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

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

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Grade 3 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 3 Islamic Religious Education in Term 3.

Class / Grade: Grade 3
Learning Area: Islamic Religious Education
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 3 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 Islamic phrases	By the end of the sub strand, the learner should be able to; a) Read the selected Islamic phrases correctly to build reliance on Allah	1. When do you say La haula wa La?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.2.Relationship 6.2.1 care and dua for the sick	By the end of the sub strand, the learner should be able to; a) Recite the dua to comfort the sick and seek Allah's help for recovery	-	- Learners are guided to recite the Dua for the Sick. La ba'asa alaika tuhurun inshallah.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.2.Relationship 6.2.1 care and dua for the sick	By the end of the sub strand, the learner should be able to; a) Identify ways of showing care for the sick to enhance the spirit of brotherhood	-	- Learners are guided on the ways of showing care for the sick, Visit them pray for them assist them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.2.Relationship 6.2.1 care and dua for the sick	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of visiting the sick as per the Islamic teachings	-	- Learners to role play ways of helping the sick - Learners to visit the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.2.Relationship 6.2.1 care and dua for the sick	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of visiting the sick as per the Islamic teachings	-	- Learners to visit the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	6.0 MORAL TEACHINGS	6.2.Relationship 6.2.1 care and dua for the sick	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of visiting the sick as per the Islamic teachings	-	- Learners to visit the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Name the places of worship to acknowledge religious diversity	1. 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.?	- Visit the neighbouring places of worship and learn more about places of	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Identify the symbols for the differentiate places of worship.	1. 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.?	- Visit the neighbouring places of worship and learn more about places of	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Respect the other places of worship to enhance peaceful co- existence.	1. 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.?	- worship	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Respect the other places of worship to enhance peaceful co- existence.	1. 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.?	- worship	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Respect the other places of worship to enhance peaceful co- existence.	1. 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.?	- worship	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	6.0 MORAL TEACHINGS	6.2.2 places of worship	By the end of the sub strand, the learner should be able to; a) Respect the other places of worship to enhance peaceful co- existence.	1. 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.?	- worship	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	6.0 MORAL TEACHINGS	6.3 Environment 6.3.1 cleanliness of the environment	By the end of the sub strand, the learner should be able to; a) State the importance of living in a clean environment as stated in Islamic teachings	1. 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?	- Non-Formal Activity to support learning: Discuss with their siblings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	6.0 MORAL TEACHINGS	6.3 Environment 6.3.1 cleanliness of the environment	By the end of the sub strand, the learner should be able to; a) Identify the activities that can be carried out to keep the environment clean.	1. 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?	- and parents to learn more about the importance of living in a clean	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	6.0 MORAL TEACHINGS	6.3 Environment 6.3.1 cleanliness of the environment	By the end of the sub strand, the learner should be able to; a) Appreciate the importance of cleanliness within the neighbourhood for healthy living	1. 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?	- environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

Official KICD curriculum breakdown taught during Term 3 in Grade 3 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

5 Sub-strands17 Lessons in Term 3

1.1 6.1.3 Islamic phrases

5 Suggested LessonsTerm 3

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.

1.2 6.2.Relationship 6.2.1 care and dua for the sick

3 Suggested LessonsTerm 3

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

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

1.3 6.2.2 places of worship

3 Suggested LessonsTerm 3

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.?

Learning Experiences

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

Teaching Resources

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

1.4 6.3 Environment 6.3.1 cleanliness of the environment

3 Suggested LessonsTerm 3

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?

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

1.5 6.3.2 care for plants

3 Suggested LessonsTerm 3

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

Learning 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 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 Eid

6 Suggested LessonsTerm 3

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.?

Learning Experiences

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

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 2View Term 2 →

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

Term 3Current

6.0 MORAL TEACHINGS
7.0 ISLAMIC FESTIVALS

Other Grade 3 Schemes of Work for Term 3

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

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

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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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 3

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

In Term 3, Grade 3 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 3 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 3 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.