2026 KICD CBC Curriculum Design7 Strands · 31 Sub-strands58 Suggested Lessons

Grade 9 Indigenous Languages 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 Indigenous Languages. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 Indigenous Languages Curriculum Facts

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

Class / Level: Grade 9
Major Strands: 7 Strands
Annual Lessons: 58 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 Indigenous Languages Term 1 Scheme Table

13-week teaching 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	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) identify target words (names of people, things and places) from an oral text for information	1. How do get information from an oral text?	- work jointly with peers to pick out nouns (names of people, things and places) in a text - list the nouns on charts for display in the language corner - discuss with peers the various ways of listening for information - listen to an audio recording on community heroes and heroines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) paraphrase the main ideas in an oral text for comprehension b) acknowledge the important role of effective listening in learning	1. Why are some individuals considered community heroes or heroines?	- pick out the main ideas from the recording - make notes on the qualities of an ethical leader from the text - share their findings with peers for review - work collaboratively to role-play a news report on a community hero or heroine of choice	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the important role of effective listening in learning	1. Why are some individuals considered community heroes or heroines?	- work collaboratively to role-play a news report on a community hero or heroine of choice	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the important role of effective listening in learning	1. Why are some individuals considered community heroes or heroines?	- work collaboratively to role-play a news report on a community hero or heroine of choice	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the important role of effective listening in learning	1. Why are some individuals considered community heroes or heroines?	- work collaboratively to role-play a news report on a community hero or heroine of choice	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for Information	By the end of the sub strand, the learner should be able to; a) acknowledge the important role of effective listening in learning	1. Why are some individuals considered community heroes or heroines?	- work collaboratively to role-play a news report on a community hero or heroine of choice	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea and specific details in a text for comprehension	1. Why is it important to identify the main idea in a text?	- listen to recordings of stories based on the theme - work with peers to identify pronouns from the listened to recordings - create a list of the pronouns identified and list them on a chart for display	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) respond to texts on the theme for information b) acknowledge the importance of listening for comprehension	1. How can you benefit from technology?	- work collaboratively to use the pronouns to construct sentences - discuss the main ideas from the recordings - answer direct and inferential questions from the texts listened to - conduct a debate on the advantages and disadvantages of the internet	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening for comprehension	1. How can you benefit from technology?	- conduct a debate on the advantages and disadvantages of the internet	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening for comprehension	1. How can you benefit from technology?	- conduct a debate on the advantages and disadvantages of the internet	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening for comprehension	1. How can you benefit from technology?	- conduct a debate on the advantages and disadvantages of the internet	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for Comprehension	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening for comprehension	1. How can you benefit from technology?	- conduct a debate on the advantages and disadvantages of the internet	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) identify commonly mispronounced words for effective communication b) pronounce target words correctly for fluency	1. How can we tell the difference between one indigenous language and another?	- work with peers to identify words that are commonly mispronounced - list the words on a chart and display in class - conduct a gallery walk to read the words in turns - read words displayed on flashcards using correct intonation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) apply correct intonation in words for accurate communication b) acknowledge the role of accentuation in indigenous language speech	1. Why should we take part in community service?	- watch a pre-recorded audio clip on the theme and identify vocabulary used - prepare a short talk on community service using correct intonation and accentuation - present the talk to peers for review - hold a discussion forum on instances in which wrong intonation on words affects meaning implied in a language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) acknowledge the role of accentuation in indigenous language speech	1. Why should we take part in community service?	- hold a discussion forum on instances in which wrong intonation on words affects meaning implied in a language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Indigenous Languages Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

Listening and Speaking

9 Sub-strands18 Lessons

1.1 Listening for Information

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify target words (names of people, things and places) from an oral text for information
paraphrase the main ideas in an oral text for comprehension
acknowledge the important role of effective listening in learning

Key Inquiry Questions (KIQs)

How do get information from an oral text?
Why are some individuals considered community heroes or heroines?

