CBE · Junior School
Grade 7 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 7 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 7
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Conversational Skills: Polite Language · Oral Presentations: Oral Narratives · Listening for the main idea · Listening Comprehension: Selective Listening · Pronunciation: Sounds and Word Stress
Reading
Extensive Reading: Independent Reading · Intensive Reading: Trickster Narratives · Intensive reading: Simple poems · Intensive Reading: Class Reader · Reading: Information and Meaning · Intensive Reading: Poetry · Intensive Reading · Intensive Reading: Class Readers · Synonyms and Antonyms · Intensive Reading: Oral Narratives
Grammar in Use
Word Classes: Nouns · Verbs and Tense · Comparative and Superlative Adjectives
Writing
Handwriting: Legibility and Neatness · Mechanics of Writing: Punctuation Marks · Writing Narrative Paragraphs · Paragraphing: Using examples and incidents
Grammar
Verbs and Tense
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Conversational Skills: Polite Language | By the end of the lesson, the learner should be able to: identify polite expressions used in the introduction of self and others; use polite expressions in the introduction of self and others in different speaking contexts. | The learner is guided to: make a list of necessary details about people that one needs to know for effective introduction; brainstorm different types of introduction; list polite expressions that can be used during the introduction; match polite expressions to corresponding types of introduction. | Why is it important for people to introduce themselves? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Conversational Skills: Polite Language | By the end of the lesson, the learner should be able to: model respectful behaviour during introductions. | The learner is guided to: discuss reasons for using polite language in introductions; use games such as ‘catch the ball’ for the introduction of others; role-play different contexts of self-introduction with peers; review an audio or video recording of formal and informal introductions. | Why is it important for people to introduce themselves? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Extensive Reading: Independent Reading | By the end of the lesson, the learner should be able to: (a) identify a variety of texts for independent reading, (b) read selected materials for information and enjoyment, (c) appreciate the value of independent reading in lifelong learning. | The learner is guided to: think-pair-share on the factors to consider when selecting reading material; select appropriate reading materials related to personal responsibility; set and share reading goals for the session; read selected print and non-print materials independently. | How can you ensure that you benefit from a reading session? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Extensive Reading: Independent Reading | By the end of the lesson, the learner should be able to: (a) identify a variety of texts for independent reading, (b) read selected materials for information and enjoyment, (c) appreciate the value of independent reading in lifelong learning. | The learner is guided to: observe good reading habits; keep a portfolio or a journal of their experiences during the reading session; conduct peer review of the portfolios and journals kept. | How can you ensure that you benefit from a reading session? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Grammar in Use | Word Classes: Nouns | By the end of the lesson, the learner should be able to: identify the different types of nouns from a print or digital text; use different types of nouns in sentences. | The learner is guided to: read a print or non-print text; identify common, proper, concrete, and abstract nouns; work with peers to search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns; listen to a poem or a story and categorise the nouns used. | Why is it important to identify items by name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Grammar in Use | Word Classes: Nouns | By the end of the lesson, the learner should be able to: appreciate the role of correct grammar in written and spoken communication. | The learner is guided to: mention examples of common, proper, concrete and abstract nouns in the classroom and school; construct sentences using common, proper, concrete, and abstract nouns; complete substitution tables with the different types of nouns; engage in language games such as scrabble, puzzles, code words, and guessing games; write and display stories, songs, or poems featuring the different types of nouns. | Why is it important to identify items by name? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Intensive Reading: Trickster Narratives | By the end of the lesson, the learner should be able to: identify the main events in trickster narratives; analyse the characters in narratives. | The learner is guided to: engage in pre-reading activities such as previewing the title of the narrative, using picture clues, and brainstorming; recount the events in the trickster narrative and highlight the trick in the narrative; discuss the various character traits displayed by the characters; brainstorm on the moral lessons of the narrative. | Why would we listen to trickster narratives? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Intensive Reading: Trickster Narratives | By the end of the lesson, the learner should be able to: appreciate the importance of trickster narratives in the inculcation of values. | The learner is guided to: work collaboratively to retell a trickster narrative; relate characters and events in the trickster narrative to real-life situations; collaborate with peers to explore and share how personal responsibility can be derived from the narrative’s moral lessons. | Why would we listen to trickster narratives? