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2026 KICD CBC Curriculum Design7 Strands · 16 Sub-strands121 Suggested Lessons

Grade 7 Islamic 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 Islamic 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 Islamic Religious Education Curriculum Facts

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

Class / Level
Grade 7
Pre-Primary Education
Major Strands
7 Strands
16 Sub-strands
Annual Lessons
121 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 7 Islamic Religious Education Term 1 Scheme Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) discuss the rationale for the revelation of the Qur’an as a guide to mankind

1. Why was the Qur’an revealed to mankind?

- research online/ on available reference materials on the rationale for the revelation of the Qur’an and make a class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) discuss the rationale for the revelation of the Qur’an as a guide to mankind

1. Why was the Qur’an revealed to mankind?

- research online/ on available reference materials on the rationale for the revelation of the Qur’an and make a class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) describe the stages of revelation of the Qur’an as a sign of mercy to mankind

1. Why was the Qur’an revealed to mankind?

- discuss the stages of the revelation of the Qur’an in groups and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) describe the incident of the first revelation of the Qur’an at cave Hira to show the importance of seeking knowledge

1. How does the Qur’an guide mankind?

- discuss the stages of the revelation of the Qur’an in groups and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) explain the reasons for the revelation of the Qur’an in portions for ease of its implementation

1. How does the Qur’an guide mankind?

- search and watch videos on the first incident at cave Hira and narrate individually in class

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) explain the reasons for the revelation of the Qur’an in portions for ease of its implementation

1. How does the Qur’an guide mankind?

- research on the reasons for the revelation of the Qur’an in portions and make class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) assess the importance of the Qur’an in day-to-day life of a Muslim as a divine guidance for humanity

1. How did Muslims benefit from the revelation of the Qur’an in portions?

- research on the reasons for the revelation of the Qur’an in portions and make class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) value the Qur’an as a book of guidance to mankind

1. How did Muslims benefit from the revelation of the Qur’an in portions?

- discuss on the importance of the Qur’an in pairs and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) value the Qur’an as a book of guidance to mankind

1. How did Muslims benefit from the revelation of the Qur’an in portions?

- discuss on the importance of the Qur’an in pairs and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anUlumul Qur’an

By the end of the sub strand, the learner should be able to;

a) value the Qur’an as a book of guidance to mankind

1. How did Muslims benefit from the revelation of the Qur’an in portions?

- discuss on the importance of the Qur’an in pairs and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Qur’anSelected Chapters

By the end of the sub strand, the learner should be able to;

a) read surah Ad-Dhuha (Q.93:1- 11) and surah Al-Balad (Q. 90:1-20) correctly for spiritual nourishment

1. What lessons do Muslims learn from the selected surah?

- read the selected surah

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anSelected Chapters

By the end of the sub strand, the learner should be able to;

a) read surah Ad-Dhuha (Q.93:1- 11) and surah Al-Balad (Q. 90:1-20) correctly for spiritual nourishment

1. What lessons do Muslims learn from the selected surah?

- read the selected surah

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anSelected Chapters

By the end of the sub strand, the learner should be able to;

a) read surah Ad-Dhuha (Q.93:1- 11) and surah Al-Balad (Q. 90:1-20) correctly for spiritual nourishment

1. What lessons do Muslims learn from the selected surah?

- read the selected surah

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anSelected Chapters

By the end of the sub strand, the learner should be able to;

a) explain the meaning of surah Ad-Dhuha (Q.93:1-11) and surah Al-Balad (Q. 90:1-20) for better understanding

1. What lessons do Muslims learn from the selected surah?

- discuss the meaning of the selected surah in groups and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anSelected Chapters

By the end of the sub strand, the learner should be able to;

a) explain the meaning of surah Ad-Dhuha (Q.93:1-11) and surah Al-Balad (Q. 90:1-20) for better understanding

1. What lessons do Muslims learn from the selected surah?

- discuss the meaning of the selected surah in groups and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

