2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands54 Suggested Lessons

Grade 9 German Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 9 German. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 German Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 German under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 3 Strands
Annual Lessons: 54 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 German Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) explain expressions used in listening texts	1. Why is it important to communicate in turns?	- talk about different greetings forms from their cultures - talk with peers about oneself, age, where they come from and where they live	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) interact with others in varied contexts using appropriate expressions	1. Why is it important to communicate in turns?	- listen to audio texts of people introducing themselves and highlight important expressions (z.B. Ich heiße___/Ich bin ___ /Mein Name ist___; Ich bin ____Jahre alt /ich komme aus___/Ich wohne in___ ) - introduce him/herself using the expressions above - listen to audio texts of people introducing others (z.B. Er/Sie heißt ___ /Er/Sie ist__ /Sein/ihr Name ist___; Er/Sie ist ___Jahre alt/ErSie kommt aus_____/Er/Sie wohnt in____)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- imitate and introduce their friends - listen to audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/ bald!, Ciao, Auf Wiedersehen) - role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Active Listening Interactive speaking	By the end of the sub strand, the learner should be able to; a) appreciate the use of correct language structures in greetings and introductions	1. Why is it important to communicate in turns?	- role play meeting, greetings, introduction and taking leave with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) identify essential information from given texts	1. What can you do to improve your oral expression?	- listen to/watch a simple audio/video on nuclear and extended family (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) introducing each other by name - ask and respond to questions on names of nuclear and extended family members with peers (z.B Wie heißt dein/e____? Mein/e ____ heißt____.)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) employ appropriate language structures for oral expression	1. What can you do to improve your oral expression?	- listen/watch audio-visual texts on people talking about their family members (z.B. Das ist mein Vater/meine Mutter. Er/sie ist fünfzig Jahre alt.) - ask and respond to questions about how old members of family are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) appreciate the role correct language structures in oral expression	1. What can you do to improve your oral expression?	- listen/watch audio-visual texts on people talking about the professions of family members (z.B. Mein Vater ist Lehrer. Er arbeitet in Narok; Meine Mutter ist Ärztin. Sie arbeitet in Maralal; Mein Onkel ist Bauer. Er arbeitet in Nyahururu; Meine Schwester ist Verkäuferin. Sie arbeitet in Mombasa. usw) - take turns talking about their family members (name, age, profession, place of work) in pairs or groups - pick a flash card and introduce the family member written on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) appreciate the role correct language structures in oral expression	1. What can you do to improve your oral expression?	- pick a flash card and introduce the family member written on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) appreciate the role correct language structures in oral expression	1. What can you do to improve your oral expression?	- pick a flash card and introduce the family member written on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information, Oral Expression	By the end of the sub strand, the learner should be able to; a) appreciate the role correct language structures in oral expression	1. What can you do to improve your oral expression?	- pick a flash card and introduce the family member written on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 German Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 German. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

9 Sub-strands27 Lessons

1.1 Active Listening Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

explain expressions used in listening texts
interact with others in varied contexts using appropriate expressions
appreciate the use of correct language structures in greetings and introductions

Key Inquiry Questions (KIQs)

Why is it important to communicate in turns?

Suggested Experiences

talk about different greetings forms from their cultures
talk with peers about oneself, age, where they come from and where they live
listen to audio texts of people introducing themselves and highlight important expressions (z.B. Ich heiße___/Ich bin ___ /Mein Name ist___; Ich bin ____Jahre alt /ich komme aus___/Ich wohne in___ )
introduce him/herself using the expressions above
listen to audio texts of people introducing others (z.B. Er/Sie heißt ___ /Er/Sie ist__ /Sein/ihr Name ist___; Er/Sie ist ___Jahre alt/ErSie kommt aus_____/Er/Sie wohnt in____)
imitate and introduce their friends
listen to audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/ bald!, Ciao, Auf Wiedersehen)
role play meeting, greetings, introduction and taking leave with peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Listening for information, Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify essential information from given texts
employ appropriate language structures for oral expression
appreciate the role correct language structures in oral expression

Key Inquiry Questions (KIQs)

What can you do to improve your oral expression?

