2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

PP2 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 PP2 Language Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 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 PP2 Language Activities in Term 2.

Class / Grade: PP2
Learning Area: Language Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

PP2 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	2.6 Naming	By the end of the sub strand, the learner should be able to; a) Name safe objects in the immediate environment.	1. What objects, colours and people are we likely to find in our neighbourhood?	- Learners could recite poems and rhymes related to colours.	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) Name unsafe objects in the immediate environment.	1. What safe and unsafe objects are we likely to find in our environment?	- Learners could be taken for a nature walk and encouraged to identify colours, safe and unsafe objects 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) Experience pleasure in naming colours, objects and people in the immediate environment.	1. How do you integrate new words into play and daily experiences?	- Learners could be guided to name concrete objects and pictures using ICT devices.	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) Experience pleasure in naming colours, objects and people in the immediate environment.	1. How do you integrate new words into play and daily experiences?	- Learners could be guided to name concrete objects and pictures using ICT devices.	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) Experience pleasure in naming colours, objects and people in the immediate environment.	1. How do you integrate new words into play and daily experiences?	- Learners could be guided to name concrete objects and pictures using ICT devices.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	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 and consonants correctly in and out of class.	1. What is the sound corresponding to each upper case letter and its equivalent lower case letter?	- Learners could observe charts and flashcards with all letters of the alphabet.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	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 and consonants correctly in and out of class.	1. What is the sound corresponding to each upper case letter and its equivalent lower case letter?	- Learners could be guided to articulate consonant and vowel sounds.	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) Demonstrate awareness of letter-sound correspondence in and out of class.	1. What opportunities are there for learners to practise articulation of letter sounds?	- Learners could be engaged in singing songs and reciting poems and rhymes relating to all letter sounds.	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) Demonstrate awareness of letter-sound correspondence in and out of class.	1. What opportunities are there for learners to practise articulation of letter sounds?	- Learners could be engaged in games (e.g. fishing games, skittle games, dice games) to enhance sound articulation.	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) Take pleasure in activities relating to letter sounds in and out of class.	1. Which letter sounds are closely related?	- Learners could be guided to relate upper case and lower case letters with corresponding sounds.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Speaking	2.7 Articulation of letter sounds	By the end of the sub strand, the learner should be able to; a) Take pleasure in activities relating to letter sounds in and out of class.	1. Which letter sounds are closely related?	- Learners could be encouraged to articulate closely related letter sounds (/p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Speaking	2.7 Articulation of letter sounds	By the end of the sub strand, the learner should be able to; a) Take pleasure in activities relating to letter sounds in and out of class.	1. Which letter sounds are closely related?	- Learners could be encouraged to articulate closely related letter sounds (/p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/).	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) Take pleasure in activities relating to letter sounds in and out of class.	1. Which letter sounds are closely related?	- Learners could be encouraged to articulate closely related letter sounds (/p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 Reading	3.1 Book handling skills	By the end of the sub strand, the learner should be able to; a) Demonstrate book handling skills in and out of school.	1. How do we handle a book when reading?	- In pairs and groups learners can be encouraged to cover books. - Learners could be engaged in book arranging activities and guided to store them properly.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 Reading	3.1 Book handling skills	By the end of the sub strand, the learner should be able to; a) Demonstrate ability to arrange books properly. b) Take pleasure in book handling and storage activities.	1. How do you take care of books? 2. How do you open pages of a book when reading?	- In pairs or small groups learners could practise arranging books topside up on shelves or book corners. - In pairs or small groups, learners practise dusting, covering and arranging books at an appropriate place.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP2 Language Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP2 Language Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

2.0 Speaking

2 Sub-strands10 Lessons in Term 2

1.1 2.6 Naming

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Name objects, animals, people and colours in the immediate environment.
Name safe objects in the immediate environment.
Name unsafe objects in the immediate environment.
Experience pleasure in naming colours, objects and people in the immediate environment.

Key Inquiry Questions (KIQs)

What objects, colours and people are we likely to find in our neighbourhood?
What safe and unsafe objects are we likely to find in our environment?
How do you integrate new words into play and daily experiences?

Learning Experiences

Learners could name objects, animals, people and colours.
Learners could recite poems and rhymes related to colours.
Learners could be taken for a nature walk and encouraged to identify colours, safe and unsafe objects in the immediate environment.
Learners could be guided to name concrete objects and pictures using ICT devices.

Teaching Resources

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

1.2 2.7 Articulation of letter sounds

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Articulate vowels and consonants correctly in and out of class.
Demonstrate awareness of letter-sound correspondence in and out of class.
Take pleasure in activities relating to letter sounds in and out of class.

Key Inquiry Questions (KIQs)

What is the sound corresponding to each upper case letter and its equivalent lower case letter?
What opportunities are there for learners to practise articulation of letter sounds?
Which letter sounds are closely related?

Learning Experiences

Learners could observe charts and flashcards with all letters of the alphabet.
Learners could be guided to articulate consonant and vowel sounds.
Learners could be engaged in singing songs and reciting poems and rhymes relating to all letter sounds.
Learners could be engaged in games (e.g. fishing games, skittle games, dice games) to enhance sound articulation.
Learners could be guided to relate upper case and lower case letters with corresponding sounds.
Learners could be encouraged to articulate closely related letter sounds (/p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/).

Teaching Resources

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

Strand 2.0

3.0 Reading

9 Sub-strands33 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:

Demonstrate book handling skills in and out of school.
Demonstrate ability to arrange books properly.
Take pleasure in book handling and storage activities.

Key Inquiry Questions (KIQs)

How do we handle a book when reading?
How do you take care of books?
How do you open pages of a book when reading?

