2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

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

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Grade 3 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 3 Islamic Religious Education in Term 2.

Class / Grade: Grade 3
Learning Area: Islamic Religious Education
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 3 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 →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Read the selected Hadith for spiritual nourishment.	-	- 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…"	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Outline the teachings of the Hadith to strengthen one's consciousness of Allah(SWT)	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.	-	- Learners are guided to recite repeatedly the Hadith on Ihsaan individualy or in small groups to facilitate memorization.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.	-	- Learners are guided to recite repeatedly the Hadith on Ihsaan individualy or in small groups to facilitate memorization.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.	-	- Learners are guided to recite repeatedly the Hadith on Ihsaan individualy or in small groups to facilitate memorization.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.1 Hadith on:Ihsaan	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith in nurturing the piousness of a Muslim.	-	- Learners are guided to recite repeatedly the Hadith on Ihsaan individualy or in small groups to facilitate memorization.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Read the selected Hadith correctly.	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Apply the teachings of the Hadith in nurturing piety.	-	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith to inculcate the virtue.	-	- 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.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith to inculcate the virtue.	-	- Learners to tell a story on honesty.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith to inculcate the virtue.	-	- Learners to tell a story on honesty.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith to inculcate the virtue.	-	- Learners to tell a story on honesty.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.2 Hadith on:Honesty	By the end of the sub strand, the learner should be able to; a) Appreciate the teachings of the Hadith to inculcate the virtue.	-	- Learners to tell a story on honesty.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	4.0 HADITH (Traditions of the Prophet Muhammad S.A.W)	4.3 Hadith on: Respect	By the end of the sub strand, the learner should be able to; a) Recite the selected hadith correctly.	-	- 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'	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

Official KICD curriculum breakdown taught during Term 2 in Grade 3 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

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

5 Sub-strands18 Lessons in Term 2

1.1 4.1 Hadith on:Ihsaan

3 Suggested LessonsTerm 2

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.

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

1.2 4.2 Hadith on:Honesty

3 Suggested LessonsTerm 2

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.

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

1.3 4.3 Hadith on: Respect

3 Suggested LessonsTerm 2

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)

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

1.4 4.4 Hadith on: responsibility

3 Suggested LessonsTerm 2

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?

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

1.5 5.1Pillars of Islam Swalah /)

6 Suggested LessonsTerm 2

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

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

Strand 2.0

6.0 MORAL TEACHINGS

4 Sub-strands12 Lessons in Term 2

2.1 6.1 Islamic etiquettes 6.1.1Masjid

3 Suggested LessonsTerm 2

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

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

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

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

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

Teaching Resources

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

2.3 6.1.2 Sneezing

3 Suggested LessonsTerm 2

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?

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

2.4 6.1.3 Islamic phrases

5 Suggested LessonsTerm 2

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?

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

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

Complete annual curriculum scope for Grade 3 Islamic Religious Education showing the term-by-term distribution of all 6 strands.

Term 1View Term 1 →

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

Term 2Current

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

Term 3View Term 3 →

6.0 MORAL TEACHINGS
7.0 ISLAMIC FESTIVALS

Other Grade 3 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 3 Islamic Religious Education Term 2

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

In Term 2, Grade 3 Islamic Religious Education covers the following main strands: 4.0 HADITH (Traditions of the Prophet Muhammad S.A.W), 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 3 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 3 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.