Suggested Experiences

listen to/watch a simple audio/video on nuclear and extended family (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) introducing each other by name
ask and respond to questions on names of nuclear and extended family members with peers (z.B Wie heißt dein/e____? Mein/e ____ heißt____.)
listen/watch audio-visual texts on people talking about their family members (z.B. Das ist mein Vater/meine Mutter. Er/sie ist fünfzig Jahre alt.)
ask and respond to questions about how old members of family are
listen/watch audio-visual texts on people talking about the professions of family members (z.B. Mein Vater ist Lehrer. Er arbeitet in Narok; Meine Mutter ist Ärztin. Sie arbeitet in Maralal; Mein Onkel ist Bauer. Er arbeitet in Nyahururu; Meine Schwester ist Verkäuferin. Sie arbeitet in Mombasa. usw)
take turns talking about their family members (name, age, profession, place of work) in pairs or groups
pick a flash card and introduce the family member written on it

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Active Listening, Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

explain the language structures and vocabulary in given listening contexts
employ appropriate language structures and vocabulary in dialogues
show appreciation for turn taking in dialogues

Key Inquiry Questions (KIQs)

What do you do to show you are listening actively?

Suggested Experiences

mention the domestic animals they know
mention the wild animals in their locality in pairs/groups
listen to sounds made by different animals and name the animal
role play the characteristics of various animals and peers guess the name
play an oral matching game where one person says a word (an aspect of the animal) and the other guesses the animal (z.B. miaut – Katze; lange Nase – Elefant; Eier – Huhn, usw)
describe an animal and the rest guess (z.B. Ich bin groß und habe große Ohren – Elefant; Ich bin braun, stark und habe viele Haare - Löwe; Ich gebe Milch – Kuh; usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Listening for information, Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information from given texts
use learnt expressions for oral expression
appreciate the role of appropriate oral expression in everyday communication

Key Inquiry Questions (KIQs)

How do you communicate what you feel/do every day?

Suggested Experiences

discuss with peers about their daily routine at home/school
discuss with peers about favourite routines
listen to audio of peers talking about daily routine at home (z.B. Ich stehe um 7 Uhr auf; ich esse um 7.30 mein Frühstück; usw), and answer given questions
ask and respond to peers: “Was macht er/sie am ____?”
demonstrates/pantomimes an activity to peers and asks, “was mache ich am..?”, peers guess
listen to audio texts of peers talking about their daily routines at school, (z.B. Ich lerne um/ab 9.20 Mathe; Ich spiele am Nachmittag Fußball; usw)
talk to peers about plans for the week
listen to people planning their week (z.B. Ich will am Samstag Tennis spielen; ich will am Sonntag in die Kirche; usw)
ask and respond to peers: “Was will __ am _____ Machen/tun?”

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Active Listening, Interactive speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate expressions in specific contexts for communication
apply appropriate grammar structures and vocabulary for communication
appreciate the importance of active listening in communication

Key Inquiry Questions (KIQs)

What role does active listening play in communication?

Suggested Experiences

talk with peers about when and what they do for leisure
compare favourite activities with peers
listen to people talking about plans wth friends and highlight important expressions/answer questions (z.B. Ich treffe am Sonntag meine Freundin; Ich spiele heute Nachmittag Fußball; usw. OR: Ich möchte heute Abend tanzen; Ich möchte später mein Buch lesen, usw)
ask and respond to questions about what activities from peers (z.B. Was machst du heute Abend? Was möchtest du heute Abend machen? usw)
ask and respond to questions asking about the time (when) to do something with peers, (z.B. Wann spielst du Fußball? Wann möchtest du Musik hören? usw)
ask and respond to questions about where to meet with peers (z.B. Wo spielst du heute Nachmittag Fußball? Wo möchtest du heute tanzen? usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 Listening for information, Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information from given texts
use acquired grammar structures for oral expression and communication
appreciate the role of appropriate oral expression in everyday communication

Key Inquiry Questions (KIQs)

Why is it important to use polite language?

