2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 9 Social Studies 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 Social Studies Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Social Studies 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 Social Studies in Term 3.

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

Full Term Timetable

Grade 9 Social Studies Term 3 Scheme of Work Table

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

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Natural and Historic Built Environments	World Heritage Sites in Africa	By the end of the sub strand, the learner should be able to; a) examine importance of the selected world sites in promoting cultural heritage	1. Why is it important to conserve the world heritage sites?	- brainstorm on the importance of the selected world sites in promoting cultural heritage	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Natural and Historic Built Environments	World Heritage Sites in Africa	By the end of the sub strand, the learner should be able to; a) design measures to conserve the selected world heritage sites	1. Why is it important to conserve the world heritage sites?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Natural and Historic Built Environments	World Heritage Sites in Africa	By the end of the sub strand, the learner should be able to; a) apply critical thinking skills in conserving heritage sites within the locality	1. Why is it important to conserve the world heritage sites?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Natural and Historic Built Environments	World Heritage Sites in Africa	By the end of the sub strand, the learner should be able to; a) value heritage sites in the community	1. Why is it important to conserve the world heritage sites?	- formulate in pairs measures to conserve heritage sites	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Natural and Historic Built Environments	World Heritage Sites in Africa	By the end of the sub strand, the learner should be able to; a) value heritage sites in the community	1. Why is it important to conserve the world heritage sites?	- formulate in pairs measures to conserve heritage sites	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) identify the stages in the constitution-making process in Kenya	1. Why is constitution- making process in Kenya important?	- Carry out research on the stages in constitution-making process in Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) identify the stages in the constitution-making process in Kenya	1. Why is constitution- making process in Kenya important?	- create posters on the stages of the constitution-making process and display it in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) examine the role of parliament in constitution-making process	1. Why is constitution- making process in Kenya important?	- watch video clips on parliamentary debate on the constitution-making process, make notes and share	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) explore the role of citizens in constitution- making process	1. Why is constitution- making process in Kenya important?	- engage a resource person to talk about the role of citizens in constitution-making process	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) participate in the constitution-making process in community	1. Why is constitution- making process in Kenya important?	- demonstrate interest in interaction with others as they role play citizens participating in constitution-making process	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) desire to defend and promote the Constitution of Kenya	1. Why is constitution- making process in Kenya important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Political Developments and Governance	The Constitution of Kenya	By the end of the sub strand, the learner should be able to; a) desire to defend and promote the Constitution of Kenya	1. Why is constitution- making process in Kenya important?	- sing patriotic songs on defending and promoting the Constitution of Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Political Developments and Governance	Civic Engagement in Governance	By the end of the sub strand, the learner should be able to; a) identify individual and collective civic engagement activities in Kenya	1. How does civic engagement promote good governance in the country?	- brainstorm on individual and collective civic engagement activities in Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Political Developments and Governance	Civic Engagement in Governance	By the end of the sub strand, the learner should be able to; a) identify individual and collective civic engagement activities in Kenya	1. How does civic engagement promote good governance in the country?	- develop slogans on individual and collective civic engagement in Kenya	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Political Developments and Governance	Civic Engagement in Governance	By the end of the sub strand, the learner should be able to; a) illustrate the role of political parties in democratic governance	1. How does civic engagement promote good governance in the country?	- create posters on personal and civic engagement activities, display in class and school notice boards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Social Studies Term 3 Strands and Sub-strands Breakdown

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

Strand 1.0

Natural and Historic Built Environments

1 Sub-strand6 Lessons in Term 3

1.1 World Heritage Sites in Africa

6 Suggested LessonsTerm 3

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.

Strand 2.0

Political Developments and Governance

4 Sub-strands26 Lessons in Term 3

2.1 The Constitution of Kenya

6 Suggested LessonsTerm 3

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?

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

2.2 Civic Engagement in Governance

6 Suggested LessonsTerm 3

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?

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

2.3 Kenya’s Bill of Rights

6 Suggested LessonsTerm 3

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

2.4 Cultural Globalization

8 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

People and Relationships
Natural and Historic Built Environments

Term 3Current

Natural and Historic Built Environments
Political Developments and Governance

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.

Arabic (Term 3)Creative Arts & Sports (Term 3)French (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)Christian Religious Education (Term 3)English (Term 3)Integrated Science (Term 3)Islamic Religious Education (Term 3)Mathematics (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Kiswahili (Term 3)Mandarin (Term 3)

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 Social Studies Term 3

What strands and sub-strands are covered in Grade 9 Social Studies Term 3?

In Term 3, Grade 9 Social Studies covers the following main strands: Natural and Historic Built Environments, Political Developments and Governance. 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 Social Studies 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 Social Studies 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.