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2026 KICD CBC Curriculum Design7 Strands · 12 Sub-strands63 Suggested Lessons

Grade 2 Hindu Religious Activities 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 2 Hindu Religious Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 2 Hindu Religious Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 2 Hindu Religious Activities under the Kenya CBC curriculum framework.

Class / Level
Grade 2
Pre-Primary Education
Major Strands
7 Strands
12 Sub-strands
Annual Lessons
63 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 2 Hindu Religious Activities 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 →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
111.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) name the people he/she interacts with at school

1. What is the location of your school?

- The learner be introduced to the school staff by the teacher and encouraged to show respect to them.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) report incidents to the authorities in school for attention

1. How do you relate to people in school?

- Learner be encouraged to respect themselves and others in the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
211.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Creation1.1 Myself

By the end of the sub strand, the learner should be able to;

a) appreciate everyone in school as God's creation

1. What will you do if something happens to you in school?

- Learner be encouraged to report any unpleasant incident by anybody within the school.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) acknowledge the Prithvi (earth) as Paramatma's given home for all creation

1. Where do insects live?

- The learner be guided to do projects that show the importance of Prithvi (earth).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) acknowledge the Prithvi (earth) as Paramatma's given home for all creation

1. Where do insects live?

- The learner be guided to do projects that show the importance of Prithvi (earth).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
311.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) identify plants, animals and insects as Paramatma's creation

1. Where do plants grow?

- The learner be encouraged to take care of the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) appreciate plants and animals on Earth as God's creation.

1. How can we take care of the environment?

- A resource person be invited to guide learners in recitation of prayers and explain the importance of prayers in worship

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) mention the specific morning prayers used for worship

1. Which prayer do you recite in the morning?

- A resource person be invited to guide learners in recitation of prayers and explain the importance of prayers in worship

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) recite the specific morning prayers of the four faiths for spiritual nourishment.

1. Which rituals do you observe at the places of worship?

- The learner be shown videos on Pratahkaal Sandhya Japji Sahib Samayik Om Meditation.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Creation1.2 Pancha Mahabhoot (Elements of Nature):

By the end of the sub strand, the learner should be able to;

a) recite the specific morning prayers of the four faiths for spiritual nourishment.

1. Which rituals do you observe at the places of worship?

- The learner be shown videos on Pratahkaal Sandhya Japji Sahib Samayik Om Meditation.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 2 Hindu Religious Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 2 Hindu Religious Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

1.0 Creation

2 Sub-strands9 Lessons

1.1 1.1 Myself

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • name the people he/she interacts with at school
  • report incidents to the authorities in school for attention
  • appreciate everyone in school as God's creation
Key Inquiry Questions (KIQs)
  • What is the location of your school?
  • How do you relate to people in school?
  • What will you do if something happens to you in school?
Suggested Experiences
  • The learner be introduced to the school staff by the teacher and encouraged to show respect to them.
  • Learner be encouraged to respect themselves and others in the school.
  • Learner be encouraged to report any unpleasant incident by anybody within the school.
Teaching Resources

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

1.2 1.2 Pancha Mahabhoot (Elements of Nature):

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • acknowledge the Prithvi (earth) as Paramatma's given home for all creation
  • identify plants, animals and insects as Paramatma's creation
  • appreciate plants and animals on Earth as God's creation.
  • mention the specific morning prayers used for worship
  • recite the specific morning prayers of the four faiths for spiritual nourishment.
Key Inquiry Questions (KIQs)
  • Where do insects live?
  • Where do plants grow?
  • How can we take care of the environment?
  • Which prayer do you recite in the morning?
  • Which rituals do you observe at the places of worship?
Suggested Experiences
  • The learner be guided to do projects that show the importance of Prithvi (earth).
  • The learner be encouraged to take care of the environment
  • A resource person be invited to guide learners in recitation of prayers and explain the importance of prayers in worship
  • The learner be shown videos on Pratahkaal Sandhya Japji Sahib Samayik Om Meditation.
Teaching Resources

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

2
Strand 2.0

2.0. Worship

0 Sub-strands0 Lessons
3
Strand 3.0

3.0 Manifestations

2 Sub-strands12 Lessons

3.1 3.1 Qualities of Enlightened Beings

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • strand, the learner should
  • be able to mention the
  • qualities of the Enlightened
  • beings for familiarization.
Key Inquiry Questions (KIQs)
  • Which names of the Enlightened beings do you know?
  • What are the qualities of an Enlightened Being?
Suggested Experiences
  • The learner be taught the qualities of Rishabhdev (First Tirthankar), Hanumaan ji, Guru Angad Dev ji (Second Guru), Lord Buddha through stories, audio-visual aids.
  • Learner be encouraged to share the knowledge in pairs/groups.
Teaching Resources

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

3.2 3.2 Qualities of Paramatma

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • mention the qualities of Paramatma for familiarization
  • appreciate the manifestation of Paramatma through His qualities.
Key Inquiry Questions (KIQs)
  • Who created the world?
  • Do you know who takes care of the world?
  • Who out of the three (Brahma, Vishnu, Shiva) is the liberator?
Suggested Experiences
  • The learner be told stories about Brahma(Creator),
  • Vishnu (Sustainer)
  • Shiva (Liberator)
  • The learner be shown pictures/ audio-visual aids that show the qualities of Paramatma
  • to get more knowledge on the qualities of the Enlightened Beings.
Teaching Resources

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

4
Strand 4.0

4.0 Scriptures

3 Sub-strands11 Lessons

4.1 4.1 Kalpasutra and Dhammapada

Term 1 Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • acknowledge Kalpasutra and Dhammapada as a source of divine knowledge
  • appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.
Key Inquiry Questions (KIQs)
  • What do you know about Kalpasutra and Dhammapada?
  • Why are scriptures important?
Suggested Experiences
  • Learner could be shown pictures of the Scriptures Kalpasutra Dhammapada.
  • Learner to be given the basic information about the Scriptures.
Teaching Resources

