2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons3 Strands in Term 3

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

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

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Grade 8 Indigenous Languages Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 Indigenous Languages in Term 3.

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

Full Term Timetable

Grade 8 Indigenous Languages Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Writing	Writing to give information	By the end of the sub strand, the learner should be able to; a) outline the steps of responding to an emergency in school	1. Why is it important to understand how to respond to an emergency?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Writing to give information	By the end of the sub strand, the learner should be able to; a) write a composition on the process of responding to an emergency in school b) recognise process writing as a way of passing information	1. Why is it important to understand how to respond to an emergency?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Writing to give information	By the end of the sub strand, the learner should be able to; a) recognise process writing as a way of passing information	1. Why is it important to understand how to respond to an emergency?	- organise their best compositions in a portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Writing to give information	By the end of the sub strand, the learner should be able to; a) recognise process writing as a way of passing information	1. Why is it important to understand how to respond to an emergency?	- organise their best compositions in a portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative writing – Poetry	By the end of the sub strand, the learner should be able to; a) identify features of a poem for information	1. Why are poems important in transmitting culture?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Creative writing – Poetry	By the end of the sub strand, the learner should be able to; a) write a simple poem on the theme for creative expression b) advocate for the use of poetry in the promotion of community values	1. Why are poems important in transmitting culture?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative writing – Poetry	By the end of the sub strand, the learner should be able to; a) advocate for the use of poetry in the promotion of community values	1. Why are poems important in transmitting culture?	- compare language use in poetry with ordinary language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Creative writing – Poetry	By the end of the sub strand, the learner should be able to; a) advocate for the use of poetry in the promotion of community values	1. Why are poems important in transmitting culture?	- compare language use in poetry with ordinary language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative writing – Poetry	By the end of the sub strand, the learner should be able to; a) advocate for the use of poetry in the promotion of community values	1. Why are poems important in transmitting culture?	- compare language use in poetry with ordinary language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Writing to give information – Dialogue	By the end of the sub strand, the learner should be able to; a) examine the features of a dialogue for effective writing	1. What are the key features of a dialogue?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Writing to give information – Dialogue	By the end of the sub strand, the learner should be able to; a) create a dialogue on the theme for information b) acknowledge the importance of dialogue writing in communication	1. Why are values important when engaging in any business transaction?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Writing to give information – Dialogue	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of dialogue writing in communication	1. Why are values important when engaging in any business transaction?	- organise their well written dialogues in the class portfolio. Outcomes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Writing to give information – Dialogue	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of dialogue writing in communication	1. Why are values important when engaging in any business transaction?	- organise their well written dialogues in the class portfolio. Outcomes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Writing to give information – Dialogue	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of dialogue writing in communication	1. Why are values important when engaging in any business transaction?	- organise their well written dialogues in the class portfolio. Outcomes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Essay writing – Descriptive composition	By the end of the sub strand, the learner should be able to; a) identify descriptive words from a text on sports and games	1. How do we present information in descriptive writing?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Indigenous Languages Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Writing

6 Sub-strands12 Lessons in Term 3

1.1 Writing to give information

2 Suggested LessonsTerm 3

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?

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

1.2 Creative writing – Poetry

2 Suggested LessonsTerm 3

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?

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

1.3 Writing to give information – Dialogue

2 Suggested LessonsTerm 3

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?

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

1.4 Essay writing – Descriptive composition

2 Suggested LessonsTerm 3

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?

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

1.5 Creative writing - Songs

2 Suggested LessonsTerm 3

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?

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

1.6 Functional Writing – Posters

2 Suggested LessonsTerm 3

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?

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

Strand 2.0

Language in Use

1 Sub-strand1 Lessons in Term 3

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

1 Suggested LessonsTerm 3

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)?

Learning Experiences

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

Teaching Resources

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

Strand 3.0

Listening for information

1 Sub-strand1 Lessons in Term 3

3.1 Ability to identify specific information

1 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing
Language in Use
Listening for information

Other Grade 8 Schemes of Work for Term 3

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

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Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 8 Indigenous Languages Term 3

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

In Term 3, Grade 8 Indigenous Languages covers the following main strands: Writing, Language in Use, Listening for information. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

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

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

How is Grade 8 Indigenous Languages Term 3 structured across weeks?

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

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

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