CBE · Upper Primary
Grade 6 Social Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Social Studies scheme of work for Grade 6 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 6
- Subject
- Social Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Natural and the Built Environments
Position and Size of Countries in Eastern Africa · Main physical features in Eastern Africa · Climatic regions in Eastern Africa · Vegetation in Eastern Africa · Historic Built Environments
People, Population and Social Organisations
Language groups in Eastern Africa · Population distribution in Eastern Africa · Culture and Social a) organisation
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Natural and the Built Environments | Position and Size of Countries in Eastern Africa | By the end of the lesson, the learner should be able to: identify the countries of Eastern Africa on a map. | The learner is guided to: brainstorm countries in Eastern Africa on a map, and share in class; contribute to group decision making as they locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media. | How would we determine the position of countries in Eastern Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Natural and the Built Environments | Position and Size of Countries in Eastern Africa | By the end of the lesson, the learner should be able to: describe the position and size of countries in Eastern Africa; use latitudes and longitudes to locate places on a map. | The learner is guided to: use digital devices to establish the sizes in square kilometres of countries in Eastern Africa; draw, color and display the map of Eastern Africa in class. | How would we determine the position of countries in Eastern Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Natural and the Built Environments | Position and Size of Countries in Eastern Africa | By the end of the lesson, the learner should be able to: appreciate the unity of Eastern African countries. | The learner is guided to: in pairs, identify latitudes and longitudes of Eastern Africa using appropriate media; practice locating places on a map using latitudes and longitudes using appropriate media. | How would we determine the position of countries in Eastern Africa? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Natural and the Built Environments | Main physical features in Eastern Africa | By the end of the lesson, the learner should be able to: identify the main physical features in Eastern Africa on a map. | The learner is guided to: discuss, in groups, and identify the main physical features in Eastern Africa, Mountains (Volcanic and block) Rift Valleys, Lakes, Plains. | How can we conserve physical features that are found in our locality? Why are physical features important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Natural and the Built Environments | Main physical features in Eastern Africa | By the end of the lesson, the learner should be able to: describe the formation of the main physical features of Eastern Africa. | The learner is guided to: use digital devices to describe the 2. formation of the main physical features in Eastern Africa. | How can we conserve physical features that are found in our locality? Why are physical features important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Natural and the Built Environments | Main physical features in Eastern Africa | By the end of the lesson, the learner should be able to: draw a map of Eastern Africa and label the main physical features. | The learner is guided to: draw a map of Eastern Africa, locate the main physical features, and display in class; discuss ways of conserving the physical features within the locality to promote environmental education. | How can we conserve physical features that are found in our locality? Why are physical features important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Natural and the Built Environments | Main physical features in Eastern Africa | By the end of the lesson, the learner should be able to: value the physical features within the locality. | The learner is guided to: explore and identify the physical features within the locality. | How can we conserve physical features that are found in our locality? Why are physical features important? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Natural and the Built Environments | Climatic regions in Eastern Africa | By the end of the lesson, the learner should be able to: identify the main climatic regions in Eastern Africa on a map. | The learner is guided to: brainstorm the climatic regions in Eastern Africa and present to the rest of the class. | How can climate influence our day-to-day activities? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Natural and the Built Environments | Climatic regions in Eastern Africa | By the end of the lesson, the learner should be able to: describe characteristics of the main climatic regions in Eastern Africa. | The learner is guided to: discuss the characteristics of climatic regions in Eastern Africa, and do class presentations. | How can climate influence our day-to-day activities? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Natural and the Built Environments | Climatic regions in Eastern Africa | By the end of the lesson, the learner should be able to: explain ways in which climate influences human activities in Eastern Africa. | The learner is guided to: compose poems that address effects of climatic change on human activities. | How can climate influence our day-to-day activities? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Natural and the Built Environments | Climatic regions in Eastern Africa | By the end of the lesson, the learner should be able to: acknowledge the main climatic regions in Eastern Africa. | The learner is guided to: observe safety precautions and practices use digital devices/print resources to draw the main climatic regions of Eastern Africa. | How can climate influence our day-to-day activities? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Natural and the Built Environments | Climatic regions in Eastern Africa | By the end of the lesson, the learner should be able to: identify the main climatic regions in Eastern Africa on a map. | The learner is guided to: brainstorm the climatic regions in Eastern Africa and present to the rest of the class. | How can climate influence our day-to-day activities? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Natural and the Built Environments | Vegetation in Eastern Africa | By the end of the lesson, the learner should be able to: identify the main types of vegetation in Eastern Africa on a map. | The learner is guided to: brainstorm, in pairs, the main types of vegetation in Eastern Africa, and share in class. | How can we conserve vegetation in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Natural and the Built Environments | Vegetation in Eastern Africa | By the end of the lesson, the learner should be able to: draw a map of Eastern Africa and label the main types of vegetation. | The learner is guided to: draw a map of Eastern Africa indicating the main types of vegetation in Eastern Africa and display in class. | How can we conserve vegetation in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Natural and the Built Environments | Vegetation in Eastern Africa | By the end of the lesson, the learner should be able to: describe the characteristics of the main types of vegetation in Eastern Africa; explain ways of conserving vegetation in the environment. | The learner is guided to: discuss the characteristics of the main types of vegetation in Eastern Africa. | How can we conserve vegetation in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 6 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