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Handwriting: Legibility and Neatness | By the end of the lesson, the learner should be able to: describe features of legible and neat handwriting for efficient writing; write texts legibly and neatly for effective communication. | The learner is guided to: listen to an audio clip on the importance of developing legible and neat handwriting; study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts; discuss the features of legible and neat handwriting, including shaping letters, joining and spacing letters and words; practise handwriting games such as blind writing, speed writing, and letter stations. | Why should we write legibly and clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Handwriting: Legibility and Neatness | By the end of the lesson, the learner should be able to: acknowledge the importance of writing neatly and legibly. | The learner is guided to: suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately; copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction; write short paragraphs legibly and neatly, and share with peers for peer review. | Why should we write legibly and clearly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Oral Presentations: Oral Narratives | By the end of the lesson, the learner should be able to: outline the oral narrative performance techniques for effective delivery; use oral narrative techniques during the performance. | The learner is guided to: watch live or recorded oral performances of narratives as a class; search online or offline for information on performance techniques, in pairs, and make presentations to peers. | What makes one a good storyteller? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Oral Presentations: Oral Narratives | By the end of the lesson, the learner should be able to: appreciate the importance of performance techniques in the successful delivery of oral material. | The learner is guided to: discuss the oral performance techniques; perform oral narratives while peers watch, record, and then give feedback; compose oral narratives and suggest to peers the most suitable ways of performing them. | What makes one a good storyteller? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive reading: Simple poems | By the end of the lesson, the learner should be able to: distinguish between poems and other literary genres; recite a variety of simple poems for enjoyment. | The learner is guided to: listen and respond to live or recorded poetry recitation; discuss what makes reading simple poems interesting. | How are poems different from other forms of literary genres? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive reading: Simple poems | By the end of the lesson, the learner should be able to: collaborate in poetry recitation for enjoyment and learning. | The learner is guided to: pick out poems from a variety of texts and read them out aloud; recite poems that address science and health issues such as HIV and AIDS; provide feedback to peers and seek help where necessary. | How are poems different from other forms of literary genres? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Grammar in Use | Word Classes: Nouns | By the end of the lesson, the learner should be able to: identify count, non-count, singular, and plural nouns from a variety of texts; use count, non-count, singular, and plural nouns in sentences. | The learner is guided to: search for examples of the count, non-count, singular, and plural nouns from the internet, write them and post them on the class reading wall; listen to an audio text on the theme of science and health education, and pick out the target nouns; pick out count, non-count, singular, and plural nouns from newspapers and magazine articles; identify objects in the classroom and categorise them as count or non-count nouns. | How can you group things that cannot be counted? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in Use | Word Classes: Nouns | By the end of the lesson, the learner should be able to: appreciate the importance of the correct use of nouns in communication. | The learner is guided to: change singular nouns to plural and vice versa; construct sentences using the specified types of nouns orally and in writing; work with peers to complete crossword puzzles with the target nouns; work with peers to create posters using the learnt nouns, and post them on the class reading wall or share using digital learning platforms. | How can you group things that cannot be counted? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Intensive Reading: Class Reader | By the end of the lesson, the learner should be able to: explain the different parts that aid in previewing a book; describe the author and the setting of the text in terms of time and place. | The learner is guided to: study the cover page of a class reader, read the blurb and highlight the outstanding features; discuss the title of the class reader; research online for more information about the author and the setting of the story; make oral presentations to the class on their findings from the research. | Why should we not judge a book by its cover? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Intensive Reading: Class Reader | By the end of the lesson, the learner should be able to: underscore the value of reading for lifelong learning. | The learner is guided to: identify words, images, and details that describe the setting in terms of place and time; design a graphic organiser such as a mind map or tree map to identify the setting; share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I learned (K-W-W-L) chart to visualise what has been learned; make short notes on the setting and the author. | Why should we not judge a book by its cover? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Mechanics of Writing: Punctuation Marks | By the end of the lesson, the learner should be able to: recognise the full stop, exclamation mark, and question mark in texts; use the full stop, exclamation mark, and question mark in sentences. | The learner is guided to: read print or non-print text and identify the full stop, exclamation mark, and question mark; punctuate a text using the target punctuation marks; write a short story or dialogue on the theme of science and health education using the full stop, exclamation mark, and question mark, where necessary; engage in online or offline punctuation games with peers. | Why is it important to punctuate a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Mechanics of Writing: Punctuation Marks | By the end of the lesson, the learner should be able to: acknowledge the importance of punctuating sentences accurately. | The learner is guided to: create and display posters or charts with punctuated sentences for peer review and revision; role-play well-punctuated dialogues and record; discuss the effectiveness of punctuation marks in expressing meaning. | Why is it important to punctuate a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Listening for the main idea | By the end of the lesson, the learner should be able to: identify the main idea from varied descriptive texts; pick out specific information from varied descriptive texts. | The learner is guided to: listen to audio recordings on hygiene and identify the main idea; listen for specific information from the audio recording on hygiene and take notes. | What can you do to ensure you capture the main ideas from a speaker? