2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands27 Suggested Lessons

Grade 9 Arabic 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 9 Arabic. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 Arabic Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Arabic under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 3 Strands
Annual Lessons: 27 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 Arabic Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) identify basic greetings in formal contexts b) apply non-verbal cues that show active listening for effective communication c) appreciate the need for active listening for effective communication	1. Why should we use polite language when interacting with others?	- listen to a conversation on greetings in formal situations - pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran) - respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions) - work jointly to role play formal greetings in formal settings using non- verbal cues - practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) identify basic greetings in formal contexts b) apply non-verbal cues that show active listening for effective communication c) appreciate the need for active listening for effective communication	1. Why should we use polite language when interacting with others?	- listen to a conversation on greetings in formal situations - pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran) - respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions) - work jointly to role play formal greetings in formal settings using non- verbal cues - practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) identify basic greetings in formal contexts b) apply non-verbal cues that show active listening for effective communication c) appreciate the need for active listening for effective communication	1. Why should we use polite language when interacting with others?	- listen to a conversation on greetings in formal situations - pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran) - respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions) - work jointly to role play formal greetings in formal settings using non- verbal cues - practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) identify basic greetings in formal contexts b) apply non-verbal cues that show active listening for effective communication c) appreciate the need for active listening for effective communication	1. Why should we use polite language when interacting with others?	- listen to a conversation on greetings in formal situations - pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran) - respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions) - work jointly to role play formal greetings in formal settings using non- verbal cues - practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) identify basic greetings in formal contexts b) apply non-verbal cues that show active listening for effective communication c) appreciate the need for active listening for effective communication	1. Why should we use polite language when interacting with others?	- listen to a conversation on greetings in formal situations - pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran) - respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions) - work jointly to role play formal greetings in formal settings using non- verbal cues - practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) identify members of the extended family from an oral text for information b) paraphrase key ideas from an oral text for information c) appreciate the roles of extended family members	1. Why should we listen attentively?	- listen to an audio recording based on the family - work with peers to pick out names of nuclear and extended family members from the recording - team up to paraphrase key ideas on nuclear and extended family members from an oral text - role play the various members of the nuclear and extended family with peers	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) identify members of the extended family from an oral text for information b) paraphrase key ideas from an oral text for information c) appreciate the roles of extended family members	1. Why should we listen attentively?	- listen to an audio recording based on the family - work with peers to pick out names of nuclear and extended family members from the recording - team up to paraphrase key ideas on nuclear and extended family members from an oral text - role play the various members of the nuclear and extended family with peers	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) identify members of the extended family from an oral text for information b) paraphrase key ideas from an oral text for information c) appreciate the roles of extended family members	1. Why should we listen attentively?	- listen to an audio recording based on the family - work with peers to pick out names of nuclear and extended family members from the recording - team up to paraphrase key ideas on nuclear and extended family members from an oral text - role play the various members of the nuclear and extended family with peers	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) identify members of the extended family from an oral text for information b) paraphrase key ideas from an oral text for information c) appreciate the roles of extended family members	1. Why should we listen attentively?	- listen to an audio recording based on the family - work with peers to pick out names of nuclear and extended family members from the recording - team up to paraphrase key ideas on nuclear and extended family members from an oral text - role play the various members of the nuclear and extended family with peers	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) identify members of the extended family from an oral text for information b) paraphrase key ideas from an oral text for information c) appreciate the roles of extended family members	1. Why should we listen attentively?	- listen to an audio recording based on the family - work with peers to pick out names of nuclear and extended family members from the recording - team up to paraphrase key ideas on nuclear and extended family members from an oral text - role play the various members of the nuclear and extended family with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Active Listening	By the end of the sub strand, the learner should be able to; a) identify animals (pets, farm and wild animals) for information b) describe animals based on their size and colour c) acknowledge the role that animals play in the environment	1. What are the strategies of active listening?	- watch an audio-visual recording about animals and birds - work jointly to identify the animals and birds from the recording - list the vocabulary on flashcards and organise in a class portfolio - collaborate with peers to describe the animals based on their colour and size - team up with peers to prepare a mosaic of a farm animal of choice - display the mosaic during the art exhibition and interclass contests	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active Listening	By the end of the sub strand, the learner should be able to; a) identify animals (pets, farm and wild animals) for information b) describe animals based on their size and colour c) acknowledge the role that animals play in the environment	1. What are the strategies of active listening?	- watch an audio-visual recording about animals and birds - work jointly to identify the animals and birds from the recording - list the vocabulary on flashcards and organise in a class portfolio - collaborate with peers to describe the animals based on their colour and size - team up with peers to prepare a mosaic of a farm animal of choice - display the mosaic during the art exhibition and interclass contests	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active Listening	By the end of the sub strand, the learner should be able to; a) identify animals (pets, farm and wild animals) for information b) describe animals based on their size and colour c) acknowledge the role that animals play in the environment	1. What are the strategies of active listening?	- watch an audio-visual recording about animals and birds - work jointly to identify the animals and birds from the recording - list the vocabulary on flashcards and organise in a class portfolio - collaborate with peers to describe the animals based on their colour and size - team up with peers to prepare a mosaic of a farm animal of choice - display the mosaic during the art exhibition and interclass contests	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active Listening	By the end of the sub strand, the learner should be able to; a) identify animals (pets, farm and wild animals) for information b) describe animals based on their size and colour c) acknowledge the role that animals play in the environment	1. What are the strategies of active listening?	- watch an audio-visual recording about animals and birds - work jointly to identify the animals and birds from the recording - list the vocabulary on flashcards and organise in a class portfolio - collaborate with peers to describe the animals based on their colour and size - team up with peers to prepare a mosaic of a farm animal of choice - display the mosaic during the art exhibition and interclass contests	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Active Listening	By the end of the sub strand, the learner should be able to; a) identify animals (pets, farm and wild animals) for information b) describe animals based on their size and colour c) acknowledge the role that animals play in the environment	1. What are the strategies of active listening?	- watch an audio-visual recording about animals and birds - work jointly to identify the animals and birds from the recording - list the vocabulary on flashcards and organise in a class portfolio - collaborate with peers to describe the animals based on their colour and size - team up with peers to prepare a mosaic of a farm animal of choice - display the mosaic during the art exhibition and interclass contests	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Arabic Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify basic greetings in formal contexts
apply non-verbal cues that show active listening for effective communication
appreciate the need for active listening for effective communication

