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

PP1 Language Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Language Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

PP1 Language Activities 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 PP1 Language Activities in Term 2.

Class / Grade: PP1
Learning Area: Language Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

PP1 Language Activities 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 →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	2.0 Speaking	2.5 Passing information	By the end of the sub strand, the learner should be able to; a) Use relevant vocabulary to pass verbal information to the teacher and other learners. b) Enjoy passing verbal messages to the teacher and other learners.	1. What opportunities arise for learners to talk to each other? 2. What do learners enjoy talking about? 3. What do learners like to talk to each other about?	- Learners should be involved in passing verbal information whenever opportunities arise. - Learners could engage in short discussions and be encouraged to answer questions. - Learners could talk about what they are doing during activities and be guided to ask and respond to questions. - Learners could view a video clip and then talk about it in pairs or small groups. - Learners could be encouraged to talk about what they saw in a field trip or nature walk.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Speaking	2.5 Passing information	By the end of the sub strand, the learner should be able to; a) Enjoy passing verbal messages to the teacher and other learners.	1. What do learners like to talk to each other about?	- Learners could be encouraged to talk about what they saw in a field trip or nature walk.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Name objects, people, animals and colours in the immediate environment.	1. Which people are we likely to find at home, in school, at the market or in a hospital?	- Learners could be involved in naming objects, animals and people in class and within the school compound.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Name objects, people, animals and colours in the immediate environment.	1. Which people are we likely to find at home, in school, at the market or in a hospital?	- Learners could be involved in naming objects, animals and people in class and within the school compound.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Name objects, people, animals and colours in the immediate environment.	1. Which people are we likely to find at home, in school, at the market or in a hospital?	- Learners could recite poems and rhymes about objects, people and colours.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Name objects, people, animals and colours in the immediate environment.	1. Which people are we likely to find at home, in school, at the market or in a hospital?	- Learners could name colours with reference to objects in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be engaged in identifying colours in the immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be taken for a nature walk and encouraged to identify colours.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be engaged in vocabulary games and encouraged to use new words.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be involved in viewing video clips or animation to help them connect words with meaning.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be involved in viewing video clips or animation to help them connect words with meaning.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Speaking	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Take pleasure in naming objects, people, animals and colours in the immediate environment.	1. What objects are we likely to find at home, in school, at the market or in a hospital?	- Learners could be involved in viewing video clips or animation to help them connect words with meaning.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Speaking	2.7 Articulation of Letter Sounds	By the end of the sub strand, the learner should be able to; a) Articulate vowels correctly in and out of school.	1. How do different letters sound?	- Learners could observe charts with all the letters of the alphabet on the wall.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Speaking	2.7 Articulation of Letter Sounds	By the end of the sub strand, the learner should be able to; a) Articulate vowels correctly in and out of school.	1. How do different letters sound?	- Learners could be guided to recite letters of the alphabet. - Learners could observe and imitate articulation of vowel sounds (a, e, i, o, u) after watching a demonstration.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Speaking	2.7 Articulation of Letter Sounds	By the end of the sub strand, the learner should be able to; a) Articulate consonants correctly in and out of school.	1. How do different letters sound?	- Learners could be encouraged to articulate letter sounds after the teacher.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP1 Language Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP1 Language Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

2.0 Speaking

3 Sub-strands18 Lessons in Term 2

1.1 2.5 Passing information

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Convey verbal messages effectively to the teacher and to other learners.
Use relevant vocabulary to pass verbal information to the teacher and other learners.
Enjoy passing verbal messages to the teacher and other learners.

Key Inquiry Questions (KIQs)

What do learners talk about in class or in school?
What do learners like to tell the teacher about?
What opportunities arise for learners to talk to each other?
What do learners enjoy talking about?
What do learners like to talk to each other about?

Learning Experiences

Learners could be encouraged to talk to each other or to the teacher about themselves.
Learners could deliver verbal messages to other learners or to teachers in the school and be appreciated when they convey messages effectively.
In pairs or small groups, learners could tell and retell news and short stories.
Learners could engage in dialogue with each other and among themselves.
Learners should be involved in passing verbal information whenever opportunities arise.
Learners could engage in short discussions and be encouraged to answer questions.
Learners could talk about what they are doing during activities and be guided to ask and respond to questions.
Learners could view a video clip and then talk about it in pairs or small groups.
Learners could be encouraged to talk about what they saw in a field trip or nature walk.

