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

Grade 9 Social Studies 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 Social Studies Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Social Studies 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 Social Studies in Term 2.

Class / Grade
Grade 9
Pre-Primary Level
Learning Area
Social Studies
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 9 Social Studies Term 2 Scheme of Work Table

Week-by-week lesson 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11People and RelationshipsPopulation Structure

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

a) determine the significance of population structure in distribution of national resources in a society

1. Why is population structure of a country important?

- brainstorm and enumerate the significance of population structure in distribution of national resources in a society

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2People and RelationshipsPopulation Structure

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

a) appreciate the differences in population structure between developed and developing countries

1. Why is population structure of a country important?

- compose and display messages on differences in population structure of developed and developing countries for sustainable development

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3People and RelationshipsPopulation Structure

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

a) appreciate the differences in population structure between developed and developing countries

1. Why is population structure of a country important?

- compose and display messages on differences in population structure of developed and developing countries for sustainable development

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4People and RelationshipsPeaceful Conflict Resolution

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

a) explain types of peace for sustainable social interactions

1. How can we promote peace in the community?

- brainstorm on types of peace in the society such as personal, cultural and share

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5People and RelationshipsPeaceful Conflict Resolution

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

a) explain types of peace for sustainable social interactions

1. How can we promote peace in the community?

- brainstorm on types of peace in the society such as personal, cultural and share

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21People and RelationshipsPeaceful Conflict Resolution

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

a) identify barriers to conflict resolution in day- to-day lives

1. How can we promote peace in the community?

- use digital or print resources to search for barriers to conflict resolution and present

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2People and RelationshipsPeaceful Conflict Resolution

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

a) identify barriers to conflict resolution in day- to-day lives

1. How can we promote peace in the community?

- discuss possible solutions of managing emotions to promote peace in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3People and RelationshipsPeaceful Conflict Resolution

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

a) explore ways of managing emotions in promotion of peace in the community

1. How can we promote peace in the community?

- engage a resource person on how to apply emotional intelligence to maintain peace in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4People and RelationshipsPeaceful Conflict Resolution

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

a) apply emotional intelligence for peaceful conflict resolutions in the community

1. How can we promote peace in the community?

- engage a resource person on how to apply emotional intelligence to maintain peace in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5People and RelationshipsPeaceful Conflict Resolution

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

a) apply emotional intelligence for peaceful conflict resolutions in the community

1. How can we promote peace in the community?

- role play community activities on cultivating peace initiatives and agreements at the community level for harmonious living

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31People and RelationshipsPeaceful Conflict Resolution

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

a) embrace peace initiatives and agreements at the community level for harmonious living

1. How can we promote peace in the community?

- search and explore different options as they compose songs or poems on non - violent conflict resolution in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2People and RelationshipsPeaceful Conflict Resolution

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

a) embrace peace initiatives and agreements at the community level for harmonious living

1. How can we promote peace in the community?

- search and explore different options as they compose songs or poems on non - violent conflict resolution in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3People and RelationshipsPeaceful Conflict Resolution

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

a) embrace peace initiatives and agreements at the community level for harmonious living

1. How can we promote peace in the community?

- search and explore different options as they compose songs or poems on non - violent conflict resolution in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4People and RelationshipsHealthy relationships - effective communication - negotiation skills - empathy - assertiveness

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

a) explain ways of sustaining healthy relationships in the community

1. How can we promote healthy relationships in the community?

- brainstorm in pairs ways of sustaining healthy relationships in the community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5People and RelationshipsHealthy relationships - effective communication - negotiation skills - empathy - assertiveness

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

a) explore barriers to harmonious relationships

1. How can we promote 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 9 Social Studies Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

People and Relationships

3 Sub-strands20 Lessons in Term 2

1.1 Population Structure

9 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Peaceful Conflict Resolution

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

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

3 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Natural and Historic Built Environments

5 Sub-strands38 Lessons in Term 2

2.1 Topographical maps

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Internal Land Forming Processes

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Multi-purpose River Projects in Africa

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.4 Management and Conservation of the Environment

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.5 World Heritage Sites in Africa

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 9 Social Studies Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Social Studies showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →
  • Social Studies and Career Development
  • People and Relationships
Term 2Current
  • People and Relationships
  • Natural and Historic Built Environments
Term 3View Term 3 →
  • Natural and Historic Built Environments
  • Political Developments and Governance

Other Grade 9 Schemes of Work for Term 2

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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:

Help & Answers

Frequently Asked Questions: Grade 9 Social Studies Term 2

What strands and sub-strands are covered in Grade 9 Social Studies Term 2?

In Term 2, Grade 9 Social Studies covers the following main strands: People and Relationships, Natural and Historic Built Environments. 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 Social Studies 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 Social Studies 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.