2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 8 Social Studies 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 Social Studies Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Social Studies 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 Social Studies in Term 3.

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

Full Term Timetable

Grade 8 Social Studies 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	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) examine the importance of historical sites and monuments for the preservation of cultural heritage	1. Why should we conserve historical sites and monuments?	- draw a map of Africa and indicate the selected historical sites and monuments and share in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) examine the importance of historical sites and monuments for the preservation of cultural heritage	1. Why should we conserve historical sites and monuments?	- develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa and share in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) explore ways of conserving historical sites and monuments in Africa	1. Why should we conserve historical sites and monuments?	- work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments and present them in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) apply creative thinking skills in conserving cultural heritage	1. Why should we conserve historical sites and monuments?	- discuss ways of applying creative thinking in preserving cultural heritage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) apply creative thinking skills in conserving cultural heritage	1. Why should we conserve historical sites and monuments?	- demonstrate love for their own community as they exchange new ideas in designing strategies to overcoming challenges in creative thinking preserving cultural heritage and share	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) desire to conserve historical sites and monuments in the locality in promoting cultural heritage	1. Why should we conserve historical sites and monuments?	- display national pride as they collect pictures and photographs and create an album of historical sites and monuments and display them in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Natural and Historic Built Environments	Historical Sites and Monuments in Africa	By the end of the sub strand, the learner should be able to; a) desire to conserve historical sites and monuments in the locality in promoting cultural heritage	1. Why should we conserve historical sites and monuments?	- display national pride as they collect pictures and photographs and create an album of historical sites and monuments and display them in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) explore components of the Constitution of Kenya	1. Why do we need a constitution?	- in groups discuss the components of the Constitution of Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) explore components of the Constitution of Kenya	1. Why do we need a constitution?	- work harmoniously in groups to create charts showing the three arms of government, their roles and interrelationships, and display them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) illustrate roles of the three arms of government of Kenya in reference to the relevant chapters in the Constitution	1. Why do we need a constitution?	- research on regulations for safe road users in Kenya and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) examine guiding principles of leadership and integrity in the Constitution of Kenya	1. Why is assertiveness important in adhering to the Constitution of Kenya?	- display team spirit as they brainstorm in groups on the guiding principles of leadership and integrity in the Constitution of Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) apply assertiveness in upholding principles of leadership and integrity in daily interactions	1. Why is assertiveness important in adhering to the Constitution of Kenya?	- reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity in daily interactions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) exhibit good leadership intended in chapter six of the Constitution of Kenya	1. Why is assertiveness important in adhering to the Constitution of Kenya?	- develop critical and constructive dialogue as they debate on whether or not leaders in Kenya adhere to their constitutional responsibilities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) exhibit good leadership intended in chapter six of the Constitution of Kenya	1. Why is assertiveness important in adhering to the Constitution of Kenya?	- develop critical and constructive dialogue as they debate on whether or not leaders in Kenya adhere to their constitutional responsibilities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Political Developments and Governance	Human Rights	By the end of the sub strand, the learner should be able to; a) explore how human rights can be respected and protected in the community	1. How can we promote respect for Children’ Rights in the community?	- foster fairness and justice among peers as they brainstorm on how human rights can be respected and protected in the community	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Social Studies Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Natural and Historic Built Environments

1 Sub-strand8 Lessons in Term 3

1.1 Historical Sites and Monuments in Africa

8 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

locate selected historical sites and monuments in Africa
examine the importance of historical sites and monuments for the preservation of cultural heritage
explore ways of conserving historical sites and monuments in Africa
apply creative thinking skills in conserving cultural heritage
desire to conserve historical sites and monuments in the locality in promoting cultural heritage

Key Inquiry Questions (KIQs)

Why should we conserve historical sites and monuments?