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Listening for the main idea | By the end of the lesson, the learner should be able to: acknowledge the importance of listening skills in communication. | The learner is guided to: search online and offline for expressions that signal the main ideas, such as; this talk is about... I will talk about; watch a video describing a process, a person, or an object and pick out specific information; listen to peers read descriptive texts, and note down the main ideas in turns. | What can you do to ensure you capture the main ideas from a speaker? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Reading: Information and Meaning | By the end of the lesson, the learner should be able to: distinguish between reading for information and reading for meaning; infer the meaning of words and phrases from varied texts. | The learner is guided to: distinguish between reading for information and reading for meaning; collaborate with peers to scan through a text and identify text features (such as title, subtitles); read texts on issues such as hygiene, safety, and security and organise the information by making notes. | How would you tell the meaning of a word in a passage? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Reading: Information and Meaning | By the end of the lesson, the learner should be able to: appreciate the importance of reading for information and meaning. | The learner is guided to: infer and share, the meaning of words from varied texts; use the words to construct sentences to convey information and meaning; fill in crossword puzzles using words learned. | How would you tell the meaning of a word in a passage? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Grammar In Use | Verbs and Tense | By the end of the lesson, the learner should be able to: identify regular and irregular verbs in sentences; use regular and irregular verbs to construct sentences using the past, present, and future tenses. | The learner is guided to: search online and offline for information on verbs and their tenses; listen to texts read by the teacher on verbs and their tenses; identify and group verbs with similar endings such as: -ing, -ed, -ied, -d from passages on the theme of hygiene; identify the tenses of the verbs in sentences. | Why is it important to use correct tenses in communication? | Course book, charts, flashcards, audio recordings, digital device | 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 7 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Functional Writing: Friendly Letters · Commonly Misspelt Words · Composition: The Writing Process · Composition Writing: Self-Assessment · Creative writing: Narrative compositions
Listening and Speaking
Conversation Skills · Listening Comprehension: Listening for Details · Listening Comprehension: Explanatory Narratives · Pronunciation: Consonant and Vowel Sounds · Oral Presentations: Delivering Speeches
Reading
Reading: Fluency · Oral literature Songs · Intensive Reading: Visuals · Characters in class readers. · Intensive Reading · Intensive Reading: Poetry · Grade-appropriate fiction materials · Intensive reading: Class Reader · Study Skills: Note Making
Grammar in Use
Word Classes: Adverbs · Personal and possessive pronouns. · Simple Prepositions · Conjunctions · Determiners
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Functional Writing: Friendly Letters | By the end of the lesson, the learner should be able to: identify the parts of a friendly letter; compose a friendly letter using the correct format. | The learner is guided to: read sample friendly letters; identify and underline parts of a friendly letter; create a friendly letter individually; exchange the friendly letter with a peer for feedback. | Why do we write friendly letters? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Writing | Functional Writing: Friendly Letters | By the end of the lesson, the learner should be able to: appreciate the role of friendly letters in communication. | The learner is guided to: incorporate the feedback obtained from a peer; type the friendly letter on a digital device or display the letter on a chart; display friendly letters for other learners to give feedback. | Why do we write friendly letters? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Conversation Skills | By the end of the lesson, the learner should be able to: identify verbal and non-verbal forms of polite interruptions; apply turn-taking skills in different speaking contexts. | The learner is guided to: watch a live or recorded dialogue depicting turn-taking skills and interrupting politely; practise in pairs interrupting someone politely; practise turn taking in a conversation with peers; watch short videos of conversations or television programmes and identify instances of turn taking and polite interruptions; listen to a radio talk show and pick out polite words and expressions. | How can you ensure that you do not dominate in a conversation?; How can drug and substance abuse contribute to road crashes? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Conversation Skills | By the end of the lesson, the learner should be able to: use verbal and non-verbal cues to interrupt a conversation politely; acknowledge the importance of politeness in communication. | The learner is guided to: write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard; create posters on road safety showing polite expressions as well as ways of interrupting someone politely; design posters on turn taking skills and polite interruptions and display them; role-play a dialogue on the effects of drug and substance abuse; recite a conversational verse (choral), make an audio or video recording and share it on WhatsApp, email, or social media. | How can you ensure that you do not dominate in a conversation?; How can drug and substance abuse contribute to road crashes? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Reading: Fluency | By the end of the lesson, the learner should be able to: identify instances of expressive reading from a reading or digital text; read a text at the right speed, accurately and with expression. | The learner is guided to: view a variety of video clips featuring well-read scripts related to the theme; watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy, and expression; brainstorm ways of reading effectively; reflect on the qualities of a good reader; read a text such as a poem, a narrative, or dialogue with: o with appropriate expressions o with accuracy o right speed. | Why is it important to read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Reading: Fluency | By the end of the lesson, the learner should be able to: appreciate the importance of reading fluency in communication. | The learner is guided to: listen to a text read by a peer and provide feedback; engage in a readers’ theatre and read a poem, narrative, or dialogue; read a choral verse in pairs or small groups; time himself or herself while reading an excerpt of a text; participate in activities that enhance reading fluently, such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading. | Why is it important to read fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar in Use | Word Classes: Adverbs | By the end of the lesson, the learner should be able to: identify adverbs of time, place, and manner in texts; use adverbs of time, place, and manner in different contexts. | The learner is guided to: read a print or non-print text on drug and substance abuse in pairs; identify the adverbs of time, place, and manner used in the text; categorise adverbs of time, place, and manner from word lists or flashcards. | Why is it important to describe where, when and how events happen? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Grammar in Use | Word Classes: Adverbs | By the end of the lesson, the learner should be able to: acknowledge the value of adverbs of manner, time, and place in communication. | The learner is guided to: construct sentences using adverbs of time, place, and manner; use adverbs of time, place, and manner in a role play, hot seating or simulation and make a video recording; share a story or dialogue featuring adverbs of time, place, and manner. | Why is it important to describe where, when and how events happen? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Oral literature Songs | By the end of the lesson, the learner should be able to: identify repeated words and phrases in lullabies; use appropriate techniques when performing lullabies. | The learner is guided to: listen to audio recordings of lullabies; view videos of lullabies and identify instances of repetition; perform a lullaby and make a recording; pick out key messages communicated in lullabies. | How are songs similar to poems? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Oral literature Songs | By the end of the lesson, the learner should be able to: pick out key messages communicated in lullabies; appreciate the importance of lullabies in real life. | The learner is guided to: share ideas on the key messages that are addressed in lullabies; discuss the functions of lullabies; collaborate to compose songs, sing and record lullabies from their immediate environment; work with peers to create lullabies and perform them in class; identify characters in different lullabies. | How are songs similar to poems? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Commonly Misspelt Words | By the end of the lesson, the learner should be able to: recognise commonly misspelt words in texts; use commonly misspelt words correctly in written texts. | The learner is guided to: mention words that are difficult to spell correctly; work with peers to search for commonly misspelt words from textbooks and online sources; discuss ways of correcting commonly misspelt words; correct texts with wrong spellings of irregular plural nouns, for example, knife-knives; ox-oxen; fox-foxes; child-children; thief-thieves; lady-ladies; monkey-monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining. | How can we improve our spelling? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Commonly Misspelt Words | By the end of the lesson, the learner should be able to: value the relationship between accurate spelling and effective written communication. | The learner is guided to: explain to peers the effects of correct spelling on written communication; engage in spelling games such as crossword puzzles; write a story or dialogue on contemporary issues, for example, keeping my neighbourhood safe, using the commonly misspelt words and share it with peers for feedback. | How can we improve our spelling? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Listening and Speaking | Listening Comprehension: Listening for Details | By the end of the lesson, the learner should be able to: identify clues that signal details from a listening text; take detailed notes on a listening text. | The learner is guided to: search online or offline for signposts that introduce details in an oral text; listen and identify words that introduce different types of details that indicate: - addition such as first, also, moreover; - emphasis such as an important note, especially, particularly; - comparison such as. like, similarly, just as - contrast such as but, however, on the other hand; - illustration such as for example, for instance, such as, - cause-and-effect such as because, therefore, so that. | What factors interfere with one’s ability to listen well?; How can you tell that people are listening attentively? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Listening and Speaking | Listening Comprehension: Listening for Details | By the end of the lesson, the learner should be able to: acknowledge the importance of listening for details. | The learner is guided to: discuss the kinds of details one should look out for from a text. The details could include numbers, figures, points, facts, examples, people, places, behaviour, and opinions; listen and note the clues signalling details from a peer; listen to a live or recorded oral. | What factors interfere with one’s ability to listen well?; How can you tell that people are listening attentively? