2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons1 Strands in Term 2

Grade 5 IRE Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 IRE Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 IRE Term 2 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 IRE in Term 2.

Class / Grade: Grade 5
Learning Area: IRE
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 5 IRE Term 2 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.

70 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	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) assess the significance of performing sunnah prayers in the life of a Muslim	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) perform Qabliyah and Ba 'diyah prayers to earn rewards from Allah	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) perform Qabliyah and Ba 'diyah prayers to earn rewards from Allah	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- brainstorm on the importance of Observing Qabliyah and Ba 'diyah and write notes, h and Ba'	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) appreciate the performance Of Qahliyah and Ba 'diyah to emulate the sunnah of the Prophet (S.A.W	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- brainstorm on the importance of Observing Qabliyah and Ba 'diyah and write notes, h and Ba'	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) appreciate the performance Of Qahliyah and Ba 'diyah to emulate the sunnah of the Prophet (S.A.W	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- brainstorm on the importance of Observing Qabliyah and Ba 'diyah and write notes, h and Ba'	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Pillars of	Sub-strand 32	By the end of the sub strand, the learner should be able to; a) appreciate the performance Of Qahliyah and Ba 'diyah to emulate the sunnah of the Prophet (S.A.W	1. nqmry uesti s Why should a Muslim Qah Iiya and Ba 'diyah?	- brainstorm on the importance of Observing Qabliyah and Ba 'diyah and write notes, h and Ba'	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Pillars of	Taraweeh Devotion al and Witr	By the end of the sub strand, the learner should be able to; a) assess the significance Of performing Tarawceh and witr prayers in the life ofa Muslim	1. What is the significance of performing swala rul Taraweeh and wirr?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Pillars of	Taraweeh Devotion al and Witr	By the end of the sub strand, the learner should be able to; a) perform swu/a rul Tarawceh and wirr for spiritual nourishment, C) appreciate the performance of Taraweeh and wirr prayers to ear n thawub b) develop a habit Of performing Taraweeh and wirr prayers to earn blessin of Allah	1. What is the significance of performing swala rul Taraweeh and wirr?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) identify forms of swadaqah for character development	1. (s) I. What acts Of swadaqah do Muslims perform?	- get pictures from digital devices\print media on forms Of swadaqah and display them in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) identify forms of swadaqah for character development	1. (s) I. What acts Of swadaqah do Muslims perform?	- get pictures from digital devices\print media on forms Of swadaqah and display them in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) demonstrate different acts of swadaqah to earn C) assess the benefits Of practising acts of swadaqah in society	1. (s) I. What acts Of swadaqah do Muslims perform?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) demonstrate different acts of swadaqah to earn C) assess the benefits Of practising acts of swadaqah in society	1. What are the benefits Of practising swadaqah?	- visit ro children 's home, Wee planting)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) appreciate the different forms of swadaqah in their daily life	1. What are the benefits Of practising swadaqah?	- visit ro children 's home, Wee planting)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) appreciate the different forms of swadaqah in their daily life	1. What are the benefits Of practising swadaqah?	- discuss the benefits of giving charity and make class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Pillars of	Sub-strand 34	By the end of the sub strand, the learner should be able to; a) appreciate the different forms of swadaqah in their daily life	1. What are the benefits Of practising swadaqah?	- discuss the benefits of giving charity and make class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 IRE Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 5 IRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Pillars of

10 Sub-strands44 Lessons in Term 2

1.1 Sub-strand 32

6 Suggested LessonsTerm 2

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?

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

1.2 Taraweeh Devotion al and Witr

2 Suggested LessonsTerm 2

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?

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

1.3 Sub-strand 34

6 Suggested LessonsTerm 2

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?

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

1.4 Saum Devotion al

4 Suggested LessonsTerm 2

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?

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

1.5 Sub-strand 37

6 Suggested LessonsTerm 2

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?

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

1.6 Sub-strand 39

6 Suggested LessonsTerm 2

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?

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

1.7 Effects of Social Media

3 Suggested LessonsTerm 2

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?

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

1.8 Prohibitions in Islam Evils Of Gambling

2 Suggested LessonsTerm 2

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?

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

1.9 Sub-strand 42

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Sub-strand 42.

Key Inquiry Questions (KIQs)

Que What is the importance of reciting dua always?

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

1.10 Etiquette of Islamic Wedding Cele b rations

3 Suggested LessonsTerm 2

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 ?

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

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

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

Term 1View Term 1 →

S and
Hadith
Pillars of Iman
Pillars of

Term 2Current

Pillars of

Term 3View Term 3 →

Pillars of
History of

Other Grade 5 Schemes of Work for Term 2

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

Agriculture (Term 2)Science & Technology (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 5 IRE Term 2

What strands and sub-strands are covered in Grade 5 IRE Term 2?

In Term 2, Grade 5 IRE covers the following main strands: Pillars of. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 5 IRE in Term 2?

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 IRE Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.