2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 6 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 6 IRE Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 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 6 IRE in Term 2.

Class / Grade: Grade 6
Learning Area: IRE
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 6 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:

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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	Devotional Acts	Sub-strand 31	By the end of the sub strand, the learner should be able to; a) explain the reasons for performance of tayyamum as a precondition for swalah	1. Why should Muslims maintain ritual purity?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Sub-strand 31	By the end of the sub strand, the learner should be able to; a) identify situations for the performance of sunnah ghusl	1. Why should Muslims maintain ritual purity?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Sub-strand 31	By the end of the sub strand, the learner should be able to; a) demonstrate ways of purification of Hadath sghar and Hadath Akbar to maintain ritual 20	1. Why should Muslims maintain ritual purity?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) identify the items liable for zakaat payment for spiritual growth	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) identify the items liable for zakaat payment for spiritual growth	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) describe the eight recipients of zakat as mentioned in the Qur 'an	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) differentiate between zakaar and sadaqa to inculcate the spirit of giving	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) differentiate between zakaar and sadaqa to inculcate the spirit of giving	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) appreciate the need to pay zakat and sadaqa to develop empathy	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Sub-strand 33	By the end of the sub strand, the learner should be able to; a) appreciate the need to pay zakat and sadaqa to develop empathy	1. (s) Why should a Muslim pay zakaai ?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Devotional Acts	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) state the categories of people who are exempted from obligatory fast	1. Why are some people exempted from fas ting?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) state the categories of people who are exempted from obligatory fast	1. Why are some people exempted from fas ting?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) explain the reasons for jidya (compensation) by people exempted from fasting during the month of Ramadhan	1. Why are some people exempted from fas ting?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) describe different ways of compensating for missed fasts	1. Why are some people exempted from fas ting?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Sub-strand 35	By the end of the sub strand, the learner should be able to; a) describe different ways of compensating for missed fasts	1. Why are some people exempted from fas ting?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 IRE Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 6 IRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Devotional Acts

1 Sub-strand6 Lessons in Term 2

1.1 Sub-strand 31

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

Why should Muslims maintain ritual purity?

Teaching Resources

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

Strand 2.0

Devotional Acts

2 Sub-strands12 Lessons in Term 2

2.1 Sub-strand 33

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

(s) Why should a Muslim pay zakaai ?

Teaching Resources

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

2.2 Sub-strand 35

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

Why are some people exempted from fas ting?

Teaching Resources

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

Strand 3.0

Devotional Acts

1 Sub-strand3 Lessons in Term 2

3.1 Hajj

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

What are the prerequisites for the perfor mance of Hajj?
What is the significance of Hajj ?

Learning Experiences

search for the conditions of Hajj and make notes
discuss the different of Hajj and present on a chart, search and watch video clips On the performance of Hajj, search for verses on Hajj from the Qur'an and Hadith and display on create a model Kaaba and simulate the performance of Hajj

Teaching Resources

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

Strand 4.0

Akhlaq

7 Sub-strands32 Lessons in Term 2

4.1 Virtues: Work as a form

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Teaching Resources

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

4.2 Sub-strand 42

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 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

Key Inquiry Questions (KIQs)

I. What are the benefits of observing adalah in the society?
How can a pupil practise adalah in school ?

Teaching Resources

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

4.3 Sub-strand 44

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

(s) Why does Islam prohibit the use of Intoxicants ?
What are the effects of intoxicants on the society?

Learning Experiences

discuss and list intoxicants rampant in the c0 mmunity , research on the negative effects of intoxicants and make short notes, search and watch age
appropriate videos on the effects of intoxicants , make posters on the effects of intoxicants, Story
tell/dramatis e effects of intoxicants, brainstorm on ways of curbing the use of intoxicants and make posters _

Teaching Resources

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

4.4 Sub-strand 46

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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 ?

Key Inquiry Questions (KIQs)

I _ Why is it important to avoid is ran 2 _ How can people promote good use of resources ?

Teaching Resources

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

4.5 Sub-strand 48

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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-)

Learning Experiences

read the dua: "Glory to Him who has brought this (e.g vehicle) under our control, though we "'ere unable to control it (ourselves), and indeed, ro our Lord we will surely return. " (Mwlim) , note the dua in the books and memorise, role-play travelling and recite the dua in class
discuss safe practices a passenger should observe while in a vehicle (such as hoarding through door, he scared when the vehicle is in motion and avoid distracting the driver)
discuss the importance of reciting the dua when travelling and make notes and class presentation

Teaching Resources

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

4.6 Fair T reatment of Workers

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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 _

Learning Experiences

discuss the rights of workers and make notes
discuss appropriate ways of treating workers and present on charts, role-play fair treatment of workers, share personal experiences on how workers are treated in homes
brainstorm on ways of promoting fair treatment of workers

Teaching Resources

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

4.7 Relations with people Of Other faiths

3 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Teaching Resources

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

Grade 6 IRE Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 6 IRE showing the term-by-term distribution of all 10 strands.

Term 1View Term 1 →

Qur'an
Hadith
Hadith
Pillars of Iman
Devotional Acts

Term 2Current

Devotional Acts
Devotional Acts
Devotional Acts
Akhlaq

Term 3View Term 3 →

Akhlaq
History of Islam
History of Islam

Other Grade 6 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in Grade 6.

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 6 IRE Term 2

What strands and sub-strands are covered in Grade 6 IRE Term 2?

In Term 2, Grade 6 IRE covers the following main strands: Devotional Acts, Devotional Acts, Devotional Acts, Akhlaq. 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 6 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 6 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.