2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons5 Strands in Term 3

Grade 9 Indigenous Languages Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Indigenous Languages Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Indigenous Languages Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Indigenous Languages in Term 3.

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

Full Term Timetable

Grade 9 Indigenous Languages Term 3 Scheme of Work Table

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

Scheme Font Size:

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45 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	Writing	Creative Writing- Plays	By the end of the sub strand, the learner should be able to; a) explain the features of a play for information	1. How does a play differ from a story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Creative Writing- Plays	By the end of the sub strand, the learner should be able to; a) write a short play based on the theme for communication b) recognise the contribution of playwriting in the preservation of culture	1. How are plays written?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Creative Writing- Plays	By the end of the sub strand, the learner should be able to; a) recognise the contribution of playwriting in the preservation of culture	1. How are plays written?	- organise their best play scripts in the class portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative Writing- Plays	By the end of the sub strand, the learner should be able to; a) recognise the contribution of playwriting in the preservation of culture	1. How are plays written?	- organise their best play scripts in the class portfolio	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Writing for information- Homonyms	By the end of the sub strand, the learner should be able to; a) identify homonyms for information	1. How can you distinguish meaning between two different words with same spelling?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Writing	Writing for information- Homonyms	By the end of the sub strand, the learner should be able to; a) distinguish meaning between homonyms for comprehension b) appreciate writing in indigenous languages for enjoyment	1. Why do economic activities differ from one location to another?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Writing for information- Homonyms	By the end of the sub strand, the learner should be able to; a) appreciate writing in indigenous languages for enjoyment	1. Why do economic activities differ from one location to another?	- share their work with peers for review	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Writing for information- Homonyms	By the end of the sub strand, the learner should be able to; a) appreciate writing in indigenous languages for enjoyment	1. Why do economic activities differ from one location to another?	- share their work with peers for review	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Assessment of writing – Narrative Composition	By the end of the sub strand, the learner should be able to; a) recognise the features of a well written composition for information	1. How do you ensure quality of written work?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Assessment of writing – Narrative Composition	By the end of the sub strand, the learner should be able to; a) assess written texts for relevance, punctuation and neatness b) acknowledge the need for quality in written work for effective communication	1. How do you ensure quality of written work?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Writing	Assessment of writing – Narrative Composition	By the end of the sub strand, the learner should be able to; a) acknowledge the need for quality in written work for effective communication	1. How do you ensure quality of written work?	- display their quality written work on the class gallery	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Writing	Assessment of writing – Narrative Composition	By the end of the sub strand, the learner should be able to; a) acknowledge the need for quality in written work for effective communication	1. How do you ensure quality of written work?	- display their quality written work on the class gallery	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Writing	Assessment of writing – Narrative Composition	By the end of the sub strand, the learner should be able to; a) acknowledge the need for quality in written work for effective communication	1. How do you ensure quality of written work?	- display their quality written work on the class gallery	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Writing	Creative writing – short story	By the end of the sub strand, the learner should be able to; a) explain the features of a short story for information	1. How can we differentiate a short story from a novel?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Writing	Creative writing – short story	By the end of the sub strand, the learner should be able to; a) write a short story featuring a hero or heroine for creative expression b) recognise the place of short story writing in indigenous knowledge preservation	1. Why is it important for a community to honour its heroes and heroines?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Indigenous Languages Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 9 Indigenous Languages. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Writing

5 Sub-strands10 Lessons in Term 3

1.1 Creative Writing- Plays

2 Suggested LessonsTerm 3

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?

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

1.2 Writing for information- Homonyms

2 Suggested LessonsTerm 3

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?

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

1.3 Assessment of writing – Narrative Composition

2 Suggested LessonsTerm 3

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?

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

1.4 Creative writing – short story

2 Suggested LessonsTerm 3

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?

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

1.5 Functional Writing – Letters of application

2 Suggested LessonsTerm 3

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?

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

Strand 2.0

Presentation skills

1 Sub-strand1 Lessons in Term 3

2.1 Ability to use non- verbal cues

1 Suggested LessonsTerm 3

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?

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

Strand 3.0

Library skills

1 Sub-strand1 Lessons in Term 3

3.1 Ability to use effective library practices

1 Suggested LessonsTerm 3

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?

Learning Experiences

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

Teaching Resources

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

Strand 4.0

Reading for information

1 Sub-strand1 Lessons in Term 3

4.1 Ability to make connections between visuals

1 Suggested LessonsTerm 3

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?

Learning Experiences

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

Teaching Resources

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

Strand 5.0

Intensive reading

1 Sub-strand1 Lessons in Term 3

5.1 Ability to apply basic reading strategies

1 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

Reading
Writing

Term 3Current

Writing
Presentation skills
Library skills
Reading for information
Intensive reading

Other Grade 9 Schemes of Work for Term 3

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

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Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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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 3

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

In Term 3, Grade 9 Indigenous Languages covers the following main strands: Writing, Presentation skills, Library skills, Reading for information, Intensive reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 9 Indigenous Languages in Term 3?

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

How is Grade 9 Indigenous Languages Term 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

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