2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 7 Islamic 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 Islamic Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Islamic 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 Islamic Religious Education in Term 1.

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

Full Term Timetable

Grade 7 Islamic 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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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	Qur’an	Ulumul 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)
	2	Qur’an	Ulumul 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)
	3	Qur’an	Ulumul 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)
	4	Qur’an	Ulumul 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)
	5	Qur’an	Ulumul 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)
2	1	Qur’an	Ulumul 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)
	2	Qur’an	Ulumul 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)
	3	Qur’an	Ulumul 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)
	4	Qur’an	Ulumul 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)
	5	Qur’an	Ulumul 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)
3	1	Qur’an	Selected 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)
	2	Qur’an	Selected 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)
	3	Qur’an	Selected 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)
	4	Qur’an	Selected 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)
	5	Qur’an	Selected 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)

Curriculum Design & Content

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

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

Strand 1.0

Qur’an

2 Sub-strands20 Lessons in Term 1

1.1 Ulumul Qur’an

8 Suggested LessonsTerm 1

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?

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

1.2 Selected Chapters

12 Suggested LessonsTerm 1

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?

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

Strand 2.0

Hadith

2 Sub-strands16 Lessons in Term 1

2.1 Ulumul Hadith

8 Suggested LessonsTerm 1

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?

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

2.2 Selected Hadith

8 Suggested LessonsTerm 1

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?

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

Strand 3.0

Pillars of Iman

2 Sub-strands12 Lessons in Term 1

3.1 Significance of Tawheed

4 Suggested LessonsTerm 1

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?

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

3.2 Shirk

8 Suggested LessonsTerm 1

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?

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

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

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

Term 1Current

Qur’an
Hadith
Pillars of Iman

Term 2View Term 2 →

Pillars of Iman
Devotional Acts
Akhlaq (Moral values)
Muamalat (Social Relationship)

Term 3View Term 3 →

Muamalat (Social Relationship)
Islamic Heritage and Civilisation

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)Mathematics (Term 1)German (Term 1)Hindu Religious Education (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 Islamic Religious Education Term 1

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

In Term 1, Grade 7 Islamic Religious Education covers the following main strands: Qur’an, Hadith, Pillars of Iman. 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 Islamic 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 Islamic 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.