2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 9 Arabic 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 9 Arabic Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Arabic 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 9 Arabic in Term 1.

Class / Grade: Grade 9
Learning Area: Arabic
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Arabic Term 1 Scheme of Work Table

Week-by-week lesson 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)

Curriculum Design & Content

Grade 9 Arabic Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons in Term 1

1.1 Interactive Speaking

1 Suggested LessonsTerm 1

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?

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

1.2 Listening for Information

1 Suggested LessonsTerm 1

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?

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

1.3 Active Listening

1 Suggested LessonsTerm 1

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?

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

1.4 Oral Expression

1 Suggested LessonsTerm 1

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?

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

1.5 Interactive Speaking

1 Suggested LessonsTerm 1

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?

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

1.6 Oral Expression

1 Suggested LessonsTerm 1

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?

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

1.7 Listening for Information

1 Suggested LessonsTerm 1

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?

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

1.8 Active Listening

1 Suggested LessonsTerm 1

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?

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

1.9 Interactive Speaking

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

Reading

1 Sub-strand1 Lessons in Term 1

2.1 Reading Fluency

1 Suggested LessonsTerm 1

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?

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

Grade 9 Arabic Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Arabic showing the term-by-term distribution of all 3 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 9 Schemes of Work for Term 1

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

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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 9 Arabic Term 1

What strands and sub-strands are covered in Grade 9 Arabic Term 1?

In Term 1, Grade 9 Arabic covers the following main strands: Listening and Speaking, Reading. 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 9 Arabic 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 9 Arabic 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.