2026 KICD CBC Curriculum Design7 Strands · 14 Sub-strands87 Suggested Lessons

Grade 2 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 2 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 2 Islamic Religious Education Curriculum Facts

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

Class / Level: Grade 2
Major Strands: 7 Strands
Annual Lessons: 87 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 Islamic Religious Education Term 1 Scheme Table

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

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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	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) read arabic alphabet with vowels in readiness for reading the Qur'an	-	- Learners read simple Arabic words from flash cards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) read arabic alphabet with vowels in readiness for reading the Qur'an	-	- Learners read simple Arabic words from flash cards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) read arabic alphabet with vowels in readiness for reading the Qur'an	-	- Learners read simple Arabic words from flash cards	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) read arabic alphabet with vowels in readiness for reading the Qur'an	-	- Learners listen to Arabic sounds from a Cd / resource person/teacher.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) pronounce Arabic sounds in simple Arabic words	-	- Learners listen to Arabic sounds from a Cd / resource person/teacher.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) pronounce Arabic sounds in simple Arabic words	-	- Learners listen to Arabic sounds from a Cd / resource person/teacher.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) pronounce Arabic sounds in simple Arabic words	-	- Learners in pairs or groups, pick simple Arabic words from the selected surah and read them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) pronounce Arabic sounds in simple Arabic words	-	- Learners in pairs or groups, pick simple Arabic words from the selected surah and read them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups, pick simple Arabic words from the selected surah and read them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Arabic alphabet	By the end of the sub strand, the learner should be able to; a) appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.	-	- Learners in pairs or groups sort and group words written on flash cards and pronounce them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 2 Islamic Religious Education Strands and Sub-strands (Full Curriculum)

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

Strand 1.0

1.0 QUR'AN

2 Sub-strands24 Lessons

1.1 1.1 Arabic alphabet

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

read arabic alphabet with vowels in readiness for reading the Qur'an
pronounce Arabic sounds in simple Arabic words
appreciate the importance of correct pronunciation of the four letter words for proper recitation of the Qur'an.

Suggested Experiences

Learners read simple Arabic words from flash cards
Learners listen to Arabic sounds from a Cd / resource person/teacher.
Learners in pairs or groups, pick simple Arabic words from the selected surah and read them.
Learners in pairs or groups sort and group words written on flash cards and pronounce them.

Teaching Resources

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

1.2 1.2 Selected Surah Al-Falaq Al-Ikhlas

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

recite the selected surah correctly.
Use the selected surah in swalah.
Appreciate the significance of Qur'an recitation for spiritual nourishment.

Suggested Experiences

Learners as a class, groups, pairs, or individuals read the selected Surah
Learners form groups to use cards to fill gaps to complete verses in the selected Surah.
Learners sort and arrange the verses of the selected surah from pocket boards.
Learners role play a congregation prayer while reciting the selected Surah.

Teaching Resources

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

Strand 2.0

2.0 PILLARS OF IMAN

1 Sub-strand6 Lessons

2.1 2.1 Belief in His Books 2.2 Belief in His Prophets

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

name the four revealed scriptures from Allah and the prophets on whom they were revealed
identify the reasons why the prophets were sent by Allah to mankind
appreciate the Prophets and the holy Books as sources of guidance to mankind.

Key Inquiry Questions (KIQs)

How many books were revealed by Allah to mankind?
What is the name of the Book revealed to Prophet Muhammad S.A.W.?
Why did Allah send books and prophets to mankind?

Suggested Experiences

Learners identify the holy Qur'an from assorted books.
Learners sing qasida or recite poems on the Pillars of Iman.
Learners pick the names of the Prophets who were given divine books from a Pocket Board or flashcards.
Learners in groups match the Books and the Prophets to whom they were revealed.
Learners draw and colour the holy Qur'an.
Learners name some prophets.
revelation of Qur'an and other books with siblings at home

Teaching Resources

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

Strand 3.0

3.0 SIIRAH (life of the prophet)

1 Sub-strand8 Lessons

3.1 3.1.1 Guardians of the prophet

Term 1 Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

Name the foster mother of the prophet (S.A.W).
Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.
Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

Key Inquiry Questions (KIQs)

Who took care of the prophet after the death of his mother?
What was the name of the foster mother of the prophet?
What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

Suggested Experiences

Learners to name the foster mother, (Halima As-Saadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W).
Learners to be engaged in the discussion on the childhood of the prophet
Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya.
Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd.
orphans and disabled in the neighbourhood.