People, Population and Social Organisations
Culture and Social a) organisation · School and Community
Resources and Economic Activities in Eastern Africa
Beef Farming · Fishing in Eastern Africa · Wildlife and Tourism in Eastern Africa · Transport in Eastern Africa · Communication in Eastern Africa · Min ing in Eastern Africa
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | People, Population and Social Organisations | Culture and Social a) organisation | By the end of the lesson, the learner should be able to: describe age-groups and age-sets in African traditional society, explain the functions of a clan in traditional African society, identify aspects of African traditional culture that ought to be preserved. | The learner is guided to: brainstorm features of age groups and age-sets and share in class; Discuss the functions of a clan in traditional African society. | How would we preserve positive aspects of African traditional culture? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | People, Population and Social Organisations | Culture and Social a) organisation | By the end of the lesson, the learner should be able to: desire to uphold aspects of African traditional culture that ought to be preserved. | The learner is guided to: create posters on aspects of African traditional culture that ought to be preserved; sing songs on aspects of African traditional culture that ought to be preserved. | How would we preserve positive aspects of African traditional culture? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | People, Population and Social Organisations | School and Community | By the end of the lesson, the learner should be able to: identify ways in which the school collaborates with the community. | The learner is guided to: Brainstorm ways in which the school collaborates with the community. | How can the school collaborate with the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | People, Population and Social Organisations | School and Community | By the end of the lesson, the learner should be able to: explain the benefits of collaboration between school and the community; demonstrate ways in which the school collaborates with the community. | The learner is guided to: discuss benefits of collaboration between the school and the community and present in class; role-play ways in which the school collaborates with the community. | How can the school collaborate with the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | People, Population and Social Organisations | School and Community | By the end of the lesson, the learner should be able to: appreciate the collaboration between the school and munity. | The learner is guided to: accord equal opportunities in sharing responsibilities as they act out scenarios that depict collaboration between the school and the community. | How can the school collaborate with the community? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Resources and Economic Activities in Eastern Africa | Beef Farming | By the end of the lesson, the learner should be able to: describe factors influencing beef farming in Eastern Africa. | The learner is guided to: discuss factors influencing beef farming in Eastern Africa and share in class; draw a map of Eastern Africa and locate areas where beef farming is practised. | How could we benefit from large-scale farming? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Resources and Economic Activities in Eastern Africa | Beef Farming | By the end of the lesson, the learner should be able to: locate on a map areas where beef farming is practised in Eastern Africa. | The learner is guided to: engage with an Agricultural extension officer to. | How could we benefit from large-scale farming? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Resources and Economic Activities in Eastern Africa | Beef Farming | By the end of the lesson, the learner should be able to: identify the contribution of beef farming to the economy of Eastern Africa; explain the challenges facing beef farming in Eastern Africa. | The learner is guided to: find out the contributions of beef farming to the economy of Eastern Africa. | How could we benefit from large-scale farming? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Resources and Economic Activities in Eastern Africa | Beef Farming | By the end of the lesson, the learner should be able to: acknowledge beef farming as an economic activity in Eastern Africa. | The learner is guided to: Brainstorm the challenges facing beef farming in Eastern Africa; create posters on importance of beef farming. | How could we benefit from large-scale farming? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Resources and Economic Activities in Eastern Africa | Fishing in Eastern Africa | By the end of the lesson, the learner should be able to: locate marine and inland fishing grounds on a map. | The learner is guided to: locate on a map the marine and inland fishing grounds in Eastern Africa. | Why is fishing important to us? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Resources and Economic Activities in Eastern Africa | Fishing in Eastern Africa | By the end of the lesson, the learner should be able to: describe methods of marine fishing in Eastern Africa. | The learner is guided to: discuss the marine methods of fishing in Eastern Africa and present in class. | Why is fishing important to us? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Resources and Economic Activities in Eastern Africa | Fishing in Eastern Africa | By the end of the lesson, the learner should be able to: explain challenges facing fishing in Eastern Africa. | The learner is guided to: use digital devices/print resources to research methods of marine fishing in Eastern Africa. | Why is fishing important to us? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Resources and Economic Activities in Eastern Africa | Fishing in Eastern Africa | By the end of the lesson, the learner should be able to: design possible solutions to challenges facing fishing in Eastern Africa. | The learner is guided to: brainstorm challenges facing marine fishing in Eastern Africa. | Why is fishing important to us? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Resources and Economic Activities in Eastern Africa | Fishing in Eastern Africa | By the end of the lesson, the learner should be able to: value fishing as an economic activity. | The learner is guided to: engage a Fisheries officer to identify possible solutions to challenges facing marine fishing in Eastern Africa. | Why is fishing important to us? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Resources and Economic Activities in Eastern Africa | Wildlife and Tourism in Eastern Africa | By the end of the lesson, the learner should be able to: explain factors that promote tourism in Eastern Africa. | The learner is guided to: brainstorm, factors that promote tourism in Eastern Africa. | How can we promote tourism in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 6 Social Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Resources and Economic Activities in Eastern Africa