Learning Experiences

In pairs and groups learners can be encouraged to cover books.
Learners could be engaged in book arranging activities and guided to store them properly.
In pairs or small groups learners could practise arranging books topside up on shelves or book corners.
In pairs or small groups, learners practise dusting, covering and arranging books at an appropriate place.

Teaching Resources

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

2.2 3.2 Reading readiness skills

2 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-bottom 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 practise turning pages from right to left and view video clips for self-assessment.
In pairs or small groups, learners could practise looking at pictures from left to right, moving the eye from top to bottom.

Teaching Resources

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

2.3 3.3 Print Awareness

4 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.
In pairs, learners could be involved in reading picture stories to each other.
Learners could view animated pictures and be encouraged to answer questions.
Learners could view video clips depicting stories and be asked to ask and answer questions.
Learners could be encouraged to bring their own pictures from home and talk about them.

Teaching Resources

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

2.4 3.4 Visual discrimination

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Identify differences and similarities in objects and pictures at home and at school.
Match and pair pictures and objects at home and at school.
Take pleasure in visual discrimination activities at home and at school.

Key Inquiry Questions (KIQs)

What visual discrimination experiences do children enjoy?

Learning Experiences

Learners could identify odd-one out pictures, objects from a set of pictures or objects respectfully.
In pairs and small groups, learners could be involved in playing visual discrimination games, fixing jigsaw puzzles among other activities.

Teaching Resources

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

2.5 3.5 Visual memory

4 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 the immediate environment.
Recall letters of the alphabet in and out of class.
Talk about what they have seen in the immediate environment.
Have pleasure in visual memory activities in and out of class.

Key Inquiry Questions (KIQs)

What do you see around the home?
What do you see on your way from home to school?

Learning Experiences

Individually, in pairs or small groups, learners could be engaged in visual memory games.
In pairs or small groups, learners could be guided to play letter memory games.
Learners could visit a learning corner within the class and recall what they saw.
In pairs and small groups, learners could be engaged in interactive digital visual memory games.
Learners could be encouraged to recall what they saw at home, on the way and in school.

Teaching Resources

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

2.6 3.6 Reading posture

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Identify correct reading posture in pictures.
Sit appropriately when reading in and out of class.
Enjoy participating in activities on reading posture in and out of class.

Key Inquiry Questions (KIQs)

How do we sit when reading?
Why should you sit appropriately when reading?
What are inappropriate reading postures?

Learning Experiences

Learners could be guided to visit a local library to experience reading posture.
Learners could view video clips on appropriate reading posture.
Learners could be encouraged to practise appropriate reading posture in class.
Learners could sing songs and recite poems and rhymes related to appropriate reading posture.

Teaching Resources

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

2.7 3.7 Letter recognition

4 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Match upper case letters with corresponding lower case letters in class.
Take pleasure in letter matching activities in and out of class.

Key Inquiry Questions (KIQs)

How do we match lower and upper case letters?
In which play experiences can we integrate letter recognition?

Learning Experiences

Learners could be engaged in matching upper and lower case letters using skittle games.
Learners could label objects using letter stickers and be encouraged to identify the letters.
Learners could be exposed to talking walls with various materials on letters (charts, cards).
Learners could demonstrate matching lower and upper case letters.
Learners could sing letter songs or recite poems and rhymes related to letter recognition.
Learners could be exposed to digital content on letter recognition.

Teaching Resources

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

2.8 3.8 Reading syllables

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Read syllables in and out of class.
Demonstrate ability to read syllables in class.
Enjoy participating in activities that involve reading syllables.

Key Inquiry Questions (KIQs)

How do we blend letter sounds to make syllables?
What activities would enhance the learner’s ability to read syllables?

Learning Experiences

Learners could be engaged in blending sounds to make syllables (e.g. ta, pa, da, ma).
Learners could be introduced to different consonants and guided to master reading syllables relating to all letters.
Learners could practise reading syllables in pairs and small groups.
Learners could be involved in a variety of activities to practise reading syllables.

Teaching Resources

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

2.9 3.9 Reading three to four letter words

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate ability to blend syllables to read three to four letter words in and out of class.
Read three to four letter words correctly in and out of class.
Enjoy participating in activities that involve reading three to four letter words in and out of class.

Key Inquiry Questions (KIQs)

How do we blend syllables to make words?
What activities enhance learner’s ability to read words?

Learning Experiences

Learners could be engaged in blending syllables to form three to four letter words and guided to read the words.
Learners could practise reading three and four letter words in pairs and small groups.
Learners could be involved in a variety of activities to read three to four letter words.

Teaching Resources

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

Strand 3.0

4.0 Writing

1 Sub-strand2 Lessons in Term 2

3.1 4.1 Book handling

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate ability to handle books appropriately in and out of class.
Arrange books properly in and out of class.
Enjoy participating in book handling activities in and out of class.

Key Inquiry Questions (KIQs)

How do we handle books?
How do we keep books?
Where do we place our books when writing?
How do we keep our books clean and intact?

Learning Experiences

Learners could practise arranging books appropriately (top side up).
Learners could practise writing in their books with correct grip without pressing forcefully.
Learners could practise handling books with clean hands.
In pairs and groups learners could take turns in keeping books on bookshelves.
Learners could be guided on how to cover their books properly.

Teaching Resources

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

PP2 Language Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 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
4.0 Writing

Term 3View Term 3 →

4.0 Writing

Other PP2 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in PP2.

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

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: PP2 Language Activities Term 2

What strands and sub-strands are covered in PP2 Language Activities Term 2?

In Term 2, PP2 Language Activities covers the following main strands: 2.0 Speaking, 3.0 Reading, 4.0 Writing. 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 PP2 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 PP2 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.