Teaching Resources

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

Strand 4.0

4.0 HADITH

3 Sub-strands11 Lessons

4.1 4.1 Hadith on swalah

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

Mention times of the five obligatory prayers .
Perform the five daily prayers on their prescribed time.
Appreciate the importance of performing the five daily prayers on time to earn rewards from Allah.

Key Inquiry Questions (KIQs)

Where do you go for prayers?
What are the five daily prayers?
Which prayer is performed before breakfast?
Which prayer is performed during lunch time?

Suggested Experiences

Learners in groups, pairs, or individual recite the Hadith on swalah. ''The best deed is to perform swalah on time"
Learners to read the Hadith on swalah displayed on a chart/screen.
Learners to complete the Hadith by picking and arranging words from a pocket board or drag and drop using ICT.
Learners are guided on the importance of praying on time.
in Jama'a prayers.
observation

Teaching Resources

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

4.2 4.2 Hadith on Iman (Faith)

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

Memorize the selected Hadith for spiritual nourishment.
Outline ways through which a muslim can show generosity to his neighbor.
Appreciate the virtue of generosity as a means of social cohesion.

Suggested Experiences

Learners as a class, groups, pairs, or individuals, recite the selected Hadith; ''Let him who believes in Allah and the Last Day be generous to his neighbour"
Learners in groups or pairs, to sort and arrange flashcards with words from the pocket board / drag and drop words using ICT to complete the Hadith.
Learners to read repeatedly the Hadith on neighbours displayed on a chart to help in memorization.
Learners in groups or pairs mention things Muslim should do to show generousity to neighbours.
Learners share learning items to enhance generousity amongst them.

Teaching Resources

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

4.3 4.3 Hadith on Love

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

memorize the selected Hadith to enhance the virtue of love
outline ways through which a muslim can show love to others.
appreciate the virtue of love as a way of promoting brotherhood.

Key Inquiry Questions (KIQs)

How do you show love to your friends?
Whom do you share with your food?
What do you share in class?

Suggested Experiences

Learners as a class, groups, pairs, or individuals, recite the Hadith on love ''None of you can be a true believer unless he loves for his brother what he loves for himself'
Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards.
Learners to read repeatedly the Hadith on love displayed on a chart to help in memorization.
Learners in groups or pairs mention things Muslim should do to promote the spirit of love.
Learners guided to share learning materials to enhance love for each other.
sadaqah.

Teaching Resources

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

Strand 5.0

5.0 DEVOTIONAL ACTS

1 Sub-strand8 Lessons

5.1 5.1 Pillars of Islam 5.1.1 Swalah Wudhu Five daily prayers

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

Perform Wudhu systematically as a prerequisite for performance of prayers.
Name the five daily prayers.
Appreciate Wudhu as a purification requirement before performing swalah.

Key Inquiry Questions (KIQs)

What do you do before you pray.?
Which body parts are washed during wudhu?
Which are the five daily prayers?

Suggested Experiences

Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet)
Organize learners to watch a video/clip showing the correct steps in the performance of Wudhu.
Learners to perform Wudhu practically and in order.
Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims
Learners mention the five daily prayers
Learners through ICT drag and drop the fardh prayers in sequence.

Teaching Resources

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

Strand 6.0

6.0 MORAL TEACHINGS

5 Sub-strands24 Lessons

6.1 6.1 Islamic etiquettes: 6.1.1 Manners of toileting 6.1.2 Dua for entering and leaving the toilet

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Outline the manners of entering and leaving the toilet as per the Islamic teachings.
Read the dua before entering and leaving the toilet as taught by the

Key Inquiry Questions (KIQs)

How do you enter and leave the toilet?
What do you say when entering the toilet?
What do you say when you leave the toilet?
What do you use?

Suggested Experiences

Learners are guided on the manners of entering the toilet ; Reading the Dua before entering ( Bismillah Audhu Billah minal khubuth wal khabaith), entering with the left foot first.
Learners are guided on the manners of leaving the toilet; leaving with the right foot first, reading the Dua for leaving (ghufranak)

Teaching Resources

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

6.2 6.1.3 Dua before and after waking up.