Min ing in Eastern Africa
Political Systems and Governance
Traditional forms of Government · Regional co-operations · Citizenship · Human rights · Peace and Conflict Resolution · Government Revenue and Expenditure · The Preamble of the Constitution of Kenya.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Resources and Economic Activities in Eastern Africa | Min ing in Eastern Africa | By the end of the lesson, the learner should be able to: identify minerals found in Eastern Africa; describe the methods of extracting minerals in Eastern Africa (soda ash in Kenya, gold in Tanzania, limestone in Uganda). | The learner is guided to: draw a map of Eastern Africa and show the location of minerals; discuss how the minerals are extracted and share in class. (Soda Ash in Kenya, Gold in Tanzania). | How can we reclaim areas affected by mining in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Resources and Economic Activities in Eastern Africa | Min ing in Eastern Africa | By the end of the lesson, the learner should be able to: explain the effects of mining on the environment in Eastern Africa; state the possible solutions to problems associated with mining; desire to conserve areas affected by mining activities in Eastern Africa. | The learner is guided to: brainstorm the effects of mining on the environment and do class presentation; write an essay on the solutions to problems associated with mining; Watch video clips and suggest possible ways of conserving land affected by mining. | How can we reclaim areas affected by mining in our environment? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Political Systems and Governance | Traditional forms of Government | By the end of the lesson, the learner should be able to: describe traditional forms of government of the Buganda and Nyamwezi in Eastern Africa. | The learner is guided to: brainstorm the traditional forms of government among The Buganda and The Nyamwezi of Eastern Africa. | How were communities being governed in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Political Systems and Governance | Traditional forms of Government | By the end of the lesson, the learner should be able to: compare traditional forms of government between the Buganda and Nyamwezi. | The learner is guided to: draw a chart showing the governance structure among The Buganda and The Nyamwezi in Eastern Africa and display in class. | How were communities being governed in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Political Systems and Governance | Traditional forms of Government | By the end of the lesson, the learner should be able to: value aspects of good governance in traditional societies. | The learner is guided to: discuss the similarities and differences in traditional forms of government between The Buganda and The Nyamwezi. | How were communities being governed in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Political Systems and Governance | Traditional forms of Government | By the end of the lesson, the learner should be able to: describe traditional forms of government of the Buganda and Nyamwezi in Eastern Africa. | The learner is guided to: role-play scenarios depicting aspects of good governance in society. | How were communities being governed in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Political Systems and Governance | Traditional forms of Government | By the end of the lesson, the learner should be able to: compare traditional forms of government between the Buganda and Nyamwezi. | The learner is guided to: brainstorm the traditional forms of government among The Buganda and The Nyamwezi of Eastern Africa. | How were communities being governed in the past? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Political Systems and Governance | Regional co-operations | By the end of the lesson, the learner should be able to: explain the objectives of East African Community. | The learner is guided to: brainstorm objectives of East African Community and share in class; use digital or print resources to research on the benefits of East African Community to member states and present in class. | How can East African countries cooperate? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Political Systems and Governance | Regional co-operations | By the end of the lesson, the learner should be able to: describe the benefits of East African Community to member states. | The learner is guided to: engage a resource person to explore on solutions to challenges facing the East African Community. | How can East African countries cooperate? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Political Systems and Governance | Regional co-operations | By the end of the lesson, the learner should be able to: identify the challenges facing the East African Community; formulate the possible solutions to challenges facing the East African Community. | The learner is guided to: share experiences as they draw and color the map of East Africa and post them in strategic points in school. | How can East African countries cooperate? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Political Systems and Governance | Regional co-operations | By the end of the lesson, the learner should be able to: value the unity of Eastern African countries. | The learner is guided to: sing the East African; Community anthem and reflect on the message. | How can East African countries cooperate? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Political Systems and Governance | Citizenship | By the end of the lesson, the learner should be able to: describe the rights and responsibilities of a Kenyan citizen. | The learner is guided to: discuss the rights and responsibilities of a Kenyan citizen and present in class. | How can we demonstrate good citizenship in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Political Systems and Governance | Citizenship | By the end of the lesson, the learner should be able to: state the qualities of a good citizen of Kenya. | The learner is guided to: brainstorm the qualities a good Kenyan citizen. | How can we demonstrate good citizenship in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Political Systems and Governance | Citizenship | By the end of the lesson, the learner should be able to: demonstrate the values of a good Kenyan citizen. | The learner is guided to: use digital resources to watch clips on scenarios that demonstrate values a good Kenyan citizen; create songs and poems on values of a good Kenyan citizen. | How can we demonstrate good citizenship in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Political Systems and Governance | Citizenship | By the end of the lesson, the learner should be able to: appreciate patriotism as a Kenyan citizen. | The learner is guided to: create posters on values of a good citizen and post them in strategic places in school. | How can we demonstrate good citizenship in our country? | Maps, atlases, photographs, charts, textbook, community resources | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 6 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 6 Social Studies so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.