2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 5 HRE Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 HRE Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 5 HRE Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 HRE in Term 1.

Class / Grade: Grade 5
Learning Area: HRE
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 HRE Term 1 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.

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)

Curriculum Design & Content

Grade 5 HRE Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 HRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Sub-strand

2 Sub-strands12 Lessons in Term 1

1.1 Sub-strand 12

6 Suggested LessonsTerm 1

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 ?

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

1.2 Medicinal

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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 ?

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

Strand 2.0

The Enlightened Beings Strand

3 Sub-strands20 Lessons in Term 1

2.1 Sub-strand 17

6 Suggested LessonsTerm 1

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?

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

2.2 Scriptural Stories and Family Values

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Scriptural Stories and Family Values.

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

2.3 Importance Of Features In Jain Derasar and Sikh Gurdwara

6 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

Grade 5 HRE Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 5 HRE showing the term-by-term distribution of all 2 strands.

Term 1Current

Sub-strand
The Enlightened Beings Strand

Term 2View Term 2 →

The Enlightened Beings Strand

Term 3View Term 3 →

The Enlightened Beings Strand

Other Grade 5 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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: Grade 5 HRE Term 1

What strands and sub-strands are covered in Grade 5 HRE Term 1?

In Term 1, Grade 5 HRE covers the following main strands: Sub-strand, The Enlightened Beings Strand. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 5 HRE in Term 1?

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 5 HRE Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.