2026 KICD CBC Curriculum Design6 Strands · 17 Sub-strands75 Suggested Lessons

Grade 3 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 3 Islamic Religious Education. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 3 Islamic Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 3 Islamic Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 3
Major Strands: 6 Strands
Annual Lessons: 75 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 3 Islamic Religious Education 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 →

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 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Recite the selected surah correctly.	-	- Learners in class, groups, pairs, or individuals, read the selected surah	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Recite the selected surah correctly.	-	- Learners in class, groups, pairs, or individuals, read the selected surah	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Recite the selected surah correctly.	-	- Organize learners in class, groups, pairs, or as individuals, to read the selected Surah repeatedly for memorisation.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Memorize the selected surah for spiritual nourishment.	-	- Organize learners in class, groups, pairs, or as individuals, to read the selected Surah repeatedly for memorisation.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Memorize the selected surah for spiritual nourishment.	-	- Learners use electronic device to listen to recitations of the selected surah	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Memorize the selected surah for spiritual nourishment.	-	- Learners use electronic device to listen to recitations of the selected surah	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Use the selected surah in Swalah.	-	- Learners use flashcards and a pocket board to sort and arrange the verses of the selected Surah.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Use the selected surah in Swalah.	-	- Learners use flashcards and a pocket board to sort and arrange the verses of the selected Surah.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Use the selected surah in Swalah.	-	- Learners fill in the gaps to complete the Surah.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners fill in the gaps to complete the Surah.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners are guided on taking ablution before handling the Qur'an.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners are guided on taking ablution before handling the Qur'an.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners are guided on taking ablution before handling the Qur'an.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners are guided on taking ablution before handling the Qur'an.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 QUR'AN	1.1 Selected surah Masad Nasr Kafirun	By the end of the sub strand, the learner should be able to; a) Handle the Qur'an with respect as it is the word of Allah.	-	- Learners are guided on taking ablution before handling the Qur'an.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 3 Islamic Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 3 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 QUR'AN

1 Sub-strand12 Lessons

1.1 1.1 Selected surah Masad Nasr Kafirun

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.
Memorize the selected surah for spiritual nourishment.
Use the selected surah in Swalah.
Handle the Qur'an with respect as it is the word of Allah.

Suggested Experiences

Learners in class, groups, pairs, or individuals, read the selected surah
Organize learners in class, groups, pairs, or as individuals, to read the selected Surah repeatedly for memorisation.
Learners use electronic device to listen to recitations of the selected surah
Learners use flashcards and a pocket board to sort and arrange the verses of the selected Surah.
Learners fill in the gaps to complete the Surah.
Learners are guided on taking ablution before handling the Qur'an.

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 Believe in the Last Day 2.2 Believe in His power (Qadar)

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Mention names of the Last Day.
State the meaning of Qadar
Appreciate the importance of the Last Day by abiding to the teachings of Islam
Recognize the power of Allah over everything as a pillar of Iman

Suggested Experiences

Learners are guided on the names of the Last Day; Yaumul Qiyama, Yaumul Hisab, Yaumul Jazaa, Yaumul Baath.
Lead the learners to discuss events of the Last Day, ressurection, Judgement, reward or punishment.
Learners are guided on the meaning of Qadar; - Belief that Allah knows all things. - Belief that Allah has written everything in Lauhul Mahfudh. - Belief that whatever happens only happens by the will of Allah. - Belief that all things that happen are created by Allah.
Learners observe Allah's creation in the environment so as to appreciate the powers of Allah

Teaching Resources

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

Strand 3.0

3.0 SIIRAH (life of the prophet) (S.A.W)

1 Sub-strand9 Lessons

3.1 3.1 Early life of the prophet (S.A.W)

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

Mention the activities that were carried out by the prophet (S.A.W)during the early stages of his life.
Identify qualities of the Prophet (S.A.W) that can be learnt from his early life.
Appreciate the the importance of the qualities of the Prophet (S.A.W) in shaping the life of a muslim.

Key Inquiry Questions (KIQs)

What did the Prophet do during his early life?
Who travelled with the Prophet S.A.W to Syria?

Suggested Experiences

The learners are guided to mention activities that were carried ou by the prophet in his early life; shephered, merchant.
Organize the learners to listen to a narration of the story of the prophet's journey with his uncle to Syria for trade.
Learners are guided to list the qualities of the prophet derived from his early life; hardworking, trustworthy, humble, obedient, patient.

Teaching Resources

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

Strand 4.0

4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)

5 Sub-strands18 Lessons

4.1 4.1 Hadith on:Ihsaan

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Read the selected Hadith for spiritual nourishment.
Outline the teachings of the Hadith to strengthen one's consciousness of Allah(SWT)
Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.

