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

Grade 9 French 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 French Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 French 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 French in Term 3.

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

Full Term Timetable

Grade 9 French 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 Routine	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is writing a routine schedule important?	- write texts on routine - fill in gaps in short texts relating to routine - create a weekly routine - fill word puzzles with vocabulary on routine - write down simple dictated words on routine - write simple sentences on daily routine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Guided writing Routine	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is writing a routine schedule important?	- write texts on routine - fill in gaps in short texts relating to routine - create a weekly routine - fill word puzzles with vocabulary on routine - write down simple dictated words on routine - write simple sentences on daily routine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Guided writing Routine	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is writing a routine schedule important?	- write texts on routine - fill in gaps in short texts relating to routine - create a weekly routine - fill word puzzles with vocabulary on routine - write down simple dictated words on routine - write simple sentences on daily routine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Guided writing Routine	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is writing a routine schedule important?	- write texts on routine - fill in gaps in short texts relating to routine - create a weekly routine - fill word puzzles with vocabulary on routine - write down simple dictated words on routine - write simple sentences on daily routine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Guided writing Routine	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is writing a routine schedule important?	- write texts on routine - fill in gaps in short texts relating to routine - create a weekly routine - fill word puzzles with vocabulary on routine - write down simple dictated words on routine - write simple sentences on daily routine	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Guided writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Guided writing	By the end of the sub strand, the learner should be able to; a) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why do you think it is important to write down a plan of activities?	- note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment - do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir) - accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.) - draw programs for entertainment events in school and post them on school notice boards	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to make early decisions before ordering food and drinks in a restaurant?	- fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary - write down short simple sentences on ordering for food - write down simple dictated vocabulary on things at the restaurant - work jointly to create a menu	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to make early decisions before ordering food and drinks in a restaurant?	- fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary - write down short simple sentences on ordering for food - write down simple dictated vocabulary on things at the restaurant - work jointly to create a menu	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to make early decisions before ordering food and drinks in a restaurant?	- fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary - write down short simple sentences on ordering for food - write down simple dictated vocabulary on things at the restaurant - work jointly to create a menu	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) write common words with correct orthography b) create simple sentences using correct structures c) appreciate the role of writing in interactive communication contexts	1. Why is it important to make early decisions before ordering food and drinks in a restaurant?	- fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary - write down short simple sentences on ordering for food - write down simple dictated vocabulary on things at the restaurant - work jointly to create a menu	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 French Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 9 French. 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 Routine

1 Suggested LessonsTerm 3

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 is writing a routine schedule important?

Learning Experiences

write texts on routine
fill in gaps in short texts relating to routine
create a weekly routine
fill word puzzles with vocabulary on routine
write down simple dictated words on routine
write simple sentences on daily routine

Teaching Resources

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

1.2 Guided writing

1 Suggested LessonsTerm 3

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 do you think it is important to write down a plan of activities?

Learning Experiences

note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment
do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir)
accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.)
draw programs for entertainment events in school and post them on school notice boards

Teaching Resources

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

1.3 Guided Writing

1 Suggested LessonsTerm 3

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 is it important to make early decisions before ordering food and drinks in a restaurant?

Learning Experiences

fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary
write down short simple sentences on ordering for food
write down simple dictated vocabulary on things at the restaurant
work jointly to create a menu

Teaching Resources

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

1.4 Guided Writing

1 Suggested LessonsTerm 3

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 do you think it is important to communicate early when unwell?

Learning Experiences

write short texts on state of health
draw and label different emojis related to state of health
fill in gaps in short texts relating to state of health
source for and write down information on state of health from the internet
match images on state of health to their descriptions

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:

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 can writing skills be useful in promoting environmental awareness?

Learning Experiences

write down dictated simple vocabulary on activities related to the environment: (L’agriculture, la pêche dans les lacs, la natation, le camping, la randonnée, ?)
rearrange letters to make words for vocabulary mastery
fill crosswords and word puzzles with vocabulary on effects of weather on environment (le tourisme, le sport, ) (érosion du sol, les inondations, la sècheresse, irruption de maladies, la famine )
make sentences from jumbled words to practice word order; (Trop de pluie cause les inondations)
use picture writing prompts to write about different effects of weather on environment

Teaching Resources

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

1.6 Guided Writing

1 Suggested LessonsTerm 3

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. Meets Expectation The learner writes texts paying attention to neatness and proper spacing all through. The learner writes simple texts while using correct sentence structures and vocabulary

Key Inquiry Questions (KIQs)

How do you think writing can be helpful in guiding people when getting around?
Below Expectation The learner writes texts paying attention to neatness and spacing in very few parts of the text. The learner writes simple texts but is unable to maintain spelling and grammatical accuracy all through. Sentence structures are incorrect most of the time. Uses very limited vocabulary appropriate to the context?

Learning Experiences

fill crosswords and word puzzles with vocabulary on asking and giving directions. (qller; continuer; tourner; prendre; traverser; trouver; à droite, à gauche, tout droit, vers l’est, l’ouest, le nord, le sud ; la rue, le pont, l’avenue)
rearrange letters to make words on vocabulary of transport and moving around in small groups activities
make sentences from jumbled words to practice language structures
write down simple instructions on directions to a given place in group activities
use picture writing prompts to write simple texts about asking and giving directions. Approaches Expectation The learner writes texts paying attention to neatness and spacing in most parts of the text. The learner writes simple texts while using correct sentence structures and vocabulary

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 2View Term 2 →

Reading
Writing

Term 3Current

Writing

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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 French Term 3

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

In Term 3, Grade 9 French 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 French 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 French 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.