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

PP1 Language Activities Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Language Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Language Activities 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 PP1 Language Activities in Term 3.

Class / Grade: PP1
Learning Area: Language Activities
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

PP1 Language Activities Term 3 Scheme of Work Table

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

Scheme Font Size:

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

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	3.0 Reading	3.7 Letter Recognition	By the end of the sub strand, the learner should be able to; a) Match upper case letters with corresponding lower case letters in class.	1. Which play experiences enhance letter recognition?	- Learners could be guided to recognize letters on walls, charts, cards and labels to enhance letter recognition.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 Reading	3.7 Letter Recognition	By the end of the sub strand, the learner should be able to; a) Match upper case letters with corresponding lower case letters in class.	1. Which play experiences enhance letter recognition?	- Learners could sing songs or recite poems and rhymes related to letter recognition while displaying letters.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 Reading	3.7 Letter Recognition	By the end of the sub strand, the learner should be able to; a) Enjoy participating in letter recognition activities in and out of class.	1. Which play experiences enhance letter recognition?	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Writing	4.1 Book handling Skills	By the end of the sub strand, the learner should be able to; a) Demonstrate how to handle books properly.	1. How do we arrange books on shelves?	- Learners could observe as teacher demonstrates how to turn pages from right to left. - Learners could be encouraged to practise turning pages from left to right as demonstrated.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Writing	4.1 Book handling Skills	By the end of the sub strand, the learner should be able to; a) Enjoy participating in book handling activities.	1. In what ways do learners mishandle books?	- Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page. - In groups, learners could be guided to arrange books on shelves. - Learners could observe a demonstration on how to cover books and imitate.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	4.0 Writing	4.1 Book handling Skills	By the end of the sub strand, the learner should be able to; a) Participate in storing books properly in and out of school.	1. How do we take care of books?	- Learners should practise how to hold a book appropriately whenever opportunities arise. - In groups, learners could practise holding the book right side up, sing songs and recite poems and rhymes on how to hold books properly. - Learners could be guided to arrange objects from top to bottom on a page.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 Writing	4.2 Writing readiness skills	By the end of the sub strand, the learner should be able to; a) Demonstrate the ability to hold a writing tool properly in and out of class.	1. How do we hold a writing tool?	- Learners could observe a demonstration on how to turn pages and practise turning pages from right to left.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 Writing	4.2 Writing readiness skills	By the end of the sub strand, the learner should be able to; a) Scribble from left to right and top to bottom on a page.	1. How do we hold a writing tool?	- Learners could practise turning pages from right to left as they scribble on each page. - In groups, learners could be guided to scribble from left to right on a page.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Writing	4.2 Writing readiness skills	By the end of the sub strand, the learner should be able to; a) Turn pages from right to left as they scribble.	1. How do we turn pages in a book?	- Learners could be encouraged to observe a demonstration on how to hold a writing tool and imitate. - Learners should sing songs and recite poems and rhymes on how to hold writing tools properly as they scribble from top to bottom on a page.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Writing	4.2 Writing readiness skills	By the end of the sub strand, the learner should be able to; a) Take pleasure in pre-writing activities in and out of school.	1. How do we scribble on a page?	- Learners could be engaged in activities where they write patterns freely from left to right across a line while filling each page from top to bottom. - Learners could record themselves as they write from left to right and top to bottom on a page and view the video clips for self assessment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	4.0 Writing	4.2 Writing readiness skills	By the end of the sub strand, the learner should be able to; a) Take pleasure in pre-writing activities in and out of school.	1. How do we scribble on a page?	- Learners could record themselves as they write from left to right and top to bottom on a page and view the video clips for self assessment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 Writing	4.3 Writing Posture	By the end of the sub strand, the learner should be able to; a) Sit appropriately when scribbling, drawing or writing in class.	1. How do we sit when writing? 2. How do we position a book when writing?	- Encourage learners to practise after demonstrating the appropriate writing posture. - In pairs, learners practise the correct writing posture. - Learners could recite rhymes on the appropriate writing posture as they write.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 Writing	4.3 Writing Posture	By the end of the sub strand, the learner should be able to; a) Enjoy participating in activities for writing posture in and out of class.	1. Where do we place our left hand when writing? 2. How do we position the right hand while writing? 3. Where do you place your feet while writing?	- Learners could view a video clip demonstrating the correct writing posture and practice it. - In pairs and groups, learners could practise the appropriate writing posture. - Learners could be involved in scribbling and drawing and be encouraged to use the appropriate writing posture.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Writing	4.4 Eye-hand coordination skills	By the end of the sub strand, the learner should be able to; a) Demonstrate eye-hand coordination when writing.	1. What are the necessary skills for preparing a learner to write?	- The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line. - Learners could thread beads and lace through holes on a card.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Writing	4.4 Eye-hand coordination skills	By the end of the sub strand, the learner should be able to; a) Demonstrate eye-hand coordination when writing.	1. What are the necessary skills for preparing a learner to write?	- Learners could practise shading within borders or within shapes. - Learners could prick the edges of shape outlines and cut out the shapes, sort beads, small stones in a tray and practise picking beads from one tray to another. - Learners could be involved in drag and drop activities using digital devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP1 Language Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in PP1 Language Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

