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2026 KICD CBC Curriculum Design4 Strands · 18 Sub-strands120 Suggested Lessons

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

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Grade 9 Social Studies Curriculum Facts

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

Class / Level
Grade 9
Pre-Primary Education
Major Strands
4 Strands
18 Sub-strands
Annual Lessons
120 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 9 Social Studies Term 1 Scheme Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Social Studies and Career DevelopmentPathway Choices

By the end of the sub strand, the learner should be able to;

a) identify factors to consider in the selection of a pathway

1. Why is it important to learn about career paths?

- brainstorm the meaning of a career path

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Social Studies and Career DevelopmentPathway Choices

By the end of the sub strand, the learner should be able to;

a) examine requirements for Social sciences pathway at senior school

1. Why is it important to learn about career paths?

- engage a resource person to discuss factors to consider in the selection of a pathway

- use digital devices/print materials to examine requirements for social science pathway

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Social Studies and Career DevelopmentPathway Choices

By the end of the sub strand, the learner should be able to;

a) choose a possible track within a pathway at senior school

1. Why is it important to learn about career paths?

- create and display charts with pathways and their respective requirements

- create and display posters on pathways and their respective requirements using locally available resources

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Social Studies and Career DevelopmentPathway Choices

By the end of the sub strand, the learner should be able to;

a) appreciate the need for choosing a pathway in senior school

1. Why is it important to learn about career paths?

- choose and journal possible tracks in a given pathway for academic growth

- compose and recite poems on pathway choices

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Social Studies and Career DevelopmentPathway Choices

By the end of the sub strand, the learner should be able to;

a) appreciate the need for choosing a pathway in senior school

1. Why is it important to learn about career paths?

- compose and recite poems on pathway choices

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Social Studies and Career DevelopmentPre-career Support systems

By the end of the sub strand, the learner should be able to;

a) explore and use support systems for pre-career and other needs

1. Why does a learner need pre-career support?

- using digital or printed materials search for the meaning and examples of support systems in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Social Studies and Career DevelopmentPre-career Support systems

By the end of the sub strand, the learner should be able to;

a) analyze challenges arising from existing support systems for pre-career and other needs

1. Why does a learner need pre-career support?

- brainstorm on effective use of different support systems in the community

- engage a resource person to discuss significance of pre- career mapping for individual growth

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Social Studies and Career DevelopmentPre-career Support systems

By the end of the sub strand, the learner should be able to;

a) design solutions to challenges arising from support systems

1. Why does a learner need pre-career support?

- brainstorm on challenges arising from involvement in existing pre- career support systems

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Social Studies and Career DevelopmentPre-career Support systems

By the end of the sub strand, the learner should be able to;

a) explain the significance of pre-career mapping for individual growth

b) appreciate the value of the pre-career support systems

1. Why does a learner need pre-career support?

- search for solutions to challenges arising from existing pre- career support systems

- compose and recite poems highlighting the value of pre- career support system

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Social Studies and Career DevelopmentPre-career Support systems

By the end of the sub strand, the learner should be able to;

a) appreciate the value of the pre-career support systems

1. Why does a learner need pre-career support?

- compose and recite poems highlighting the value of pre- career support system

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Social Studies and Career DevelopmentCommunity Service Learning Project

By the end of the sub strand, the learner should be able to;

a) identify a problem in the community

1. What does one consider while implementing a project?

- brainstorm and identify problems/gaps/opportunities (

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Social Studies and Career DevelopmentCommunity Service Learning Project

By the end of the sub strand, the learner should be able to;

a) identify a problem in the community

1. What does one consider while implementing a project?

- brainstorm and identify problems/gaps/opportunities (

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Social Studies and Career DevelopmentCommunity Service Learning Project

By the end of the sub strand, the learner should be able to;

a) design a solution to the identified problem

1. What does one consider while implementing a project?

- brainstorm and identify problems/gaps/opportunities (

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Social Studies and Career DevelopmentCommunity Service Learning Project

By the end of the sub strand, the learner should be able to;

a) plan to solve the identified problem in the community

1. What does one consider while implementing a project?

- brainstorm and identify problems/gaps/opportunities (

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Social Studies and Career DevelopmentCommunity Service Learning Project