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Intensive Reading: Visuals | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to; identify types of information conveyed by visuals for comprehension. | The learner is guided to: list common visuals like road signs, photographs, billboards; search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood; discuss class/school/ community/ national needs or issues that visuals can address; answer comprehension questions on the visuals. | Why are pictures and photographs important in written texts? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Intensive Reading: Visuals | By the end of the lesson, the learner should be able to: interpret visuals for information; appreciate the importance of visual interpretation skills in different texts. | The learner is guided to: apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualising in interpreting visuals; create stories or songs from visuals; discuss visuals of national importance like the national flag, the Kenyan currency; discuss the importance of developing visual interpretation skills for a full understanding of messages; use digital devices to create simple visuals through photographing, drawing, and making realia on natural resources. | Why are pictures and photographs important in written texts? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar in Use | Personal and possessive pronouns. | By the end of the lesson, the learner should be able to: distinguish between personal and possessive pronouns in sentences; use personal and possessive pronouns in sentences appropriately. | The learner is guided to: pick out personal and possessive pronouns from print and non-print texts on natural resources in pairs; use personal pronouns to refer to people in a class; construct sentences using personal pronouns. | Why should we avoid unnecessary repetition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Grammar in Use | Personal and possessive pronouns. | By the end of the lesson, the learner should be able to: appreciate the value of proper use of pronouns. | The learner is guided to: write a paragraph using possessive pronouns; construct sentences using personal pronouns from substitution and completion tables; draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review. | Why should we avoid unnecessary repetition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Characters in class readers. | By the end of the lesson, the learner should be able to: identify minor characters in a text; discuss the relationships between different minor characters in the text. | The learner is guided to: read and identify minor characters in a class reader; search online and offline for words and phrases used to describe relationships between characters. | How can you tell the difference between a main and a minor character in a story?; How would you describe the behaviour of your classmates? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Characters in class readers. | By the end of the lesson, the learner should be able to: appreciate the place of minor characters in the class reader. | The learner is guided to: discuss how the characters relate with each other; collaborate with peers hot seat different minor characters to bring out their relationships; link characters’ reactions to the relationships they are in. | How can you tell the difference between a main and a minor character in a story?; How would you describe the behaviour of your classmates? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Composition: The Writing Process | By the end of the lesson, the learner should be able to: outline the steps in the writing process; write a narrative composition following the writing process. | The learner is guided to: watch a video of learners going through the writing process; read samples of well-written texts and highlight features that make them outstanding; discuss the writing process giving details of what each entails on a mind map; suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process. | How does one write a good composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Composition: The Writing Process | By the end of the lesson, the learner should be able to: acknowledge the role of writing fluency in communication. | The learner is guided to: work with peers to practise the writing process, for example by: - prewriting - drafting - editing - revising - publishing; write a narrative composition following the writing process and share using a digital device for peer review; review the effectiveness of the writing process in writing compositions. | How does one write a good composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Listening Comprehension: Explanatory Narratives | By the end of the lesson, the learner should be able to: identify the characters from a listening text; sequence the events in explanatory narratives. | The learner is guided to: listen to a recording of an explanatory narrative from a digital device and retell the story; search online and offline for information on explanatory narratives; dramatise dialogues in the explanatory narratives; role-play the story telling session. | What are the functions of oral narratives? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Listening Comprehension: Explanatory Narratives | By the end of the lesson, the learner should be able to: explain the moral lessons in an explanatory narrative; acknowledge the importance of listening comprehension in communication. | The learner is guided to: identify the moral lessons and relate them to real life situations; discuss behaviour of the characters in the explanatory narratives, in pairs; create an explanatory narrative-and share it through WhatsApp, social media, among others. | What are the functions of oral narratives? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: distinguish main ideas from supporting details from poems; use contextual clues to infer the meaning of words and phrases in a text; make connections between events in a poem and real life. | The learner is guided to: search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation; visualise events, people, and places in poems; predict events in poems; work with peers to utilise digital devices to check the meanings of words. | How can you identify the message in a poem?; What can we do to ensure we are safe during travel? | Course book, charts, flashcards, audio recordings, digital device | 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 7 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Characters and their traits · Interviews · Formation of Adjectives 11..4.1 Intensive reading: Dilemma Narratives · Intensive Reading- Comprehension · Intensive Reading: Comprehension Strategies · Oral Literature: Praise Songs · Study Skills: Summarising · Features of style · Reading Fluency · Poetry