Teaching Resources

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

1.2 2.6 Naming

8 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Name objects, people, animals and colours in the immediate environment.
Take pleasure in naming objects, people, animals and colours in the immediate environment.

Key Inquiry Questions (KIQs)

Which people are we likely to find at home, in school, at the market or in a hospital?
What objects are we likely to find at home, in school, at the market or in a hospital?

Learning Experiences

Learners could be involved in naming objects, animals and people in class and within the school compound.
Learners could recite poems and rhymes about objects, people and colours.
Learners could name colours with reference to objects in the environment.
Learners could be engaged in identifying colours in the immediate environment.
Learners could be taken for a nature walk and encouraged to identify colours.
Learners could be engaged in vocabulary games and encouraged to use new words.
Learners could be involved in viewing video clips or animation to help them connect words with meaning.

Teaching Resources

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

1.3 2.7 Articulation of Letter Sounds

8 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Articulate vowels correctly in and out of school.
Articulate consonants correctly in and out of school.
Demonstrate awareness of letter-sound correspondence in class.
Take pleasure in articulating vowels and consonants in and out of school.

Key Inquiry Questions (KIQs)

How do different letters sound?
What is the sound corresponding to each upper case letter and its equivalent lower case letter?
Which activities provide opportunities for learners to articulate specific letter sounds?

Learning Experiences

Learners could observe charts with all the letters of the alphabet on the wall.
Learners could be guided to recite letters of the alphabet.
Learners could observe and imitate articulation of vowel sounds (a, e, i, o, u) after watching a demonstration.
Learners could be encouraged to articulate letter sounds after the teacher.
Learners could be encouraged to practise articulating vowel sounds.
Learners could be engaged in singing songs, reciting poems and rhymes relating to vowel sounds.
Learners should be encouraged to practise articulating consonant sounds.
Learners could be engaged in singing songs, reciting poems and rhymes relating to consonant sounds.
In pairs or small groups, learners could be engaged in sound articulation games (fishing games, skittle games, dice games).
Learners could articulate through the use of flash cards, charts, child's play and daily experiences.
Learners could be engaged in viewing recorded clips of letter sounds and illustrations.
Learners could listen to sound clips and manipulate interactive programmes that enhance letter sound articulation.
Learners could be guided to relate upper case and lower case letters with corresponding sounds.

Teaching Resources

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

Strand 2.0

3.0 Reading

7 Sub-strands32 Lessons in Term 2

2.1 3.1 Book handling skills

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Hold a book top side up in and out of school.
Demonstrate ability to turn pages from right to left when opening a page in and out of school.
Take pleasure in book handling and storage activities in and out of school.

Key Inquiry Questions (KIQs)

How do we hold books when reading?
How do you open pages of a book when reading?

Learning Experiences

Learners could be engaged in book handling activities and be guided to hold books top side up and turn pages from right to left.
Learners could view a video clip depicting holding a book top side up and turning pages from right to left and be guided to imitate.
Learners could sing rhymes related to holding books top side up and turning pages from right to left.
In pairs or small groups, learners could practise dusting, covering and arranging books at appropriate places.

Teaching Resources

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

2.2 3.2 Reading readiness skills

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate left-right eye orientation when reading.
Demonstrate top-down orientation skills when reading.
Turn pages from right to left when opening a page.
Enjoy participating in pre-reading activities in and out of school.

Key Inquiry Questions (KIQs)

How do you move your eyes when reading?
How do you turn pages of a book when reading?

Learning Experiences

In pairs or in groups, learners could arrange pictures from left to right.
Learners could view animated pictures that drag and drop from left to right in a digital clip.
Learners could be engaged in a picture walk activity and guided to turn pages from right to left.
Learners could record themselves as they practice turning of pages from right to left and view the video for self-assessment.
Learners could sing rhymes related to left-right and top to bottom eye orientation and turning pages from right to left.
In pairs or small groups, learners could practise looking at pictures from left to right, moving the eye from top-to-bottom of the page and turning pages from right to left.

Teaching Resources

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

2.3 3.3 Print awareness

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Talk about pictures in and out of school.
Demonstrate awareness of print in and out of school.
Show interest in reading in and out of school.
Enjoy reading pictures in and out of school.

Key Inquiry Questions (KIQs)

What pictures do you enjoy looking at?
What pictures interest learners?

