2026 KICD CBC Curriculum Design7 Strands · 19 Sub-strands79 Suggested Lessons

Grade 1 Islamic Religious Education Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 Islamic Religious Education. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Islamic Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Islamic Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 7 Strands
Annual Lessons: 79 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 Islamic Religious Education Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

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

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

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 QUR'AN	1.0 QUR'AN	-	1. (10 lessons)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.0 QUR'AN	-	1. (10 lessons)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	Communication and collaboration	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	Communication and collaboration	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	Critical thinking and problem solving	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 QUR'AN	Critical thinking and problem solving	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	Learning to learn	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	Learning to learn	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	Imagination and creativity	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	Imagination and creativity	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 QUR'AN	communication - respond to simple verbal and non-verbal instructions promptly.	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	communication - respond to simple verbal and non-verbal instructions promptly.	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.2 Selected Surah Al-Fatiha An-Nas	By the end of the sub strand, the learner should be able to; a) recite the selected surah correctly for spiritual nourishment	1. When is surah Al-Fatiha recited?	- Share copies of the Qur'an with the learners.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.2 Selected Surah Al-Fatiha An-Nas	By the end of the sub strand, the learner should be able to; a) recite the selected surah correctly for spiritual nourishment	1. When is surah Al-Fatiha recited?	- Share copies of the Qur'an with the learners.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.2 Selected Surah Al-Fatiha An-Nas	By the end of the sub strand, the learner should be able to; a) recite the selected surah correctly for spiritual nourishment	1. When is surah Al-Fatiha recited?	- Share copies of the Qur'an with the learners.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 Islamic Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 QUR'AN

7 Sub-strands22 Lessons

1.1 1.0 QUR'AN

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in 1.0 QUR'AN.

Key Inquiry Questions (KIQs)

(10 lessons)?

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Communication and collaboration

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Communication and collaboration.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Critical thinking and problem solving

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Critical thinking and problem solving.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Learning to learn

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Learning to learn.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Imagination and creativity

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Imagination and creativity.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 communication - respond to simple verbal and non-verbal instructions promptly.

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in communication - respond to simple verbal and non-verbal instructions promptly..

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 1.2 Selected Surah Al-Fatiha An-Nas

Term 116 Lessons

Specific Learning Outcomes (SLOs)

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

recite the selected surah correctly for spiritual nourishment
use the selected surah in swalah
handle the Qur'an with care and respect

Key Inquiry Questions (KIQs)

When is surah Al-Fatiha recited?
When is surah An- Nas recited?
Why is the Qur'an recited?
Where is the Qur'an kept?

Suggested Experiences

Share copies of the Qur'an with the learners.
Discuss with the learners manners of handling the Qur'an.
Learners through Audio Visual materials listen and recite verses from surah Al-Fatiha and An-Nas.
Learners as a class, groups, pairs, or individual recite the selected

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

2.0 PILLARS OF IMAN

1 Sub-strand1 Lessons

2.1 2.1.1 Belief in Allah Al-Khaaliq Ar-Razaq 2.1.2 Belief in Angels

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify Allah's creation in the

Key Inquiry Questions (KIQs)

Who created you?
What else has Allah (SWT) created?
How do you?

Suggested Experiences

Learners name the pillars of Iman.
Learners are engaged in discussion on the belief in Allah and His Angels.
Learners observe and feel the creation of Allah outside the classroom.
Outcomes

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

3.0 SIIRAH (Life of Prophet S.A.W)

1 Sub-strand8 Lessons

3.1 3.1 Birth of Prophet Muhammad (S.A.W)

Term 1 Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the event of the birth of the Prophet (S.A.W)
identify the name given to the Prophet (S.A.W) at birth.
Appreciate Makka, the birth place of the Prophet as the holy city of Muslims

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

4.0 HADITH

2 Sub-strands10 Lessons

4.1 4.1 Hadith on: obedience

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the selected Hadith to show obedience to parents
Practice obedience in their day to day life to follow the orders of Allah
Appreciate the importance of the Hadith in shaping the life of an individual.

Key Inquiry Questions (KIQs)

What is obedience?
What do you do to please Allah?
How do you show obedience to different people (peers, teachers, parents, elders etc)?