Suggested Experiences

mention various foods one can order from their local restaurant
talk to peers about favourite meals in restaurants
listen to/watch audio/video about situations in restaurant(bestellen,bezahlen) and answer questions
discuss with peers about foods and about language used
listen to/watch audio-visual texts and pay attention to the language structures (z.B. Ich möchte bitte…; Darf ich…. bestellen/haben?; Danke; Bitte schön, usw)
ask and respond to questions from peers using the language structures above (z.B. Ich möchte bitte…; Darf ich…. bestellen/haben?; Danke; Bitte schön, usw)
role play ordering for food in a restaurant
listen to/watch people in a restaurant situation ordering for foods/drinks using specific quantities (z.B. Ich möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)
ask and respond to questions from peers using the language structures above (z.B. Ich möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 Active Listening, Interactive speaking

Term 1 Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify useful phrases for communication
employ appropriate phrases in dialogues
appreciate the role of active listening in communicative interactions

Key Inquiry Questions (KIQs)

How can one maximise active listening as a skill?

Suggested Experiences

discuss with peers, what kind of illnesses they do suffer from
discuss with peers, what they do when they fall sick
discuss with peers, how one talks about illness or being ill
listen to audio texts about people talking about being ill and highlight useful phrases(z.B. Ich bin krank; ich habe Kopfweh/Kopfschmerzen; Ich gehe zum Arzt; Ich gehe ins Krankenhaus; usw)
listen to dialogues and role play
look at illustrations and speculate about the health problem(z.B. Sein Kopf tut ihm weh; Er hat Rückenschmerzen; usw)
ask and respond to questions about health (z.B. Was tut dir weh? – Mein Hand tut mir weh; Wo hast du Schmerzen? Ich habe Schmerzen am Hals, usw)
mime having pain on any body part and the rest guess

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.8 Listening for information, Oral Expression

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify essential vocabulary in a listening text
employ appropriate vocabulary and language structures in oral expression
appreciate the role of appropriate vocabulary in effective communication

Key Inquiry Questions (KIQs)

How can vocabulary affect communication?

Suggested Experiences

discuss with peers how their environment looks like
discuss with peers about prevalent weather in their locality and what they do during different weather patterns
listen to a simplified weather forecast and talk about what they do in such a weather
listen to an audio text of people talking about weather related activities (z.B. Die Sonne scheint. Ich gehe schwimmen; Es regnet. Ich pflanze Blumen; usw) and answer questions
ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.9 Active Listening, Interactive speaking

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify key information for communication
use vocabulary and language structures appropriately in communication
appreciate the need to listen actively in communicative contexts

Key Inquiry Questions (KIQs)

How do you get directions to new destinations?

Suggested Experiences

name essential facilities found in the locality
look at a map and take note of the various facilities (e.g. school, church, mosques, market, hospital, etc)
discuss where the facilities are and how to get to each
listen to audio texts of people talking about locations of different places (z.B. Das Krankenhaus liegt auf der Hauptstraße; Die Kirche liegt hinter dem Markt; Die Schule ist ein Kilometer entfernt; usw)
ask and respond to questions about the location of places
listen to audio texts about people giving directions using; z.B. nach rechts, nach links, geradeaus, links abbiegen, rechts abbiegen, usw, and answer questions
use a map to give each other directions (z.B. wie komme ich in die Kirche? Geh von dem Markt geradeus, bieg an der Kirche links ab…, usw)
ask each other about where facilities are located in their locality

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Extensive Reading

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate language structures in a reading text
read given texts with appropriate pronunciation and intonation
appreciate the role of fluency in understanding texts

Key Inquiry Questions (KIQs)

Which aspects can enhance understanding of a reading text?

