2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 9 Arabic Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Arabic Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 9 Arabic Term 2 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 2.

Class / Grade: Grade 9
Learning Area: Arabic
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 9 Arabic Term 2 Scheme of Work Table

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

Scheme Font Size:

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

70 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	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Reading Fluency	By the end of the sub strand, the learner should be able to; a) identify target words and phrases from a written text b) use appropriate stress and intonation for fluency c) appreciate the role of fluency for language acquisition	1. How can you show love to your family members? 2. Why should we read fluently?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for Comprehension	By the end of the sub strand, the learner should be able to; a) read a short text fluently and at a good pace b) respond to questions from a text based on the theme c) appreciate reading Arabic texts for enjoyment	1. How can you extract specific information from a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading Fluency: Pronunciation	By the end of the sub strand, the learner should be able to; a) read simple words with correct pronunciation of particles (harf) for fluency b) apply appropriate speed when reading a text for fluency c) develop interest in reading Arabic texts	1. How can you improve your pace when reading Arabic?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading Fluency: Pronunciation	By the end of the sub strand, the learner should be able to; a) read simple words with correct pronunciation of particles (harf) for fluency b) apply appropriate speed when reading a text for fluency c) develop interest in reading Arabic texts	1. How can you improve your pace when reading Arabic?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading Fluency: Pronunciation	By the end of the sub strand, the learner should be able to; a) read simple words with correct pronunciation of particles (harf) for fluency b) apply appropriate speed when reading a text for fluency c) develop interest in reading Arabic texts	1. How can you improve your pace when reading Arabic?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Arabic Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands8 Lessons in Term 2

1.1 Reading Fluency

1 Suggested LessonsTerm 2

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?

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

1.2 Reading for Comprehension

1 Suggested LessonsTerm 2

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?

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

1.3 Reading Fluency: Pronunciation

1 Suggested LessonsTerm 2

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?

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

1.4 Reading for Information

1 Suggested LessonsTerm 2

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?

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

1.5 Reading for Information

1 Suggested LessonsTerm 2

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?

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

1.6 Reading Aloud: Dialogue

1 Suggested LessonsTerm 2

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?

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

1.7 Reading for Information: Visuals

1 Suggested LessonsTerm 2

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?

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

1.8 Extensive Reading: Library Skills

1 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

3 Sub-strands3 Lessons in Term 2

2.1 Guided Writing: Paragraph Writing

1 Suggested LessonsTerm 2

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?

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

2.2 Guided Writing: Handwriting

1 Suggested LessonsTerm 2

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?

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

2.3 Guided writing

1 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing

Other Grade 9 Schemes of Work for Term 2

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

Creative Arts & Sports (Term 2)French (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

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: Grade 9 Arabic Term 2

What strands and sub-strands are covered in Grade 9 Arabic Term 2?

In Term 2, Grade 9 Arabic covers the following main strands: Reading, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 Arabic in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.