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2026 KICD CBC Curriculum Design7 Strands · 19 Sub-strands110 Suggested Lessons

Grade 4 IRE 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 4 IRE. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 IRE Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 IRE under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
7 Strands
19 Sub-strands
Annual Lessons
110 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 IRE Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) recite the selected Surahs accurately with proper Makhraj and Tajweed

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) recite the selected Surahs accurately with proper Makhraj and Tajweed

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) recite the selected Surahs accurately with proper Makhraj and Tajweed

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) recite the selected Surahs accurately with proper Makhraj and Tajweed

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) recite the selected Surahs accurately with proper Makhraj and Tajweed

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) read the Arabic text of the selected Surahs fluently

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- practise reciting the Surahs verse by verse with peer feedback on pronunciation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) read the Arabic text of the selected Surahs fluently

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- practise reciting the Surahs verse by verse with peer feedback on pronunciation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) read the Arabic text of the selected Surahs fluently

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- practise reciting the Surahs verse by verse with peer feedback on pronunciation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) read the Arabic text of the selected Surahs fluently

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- practise reciting the Surahs verse by verse with peer feedback on pronunciation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) read the Arabic text of the selected Surahs fluently

1. Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?

- practise reciting the Surahs verse by verse with peer feedback on pronunciation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) explain the key themes and messages of the selected Surahs

1. What protection do Surah Al-Falaq and An-Naas provide?

- discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) explain the key themes and messages of the selected Surahs

1. What protection do Surah Al-Falaq and An-Naas provide?

- discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) explain the key themes and messages of the selected Surahs

1. What protection do Surah Al-Falaq and An-Naas provide?

- discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) explain the key themes and messages of the selected Surahs

1. What protection do Surah Al-Falaq and An-Naas provide?

- discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur'anSelected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

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

a) explain the key themes and messages of the selected Surahs

1. What protection do Surah Al-Falaq and An-Naas provide?

- discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 IRE Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 IRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Qur'an

1 Sub-strand20 Lessons

1.1 Selected Surahs: Al-Fatihah, An-Naas, Al-Falaq, Al-Ikhlas, Al-Masad, An-Nasr, Al-Kafirun

Term 120 Lessons
Specific Learning Outcomes (SLOs)

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

  • recite the selected Surahs accurately with proper Makhraj and Tajweed
  • read the Arabic text of the selected Surahs fluently
  • explain the key themes and messages of the selected Surahs
  • apply the teachings of the selected Surahs in daily prayers and life
Key Inquiry Questions (KIQs)
  • Why do Muslims recite Surah Al-Fatihah in every unit of prayer (Rak'ah)?
  • What protection do Surah Al-Falaq and An-Naas provide?
Suggested Experiences
  • listen to audio recordings of renowned Qaris reciting Surah Al-Fatihah and the Mu'awwidhatayn
  • practise reciting the Surahs verse by verse with peer feedback on pronunciation
  • discuss the main themes: Oneness of Allah (Tawheed in Al-Ikhlas), seeking refuge from evil (Al-Falaq and An-Naas)
  • recite the Surahs in daily obligatory (Fardh) and optional (Sunnah) prayers
Teaching Resources

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

2
Strand 2.0

Hadith

4 Sub-strands16 Lessons

2.1 Hadith on Prophet Muhammad as Model of Character

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • recite the Hadith highlighting the noble character of the Prophet (SAW)
  • explain how the Prophet demonstrated kindness, honesty and humility
  • emulate the moral character of the Prophet (SAW) in daily interactions
Key Inquiry Questions (KIQs)
  • How was the character of the Prophet Muhammad (SAW) described in the Hadith?
Suggested Experiences
  • read and memorize the Hadith: 'Indeed, I was sent to perfect good character'
  • discuss instances where the Prophet showed patience and forgiveness to those who mistreated him
  • commit to practising the Prophet's sunnah of greeting others with a smiling face
Teaching Resources

