2026 KICD CBC Curriculum Design5 Strands · 27 Sub-strands109 Suggested Lessons

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

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Grade 5 IRE Curriculum Facts

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

Class / Level: Grade 5
Major Strands: 5 Strands
Annual Lessons: 109 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 IRE Term 1 Scheme Table

13-week teaching 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	S and	Sub-strand 13	-	1. In a) b) c) d) e) read the selected surahs for spiritual nourishment, recite the selected surahs for devotional activities, Outline the basic meaning of the selected surahs, deduce lessons from the selected surah, appreciate the Qur'an as the first source Of guidance. person/digital device on the recitation of the selected surah, 2, recite the selected surahs after the teacher/peer/or from a digital devices, read the selected surahs from a digital device/mu s h af/c harts , practise pronunciation through listening to digital devices, recite the selected surahs severally to enhance memorisation , listen to the basic meaning of the selected surahs from digital devices and make notes, discuss the different ways Of applying the teachings and lessons learnt from the selected surahs _ ui Ques s Why is it important to recite the Qur 'an?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 13	-	1. In a) b) c) d) e) read the selected surahs for spiritual nourishment, recite the selected surahs for devotional activities, Outline the basic meaning of the selected surahs, deduce lessons from the selected surah, appreciate the Qur'an as the first source Of guidance. person/digital device on the recitation of the selected surah, 2, recite the selected surahs after the teacher/peer/or from a digital devices, read the selected surahs from a digital device/mu s h af/c harts , practise pronunciation through listening to digital devices, recite the selected surahs severally to enhance memorisation , listen to the basic meaning of the selected surahs from digital devices and make notes, discuss the different ways Of applying the teachings and lessons learnt from the selected surahs _ ui Ques s Why is it important to recite the Qur 'an?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 13	-	1. In a) b) c) d) e) read the selected surahs for spiritual nourishment, recite the selected surahs for devotional activities, Outline the basic meaning of the selected surahs, deduce lessons from the selected surah, appreciate the Qur'an as the first source Of guidance. person/digital device on the recitation of the selected surah, 2, recite the selected surahs after the teacher/peer/or from a digital devices, read the selected surahs from a digital device/mu s h af/c harts , practise pronunciation through listening to digital devices, recite the selected surahs severally to enhance memorisation , listen to the basic meaning of the selected surahs from digital devices and make notes, discuss the different ways Of applying the teachings and lessons learnt from the selected surahs _ ui Ques s Why is it important to recite the Qur 'an?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 13	-	1. What lessons do we learn from the selected surahs?	- listen to the teacher/resource	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Hadith on good Behaviour	By the end of the sub strand, the learner should be able to; a) identify examples of good behaviour from the selected Hadith for character building	1. (s) I . Why should one behave well?	- read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	S and	Hadith on good Behaviour	By the end of the sub strand, the learner should be able to; a) discuss the significance of the selected Hadith in shaping the character of a Muslim	1. What actions show that you fear Allah?	- read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Hadith on good Behaviour	By the end of the sub strand, the learner should be able to; a) apply good behaviour in day-to-day life b) appreciate the teachings of the Hadith by applying them in day-today life _	1. and follow up a had deed with a good deed, ir will wipe ir our. And behave well towards other people " (Al-Tirmidhi), identify good behaviour mentioned in the Hadith and present in plenary, discuss the teachings and relevance of the Hadith in their daily life, role-play acts showing good behaviour mentioned in the Hadith?	- read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Hadith on good Behaviour	By the end of the sub strand, the learner should be able to; a) appreciate the teachings of the Hadith by applying them in day-today life _	1. and follow up a had deed with a good deed, ir will wipe ir our. And behave well towards other people " (Al-Tirmidhi), identify good behaviour mentioned in the Hadith and present in plenary, discuss the teachings and relevance of the Hadith in their daily life, role-play acts showing good behaviour mentioned in the Hadith?	- read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Hadith on good Behaviour	By the end of the sub strand, the learner should be able to; a) appreciate the teachings of the Hadith by applying them in day-today life _	1. and follow up a had deed with a good deed, ir will wipe ir our. And behave well towards other people " (Al-Tirmidhi), identify good behaviour mentioned in the Hadith and present in plenary, discuss the teachings and relevance of the Hadith in their daily life, role-play acts showing good behaviour mentioned in the Hadith?	- read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Hadith	Hadith on Greetings	By the end of the sub strand, the learner should be able to; a) asse.ss the importance of Islamic greetings in the life ofa Muslim	1. Why should a Muslim use Islamic greeting?	- read the following Hadith On greetin	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