Suggested Experiences

work jointly with peers to pick out nouns (names of people, things and places) in a text
list the nouns on charts for display in the language corner
discuss with peers the various ways of listening for information
listen to an audio recording on community heroes and heroines
pick out the main ideas from the recording
make notes on the qualities of an ethical leader from the text
share their findings with peers for review
work collaboratively to role-play a news report on a community hero or heroine of choice

Teaching Resources

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

1.2 Listening for Comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the main idea and specific details in a text for comprehension
respond to texts on the theme for information
acknowledge the importance of listening for comprehension

Key Inquiry Questions (KIQs)

Why is it important to identify the main idea in a text?
How can you benefit from technology?

Suggested Experiences

listen to recordings of stories based on the theme
work with peers to identify pronouns from the listened to recordings
create a list of the pronouns identified and list them on a chart for display
work collaboratively to use the pronouns to construct sentences
discuss the main ideas from the recordings
answer direct and inferential questions from the texts listened to
conduct a debate on the advantages and disadvantages of the internet

Teaching Resources

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

1.3 Pronunciation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify commonly mispronounced words for effective communication
pronounce target words correctly for fluency
apply correct intonation in words for accurate communication
acknowledge the role of accentuation in indigenous language speech

Key Inquiry Questions (KIQs)

How can we tell the difference between one indigenous language and another?
Why should we take part in community service?

Suggested Experiences

work with peers to identify words that are commonly mispronounced
list the words on a chart and display in class
conduct a gallery walk to read the words in turns
read words displayed on flashcards using correct intonation
watch a pre-recorded audio clip on the theme and identify vocabulary used
prepare a short talk on community service using correct intonation and accentuation
present the talk to peers for review
hold a discussion forum on instances in which wrong intonation on words affects meaning implied in a language

Teaching Resources

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

1.4 Conversation skills- Negotiation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

recognise words used to interrupt politely during conversations for effective communication
apply turn-taking skills and interrupting politely during a conversation for effective communication
embrace good negotiation skills in communication

Key Inquiry Questions (KIQs)

How can we interrupt another speaker during a conversation?
Why is it important to take safety precautions in public places?

Suggested Experiences

listen to an audio recording of a conversation between people negotiating over an issue
identify words that the speakers use to interrupt each other
work in partnership with peers to list the words on flashcards
search from online and offline sources for words used to interrupt politely in a conversation
display the words on the language corner for a gallery walk
work collaboratively to conduct a mock group interview on the theme (safety in public places) using proper turn-taking skills and interrupting politely

Teaching Resources

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

1.5 Presentation Skills – Public speaking

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

recognise non-verbal cues in oral presentations for effective communication
pick out key messages from a speech for information
make a speech on cultural heritage
desire to enhance conversational skills to improve their communication

Key Inquiry Questions (KIQs)

How would you present an impromptu speech to an audience?
Why should we preserve aspects of our cultures?

Suggested Experiences

watch a video recording of a speech and identify non-verbal cues (e.g. gestures, facial expressions, appearance, tonal variations, body movements) used
work jointly with peers to identify what the non-verbal cues imply or communicate
discuss the importance of non- verbal cues in public presentations
paraphrase the key issues of discussion from the speech listened to
work collaboratively to make/customise their own simple attire and ornaments as a way of appreciating their cultural heritage
prepare a short presentation on cultural heritage
use their customised attire and ornaments when presenting a short speech on the theme
peer review each other’s presentation by assessing the use of non-verbal cues and relevance of message
conduct a photo gallery walk to appreciate various cultures as part of cultural heritage

Teaching Resources

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

1.6 Intensive Listening

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

recite tongue twisters for language acquisition
solve riddles for comprehension
use tongue twisters and riddles appropriately in oral texts for communication
acknowledge the role of tongue twisters and riddles in language acquisition

Key Inquiry Questions (KIQs)

How can we ensure we say tongue twisters correctly?
Why are riddles important in a community?

Suggested Experiences

work with peers to collect varied tongue twisters and riddles from the community
take turns to recite the tongue twisters
work with peers to conduct a speed game to recite the tongue twisters within the shortest time possible
work jointly with peers to discuss the riddling process
collaborate with peers to solve riddles
compose a spoken word piece (utterance) with relevant tongue twisters and riddles
perform the spoken word piece during club activities
organise the riddles and tongue twisters in a portfolio

Teaching Resources

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

1.7 Presentation Skills- Debate

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline the qualities of an effective debater for information
participate in a debate on the theme for effective communication
acknowledge the role debates play in language acquisition

Key Inquiry Questions (KIQs)

How can we be more persuasive during a debate?
Why is first aid important?

