Grade 6 IRE Strands, Sub-strands & Schemes of Work (2026)

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

• read the selected surahs for use in devotional activities
• recite the selected surah for in ihaadah
• explain the basic meaning of the selected surah to enhance positive character formation
• discuss the lessons learnt from the selected surah for spiritual nourishment
• apply the teachings of the selected surah in their daily life
• appreciate the importance of the selected surah by adhering to their teachings

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

• read the selected Hadith on purity of actions for moral guidance
• apply the lessons learnt from the selected Hadith in day-to-day life
• uphold the lessons learnt from the Hadith on purity of actions for sincerity in deeds
• appreciate purity of actions to gain rewards from Allah

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

Demonstrate understanding, skills and core competencies in Hadith on dressing.

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

• read the Hadith on planting of trees and crops for environmental consciousness
• assess the importance of planting trees and crops as an act of ibadah
• plant trees and crops for food sustainability to earn rewards from Allah
• appreciate the value of planting trees and crops for the benefit of Allah ' s

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

• read the Hadith on responsible use of human capabilities and resources for character building
• assess the significance of using Allah (S.W.T.)'s bounties for the benefit in this life and the Hereafter
• use the bounties of Allah (S. W' _ T responsibly in day-to day-life
• appreciate the bounties of Allah (S.W_T.) by acting responsibly to get His pleasure. 10

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

• narrate the stories of the selected prophets to build their faith
• explain the lessons learnt from the stories of the prophets for character development
• emulate the character of the prophets in day to-day
• appreciate the selected prophets as role models _ 13

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

• identify the qualities of a pious person (Muttaqiin) for character building
• assess the significance of taqwa in the life of a Muslim
• demonstrate consciousness of Allah (S.W.T.) as a mark of true belief
• appreciate the virtue of taqwa as a pre-condition for success in this life and the Hereafter. 15

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

• identify the qualities of a murmvakkil as a basis for character building
• assess the significance of tawakku/ in the life of a Muslim
• practise tawakkul in day to-day life
• appreciate the virtue of rawakkul as a condition for success in this life and the Hereafter. 17

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

• outline the tylRS of Hadalh for ritual purity ( Twahara)
• d ifferentiate between Hadath Asghar and Hadath Akbar to promote personal hygiene
• explain the reasons for performance of tayyamum as a precondition for swalah
• identify situations for the performance of sunnah ghusl
• demonstrate ways of purification of Hadath sghar and Hadath Akbar to maintain ritual 20

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

• identify the items liable for zakaat payment for spiritual growth
• describe the eight recipients of zakat as mentioned in the Qur 'an
• differentiate between zakaar and sadaqa to inculcate the spirit of giving
• appreciate the need to pay zakat and sadaqa to develop empathy

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

• state the categories of people who are exempted from obligatory fast
• explain the reasons for jidya (compensation) by people exempted from fasting during the month of Ramadhan
• describe different ways of compensating for missed fasts
• appreciate Allah (S. W. s mercy to Muslims for exemption of fasting with valid reasons

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

• outline the conditions of Hajj for validity of its
• explain different of Hajj to fulfil the requirements for each
• describe the procedure of performing each type of Hajj for its validity
• appreciate Hajj as a illar of Islam

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

• State the reasons why work is considered as Ibadah in Islam
• explain the benefits of work in the development of the Ummah
• describe different types of work as means to lawful eaminp
• differentiate between halal and haram work
• appreciate the importance of work as a form of Ibadah. 29

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

• assess the importance of adalah as a means of promoting fairness in the
• describe different instances where justice must be practised to ensure fairness in the society
• practise justice and fairness in day-to-day life
• appreciate the virtue of adalah as a way of earmng rewards from Allah _ 31

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

• identify the types of intoxicants rampant In the society
• explain the effects of intoxicants on the society
• describe ways of curbing the use of intoxicants
• adhere to Islamic teachings on prohibition of intoxicants in day-today life
• appreciate the prohibition of intoxicants for the wellbeing of the 33

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

• identify resources available in the community
• explain ways of guarding against israf for effective resource management
• explain the effects of isrgfin the society
• use available resources effectively as a way of promoting economic
• appreciate proper use of resources to get rewards from Allah _ 35
• g (turn offlaps when nor in use) , brainstorm on the effects of israfand make Key Inquiry Question s I _ Why is it important to avoid is ran 2 _ How can people promote good use of resources ?

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

• recite the dua for travelling to seek Allah (S.W.T.)'s protection
• recite the dua in day-to-day life while travelling
• appreciate the importance of the dua for travelling in seeking protection from Allah (S_W.T-)

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

• state the rights of workers to promote a conducive working environment
• describe ways of treating workers fairly
• practise Islamic ethics while relating with workers
• appreciate Islamic teachings on workers by treating them fairly _

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

• identify the rights of non-Mus lims for harmonious living
• describe ways of promoting good relations with people of Other faiths for peaceful
• demonstrate ways of living harmoniously with people of other faiths in day-to-day life
• appreciate living with people of Other faiths harmonious

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

• identify forms of corruption to create awareness in the society
• explain the effects of corruption to inculcate the value of integrity
• describe ways of curbing corruption for fairness and accountability
• promote a corruptionfree society by Observing Islamic ethics and taqwa
• appreciate the teachings of Islam against corruption by upholding Islamic morals. 43

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

• identify the reasons that led to the battles of Badr and Uhud to appreciate Islamic heritage
• narrate the events of the battles of Badr and Uhud for spiritual nourishment
• explain the effects of the battles of Badr and Uhud to strengthen their Iman
• appreciate reliance on Allah (S.W.T.)in overcoming challenges in day-today life. 46

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

• state the terms of the treaty of Hudaibiya as part of Islamic History
• adopt peaceful conflict resolution methods in day-to-day
• appreciate the treaty of Hudaibiya as a guide to peaceful coexistence _ 48

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

• forgiveness
• purity of
• places of
• worship
• love of one 's
• enemies as an
• effective
• daawa, Islam
• stands for
• peace)
• discuss the
• reasons
• that led to the
• battle of Hunayn and
• make
• class
• presentation
• discuss the
• effects of the
• battle of Hunayn and
• write
• notes
• dramatise
• acts
• depicting wa of Key Inquiry Question s What
• lessons do Muslims
• learn
• from the
• events
• offat hul Makkah? Why
• should one
• forgive
• people who
• have
• wronged
• them?

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

• state the teachings contained in Prophet Muhammad (S.A.W .)'s farewell sermon for spiritual nourishment
• deduce lessons from Prophet M uhammad (S.A.W.)'s farewell Sermon as a basis for character formation
• apply the lessons learnt from the prophet (S.A.W.)'s farewell Sermon in day-to-day life
• appreciate the Prophet (S.A.W.)'s farewell speech as a guide to 52

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) 2) Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools Implementation of the CSL Activity Assigning roles to learners. Ensure every learner actively participates in the activity observe learners as they carry out the CSL activity and record feedback
• Use an appropriate assessment tool to assess both the process and the product (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills. 55