Suggested Experiences

Learners listen to different stories on obedience.
Learners are guided to give instances where obedience is practiced in their daily life.
Learners as a class, groups, pairs, or individuals recite the Hadith on obedience 'Allah's pleasure is in parents' pleasure and Allah anger is in parents' anger''
Organize learners in groups or pairs to name activities that show obedience
Learners read Hadith on obedience displayed for practice.
Learners role play the virtue of obedience.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.2 4.2 Hadith on: Cleanliness

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the selected Hadith on cleanliness as an act of worship.
Maintain personal hygiene for healthy living.

Key Inquiry Questions (KIQs)

How do you maintain cleanliness?
When do we wash our hands?
Why do you clean your school compound everyday.?

Suggested Experiences

Learners are guided to discuss cleanliness and its importance (body, clothes, environment)
Learners as a class, groups, pairs, or individuals recite the Hadith on cleanliness 'Cleanliness is part of faith…"
Organise learners in class, groups or pairs, to discuss the teachings of the Hadith.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

5.0 DEVOTIONAL ACTS

1 Sub-strand5 Lessons

5.1 5.1Pillars of Islam Shahada

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the five pillars of Islam to strengthen their faith
Pronounce the Shahadah as an act of ibadah
Appreciate the importance of Shahadah as a basic principle of Islam.

Key Inquiry Questions (KIQs)

What are the five pillars of Islam?
How do you pronounce the shahada?
When do we say the shahada?

Suggested Experiences

Learners to name the five pillars of Islam in sequence
Learners to sing songs or poems on the pillars of Islam/shahada
Learners to arrange pillars of Islam on flash cards in their sequence
Learners in pairs or groups to recite the shahada
Learners to give occasions when the Shahada is said.
the Shahada to other siblings.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 6.0

6.0 MORAL TEACHINGS

6 Sub-strands29 Lessons

6.1 6.1 Islamic etiquettes 6.1.1 Greetings (Manners of greetings )

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

use the Islamic greetings in their daily lives to inculcate the spirit of love
identify Islamic etiquettes on greetings to inculcate the culture of greeting in Islam
appreciate the use of Islamic greetings to attain rewards

Key Inquiry Questions (KIQs)

What do you do when you meet your friend?
What is the Islamic way of greeting people?
Why should we use Islamic gretings?

Suggested Experiences

Learners recite the Islamic greetings
Learners are guided in pairs or small groups to listen to the manners of Islamic greetings from a Cd.
Learners in pairs , small groups or as a whole class practice Islamic greetings
Learners to read words of Islamic greetings displayed on a chart
Learners to salute and respond to greetings through role play
habit of greeting members of the society using the correct Islamic
greetings.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.2 6.1.2 Manners of eating

Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

recite the prescribed dua before eating, to seek the blessings of Allah and after eating to thank Allah.
practise Islamic manners of eating as per the teachings of the Prophet (S.A.W)
appreciate the use of Islamic manners of eating as an act of ibadah.

Key Inquiry Questions (KIQs)

Learners to be guided to view Islamic manners of eating through pictures or audio visual materials Learners to be guided to practice Islamic manners of eating (washing hands, Say Bismillah, use of right, eating what is before you and say Alhamdullillahi after eating) Learners to demonstrate manners of eating through role play?

Suggested Experiences

eating manners at home and in other Islamic gatherings

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.3 6.1.3 Islamic phrases

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

identify situations when the selected Islamic phrases are used
use the selected Islamic phrases correctly in their daily lives
appreciate the importance of using the selected Islamic phrases in their daily lives

Key Inquiry Questions (KIQs)

What do you say when someone helps you with a pen?
When do you use this Islamic phrase? , Ma sha Allah?
What do you say when you want to do something in future.?

Suggested Experiences

Engage the learners in pronouncing the selected phrases.
Learners in pairs, small groups or as a whole class practice Islamic phrases .(Jazakallah khayr, Ma sha llah Allah and In sha Allah)
Learners to read Islamic phrases projected on the wall.
Learners practice Islamic phrases through role play.
phrases while interacting with other members of the society

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.4 6.2 Relationship 6.2.1 Love for Allah

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

Identify the bounties of Allah in the immediate environment to enhance love for Allah.
Utilize the bounties of Allah appropriately to earn His blessings.
Appreciate the bounties of Allah as a sign of love to mankind.