Learning Experiences

use digital or print resources to trace selected historical sites and monuments in Africa and present in class
draw a map of Africa and indicate the selected historical sites and monuments and share in class
develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa and share in class
work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments and present them in class
discuss ways of applying creative thinking in preserving cultural heritage
demonstrate love for their own community as they exchange new ideas in designing strategies to overcoming challenges in creative thinking preserving cultural heritage and share
display national pride as they collect pictures and photographs and create an album of historical sites and monuments and display them in class

Teaching Resources

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

Strand 2.0

Political Developments and Governance

3 Sub-strands24 Lessons in Term 3

2.1 The Constitution of Kenya

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

explore components of the Constitution of Kenya
illustrate roles of the three arms of government of Kenya in reference to the relevant chapters in the Constitution
examine guiding principles of leadership and integrity in the Constitution of Kenya
apply assertiveness in upholding principles of leadership and integrity in daily interactions
exhibit good leadership intended in chapter six of the Constitution of Kenya

Key Inquiry Questions (KIQs)

Why do we need a constitution?
Why is assertiveness important in adhering to the Constitution of Kenya?

Learning Experiences

in groups discuss the components of the Constitution of Kenya
work harmoniously in groups to create charts showing the three arms of government, their roles and interrelationships, and display them
research on regulations for safe road users in Kenya and share with peers
display team spirit as they brainstorm in groups on the guiding principles of leadership and integrity in the Constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity in daily interactions
develop critical and constructive dialogue as they debate on whether or not leaders in Kenya adhere to their constitutional responsibilities

Teaching Resources

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

2.2 Human Rights

8 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

explore how human rights can be respected and protected in the community
describe process of effective communication on human rights issues
outline Children’s Rights in Kenya
demonstrate ways in which children are protected against violation of their Rights in Kenya
recognise responsibility of the society in protecting human rights

Key Inquiry Questions (KIQs)

How can we promote respect for Children’ Rights in the community?
How can effective communicatio n foster respect for Human Rights?

Learning Experiences

foster fairness and justice among peers as they brainstorm on how human rights can be respected and protected in the community
role-play scenarios that depict the process of effective communication on human rights issues
enhance communicating and collaborating skills within diverse group to perform a skit depicting ways in which children are protected against violation of their rights
enhance the skill of finding extra information as they use print or digital resources to search and identify the rights of the child as stipulated in the Children’s Act (latest version) and the African Charter on the rights and welfare of the child
exhibit the value of human dignity as they design an “issue tree” and use it to investigate the root causes, effects and possible solutions to the violation of human rights

Teaching Resources

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

2.3 Citizenship

10 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

describe qualities of a global citizen in an interconnected society
explore ways in which Nobel Prize nominees responded to injustice situations in the society
exhibit social entrepreneurship and active participation in the community for personal and social well-being
show empathy to personalities who volunteer to address injustices in society

Key Inquiry Questions (KIQs)

How can we promote global citizenship?
How can we show empathy as global citizens?

Learning Experiences

brainstorm on qualities and responsibilities of a global citizen in the world today
use print or digital resources to find out the responsibilities of a global citizen
become aware about responsibilities of as global citizens in developing communication messages or posters on responsibilities of a global citizen in the world today
in groups discuss factors for harmonious coexistence among citizens in East Africa and Africa
research on social entrepreneurship and active participation for personal and social wellbeing and write a report
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
demonstrate tolerance expressing and understanding different viewpoints as they debate on differences and similarities about how (Wangari Maathai and Mahatma Gandhi) responded to injustice situations in society
set goals that go beyond their comfort zone as they visualize and share a depiction of themselves in 15 years’ time enjoying their contribution as global citizens
write an essay on the importance of empathy to personalities who volunteer to address injustices in society
practice and sing the Eastern Africa (EAC) and African Union (AU) anthems
in small groups translate the EAC and AU anthems into indigenous languages and sing in class

Teaching Resources

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

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

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

Term 1View Term 1 →

Social Studies and Personal Management
Social Studies Personal Management
People and Relationships

Term 2View Term 2 →

People and Relationships
Natural and Historic Built Environments

Term 3Current

Natural and Historic Built Environments
Political Developments and Governance

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.

Arabic (Term 3)Christian Religious Education (Term 3)English (Term 3)French (Term 3)Creative Arts & Sports (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Integrated Science (Term 3)Islamic Religious Education (Term 3)Kiswahili (Term 3)Mandarin (Term 3)Mathematics (Term 3)

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 Social Studies Term 3

What strands and sub-strands are covered in Grade 8 Social Studies Term 3?

In Term 3, Grade 8 Social Studies covers the following main strands: Natural and Historic Built Environments, Political Developments and Governance. 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 Social Studies 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 Social Studies 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.