2026 KICD CBC Curriculum Design2 Strands · 11 Sub-strands76 Suggested Lessons

Grade 5 HRE 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 5 HRE. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 5 HRE Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 HRE under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 2 Strands
Annual Lessons: 76 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 HRE 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 →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) identify the concepts of b) caring for	1. (s) I. Why is it important to creation concepts in Sanatan/Vedi Jain faiths?	- visit places of worship to inquire more about the concepts of caring for creation, roleplay under the guidance of paren ts'guardi r	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) creation for b) know	1. (s) I. Why is it important to creation concepts in Sanatan/Vedi Jain faiths?	- visit places of worship to inquire more about the concepts of caring for creation, roleplay under the guidance of paren ts'guardi r	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) ledge b) relate the c) concepts Of	1. (s) I. Why is it important to creation concepts in Sanatan/Vedi Jain faiths?	- discuss with peers the different concepts On caring for creation as mentioned in Scriptures and share experience	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) caring for b) creation to his own	1. How can we Param atma's creation ?	- watch a video on discourse by a spiritual teacher and jot down the key points related to the topic, ask questions on the different concepts on caring for creation including child road safety measures to their elders,/parents and include points in assignment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) faith for b) deeper	1. How can we Param atma's creation ?	- visit library/resource person to 100k for relevant text on taking care of personal health and on safety and security issues as per Sanatan and Jain faiths and discuss with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) understanding b) appreciate c) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Sub-strand	Sub-strand 12	By the end of the sub strand, the learner should be able to; a) different	1. How can we Param atma's creation ?	- write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Sub-strand	Medicinal	-	1. (s) . How are medicinal plants beneficial to mank in d?	- create a nature corner for medicinal plants	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Sub-strand	Medicinal	-	1. (s) . How are medicinal plants beneficial to mank in d?	- create a nature corner for medicinal plants	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 HRE Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 HRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Sub-strand

2 Sub-strands12 Lessons

1.1 Sub-strand 12

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify the concepts of
caring for
creation for
know
ledge
relate the
concepts Of
caring for
creation to his own
faith for
deeper
understanding
appreciate
different

Key Inquiry Questions (KIQs)

(s) I. Why is it important to creation concepts in Sanatan/Vedi Jain faiths?
How can we Param atma's creation ?

Suggested Experiences

visit places of worship to inquire more about the concepts of caring for creation, roleplay under the guidance of paren ts'guardi r
discuss with peers the different concepts On caring for creation as mentioned in Scriptures and share experience
watch a video on discourse by a spiritual teacher and jot down the key points related to the topic, ask questions on the different concepts on caring for creation including child road safety measures to their elders,/parents and include points in assignment
visit library/resource person to 100k for relevant text on taking care of personal health and on safety and security issues as per Sanatan and Jain faiths and discuss with peers
write essay on the issues of health, safety and security taken care in Sanatan and Jain faiths under care for creation

Teaching Resources

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

1.2 Medicinal

Term 16 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 Medicinal.

Key Inquiry Questions (KIQs)

(s) . How are medicinal plants beneficial to mank in d?
Why is it necessary to use medicinal plants appropriately Why is it important to medicinal plants ?

Suggested Experiences

create a nature corner for medicinal plants
identify through search engines the right use of medicinal plants, visit a temple/botanical garden to learn about medicinal plants, take photos and create a photo montage, watch a TV lesson showing the different stages of growth of medicinal plants, use search engines to learn the interdependence of plants and human life, assist learners with special needs as per their abilities through peer teaching to participate in tree planting activity carried out in the school compound, collect different leaves Of medicinal plants available in their locality and make a scrapbook

Teaching Resources

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

Strand 2.0

The Enlightened Beings Strand

9 Sub-strands64 Lessons

2.1 Sub-strand 17

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

y the end of the

Key Inquiry Questions (KIQs)

(s) I _ How do Enlightened Beings contribute to social welfare?
How do we emulate the Enlightened Beings in our lives?
Abh inandanath (fou rrh tirthankar) Ananda (Lord Buddhac) Princ ipal disc iple) Sri Guru Arjan Devji?