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

2.2 Hadith on Etiquette of Eating

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • recite the Hadith on table manners and eating etiquette
  • mention Bismillah before eating and Al-hamdulillah after finishing
  • eat using the right hand and take food from what is directly in front
Key Inquiry Questions (KIQs)
  • What manners should a Muslim observe when eating and drinking?
Suggested Experiences
  • memorize the Hadith: 'Mention the name of Allah, eat with your right hand, and eat from what is near you'
  • role-play hygienic dining practices: washing hands before meals and sitting upright while eating
  • recite the Dua for starting and ending a meal with classmates
Teaching Resources

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

2.3 Hadith on Brushing Teeth

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the importance of oral hygiene in Islam based on the Hadith
  • use the miswak or toothbrush properly before prayers and after meals
  • appreciate cleanliness as half of faith (Taharah)
Key Inquiry Questions (KIQs)
  • Why did the Prophet (SAW) emphasize the use of the Miswak?
Suggested Experiences
  • memorize the Hadith on the miswak: 'The miswak cleanses the mouth and pleases the Lord'
  • demonstrate proper teeth brushing technique using toothbrushes and miswak sticks
  • discuss the health and spiritual benefits of keeping the breath fresh and clean
Teaching Resources

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

2.4 Hadith on Physical Fitness

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • recite the Hadith on the strong believer being more beloved to Allah
  • participate in beneficial sports and physical activities
  • maintain physical fitness to perform acts of worship effectively
Key Inquiry Questions (KIQs)
  • Why does Islam encourage believers to maintain physical strength and health?
Suggested Experiences
  • memorize the Hadith: 'A strong believer is better and more beloved to Allah than a weak believer'
  • participate in running, swimming, football and traditional games with peers
  • discuss how regular exercise and healthy nutrition strengthen the body for worship
Teaching Resources

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

3
Strand 3.0

Pillars of Iman

3 Sub-strands18 Lessons

3.1 Attributes of Allah

Term 1 Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify selected Beautiful Names and Attributes of Allah (Asmaul Husna)
  • explain the meanings of Al-Khaliq, Ar-Rahman, Ar-Raheem and Al-Aleem
  • revere Allah for His power, mercy and boundless knowledge
Key Inquiry Questions (KIQs)
  • What do the Attributes of Allah teach us about our Creator?
Suggested Experiences
  • chant and memorize selected Beautiful Names of Allah with correct pronunciation
  • discuss how Allah's mercy is seen in rain, sunlight and family love
  • write the names of Allah in calligraphy and display them in the classroom
Teaching Resources

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

3.2 Belief in Angels

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the nature and creation of angels from light (Noor)
  • name four archangels and their duties (Jibril, Mika'il, Israfil, Malakul Mawt)
  • acknowledge the role of guardian and recording angels in our lives
Key Inquiry Questions (KIQs)
  • What duties were assigned by Allah to the angels?
Suggested Experiences
  • discuss the qualities of angels: they do not disobey Allah and constantly worship Him
  • match archangels with their primary duties (Jibril: revelation, Mika'il: rain and provision)
  • reflect on the presence of Kiraman Katibin (honourable recording angels) to encourage doing good deeds
Teaching Resources

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

3.3 Prophets Mentioned in the Qur'an

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • name the five prophets of strong resolve (Ulul Azm)
  • narrate key events in the lives of Prophet Nuh, Ibrahim, Musa, Isa and Muhammad (PBUT)
  • emulate the patience, courage and steadfastness of the prophets
Key Inquiry Questions (KIQs)
  • Why are the Ulul Azm prophets remembered for great perseverance?
Suggested Experiences
  • list the five Ulul Azm prophets: Nuh, Ibrahim, Musa, Isa and Muhammad (PBUT)
  • watch animation clips or read stories about Prophet Ibrahim's sacrifice and Prophet Musa's reliance on Allah
  • draw a timeline showing the chain of prophethood in Islam
Teaching Resources