S and

2 Sub-strands9 Lessons

1.1 Sub-strand 13

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 Sub-strand 13.

Key Inquiry Questions (KIQs)

In a) b) c) d) e) read the selected surahs for spiritual nourishment, recite the selected surahs for devotional activities, Outline the basic meaning of the selected surahs, deduce lessons from the selected surah, appreciate the Qur'an as the first source Of guidance. person/digital device on the recitation of the selected surah, 2, recite the selected surahs after the teacher/peer/or from a digital devices, read the selected surahs from a digital device/mu s h af/c harts , practise pronunciation through listening to digital devices, recite the selected surahs severally to enhance memorisation , listen to the basic meaning of the selected surahs from digital devices and make notes, discuss the different ways Of applying the teachings and lessons learnt from the selected surahs _ ui Ques s Why is it important to recite the Qur 'an?
What lessons do we learn from the selected surahs?

Suggested Experiences

listen to the teacher/resource

Teaching Resources

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

1.2 Hadith on good Behaviour

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify examples of good behaviour from the selected Hadith for character building
discuss the significance of the selected Hadith in shaping the character of a Muslim
apply good behaviour in day-to-day life
appreciate the teachings of the Hadith by applying them in day-today life _

Key Inquiry Questions (KIQs)

(s) I . Why should one behave well?
What actions show that you fear Allah?
and follow up a had deed with a good deed, ir will wipe ir our. And behave well towards other people " (Al-Tirmidhi), identify good behaviour mentioned in the Hadith and present in plenary, discuss the teachings and relevance of the Hadith in their daily life, role-play acts showing good behaviour mentioned in the Hadith?

Suggested Experiences

read from chart\digital devices the Hadith on good behaviour: "Fear Allah wherever you are

Teaching Resources

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

Strand 2.0

Hadith

3 Sub-strands9 Lessons

2.1 Hadith on Greetings

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

asse.ss the importance of Islamic greetings in the life ofa Muslim
practise Islamic greetings to promote love and unity in the society , C) appreciate the use of Islamic greetings in bringing harmony in the society

Key Inquiry Questions (KIQs)

Why should a Muslim use Islamic greeting?

Suggested Experiences

read the following Hadith On greetin
es : _ Shall I inform you of something which, if you do, you will love one another? Promote greetings (salaam) amongst yourselves. " (Muslim) watch/listen to Islamic greetings from digital devices, demonstrate Islamic greetings, in pairs, discuss the importance of Islamic greetings in the life ofa Muslim and make summary notes, search online and sing Qasida on Islamic greetings, practise Islamic greetings to promote love and unity as learners Come to class\school

Teaching Resources

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

2.2 Hadith on Knowle dge

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

read the Hadith as a source of reference in seeking knowledge
assess the importance Of seeking knowledge for the benefit of this world and the Hereafter
appreciate the teachings of the Hadith by working hard in school _

Key Inquiry Questions (KIQs)

ui Que s Why is it important to seek know ledge in Islam?
What challenges may hinder one from acquiring education?