Suggested Experiences

Learners are guided to read the selected Hadith, "…..To worship Allah as if you see Him for if you don't see Him He sees you…"
Learners listen to a story depicting ihsan and Allah's attribute, The All seeing "Al basiir"
Learners in class, groups, or pairs, give experiences where they have practiced Ihsaan
Organize learners in class, groups, or pairs, to discuss the importance of Ihsaan in their daily lives.
Learners are guided to recite repeatedly the Hadith on Ihsaan individualy or in small groups to facilitate memorization.

Teaching Resources

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

4.2 4.2 Hadith on:Honesty

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Read the selected Hadith correctly.
Apply the teachings of the Hadith in nurturing piety.
Appreciate the teachings of the Hadith to inculcate the virtue.

Suggested Experiences

Learners are guided to read the selected Hadith, 'Speak the truth even if it is bitter'
Learners listen to a story on the virtue of honesty
Learners are guided through problems on issues related to honesty and provide solutions to the problems.
Organize learners in class, groups, or pairs, to discuss the importance of honesty
Learners read hadith on honesty displayed /written on the board for practice
Learners to sing qaswida(songs) on honesty
Learners to tell a story on honesty.

Teaching Resources

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

4.3 4.3 Hadith on: Respect

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the selected hadith correctly.
Outline ways of showing respect to the elders as per the teachings of the Hadith
Appreciate the importance of the virtue of respect as a way of abiding by the teachings of Hadith of the Prophet (S.A.W)

Suggested Experiences

Learners in class, groups, pairs, or individuals, recite Hadith on respect 'He is not among us he who does not show mercy to our young ones and does not respect the elders'
Organize learners in class, groups, or pairs, to give situations when they accord respect to elders.
Learners read repeatedly the hadith on respect displayed /written on the board for memorisation
Learners listen to stories about the consequences of disobeying elders.

Teaching Resources

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

4.4 4.4 Hadith on: responsibility

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the selected Hadith correctly.
Identify responsible ways of taking care of the facilities in school.
Appreciate the teachings of the selected Hadith in nurturing a responsible person

Key Inquiry Questions (KIQs)

What is responsibility?
How can you be responsible in school?
Why should you be responsible?

Suggested Experiences

Learners in groups, pairs, or individuals, recite the Hadith on responsibility "Every one of you is a shepherded and is responsible for his flock"
Learners listen to a story about the virtue of resposbility.
Organize learners in class, groups, or pairs, to discuss the importance of being responsible
Learners read the hadith on responsibility displayed /written on the board for practice.
Learners listen to a talk on responsibility given by a resource person such as an Imam.

Teaching Resources

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

4.5 5.1Pillars of Islam Swalah /)

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Name the five daily prayers performed by Muslims as a pillar of Islam.
Demonstrate the correct postures for validity of Swalah
Appreciate swalah as a form of thanking Allah

Suggested Experiences

Learners name the five pillars of Islam.
Learners are guided in naming the five daily prayers.
Learners watch a video of a congregational prayer.
Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa)
Learners match, draw or colour different types of clothes worn by male and female during the prayers
Learners role play the different postures of Swalah.
Visit a Masjid to observe people praying.
siblings.

Teaching Resources

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

Strand 5.0

6.0 MORAL TEACHINGS

8 Sub-strands24 Lessons

5.1 6.1 Islamic etiquettes 6.1.1Masjid

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

State the manners of entering and leaving the mosque as a sign of respect for the Masjid
Use appropriate manners and dua (supplication)when entering and leaving the Masjid to receive blessings from Allah
Appreciate the use of appropriate Islamic manners and dua when entering and leaving the masjid as an act of ibadah

Suggested Experiences

Learners are guided on the importance of a mosque in the life of a muslim.
Learners watch a video of the different parts of the mosque; mihrab mimbar, praying hall, dome.
Learners are guided on manners of entering and leaving the Masjid, ( reciting the dua for entering the mosque (Allahumma ftah ly abwaba rahmatik), entering on your right foot first, observe silence while in the mosque, leave the mosque on your left foot first, recite the dua for leaving the mosque, ( Allahumma inna nas aluka min fadhlik).
Organise the learners pairs, small groups or as individuals to practise Islamic manners of entering and leaving the Masjid through role play
Learners recite dua for entering and leaving the Masjid in pairs or groups
Learners to visit a Masjid for practice.

Teaching Resources

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

5.2 Core-Competencies to be developed: Communication and collaboration Citizenship Self efficacy

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Core-Competencies to be developed: Communication and collaboration Citizenship Self efficacy.

Teaching Resources

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

5.3 6.1.2 Sneezing

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

Name the manners to be observed by muslims in the event one sneezes
Apply the manners of sneezing in day to day life to promote good personal hygiene.
Recite the appropriate dua related to sneezing as per the teachings of the prophet (SAW).
Appreciate the virtue of praying for one another to seek Allah's mercy

Key Inquiry Questions (KIQs)

What do you do when sneezing?
What do you say after sneezing?
What do you say when someone sneezes?

