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

Grade 9 Indigenous Languages Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Indigenous Languages Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Indigenous Languages Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Indigenous Languages in Term 2.

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

Full Term Timetable

Grade 9 Indigenous Languages Term 2 Scheme of Work Table

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

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

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Reading for Comprehension: Poetry	By the end of the sub strand, the learner should be able to; a) relate themes in poems to real life for effective communication b) advocate for reading of poems for enjoyment	1. How can we get specific details from a poem?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Reading for Comprehension: Poetry	By the end of the sub strand, the learner should be able to; a) advocate for reading of poems for enjoyment	1. How can we get specific details from a poem?	- stage choral verses on the poems during inter-class festivals or clubs	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Reading for Comprehension: Poetry	By the end of the sub strand, the learner should be able to; a) advocate for reading of poems for enjoyment	1. How can we get specific details from a poem?	- stage choral verses on the poems during inter-class festivals or clubs	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Reading for Comprehension: Poetry	By the end of the sub strand, the learner should be able to; a) advocate for reading of poems for enjoyment	1. How can we get specific details from a poem?	- stage choral verses on the poems during inter-class festivals or clubs	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) describe key practices for effective library use	1. How can we make use of the library resources well?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) respond to texts related to the theme for information b) embrace extensive reading of indigenous literature for enjoyment	1. How have you engaged yourself in serving your community and society?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) embrace extensive reading of indigenous literature for enjoyment	1. How have you engaged yourself in serving your community and society?	- collaborate with peers to come up with a reading club for indigenous languages materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) embrace extensive reading of indigenous literature for enjoyment	1. How have you engaged yourself in serving your community and society?	- collaborate with peers to come up with a reading club for indigenous languages materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) embrace extensive reading of indigenous literature for enjoyment	1. How have you engaged yourself in serving your community and society?	- collaborate with peers to come up with a reading club for indigenous languages materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive Reading: Library skills	By the end of the sub strand, the learner should be able to; a) embrace extensive reading of indigenous literature for enjoyment	1. How have you engaged yourself in serving your community and society?	- collaborate with peers to come up with a reading club for indigenous languages materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Extensive reading – short stories	By the end of the sub strand, the learner should be able to; a) identify vocabulary from texts on the theme for language acquisition b) use vocabulary related to the theme for sentence construction	1. Why are short stories important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive reading – short stories	By the end of the sub strand, the learner should be able to; a) summarise the main ideas in a text for information b) advocate for reading widely for enjoyment	1. Why is it important to ensure safety in your environment and especially roads?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive reading – short stories	By the end of the sub strand, the learner should be able to; a) advocate for reading widely for enjoyment	1. Why is it important to ensure safety in your environment and especially roads?	- make a summary on the main ideas from the short story	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Extensive reading – short stories	By the end of the sub strand, the learner should be able to; a) advocate for reading widely for enjoyment	1. Why is it important to ensure safety in your environment and especially roads?	- make a summary on the main ideas from the short story	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Extensive reading – short stories	By the end of the sub strand, the learner should be able to; a) advocate for reading widely for enjoyment	1. Why is it important to ensure safety in your environment and especially roads?	- make a summary on the main ideas from the short story	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Indigenous Languages Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Indigenous Languages. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

8 Sub-strands16 Lessons in Term 2

1.1 Reading for Comprehension: Poetry

2 Suggested LessonsTerm 2

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?

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

1.2 Extensive Reading: Library skills

2 Suggested LessonsTerm 2

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?

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

1.3 Extensive reading – short stories

2 Suggested LessonsTerm 2

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?

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

1.4 Reading for Information – Plays

2 Suggested LessonsTerm 2

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?

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

1.5 Reading for Comprehension

2 Suggested LessonsTerm 2

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?

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

1.6 Reading for Information

2 Suggested LessonsTerm 2

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?

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

1.7 Intensive Reading – Legends

2 Suggested LessonsTerm 2

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?

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

1.8 Extensive reading – Grade appropriate texts

2 Suggested LessonsTerm 2

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?

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

Strand 2.0

Writing

4 Sub-strands8 Lessons in Term 2

2.1 Handwriting

2 Suggested LessonsTerm 2

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?

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

2.2 Social Writing - Email

2 Suggested LessonsTerm 2

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?

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

2.3 Creative Writing – Poetry

2 Suggested LessonsTerm 2

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?

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

2.4 Essay writing

2 Suggested LessonsTerm 2

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?

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

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

Complete annual curriculum scope for Grade 9 Indigenous Languages showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Writing

Term 3View Term 3 →

Writing
Presentation skills
Library skills
Reading for information
Intensive reading

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 9 Indigenous Languages Term 2

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

In Term 2, Grade 9 Indigenous Languages covers the following main strands: Reading, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 Indigenous Languages in Term 2?

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

How is Grade 9 Indigenous Languages Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

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