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

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

1
Strand 1.0

Qur’an

2 Sub-strands20 Lessons

1.1 Ulumul Qur’an

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • discuss the rationale for the revelation of the Qur’an as a guide to mankind
  • describe the stages of revelation of the Qur’an as a sign of mercy to mankind
  • describe the incident of the first revelation of the Qur’an at cave Hira to show the importance of seeking knowledge
  • explain the reasons for the revelation of the Qur’an in portions for ease of its implementation
  • assess the importance of the Qur’an in day-to-day life of a Muslim as a divine guidance for humanity
  • value the Qur’an as a book of guidance to mankind
Key Inquiry Questions (KIQs)
  • Why was the Qur’an revealed to mankind?
  • How does the Qur’an guide mankind?
  • How did Muslims benefit from the revelation of the Qur’an in portions?
Suggested Experiences
  • research online/ on available reference materials on the rationale for the revelation of the Qur’an and make a class presentation
  • discuss the stages of the revelation of the Qur’an in groups and make notes
  • search and watch videos on the first incident at cave Hira and narrate individually in class
  • research on the reasons for the revelation of the Qur’an in portions and make class presentation
  • discuss on the importance of the Qur’an in pairs and make notes
Teaching Resources

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

1.2 Selected Chapters

Term 112 Lessons
Specific Learning Outcomes (SLOs)

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

  • read surah Ad-Dhuha (Q.93:1- 11) and surah Al-Balad (Q. 90:1-20) correctly for spiritual nourishment
  • explain the meaning of surah Ad-Dhuha (Q.93:1-11) and surah Al-Balad (Q. 90:1-20) for better understanding
  • discuss the teachings/lessons of surah Ad-Dhuha (Q.93: 1-11) and surah Al-Balad (Q. 90:1-20) for application in daily life
  • apply the teachings of surah Ad- Dhuha (Q.93: 1-11) and surah Al-Balad (Q. 90:1-20) in their daily life to earn rewards from Allah
  • appreciate the teachings of surah Ad-Dhuha (Q.93: 1-11) and surah Al-Balad (Q. 90:1-20) as a guide in daily life
Key Inquiry Questions (KIQs)
  • What lessons do Muslims learn from the selected surah?
  • How can a Muslim apply the teachings of the selected surah?
Suggested Experiences
  • read the selected surah
  • discuss the meaning of the selected surah in groups and make class presentations
  • research on the teachings/lessons from selected surah online/on available reference materials in pairs and make class presentations
  • dramatize teachings/lessons from Surah Ad- Dhuha (treatment of orphans, needy and bounties of Allah)
Teaching Resources

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

2
Strand 2.0

Hadith

2 Sub-strands16 Lessons

2.1 Ulumul Hadith

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the meaning of hadith for better understanding
  • describe the forms of Hadith for better understanding of science of Hadith (Qaul, Fiil, Taqrir, Sifat)
  • state the components of Hadith for better understanding of science of Hadith
  • explain the types of Hadith (Hadith Qudsy and Nabawy) as the second source of Sharia
  • assess the importance of Hadith for spiritual nourishment
  • emulate the life of the Prophet (S.A.W.) to earn Allah’s rewards and enhance the competency of self-efficacy
  • acknowledge Hadith as a primary source of Sharia
Key Inquiry Questions (KIQs)
  • Why is Hadith important in the life of a Muslim?
Suggested Experiences
  • search online/on available reference materials on the meaning of hadith
  • Discuss on the components of Hadith in groups and present in class
  • research on forms of Hadith and prepare a chart for display in groups
  • Research on types of Hadith (Nabawy and Qudsy) and make class presentation
  • discuss the differences between Hadith Qudsy and Nabawy in groups and share in class
  • research on the importance of hadith from available reference materials and make notes
  • identify and use available networks to access and share information on the sifat of the Prophet (S.A.W.)
Teaching Resources

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

2.2 Selected Hadith

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • discuss the lessons learnt from the selected Hadith for character building
  • explain the relevance of the selected Hadith in the life of a Muslim
  • practise the teachings from the selected hadith in daily life
  • appreciate Hadith as the second source of Islamic law and spiritual guidance
Key Inquiry Questions (KIQs)
  • What are the benefits of having good intention?
  • Who is a good friend?
  • Why is it important to choose good friends?
Suggested Experiences
  • Read the selected hadith Hadith on intention: Umar bin Khattab (R.A) reported that, "I heard the Prophet (S.A.W.) say, actions are judged by intentions and everyone will get what was intended. So, the one whose hijrah was to Allah and His Messenger, then his hijrah was to Allah and His Messenger. The one whose hijrah was for the world to gain from it, or a woman to marry, then his hijrah was to what he made hijrah for.” (Bukhari and Muslim) Hadith on choice of friends: Abu Musa (R.A.) narrated that the prophet (S.A.W.) said "The example of a good companion (who sits with you) in comparison with a bad one, is like that of the musk seller and the blacksmith's bellows (or furnace); from the first you would either buy musk or enjoy its good smell while the bellows would either burn your clothes or your house, or you get a bad nasty smell thereof.’’ (Bukhari and Muslim)
  • discuss lessons derived from the selected hadith in pairs or groups and make class presentation
  • discuss the relevance of the selected Hadith in the life of a Muslim and make notes
  • role play the qualities and importance of having good friends
  • create social groups with friends where they can share information to influence each other positively
Teaching Resources