By the end of the sub strand, the learner should be able to;

a) implement the plan to solve the problem

1. Why is reflection important in a project?

- brainstorm and identify problems/gaps/opportunities (

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 9 Social Studies Strands and Sub-strands (Full Curriculum)

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

1
Strand 1.0

Social Studies and Career Development

3 Sub-strands16 Lessons

1.1 Pathway Choices

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify factors to consider in the selection of a pathway
  • examine requirements for Social sciences pathway at senior school
  • choose a possible track within a pathway at senior school
  • appreciate the need for choosing a pathway in senior school
Key Inquiry Questions (KIQs)
  • Why is it important to learn about career paths?
Suggested Experiences
  • brainstorm the meaning of a career path
  • engage a resource person to discuss factors to consider in the selection of a pathway
  • use digital devices/print materials to examine requirements for social science pathway
  • create and display charts with pathways and their respective requirements
  • create and display posters on pathways and their respective requirements using locally available resources
  • choose and journal possible tracks in a given pathway for academic growth
  • compose and recite poems on pathway choices
Teaching Resources

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

1.2 Pre-career Support systems

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • explore and use support systems for pre-career and other needs
  • analyze challenges arising from existing support systems for pre-career and other needs
  • design solutions to challenges arising from support systems
  • explain the significance of pre-career mapping for individual growth
  • appreciate the value of the pre-career support systems
Key Inquiry Questions (KIQs)
  • Why does a learner need pre-career support?
Suggested Experiences
  • using digital or printed materials search for the meaning and examples of support systems in the community
  • brainstorm on effective use of different support systems in the community
  • engage a resource person to discuss significance of pre- career mapping for individual growth
  • brainstorm on challenges arising from involvement in existing pre- career support systems
  • search for solutions to challenges arising from existing pre- career support systems
  • compose and recite poems highlighting the value of pre- career support system
Teaching Resources

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

1.3 Community Service Learning Project

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify a problem in the community
  • design a solution to the identified problem
  • plan to solve the identified problem in the community
  • implement the plan to solve the problem
  • write a report on the concluded project
  • appreciate teamwork in addressing community problems
Key Inquiry Questions (KIQs)
  • What does one consider while implementing a project?
  • Why is reflection important in a project?
Suggested Experiences
  • brainstorm and identify problems/gaps/opportunities (
Teaching Resources

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

2
Strand 2.0

People and Relationships

6 Sub-strands40 Lessons

2.1 Socio- Economic Practices of Early Humans

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the socio- economic practices of early humans in Africa during the Stone Age period
  • examine different types of tools used by early humans during the Stone Age period
  • illustrate the tools used by early humans during the Stone Age period
  • recognise socio- economic practices of the early humans
Key Inquiry Questions (KIQs)
  • How do socio- economic practices of early humans impact on the modern society?
Suggested Experiences
  • interact with digital technology or print media as they research on socio- economic practices of early humans in Africa during the Stone Age period
  • brainstorm on socio-economic practices of early humans during the Stone Age period and make notes
  • debate on the relevance of socio- economic practices of early humans to the modern society
  • undertake group tasks and gain new perspectives as they discuss the various types of tools used by early humans during the Stone Age period
  • use appropriate digital resources to view various types of tools used by early humans during the Stone Age period
  • draw various types of tools used by early humans during the Stone Age period and share
  • engage a resource person to discuss reasons why Africa is regarded as the birth place of human technology
Teaching Resources

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

2.2 Indigenous Knowledge systems in African Societies

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify types of indigenous knowledge systems in African societies for self- identity
  • explain how the indigenous knowledge systems were used for sustainability of life
  • use indigenous to and modern knowledge systems for effective decision making in life
  • appreciate the indigenous knowledge systems in the society
Key Inquiry Questions (KIQs)
  • How does indigenous knowledge influence on the modern society?
Suggested Experiences
  • brainstorm in pairs on various types of indigenous knowledge systems in African societies
  • use print or digital resources to research on how the indigenous knowledge systems were used in the traditional African society
  • in pairs, devise ways of using indigenous and modern knowledge systems to for effective decision making and present
  • value others' ideas as they debate on how indigenous knowledge systems is applied in various fields in Africa
Teaching Resources

