2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 1 Islamic Religious Education Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Islamic Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Islamic Religious Education Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 Islamic Religious Education in Term 3.

Class / Grade: Grade 1
Learning Area: Islamic Religious Education
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 1 Islamic Religious Education Term 3 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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45 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	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) identify situations when the selected Islamic phrases are used	1. What do you say when someone helps you with a pen?	- Engage the learners in pronouncing the selected phrases.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) identify situations when the selected Islamic phrases are used	1. What do you say when someone helps you with a pen?	- Learners in pairs, small groups or as a whole class practice Islamic phrases .(Jazakallah khayr, Ma sha llah Allah and In sha Allah)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) use the selected Islamic phrases correctly in their daily lives	1. When do you use this Islamic phrase? , Ma sha Allah?	- Learners to read Islamic phrases projected on the wall.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) appreciate the importance of using the selected Islamic phrases in their daily lives	1. What do you say when you want to do something in future.?	- Learners practice Islamic phrases through role play. - phrases while interacting with other members of the society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) appreciate the importance of using the selected Islamic phrases in their daily lives	1. What do you say when you want to do something in future.?	- phrases while interacting with other members of the society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) appreciate the importance of using the selected Islamic phrases in their daily lives	1. What do you say when you want to do something in future.?	- phrases while interacting with other members of the society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) appreciate the importance of using the selected Islamic phrases in their daily lives	1. What do you say when you want to do something in future.?	- phrases while interacting with other members of the society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.1.3 Islamic phrases	By the end of the sub strand, the learner should be able to; a) appreciate the importance of using the selected Islamic phrases in their daily lives	1. What do you say when you want to do something in future.?	- phrases while interacting with other members of the society	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Identify the bounties of Allah in the immediate environment to enhance love for Allah.	1. What are the bounties of Allah bestowed upon you?	- Learners are organized in pairs, small groups or class to name some favours of Allah on them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Identify the bounties of Allah in the immediate environment to enhance love for Allah.	1. Which creations of Allah are found around you?	- Learners carry out simple activities using their hands, legs and eyes to reflect on the bounties of the body parts.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Utilize the bounties of Allah appropriately to earn His blessings.	1. How do you utilize Allah's bounties appropriately?	- Learners listen/sing qasida and recite poems on Allah's favours.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Appreciate the bounties of Allah as a sign of love to mankind.	1. Why do you take care of Allah's creation?	- Learners draw and colour, trees, animals as part of creation of Allah from the immediate environment. - watering the trees at home.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Appreciate the bounties of Allah as a sign of love to mankind.	1. Why do you take care of Allah's creation?	- watering the trees at home.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Appreciate the bounties of Allah as a sign of love to mankind.	1. Why do you take care of Allah's creation?	- watering the trees at home.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.2 Relationship 6.2.1 Love for Allah	By the end of the sub strand, the learner should be able to; a) Appreciate the bounties of Allah as a sign of love to mankind.	1. Why do you take care of Allah's creation?	- watering the trees at home.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 1 Islamic Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 1 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

6.0 MORAL TEACHINGS

4 Sub-strands15 Lessons in Term 3

1.1 6.1.3 Islamic phrases

4 Suggested LessonsTerm 3

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.?

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

1.2 6.2 Relationship 6.2.1 Love for Allah

4 Suggested LessonsTerm 3

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?

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

1.3 6.2.2 Love for parents

3 Suggested LessonsTerm 3

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?

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

1.4 6.3 Environment School cleanliness

4 Suggested LessonsTerm 3

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?

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

Strand 2.0

7.0 ISLAMIC FESTIVALS

1 Sub-strand4 Lessons in Term 3

2.1 7.1 Jum'ah

4 Suggested LessonsTerm 3

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?

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

Grade 1 Islamic Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 Islamic Religious Education showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

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

Term 2View Term 2 →

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

Term 3Current

6.0 MORAL TEACHINGS
7.0 ISLAMIC FESTIVALS

Other Grade 1 Schemes of Work for Term 3

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

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Explore Schemes for Other CBC Grades

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

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Curriculum Compliance & Official Accreditation

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

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

Help & Answers

Frequently Asked Questions: Grade 1 Islamic Religious Education Term 3

What strands and sub-strands are covered in Grade 1 Islamic Religious Education Term 3?

In Term 3, Grade 1 Islamic Religious Education covers the following main strands: 6.0 MORAL TEACHINGS, 7.0 ISLAMIC FESTIVALS. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 1 Islamic Religious Education in Term 3?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 1 Islamic Religious Education Term 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.