Suggested Experiences

read from a chart'digital devices the Hadith on knowledge: "Seeking knowledge is obligatory upon every Muslim. " (Al-Tirmidhi), search online the importance of seeking knowledge and present it in class
discuss ways Of improving academic performance in school, role-play acts on the importance of seeking knowledge in the Muslim socle

Teaching Resources

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

2.3 Hadith on Gratitude

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

read the Hadith on gratitude for character formation
practise gratitude in day-today life
appreciate the teachings Of the Hadith by exercising

Key Inquiry Questions (KIQs)

Why should one be grateful to other people?

Suggested Experiences

The learners are guided to: read from a chart/digital device the Hadith on gratitude: "Whoever is never thankful to people is never thankful to Allah. " (A I-Tirm irhi). discuss the lessons learnt from the Hadith and make class presentations, dramatise ways that show -tude_

Teaching Resources

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

Strand 3.0

Pillars of Iman

2 Sub-strands9 Lessons

3.1 Sub-strand 23

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

outline the
attributes of Allah and
their
corresponding
meaning
assess the
importance of the
attributes of Allah
use the
attributes of Allah
while
making dua (supplication)
appreciate the
unique
attributes of Allah as
part of Islamic
faith, 2, What
lessons are
learnt
from the
attributes of Allah? Why
should One use the
attributes Of Allah
while
maki ng dua (supplications)?

Key Inquiry Questions (KIQs)

Questio s a) b) c) d) outline the attributes of Allah and their corresponding meaning, assess the importance of the attributes of Allah, use the attributes of Allah while making dua (supplication), appreciate the unique attributes of Allah as part of Islamic faith, 2, What lessons are learnt from the attributes of Allah?
Why should One use the attributes Of Allah while maki ng dua (supplications)?

Teaching Resources

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

3.2 Beliefin Angels Characteristics of angels

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

state the
characteristics of
angels to
strengthen
their Iman
assess the
significance of the
belief in
angels in the
life of a Muslim
differentiate
between
angels and
human
beings to
appreciate Allah's
creation
appreciate the
belief in
angels as a
pillar of
imam 13

Key Inquiry Questions (KIQs)

What is the significance of believing in angels?
How can Muslims show obedience to Allah?

Suggested Experiences

search for information On the characteristics of angels from digital devices/books/resource persons and present in class
brainstorm on the significance Of belief in angels and make notes, Role-play different situations that depict obedience to Allah 's commands (obeying parents, teachers, elders, school rules)
read a verse from the Qur'an on the obedience of angels on Allah's commands 66: 6

Teaching Resources

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

Strand 4.0

Pillars of

15 Sub-strands61 Lessons

4.1 Belief in Prophets Qualities of Prophets

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

explain the qualities Of prophets for character formation
apply

Key Inquiry Questions (KIQs)

Inq Question(s) How can qualities of the prophets be applied in daily life?
Why are prophets regarded as role models?

Suggested Experiences

search for information on the qualities of prophets from digital, devices /books'resource persons and display in class, narrate a story of any prophet that shows these qualities, role-play situations that demonstrate

Teaching Resources

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

4.2 Sub-strand 29

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify the miracles performed by the selected prophets to strengthen their iman (faith)
explain the lessons learnt from the miracles of the selected prophets
appreciate the miracles Of the selected prophets to build their reliance on 17

Key Inquiry Questions (KIQs)

(s) 2, What is a miracle?
Why did prophets perform miracles ?

Suggested Experiences

match\listen to stories Of the miracles of the selected prophets from digital devices and make notes. deduce lessons from the miracles of the selected prophets and present in class, match the name of the prophets with miracles performed using flash cards
draw, colour and display items related to the miracles Of the selected

Teaching Resources

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

4.3 Nullifiers of Swalah

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

walking
eating
drinking
mping)
match and
sort the
nullifiers Of
swalah and
wudhu
using
flash
cards
demonstrate the
correct
rformance of
swalah. Suggested Key Inquiry Questio s Why
should one
safeguard
swalah ?

