2026 KICD CBC Curriculum Design7 Strands · 10 Sub-strands122 Suggested Lessons

Grade 7 Hindu Religious Education 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 7 Hindu Religious Education. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 Hindu Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Hindu Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 7
Major Strands: 7 Strands
Annual Lessons: 122 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 Hindu Religious Education Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) narrate the listed stories of the Enlightened Beings for better understanding	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- discuss and present the interrelationships of Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) narrate the listed stories of the Enlightened Beings for better understanding	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- discuss and present the interrelationships of Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) narrate the listed stories of the Enlightened Beings for better understanding	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- discuss and present the interrelationships of Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) narrate the listed stories of the Enlightened Beings for better understanding	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- use print and digital resources/digital resources with assistive technology to research on the stories of the Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) explore the interrelationships of the Enlightened Beings for spiritual growth	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- use print and digital resources/digital resources with assistive technology to research on the stories of the Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) explore the interrelationships of the Enlightened Beings for spiritual growth	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- use print and digital resources/digital resources with assistive technology to research on the stories of the Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) explore the interrelationships of the Enlightened Beings for spiritual growth	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- research using digital media/ library/ magazines/ resource person(s), the events that each Enlightened Being underwent	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) explore the interrelationships of the Enlightened Beings for spiritual growth	1. How do the teachings of Enlightened Beings contribute to uplifting society today?	- research using digital media/ library/ magazines/ resource person(s), the events that each Enlightened Being underwent	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) illustrate the events mentioned in the lives of the Enlightened Beings for ease of understanding	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- research using digital media/ library/ magazines/ resource person(s), the events that each Enlightened Being underwent	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) illustrate the events mentioned in the lives of the Enlightened Beings for ease of understanding	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- draw or paint or make tactile cut-outs of the illustrations of events mentioned in the lives of Enlightened Beings to assist learners with special needs in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) illustrate the events mentioned in the lives of the Enlightened Beings for ease of understanding	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- draw or paint or make tactile cut-outs of the illustrations of events mentioned in the lives of Enlightened Beings to assist learners with special needs in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) illustrate the events mentioned in the lives of the Enlightened Beings for ease of understanding	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- draw or paint or make tactile cut-outs of the illustrations of events mentioned in the lives of Enlightened Beings to assist learners with special needs in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) appreciate the values taught by the Enlightened Beings for holistic development	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- participate in community service activities that lead to inclusivity, promotion of animal welfare and acts of kindness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) appreciate the values taught by the Enlightened Beings for holistic development	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- participate in community service activities that lead to inclusivity, promotion of animal welfare and acts of kindness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Manifestation of Paramatma (Supreme Being)	Enlightened Beings	By the end of the sub strand, the learner should be able to; a) appreciate the values taught by the Enlightened Beings for holistic development	1. Why is it important to adopt values drawn from the lives of Enlightened Beings?	- participate in community service activities that lead to inclusivity, promotion of animal welfare and acts of kindness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 Hindu Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Hindu Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Manifestation of Paramatma (Supreme Being)

1 Sub-strand15 Lessons

1.1 Enlightened Beings

Term 115 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the listed stories of the Enlightened Beings for better understanding
explore the interrelationships of the Enlightened Beings for spiritual growth
illustrate the events mentioned in the lives of the Enlightened Beings for ease of understanding
appreciate the values taught by the Enlightened Beings for holistic development

Key Inquiry Questions (KIQs)

How do the teachings of Enlightened Beings contribute to uplifting society today?
Why is it important to adopt values drawn from the lives of Enlightened Beings?

Suggested Experiences

discuss and present the interrelationships of Enlightened Beings
use print and digital resources/digital resources with assistive technology to research on the stories of the Enlightened Beings
research using digital media/ library/ magazines/ resource person(s), the events that each Enlightened Being underwent
draw or paint or make tactile cut-outs of the illustrations of events mentioned in the lives of Enlightened Beings to assist learners with special needs in class
participate in community service activities that lead to inclusivity, promotion of animal welfare and acts of kindness

Teaching Resources

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

Strand 2.0

Scriptures

1 Sub-strand14 Lessons

2.1 Scriptural texts

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish the four selected Scriptural texts that promote peace and harmony
apply values from the four selected Scriptures in daily life for sustainable living
create content to share relevant Scriptural messages that foster peace and harmony
appreciate approaches for restoring peace and harmony in society as stipulated in the Scriptures

Key Inquiry Questions (KIQs)

Why are Scriptures important in our lives?
How do Scriptures promote peace and harmony in society?