Suggested Experiences

read different forms of greetings from their cultures to peers
read texts about different people, their ages, their place of origin and residence and answer questions
listen to audios and read along texts of people introducing themselves (z.B. Ich heiße__/Ich bin___/Mein Name ist; Ich bin __Jahre alt/ich komme aus___/Ich wohne in___),write about themselves and read to peers
listen/ read to texts of people introducing others (z.B. Er/sie heißt___/Er/sie ist___/Sein/ihr Name ist___; er/sie ist __Jahre alt/Er/sie kommt aus___/Er/sie wohnt in___), write about their peers and read this in plenary
listen and read along to audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/bald!, Ciao, Auf Wiedersehen)
read and role play meeting, greeting, introduction and taking leave with peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Speed Reading

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify main information from given texts for comprehension
employ proper pronunciation and intonation for fluency in reading
appreciate the role of proper pronunciation and intonation for fluency

Key Inquiry Questions (KIQs)

What can you do to improve your reading fluency?

Suggested Experiences

read out a list of family members (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw)
read out information about peers nuclear and extended family members (z.B Sein/Ihr Vater heißt ____. Seine/Ihre Mutter heißt___), and answer questions
read profiles made by peers about their family members (z.B. Das ist mein Vater/meine Mutter. Er/sie ist fünfzig Jahre alt)
read profiles made by peers about their family members professions (z.B. Sein/Ihr Vater ist Lehrer. Er arbeitet in Narok; Seine/ihre Mutter ist Ärztin. Sie arbeitet in Maralal; Sein/Ihr Onkel ist Bauer. Er arbeitet in Nyahururu; Seine/Ihre Schwester ist Verkäuferin. Sie arbeitet in Mombasa. usw)
take turns reading about their family members (name, age, profession, place of work) in pairs or groups
pick a flash card, read it and introduce the -+family member written on it

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Skimming for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify main information in given texts for comprehension
read texts fluently for communication
appreciate the role of fluency in reading comprehension

Key Inquiry Questions (KIQs)

Why is it important to know the meaning of words being read?

Suggested Experiences

name the domestic/wild animals in their locality
identify sounds made by different animals on a given chart/flash cards
read flash cards about animals for the partner to guess the animal (z.B. miaut – Katze; lange Nase – Elefant; Eier – Huhn, usw)
read brief descriptions of animal and the rest guess (z.B. Ich bin groß und habe große Ohren – Elefant; Ich bin braun und habe viele Haare - Löwe; Ich gebe Milch – Kuh; usw)
read short profiles on various animals (name, where they live, what they eat, etc). and accomplish given tasks

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Reading for fluency, Scanning for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify specific information for comprehension
read given texts fluently for communication
appreciate the role of correct pronunciation in reading comprehension

Key Inquiry Questions (KIQs)

How can you improve your reading fluency?

Suggested Experiences

listen to and read along audio texts of peers talking about daily routine at home (z.B. Ich stehe um 7 Uhr auf; ich esse um 7.30 mein Frühstück; usw)
read short texts about what people do routinely at home and carry out given tasks
listen to and read along texts of peers talking about daily routine at school (z.B. Ich lerne um/ab 9.20 Mathe; Ich spiele am Nachmittag Fußball; usw)
read short texts about what people do routinely at school
read to peers own text about routines at home and school and compare
read texts about people planning their week (z.B. Ich will am Samstag schlafen; ich will am Sonntag in die Kirche; usw)
read short texts about people’s plans for the week, make their plans and read this to peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Reading Aloud

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify useful phrases in specific contexts for comprehension
read given texts with correct articulation for comprehension
appreciate the importance of articulation in reading comprehension

Key Inquiry Questions (KIQs)

How can one improve pronunciation in reading?

