2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons4 Strands in Term 1

Grade 7 Hindu Religious Education Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Hindu Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Hindu Religious Education Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 Hindu Religious Education in Term 1.

Class / Grade: Grade 7
Learning Area: Hindu Religious Education
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 7 Hindu Religious Education Term 1 Scheme of Work Table

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

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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)

Curriculum Design & Content

Grade 7 Hindu Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 7 Hindu Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Manifestation of Paramatma (Supreme Being)

1 Sub-strand15 Lessons in Term 1

1.1 Enlightened Beings

15 Suggested LessonsTerm 1

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?

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

Strand 2.0

Scriptures

1 Sub-strand14 Lessons in Term 1

2.1 Scriptural texts

14 Suggested LessonsTerm 1

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?

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

Strand 3.0

Principles of Dharma (Dharmic Siddhant)

1 Sub-strand14 Lessons in Term 1

3.1 Fundamental Principles

14 Suggested LessonsTerm 1

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?

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

Strand 4.0

Religious Practices

1 Sub-strand15 Lessons in Term 1

4.1 Buddhist Practices

15 Suggested LessonsTerm 1

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?

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

Grade 7 Hindu Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Hindu Religious Education showing the term-by-term distribution of all 7 strands.

Term 1Current

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

Term 2View Term 2 →

Religious Practices
Yog

Term 3View Term 3 →

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

Other Grade 7 Schemes of Work for Term 1

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

Arabic (Term 1)French (Term 1)Creative Arts & Sports (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)English (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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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 7 Hindu Religious Education Term 1

What strands and sub-strands are covered in Grade 7 Hindu Religious Education Term 1?

In Term 1, Grade 7 Hindu Religious Education covers the following main strands: Manifestation of Paramatma (Supreme Being), Scriptures, Principles of Dharma (Dharmic Siddhant), Religious Practices. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 7 Hindu Religious Education in Term 1?

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 7 Hindu Religious Education Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.