MwalimuDocs writes a new scheme of work for your grade and learning area, labelled for the term you choose, in the columns Week, Lesson, Strand, Sub-strand, Specific Learning Outcomes, Learning Experiences, Key Inquiry Questions, Learning Resources and Assessment Methods. It is drafted from the current rationalised KICD curriculum designs and laid out at the number of lessons per week you teach. It is developed in reference to KICD guidelines and is not approved by or affiliated with KICD or TSC. Unlike an “app” that is a pack of someone else's files, each scheme is generated for your class.
Schemes cover PP1 to Grade 11, one learning area for one term at a time, with your school's name, the learning area, grade, term and year at the top.
Planning for 2027? Term 1 opens on Monday 4 January and runs 14 weeks, and a MwalimuDocs scheme for it runs all 14. See the 2027 school calendar for every term, half term and holiday.
Updated on 7 November 2026
Generating is free to try. Each scheme costs KES 150 to print, download or email, paid by mobile money.
A term pass covers every learning area for a grade or grade band from KES 900.
What two weeks look like
An illustrative sample, written by us, of weeks 1 and 2 of a Grade 7 Mathematics scheme at five lessons a week: the first ten lessons of the Whole Numbers sub-strand of 1.0 Numbers.
| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 | 1.0 Numbers | Whole Numbers | Identify the place value of digits up to hundreds of millions. | Learners read digits from a place value chart in pairs. | Why does the position of a digit matter? | Place value charts, number cards | Oral questions, observation |
| 1 | 2 | 1.0 Numbers | Whole Numbers | Find the total value of digits up to hundreds of millions. | Learners work out the total value of digits in given numbers. | How is total value different from place value? | Place value charts, textbook | Written exercise |
| 1 | 3 | 1.0 Numbers | Whole Numbers | Read and write numbers up to hundreds of millions in symbols. | Learners write numbers read aloud by a partner. | Where do we see large numbers written? | Number cards, newspaper cuttings | Oral questions, written exercise |
| 1 | 4 | 1.0 Numbers | Whole Numbers | Read and write numbers up to hundreds of millions in words. | Learners match number cards to word cards. | How do we write a large number in words? | Word cards, number cards | Matching exercise, observation |
| 1 | 5 | 1.0 Numbers | Whole Numbers | Apply reading and writing of numbers in real life. | Learners read population and price figures from charts. | Why do we need to read large numbers correctly? | Charts, price lists | Oral questions |
| 2 | 1 | 1.0 Numbers | Whole Numbers | Round off numbers to the nearest million. | Learners round off figures on a number line. | When is a rounded number good enough? | Number lines, textbook | Written exercise |
| 2 | 2 | 1.0 Numbers | Whole Numbers | Round off numbers to the nearest hundred thousand. | Learners round off school enrolment figures in groups. | How do we decide whether to round up or down? | Number lines, enrolment data | Group work, observation |
| 2 | 3 | 1.0 Numbers | Whole Numbers | Classify numbers as even or odd. | Learners sort number cards into even and odd. | How can you tell a number is even? | Number cards | Sorting activity, oral questions |
| 2 | 4 | 1.0 Numbers | Whole Numbers | Identify prime numbers up to 100. | Learners shade prime numbers on a hundred square. | What makes a number prime? | Hundred squares, crayons | Written exercise |
| 2 | 5 | 1.0 Numbers | Whole Numbers | Use digital devices to explore number patterns. | Learners play number pattern games on a tablet or phone. | What patterns do even, odd and prime numbers make? | Digital devices, number games | Observation, oral questions |
How it works
- Choose the term, grade and learning area. The strands and sub-strands of that curriculum design load, each with its suggested number of lessons.
- Set your lessons per week and the order. Enter how many lessons a week you teach it. The sub-strands run in the design’s order through the year, so a Term 2 or Term 3 scheme picks up where the earlier terms’ schemes ended. Drag them if your school teaches them in a different order.
- Generate. MwalimuDocs writes one row per lesson for every week of the term. Rows come from the curriculum design where it gives a sub-strand in full, and are drafted by AI otherwise.
- Check, refine and print. Ask for changes in plain words if you want them, then pay by mobile money to print it, download it as a PDF or email it.
What goes in each column
- Week and Lesson: where each lesson falls in the term, printed as Wk and Lsn.
- Strand and Sub-strand: named as the curriculum design names them.
- Specific Learning Outcomes: what learners should be able to do by the end of the lesson.
- Learning Experiences: the activities learners take part in.
- Key Inquiry Questions: the questions that drive the lesson.
- Learning Resources: what you need to have ready.
- Assessment Methods: how you will check that learning happened.
Why a generated scheme
Copying a scheme from a colleague or a downloaded pack means planning to another school's timetable. A generated scheme starts from your own grade, learning area and lessons per week, and you can refine it before you print.
MwalimuDocs documents are developed in reference to KICD guidelines. MwalimuDocs is not approved by or affiliated with KICD, TSC or the Ministry of Education. A scheme of work prints no Reflection or Signature column; the record of work leaves Reflection and Signature for you.