Suggested Experiences

read and talk about when and what they do for leisure with peers
listen to and read along texts of people talking about plans with peers; (z.B. Ich treffe am Sonntag meine Freundin; Ich spiele heute Nachmittag Fußball; usw. OR: Ich möchte heute Abend tanzen; Ich möchte später mein Buch lesen, usw)
read short texts about what activities people do in their free time; (z.B. Was machst du heute Abend? Was möchtest du heute Abend machen? Usw), and carry out given tasks
read short texts about when people (plan to) do leisure time activities; (z.B. Wann spielst du Fußball? Wann möchtest du Musik hören? usw)
read short texts about where people meet with friends for fun activities; (z.B. Wo spielst du heute Nachmittag Fußball? Wo möchtest du heute tanzen? usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.6 Skimming for information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate expressions in reading texts
read texts for comprehension
appreciate the different reading skills in language learning

Key Inquiry Questions (KIQs)

When do you read a text for specific information?

Suggested Experiences

read out loud a list of various meals one can order from their local restaurant
listen to and read along to an audio/video about restaurant situations
read texts from peers about ordering food in restaurants (z.B. Ich möchte bitte___; Darf ich ____ bestellen/haben?; Danke; Bitte schön, usw)
read and role play ordering for food in a restaurant
listen to and read along texts about ordering for food/drinks using specific quantities (z.B. Ich ,möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)
read and role play texts from peers on quantities and other aspects from a restaurant situation
search online for menus from Germany and share with peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.7 Reading for communication

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify language structures in reading comprehension
employ appropriate strategies to read texts for comprehension
appreciate the role of reading for details in communication

Key Inquiry Questions (KIQs)

How can reading enhance knowledge?

Suggested Experiences

search (from different sources) and read out with peers what kind of illnesses their peers suffer from
listen to and read along a text about people talking about being ill (z.B. Ich bin krank; ich habe Kopfweh/Kopfschmerzen; Ich gehe zum Ärzt; Ich gehe ins Krankenhaus; usw), and carry out given tasks
look at a diagram and read the designated body partswhile speculating about what could be hurting (z.B. Sein Kopf tut ihm weh; Er hat Rückenschmerzen; usw)
read a poster listing symptoms of various illnesses
read short texts about health (z.B. Was tut dir weh? – Meine Hand tut mir weh; Wo hast du Schmerzen? Ich habe Schmerzen am Hals, usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.8 Reading Comprehension

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify useful phrases in reading texts
employ vocabulary and useful phrases appropriately for reading comprehension
appreciate the role of other language skills in developing the reading skill

Key Inquiry Questions (KIQs)

How can different language skills complement each other?

Suggested Experiences

match given weather/environmental conditions to given activities
listen and read along a simplified weather forecast, write and read about the weather in their surrounding
read a short text on people talking about weather related activities (z.B. Die Sonne scheint. Ich gehe schwimmen; Es regnet. Ich pflanze Blumen; usw),and carry out given tasks
read and role play a short dialogue (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.9 Scanning for information

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify key information for comprehension
apply vocabulary and language structures appropriately for comprehension
appreciate the value of vocabulary and language structures in reading comprehension

Key Inquiry Questions (KIQs)

How can we ensure detailed understanding of a reading text?

Suggested Experiences

read out a list of essential facilities found in the locality
look at a map and read out the names of various facilities (e.g. school, church, mosques, market, hospital, etc.),indicated by pictograms
listen to and read along audio texts of people talking about locations of different places (z.B. Das Krankenhaus liegt auf der Hauptstraße; Die Kirche liegt hinter dem Markt; Die Schule ist ein Kilometer entfernt; usw),and carry out given tasks
read short texts about locations of different places
listen to and read along audio texts of people giving directions using; z.B. nach rechts, nach links, geradeaus, links abbiegen, rechts abbiegen, usw. and answer given questions
read short texts of peers writing about where facilities are located in their locality

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate vocabulary for writing
write texts using appropriate register and language structures
appreciate the role of writing skills in understanding texts

Key Inquiry Questions (KIQs)

Why is writing important in communication?