Key Inquiry Questions (KIQs)

Questio s Why should one safeguard swalah ?

Teaching Resources

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

4.4 Sub-strand 32

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

assess the significance of performing sunnah prayers in the life of a Muslim
perform Qabliyah and Ba 'diyah prayers to earn rewards from Allah
appreciate the performance Of Qahliyah and Ba 'diyah to emulate the sunnah of the Prophet (S.A.W

Key Inquiry Questions (KIQs)

nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?

Suggested Experiences

discuss sunnah prayers performed before and after fardh prayers and display in class using charts, match\fill gaps using digital devices\charts/pocket boards the number of raakat for Qabliyah and Ba 'diyah for each fardh prayer
brainstorm on the importance of Observing Qabliyah and Ba 'diyah and write notes, h and Ba'

Teaching Resources

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

4.5 Taraweeh Devotion al and Witr

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

assess the significance Of performing Tarawceh and witr prayers in the life ofa Muslim
perform swu/a rul Tarawceh and wirr for spiritual nourishment, C) appreciate the performance of Taraweeh and wirr prayers to ear n thawub
develop a habit Of performing Taraweeh and wirr prayers to earn blessin of Allah

Key Inquiry Questions (KIQs)

What is the significance of performing swala rul Taraweeh and wirr?

Suggested Experiences

watch a video on the per formanee of swalatul Taraweeh and wirr through digital devices and discuss the procedure of performing rhe prayer, demonstrate/role
play swalatul Taraweeh and wirr in class, discuss the importance of performing swalatul Taraweeh and wirr and present in class
keep personal logs for a week On how they perform Taraweeh/wirr prayers

Teaching Resources

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

4.6 Sub-strand 34

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify forms of swadaqah for character development
demonstrate different acts of swadaqah to earn C) assess the benefits Of practising acts of swadaqah in society
appreciate the different forms of swadaqah in their daily life

Key Inquiry Questions (KIQs)

(s) I. What acts Of swadaqah do Muslims perform?
What are the benefits Of practising swadaqah?

Suggested Experiences

get pictures from digital devices\print media on forms Of swadaqah and display them in class
discuss the different forms of swadaqah, in pairs\groups, as per the teachings of the Prophet (s (such as feeding an animal, removing an obstacle/harmfulfrom the parh/roads, sharing with orhers), participate in charitable activities (clean-up exercise
visit ro children 's home, Wee planting)
discuss the benefits of giving charity and make class

Teaching Resources

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

4.7 Saum Devotion al

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

outline the conditions for saum as a requirement for its validity
apply the virtues acquired from observing saum in day-to-day life
appreciate observing saum as an act of ihadah

Key Inquiry Questions (KIQs)

What virtues do Muslims learn from fasting?
What is the significance of fasting?

Suggested Experiences

discuss the conditions for saum and present in class, brainstorm on the virtues learnt from saum (patience, honesty, self control, empathy, generosity) and display On

Teaching Resources

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

4.8 Sub-strand 37

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

identify the nullifiers Of saum to safeguard the validity of saum
practise saum as a pillar of C) appreciate fasting as a means of gaining taqwa (piety)

Key Inquiry Questions (KIQs)

Why should Muslims observe rules and regulation when fasting?
What virtues do Muslims learn from fasting?

Suggested Experiences

discuss the nullifiers of saum and make presentation in class, sort nullifiers Of saum from conditions of saum on flash brainstorm On rules and regulations of saum and make class sentation

Teaching Resources

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

4.9 Sub-strand 39

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

assess the importance of practising generosity in the life of a Muslim
practise generosity as a virtue for character formation
appreciate the virtue Of generosity as a means Of earning rewards from Allah

Key Inquiry Questions (KIQs)

Why should a Muslim practise generosity?
When should a Muslim practise generosity?