Suggested Experiences

Enlightened Beings and Beings Social Welfare lessons) Swam i Narayan sub-strand the learner
should be able to: a) b) name the Enlightened Beings for fam iliarisation, identify the contributions Of Enlightened Beings for spiritual wellbeing, appreciate the teachings of Enlightened Beings for peaceful living. read the life histories of the four Enlightened Beings and social welfare, listen to stories of Enlightened Beings using Scriptures/a resource person/audio
visual device, research and write assays on the lives of Enlightened Beings and present their research in class, perform skits based On the key events from the lives of Enlightened Beings, draw sketches of Enlightened Beings using digital devices'drawing book, make a chart of the teachings and reforms Of the Enlightened Beings, take part in quiz competitions, watch animated films on Enlightened Beings using digital devices, engage and encourage peers with special needs to sing that glorify the ities of Enli ned Bes

Teaching Resources

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

2.2 Scriptural Stories and Family Values

Term 18 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 Scriptural Stories and Family Values.

Suggested Experiences

mention scriptures that they familiar with, use search engines to identify the role of the Scriptures and make presentation in class, listen to stories,/resource person/ audio
visual device to find and tell stories from Scriptures that explain their roles as carrier of moral

Teaching Resources

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

2.3 Importance Of Features In Jain Derasar and Sikh Gurdwara

Term 1 Term 26 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 Importance Of Features In Jain Derasar and Sikh Gurdwara.

Key Inquiry Questions (KIQs)

(s) a) b) c) describe features ofplaces in worship for familiarisation, analyse the features at the places of worship in Jains and Sikhs for understanding, appraise the relevance of different features at a place of worship?
Why is it important to visit a place of worship?
What is the importance of features while visiting a Jain D erasar?

Suggested Experiences

identify features Of place of worship, collect pictures of Jain Derasar and Sikh Gurdwara from magazines/ newspapers'digital devices, explain relevant features at a place of worship
discuss the different features Of Jain Derasar and Sikh Gurdwara, take photos at the places of worship and create a montage, visit places of worship to witness activities carried out at different recite poems on features at a place of worship, engage and encourage peers with special needs to recite poems that lori the of worshi

Teaching Resources

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

2.4 Places of Worship

Term 28 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 Places of Worship.

Key Inquiry Questions (KIQs)

(s) What is the importance of features you see while visiting a Sikh Gurdwara?

Suggested Experiences

visit places of worship to witness activities carried out at different times
make a collage of place of worship in his/her locality
use digital devices to map the Jain Derasar and Sikh Gurdwaras in Kenya
draw and colour the Jain Derasar and Sikh Gurdwara
discuss practice of ceremonies held in Jain Derasar and Sikh Gurdwara
visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and important features, assist learners with special needs as per their abilities through peer teaching the religious practices carried out in a place Of worshi 15

Teaching Resources

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

2.5 Friendship and Keeping Pro mises

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify the
qualities of a
good
friendship for a
healthy
social
relationship
distinguish t
between
good
friendship
establish
friendly
relationships
with
family
members for a
sense of
belong ing_

Key Inquiry Questions (KIQs)

(s) . How can you stay away from bad influences online?
Why is it important to consider safety measures while chatting online with friends?
What are the ways of developing friendship with Paramatma?

Suggested Experiences

research from Scriptures qualities Of friendship in the four faiths, discuss with peers friendship and keeping promises as per teachings of Enlightened Beings from four faiths, dramatise stories from the life histories of Enlightened Beings that depict true friendship, sing songs and recite poems on friendship, demonstrate qualities Of friendship and keeping promises in their interaction, watch films and videos based on friendship and keeping promises, demonstrate friendly relationships with parents and elders at home, write'type essays on friendship _
spend quality time with parents and vice 18

Teaching Resources

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

2.6 Sub-strand 32

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify Pranayam and Asanas for
physical
wellbei ng
describe the
types of Pranayam and Asanas for
familiarisation
appreciate the
importance of Pranayam and Asanas for
healthy
living

Key Inquiry Questions (KIQs)

(s) Why are Asanas important g Yoga?
How does Pranayam help in physical wellbeing?