Suggested Experiences

create a profile with name, age, hometown, place of residence,(Steckbrief)
write short texts about themselves using such phrases(z.B. Ich heiße___/Ich bin___/Mein Name ist___; Ich bin ___ Jahre alt/Ich komme aus___/Ich wohne in___), and share with peers
write short texts introducing others (z.B. Er/Sie heißt____/Er/Sie ist____/Sein/ihr Name ist____; Er/Sie ist ____Jahre alt/Er/Sie kommt aus____ /Er/Sie wohnt in_____)
listen to and read along audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/bald!, Ciao, Auf Wiedersehen),write a short dialogue with peers
fill in cloze tests

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Creative writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify elements of creative writing in a given text
write entertaining and informative texts in varied contexts
appreciate the role of creativity in writing

Key Inquiry Questions (KIQs)

Which is the hardest part of writing in a foreign language?

Suggested Experiences

make a list of family members (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw)
write profiles of their family members and share with peers to read (Vater-Name- Alter/Mutter-Name-Alter)
write profiles of professions of their family members and share with peers (z.B. Vater-Beruf-Ort/Arbeitsplatz; Mutter- Beruf-Ort/Arbeitsplatz, usw)
write short sentences about their family members; (name, age, profession, place of work); (z.B. Mein Großvater heißt Matangi. Er ist 50 Jahre alt. Er ist Machaniker und arbeitet in Nairobi. usw)
develop short texts from writen sentences about family and share with peers
make a flash card, on one side write the name of a family member, on the other side provide details about relationship (Tante, Bruder, usw), age, profession, etc

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Coherence writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify coherence markers in writing
write coherent texts using guided writing strategies
develop appreciation for the role of writing skills in communication

Key Inquiry Questions (KIQs)

How do we ensure our writing is coherent?

Suggested Experiences

write a list of animals they have at home
write a list of domestic/wild animals in their locality
write names of animals heard in texts and compare with peers
write the names of animals they have around the school and discuss with peers
listen to audio texts about animals and note down their descriptions
make a profile of favourite animals and share with peers
write brief descriptions of their favorite animals (z.B. Die Kuh ist braun und groß; Die Maus ist klein, usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 Coherence writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate language structures in writing
write coherently using acquired language structures and strategies
appreciate the role of coherent writing in communication

Key Inquiry Questions (KIQs)

What is the importance of writing things down?

Suggested Experiences

write a list of things they do at home and at school
write and discuss their daily routine at home (z.B. Ich stehe um 7 Uhr auf; ich esse um 7.30 mein Frühstück; usw)
write short texts about what s/he does routinely at home
write and discuss with peers their school routine (z.B. Ich lerne um/ab 9.20 Mathe; Ich spiele am Nachmittag Fußball; usw)
write short texts about what s/he does routinely at school
write and discuss theit plans for the week (z.B. Ich will am Samstag schlafen; ich will am Sonntag in die Kirche; usw)
write a diary of activities for the week and share
fill in cloze tests

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.5 Functional writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

explain the format for functional writing
apply appropriate format in functional writing
appreciate the importance of functional writing in communication

Key Inquiry Questions (KIQs)

What skills do you require to be able to write effectively?

