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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 2 Islamic Religious Education 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 Islamic Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 Islamic Religious Education 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 Islamic Religious Education in Term 2.

Class / Grade
Grade 2
Pre-Primary Level
Learning Area
Islamic Religious Education
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 2 Islamic Religious Education Term 2 Scheme of Work Table

Week-by-week lesson 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
113.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Name the foster mother of the prophet (S.A.W).

1. Who took care of the prophet after the death of his mother?

- Learners to name the foster mother, (Halima As-Saadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Name the foster mother of the prophet (S.A.W).

1. Who took care of the prophet after the death of his mother?

- Learners to be engaged in the discussion on the childhood of the prophet

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

1. What was the name of the foster mother of the prophet?

- Learners to be engaged in the discussion on the childhood of the prophet

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

1. What was the name of the foster mother of the prophet?

- Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents.

1. What was the name of the foster mother of the prophet?

- 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.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
213.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- 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.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
313.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 SIIRAH (life of the prophet)3.1.1 Guardians of the prophet

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

a) Appreciate the role played by the prophet's guardians in the upbringing of the prophet (S.A.W).

1. What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W.?

- orphans and disabled in the neighbourhood.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
34.0 HADITH4.1 Hadith on swalah

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

a) Mention times of the five obligatory prayers .

1. Where do you go for prayers?

- Learners in groups, pairs, or individual recite the Hadith on swalah. ''The best deed is to perform swalah on time"

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
44.0 HADITH4.1 Hadith on swalah

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

a) Mention times of the five obligatory prayers .

1. What are the five daily prayers?

- 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.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
54.0 HADITH4.1 Hadith on swalah

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

a) Perform the five daily prayers on their prescribed time.

1. Which prayer is performed before breakfast?

- Learners are guided on the importance of praying on time.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 2 Islamic Religious Education Term 2 Strands and Sub-strands Breakdown

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

1
Strand 1.0

3.0 SIIRAH (life of the prophet)

1 Sub-strand8 Lessons in Term 2

1.1 3.1.1 Guardians of the prophet

8 Suggested LessonsTerm 2
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.?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

4.0 HADITH

3 Sub-strands11 Lessons in Term 2

2.1 4.1 Hadith on swalah

4 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 4.2 Hadith on Iman (Faith)

4 Suggested LessonsTerm 2
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.
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 4.3 Hadith on Love

3 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

5.0 DEVOTIONAL ACTS

1 Sub-strand8 Lessons in Term 2

3.1 5.1 Pillars of Islam 5.1.1 Swalah Wudhu Five daily prayers

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

6.0 MORAL TEACHINGS

2 Sub-strands12 Lessons in Term 2

4.1 6.1 Islamic etiquettes: 6.1.1 Manners of toileting 6.1.2 Dua for entering and leaving the toilet

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4.2 6.1.3 Dua before and after waking up.

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

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

Complete annual curriculum scope for Grade 2 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 the prophet)
Term 2Current
  • 3.0 SIIRAH (life of the prophet)
  • 4.0 HADITH
  • 5.0 DEVOTIONAL ACTS
  • 6.0 MORAL TEACHINGS
Term 3View Term 3 →
  • 6.0 MORAL TEACHINGS
  • 7. 0 ISLAMIC FESTIVALS

Other Grade 2 Schemes of Work for Term 2

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

Help & Answers

Frequently Asked Questions: Grade 2 Islamic Religious Education Term 2

What strands and sub-strands are covered in Grade 2 Islamic Religious Education Term 2?

In Term 2, Grade 2 Islamic Religious Education covers the following main strands: 3.0 SIIRAH (life of the prophet), 4.0 HADITH, 5.0 DEVOTIONAL ACTS, 6.0 MORAL TEACHINGS. 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 Islamic Religious Education 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 Islamic Religious Education 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.