Suggested Experiences

listen to an online or recorded public presentation on the theme
discuss qualities of an effective public speaker from the presentation
use adverbs to describe the actions of the presenters from the recording
list the adverbs on manila paper for display
work with peers to discuss the qualities of an effective debater
collaborate with peer and allocate roles to hold a debating session on a topic of choice
peer review each other’s performance
discuss with peers some of the best debaters in various fields

Teaching Resources

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

1.8 Story telling-Legends

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

explain the characteristics of a good story teller for information
retell a legend from a community for effective communication
acknowledge the role of legends in the preservation of culture

Key Inquiry Questions (KIQs)

How can one listen to get information?
How does a community preserve its culture?

Suggested Experiences

work with peers to discuss modern day legends in the society
collect a variety of legend stories from the community
organise the collection of legends in the class portfolio
collaborate with peers to identify features that make a story telling session interesting (e.g. songs, audience involvement, tonal variation)
take turns to conduct a story telling session on legends from African communities
work jointly with peers to record the story telling session
peer assess each other’s presentation
listen to a resource person retell a legend
discuss moral lessons learnt from the legend and relate them to real life

Teaching Resources

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

1.9 Presentation Skills

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline the qualities of an effective presenter for information
present a short talk on Kenyan cultures for effective communication
acknowledge the Kenyan cultures as a source of pride for its people

Key Inquiry Questions (KIQs)

How can you hold an audience’s attention when making a presentation?
Why are all the Kenyan communities important?

Suggested Experiences

conduct a research on how other Kenyan communities say common greetings and words like thank you and welcome
create a word bank for the common greetings and words identified from other communities
discuss with peers the qualities that make an effective presenter
prepare a short talk on the topic Kenyan cultures as a source of the people’s pride
make the presentation during club activities while engaging the audience and applying the public presentation skills
work collaboratively with peers to peer review each other’s presentation
stage the best presentations during an interclass festival
work jointly with peers to record the presentations
compose a song on the theme and present it in a school or community function

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading for Comprehension

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline reading strategies for use on a given text
answer comprehension questions from a text for information
embrace the use of appropriate comprehension skills for lifelong learning

Key Inquiry Questions (KIQs)

How should you read for comprehension?
Why are community heroes and heroines important in the society?

Suggested Experiences

explain the pre-reading steps to peers
read a text on community heroes and heroines and make short notes
identify vocabulary related to community heroes and heroines from the texts
collaborate with peers to conduct a spelling-bee mini-contest to spell of the vocabulary identified
work jointly with peers to infer the meaning of vocabulary from context
make notes on the main ideas from a text and share with peers
make a summary of a section of the text
share the summaries with their peers for review
answer direct and inferential questions from the text

Teaching Resources

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

2.2 Reading for Comprehension: Poetry

Term 1 Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of style used in poems for comprehension
relate themes in poems to real life for effective communication
advocate for reading of poems for enjoyment

Key Inquiry Questions (KIQs)

Why are poems important?
How can we get specific details from a poem?

Suggested Experiences

conduct a reader’s theatre to read poems based on the theme
work with peers to identify the main ideas in the poems
develop a vocabulary bank on words related to the theme from the poems
identify features of style used in the poem (e.g. rhyme, metaphors, similes, repetition)
discuss the themes in a poem and relate them to real life
work jointly to compose a simple poem on the theme
organise their best poems in the class portfolio
stage choral verses on the poems during inter-class festivals or clubs

Teaching Resources

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

2.3 Extensive Reading: Library skills

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

describe key practices for effective library use
respond to texts related to the theme for information
embrace extensive reading of indigenous literature for enjoyment

Key Inquiry Questions (KIQs)

How can we make use of the library resources well?
How have you engaged yourself in serving your community and society?