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

4.2 4.2Introduction to Sri Guru Granth Sahib Ji

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • appreciate compilation of Sri Guru Granth Sahib ji for spiritual growth.
  • understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.
Key Inquiry Questions (KIQs)
  • Which holy Scripture is the Living Guru Ji?
Suggested Experiences
  • Learner be taught about the compilation of Sri Guru Granth Sahib Ji.
  • Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.
Teaching Resources

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

4.3 4.3 Handling of Scriptures

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • handle the Scriptures appropriately as Holy books.
  • appreciate the importance of scriptures for strengthening faith.
Key Inquiry Questions (KIQs)
  • How are the holy books handled?
  • Who handles the Scriptures at the place of worship?
Suggested Experiences
  • The learner be guided on how to handle the scriptures through videos and visits to places of worship.
Teaching Resources

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

5
Strand 5.0

5.0 Yoga (Exercises for Good health)

2 Sub-strands10 Lessons

5.1 5.1 Pranayam (Breathing exercises)

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • demonstrate the correct posture of performing simple breathing exercises for physical wellbeing
  • practice exercises for physical development
  • appreciate pranayam as a way of coping with emotions
Key Inquiry Questions (KIQs)
  • Which breathing exercise do you perform?
  • How do you feel after performing the breathing exercises?
Suggested Experiences
  • Learner be shown age appropriate pranayams: Sheetali Pranayaam(cooling breath), Sheet kari Paranayaam (hissing breath) through audio-visual aids /charts/ Resource person/teacher.
  • Learners to be engaged in group activity to practice pranayam.
Teaching Resources

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

5.2 5.2 Asanas (Body Postures)

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • demonstrate simple body postures
  • practice simple asanas to improve physical health
  • develop self-control ( to sit quietly for few minutes) to promote good discipline
Key Inquiry Questions (KIQs)
  • What are asanas?
  • Do you exercise?
  • Why do you exercise?
Suggested Experiences
  • Learner to be shown videos/ pictures of people Practicing simple asanas: - Padahastasana (hand to foot pose) - Ashwa sanchala asan (equestrian pose) - Parvat aasan (Mountain pose)
  • Learners to be encouraged to practice simple asanas in appropriate attire in groups or pairs.
Teaching Resources

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

6
Strand 6.0

6.0 Sadachar

2 Sub-strands9 Lessons

6.1 6.1 General Etiquette

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • strand, the learner should be
  • able to recognise the words
  • of welcome and farewell as
  • a sign of good behaviour
Key Inquiry Questions (KIQs)
  • How do you welcome visitors at home/school?
  • Which are some of the words you can use for good behaviour?
Suggested Experiences
  • The learner be shown in groups on how to welcome visitors at home and school to practice Hospitality.
Teaching Resources

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

6.2 6.2 Sewa (selfless service)

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • demonstrate willingness to do community service for social welfare
  • appreciate the use of polite words while doing community service.
Key Inquiry Questions (KIQs)
  • What kind of Sewa do you do at your community centre?
Suggested Experiences
  • The learner be encouraged to collect litter lying in their immediate surrounding as an act of community service.
  • The learners be shown pictures/charts/ videos on hospitality/community service
  • The learner be encouraged to participate in charity walk as part of community service.
  • visit elderly and learn and practise hospitality in community
Teaching Resources

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

7
Strand 7.0

7.0 Utsav (Festivals)

1 Sub-strand12 Lessons

7.1 7.1 Religious Festivals

Term 312 Lessons
Specific Learning Outcomes (SLOs)

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

  • mention religious festival in celebrating Birthdays of Enlightened beings for community bonding
  • use appropriate greetings while interacting with people during festivals
  • appreciate festivals for their role in promoting peace and friendship
Key Inquiry Questions (KIQs)
  • When do you celebrate your birthday?
  • What do you do to celebrate your birthday?
  • Why do we celebrate Janamashtami?
Suggested Experiences
  • Learners to participate in the celebration of: Mahavir Jayanti, Ram Navmi, Janamashtami, Buddha Jayanti Prakash Utsav (Gurpurabs)
  • The learners be shown pictures / videos on the religious festivals
  • Learners to listen and sing appropriate Stavans, Shabads and bhajans in groups related to festivals
  • Learner to share and learn from each other about celebration of their festivals
Teaching Resources

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

Grade 2 Hindu Religious Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 2 Hindu Religious Activities.

Term 1 Scheme13 Weeks
  • 1.0 Creation
  • 3.0 Manifestations
  • 4.0 Scriptures
View Term 1
Term 2 Scheme14 Weeks
  • 4.0 Scriptures
  • 5.0 Yoga (Exercises for Good health)
  • 6.0 Sadachar
View Term 2
Term 3 Scheme9 Weeks
  • 6.0 Sadachar
  • 7.0 Utsav (Festivals)
View Term 3

Other Grade 2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 2.

Kiswahili Activities HubLiteracy Activities HubEnglish Activities HubMathematics Activities HubEnvironmental Activities HubHygiene and Nutrition Activities HubChristian Religious Education HubIslamic Religious Education Hub

Explore Schemes for Other CBC Classes

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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 2 Hindu Religious Activities?

The official KICD strands for Grade 2 Hindu Religious Activities are: 1.0 Creation, 2.0. Worship, 3.0 Manifestations, 4.0 Scriptures, 5.0 Yoga (Exercises for Good health), 6.0 Sadachar, 7.0 Utsav (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 2 Hindu Religious Activities?

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 2 Hindu Religious Activities 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 2 Hindu Religious Activities?

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.