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

2.3 Poverty Reduction

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain causes of poverty in Africa
  • examine the effects of overexploitation of natural resources on poverty in Africa
  • apply creative thinking skills to reduce poverty in the society
  • recognize the contribution of poverty reduction strategies in society
Key Inquiry Questions (KIQs)
  • What are the measures taken by African governments to reduce poverty?
  • How does prudent utilization of resources help to reduce poverty in the society?
Suggested Experiences
  • brainstorm on the causes of poverty in Africa and present their findings in class
  • discuss on the effects of overexploitation of natural resources on poverty in Africa
  • illustrate in pairs problem solving skills to reduce poverty in the community and present in class
  • watch documentaries / video clips on solutions to poverty reduction and write a report
  • interact with new technology as they use print or digital resources to explore home-grown practical solutions to poverty reduction
  • compose and sing songs / recite poems on sustainable use of resources in the community
  • create posters on sustainable use of resources in the community
Teaching Resources

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

2.4 Population Structure

Term 1 Term 29 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify sources of population data in a country
  • explain factors determining population structure in Kenya and Germany
  • construct age-sex population pyramids of developed and developing countries
  • determine the significance of population structure in distribution of national resources in a society
  • appreciate the differences in population structure between developed and developing countries
Key Inquiry Questions (KIQs)
  • Why is population structure of a country important?
Suggested Experiences
  • brainstorm on sources of population data make notes and present
  • engage a resource person to discuss factors determining population structure in Kenya and Germany
  • use digital or print resources to identify factors determining population structure in Kenya and Germany
  • draw age-sex population pyramid of developed and developing countries
  • brainstorm and enumerate the significance of population structure in distribution of national resources in a society
  • compose and display messages on differences in population structure of developed and developing countries for sustainable development
Teaching Resources

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

2.5 Peaceful Conflict Resolution

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain types of peace for sustainable social interactions
  • identify barriers to conflict resolution in day- to-day lives
  • explore ways of managing emotions in promotion of peace in the community
  • apply emotional intelligence for peaceful conflict resolutions in the community
  • embrace peace initiatives and agreements at the community level for harmonious living
Key Inquiry Questions (KIQs)
  • How can we promote peace in the community?
Suggested Experiences
  • brainstorm on types of peace in the society such as personal, cultural and share
  • use digital or print resources to search for barriers to conflict resolution and present
  • discuss possible solutions of managing emotions to promote peace in the community
  • engage a resource person on how to apply emotional intelligence to maintain peace in the community
  • role play community activities on cultivating peace initiatives and agreements at the community level for harmonious living
  • search and explore different options as they compose songs or poems on non - violent conflict resolution in the community
Teaching Resources

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

2.6 Healthy relationships - effective communication - negotiation skills - empathy - assertiveness

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain ways of sustaining healthy relationships in the community
  • explore barriers to harmonious relationships
  • design strategies to overcome barriers to healthy relationships
  • appreciate the need for healthy relationships in the community
Key Inquiry Questions (KIQs)
  • How can we promote healthy relationships in the community?
Suggested Experiences
  • brainstorm in pairs ways of sustaining healthy relationships in the community
  • speak clearly and effectively as they discuss barriers to harmonious relationships
  • watch video clips on barriers to healthy relationships and write a report
  • use digital or print resources to research on strategies to overcome barriers to healthy relationships
  • undertake tasks as they role play scenarios that depicts
Teaching Resources

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

3
Strand 3.0

Natural and Historic Built Environments

5 Sub-strands38 Lessons

3.1 Topographical maps

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe human activities on topographical maps
  • use creative thinking skills to enlarge and reduce parts of topographical maps
  • illustrate cross- sections from topographical maps
  • appreciate representation of human activities on topographical maps
Key Inquiry Questions (KIQs)
  • Why are topographical maps important?
Suggested Experiences
  • brainstorm human activities that may be represented on a topographical map
  • use print or digital resources to find out how human activities are represented in topographical maps
  • draw a sketch map to enlarge and reduce part of topographical maps and present to peers
  • draw cross-sections from topographical maps showing human activities
  • display the cross-sections, take a gallery walk and peer assess
Teaching Resources