Suggested Experiences

fill information in a table about, activity, when and where
listen to audio texts of people talking about plans with peers and write down what they are saying (z.B. Ich treffe am Sonntag meine Freundin; Ich spiele heute Nachmittag Fußball; usw. OR: Ich möchte heute Abend tanzen; Ich möchte später mein Buch lesen, usw)
write short texts about which activities they do in their free time (z.B.Ich spiele heute Abend Bingo; Ich möchte heute Abend tanzen, usw)
write short texts about when they plan to do what in their free time (z.B. Ich höre heute Abend Musik; Ich spiele am Freitagnachmittag Fußball, usw)
write short texts about where they meet with peers to hang out (z.B. Ich höre heute Abend Musik Zuhause; Ich spiele am Freitagnachmittag Fußball in der Schule. usw)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.6 Functional writing: Menu

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate phrases in varied contexts of writing
use appropriate phrases for written communication
appreciate the different writing skills in language learning

Key Inquiry Questions (KIQs)

Why is it important to use polite language in communication?

Suggested Experiences

write a list of various meals one can order from their local restaurant
listen to and write a list of meals from a dictation
write a menu for an imaginary restaurant
write short texts about ordering food in restaurants (z.B. Ich möchte bitte ____; Darf ich___ bestellen/haben?; Danke; Bitte schön, usw)
write with peers short texts about ordering food and role play
listen to, read along and write texts about ordering for food/drinks using specific quantities (z.B. Ich möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)
search online for menus from Germany, write it down, create charts and share with peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.7 Creative writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify expressions for creative writing
employ appropriate expressions in creative writing
appreciate the role of expressions in writing

Key Inquiry Questions (KIQs)

How does vocabulary aid in creative writing?

Suggested Experiences

write a list of illnesses commonly found in their locality
search (different sources) and write down what kind of illnesses their peers and themselves suffer from and share with peers
write down a list of illnesses and remedies from a dictation
listen to an audio text of people talking about being ill and note down the mentioned illnesses and the remedies(z.B. Ich bin krank; ich habe Kopfweh/Kopfschmerzen; Ich gehe zum Ärzt; Ich gehe ins Krankenhaus; usw)
look at a diagram and label the designated body parts
fill in cloze tests

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.8 Coherence writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify aspects of coherence writing
write texts that flow smoothly for comprehension
appreciate coherence writing in communication

Key Inquiry Questions (KIQs)

How do you maintain the central focus when writing?

Suggested Experiences

write a short description of own environment using simple words and share with peers
match various weather conditions to possible activities (fun or economic)
write a simplified weather forecast from a dictation
highlight aspects of weather/environment from provided diagrams with pictograms
listen to an audio text of people talking about weather related activities and note these down (z.B. Die Sonne scheint. Ich gehe schwimmen; Es regnet. Ich pflanze Blumen; usw)
write simple sentences about what they do in what kind of weather/environmental condition

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.9 Coherence writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

identify appropriate phrases for coherence writing
use appropriate phrases for logical flow in writing
appreciate the roles of other language skills in developing the writing skill

Key Inquiry Questions (KIQs)

Why is choice of right phrases important in writing?

Suggested Experiences

write down a list of essential facilities found in the locality
write the names of various facilities (e.g. school, church, mosques, market, hospital, etc.) on a map
write down names of various facilities from a dictation and share with peers
write a short text of people talking about locations of different places (z.B. Das Krankenhaus liegt auf der Hauptstraße; Die Kirche liegt hinter dem Markt; Die Schule ist ein Kilometer entfernt; usw)
write short texts of people giving directions supported by diagrams/ area maps, using; z.B. nach rechts, nach links, geradeaus, links abbiegen, rechts abbiegen, usw
write short texts about where facilities are located in their locality and share with peers

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 9 German Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 German.

Term 1 Scheme13 Weeks

Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking
Reading

View Term 2

Term 3 Scheme9 Weeks

Reading
Writing

View Term 3

Other Grade 9 Learning Areas & Schemes

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

Arabic Hub Creative Arts & Sports Hub French Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies Hub

Explore Schemes for Other CBC Classes

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

What are the main strands in Grade 9 German?

The official KICD strands for Grade 9 German are: Listening and Speaking, Reading, Writing. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 9 German?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 9 German schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 9 German?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.