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

3
Strand 3.0

Pillars of Iman

2 Sub-strands12 Lessons

3.1 Significance of Tawheed

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the significance of Tawheed for spiritual nourishment
  • Apply ways of showing belief in Tawhid
  • appreciate Tawheed as the basis of Islamic faith
Key Inquiry Questions (KIQs)
  • Why do Muslims believe in Tawheed?
  • How is Tawheed manifested in a Muslim?
Suggested Experiences
  • research on the significance of Tawheed in the life of a Muslim and make class presentations
  • discuss the significance of Tawheed in groups and make notes
  • search online /from available books on the ways of showing belief in Tawheed and share in class
  • Discuss ways of showing belief in Tawheed in pairs or groups and make notes
  • role play ways of showing belief in Tawheed
Teaching Resources

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

3.2 Shirk

Term 1 Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe different types of shirk to avoid associating Allah with other beings
  • describe different ways through which shirk is manifested to protect one’s Iman
  • explain the effects of shirk to safeguard one’s Iman
  • perform acts that are devoid of shirk in daily life
  • recognise the belief in One God as the foundation of Iman
Key Inquiry Questions (KIQs)
  • Why should a Muslim avoid shirk?
  • How can a Muslim avoid shirk?
Suggested Experiences
  • use digital devices/available reference books to search for different types of shirk and make notes
  • demonstrate manifestation of shirk through skits in groups
  • discuss the effects of shirk in pairs and make class presentation
Teaching Resources

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

4
Strand 4.0

Devotional Acts

3 Sub-strands20 Lessons

4.1 Swalah

Term 210 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe how congregational prayers and sunnah prayers are performed to earn rewards. (Tahajud, Tahiyatul Masjid and Dhuha)
  • describe the performance of prayers on special occasions to earn Allah (S.W.T.)’s blessing (Swalatul Janaza,Musafir,Kusuf and Khusuf)
  • perform congregational prayers, sunnah prayers and prayers on special occasions for spiritual nourishment
  • assess the importance of performing congregational prayers, Sunnah prayers, and prayers on special occasions to earn rewards from Allah
  • appreciate the performance of congregational prayers, sunnah prayers and prayers on special occasions as a way of fulfilling Allah (S.W.T.)’s command
Key Inquiry Questions (KIQs)
  • Why should Muslims perform congregational prayers?
  • Why are Sunnah prayers important?
Suggested Experiences
  • search and watch video clips/ other resources on how congregational prayers, Sunnah prayers and prayers on special occasions are performed in pairs or groups and be guided by the teacher to make notes
  • demonstrate the performance of congregational prayers, Sunnah prayers and prayers on special occasions
  • discuss significance of congregational prayers, Sunnah prayers and prayers on special occasions in groups and make class presentations
Teaching Resources

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

4.2 Zakat

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe Zakatul Maal and Zakatul Fitr as an obligation on a Muslim
  • differentiate between Zakatul Maal and Zakatul Fitr as acts of ibadah
  • identify items exempted from Zakat payment
  • explain the importance of Zakatul Maal and Zakatul Fitr to the society
  • appreciate the role of zakat in the development of a Muslim society
Key Inquiry Questions (KIQs)
  • Why is it important to pay Zakat?
Suggested Experiences
  •  brainstorm the importance discuss the different types of zakat in groups and make notes guided by the teacher,  search for the differences between Zakatul Maal and Zakatul Fitr and present on  charts/posters/PowerPoint,  research on items exempted from Zakat in groups and make class presentation,  of Zakatul Maal and Zakatul Fitr and make notes
Teaching Resources