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

3.2 Internal Land Forming Processes

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • explore the types and causes of earth movements in the environment
  • explain the theories of continental drift and plate tectonics in the formation of continents
  • illustrate the formation of selected features due to faulting in the environment
  • explain the effects of faulting to human activities
  • recognise internal land forming processes in shaping the landscape and their influence on human activities
Key Inquiry Questions (KIQs)
  • How do landforms influence human activities?
Suggested Experiences
  • brainstorm the types and causes of earth movements and present in class
  • conduct library research on types of faults in the environment and do a presentation in class
  • use digital or print resources to research on theories of continental drift and plate tectonics in the environment and make short notes
  • carry out mapping on the significance of faulting to human life and activities
  • Develop posters to create awareness on disasters relating to faulting
  • view video clips / documentaries on the processes of faulting in the environment
  • draw a sketch illustrating the formation of selected features in the environment and display for peer assessment
  • use an atlas to locate features formed as a result of faulting process
  • brainstorm and share in class the significance of faulting on human activities
Teaching Resources

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

3.3 Multi-purpose River Projects in Africa

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify selected multi- purpose river projects on a map of Africa
  • outline the conditions that led to the establishment of multi-purpose river projects along river Tana
  • examine the economic importance of multi- purpose river projects in Africa
  • assess challenges facing multi-purpose river projects in Africa
  • design solutions to challenges facing multi- purpose river projects in Africa
  • recognise the importance of multipurpose river projects in the society
Key Inquiry Questions (KIQs)
  • How useful are multi-purpose river projects in society?
Suggested Experiences
  • use internet and print media to identify selected multi-purpose river projects
  • discuss the conditions that led to the establishment of multi-purpose river projects along River Tana
  • carry out research on the economic importance of multi-purpose river projects in Africa write short notes and share
  • brainstorm on challenges facing multi-purpose river projects in Africa
  • invite a resource person to share on the solutions to challenges facing multipurpose river projects
Teaching Resources

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

3.4 Management and Conservation of the Environment

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • explore factors that lead to degradation of the environment in the community
  • describe the effects of environmental degradation in society
  • design measures to manage and conserve the environment for sustainability
  • apply creative thinking skills in managing and conserving the immediate environment
  • acknowledge the importance of managing and conserving the environment
Key Inquiry Questions (KIQs)
  • Why is it important to conserve degraded environment?
Suggested Experiences
  • research on factors that leads to degradation of the environment in the community
  • view video clips or documentaries or pictures and write an essay the factors that leads to degradation of the environment
  • use print or digital resources to establish effects of degradation of the environment
  • brainstorm on the difference between management and conservation of the environment and share
  • demonstrate tolerance, express and understand different viewpoints as they participate in environmental conservation in the community
  • develop and display posters with messages on how to creatively manage and conserve the environment
Teaching Resources

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

3.5 World Heritage Sites in Africa

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the selected world heritage sites in Africa
  • examine importance of the selected world sites in promoting cultural heritage
  • design measures to conserve the selected world heritage sites
  • apply critical thinking skills in conserving heritage sites within the locality
  • value heritage sites in the community
Key Inquiry Questions (KIQs)
  • Why is it important to conserve the world heritage sites?
Suggested Experiences
  • use digital/print resources to locate the selected world heritage sites
  • brainstorm on the importance of the selected world sites in promoting cultural heritage
  • demonstrate respect for diversity of cultural expression in Kenya as they compose and sing songs or recite poems on the importance of world heritage sites in Africa
  • formulate in pairs measures to conserve heritage sites
Teaching Resources

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

4
Strand 4.0

Political Developments and Governance

4 Sub-strands26 Lessons

4.1 The Constitution of Kenya

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the stages in the constitution-making process in Kenya
  • examine the role of parliament in constitution-making process
  • explore the role of citizens in constitution- making process
  • participate in the constitution-making process in community
  • desire to defend and promote the Constitution of Kenya
Key Inquiry Questions (KIQs)
  • Why is constitution- making process in Kenya important?
Suggested Experiences
  • Carry out research on the stages in constitution-making process in Kenya
  • create posters on the stages of the constitution-making process and display it in class
  • watch video clips on parliamentary debate on the constitution-making process, make notes and share
  • engage a resource person to talk about the role of citizens in constitution-making process
  • demonstrate interest in interaction with others as they role play citizens participating in constitution-making process
  • role play on the values that should be exercised during constitution making process and share in class
  • sing patriotic songs on defending and promoting the Constitution of Kenya
Teaching Resources