Suggested Experiences

Learners are guided to recite the the Dua said when someone sneezes, " Alhamdulillah"
Learners in groups or as a class are guided on how to respond to the Dua for sneezing, (Yarhamukallah)"
Learners are guided on what to say after the second Dua for sneezing, " yahdikumullah wa Yuslih balakum."
Learners role play the manners of sneezing.

Teaching Resources

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

5.4 6.1.3 Islamic phrases

Term 2 Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

Read the selected Islamic phrases correctly to build reliance on Allah

Key Inquiry Questions (KIQs)

When do you say Hasbunallah wa ni'imal wakil?
When do you say La haula wa La?

Suggested Experiences

Learners are organised in pairs, small groups and as a class, to recite the selected Islamic phrases, (Hasbunallah wa ni'imal wakil) (La haula wa La Quwwata

Teaching Resources

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

5.5 6.2.Relationship 6.2.1 care and dua for the sick

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

Recite the dua to comfort the sick and seek Allah's help for recovery
Identify ways of showing care for the sick to enhance the spirit of brotherhood
Appreciate the importance of visiting the sick as per the Islamic teachings

Suggested Experiences

Learners are guided to recite the Dua for the Sick. La ba'asa alaika tuhurun inshallah.
Learners are guided on the ways of showing care for the sick, Visit them pray for them assist them.
Learners to role play ways of helping the sick
Learners to visit the sick.

Teaching Resources

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

5.6 6.2.2 places of worship

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

Name the places of worship to acknowledge religious diversity
Identify the symbols for the differentiate places of worship.
Respect the other places of worship to enhance peaceful co- existence.

Key Inquiry Questions (KIQs)

Learners identify different places of worship Learners are guided to identify the symbols of the different places of worship. Learners are guided to mention the different religious groups that use the Mosque, church and the temple. Learners to draw and colour a places of worship.?

Suggested Experiences

Visit the neighbouring places of worship and learn more about places of
worship

Teaching Resources

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

5.7 6.3 Environment 6.3.1 cleanliness of the environment

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

State the importance of living in a clean environment as stated in Islamic teachings
Identify the activities that can be carried out to keep the environment clean.
Appreciate the importance of cleanliness within the neighbourhood for healthy living

Key Inquiry Questions (KIQs)

Learners in pairs, small groups and as a class, clean their school and neighbourhood. Learners identify the items needed in cleaning Learners draw and colour items used in cleaning. Learners are guided on the importance of keeping the environment clean?

Suggested Experiences

Non-Formal Activity to support learning: Discuss with their siblings
and parents to learn more about the importance of living in a clean
environment.

Teaching Resources

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

5.8 6.3.2 care for plants

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

mention plants that are found in their locality for conservation
identify ways of caring for the plants as per the teachings of Islam
Appreciate the need to care for plants in their immediate environment to earn thawab

Suggested Experiences

Learners to observe plants in their immediate environment
Learners to name some plants in the locality
Learners draw and colour some plants within their school environment
Learners are guided on ways of conserving the environment like planting trees, watering, fencing among others.

Teaching Resources

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

Strand 6.0

7.0 ISLAMIC FESTIVALS

1 Sub-strand6 Lessons

6.1 7.1 Eid

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Name the Islamic Months where the two major Eids fall.
Identify the two Eid festivals in the Islamic calendar.
Appreciate the Eid celebrations as a way of enhancing brotherhood and unity.

Key Inquiry Questions (KIQs)

Learners are guided to name the Islamic months when Eid is celebrated, Shawwal ans Dhulhijja. Learners discuss the activities that take place during the Eid celebrations Learners to narrate the activities that take place before and during the Eid festival Learners recite the takbir for Eid to glorify Allah. Learners are guided and encouraged to exchange gift during Eid.?

Suggested Experiences

Participate in Eid prayers and celebration to learn more about the Eid
activities.

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 3 Islamic Religious Education.

Term 1 Scheme13 Weeks

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

View Term 1

Term 2 Scheme14 Weeks

4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)
6.0 MORAL TEACHINGS

View Term 2

Term 3 Scheme9 Weeks

6.0 MORAL TEACHINGS
7.0 ISLAMIC FESTIVALS

View Term 3

Other Grade 3 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 3.

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 2 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 3 Islamic Religious Education?

The official KICD strands for Grade 3 Islamic Religious Education are: 1.0 QUR'AN, 2.0 PILLARS OF IMAN, 3.0 SIIRAH (life of the prophet) (S.A.W), 4.0 HADITH (Traditions of the Prophet Muhammad S.A.W), 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 3 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 3 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 3 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.