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

4.3 Saum

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe types of Saum for ease of observance (Fardh,Sunnah,Nadhir,Kafara, Qadha)
  • assess the significance of Saum for spiritual growth
  • observe saum to earn rewards from Allah
  • appreciate the observance of Saum as a way of earning taqwa
Key Inquiry Questions (KIQs)
  • What are the benefits of Saum in the life of a Muslim?
Suggested Experiences
  • discuss the types of Saum, make charts in groups and present in class
  • research on the significance of Saum and presents on PowerPoint /charts in groups
  • Compose a poem on Saum and make a class presentation
Teaching Resources

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

5
Strand 5.0

Akhlaq (Moral values)

3 Sub-strands17 Lessons

5.1 Dimensions of morality in Islam

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify sources of morality in Islam as a guide to good behaviour
  • explain the purpose of morality in promoting uprightness in the society
  • practise Islamic moral values in day- to-day life to earn rewards from Allah
  • regard Islamic values as a form of ibadah
Key Inquiry Questions (KIQs)
  • Why should Muslims have good morals?
Suggested Experiences
  • research online/from available books on sources of morality i.e. Quran and Sunnah and make notes guided by the teacher
  • discuss the purpose of morality in groups and make presentation
  • role play acts depicting good morals
Teaching Resources

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

5.2 Virtues in Islam

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain Islamic teachings on truthfulness and forgiveness for moral growth
  • assess the significance of upholding truthfulness and forgiveness for harmonious co-existence in the society
  • practise truthfulness and forgiveness in day-to-day life to earn rewards from Allah (S.W.T.)
  • appreciate Islamic virtues for a morally upright society
Key Inquiry Questions (KIQs)
  • Why should a Muslim be truthful?
  • Why is it important for a Muslim to exercise forgiveness?
Suggested Experiences
  • discuss the Islamic teachings on truthfulness and forgiveness in groups and make class presentations
  • discuss the significance of upholding truthfulness in groups and make notes
  • research individually on the significance of forgiveness and make notes
  • record short videos as they dramatize acts depicting truthfulness and forgiveness in the society and share on social media platforms
Teaching Resources

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

5.3 Prohibitions in Islam Drug abuse

Term 28 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the effects of drug abuse for healthy living
  • examine the rationale behind prohibition of drugs as a way of fostering positive character formation
  • explain remedies for drug abuse for a healthy and morally upright society
  • abstain from abusing drugs to earn Allah’s pleasure
  • acknowledge the rationale for prohibition of drugs for the growth and development of the nation
Key Inquiry Questions (KIQs)
  • What causes drug abuse?
  • What are the effects of drug abuse in the society?
  • What are the possible remedies for drug abuse?
Suggested Experiences
  • list down some types of drugs bhang, heroin, cocaine, khat etc)
  • discuss the effects of drug abuse in the society in groups and present on charts/PowerPoint
  • search and watch video clips/search on available newspapers books, magazines, journals on the effects of drug abuse and deduce lessons
  • use digital devices/ available Islamic books to research the rationale behind the prohibition, of drugs in Islam and make notes
  • research on the possible remedies for drug abuse and make posters
  • depict through skits the effects of drug abuse in the society
  • research on the effects and remedies of drug abuse and develop portfolios
  • discuss ways of avoiding drug abuse and make class presentations
  • visit a rehabilitation centre to learn more on the effects and remedies for drug abuse
  • listen to a talk on drug abuse from a medical expert/NACADA official
Teaching Resources

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

6
Strand 6.0

Muamalat (Social Relationship)

3 Sub-strands20 Lessons

6.1 Marriage

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the purpose of marriage as a means of fulfilling one’s faith
  • state the conditions for a valid marriage in Islam
  • describe the rights and responsibilities in marriage for observance of Allah (S.W.T.)’s commandments
  • regard marriage as a way of validating the establishment of a family
Key Inquiry Questions (KIQs)
  • Why is marriage important in Islam?
  • What are the rights of a husband/wif e in Islam?
Suggested Experiences
  • discuss the purpose of marriage in groups and share in class
  • discuss the conditions for marriage in groups and make notes
  • research on rights and responsibilities of a husband and wife in marriage and make class presentations
  • dramatise on rights and responsibilities in marriage
Teaching Resources