Key Inquiry Questions (KIQs)

Why should we use polite language when interacting with others?

Suggested Experiences

listen to a conversation on greetings in formal situations
pick out words and phrases used to express greetings in formal contexts e.g. (assalamu alaykum, sabahal khayr, masala khayr, maa ismuka?, keyfa haaluka?” anaa masruurun biliqaika. shukran)
respond to formal greetings while applying non-verbal cues (i.e. facing the speaker, maintaining eye contact, gestures and facial expressions)
work jointly to role play formal greetings in formal settings using non- verbal cues
practice using polite language in a conversation using words (i.e. May I …, can I borrow your pen please?, “Sorry”, “Excuse me please?”)

Teaching Resources

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

1.2 Listening for Information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify members of the extended family from an oral text for information
paraphrase key ideas from an oral text for information
appreciate the roles of extended family members

Key Inquiry Questions (KIQs)

Why should we listen attentively?

Suggested Experiences

listen to an audio recording based on the family
work with peers to pick out names of nuclear and extended family members from the recording
team up to paraphrase key ideas on nuclear and extended family members from an oral text
role play the various members of the nuclear and extended family with peers

Teaching Resources

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

1.3 Active Listening

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify animals (pets, farm and wild animals) for information
describe animals based on their size and colour
acknowledge the role that animals play in the environment

Key Inquiry Questions (KIQs)

What are the strategies of active listening?

Suggested Experiences

watch an audio-visual recording about animals and birds
work jointly to identify the animals and birds from the recording
list the vocabulary on flashcards and organise in a class portfolio
collaborate with peers to describe the animals based on their colour and size
team up with peers to prepare a mosaic of a farm animal of choice
display the mosaic during the art exhibition and interclass contests

Teaching Resources

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

1.4 Oral Expression

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

outline activities carried out on a daily basis at home in their order of sequence
apply non-verbal cues to make a presentation on daily routines at home
appreciate the need for confidence and clarity in oral expression for lifelong learning

Key Inquiry Questions (KIQs)

Why is it important to keep a routine?
How do non- verbal cues support oral communication?

