2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 2 Hindu Religious Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 2 Hindu Religious Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 Hindu Religious Activities Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 2 Hindu Religious Activities in Term 2.

Class / Grade: Grade 2
Learning Area: Hindu Religious Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 2 Hindu Religious Activities Term 2 Scheme of Work Table

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

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70 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	4.0 Scriptures	4.1 Kalpasutra and Dhammapada	By the end of the sub strand, the learner should be able to; a) appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.	1. Why are scriptures important?	- Learner to be given the basic information about the Scriptures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 Scriptures	4.1 Kalpasutra and Dhammapada	By the end of the sub strand, the learner should be able to; a) appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.	1. Why are scriptures important?	- Learner to be given the basic information about the Scriptures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 Scriptures	4.1 Kalpasutra and Dhammapada	By the end of the sub strand, the learner should be able to; a) appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.	1. Why are scriptures important?	- Learner to be given the basic information about the Scriptures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Scriptures	4.1 Kalpasutra and Dhammapada	By the end of the sub strand, the learner should be able to; a) appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.	1. Why are scriptures important?	- Learner to be given the basic information about the Scriptures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Scriptures	4.1 Kalpasutra and Dhammapada	By the end of the sub strand, the learner should be able to; a) appreciate the importance of Kalpasutra and Dhammapada as holy Scriptures.	1. Why are scriptures important?	- Learner to be given the basic information about the Scriptures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) appreciate compilation of Sri Guru Granth Sahib ji for spiritual growth.	1. Which holy Scripture is the Living Guru Ji?	- Learner be taught about the compilation of Sri Guru Granth Sahib Ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) appreciate compilation of Sri Guru Granth Sahib ji for spiritual growth.	1. Which holy Scripture is the Living Guru Ji?	- Learner be taught about the compilation of Sri Guru Granth Sahib Ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 Scriptures	4.2Introduction to Sri Guru Granth Sahib Ji	By the end of the sub strand, the learner should be able to; a) understand the concept of installation of Sri Guru Granth Sahib ji as the Living Guru.	1. Which holy Scripture is the Living Guru Ji?	- Learner be familiarised with the first installation of Sri Guru Granth Sahib ji.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 Hindu Religious Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 2 Hindu Religious Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

4.0 Scriptures

3 Sub-strands11 Lessons in Term 2

1.1 4.1 Kalpasutra and Dhammapada

4 Suggested LessonsTerm 2

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?

Learning Experiences

Learner could be shown pictures of the Scriptures Kalpasutra Dhammapada.
Learner to be given the basic information about the Scriptures.

Teaching Resources

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

1.2 4.2Introduction to Sri Guru Granth Sahib Ji

4 Suggested LessonsTerm 2

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?

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

1.3 4.3 Handling of Scriptures

3 Suggested LessonsTerm 2

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?

Learning Experiences

The learner be guided on how to handle the scriptures through videos and visits to places of worship.

Teaching Resources

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

Strand 2.0

5.0 Yoga (Exercises for Good health)

2 Sub-strands10 Lessons in Term 2

2.1 5.1 Pranayam (Breathing exercises)

4 Suggested LessonsTerm 2

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?

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

2.2 5.2 Asanas (Body Postures)

6 Suggested LessonsTerm 2

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?

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

Strand 3.0

6.0 Sadachar

2 Sub-strands9 Lessons in Term 2

3.1 6.1 General Etiquette

3 Suggested LessonsTerm 2

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?

Learning Experiences

The learner be shown in groups on how to welcome visitors at home and school to practice Hospitality.

Teaching Resources

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

3.2 6.2 Sewa (selfless service)

6 Suggested LessonsTerm 2

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?

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

Grade 2 Hindu Religious Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 2 Hindu Religious Activities showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

1.0 Creation
3.0 Manifestations
4.0 Scriptures

Term 2Current

4.0 Scriptures
5.0 Yoga (Exercises for Good health)
6.0 Sadachar

Term 3View Term 3 →

6.0 Sadachar
7.0 Utsav (Festivals)

Other Grade 2 Schemes of Work for Term 2

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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 2 Hindu Religious Activities Term 2

What strands and sub-strands are covered in Grade 2 Hindu Religious Activities Term 2?

In Term 2, Grade 2 Hindu Religious Activities covers the following main strands: 4.0 Scriptures, 5.0 Yoga (Exercises for Good health), 6.0 Sadachar. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 2 Hindu Religious Activities in Term 2?

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 2 Hindu Religious Activities Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.