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

6.2 Trade and Finance in Islam

Term 38 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the halal and haram sources of earning for legitimate livelihood
  • describe the legitimate ways of spending income to earn Allah (S.W.T.)’s Pleasure
  • analyse the effects of spending income in haram ways in the life of a Muslim
  • explain the importance of lawful earnings as an act of ibadah
  • apply the knowledge of halal way of earning in daily life
  • discuss the benefits of spending income in legitimate ways so as to earn rewards from Allah (S.W.T.)
  • appreciate halal sources of earning and spending as a fulfilment of Allah (S.W.T.)’s command
Key Inquiry Questions (KIQs)
  • How do Muslims spend their income?
  • Why should Muslims spend their income in a halal manner?
  • Why are some sources of earning considered haram in Islam?
Suggested Experiences
  • use digital devices or Islamic books to search for halal and haram sources of earning and in pairs or groups make class presentations
  • discuss on legitimate ways of spending income and share in class in groups
  • brainstorm the effects of spending income in haram in groups and present in class
  • discuss the importance of lawful earnings in groups and make notes
  • role play on the benefits of spending income in legitimate ways
  • search and watch video clips on legitimate ways of spending and make notes
Teaching Resources

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

6.3 Contemporary issues

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the rights of women in Islam for gender parity
  • describe the modes of transmission of HIV and AIDS and COVID-19 to avoid transmission
  • explain the possible remedies for the spread of HIV and AIDS and COVID-19 for healthy living
  • honour the rights of women as a fulfilment of the teachings of the Prophet (S.A.W.)
Key Inquiry Questions (KIQs)
  • How should women be treated in Islam?
  • What are the possible remedies for the spread of HIV and AIDS and COVID- 19?
Suggested Experiences
  • discuss the rights of women in groups and present in class
  • Using digital devices/ books, journals, newspapers search for information on modes of transmission and remedies for the spread of HIV and AIDS, COVID-19 and present on charts/ PowerPoint
  • search and watch video clips on modes of transmission and remedies for the spread of HIV and AIDS, COVID- 19, and make notes
Teaching Resources

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

7
Strand 7.0

Islamic Heritage and Civilisation

1 Sub-strand16 Lessons

7.1 Reforms introduced By Prophet Muhammad

Term 316 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the socio-religious, political and economic reforms introduced by Prophet Muhammad (S.A.W.) as an agent of change
  • assess the importance of the socio-religious, political and economic reforms introduced by Prophet Muhammad (S.A.W.) to the world civilisation
  • apply lessons learnt from the reforms introduced by Prophet Muhammad (S.A.W.)
  • treasure the reforms introduced by Prophet Muhammad (S.A.W.) for a morally upright society
Key Inquiry Questions (KIQs)
  • What are the benefits of the reforms introduced by Prophet Muhammad (S.A.W.)?
  • What lessons do Muslims learn from the reforms introduced by Prophet Muhammad (S.A.W.)?
Suggested Experiences
  • search online for video clips/available reference materials on the Jahiliyya period
  • discuss the socio- religious, political and economic reforms introduced by Prophet Muhammad (S.A.W.) in groups and make class presentation
  • watch/read and make a comparative analysis between Jahiliyya and post Jahiliyya periods and make notes
  • discuss the importance of socio-religious, political and economic reforms introduced by Prophet Muhammad (S.A.W.) in groups and make class presentation
  • brainstorm on lessons learnt from the reforms introduced by Prophet Muhammad (S.A.W.)
  • dramatise acts depicting Jahiliyya period and the reforms introduced by Prophet Muhammad (S.A.W.)
Teaching Resources

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

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

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

Term 1 Scheme13 Weeks
  • Qur’an
  • Hadith
  • Pillars of Iman
View Term 1
Term 2 Scheme14 Weeks
  • Pillars of Iman
  • Devotional Acts
  • Akhlaq (Moral values)
  • Muamalat (Social Relationship)
View Term 2
Term 3 Scheme9 Weeks
  • Muamalat (Social Relationship)
  • Islamic Heritage and Civilisation
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 HubFrench HubCreative Arts & Sports HubAgriculture & Nutrition HubPre-Technical Studies HubChristian Religious Education HubEnglish HubIntegrated Science HubMathematics HubGerman HubHindu Religious Education HubIndigenous Languages HubKiswahili HubMandarin HubSocial Studies Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 Islamic Religious Education?

The official KICD strands for Grade 7 Islamic Religious Education are: Qur’an, Hadith, Pillars of Iman, Devotional Acts, Akhlaq (Moral values), Muamalat (Social Relationship), Islamic Heritage and Civilisation. 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 Islamic 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 Islamic 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 Islamic 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.