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

Grade 8 Integrated Science Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Integrated Science Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Integrated Science Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 Integrated Science in Term 1.

Class / Grade
Grade 8
Pre-Primary Level
Learning Area
Integrated Science
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

Grade 8 Integrated Science Term 1 Scheme of Work Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

By the end of the sub strand, the learner should be able to;

a) outline the applications of common elements

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 8 Integrated Science Term 1 Strands and Sub-strands Breakdown

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

1
Strand 1.0

Mixtures, Elements and Compounds

3 Sub-strands60 Lessons in Term 1

1.1 Elements and Compounds

18 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • explain the relationship between an atom, an element, a molecule and a compound
  • assign symbols to selected elements
  • write word equations to represent reactions of selected elements to form compounds
  • outline the applications of common elements
Key Inquiry Questions (KIQs)
  • Why is it important to use symbols for representing elements in day to day life?
Learning Experiences
  • discuss the meaning of atoms, elements, molecules and compounds
  • collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers
  • collaboratively represent selected elements using symbols
  • use word equations to represent reactions of elements to form compounds
  • identify elements in selected compounds (compounds with only two elements)
  • explore the importance and value of common elements and
Teaching Resources

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

1.2 Physical and chemical changes

22 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • describe the characteristics of particles in the three states of matter
  • explain the effects of impurities on boiling point and melting point of a substance
  • distinguish between physical and chemical changes in substances
  • outline applications of change of state of matter in day-to-day life
  • appreciate the applications of change of state of matter in day-to-day life
Key Inquiry Questions (KIQs)
  • How does the movement of particles in matter affect its properties?
Learning Experiences
  • Carry out activities to demonstrate the characteristics of particles in the three states of matter
  • perform experiments to demonstrate diffusion in liquids and gases, for example use of water and ink to illustrate kinetic theory of matter
  • carry out experiments to determine the boiling and melting points of pure and impure substances
  • draw the heating curve and discuss the trends
  • discuss the effects of impurities on boiling point and melting point of a substance
  • carry out experiments to demonstrate physical and chemical changes in substances
  • discuss the applications of physical and chemical changes in day-to-day life
  • use digital or print media to search for the information on movement of particles in the different states of matter
Teaching Resources

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

1.3 Classes of fire

20 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

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

  • identify causes of fire in nature
  • explain the role of the components of fire triangle in the spread of fire
  • describe ways of controlling different classes of fires
  • acknowledge the dangers of fires in nature
Key Inquiry Questions (KIQs)
  • What are the dangers of fire in nature?
Learning Experiences
  • discuss the possible causes of fire in nature
  • discuss the role of the components of fire triangle in the spread of fire
  • brainstorm on the different classes of fire
  • discuss the dangers of fires in the environment
  • collaboratively practice fire control measures
  • discuss rights to safety information on flammable substances
  • use digital devices or print media to search for information on fire control measures. project: Learner is guided to prepare posters on classes of fires and their control measures and hang them in places where they can be seen
Teaching Resources

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

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

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

Term 1Current
  • Mixtures, Elements and Compounds
Term 2View Term 2 →
  • Mixtures, Elements and Compounds
  • Living Things and their Environment
Term 3View Term 3 →
  • Living Things and their Environment
  • Force and Energy

Other Grade 8 Schemes of Work for Term 1

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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:

Help & Answers

Frequently Asked Questions: Grade 8 Integrated Science Term 1

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

In Term 1, Grade 8 Integrated Science covers the following main strands: Mixtures, Elements and Compounds. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 8 Integrated Science in Term 1?

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

How is Grade 8 Integrated Science Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

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