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Read the dua before sleeping and the dua after waking up as per the Sunnah.
Memorise the dua said before sleeping and after waking up.
Appreciate the recitation of the dua before sleeping for Allah's protection and dua after waking up to thank Him.

Key Inquiry Questions (KIQs)

What do you do before sleeping?
What do you say after waking up?
Why do you recite a dua before sleeping and after waking up?

Suggested Experiences

Learners recite in groups or individuals the Dua for sleeping; (Bismika Allahumma amut wa ahaya"
Learners in pairs, small groups or as a class, recite the dua for waking up; ( Alhamdulillah alladhy ahyana baada ma amatana wa ilaihi nnushur)
Learners repeatedly recite the Duas to help in memorization.
Learners complete the dua by picking words of the Dua from flashcards.
siblings on manners and dua on sleeping and waking up

Teaching Resources

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

6.3 6.2 Relationship 6.2.1 Love and care for neighbours

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

Outline the obligations towards neighbours according to Islamic teachings.
Identify ways through which love and care can be extended to neighbours.
Demonstrate love and care for the neighbours for harmonious co-existence.
Appreciate the love and care for neighbours as an act of ibadah.

Suggested Experiences

Learners in pairs, small groups or as a class, identify their neghbours in class.
Learners in pairs, small groups or as a class, discuss their obligations towards their neighbours.
Learners listen to qasida (songs) and poems with themes on good relations with neighbours from an audio Cd.
Learners act short skits demonstrating good relations with neighbours.
Learners guided to role play on how to love and care for their neighbours.

Teaching Resources

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

6.4 6.2.2 Love and care for people with special needs

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

Outline the obligations towards people with special needs according to Islamic teachings.
Identify ways through which love and care can be extended to people with special needs.
Demonstrate love and care for people with special needs.

Suggested Experiences

Learners in pairs, small groups or as a class, discuss their obligations towards people with special needs.
Learners are guided on how to help a blind person to cross the road.
Learners to be guided on how to interact with people with special needs to avoid stigmatization.
Learners draw and colour wheel chair, crutches
Learners dramatise how to take care of people with special needs.

Teaching Resources

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

6.5 6.3 Environment 6.3.1 Care for domestic animals

Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

Care for domestic animals in their environment according to the values of Islam.
Appreciate the domestic animals as part of creations of

Key Inquiry Questions (KIQs)

Which animals are found in your locality?
What are domestic animals?
How do you care for domestic animals?
What do we get?

Suggested Experiences

Learners in pairs , small groups and as a class name domestic animals in their locality
Learners draw and colour domestic animals from their locality.
Learners list the types of care accorded to animals; feeding, protection from harm, providing water, treating them when they fall sick.
Learners sing qasida (songs) and poems on care for domestic animals.
Learners name the products of domestic animals

Teaching Resources

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

Strand 7.0

7. 0 ISLAMIC FESTIVALS

1 Sub-strand6 Lessons

7.1 7.1 Milad un-Nabi 7.2 Aqiqah

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Outline the activities that take place during the Milad un-Nabi ceremony for remembrance of the Prophet (S.A.W)'s life.
mention the activities that take place during Aqiqah ceremony as taught by the Prophet

Key Inquiry Questions (KIQs)

When was the Prophet (S.A.W) born?
What do you do when you attend a milad un- Nabi celebration?
What are the activities carried out when a baby is born?
How many animals?

Suggested Experiences

Learners sing qaswidas in praise of the Prophet (S.A.W).
Learners are guided to name the attributes of the Prophet (S.A.W), AS sadiq, Al Amin
Learners to draw and colour the animals slaughtered during Aqiqah ceremony.
Learners are guided to mention

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

1.0 QUR'AN
2.0 PILLARS OF IMAN
3.0 SIIRAH (life of the prophet)

View Term 1

Term 2 Scheme14 Weeks

3.0 SIIRAH (life of the prophet)
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 2 Learning Areas & Schemes

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

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 1 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 2 Islamic Religious Education?

The official KICD strands for Grade 2 Islamic Religious Education are: 1.0 QUR'AN, 2.0 PILLARS OF IMAN, 3.0 SIIRAH (life of the prophet), 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 2 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 2 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 2 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.