2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons1 Strands in Term 3

Grade 9 Arabic Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Arabic Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Arabic Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Arabic in Term 3.

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

Full Term Timetable

Grade 9 Arabic Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) sequence activities in relation to time of occurrence b) organise activities in a diary for effective planning c) appreciate the planning skills for lifelong learning	1. How can you manage your time well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) sequence activities in relation to time of occurrence b) organise activities in a diary for effective planning c) appreciate the planning skills for lifelong learning	1. How can you manage your time well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) sequence activities in relation to time of occurrence b) organise activities in a diary for effective planning c) appreciate the planning skills for lifelong learning	1. How can you manage your time well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) sequence activities in relation to time of occurrence b) organise activities in a diary for effective planning c) appreciate the planning skills for lifelong learning	1. How can you manage your time well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing	By the end of the sub strand, the learner should be able to; a) sequence activities in relation to time of occurrence b) organise activities in a diary for effective planning c) appreciate the planning skills for lifelong learning	1. How can you manage your time well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Guided Writing: Imaginative Composition	By the end of the sub strand, the learner should be able to; a) construct sentences using acquired vocabulary for comprehension b) create a short personal and imaginative composition for comprehension c) appreciate different Arabic writing styles	1. How can one develop a creative story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided Writing: Summary Writing	By the end of the sub strand, the learner should be able to; a) outline key ideas from a text for information b) summarise a text for information c) appreciate summary writing as a strategy for knowledge preservation	1. Why do we keep our utensils clean? 2. How can we reduce a text without leaving out key ideas?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided Writing: Summary Writing	By the end of the sub strand, the learner should be able to; a) outline key ideas from a text for information b) summarise a text for information c) appreciate summary writing as a strategy for knowledge preservation	1. Why do we keep our utensils clean? 2. How can we reduce a text without leaving out key ideas?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided Writing: Summary Writing	By the end of the sub strand, the learner should be able to; a) outline key ideas from a text for information b) summarise a text for information c) appreciate summary writing as a strategy for knowledge preservation	1. Why do we keep our utensils clean? 2. How can we reduce a text without leaving out key ideas?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided Writing: Summary Writing	By the end of the sub strand, the learner should be able to; a) outline key ideas from a text for information b) summarise a text for information c) appreciate summary writing as a strategy for knowledge preservation	1. Why do we keep our utensils clean? 2. How can we reduce a text without leaving out key ideas?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Arabic Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 9 Arabic. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

6 Sub-strands6 Lessons in Term 3

1.1 Guided Writing

1 Suggested LessonsTerm 3

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?

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

1.2 Guided Writing: Imaginative Composition

1 Suggested LessonsTerm 3

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?

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

1.3 Guided Writing: Summary Writing

1 Suggested LessonsTerm 3

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?

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

1.4 Guided Writing: Poems

1 Suggested LessonsTerm 3

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?

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

1.5 Guided writing

1 Suggested LessonsTerm 3

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?

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

1.6 Guided Writing: Neatness and Legibility

1 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing

Other Grade 9 Schemes of Work for Term 3

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 3

What strands and sub-strands are covered in Grade 9 Arabic Term 3?

In Term 3, Grade 9 Arabic covers the following main strands: Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 9 Arabic in Term 3?

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

How is Grade 9 Arabic Term 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

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