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

4.2 Civic Engagement in Governance

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify individual and collective civic engagement activities in Kenya
  • illustrate the role of political parties in democratic governance
  • outline positions vied for in a general election in Kenya
  • exhibit values that promote ethical civic engagement in the community
Key Inquiry Questions (KIQs)
  • How does civic engagement promote good governance in the country?
  • How can we participate in democratic processes in the society?
Suggested Experiences
  • brainstorm on individual and collective civic engagement activities in Kenya
  • develop slogans on individual and collective civic engagement in Kenya
  • create posters on personal and civic engagement activities, display in class and school notice boards
  • discuss the basic constitutional requirements for political parties as stipulated in Article 91 of the Constitution of Kenya
  • discuss the role of political parties in democratic governance
  • design charts on various elective positions in Kenya, display, take gallery walk and peer assess
  • role play scenarios that bring out values that promote ethical civic engagement in the community
Teaching Resources

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

4.3 Kenya’s Bill of Rights

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • explore Kenya’s Bill of Rights for mutual social well-being
  • examine human rights of special groups for promotion of social justice and inclusivity
  • apply the bill of rights for harmonious living
  • develop assertiveness necessary in standing up for human rights
  • cultivate empathy and solidarity with special groups in society for mutual social responsibility
  • embrace respect for human rights in society
Key Inquiry Questions (KIQs)
  • Learner is guided to:  use digital or print resources to research on Kenya’s bill of right and make notes,  debate on human rights of special groups (Elderly, Refugees, Migrants)  carry out research to gather information on the rights of special groups,  design posters on human rights laws with regard to special groups,  discuss ways in which the bill of rights are applied to foster harmonious living,  role play situations/scenarios that bring out assertiveness in standing up for individual rights.  brainstorm on human rights laws for protection of special groups,  display a sense of responsibility to the nation as they develop strategies for promoting protection of special groups in the community?
Teaching Resources

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

4.4 Cultural Globalization

Term 38 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify cultural elements and practices that have acquired a global recognition and status
  • examine African cultural practices in promoting a common humanity
  • explore ways of preserving cultural elements that promotes global citizenship
  • enumerate factors that promote healthy cultural relationships and global interconnectedness
  • appreciate values and cultural elements which promote responsible global citizenship
Key Inquiry Questions (KIQs)
  • How can we preserve aspects of cultural globalization in the community 2. What are the merits of cultural globalisation?
Suggested Experiences
  • brainstorm on African cultural practices
  • use digital or print media resources to research on cultural elements in Kenya which have acquired a global status: the Kiondo, the Maasai Kikoi, safari
  • discuss in groups African cultural practices elements in promoting a common humanity
  • carry out research on ways of preserving cultural elements that promotes global citizenship
  • invite a resource person to discuss on ways of preserving cultural elements that promotes global citizenship
  • design charts/posters depicting factors that promote healthy cultural relationships and global interconnectedness
  • plan to involve others as they debate on the role of international cultural exchange in promoting global citizenship
Teaching Resources

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

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

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

Term 1 Scheme13 Weeks
  • Social Studies and Career Development
  • People and Relationships
View Term 1
Term 2 Scheme14 Weeks
  • People and Relationships
  • Natural and Historic Built Environments
View Term 2
Term 3 Scheme9 Weeks
  • Natural and Historic Built Environments
  • Political Developments and Governance
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 HubCreative Arts & Sports HubFrench HubAgriculture & Nutrition HubPre-Technical Studies HubChristian Religious Education HubEnglish HubIntegrated Science HubIslamic Religious Education HubMathematics HubGerman HubHindu Religious Education HubIndigenous Languages HubKiswahili HubMandarin Hub

Explore Schemes for Other CBC Classes

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

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 9 Social Studies?

The official KICD strands for Grade 9 Social Studies are: Social Studies and Career Development, People and Relationships, Natural and Historic Built Environments, Political Developments and Governance. 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 Social Studies?

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 Social Studies 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 Social Studies?

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.