Suggested Experiences

work with peers to collect varied reading resources on people who have served their communities well and successfully
organise the reading resources in the class portfolio
work with peers to discuss key considerations when using the library
conduct a silent reading session to read resources and grade appropriate texts
answer questions related to the texts read
prepare a reading log with details of the texts read (e.g. title, author, characters, setting, summary of events) for future reference
collaborate with peers to come up with a reading club for indigenous languages materials

Teaching Resources

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

2.4 Extensive reading – short stories

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary from texts on the theme for language acquisition
use vocabulary related to the theme for sentence construction
summarise the main ideas in a text for information
advocate for reading widely for enjoyment

Key Inquiry Questions (KIQs)

Why are short stories important?
Why is it important to ensure safety in your environment and especially roads?

Suggested Experiences

work collaboratively with peers to conduct a reader’s theatre to read short stories on the theme (causes of road crashes and mitigation measures)
pick out vocabulary related to the theme from the short stories
work jointly to conduct a spelling bee contest to spell the vocabulary identified
find the meaning of the vocabulary spelt
work with peers to pick out adjectives used in the text
use the vocabulary and adjectives to construct simple sentences and share with peers for review
collaboratively identify the main ideas of the text
make a summary on the main ideas from the short story

Teaching Resources

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

2.5 Reading for Information – Plays

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to cultural heritage for language acquisition
respond to a text on the theme for comprehension
embrace lessons learnt from plays for lifelong learning

Key Inquiry Questions (KIQs)

How do you read for information?
How can plays be used to preserve our cultural heritage?

Suggested Experiences

conduct a reader’s theatre to read plays related to the theme
work collaboratively to identify vocabulary related to the theme from the plays
list the vocabulary on flashcards and organise them in a vocabulary bank
use the vocabulary to fill word puzzles
work with peers to construct simple paragraphs
answer direct and inferential questions on the play read
work collaboratively to discuss the lessons learnt from the plays read and make connections to real life
roleplay one of the plays read with peers in class
work with peers to record the play and store the recorded clip in a digital portfolio

Teaching Resources

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

2.6 Reading for Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify vocabulary related to the theme from texts for language acquisition
respond to comprehension questions from texts on theme for compression
advocate reading texts and indigenous literature widely for enjoyment

Key Inquiry Questions (KIQs)

How do we read for comprehension?
Why do people take part in economic activities in the society?

Suggested Experiences

read texts on the theme
identify vocabulary related to the theme – economic activities
pick out verbs from the text and list them down
create a vocabulary list of words related to the theme
work with peers to find the meaning of the words
work with peers to create mind maps to establish other words related to the new words (e.g. opposites, synonyms)
construct sentences using vocabulary and verbs related to economic activities
answer direct and inferential questions from comprehension passages related to the theme

Teaching Resources

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

2.7 Reading for Information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

describe visuals accompanying texts for comprehension
make connections between visuals and accompanying texts for information
create visuals from written texts for effective communication
acknowledge the importance of visuals to understanding of texts

Key Inquiry Questions (KIQs)

Why are visuals important?
How do visuals summarise information?
How can you help people involved in a road crash?

Suggested Experiences

work with peers to search for a collection of varied visuals (for example pictures, graphs, charts) on of types of injuries sustained through road clashes and how to administer first aid
describe the visuals and predict what story or information the visual could represent
make connections between visuals and their accompanying texts based on the theme
read a text on the theme and create a visual to summarise the information in the text
work with peers in teams to conduct a pictionary session where they begin to draw a picture and another team tries to guess what it could be before it is complete
organise the visuals drawn in the class portfolio

Teaching Resources

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

2.8 Intensive Reading – Legends

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline the characteristics of legends for information
respond to questions from legends for comprehension
acknowledge reading of legends from various cultures for enjoyment

Key Inquiry Questions (KIQs)

How do you read intensively?
Why can an individual be considered a legend in the society?

Suggested Experiences

read legendary narratives from various sources
identify legendary characters from stories
work with peers to create mind maps to describe their character using relevant adjectives
share ideas on the unique qualities of the legendary characters
identify vocabulary from the narratives and list them
infer meaning of the new words from the narratives
answer direct and inferential questions from stories on legends

Teaching Resources

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

2.9 Extensive reading – Grade appropriate texts

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline the main ideas from texts for comprehension
infer the meaning of vocabulary from the text for language acquisition
advocate for reading indigenous literature for enjoyment

Key Inquiry Questions (KIQs)

How do we read for information?
How can we ensure we live harmoniously with all the other Kenyan communities?