Key Inquiry Questions (KIQs)

What are the bounties of Allah bestowed upon you?
Which creations of Allah are found around you?
How do you utilize Allah's bounties appropriately?
Why do you take care of Allah's creation?

Suggested Experiences

Learners are organized in pairs, small groups or class to name some favours of Allah on them
Learners carry out simple activities using their hands, legs and eyes to reflect on the bounties of the body parts.
Learners listen/sing qasida and recite poems on Allah's favours.
Learners draw and colour, trees, animals as part of creation of Allah from the immediate environment.
watering the trees at home.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.5 6.2.2 Love for parents

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

Outline ways on how to show love to their parents.
Demonstrate ways through which respect can be accorded to parents.
Appreciate the role of parents in their day to day life.

Key Inquiry Questions (KIQs)

Who do you stay with at home?
What do your parents/guardians do for you?
How do you show love to your parents?

Suggested Experiences

Learners name their parents/guardian
Organise the learners in pairs, small groups and as a class to discuss what the parents/guardians do for them.
Learners draw and colour pictures of a family.
Learners role play parents and children exchanging gifts
Learners recite dua for their parents.
Make dua for their parents

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.6 6.3 Environment School cleanliness

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

Outline ways of maintaining cleanliness in the school for healthy living.
Practice cleanliness of school compound and classroom to facilitate healthy learning.
Appreciate the importance of learning in a clean compound/environment as a Muslim

Key Inquiry Questions (KIQs)

What makes our school dirty?
Why should we keep our school compound clean?
When do we clean our classroom?
What items do we use to clean the school?

Suggested Experiences

Engage the learners in a discussion on how to clean the school.
Organise learners in small groups and as a class to clean their school compound and classroom.
Learners recite the Hadith on cleanliness. " Cleanliness is part of faith…."
Learners discuss the items used in cleaning the school compound and classroom.
home compound

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 7.0

7.0 ISLAMIC FESTIVALS

1 Sub-strand4 Lessons

7.1 7.1 Jum'ah

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

Name sunnah acts to be observed in
Perform the sunnah acts of jum'ah in order to attain preparation for Jum'ah prayers.rewards from Allah
Appreciate Jum'ah as the Eid of the week.

Key Inquiry Questions (KIQs)

Which day of the week is considered Eid for the Muslims?
What activities are done before and during the Jum'ah prayer?
How do you dress when going for Jum'ah prayers?
Who leads the Jum'ah prayers?

Suggested Experiences

Organize the learners in pairs, small groups or class to discuss activities done by Muslims before Jum'ah prayers.
Learners role play the activities of Jum'ah.
Learners draw and colour a mosque.
Learners watch a video of muslims performing Jum'ah prayer.
cleaning of the masjid.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 Islamic Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Islamic Religious Education.

Term 1 Scheme13 Weeks

1.0 QUR'AN
2.0 PILLARS OF IMAN
3.0 SIIRAH (Life of Prophet S.A.W)

View Term 1

Term 2 Scheme14 Weeks

3.0 SIIRAH (Life of Prophet S.A.W)
4.0 HADITH
5.0 DEVOTIONAL ACTS
6.0 MORAL TEACHINGS

View Term 2

Term 3 Scheme9 Weeks

6.0 MORAL TEACHINGS
7.0 ISLAMIC FESTIVALS

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub Literacy Activities Hub English Activities Hub Mathematics Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Christian Religious Education Hub Hindu Religious Activities Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 Islamic Religious Education?

The official KICD strands for Grade 1 Islamic Religious Education are: 1.0 QUR'AN, 2.0 PILLARS OF IMAN, 3.0 SIIRAH (Life of Prophet S.A.W), 4.0 HADITH, 5.0 DEVOTIONAL ACTS, 6.0 MORAL TEACHINGS, 7.0 ISLAMIC FESTIVALS. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 Islamic Religious Education?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 Islamic Religious Education schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 Islamic Religious Education?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.