Suggested Experiences

narrate short stories myrtraying generosity
watch/listen to a Story on generosity and deduce the teachings
discuss the importance of Observing generosity, and present in class, participate in activities that involve practising generosity, role-play activities that encourage generosity

Teaching Resources

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

4.10 Effects of Social Media

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

explain the positive and negative effects of social media on the youth
describe ways of using social media to facilitate lear ning
use social media responsibly to benefit self and others

Key Inquiry Questions (KIQs)

How can one use social media positively?
How can social media enhance learning?

Suggested Experiences

debate on the positive and negative effects of social media
discuss how to use social media responsibly and present in class
demonstrate how to use social media to facilitate learning using a digital device

Teaching Resources

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

4.11 Prohibitions in Islam Evils Of Gambling

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

explain the evils of gambling to promote responsible citizenship
describe ways of discouraging gambling in society
appreciate the prohibition Of gambling by working hard for halaal (legal) earning

Key Inquiry Questions (KIQs)

(s) What are the effects of participating in?
Why is gambling forbidden in Islam?

Suggested Experiences

discuss the effects Of gambling and present in class (loss of property, fam Ily breakdown), role-play the effects Of gambling
brainstorm on ways Of discouraging gambling in and dis a on a chart _

Teaching Resources

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

4.12 Sub-strand 42

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 Sub-strand 42.

Key Inquiry Questions (KIQs)

Que What is the importance of reciting dua always?

Suggested Experiences

listen and recite the following dua from a digital devic her, "Oh A/lah make what you teach e beneficial, reach me what is beneficial, and increase me in knowledge ' recite the dua every morning before start of class
brainstorm on the importance Of reciting dua and write notes

Teaching Resources

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

4.13 Etiquette of Islamic Wedding Cele b rations

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

describe the etiquette to be observed during Islamic wedding celebrations
Outline unislamic activities that take place during wedding celebrations
appreciate Islamic wedding celebrations as part Of Islamic heritage. 32

Key Inquiry Questions (KIQs)

What is the Islamic etiquette that guides celebrations ?

Suggested Experiences

brainstorm on a wedding celebration they have attended and note down what they 0b served\ex perienced
watch an Islamic wedding celebration from a digital device and the etiquette observed, sort the Islamic and unislamic activities performed during wedding celebrations using flash role-play the etiquette to be observed during the wedding celebration ( such as appropriate dressing, gender separation, avoidi Is and music

Teaching Resources

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

4.14 Rights of Neighbours

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

outline the rights Of neighbours for harmonious living
uphold the rights of neighbours as an act of ibadah, C) appreciate the rights of neighbours as an Obligatory act umyn a Muslim

Key Inquiry Questions (KIQs)

(s) 2, How should Muslims relate with neighbours?
What is the significance of upholding good neighbourliness ?

Suggested Experiences

search the rights of neighbours in Islam using digital devices/print media and make notes
discuss the significance oftreating neighbours well and display on a chart, dramatise the right way Of treating neigh bours, search for Hadith On the rights Of neighbours and deduce lessons from it using digital devices' books/res o urce

Teaching Resources

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

4.15 Islamic Rules on Buying and Selling

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

outline the Islamic
rules On
buying and
selling to
promote a
healthy
business
society
state the
benefits of
observing the Islamic
rules on
buying and
selling
appreciate Islamic
etiquette on the
rules and
regulations of
buying and
selling to
earn
rewards
from Allah (QU. 1.6). 35

Key Inquiry Questions (KIQs)

Questi s What should Muslims avoid while buying and selling?
What are Islamic teach inp on buying and selling?