Suggested Experiences

read grade-appropriate texts and outline the main ideas
identify vocabulary from the texts
work with peers to find meaning of the new words from context
play a language game to match the vocabulary identified to their synonyms
identify prepositions used from the texts read and create a list
use the vocabulary identified and prepositions to construct sentences related to the theme
write a summary of the key ideas in the texts read
create a reading log with details of grade appropriate texts read (e.g. title, author, characters, setting, summary of events, vocabulary)
team up with peers to prepare a mosaic on a creative idea presenting Kenyan cultures

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands18 Lessons

3.1 Handwriting

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline characteristics of good handwriting for information
rewrite a short essay neatly and legibly for effective communication
assess handwritten texts for correct spelling and word spacing
embrace good handwriting for effective communication

Key Inquiry Questions (KIQs)

Why should we write neatly and legibly?
How can illegible handwriting result to miscommunication?

Suggested Experiences

work with peers to search for handwritten texts that are neatly and legibly written
hold a discussion on characteristics of a good handwriting
use the discussion findings to create a criteria or checklist for assessing good handwriting
rewrite a short essay on the theme using neat and legible handwriting and share with peers
assess each other’s work according to the criteria or checklist prepared for correct word spacing, neatness and legibility
identify commonly misspelt words
rewrite the commonly misspelt words correctly and neatly
peer assess each other’s work for correct spelling
organize their neatly written work in the class portfolio

Teaching Resources

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

3.2 Social Writing - Email

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify components of emails for effective communication
compose and send an email message for self- expression
acknowledge the importance of using email services in social writing

Key Inquiry Questions (KIQs)

How do you normally communicate with your friends?

Suggested Experiences

work with peers to collect varied sample emails from different sources for discussion in class
identify components of an email
make notes on the components of an email
brainstorm ideas to incorporate when writing an email to a friend
work jointly with peers to create an email address
draft a simple email to a friend on a subject related to the theme
edit and proofread the email received from peers
revise their email based on the comments given by peers
conduct a debate on the advantages and disadvantages of using email for communication

Teaching Resources

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

3.3 Creative Writing – Poetry

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the features of a poem for information
compose a short poem on the theme for creative expression
acknowledge the role of poetry in creating awareness on community service

Key Inquiry Questions (KIQs)

What makes a poem different from a story or a passage?

Suggested Experiences

work with peers to collect varied poems from the community
organise the poems collected in the class portfolio
conduct a reader’s theatre to read poems on the theme
identify the features (e.g. poet, persona, stanzas and lines) in the poems
work jointly with peers to brainstorm ideas to consider when composing a poem on the theme – serving the community
work jointly with peers to compose a short poem on the theme and share for feedback
revise the poem based on the suggestions given by peers
display their best poems in the class gallery wall
join a club or society and initiate community service activities within the school environment

Teaching Resources

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

3.4 Essay writing

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

explain the steps involved in writing a descriptive essay for information
write a descriptive essay for effective communication
recognise the role of writing on various topics for creative expression and enjoyment

Key Inquiry Questions (KIQs)

How can we describe events, people and things accurately?
How should one behave in public places to avoid putting others in danger?

Suggested Experiences

watch audio-visual clips on what to do in the event of an unforeseen disaster in a public place
make notes on the do’s and don’ts in such scenarios
work with peers to use adjectives to describe a safe and unsafe public place
surf the internet or find publications on sample descriptive essays
discuss the parts of a descriptive essay (introduction, body, conclusion)
draft the introductory paragraph of a descriptive essay (280-320 words) related to the theme
share their work with peers for review
revise the essay based on feedback from peers
complete the descriptive essay and publish it in a school or public magazine

Teaching Resources

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

3.5 Creative Writing- Plays

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

explain the features of a play for information
write a short play based on the theme for communication
recognise the contribution of playwriting in the preservation of culture

Key Inquiry Questions (KIQs)

How does a play differ from a story?
How are plays written?