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

4
Strand 4.0

Devotional Acts

4 Sub-strands24 Lessons

4.1 Twahara (Purity)

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • distinguish between physical dirt and ritual impurity (Najasah)
  • identify types of Najasah (light, medium and heavy)
  • demonstrate how to clean impurities according to Islamic law
Key Inquiry Questions (KIQs)
  • How does a Muslim cleanse themselves from different types of impurities?
Suggested Experiences
  • classify items as pure (Tahir) or impure (Najas) in group discussions
  • demonstrate washing contaminated clothes or containers using clean running water
  • discuss the importance of ritual purity before approaching prayer (Swalah)
Teaching Resources

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

4.2 Wudhu (Ablution)

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • list the obligatory steps (Fara'idh) and Sunnah acts of Wudhu
  • perform Wudhu correctly in the right sequential order without wasting water
  • recite the Dua after completing Wudhu
Key Inquiry Questions (KIQs)
  • What is the correct procedure of performing Wudhu?
Suggested Experiences
  • observe teacher demonstration of Wudhu step-by-step
  • practise performing Wudhu using a small cup or basin to conserve water
  • memorize the Shahadah prayer recited after completing ablution
Teaching Resources

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

4.3 Conditions for Swalah

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the conditions that must be met before starting prayer (Shuroot Swalah)
  • verify purity of body, clothes and place of prayer
  • ensure correct facing of the Qiblah and covering of the Awrah
Key Inquiry Questions (KIQs)
  • What conditions must be fulfilled for a prayer to be valid?
Suggested Experiences
  • enumerate the conditions of prayer: Islam, sanity, puberty, time of prayer, purity, covering Awrah and facing Qiblah
  • use a compass or observe the position of the sun to determine the Qiblah direction
  • inspect prayer mats and attire for cleanliness before praying
Teaching Resources

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

4.4 Pillars of Swalah

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • name the essential pillars (Arkan) of Swalah
  • perform the physical postures of Swalah (Takbir, Qiyam, Ruku', Sujud, Jalsah, Tashahhud)
  • appreciate Swalah as the second pillar of Islam and direct communication with Allah
Key Inquiry Questions (KIQs)
  • What are the mandatory pillars of Swalah?
Suggested Experiences
  • demonstrate each posture of prayer: Takbiratul Ihram, bowing (Ruku'), prostration (Sujud) with proper calmness (Tum'aninah)
  • practise reciting the Adhkar in Ruku' (Subhana Rabbiyal Azeem) and Sujud (Subhana Rabbiyal A'la)
  • perform a 2-rak'ah congregational prayer in school under teacher guidance
Teaching Resources

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

5
Strand 5.0

Akhlaq (Moral Values)

3 Sub-strands14 Lessons

5.1 Virtues in Islam: Kindness to Allah's Creatures

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain Islamic teachings on showing kindness to animals and nature
  • demonstrate care for domestic animals and birds
  • avoid cruelty and mistreatment of animals
Key Inquiry Questions (KIQs)
  • How does Islam teach us to treat animals and the environment?
Suggested Experiences
  • read the Hadith about the woman forgiven for giving water to a thirsty dog
  • provide water and food containers for birds and domestic animals at home
  • discuss environmental stewardship: not cutting trees unnecessarily and not wasting water
Teaching Resources

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

5.2 Prohibitions in Islam: Evils of Begging

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain why Islam discourages unnecessary begging and laziness
  • appreciate hard work and earning a lawful (Halal) livelihood
  • maintain self-respect and dignity
Key Inquiry Questions (KIQs)
  • Why does Islam emphasize working for one's living instead of begging?
Suggested Experiences
  • read the Hadith of the man who came to the Prophet to beg, and was advised to sell firewood with an axe
  • discuss the dignity of honest manual labour and entrepreneurship
  • distinguish between helping the genuinely incapacitated and encouraging able-bodied begging
Teaching Resources

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

5.3 Positive Usage of Media

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify beneficial uses of digital media for Islamic education
  • avoid harmful and immoral content on digital devices
  • exercise moderation and time management with screens
Key Inquiry Questions (KIQs)
  • How can young Muslims use technology and media constructively?
Suggested Experiences
  • explore Islamic learning applications for Qur'an memorization and Arabic alphabet
  • discuss internet etiquette (adab): avoiding foul language, respecting privacy and lowering the gaze
  • agree on daily screen-time limits with parents and teachers
Teaching Resources

