2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 7 Islamic Religious Education Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Islamic Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Islamic Religious Education Term 3 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 3.

Class / Grade: Grade 7
Learning Area: Islamic Religious Education
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 7 Islamic Religious Education Term 3 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	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) identify the halal and haram sources of earning for legitimate livelihood	1. How do Muslims spend their income?	- use digital devices or Islamic books to search for halal and haram sources of earning and in pairs or groups make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) identify the halal and haram sources of earning for legitimate livelihood	1. How do Muslims spend their income?	- use digital devices or Islamic books to search for halal and haram sources of earning and in pairs or groups make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) describe the legitimate ways of spending income to earn Allah (S.W.T.)’s Pleasure	1. How do Muslims spend their income?	- discuss on legitimate ways of spending income and share in class in groups	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) analyse the effects of spending income in haram ways in the life of a Muslim	1. Why should Muslims spend their income in a halal manner?	- brainstorm the effects of spending income in haram in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) explain the importance of lawful earnings as an act of ibadah	1. Why should Muslims spend their income in a halal manner?	- discuss the importance of lawful earnings in groups and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) apply the knowledge of halal way of earning in daily life	1. Why should Muslims spend their income in a halal manner?	- discuss the importance of lawful earnings in groups and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) discuss the benefits of spending income in legitimate ways so as to earn rewards from Allah (S.W.T.)	1. Why are some sources of earning considered haram in Islam?	- role play on the benefits of spending income in legitimate ways	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) appreciate halal sources of earning and spending as a fulfilment of Allah (S.W.T.)’s command	1. Why are some sources of earning considered haram in Islam?	- search and watch video clips on legitimate ways of spending and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relationship)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) appreciate halal sources of earning and spending as a fulfilment of Allah (S.W.T.)’s command	1. Why are some sources of earning considered haram in Islam?	- search and watch video clips on legitimate ways of spending and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) identify the rights of women in Islam for gender parity	1. How should women be treated in Islam?	- discuss the rights of women in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) identify the rights of women in Islam for gender parity	1. How should women be treated in Islam?	- discuss the rights of women in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) describe the modes of transmission of HIV and AIDS and COVID-19 to avoid transmission	1. How should women be treated in Islam?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) explain the possible remedies for the spread of HIV and AIDS and COVID-19 for healthy living	1. What are the possible remedies for the spread of HIV and AIDS and COVID- 19?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) explain the possible remedies for the spread of HIV and AIDS and COVID-19 for healthy living	1. What are the possible remedies for the spread of HIV and AIDS and COVID- 19?	- search and watch video clips on modes of transmission and remedies for the spread of HIV and AIDS, COVID- 19, and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relationship)	Contemporary issues	By the end of the sub strand, the learner should be able to; a) honour the rights of women as a fulfilment of the teachings of the Prophet (S.A.W.)	1. What are the possible remedies for the spread of HIV and AIDS and COVID- 19?	- search and watch video clips on modes of transmission and remedies for the spread of HIV and AIDS, COVID- 19, and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Islamic Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 7 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Muamalat (Social Relationship)

2 Sub-strands14 Lessons in Term 3

1.1 Trade and Finance in Islam

8 Suggested LessonsTerm 3

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?

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

1.2 Contemporary issues

6 Suggested LessonsTerm 3

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?

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

Strand 2.0

Islamic Heritage and Civilisation

1 Sub-strand16 Lessons in Term 3

2.1 Reforms introduced By Prophet Muhammad

16 Suggested LessonsTerm 3

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.)?

Learning 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 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 2View Term 2 →

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

Term 3Current

Muamalat (Social Relationship)
Islamic Heritage and Civilisation

Other Grade 7 Schemes of Work for Term 3

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

Arabic (Term 3)French (Term 3)Creative Arts & Sports (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)Christian Religious Education (Term 3)English (Term 3)Integrated Science (Term 3)Mathematics (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Kiswahili (Term 3)Mandarin (Term 3)Social Studies (Term 3)

Explore Schemes for Other CBC Grades

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:

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 3

What strands and sub-strands are covered in Grade 7 Islamic Religious Education Term 3?

In Term 3, Grade 7 Islamic Religious Education covers the following main strands: Muamalat (Social Relationship), Islamic Heritage and Civilisation. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 7 Islamic Religious Education in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.