Suggested Experiences

watch a live or recorded grade appropriate skit in class and discuss the characters and use of dialogue
search online or offline for grade appropriate short play scripts related to the theme and read with peers
work jointly with peers to discuss the features of a play with emphasis on the characters, setting language and stage directions
sketch a one-scene play related to the theme
exchange the play with peers for review
revise the script according to the suggestions given by their peers
write a two-scene play based on the theme
work with peers to allocate roles and act out the play
partner with peers to organise a class mini- festival and stage the plays
organise their best play scripts in the class portfolio

Teaching Resources

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

3.6 Writing for information- Homonyms

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify homonyms for information
distinguish meaning between homonyms for comprehension
appreciate writing in indigenous languages for enjoyment

Key Inquiry Questions (KIQs)

How can you distinguish meaning between two different words with same spelling?
Why do economic activities differ from one location to another?

Suggested Experiences

work with peers to put together a collection of homonyms from the community
create mind maps to identify the different meaning of the words
construct sentences to clearly bring a distinction in meaning between homonyms
fill in gaps with correct words from a set of homonyms
compose a paragraph with the homonyms to create distinct difference in meaning between the words
share their work with peers for review

Teaching Resources

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

3.7 Assessment of writing – Narrative Composition

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

recognise the features of a well written composition for information
assess written texts for relevance, punctuation and neatness
acknowledge the need for quality in written work for effective communication

Key Inquiry Questions (KIQs)

How do you ensure quality of written work?

Suggested Experiences

search online and offline for features of a well written composition
work with peers to distinguish samples of neat and well written compositions from those that are not well written
outline common errors made when writing
work with peers to prepare a criteria or checklist for assessing written texts based on key features (e.g. relevance, punctuation, neatness)
write a short narrative composition on types of injuries sustained through road clashes and how to administer first aid
share their work with peers for assessment against the set criteria or checklist
review their written compositions based on feedback from peers
display their quality written work on the class gallery

Teaching Resources

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

3.8 Creative writing – short story

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

explain the features of a short story for information
write a short story featuring a hero or heroine for creative expression
recognise the place of short story writing in indigenous knowledge preservation

Key Inquiry Questions (KIQs)

How can we differentiate a short story from a novel?
Why is it important for a community to honour its heroes and heroines?

Suggested Experiences

read a short story from print or digital sources on community legends
work jointly with peers to examine the features of a short story
make notes on the features of a short story
identify a community or national hero and heroine and their unique qualities
prepare an outline of a short story featuring the community or national hero or heroine
use the outline to write a short story on the hero or heroine
share their story with peers for review
publish their refined short story in a school or public magazine

Teaching Resources

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

3.9 Functional Writing – Letters of application

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

recognise the components of a letter of application for information
write a letter of application for a scholarship for effective communication
acknowledge writing as a means of communicating for lifelong learning. Exceeding Expectations Uses parts of speech in sentence construction (Nouns, Pronouns, Adjectives, Prepositions, Adverbs and Verbs) with precision Identifies target words from a variety of oral texts for information Paraphrases the main idea and specific information with precision Infers meaning of vocabulary from a text with rich details Pronounces target words correctly for fluency Applies correct intonation meticulously in speech for effective communication Uses tongue twisters and riddles appropriately in oral texts for communication with precision Demonstrates proper turn-taking and interrupting politely during negotiations with precision

Key Inquiry Questions (KIQs)

Why do we make applications whenever we need formal opportunities?
How do application letters differ from other letters?
Approaching Expectations Uses most of the parts of speech in sentence construction (Nouns, Pronouns, Adjectives, Prepositions, Adverbs and Verbs) Identifies most target words from an oral text for information Paraphrases the main idea and specific information from an oral text leaving out few details Partially infers meaning of vocabulary from a text Pronounces most target words correctly Applies correct intonation in speech in most instances for effective communication Uses tongue twisters and riddles appropriately in oral texts for communication with minimal lapses Demonstrates proper turn-taking and interrupting politely during negotiations in most instances?

