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

Grade 9 French 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 French 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 French 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 French in Term 2.

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

Full Term Timetable

Grade 9 French 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 for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Reading for understanding Nuclear and Extended Family	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. What do you think people consider when choosing a place to work?	- highlight key details and information about family members and their professions in selected texts - read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups - practice reading texts with right intonation and pace to bring out correct meaning in text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for understanding My surrounding	By the end of the sub strand, the learner should be able to; a) identify key details and facts from read texts b) use information from read texts to respond to questions and prompts c) build confidence in one's ability to comprehend and interpret written material	1. Why do you think some people keep pets?	- identify animals and their locales from written texts - match animals with their descriptions in texts - in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) infer meaning of words from simple texts b) read simple texts fluently using the right intonation and pace c) show enthusiasm in reading through exposure to simple varied texts	1. What makes our daily routines differ from one person’s to another’s?	- read short texts on routine and practice fluency - use the clock and watches in reading time - recite poems on daily routine in pairs - use the internet to source for and read vocabulary on routine - Play games in groups on daily routine activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) infer meaning of words from simple texts b) read simple texts fluently using the right intonation and pace c) show enthusiasm in reading through exposure to simple varied texts	1. What makes our daily routines differ from one person’s to another’s?	- read short texts on routine and practice fluency - use the clock and watches in reading time - recite poems on daily routine in pairs - use the internet to source for and read vocabulary on routine - Play games in groups on daily routine activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Reading for fluency	By the end of the sub strand, the learner should be able to; a) infer meaning of words from simple texts b) read simple texts fluently using the right intonation and pace c) show enthusiasm in reading through exposure to simple varied texts	1. What makes our daily routines differ from one person’s to another’s?	- read short texts on routine and practice fluency - use the clock and watches in reading time - recite poems on daily routine in pairs - use the internet to source for and read vocabulary on routine - Play games in groups on daily routine activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 French Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 French. 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 for understanding Nuclear and Extended Family

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

What do you think people consider when choosing a place to work?

Learning Experiences

highlight key details and information about family members and their professions in selected texts
read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups
practice reading texts with right intonation and pace to bring out correct meaning in text

Teaching Resources

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

1.2 Reading for understanding My surrounding

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why do you think some people keep pets?

Learning Experiences

identify animals and their locales from written texts
match animals with their descriptions in texts
in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals

Teaching Resources

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

1.3 Reading for fluency

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

What makes our daily routines differ from one person’s to another’s?

Learning Experiences

read short texts on routine and practice fluency
use the clock and watches in reading time
recite poems on daily routine in pairs
use the internet to source for and read vocabulary on routine
Play games in groups on daily routine activities

Teaching Resources

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

1.4 Reading for understanding

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key details and facts from texts
use information from texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

What would happen if we plan for activities without considering time?

Learning Experiences

read silently as well as aloud a wide variety of written texts on plans and programs for various activities (sports, games, leisure entertainment activities, tours and travel, etc.)
interpret programs (cinema, film schedules, sporting events, TV programs…) travel schedules (arrivals and departures of trains, planes, buses…) school timetables and routine
answer with accuracy written comprehension questions based on making plans for fun and enjoyment

Teaching Resources

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

1.5 Reading for understanding Eating Out

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why is it important to plan well when going to eat out?

Learning Experiences

read short texts on the eating out and ordering food in the restaurant
respond to questions from read material on eating out
play word search games on vocabulary related to the restaurant and ordering for food
Source for information on ordering food in the restaurant from the internet
Read menus of food in different restaurants online

Teaching Resources

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

1.6 Reading for understanding

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why is it important to be honest when talking about your state of health?

Learning Experiences

echo read short texts on expressing state of health in small groups or with the teacher
source for and read short texts about expressing state of health from the internet
respond to questions from read material on expressing one’s state of health
play word search games on vocabulary related to expressing state of health
use emojis and charts to read about state of health

Teaching Resources

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

1.7 Reading for understanding

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Identify key points and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

How do you think weather and climate are connected to disasters natural calamities?

Learning Experiences

echo read texts about the environment, related weather and activities in small groups for vocabulary
use the internet to search for texts on the effects of weather on environment for reading in groups; search engine is set on “safe search”
engage in interactive read- aloud activities where reading is paused for “question and answer breaks”
read texts and respond to simple questions about effects of weather on environment

Teaching Resources

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

1.8 Reading for Understanding

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts. Meets Expectation The learner pronounces words in simple texts to convey the intended meaning. The learner articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to questions in context

Key Inquiry Questions (KIQs)

What makes a tour of a place interesting?
Below Expectation The learner pronounces a few words in simple texts to convey the intended meaning. The learner occasionally articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to a few questions in context?

Learning Experiences

engage in interactive read-aloud activity where reading is paused for question and answer breaks
source for texts on means of transport from digital devices in small groups and read for vocabulary (le chameau, l’âne, la moto, la bicyclette, le vélo, l’auto, le bus, le taxi, le train, le métro, le tramway, la trottinette, le scooter, le bateau, le canoë, le bac/ferry)
echo read texts in small groups to practice intonation and pace in reading
engage in dramatic reading activities to practice vocabulary and fluency
matching picture stimuli to given vocabulary about means of transport (la gare, la station de metro, le billet, ). Approaches Expectation The learner pronounces most words in simple texts to convey the intended meaning. The learner frequently articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to most of the questions in context

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

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

What do you need to do to prepare for writing texts?

Learning Experiences

fill crosswords and word puzzles using cues from texts on formal greetings and introductions
fill gaps in simple dialogues using simple vocabulary of formal greetings and introductions (salut, (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez- vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur? Enchanté)
write down dictated simple vocabulary on formal greetings and introductions
use visual prompts like pictures and illustrations to write simple texts on formal greetings and introductions

Teaching Resources

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

2.2 2 Guided writing

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why would you choose to write as a means of communicating with others?

Learning Experiences

write short and coherent texts through dictation related to the theme of family
write short texts about the various aspects of the theme family from a variety of learning resources
Match texts with illustrations of various aspects of the family learnt
Fill in appropriate words/expressions theme of family to make complete texts

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:

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How do you thing written materials like posters and signboards can be important when visiting the countryside?

Learning Experiences

write grammatically correct short texts using acquired vocabulary and phrases to describe animals
match vocabulary to categorize animals into domestic and wild in group activities
write short texts about basic care of animals

Teaching Resources

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

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

Complete annual curriculum scope for Grade 9 French 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.

Arabic (Term 2)Creative Arts & Sports (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 French Term 2

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

In Term 2, Grade 9 French 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 French 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 French 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.