Suggested Experiences

using digital devices, like YouTube and demonstrative manuals and correctly perform Pranayam and Asanas
visit and participate in the celebration of International Yoga Day
practise Asanas with peers. create a Yoga guidance video using digital sing/recite song/p0em On Yoga that they are familiar with
discuss types of Pranayam with the guidance of the teacher, Assist peers with special needs in practicing Pranayams as per their ability to perform

Teaching Resources

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

2.7 Sub-strand 34

Term 2 Term 36 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 Sub-strand 34.

Key Inquiry Questions (KIQs)

(s) How do co mmunal aspects of Aspect of Yoga (8 lessons) Communal aspects of Yoga Being green (caring for environment) Being collaborative (supporting each other) Safe road use Spiri mal aspects Yoga Meditation Commitment (Sankalp) a) b) c) d) outline benefits of protection for communal wellness, explain appropriate behaviours while using the road for safety , demonstrate a simple technique for spiritual growth, appreciate a simple?
How is meditation helpful in spiritual growth ?
assist learners with I needs as 23?

Suggested Experiences

identify benefits Of environmental protection , participate in cleanup Of school and local market, sing a song on environmental protection, recite a short poem on environmental protection , watch the videos that show environmental support peers and help them by sharing knowledge on the safety measures while using the road, illustrate using a chart the appropriate measures to keep safe while using the road, participate in road safety campaigns for safe pedestrians , correctly perform meditation under the supervision of a resource person, role-play simple meditation techniques for

Teaching Resources

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

2.8 Virtues for Righteousness According to Jain Sikh faiths based on Moral Stories

Term 38 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 Virtues for Righteousness According to Jain Sikh faiths based on Moral Stories.

Key Inquiry Questions (KIQs)

(s) Why are virtues Of righteousnes s considered important according to Sikhism and Jainism?
How do virtues Of righteousness apply to dayto-day life?

Suggested Experiences

Outcomes By the end of the sub-strand, the learner should be able to a) b) Outline virtues for righteousness according to Jainism and Sikhism, describe examples Of righteousness from Jain and Sikh Scriptural stories, The learner is guided to: mention virtues for righteousness according to Jainism and Sikhism, tell stories based on virtues of righteousness as in Jainism and Sikhism, perform skits on the identified stories that are based on child road safety measures as per the virtues taught in Jain and Sikh faiths, download more information on virtues of righteousness using digital devices and discuss with peers
visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness, listen and watch a resource person on YouTube giving discourse on virtues of righteousness , 26

Teaching Resources

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

2.9 Utsav

Term 38 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 Utsav.

Key Inquiry Questions (KIQs)

(s) How do V aisakhi, Vesak and U posatha festivals strengthen one's faith?
explain the significance of celebrating the three selected festivals for traditional upkeep, interpret the significance behind the ceremonies perfo rmed during Vaisakhi, Vesak and Uposatha, reciate the?

Suggested Experiences

discuss significance of celebrating festivals with watch videos on how Vaisakhi, Vesak and Uposarha are celebrated, actively participate in the celebration of festivals
write reports on how festivals are celebrated, listen to stories'narrate stories about the significance of celebrating festivals
visit places of worship\community hall/archives for celebration and collecting information, sing Shahads and recite mantras in relation to the festivals, do charity work at the homes Of children and the elderly
observe child road safety measures while visiting schools of children with special needs for inclusive celebrations, sing and dance during celebration Of festivals, sensitise their peers with special needs about the sa measures to be observed durcelebration 29

Teaching Resources

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

Grade 5 HRE Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 HRE.

Term 1 Scheme13 Weeks

Sub-strand
The Enlightened Beings Strand

View Term 1

Term 2 Scheme14 Weeks

The Enlightened Beings Strand

View Term 2

Term 3 Scheme9 Weeks

The Enlightened Beings Strand

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous 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 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 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 5 HRE?

The official KICD strands for Grade 5 HRE are: Sub-strand, The Enlightened Beings Strand. 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 5 HRE?

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 5 HRE 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 5 HRE?

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.