2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 7 Islamic Religious Education Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Islamic Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Islamic Religious Education Term 2 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 2.

Class / Grade: Grade 7
Learning Area: Islamic Religious Education
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 7 Islamic Religious Education Term 2 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	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) explain the effects of shirk to safeguard one’s Iman	1. How can a Muslim avoid shirk?	- demonstrate manifestation of shirk through skits in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) perform acts that are devoid of shirk in daily life	1. How can a Muslim avoid shirk?	- demonstrate manifestation of shirk through skits in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) perform acts that are devoid of shirk in daily life	1. How can a Muslim avoid shirk?	- discuss the effects of shirk in pairs and make class presentation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) recognise the belief in One God as the foundation of Iman	1. How can a Muslim avoid shirk?	- discuss the effects of shirk in pairs and make class presentation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) recognise the belief in One God as the foundation of Iman	1. How can a Muslim avoid shirk?	- discuss the effects of shirk in pairs and make class presentation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Pillars of Iman	Shirk	By the end of the sub strand, the learner should be able to; a) recognise the belief in One God as the foundation of Iman	1. How can a Muslim avoid shirk?	- discuss the effects of shirk in pairs and make class presentation	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) describe how congregational prayers and sunnah prayers are performed to earn rewards. (Tahajud, Tahiyatul Masjid and Dhuha)	1. Why should Muslims perform congregational prayers?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) describe how congregational prayers and sunnah prayers are performed to earn rewards. (Tahajud, Tahiyatul Masjid and Dhuha)	1. Why should Muslims perform congregational prayers?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) describe the performance of prayers on special occasions to earn Allah (S.W.T.)’s blessing (Swalatul Janaza,Musafir,Kusuf and Khusuf)	1. Why should Muslims perform congregational prayers?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) describe the performance of prayers on special occasions to earn Allah (S.W.T.)’s blessing (Swalatul Janaza,Musafir,Kusuf and Khusuf)	1. Why should Muslims perform congregational prayers?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) perform congregational prayers, sunnah prayers and prayers on special occasions for spiritual nourishment	1. Why should Muslims perform congregational prayers?	- demonstrate the performance of congregational prayers, Sunnah prayers and prayers on special occasions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) perform congregational prayers, sunnah prayers and prayers on special occasions for spiritual nourishment	1. Why are Sunnah prayers important?	- demonstrate the performance of congregational prayers, Sunnah prayers and prayers on special occasions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) assess the importance of performing congregational prayers, Sunnah prayers, and prayers on special occasions to earn rewards from Allah	1. Why are Sunnah prayers important?	- demonstrate the performance of congregational prayers, Sunnah prayers and prayers on special occasions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) assess the importance of performing congregational prayers, Sunnah prayers, and prayers on special occasions to earn rewards from Allah	1. Why are Sunnah prayers important?	- discuss significance of congregational prayers, Sunnah prayers and prayers on special occasions in groups and make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Swalah	By the end of the sub strand, the learner should be able to; a) appreciate the performance of congregational prayers, sunnah prayers and prayers on special occasions as a way of fulfilling Allah (S.W.T.)’s command	1. Why are Sunnah prayers important?	- discuss significance of congregational prayers, Sunnah prayers and prayers on special occasions 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 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 7 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Pillars of Iman

1 Sub-strand8 Lessons in Term 2

1.1 Shirk

8 Suggested LessonsTerm 2

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.

Strand 2.0

Devotional Acts

3 Sub-strands20 Lessons in Term 2

2.1 Swalah

10 Suggested LessonsTerm 2

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?

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

2.2 Zakat

5 Suggested LessonsTerm 2

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?

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

2.3 Saum

5 Suggested LessonsTerm 2

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?

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

Strand 3.0

Akhlaq (Moral values)

3 Sub-strands17 Lessons in Term 2

3.1 Dimensions of morality in Islam

4 Suggested LessonsTerm 2

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?

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

3.2 Virtues in Islam

5 Suggested LessonsTerm 2

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?

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

3.3 Prohibitions in Islam Drug abuse

8 Suggested LessonsTerm 2

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?

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

Strand 4.0

Muamalat (Social Relationship)

1 Sub-strand6 Lessons in Term 2

4.1 Marriage

6 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Qur’an
Hadith
Pillars of Iman

Term 2Current

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 2

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

Arabic (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Integrated Science (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

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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 2

What strands and sub-strands are covered in Grade 7 Islamic Religious Education Term 2?

In Term 2, Grade 7 Islamic Religious Education covers the following main strands: Pillars of Iman, Devotional Acts, Akhlaq (Moral values), Muamalat (Social Relationship). Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 7 Islamic Religious Education in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.