Learning Experiences

Learners could be provided with relevant pictures and encouraged to talk about them.
Learners could answer questions about pictures.
Learners could be engaged in 'read aloud' activities.
Learners could view pictures depicting a story during a read aloud session.
Learners could be guided to view and talk about recorded picture clips and answer questions about them.
Learners could view picture cut-outs depicting stories and be encouraged to answer questions on the story in pairs or in small groups.
Learners could be provided with pictures that capture their attention and be guided to ask and answer questions about them.
Learners could bring pictures from home to share with others and be encouraged to ask or answer questions about them.

Teaching Resources

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

2.4 3.4 Visual discrimination

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Talk about similarities in objects and pictures in class.
Talk about differences in objects and pictures in class.
Enjoy participating in visual discrimination activities in and out of class.

Key Inquiry Questions (KIQs)

What are the fun activities that develop visual discrimination in children?
What kind of visual discrimination activities do children enjoy?

Learning Experiences

Learners could be engaged in games that enhance visual discrimination (e.g. fixing jigsaw puzzles).
Learners could be engaged in identifying 'odd-one out' pictures or objects from a set of pictures or objects respectfully.
Learners could match and pair objects and pictures.
In pairs or small groups, learners could play visual discrimination games, fix jigsaw puzzles among other visual discrimination activities.

Teaching Resources

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

2.5 3.5 Visual memory

10 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Recall objects, colours and pictures in class.
Recall letters of the alphabet in books and charts.
Talk about what they have seen in class.
Enjoy participating in visual memory activities in and out of class.

Key Inquiry Questions (KIQs)

What do you see around class?
What activities enhance visual discrimination in children?

Learning Experiences

In pairs or small groups, learners could be engaged in visual memory games.
In pairs, learners could be guided to play letter memory games.
Learners could view items in a learning corner within the class and be asked to recall what they saw.
Learners could be guided to view a video clip showing sets of three to five objects, pictures or letters and be guided to recall the objects, pictures or letters.
Learners could look at pictures on a page for a while, then close the page and recall the pictures they have seen.
In pairs and small groups, learners could be engaged in interactive digital visual memory games.
Learners could be encouraged to recall what they saw (e.g. at home or on the way to or from school).

Teaching Resources

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

2.6 3.6 Reading Posture

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate appropriate reading posture when reading in and out of class.
Identify correct reading postures in pictures or in class.
Identify incorrect reading postures in pictures or in class.
Enjoy participating in reading posture activities in class.

Key Inquiry Questions (KIQs)

What is appropriate reading posture?
What is inappropriate reading posture?

Learning Experiences

Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading.
Learners could be guided to sing songs and recite poems and rhymes related to appropriate reading posture.
Learners could be exposed to models of correct reading posture.
Learners could record themselves as they practise correct reading posture and receive positive feedback.

Teaching Resources

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

2.7 3.7 Letter Recognition

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Recognize letters of the alphabet in upper case in and out of class.
Recognize letters of the alphabet in lower case in and out of class.
Match upper case letters with corresponding lower case letters in class.
Enjoy participating in letter recognition activities in and out of class.

Key Inquiry Questions (KIQs)

Which play experiences enhance letter recognition?

Learning Experiences

Learners could be guided to identify letters on print in the immediate environment.
Learners could be asked to match upper and lower case letters incorporated in children’s play to enhance letter recognition.
Learners could fix letter jigsaws.
Learners could be guided to recognize letters on walls, charts, cards and labels to enhance letter recognition.
Learners could sing songs or recite poems and rhymes related to letter recognition while displaying letters.
Individually or in small groups, learners could be engaged in letter recognition games (e.g. letter fishing games, letter sorting trays, letter basket balls, letter hunting games).
Learners could compete in letter recognition games and be encouraged to show fairness in winning and acceptance in losing.

Teaching Resources

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

PP1 Language Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP1 Language Activities showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →

1.0 Listening
2.0 Speaking

Term 2Current

2.0 Speaking
3.0 Reading

Term 3View Term 3 →

3.0 Reading
4.0 Writing

Other PP1 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in PP1.

Mathematical Activities (Term 2)Environmental Activities (Term 2)Psychomotor & Creative Activities (Term 2)Religious Education Activities (Term 2)

Explore Schemes for Other CBC Grades

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

PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

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: PP1 Language Activities Term 2

What strands and sub-strands are covered in PP1 Language Activities Term 2?

In Term 2, PP1 Language Activities covers the following main strands: 2.0 Speaking, 3.0 Reading. 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 PP1 Language Activities 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 PP1 Language Activities 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.