Suggested Experiences

search online and offline for samples of scholarship application letters
work with peers to identify the components of a well written scholarship application letter
compose an application letter for a scholarship for Senior School education funding
share their written letters with peers for review
organize their reviewed letter in a portfolio. Meeting Expectations Uses parts of speech in sentence construction (Nouns, Pronouns, Adjectives, Prepositions, Adverbs and Verbs) Identifies target words from an oral text for information Paraphrases the main idea and specific information from an oral text Infers meaning of vocabulary from a text Pronounces target words correctly Applies correct intonation in speech for effective communication Uses tongue twisters and riddles appropriately in oral texts for communication Demonstrates proper turn-taking and interrupting politely during negotiations

Teaching Resources

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

Strand 4.0

Presentation skills

1 Sub-strand1 Lessons

4.1 Ability to use non- verbal cues

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Uses non-verbal
cues (gestures
facial expressions
appearance, tonal
variations, body
movements) in
oral presentations
like public
speaking, debates
and storytelling
meticulously
Exceeding
Expectations
Responds to direct
and inferential
questions from
texts with
precision
Relates events and
themes in texts to
real life using rich
examples

Key Inquiry Questions (KIQs)

Uses most non- verbal cues (gestures, facial expressions, appearance, tonal variations, body movements) appropriately in oral presentations like public speaking, debates and story telling Approaching Expectations Responds to most direct and inferential questions from texts Relates most events and themes in texts to real life?

Suggested Experiences

Uses non-verbal cues (gestures, facial expressions, appearance, tonal variations, body movements) appropriately in oral presentations like public speaking, debates and story telling Meeting Expectations Responds to direct and inferential questions from texts Relates events and themes in texts to real life

Teaching Resources

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

Strand 5.0

Library skills

1 Sub-strand1 Lessons

5.1 Ability to use effective library practices

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Uses effective
library practices
(e.g. silent
reading, applying
comprehension
strategies and
keeping a reading
log) for lifelong
learning
consistently

Key Inquiry Questions (KIQs)

Uses effective library practices (e.g. silent reading, applying comprehension strategies and keeping a reading log) for lifelong learning occasionally?

Suggested Experiences

Uses effective library practices (e.g. silent reading, applying comprehension strategies and keeping a reading log) for lifelong learning

Teaching Resources

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

Strand 6.0

Reading for information

1 Sub-strand1 Lessons

6.1 Ability to make connections between visuals

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

connections
between visuals
(pictures, graphs
charts) and
written texts with
rich examples

Key Inquiry Questions (KIQs)

Makes connections between visuals (pictures, graphs, charts) and written texts omitting a few details?

Suggested Experiences

Makes connections between visuals (pictures, graphs, charts) and written texts with rich examples

Teaching Resources

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

Strand 7.0

Intensive reading

1 Sub-strand1 Lessons

7.1 Ability to apply basic reading strategies

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Applies all the
basic reading
strategies (e.g
pre-reading skills
note making
inference) in
reading texts for
information with
meticulously
Outlines main
ideas from grade
appropriate texts
for information
with rich
references
Exceeding
Expectations
Rewrites texts
neatly and legibly
for effective
communication in
varied contexts
Writes both items
using the correct
format, language
and organization
consistently
Composes all the
items using the
correct format
language and
organization
consistently

Key Inquiry Questions (KIQs)

Applies most basic reading strategies (e.g. pre-reading skills, note making, inference) in reading texts for information Outlines main ideas from grade appropriate texts for information leaving out minimal details Approaching Expectations Partially rewrites texts neatly and legibly for effective communication Writes both items using the correct format, language and organization occasionally Composes either poems, plays or short stories for information occasionally?

Suggested Experiences

Applies all the basic reading strategies (e.g. pre- reading skills, note making, inference) in reading texts for information Outlines main ideas from grade appropriate texts for information Meeting Expectations Rewrites texts neatly and legibly for effective communication Writes both items using the correct format, language and organization Composes poems, plays and short stories for information

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
Presentation skills
Library skills
Reading for information
Intensive reading

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 German Hub Hindu Religious Education 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 Indigenous Languages?

The official KICD strands for Grade 9 Indigenous Languages are: Listening and Speaking, Reading, Writing, Presentation skills, Library skills, Reading for information, Intensive reading. 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 Indigenous Languages?

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 Indigenous Languages 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 Indigenous Languages?

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.