Suggested Experiences

discuss with peers their findings from the research regarding the values drawn from different Scriptures
interact with resource persons on values from Scriptures, create audio/video recordings, and present the same in class
conduct research using digital media/digital media with assistive technology library/ magazines to identify Scriptures that promote peace in society through Scriptural texts
discuss with peers, their findings from the research regarding the values drawn from different Scriptures
create and present skits that address various approaches on how humankind can be more peaceful and harmonious
read and discuss with the parents/guardians how Scriptures promote peace and harmony
assist learners with special needs as per their abilities through peer teaching basic concepts from Scriptures in their class

Teaching Resources

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

Strand 3.0

Principles of Dharma (Dharmic Siddhant)

1 Sub-strand14 Lessons

3.1 Fundamental Principles

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

describe the four selected fundamental Principles of Dharma for knowledge in the four faiths
examine the Scriptural stories based on the four selected Principles of Dharma for social cohesion
practice the Principles of Dharma for spiritual nourishment
appreciate the Principles of Dharma for a balanced life

Key Inquiry Questions (KIQs)

Why is it important to learn principles of Dharma?
How can the Principles of Dharma be practised in our daily lives?

Suggested Experiences

create a game on the fundamental principles of Dharma using locally available resources (For example, Monopoly, Snakes and Ladders, and Word Puzzles)
discuss with peers the importance of compassion to road crash survivors/victims following the Principles of Dharma in their lives
dramatize the Scriptural stories based on the fundamental principles of Dharma that enhance spiritual uplift
visit animal shelters, homes for the elderly and orphanages to practice fundamental principles
visit places of worship and interact with resource person(s) to gain insight into the application of Principles of Dharma
assist learners with special needs as per their abilities through peer teaching the lessons drawn from the Scriptural stories

Teaching Resources

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

Strand 4.0

Religious Practices

2 Sub-strands31 Lessons

4.1 Buddhist Practices

Term 1 Term 215 Lessons

Specific Learning Outcomes (SLOs)

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

examine the Buddhist daily scheduled practices for generalisation
illustrate the observance of the scheduled religious practices in daily life
practice the Buddhist scheduled religious practices in daily life
appreciate the benefits of the Buddhist daily scheduled practices for harmonious living

Key Inquiry Questions (KIQs)

How do daily scheduled practices benefit society?
How do meditation practices impact one's life?

Suggested Experiences

mention Buddhist daily scheduled practices
conduct research on the Buddhist daily scheduled practices using digital devices/ resource persons/ library
tabulate and make a presentation of the findings on Buddhist daily scheduled practices
participate in discussions with peers on individual findings on the benefits of each practice
visit the Vihar (Buddhist temple) and record a video/take photographs (with permission) of the daily scheduled practices and present it in class
recite Mantras used during scheduled practices
assist learners with special needs as per their abilities the religious practices carried out in a place of worship

Teaching Resources

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

4.2 Places of Worship

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

outline the practices conducted during the festivals at the places of worship for a deeper understanding
illustrate the religious practices of the four faiths for community integration
acknowledge commonalities within the religious practices for self-reflection

Key Inquiry Questions (KIQs)

How do celebrations of festivals at places of worship help in inculcating moral values in our life?
Why is it important to celebrate religious festivals at places of worship?

Suggested Experiences

use digital devices/digital devices with assistive technology for learners with special needs /resource persons/ library, to conduct research on religious practices
attend at least one of the listed festivals and discuss their findings with peers
prepare and present a creative piece of artwork on their understanding of the commonalities of the religious practices in the four faiths
interact with a resource person(s) on the commonalities of the religious practices in the four faiths

Teaching Resources

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

Strand 5.0

Yog

3 Sub-strands32 Lessons

5.1 Concepts of Yog

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

the learner should be
able to
 explore the three
selected concepts of
Yog for personal
development
 distinguish the three
selected Yog concepts
for better
understanding
 illustrate circumstances
under which Yog is
applicable in daily life
 acknowledge the role
of Yog for spiritual
growth

Key Inquiry Questions (KIQs)

How is Yog Beneficial in Developing Life Skills?
Why is Yog Significant In Spiritual nourishment?

Suggested Experiences

use digital devices/ digital devices with assistive software for learners with special needs /resource person(s)/ library to research on the three different concepts of Yog
discuss with peers and present the findings in class
recite concept of Yog with the help of their parents /guidance and teacher
categorise and tabulate or write the different concepts of Yog
make a presentation to illustrate the circumstances under which Yog is applicable
participate in charitable activities that foster the three concepts of Yog

Teaching Resources

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

5.2 Path of Devotion

Term 2 Term 315 Lessons

Specific Learning Outcomes (SLOs)

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

describe the elements of Bhakti Yog as per the four faiths for a deeper understanding
explore the key activities of Bhakti Yog among the four faiths for self-development
practice the elements of Bhakti Yog for spiritual growth
acknowledge the role of Bhakti Yog for spiritual development

Key Inquiry Questions (KIQs)

Why is devotion important in our lives?
How can we use the key elements of Bhakti Yog to strengthen devotion?

