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

Grade 2 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 2 Islamic Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 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 2 Islamic Religious Education in Term 3.

Class / Grade: Grade 2
Learning Area: Islamic Religious Education
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 2 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 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Memorise the dua said before sleeping and after waking up.	1. What do you say after waking up?	- Learners in pairs, small groups or as a class, recite the dua for waking up; ( Alhamdulillah alladhy ahyana baada ma amatana wa ilaihi nnushur)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.1.3 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Memorise the dua said before sleeping and after waking up.	1. What do you say after waking up?	- Learners repeatedly recite the Duas to help in memorization.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.1.3 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Appreciate the recitation of the dua before sleeping for Allah's protection and dua after waking up to thank Him.	1. Why do you recite a dua before sleeping and after waking up?	- Learners complete the dua by picking words of the Dua from flashcards.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.1.3 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Appreciate the recitation of the dua before sleeping for Allah's protection and dua after waking up to thank Him.	1. Why do you recite a dua before sleeping and after waking up?	- siblings on manners and dua on sleeping and waking up	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.1.3 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Appreciate the recitation of the dua before sleeping for Allah's protection and dua after waking up to thank Him.	1. Why do you recite a dua before sleeping and after waking up?	- siblings on manners and dua on sleeping and waking up	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	6.0 MORAL TEACHINGS	6.1.3 Dua before and after waking up.	By the end of the sub strand, the learner should be able to; a) Appreciate the recitation of the dua before sleeping for Allah's protection and dua after waking up to thank Him.	1. Why do you recite a dua before sleeping and after waking up?	- siblings on manners and dua on sleeping and waking up	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Outline the obligations towards neighbours according to Islamic teachings.	-	- Learners in pairs, small groups or as a class, identify their neghbours in class.	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Identify ways through which love and care can be extended to neighbours.	-	- Learners in pairs, small groups or as a class, discuss their obligations towards their neighbours.	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Demonstrate love and care for the neighbours for harmonious co-existence.	-	- Learners listen to qasida (songs) and poems with themes on good relations with neighbours from an audio Cd.	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Appreciate the love and care for neighbours as an act of ibadah.	-	- Learners act short skits demonstrating good relations with neighbours. - Learners guided to role play on how to love and care for their neighbours.	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Appreciate the love and care for neighbours as an act of ibadah.	-	- Learners guided to role play on how to love and care for their neighbours.	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 and care for neighbours	By the end of the sub strand, the learner should be able to; a) Appreciate the love and care for neighbours as an act of ibadah.	-	- Learners guided to role play on how to love and care for their neighbours.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.2.2 Love and care for people with special needs	By the end of the sub strand, the learner should be able to; a) Outline the obligations towards people with special needs according to Islamic teachings.	-	- Learners in pairs, small groups or as a class, discuss their obligations towards people with special needs.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.2.2 Love and care for people with special needs	By the end of the sub strand, the learner should be able to; a) Identify ways through which love and care can be extended to 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.2.2 Love and care for people with special needs	By the end of the sub strand, the learner should be able to; a) Demonstrate love and care for people with special needs.	-	- Learners draw and colour wheel chair, crutches - Learners dramatise how to take care of people with special needs.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 Islamic Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 2 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-strands18 Lessons in Term 3

1.1 6.1.3 Dua before and after waking up.

6 Suggested LessonsTerm 3

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.

1.2 6.2 Relationship 6.2.1 Love and care for neighbours

4 Suggested LessonsTerm 3

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.

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

1.3 6.2.2 Love and care for people with special needs

3 Suggested LessonsTerm 3

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.

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

1.4 6.3 Environment 6.3.1 Care for domestic animals

5 Suggested LessonsTerm 3

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?

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

Strand 2.0

7. 0 ISLAMIC FESTIVALS

1 Sub-strand6 Lessons in Term 3

2.1 7.1 Milad un-Nabi 7.2 Aqiqah

6 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

3.0 SIIRAH (life of the prophet)
4.0 HADITH
5.0 DEVOTIONAL ACTS
6.0 MORAL TEACHINGS

Term 3Current

6.0 MORAL TEACHINGS
7. 0 ISLAMIC FESTIVALS

Other Grade 2 Schemes of Work for Term 3

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

Kiswahili Activities (Term 3)Literacy Activities (Term 3)English Activities (Term 3)Mathematics Activities (Term 3)Environmental Activities (Term 3)Hygiene and Nutrition Activities (Term 3)Christian Religious Education (Term 3)Hindu Religious Activities (Term 3)

Explore Schemes for Other CBC Grades

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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 Islamic Religious Education Term 3

What strands and sub-strands are covered in Grade 2 Islamic Religious Education Term 3?

In Term 3, Grade 2 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 2 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 2 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.