Suggested Experiences

observe their daily routine and make entries in a diary
organise the activities carried out in a day in order of sequence
work jointly to make a presentation of daily home routines while using appropriate non-verbal cues
peer assess each other’s use of non-verbal cues for constructive feedback

Teaching Resources

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

1.5 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

name fun activities that can be enjoyed at specific times
use target words to express intention of taking part in an action
appreciate interacting and speaking for effective communication

Key Inquiry Questions (KIQs)

How does interacting with others help in language acquisition?

Suggested Experiences

listen attentively to an audio presentation about making plans and setting appointments
identify various fun activities one may enjoy and set plans for
role-play a dialogue about making plans and appointments using target words e.g
“Are you available next week?”
Are you free on the 20th?
“I am sorry I won’t be able to see the doctor today
can you please book me for tomorrow at 09:30?”

Teaching Resources

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

1.6 Oral Expression

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify a range of words used to express etiquette
apply polite language in a conversation for effective communication
develop interest in using polite language in communication for co- existence

Key Inquiry Questions (KIQs)

How do you identify harf (particles) in a sentence?

Suggested Experiences

team up to identify a range of words used to express etiquette in the restaurant
list the etiquette words on charts and display on the language corner
use appropriate pronunciation and intonation in make sentences using the target words
identify particles (harf) from given sentences and pronounce them correctly
work jointly to role play a restaurant setting to apply polite language and etiquette

Teaching Resources

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

1.7 Listening for Information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify the various states of health for information
describe the various states of health from an oral text
develop interest in listening to oral Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

What do you consider when listening for information?

Suggested Experiences

listen to an audio recording on states of health e.g. sick, tired, unwell, satisfied, energetic
work jointly to identify the various vocabulary from the audio recording
listen and pronounce particles (harf) correctly
team up to dramatize a short play on visiting the doctor
ask and answer questions using the correct pronunciation and intonation
describe the various states of health presented in the role play

Teaching Resources

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

1.8 Active Listening

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

outline key aspects to consider when listening to an oral text related to the theme
summarize key ideas from an oral text given for comprehension
develop interest in active listening for effective comprehension of language

Key Inquiry Questions (KIQs)

How does a poor listening habit affect your communication?

Suggested Experiences

collaborate with peers to identify key considerations when listening to a text related to theme
watch a video presentation and identify different activities people carry out in relation to weather and environment
work jointly to summarise the key ideas from the recording related to theme
use appropriate pronunciation and intonation in describing activities carried out in their locality. e.g. farming, fishing, rearing animals, trading etc

Teaching Resources

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

1.9 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

outline words used to give directions for effective communication
give instructions on direction to a locality for effective communication
appreciate the need for clarity of instruction for effective communication. Exceeds Expectation The learner maintains correct pronunciation, intonation, rhythm and pacing at all times in oral expression. Makes successful attempts at using colloquial and idiomatic expressions. The learner responds to all questions and prompts to show comprehension and engagement and goes further to give appropriate illustrations and examples. Meets Expectation people in their surroundings

Key Inquiry Questions (KIQs)

How can we ensure that the instructions we give are always clear and complete?
Meets Expectation The learner uses all targeted vocabulary and expressions to probe and engage in oral interactions The learner maintains correct pronunciation, intonation, rhythm and pacing at all times in oral expression. Communication is clear and fluid. The learner responds to all questions and prompts to show Approaches Expectation comprehension and engagement The learner employs some gestures and facial expressions to complement oral expressions when required. A few gestures and facial expressions used do not rhyme with the intended communication The learner is at times hesitant to start and/or participate in meaningful oral interactions with people in their surroundings. Below Expectation?

Suggested Experiences

listen attentively to an audio presentation on directions to a given locality
list words used to ask or give directions on flashcards e.g. turn, go, cross, - left, right, ahead, cardinal points
team up to give instructions to peers to a given place
work jointly to play a language game involving giving and asking for directions to a place e.g. treasure hunt game
listen and respond to instructions given by peers on the following directions, e.g. turn right, turn left, go straight, stop etc. The learner uses all targeted vocabulary and expressions to probe and engage in oral interactions; attempts to use a variety of vocabulary and expressions synonymous to the targeted ones. The learner maintains correct pronunciation, intonation, rhythm an pacing at all times in oral expression. Makes successful attempts at using colloquial and idiomatic expressions. Meets Expectation comprehension and engagement The learner employs adequate gestures and facial expressions to complement oral expressions whenever required. The learner is always willing to start and/or participate in meaningful oral interactions with Approaches Expectation

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Reading Fluency

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

read a text on formal greetings and introduction
apply appropriate speed and intonation in written texts for fluency
develop interest in reading Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How can you ensure fluency in reading?