Suggested Experiences

name element of Bhakti Yog as per the four faiths
interact with resource person(s) from the four faiths (Sanatan/Vedic, Jain, Buddhist, and Sikh) to understand the key elements of Bhakti Yog
design and present a poster/chart/tactile illustration of their findings from the resource person
use digital devices/print media to capture devotional activities for discussion and performance (recite/sing/sign/dance)
compose and recite their own unique devotional poem for self-reflection
participate in activities that focus on faith and trust towards each other while practising Bhakti Yog
assist learners with special needs as per their abilities through peer teaching basic meditation in Yoga

Teaching Resources

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

5.3 Bhakti Yog

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Oral questioning
Projects
Portfolio
Observations
Written work
Self and peer review
Posters/charts Presentations
Creative writing (poem)
Self and Peer review
Video presentation projects
Essay writing
Oral questioning
Portfolio
Observations
Written work
Posters/charts

Key Inquiry Questions (KIQs)

Visiting community centres and places of worship Engagement in devotional activities Visiting places of worship Visiting community centres Singing hymns/verses/songs?

Suggested Experiences

Resource persons Digital devices Library Tactile illustrations Curated written material Digital devices Print material Resource persons: elders, guardians, parents, priests, community management Tactile illustrations

Teaching Resources

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

Strand 6.0

Rites of Passage (Sanskaars)

1 Sub-strand15 Lessons

6.1 Religious Ceremonies

Term 315 Lessons

Specific Learning Outcomes (SLOs)

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

examine the three selected religious ceremonies performed in the four faiths
interpret the significance of the three selected religious ceremonies for social cohesion
participate in the religious ceremonies for social cohesion
appreciate the practice of religious ceremonies for cultural preservation

Key Inquiry Questions (KIQs)

Why are the religious ceremonies significant in modern society?
How do religious ceremonies contribute to the purification of the mind, body and soul?

Suggested Experiences

mention religious ceremonies performed by four faiths
use different digital devices/ digital devices with assistive software for learners with special needs /print media to explore the following religious ceremonies
watch/listen to audio-visual clips or visit places of worship accompanied by elders/parents/guardians to gather more information on religious ceremonies in the four faiths from a resource person (priest/community management)
make a video/participate in making an audio-visual clip on the religious ceremonies which can be shown in class
write an essay for peer review on the traditions of religious ceremonies
sing/sign/listen to the songs/hymns/verses related to religious ceremonies

Teaching Resources

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

Strand 7.0

Manifestations of Supreme Beings (Paramatma)

1 Sub-strand1 Lessons

7.1 Enlightened Beings

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Self and peer review
Oral questioning
Projects
Portfolio
Observations
Written work
Presentations of artwork
Self and peer review
Oral questioning
Projects
Portfolio
Observations
Written work
Presentations of artwork
Audio//Video recordings’
presentation
Self and peer review
Oral questioning
Projects
Portfolio
Observations
Written work
Presentations of games
Oral questioning
Projects
Portfolio
Observations
Written work
Presentation of tabulated work
Photograph presentations
Self and peer review
Oral questioning
Projects
Portfolio
Observations
Written work
Self and peer review
Photograph presentations
Artwork presentations
Oral questioning
Projects
Portfolio
Observations
Self and peer review
Written work
Presentations
Creative writing

Key Inquiry Questions (KIQs)

Visit to places of Worship and community centres Interact with Community service activities Role play Visit to places of worship Discussing with parents Skit performances Visiting to places of worship Visiting animal shelter Visiting elderly homes Visiting orphanages Dramatization Visiting to places of worship Photographing Recording videos Visit to places of worship (Vihara) Singing and reciting Mantras Visit to charity organisations and sites?

Suggested Experiences

Digital resources (Authenticated Online) Library Magazines Artwork Resource persons Tactile illustrations Resource persons Digital media Library Magazines Scriptures Tactile illustrations Parents as resource persons Library Magazines Scriptural stories Tactile illustrations Digital devices Resource persons Library Tactile illustrations Magazines Tactile illustrations Resource persons Digital devices Library Resource persons Digital devices Library Tactile illustrations

Teaching Resources

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

Grade 7 Hindu Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Hindu Religious Education.

Term 1 Scheme13 Weeks

Manifestation of Paramatma (Supreme Being)
Scriptures
Principles of Dharma (Dharmic Siddhant)
Religious Practices

View Term 1

Term 2 Scheme14 Weeks

Religious Practices
Yog

View Term 2

Term 3 Scheme9 Weeks

Yog
Rites of Passage (Sanskaars)
Manifestations of Supreme Beings (Paramatma)

View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

Arabic Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies 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 5 Schemes Grade 6 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 7 Hindu Religious Education?

The official KICD strands for Grade 7 Hindu Religious Education are: Manifestation of Paramatma (Supreme Being), Scriptures, Principles of Dharma (Dharmic Siddhant), Religious Practices, Yog, Rites of Passage (Sanskaars), Manifestations of Supreme Beings (Paramatma). 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 7 Hindu Religious Education?

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 7 Hindu Religious Education 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 7 Hindu Religious Education?

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.