information for lifelong learning	1. Why is it important to use the internet safely and cautiously?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) embrace safe use of the internet as a source of information for lifelong learning	1. Why is it important to use the internet safely and cautiously?	- create a reading club with peers and exchange reading resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) embrace safe use of the internet as a source of information for lifelong learning	1. Why is it important to use the internet safely and cautiously?	- create a reading club with peers and exchange reading resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) embrace safe use of the internet as a source of information for lifelong learning	1. Why is it important to use the internet safely and cautiously?	- create a reading club with peers and exchange reading resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Extensive reading – Library skills	By the end of the sub strand, the learner should be able to; a) embrace safe use of the internet as a source of information for lifelong learning	1. Why is it important to use the internet safely and cautiously?	- create a reading club with peers and exchange reading resources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) explain vocabulary related to the theme for effective communication	1. Why should we read extensively?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) paraphrase the main idea from a text for comprehension b) embrace reading as a source of acquiring information	1. Why is it important to take care of wildlife? 2. What can be done to avoid road clashes involving wild animals?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) embrace reading as a source of acquiring information	1. What can be done to avoid road clashes involving wild animals?	- collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass festival	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) embrace reading as a source of acquiring information	1. What can be done to avoid road clashes involving wild animals?	- collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass festival	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) embrace reading as a source of acquiring information	1. What can be done to avoid road clashes involving wild animals?	- collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass festival	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) embrace reading as a source of acquiring information	1. What can be done to avoid road clashes involving wild animals?	- collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass festival	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for information – Poetry	By the end of the sub strand, the learner should be able to; a) respond to questions from texts for information b) create a glossary with words related to the theme for information	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for information – Poetry	By the end of the sub strand, the learner should be able to; a) construct sentence using the new vocabulary for effective communication b) appreciate the role of reading as a way of acquiring information	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for information – Poetry	By the end of the sub strand, the learner should be able to; a) appreciate the role of reading as a way of acquiring information	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Indigenous Languages Term 2 Strands and Sub-strands Breakdown

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

Strand 1.0

Reading

8 Sub-strands16 Lessons in Term 2

1.1 Extensive reading – Library skills

2 Suggested LessonsTerm 2

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?

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

1.2 Extensive Reading

2 Suggested LessonsTerm 2

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?

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

1.3 Reading for information – Poetry

2 Suggested LessonsTerm 2

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

1.4 Reading for information

2 Suggested LessonsTerm 2

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?

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

1.5 Reading for comprehension – Play

2 Suggested LessonsTerm 2

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?

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

1.6 Reading for information

2 Suggested LessonsTerm 2

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?

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

1.7 Intensive reading – Ogre stories

2 Suggested LessonsTerm 2

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?

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

1.8 Reading for information

2 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands6 Lessons in Term 2

2.1 Essay writing – Expository essay

2 Suggested LessonsTerm 2

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?

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

2.2 Social writing – Cards

2 Suggested LessonsTerm 2

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?

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

2.3 Writing for information – Paragraph writing

2 Suggested LessonsTerm 2

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?

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

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

Complete annual curriculum scope for Grade 8 Indigenous Languages showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing
Language in Use
Listening for information

Other Grade 8 Schemes of Work for Term 2

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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 Indigenous Languages Term 2

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

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

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

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

How is Grade 8 Indigenous Languages Term 2 structured across weeks?

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

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

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