2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons3 Strands in Term 3

Grade 6 IRE Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 6 IRE Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 IRE Term 3 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 3.

Class / Grade: Grade 6
Learning Area: IRE
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 6 IRE Term 3 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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45 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	Akhlaq	Relations with people Of Other faiths	By the end of the sub strand, the learner should be able to; a) describe ways of promoting good relations with people of Other faiths for peaceful	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Akhlaq	Corr uption	By the end of the sub strand, the learner should be able to; a) identify forms of corruption to create awareness in the society	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Akhlaq	Corr uption	By the end of the sub strand, the learner should be able to; a) explain the effects of corruption to inculcate the value of integrity	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Akhlaq	Corr uption	By the end of the sub strand, the learner should be able to; a) describe ways of curbing corruption for fairness and accountability	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Akhlaq	Corr uption	By the end of the sub strand, the learner should be able to; a) promote a corruptionfree society by Observing Islamic ethics and taqwa b) appreciate the teachings of Islam against corruption by upholding Islamic morals. 43	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Akhlaq	Corr uption	By the end of the sub strand, the learner should be able to; a) appreciate the teachings of Islam against corruption by upholding Islamic morals. 43	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	History of Islam	The Battles of Badr and Uhud	By the end of the sub strand, the learner should be able to; a) identify the reasons that led to the battles of Badr and Uhud to appreciate Islamic heritage	1. What lessons can Muslims learn from the battles of Badr and Uhud?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	History of Islam	The Battles of Badr and Uhud	By the end of the sub strand, the learner should be able to; a) narrate the events of the battles of Badr and Uhud for spiritual nourishment	1. What lessons can Muslims learn from the battles of Badr and Uhud?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	History of Islam	The Battles of Badr and Uhud	By the end of the sub strand, the learner should be able to; a) explain the effects of the battles of Badr and Uhud to strengthen their Iman	1. What lessons can Muslims learn from the battles of Badr and Uhud?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	History of Islam	The Battles of Badr and Uhud	By the end of the sub strand, the learner should be able to; a) appreciate reliance on Allah (S.W.T.)in overcoming challenges in day-today life. 46	1. What lessons can Muslims learn from the battles of Badr and Uhud?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	History of Islam	The Battles of Badr and Uhud	By the end of the sub strand, the learner should be able to; a) appreciate reliance on Allah (S.W.T.)in overcoming challenges in day-today life. 46	1. What lessons can Muslims learn from the battles of Badr and Uhud?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	History of Islam	The Treaty of Hudaibiya	By the end of the sub strand, the learner should be able to; a) state the terms of the treaty of Hudaibiya as part of Islamic History	1. Why is it important to resolve conflicts thro ugh peaceful means?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	History of Islam	The Treaty of Hudaibiya	By the end of the sub strand, the learner should be able to; a) adopt peaceful conflict resolution methods in day-to-day	1. Why is it important to resolve conflicts thro ugh peaceful means?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	History of Islam	The Treaty of Hudaibiya	By the end of the sub strand, the learner should be able to; a) appreciate the treaty of Hudaibiya as a guide to peaceful coexistence _ 48	1. How can Muslims apply the lessons learnt from the treaty of Hudaibiya?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	History of Islam	Sub-strand 61	By the end of the sub strand, the learner should be able to; a) forgiveness b) purity of c) places of d) worship e) love of one 's f) enemies as an	1. What lessons do Muslims learn from the events offat hul Makkah?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 6 IRE Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 6 IRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Akhlaq

2 Sub-strands7 Lessons in Term 3

1.1 Relations with people Of Other faiths

3 Suggested LessonsTerm 3

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.

1.2 Corr uption

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Teaching Resources

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

Strand 2.0

History of Islam

2 Sub-strands7 Lessons in Term 3

2.1 The Battles of Badr and Uhud

4 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

What lessons can Muslims learn from the battles of Badr and Uhud?

Teaching Resources

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

2.2 The Treaty of Hudaibiya

3 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

Why is it important to resolve conflicts thro ugh peaceful means?
_ How can Muslims apply the lessons learnt from the treaty of Hudaibiya?

Teaching Resources

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

Strand 3.0

History of Islam

3 Sub-strands18 Lessons in Term 3

3.1 Sub-strand 61

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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?

Key Inquiry Questions (KIQs)

What lessons do Muslims learn from the events offat hul Makkah?
Why should one forgive people who have wronged them?

Teaching Resources

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

3.2 Sub-strand 63

6 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

Key Inquiry Questions (KIQs)

What are the main themes in HiDaruI Wid'a?
How can Muslims apply the lessons from the farewell sermon m today's world?

Learning Experiences

The learner guided to: read the farewell sermon, deduce the teachings and make presentations in class
identify key themes from the speech and make notes
brainstorm on the lessons learnt from Prophet Muhammad (S.A.W.)'s farewell sermon and make notes (such as, sanctity of life and property, equality of human beings, Muslim brotherhood, not hurting one another, observing the pillars of Islam), role-play acts depicting the teachings of the Prophet (S.A.W.)'s farewell sermon

Teaching Resources

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

3.3 Sub-strand 66

6 Suggested LessonsTerm 3

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) 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

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 2View Term 2 →

Devotional Acts
Devotional Acts
Devotional Acts
Akhlaq

Term 3Current

Akhlaq
History of Islam
History of Islam

Other Grade 6 Schemes of Work for Term 3

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

Agriculture (Term 3)Science & Technology (Term 3)Social Studies (Term 3)Creative Arts (Term 3)Mathematics (Term 3)CRE (Term 3)HRE (Term 3)French (Term 3)German (Term 3)Arabic (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

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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 3

What strands and sub-strands are covered in Grade 6 IRE Term 3?

In Term 3, Grade 6 IRE covers the following main strands: Akhlaq, History of Islam, History of Islam. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 6 IRE in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.