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

6
Strand 6.0

Muamalaat (Social Relations)

3 Sub-strands12 Lessons

6.1 Obligations of Parents to Children

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • outline the rights of children provided by parents in Islam
  • appreciate parental love, provision, education and protection
  • demonstrate gratitude for parental care
Key Inquiry Questions (KIQs)
  • What duties do Muslim parents owe to their children?
Suggested Experiences
  • discuss children's rights: good name (Tahneek), shelter, Halal food, Islamic education and fair treatment
  • write appreciation letters to parents acknowledging their sacrifices
  • recite the Quranic prayer for parents: 'My Lord, have mercy upon them as they brought me up when I was small'
Teaching Resources

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

6.2 Children's Obligations to Parents

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the Islamic obligation of Birrul Walidayn (dutifulness to parents)
  • speak gently and respectfully to parents without saying 'uff'
  • assist parents with household chores promptly
Key Inquiry Questions (KIQs)
  • How should Muslim children show honour and obedience to their parents?
Suggested Experiences
  • read Surah Al-Isra (17:23-24) on treating elderly parents with utmost kindness
  • role-play courteous communication with parents when receiving instructions
  • perform daily acts of service for parents such as serving tea, cleaning shoes and running errands
Teaching Resources

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

6.3 Children's Obligations to Other Family Members

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the importance of maintaining ties of kinship (Silatul Rahim)
  • treat siblings, cousins, aunts, uncles and grandparents with love and respect
  • resolve disagreements with siblings peacefully
Key Inquiry Questions (KIQs)
  • Why is keeping ties of kinship emphasized in Islam?
Suggested Experiences
  • read Hadiths on the blessings of Silatul Rahim (longevity and expanded provision)
  • visit or call relatives and grandparents to greet them and check on their health
  • practise sharing toys and taking turns with brothers and sisters at home
Teaching Resources

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

7
Strand 7.0

History of Islam

1 Sub-strand6 Lessons

7.1 Call to Prophethood

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the story of the first revelation in the cave of Hira
  • explain the role of angel Jibril and Lady Khadijah (RA)
  • recite the first five verses of Surah Al-Alaq revealed to the Prophet
  • appreciate the importance of seeking knowledge (Iqra)
Key Inquiry Questions (KIQs)
  • What took place in the Cave of Hira during the first revelation?
Suggested Experiences
  • listen to the narrative of Prophet Muhammad's meditation in Cave Hira and the visit of angel Jibril
  • read and recite the first verses of Surah Al-Alaq: 'Read in the name of your Lord who created'
  • discuss how Lady Khadijah comforted and supported the Prophet when he returned trembling with fear
  • discuss how education and reading are sacred religious duties for every Muslim
Teaching Resources

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

Grade 4 IRE Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 IRE.

Term 1 Scheme13 Weeks
  • Qur'an
  • Hadith
  • Pillars of Iman
View Term 1
Term 2 Scheme14 Weeks
  • Pillars of Iman
  • Devotional Acts
  • Akhlaq (Moral Values)
View Term 2
Term 3 Scheme9 Weeks
  • Akhlaq (Moral Values)
  • Muamalaat (Social Relations)
  • History of Islam
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

Agriculture HubScience & Technology HubSocial Studies HubCreative Arts HubMathematics HubCRE HubHRE HubFrench HubGerman HubArabic HubMandarin HubEnglish HubKiswahili HubIndigenous Language Hub

Explore Schemes for Other CBC Classes

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

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 IRE?

The official KICD strands for Grade 4 IRE are: Qur'an, Hadith, Pillars of Iman, Devotional Acts, Akhlaq (Moral Values), Muamalaat (Social Relations), History of Islam. 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 4 IRE?

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 4 IRE 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 4 IRE?

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.