3.0 Reading

1 Sub-strand6 Lessons in Term 3

1.1 3.7 Letter Recognition

6 Suggested LessonsTerm 3

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.

Strand 2.0

4.0 Writing

7 Sub-strands27 Lessons in Term 3

2.1 4.1 Book handling Skills

3 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Demonstrate how to handle books properly.
Enjoy participating in book handling activities.
Participate in storing books properly in and out of school.

Key Inquiry Questions (KIQs)

How do we arrange books on shelves?
In what ways do learners mishandle books?
How do we take care of books?

Learning Experiences

Learners could observe as teacher demonstrates how to turn pages from right to left.
Learners could be encouraged to practise turning pages from left to right as demonstrated.
Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page.
In groups, learners could be guided to arrange books on shelves.
Learners could observe a demonstration on how to cover books and imitate.
Learners should practise how to hold a book appropriately whenever opportunities arise.
In groups, learners could practise holding the book right side up, sing songs and recite poems and rhymes on how to hold books properly.
Learners could be guided to arrange objects from top to bottom on a page.

Teaching Resources

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

2.2 4.2 Writing readiness skills

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Demonstrate the ability to hold a writing tool properly in and out of class.
Scribble from left to right and top to bottom on a page.
Turn pages from right to left as they scribble.
Take pleasure in pre-writing activities in and out of school.

Key Inquiry Questions (KIQs)

How do we hold a writing tool?
How do we turn pages in a book?
How do we scribble on a page?

Learning Experiences

Learners could observe a demonstration on how to turn pages and practise turning pages from right to left.
Learners could practise turning pages from right to left as they scribble on each page.
In groups, learners could be guided to scribble from left to right on a page.
Learners could be encouraged to observe a demonstration on how to hold a writing tool and imitate.
Learners should sing songs and recite poems and rhymes on how to hold writing tools properly as they scribble from top to bottom on a page.
Learners could be engaged in activities where they write patterns freely from left to right across a line while filling each page from top to bottom.
Learners could record themselves as they write from left to right and top to bottom on a page and view the video clips for self assessment.

Teaching Resources

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

2.3 4.3 Writing Posture

2 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Sit appropriately when scribbling, drawing or writing in class.
Enjoy participating in activities for writing posture in and out of class.

Key Inquiry Questions (KIQs)

How do we sit when writing?
How do we position a book when writing?
Where do we place our left hand when writing?
How do we position the right hand while writing?
Where do you place your feet while writing?

Learning Experiences

Encourage learners to practise after demonstrating the appropriate writing posture.
In pairs, learners practise the correct writing posture.
Learners could recite rhymes on the appropriate writing posture as they write.
Learners could view a video clip demonstrating the correct writing posture and practice it.
In pairs and groups, learners could practise the appropriate writing posture.
Learners could be involved in scribbling and drawing and be encouraged to use the appropriate writing posture.