Writing
Functional Writing: Packing and Shopping lists · Spelling antonyms, synonyms, and numbers · The Writing Process: Dialogues · Creative Writing: Narrative Composition · Descriptive Writing (200 – 240 words) · Functional Writing: Notices Posters
Listening and Speaking
Listening: Views/ Opinions · Listening Comprehension: Extensive Listening · Events within the Classroom
Grammar in Use
Phrasal Verbs · Sentences: Simple Sentences · Subject- Verb Agreement · Affirmative and Negative Sentences
Listening
Consonant Sounds and Intonation
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Characters and their traits | By the end of the lesson, the learner should be able to: (a) identify characters in monster narratives, (b) explain traits of characters in given monster narratives, (c) relate monster narratives to real life situations, (d) appreciate the importance of monster narratives in life. | The learner is guided to: describe a monster/ ogre; search online and offline for features of monster narratives; narrate monster narratives from their immediate environment to their peers; discuss what monsters/ogres represent; discuss how monster narratives relate to real life; explain health education lessons they learn from monster narratives; dramatise a monster narrative and record the performance. | What is the relevance of oral narratives in modern society?; What should one consider when collecting narratives among people of varied socio-cultural backgrounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Characters and their traits | By the end of the lesson, the learner should be able to: (a) identify characters in monster narratives, (b) explain traits of characters in given monster narratives, (c) relate monster narratives to real life situations, (d) appreciate the importance of monster narratives in life. | The learner is guided to: discuss the traits of the characters involved in a monster narrative in pairs; brainstorm the reading strategies suitable for sharing experiences with community members; interact actively with resource persons to pick out the relevant reading strategies; seek support from resources persons on how to relate monster narratives to real life; collect, analyse and compile them into an anthology of narratives from the community; collaborate with peers to conduct a reader’s theatre; describe the procedure used in collecting the narratives. | What is the relevance of oral narratives in modern society?; What should one consider when collecting narratives among people of varied socio-cultural backgrounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Writing | Functional Writing: Packing and Shopping lists | By the end of the lesson, the learner should be able to: identify ways of grouping items in packing and shopping lists; write a packing list for a specified event. | The learner is guided to: search online and offline for samples of packing and shopping lists; discuss the parts of a shopping list. | What should one consider when grouping items in a packing list?; Why should a shopping list be prepared?; What is the importance of a packing list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Writing | Functional Writing: Packing and Shopping lists | By the end of the lesson, the learner should be able to: prepare a shopping list for use in a given context; recognise the importance of preparing a shopping and packing list in their everyday lives. | The learner is guided to: create and fill a packing list template, and share with peers; discuss different ways of grouping items in packing and shopping lists; give in pairs the prices of different items in the shopping list to match a given budget. | What should one consider when grouping items in a packing list?; Why should a shopping list be prepared?; What is the importance of a packing list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Interviews | By the end of the lesson, the learner should be able to: identify reasons for sitting an interview; articulate points clearly and confidently during an oral interview; respond confidently to questions during an interview; Seek clarification during an oral presentation. | The learner is guided to: listen to and review an audio clip on school placement and scholarship interviews; discuss reasons for sitting for a placement and scholarship interview; search online and watch video clips on school placement and scholarship interview; role-play the school placement and scholarship interview, record and share them via mobile phones and other social media channels; conduct mock interviews in pairs or small groups; collaborate with peers to record the interviews on digital devices. | Why are interviews important? Why should we read non-fiction materials? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Interviews | By the end of the lesson, the learner should be able to: appreciate the importance of interviews in getting school placement and scholarships. B y the end of the Sub Strand, the learner should be able to:; identify print or electronic non-fiction materials that are interesting to read; read a variety of grade-appropriate non-fiction materials independently for lifelong learning; recommend to peers suitable non-fiction materials to read for information; acknowledge the importance of reading for enjoyment and general understanding. | The learner is guided to: share the videos with friends and peers on social media platforms, blogs among others. The learner is guided to:; search for digital and print non-fiction materials; read a variety of non-fiction materials; infer the meaning of the words and phrases used in non-fiction materials; skim through the non-fiction material for the main idea; scan the non-fiction material to obtain specific information; prepare a reading log of the reading activities of the non-fiction texts. | Why are interviews important? Why should we read non-fiction materials? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Formation of Adjectives 11..4.1 Intensive reading: Dilemma Narratives | By the end of the lesson, the learner should be able to: recognise adjectives from a text; construct simple sentences using the adjectives formed; appreciate the value of proper use of adjectives. By the end of the Sub S trand, the learner should be able to:; describe the characters in a given dilemma narrative. | The learner is guided to: search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs; listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs; read a given passage and identify adjectives formed from nouns and verbs; form adjectives using nouns and verbs; work with peers to construct simple sentences using the adjectives formed; engage in language games such as scrabble, puzzle code words, and guessing games. The learner is guided to:. | How are adjectives formed?; Why should we use adjectives correctly?; What are the qualities of a good narrator?; How can narratives contribute to decision making? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Formation of Adjectives 11..4.1 Intensive reading: Dilemma Narratives | By the end of the lesson, the learner should be able to: recognise a closing formula as a feature of dilemma narratives; relate the lessons learnt in the dilemma narrative to real life experiences; appreciate the lessons learnt from the dilemma narrative for literary appreciation. | The learner is guided to: read the dilemma narrative in a given text and describe the characters; identify a closing formula as a feature of dilemma narratives; discuss what makes dilemma narratives interesting; dramatise parts of the dilemma narrative; draw a chart showing the sequence of events in dilemma narrative; search online and watch an adaptation of a dilemma narrative; relate the lessons learnt from the dilemma narrative to real life experiences. | How are adjectives formed?; Why should we use adjectives correctly?; What are the qualities of a good narrator?; How can narratives contribute to decision making? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Spelling antonyms, synonyms, and numbers | By the end of the lesson, the learner should be able to: recognise antonyms, synonyms, and numbers in words from a selected text; use antonyms, synonyms, and numbers in words correctly in writing. | The learner is guided to: read a text with antonyms, synonyms, and numbers in words from print and non-print sources; identify the antonyms, synonyms, and numbers in words from a selected text. | Why is it important to tell the synonyms and antonyms of words?; Why is it important to write numbers in words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Spelling antonyms, synonyms, and numbers | By the end of the lesson, the learner should be able to: appreciate the usage of antonyms, synonyms, and numbers in words in effective writing. | The learner is guided to: listen to a dictation of a text with antonyms and synonmys, and write them down; collaborate with peers to search for antonyms and synonyms from books, newspapers and the internet, and compile a list; write a list of antonyms and synonyms and, with peers, exchange for assessment. | Why is it important to tell the synonyms and antonyms of words?; Why is it important to write numbers in words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Listening: Views/ Opinions | By the end of the lesson, the learner should be able to: list ways of expressing views/opinions in different contexts; use different expressions that indicate own views/opinions in a given text. | The learner is guided to: search online and offline for the different ways of expressing views/opinions; listen to an oral narrative and identify the different ways used to express opinions/views. | Why is it important to express one’s opinion? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Listening: Views/ Opinions | By the end of the lesson, the learner should be able to: acknowledge the value of one’s views/opinions as a lifelong skill in communication. | The learner is guided to: role play the different characters in the narrative and bring out different ways of expressing opinions/views; explain their feelings towards issues raised in the trickster narrative; write on a chart the words they have used to describe their feelings. | Why is it important to express one’s opinion? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive Reading- Comprehension | By the end of the lesson, the learner should be able to: Identify the main ideas in a text; use contextual clues to infer the meaning of words in a text. | The learner is guided to: download and share texts with mental images from the texts and draw conclusions; read a passage individually, and identify keywords in the passage; infer the meaning of words using contextual clues; choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind. | How can we tell the meaning of words and phrases in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive Reading- Comprehension | By the end of the lesson, the learner should be able to: describe characters, ideas, or events in a text; appreciate the importance of reading comprehension in lifelong learning. | The learner is guided to: role-play the characters and events in the text; use contextual clues to decipher the meaning of words; answer questions based on the passage; give an appropriate title to a story or passage. | How can we tell the meaning of words and phrases in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Grammar in Use | Phrasal Verbs | By the end of the lesson, the learner should be able to: identify phrasal verbs formed from put, come and give in a given text; use given phrasal verbs correctly in sentence construction. | The learner is guided to: read a text and identify the phrasal verbs formed from put, come and give; search online and use charts to write the meanings of the phrasal verbs they have identified. | Why should we use phrasal verbs correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in Use | Phrasal Verbs | By the end of the lesson, the learner should be able to: acknowledge the role of phrasal verbs in communication. | The learner is guided to: fill in blanks in a text using the most appropriate phrasal verb; search on the internet for more examples of phrasal verbs; construct sentences using the phrasal verbs. | Why should we use phrasal verbs correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | The Writing Process: Dialogues | By the end of the lesson, the learner should be able to: outline the format of a dialogue; apply the writing process in writing a dialogue. | The learner is guided to: search online and offline for an example of a dialogue; dramatise the identified dialogue; discuss the format of the dialogue they have identified; fill in missing words in a set dialogue on traditional fashion, individually. | What should we consider before writing a dialogue? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | The Writing Process: Dialogues | By the end of the lesson, the learner should be able to: acknowledge the importance of the writing process in acquiring good writing skills. | The learner is guided to: discuss the correctness of the words they have used; create a rough draft of a short dialogue using the format they have identified individually; edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation errors, in pairs; revise the dialogue individually; publish the final product for assessment, share the samples of well written dialogues with others in class. | What should we consider before writing a dialogue? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Listening Comprehension: Extensive Listening | By the end of the lesson, the learner should be able to: identify the key issues raised in songs, addressing land travel; listen attentively to songs on land travel. | The learner is guided to: listen to songs on local and international land travel from audio recordings; respond to comprehension questions on key issues raised in the song; pick out key issues raised from a song sung by the teacher or resource person on land travel; share ideas on the key issues addressed in the songs they have listened to using wall charts. | How can we tell the main message in a song? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and Speaking | Listening Comprehension: Extensive Listening | By the end of the lesson, the learner should be able to: use vocabulary identified from songs on land travel correctly; acknowledge the importance of extensive listening in communication. | The learner is guided to: identify vocabulary used in songs on land travel and infer their meaning from context; construct sentences orally using the vocabulary learnt; sing choral songs on land travel. | How can we tell the main message in a song? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Intensive Reading: Comprehension Strategies | By the end of the lesson, the learner should be able to: identify key ideas from a passage; summarise key ideas from a passage; create mental images from the events in a passage. | The learner is guided to: read selected grade-appropriate passages on issues related to land travel, such as safety, types of roads and government road agencies from print and online sources; discuss opinions formed about the characters or ideas presented in the passage; infer the meaning of words based on how they have been used in the passage; complete oral and written exercises using the vocabulary learnt. | What is the importance of reading a passage?; What makes people write passages? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Reading | Intensive Reading: Comprehension Strategies | By the end of the lesson, the learner should be able to: deduce the meaning of words from context; respond to factual and inferential questions correctly from the passage; acknowledge the importance of comprehension strategies in effective reading. | The learner is guided to: answer factual and inferential questions from the passages, both orally and in writing; summarise key ideas presented in the passages by paraphrasing; work jointly with peers to retell sections of the passage. | What is the importance of reading a passage?; What makes people write passages? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Grammar in Use | Sentences: Simple Sentences | By the end of the lesson, the learner should be able to: identify simple sentences from varied texts; construct simple sentences on a variety of issues. | The learner is guided to: listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts; collaborate with peers to read a print or non-print text on land travel and identify the simple sentences; tell a chain story featuring simple sentences. | What is the role of sentences in a text?; What constitutes a simple sentence?; How do you determine what to include in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Grammar in Use | Sentences: Simple Sentences | By the end of the lesson, the learner should be able to: advocate the importance of using a variety of sentences in communication. | The learner is guided to: complete a substitution table featuring simple sentences; complete a mind map to practise the construction of simple sentences; write a short dialogue using simple sentences and share it with peers online and off line. | What is the role of sentences in a text?; What constitutes a simple sentence?; How do you determine what to include in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Oral Literature: Praise Songs | By the end of the lesson, the learner should be able to: identify the purpose and occasions for which praise songs are performed; discuss the relationship between the singer and the person being praised in praise songs. | The learner is guided to: listen to praise songs from audio-visual sources or from a resource person; identify and discuss the purpose of the praise songs they have listened to; share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to. | Why do we sing?; What are the qualities of a good singer? | Course book, charts, flashcards, audio recordings, digital device | 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 7 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 7 English 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.