Suggested Experiences

read short sentences on formal greetings while observing the correct pronunciation of words
collaborate with peers to circle the particles (harf) in sentences
work jointly to read a dialogue on formal greeting and introduction between two people or groups using appropriate speed and intonation
peer review each other’s reading speed for accuracy
practice reading from variety of texts for fluency at home

Teaching Resources

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

2.2 Reading Fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify target words and phrases from a written text
use appropriate stress and intonation for fluency
appreciate the role of fluency for language acquisition

Key Inquiry Questions (KIQs)

How can you show love to your family members?
Why should we read fluently?

Suggested Experiences

read texts and underline words and phrases related to nuclear and extended family members
work jointly to read simple sentences and circle particles (harf) in sentences
take turns reading a short conversation about nuclear and extended family members using appropriate stress and intonation
peer assess each other’s reading for fluency

Teaching Resources

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

2.3 Reading for Comprehension

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read a short text fluently and at a good pace
respond to questions from a text based on the theme
appreciate reading Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How can you extract specific information from a text?

Suggested Experiences

work with peers to read a short text on animals fluently
collaborate with peers to conduct a speed reading game and identify the best speed to read at
peer assess each other’s performance for fluency
work jointly to respond to direct and inferential questions from the texts read

Teaching Resources

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

2.4 Reading Fluency: Pronunciation

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

read simple words with correct pronunciation of particles (harf) for fluency
apply appropriate speed when reading a text for fluency
develop interest in reading Arabic texts

Key Inquiry Questions (KIQs)

How can you improve your pace when reading Arabic?

Suggested Experiences

engage in reading short sentences on routine and schedules
identify vocabulary and phrases related to the theme
work jointly to read the identified words while focusing on correct pronunciation of particles (harf)
apply appropriate speed for fluency
read text of their interest independently during free time

Teaching Resources

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

2.5 Reading for Information

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary from a text for comprehension
infer meaning of vocabulary for effective communication
embrace vocabulary building for language acquisition

Key Inquiry Questions (KIQs)

Why is it good to make plans before carrying out an activity?
How can we find meaning of new words in a text?

Suggested Experiences

read texts aloud about making plans and appointments for fun activities
work with peers to pick out vocabulary from the text
build a vocabulary bank based on words identified
work jointly to infer the meaning of vocabulary from context
confirm the meaning of the words from a print or online dictionary
team up to play a language game involving matching vocabulary to their meaning
team up with peers in class to prepare a planning record for fun activities

Teaching Resources

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

2.6 Reading for Information

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary items in a text for comprehension
relate events and characters in a text to real life
develop interest in reading Arabic texts for enjoyment

Key Inquiry Questions (KIQs)

How do poor reading habits affect learning?

Suggested Experiences

read texts with vocabulary and phrases aloud on ordering food in restaurants using appropriate pronunciation
pick out vocabulary related to the theme and list them on charts for display
work jointly to make comparison between events and characters in texts and real life
team up with peers to research on different types of foods and drinks and list them
work jointly to organise the list in the class portfolio

Teaching Resources

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

2.7 Reading Aloud: Dialogue

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify characters in a dialogue for information
apply appropriate speed and accuracy in reading a dialogue
develop interest in reading variety of texts for language acquisition

Key Inquiry Questions (KIQs)

Why is reading important?

Suggested Experiences

read a dialogue with peers
work with peers to discuss the characters in the dialogue
prepare a mind map to show how the characters relate to each other from the dialogue
conduct a reader’s theatre to read a dialogue at appropriate speed and with accuracy
work jointly to answer questions based on the dialogue
engage in reading activities for fluency and understanding with assistance from parents/guardians

Teaching Resources

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

2.8 Reading for Information: Visuals

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify visuals representing information related to the theme
summarise a text into a visual for comprehension
develop interest in reading short Arabic texts

Key Inquiry Questions (KIQs)

How do visuals pass information?
Why is it said that a picture is worth a thousand words?