Suggested Experiences

discuss Islamic rules on buying and selling and make oral presentation
discuss the benefits of observing Islamic rules and regulations on buying and selling, search Hadith on buying and selling and write notes on lessons learnt using digital devices/books/resource role-play the Islamic rules and regulations on buying and selling, name commodities that they have bought from the market, undertake a project of creating a shop comer by collecting items
write a price list and a list of Islamic rules to be observed

Teaching Resources

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

Strand 5.0

History of

5 Sub-strands21 Lessons

5.1 Al-Isra wal Miraj

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

describe the Prophet's Night Joumey to Heaven for spiritual nourishment
assess the significance Of al-lsra wal Miraj in the life of a Muslim
appreciate at-Isra wal Miraj as an immyrtant event in the history Of Islam. 37

Key Inquiry Questions (KIQs)

What lessons do you learn from the Prophet's journey?

Suggested Experiences

watch a video on al-lsra wal Miraj from a digital device
discuss the events Of al-lsra wal Miraj
discuss the importance of al-lsra wal Miraj
discuss the major gift given to Prophet (S _ A _ W) during al-lsra wal Miraj journey

Teaching Resources

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

5.2 Pledges of Aqabah

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

describe the events that led to the signing ofthe pledges of Aqabah
state the terms Of the pledges of Aqabah
appreciate the pledges Of Aqabah as a base for the migration of Muslims in Madina

Key Inquiry Questions (KIQs)

How did Muslims benefit from the pledges of Aqabah?

Suggested Experiences

discuss the events that led to the signing of the pledges of Aqabah and present in class
watch a video on the pledges of Aqaba from a digital device and write the terms, search for the terms Of the pledges of Aqabah from books\digital device and note them down in their books

Teaching Resources

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

5.3 Sub-strand 52

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the events on the Prophet's migration to Madina
assess the significance of the Prophet (SA. W) 's journey to Madina
appreciate the Prophet (S.A.W.)'s journey to Madina as a milestone in Islamic History

Key Inquiry Questions (KIQs)

Why did the (S.A_w.) migrate to Madina?
Why is Hijra important to Muslims?

Suggested Experiences

listen/watch a story On the Prophet (SAW.) 's migration to Madina from a digital device/teacher, braistorm reasons for Prophet's migration to Madina and write notes
discuss the major events that took place during the Prophet (S.A.W. ) 's migration to Madina (e.g. the Prophet (SA. W) leaving A Ii in his house, departure with Ahuhakar, ar cave Thaur, the incident of Suraqah, reception in Madina), Sing a Qasida of welcoming the Prophet (SA. W) i.e Talaa/ Badru 'alaynaa
discuss the significance of Hijra and make short note (such as end of persecution, unity of rhe Ummah, beginning of the Islamic calendar) and sent in class 40

Teaching Resources

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

5.4 Constitution of Madina

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

outline the terms Of Madina constitution
assess the Importance Of Madi na constitution to the history of Islam
describe the role played by the Ansar in the settlement of Muhajirun in Madina
develop a desire to maintain Islamic brotherhood as per the teachings of Islam

Key Inquiry Questions (KIQs)

Why is the Madina important to history of Islam?
What role Ansar play in the settlement of the Muhaj irun?

Suggested Experiences

brainstorm on the terms Of Madina constitution, and present on a manilla discuss the importance of Madina constitution to the people of Madina and in the history of Islam and present in class, listen/watch a story On how united the Muhajirun and the Ansar were from a digital deviceJresource person
discuss the role played by the Ansar In settling the Muhajirun (such as shared their wealth, assisted rhem in integration and settlement), and write notes
discuss the lessons learnt from the spirit of brotherhood established by the Prophet (S _ A. W) (Muslims must be united, assist onc another and ent in class _

Teaching Resources

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

5.5 Sub-strand 56

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas skills for the CSL activity Identify resources required for the activity (locally available materials) Stagger the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregivers\guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

S and
Hadith
Pillars of Iman
Pillars of

View Term 1

Term 2 Scheme14 Weeks

Pillars of

View Term 2

Term 3 Scheme9 Weeks

Pillars of
History of

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 HRE 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 IRE?

The official KICD strands for Grade 5 IRE are: S and, Hadith, Pillars of Iman, Pillars of, History of. 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 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 5 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 5 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.