Teaching Resources

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

2.4 4.4 Eye-hand coordination skills

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Demonstrate eye-hand coordination when writing.
Take pleasure in participating in eye-hand coordination activities in class.

Key Inquiry Questions (KIQs)

What are the necessary skills for preparing a learner to write?
What activities will promote eye hand co-ordination?

Learning Experiences

The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line.
Learners could thread beads and lace through holes on a card.
Learners could practise shading within borders or within shapes.
Learners could prick the edges of shape outlines and cut out the shapes, sort beads, small stones in a tray and practise picking beads from one tray to another.
Learners could be involved in drag and drop activities using digital devices.
Learners could be involved in pegging puzzles and fitting templates.
Learners could be engaged in typing freely on a computer keyboard.
Learners could practise through free modeling using clay, dough or plasticine.
Learners could play digital games that enhance eye-hand coordination.
Learners could be involved in painting and printing activities, joining dots, and tracing.
Learners sing a song while passing small beads or small stones from one person to the other in a left to right direction.

Teaching Resources

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

2.5 4.5 Pattern Writing

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Write simple line patterns in class.
Use ICT devices to make simple line patterns in class.
Hold writing tools appropriately when writing patterns.
Enjoy participating in pattern writing activities in class.

Key Inquiry Questions (KIQs)

Which line patterns are easy for children to write?
What materials can children use to form line patterns?
What activities would enhance pattern writing skills in children?

Learning Experiences

Learners could observe the teacher demonstrate writing line patterns in the air and imitate.
Learners could be engaged in tracing simple line patterns.
Learners could be guided to record themselves as they copy patterns and view the clips as they receive positive feedback.
In pairs or small groups, learners could make print patterns using different objects.
Learners could make line patterns using ICT devices such as using the writing wizard and ZEBRA applications.
Learners could copy line patterns on sand trays or slate boards as the teacher demonstrates.

Teaching Resources

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

2.6 4.6 Letter formation

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Demonstrate ability to form letters correctly in and out of class.
Experience pleasure participating in letter formation activities in and out of class.

Key Inquiry Questions (KIQs)

How do you shape letters of the alphabet?
What activities are required to develop letter formation skills?

Learning Experiences

Learners could sing rhymes related to letter formation.
Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate.
Learners should sing rhymes related to letter formation as they form letters in the air, on the sand and slate boards.
Learners could be guided to model, colour and paint letters of the alphabet while singing related rhymes.
In pairs or small groups, learners could trace, shade letter outlines or join dots to form letters.
Learners could use ICT devices to play letter formation games.
Learners could be guided to record themselves as they practise how to hold the pen and form letters and view the clips as they receive positive feedback.

Teaching Resources

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

2.7 4.7 Writing Practice

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Write letters of the alphabet correctly in class.
Take pleasure in using basic tools for writing in class.
Enjoy participating in writing practice activities in class.

Key Inquiry Questions (KIQs)

What activities are required for writing practice?
What resources would you use for writing practice?

Learning Experiences

Learners could be encouraged to join dots to make letters of the alphabet.
Learners could be encouraged to trace and copy letters of the alphabet.
Learners could practise writing letters of the alphabet using ICT letter writing games.
Learners could be guided to write letters of the alphabet in sand trays, slate boards and writing books.
Learners could be involved in making patterns using letters of the alphabet.
In pairs and in small groups, learners could make patterns using letters of the alphabet.

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 2View Term 2 →

2.0 Speaking
3.0 Reading

Term 3Current

3.0 Reading
4.0 Writing

Other PP1 Schemes of Work for Term 3

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

Mathematical Activities (Term 3)Environmental Activities (Term 3)Psychomotor & Creative Activities (Term 3)Religious Education Activities (Term 3)

Explore Schemes for Other CBC Grades

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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: PP1 Language Activities Term 3

What strands and sub-strands are covered in PP1 Language Activities Term 3?

In Term 3, PP1 Language Activities covers the following main strands: 3.0 Reading, 4.0 Writing. 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 PP1 Language Activities 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 PP1 Language Activities 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.