Suggested Experiences

work jointly to pick visuals representing information based on weather and the environment
discuss the visuals and the information they carry
work jointly to summarise a text into a visual related to the theme
share their work with peers for peer assessment
team up to prepare a mosaic on a creative idea related to the weather and environment

Teaching Resources

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

2.9 Extensive Reading: Library Skills

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify resources from a collection of materials for reading
track reading progress for lifelong learning
develop a positive attitude towards reading. Meeting Expectation The learner maintains accurate pronunciation of words in simple texts on familiar topics to convey the intended meaning. The learner reads simple texts with natural and smooth flow and at an appropriate pace all through. Pays attention to all punctuations and applies appropriate pauses and intonation to express intention and emotions. Makes minimal errors in texts on unfamiliar topics and Meeting Expectation auto-corrects self in the few errors made. The learner interprets all questions in context and gives correct answers to all the questions. Uses adequate vocabulary in giving responses to questions

Key Inquiry Questions (KIQs)

How can we ensure we pick interesting reading materials easily and fast?
Below Expectation The learner makes many errors of pronunciation of words in simple texts on familiar topics. Errors greatly hamper the ability to convey the intended meaning. The learner reads simple texts with stilted and choppy flow through most parts of the texts. Pays attention to very few punctuations as pauses and intonation are misplaced. Below Expectation The learner interprets few questions in context and gives correct answers to a few of them. Vocabulary used in giving responses to questions is very limited but insufficient?

Suggested Experiences

work jointly to discuss factors to consider when identifying resources from a wider collection of materials
conduct a silent reading session with peers to read grade appropriate Arabic materials
prepare a reading log to track their reading progress. Include details on
title of the material
number of pages
characters in the text
date of access. Approaching Expectation The learner makes a few errors of pronunciation of words in simple texts on familiar topics. Errors may hamper the ability to convey the intended meaning. The learner reads simple texts with natural and smooth flow and at an appropriate pace through most parts of the texts. Pays attention to most of the punctuations and applies appropriate pauses and intonation to express intention and emotions. Makes many errors in texts on unfamiliar topics and is Approaching Expectation unable to auto-corrects self. The learner interprets most of the questions in context and gives correct answers to most of them. Vocabulary used in giving responses to questions is limited but sufficient

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing: Paragraph Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

organise ideas coherently for effective communication
compose a well sequenced paragraph neatly and legibly
develop interest in writing Arabic

Key Inquiry Questions (KIQs)

Why is greeting important?
How does lack of sequence affect meaning of texts?

Suggested Experiences

team up to construct simple sentences on formal greeting to express their feelings
reorganise jumbled up sentences to form a meaningful paragraph
use a digital device to play a digital language game involving dragging and dropping sentences to form complete and coherent paragraphs
compose a well sequenced paragraph neatly and legibly

Teaching Resources

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

3.2 Guided Writing: Handwriting

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of a good Arabic handwriting for information
create a well written story using the Arabic writing style
develop interest in writing Arabic

Key Inquiry Questions (KIQs)

Why is it good to write clearly?

Suggested Experiences

work jointly to identify features of a good Arabic handwriting
list the features on a chart for display
work jointly to create a well written story based on the theme
share their write-ups for peer assessment
team up to conduct a writing contest to hone their Arabic writing skills
publish the best written compositions in the school or public children’s magazine

Teaching Resources

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

3.3 Guided writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

outline vocabulary related to animals and birds for comprehension
construct simple sentences on a given context correctly
appreciate the skills of writing for effective communication

Key Inquiry Questions (KIQs)

How can you improve your writing skills in Arabic?
How does vocabulary help in Arabic language learning?

Suggested Experiences

work jointly to discuss the vocabulary related to the theme on animals and birds in the surrounding
collaborate to build a vocabulary bank on words related to animals and birds and organise it in the class portfolio
team up to match vocabulary to their meaning
collaborate with peers to complete sentences with words on animals
write simple sentences about animals and share with their peers for review

Teaching Resources

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

3.4 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

sequence activities in relation to time of occurrence
organise activities in a diary for effective planning
appreciate the planning skills for lifelong learning

Key Inquiry Questions (KIQs)

How can you manage your time well?

Suggested Experiences

observe the school routine and write simple sentences
collaborate to organise the key events in the school into a well sequenced account of school activities
work together to prepare a diary to record school activities
team up with peers to fill the events in the diary
work jointly to discuss the benefit of planning events beforehand

Teaching Resources

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

3.5 Guided Writing: Imaginative Composition

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

construct sentences using acquired vocabulary for comprehension
create a short personal and imaginative composition for comprehension
appreciate different Arabic writing styles

Key Inquiry Questions (KIQs)

How can one develop a creative story?

Suggested Experiences

work jointly to construct sentences using vocabulary related to making plans and appointments
collaborate with peers in rearranging jumbled up words to make meaningful sentences
use a substitution table to form meaningful sentences and share with peers
create a personal imaginative composition using the vocabulary identified in the theme
share their best written composition on the class gallery
conduct interclass writing contests to write essays and imaginative compositions

Teaching Resources

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

3.6 Guided Writing: Summary Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

outline key ideas from a text for information
summarise a text for information
appreciate summary writing as a strategy for knowledge preservation

Key Inquiry Questions (KIQs)

Why do we keep our utensils clean?
How can we reduce a text without leaving out key ideas?

Suggested Experiences

work jointly to read a text related to the theme on foods and drinks- kitchen utensils
prepare a mind map to list the key ideas from a text
team up to discuss what should be considered when writing summaries
summarise the text into fewer words (80 words)
peer review their summarised work for improvement

Teaching Resources

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

3.7 Guided Writing: Poems

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

construct simple sentences using acquired vocabulary
compose a simple poem for comprehension
develop interest in artistic expression through writing

Key Inquiry Questions (KIQs)

How can you write an interesting poem?

Suggested Experiences

listen to an audio recording and write vocabulary related to the theme
form sentences using descriptive words and vocabulary identified to express their health states, e.g. I am sick today etc
share sentences with their peers for review
work jointly to compose a poem related to different health states using identified thematic vocabulary
team up to stage their well written poem during the interclass competition

Teaching Resources

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

3.8 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

gather key ideas from a text related to the theme
compose an imaginative composition for comprehension
embrace creative writing for enjoyment

Key Inquiry Questions (KIQs)

How can we make a composition interesting?

Suggested Experiences

watch a video presentation and identify different activities people carry out in different weather conditions and environment
work jointly to outline the key points from the video presentation
observe picture displays and identify different activities people carrying out
based on the pictures, compose an imaginative composition
share the compositions with peers for constructive review
share the best written compositions in the school or children’s magazine

Teaching Resources

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

3.9 Guided Writing: Neatness and Legibility

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

outline the characteristics of a good written piece
compose an essay on the locating school facilities neatly and legibly
develop positive attitude towards writing Arabic. Meets Expectation The learner writes readable texts paying attention to neatness all through. Letters in all the words are correctly spaced and sized within the lines. Words are correctly spaced within sentences all through. Exhibits a logical sequence; provides a beginning, middle, and end. Meets Expectation Includes a variety of vocabulary related to the topic

Key Inquiry Questions (KIQs)

How do we take care of our school facilities?
Why should we write neatly and legibly?
Below Expectation The learner writes texts that are not easily readable. Neatness is not maintained all through. Letters in most of the words are incorrectly spaced and sized within the lines. Frequent abnormal spacing of words within sentences is visible. Exhibits little order; provides a series of separate sentence and/or disconnected ideas. Below Expectation Includes limited vocabulary and/or most vocabulary is inaccurate or unrelated to the topic?

Suggested Experiences

discuss the characteristics of a well and neatly written piece
work jointly to form simple sentences from a substitution table
peer assess each other’s sentences for neatness
rearrange words to make meaningful sentences about locating school facilities
compose a short essay on the theme neatly and legibly using the prescribed Arabic style. Approaches Expectation The learner writes readable texts paying attention to neatness in most parts of the text. Letters in most of the words are correctly spaced and sized within the lines. Some abnormal spacing of words within sentences is visible. Attempts to provide a logical sequence and/or the beginning or ending is abrupt or unclear. Approaches Expectation Includes basic vocabulary; some vocabulary may be inaccurate or unrelated to the topic

Teaching Resources

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

Grade 9 Arabic Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 Arabic.

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

View Term 3

Other Grade 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

Creative Arts & Sports Hub French Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin 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 8 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 9 Arabic?

The official KICD strands for Grade 9 Arabic are: Listening and Speaking, Reading, Writing. 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 9 Arabic?

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 9 Arabic 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 9 Arabic?

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.