2026 KICD CBC Curriculum Design8 Strands · 11 Sub-strands122 Suggested Lessons

Grade 8 Hindu 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 8 Hindu 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 8 Hindu Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Hindu Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 8 Strands
Annual Lessons: 122 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Hindu Religious Education Term 1 Scheme Table

13-week teaching 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	Manifestation of Paramatma (Supreme Being)	Enlightened beings	By the end of the sub strand, the learner should be able to; a) explain key attributes of the selected Enlightened Beings for familiarisation	1. Why is it important to learn the attributes of Enlightened Beings?	- research on attributes of the specified Enlightened Beings based on their life history using varied digital/digital media with assistive technology /print media/ resource persons	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) explain key attributes of the selected Enlightened Beings for familiarisation	1. Why is it important to learn the attributes of Enlightened Beings?	- research on attributes of the specified Enlightened Beings based on their life history using varied digital/digital media with assistive technology /print media/ resource persons	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) explain key attributes of the selected Enlightened Beings for familiarisation	1. Why is it important to learn the attributes of Enlightened Beings?	- tabulate or write the attributes and commonalities of the selected 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) explain key attributes of the selected Enlightened Beings for familiarisation	1. Why is it important to learn the attributes of Enlightened Beings?	- tabulate or write the attributes and commonalities of the selected 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) outline the contributions of the Enlightened Beings for inspiration in daily life	1. Why is it important to learn the attributes of Enlightened Beings?	- watch or listen to audio visual clips on the life history 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) outline the contributions of the Enlightened Beings for inspiration in daily life	1. Why is it important to learn the attributes of Enlightened Beings?	- role play the story of Tirthankar Mallinath: Malli kumari and kings	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) outline the contributions of the Enlightened Beings for inspiration in daily life	1. Why is it important to learn the attributes of Enlightened Beings?	- role play the story of Tirthankar Mallinath: Malli kumari and kings	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) participate in activities that reflect the teachings of the Enlightened Beings for individual transformation	1. How can we implement the teachings of Enlightened Beings in our lives?	- explain the events that led to Sri Guru Tegh Bahadur Ji’s entitlement	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) participate in activities that reflect the teachings of the Enlightened Beings for individual transformation	1. How can we implement the teachings of Enlightened Beings in our lives?	- write an essay on the implementation of the teachings learnt from 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) participate in activities that reflect the teachings of the Enlightened Beings for individual transformation	1. How can we implement the teachings of Enlightened Beings in our lives?	- write an essay on the implementation of the teachings learnt from the Enlightened Beings	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) participate in activities that reflect the teachings of the Enlightened Beings for individual transformation	1. How can we implement the teachings of Enlightened Beings in our lives?	- draw, paint or make a tactual illustration on a life event of an Enlightened Being	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) recognize the contributions of Enlightened Beings for guidance in life	1. How can we implement the teachings of Enlightened Beings in our lives?	- design a catalogue of each Enlightened Being by sticking at least two pieces of poetry/quotes from religious magazines/recorded discourses/personal composition against a relevant portrait of each Enlightened Being	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) recognize the contributions of Enlightened Beings for guidance in life	1. How can we implement the teachings of Enlightened Beings in our lives?	- design a catalogue of each Enlightened Being by sticking at least two pieces of poetry/quotes from religious magazines/recorded discourses/personal composition against a relevant portrait of each Enlightened Being	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) recognize the contributions of Enlightened Beings for guidance in life	1. How can we implement the teachings of Enlightened Beings in our lives?	- develop a practical activity to solve a problem in their community applying a specific teaching from 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) recognize the contributions of Enlightened Beings for guidance in life	1. How can we implement the teachings of Enlightened Beings in our lives?	- develop a practical activity to solve a problem in their community applying a specific teaching from the Enlightened Beings	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Hindu Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Hindu Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Manifestation of Paramatma (Supreme Being)

1 Sub-strand14 Lessons

1.1 Enlightened beings

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

explain key attributes of the selected Enlightened Beings for familiarisation
outline the contributions of the Enlightened Beings for inspiration in daily life
participate in activities that reflect the teachings of the Enlightened Beings for individual transformation
recognize the contributions of Enlightened Beings for guidance in life

Key Inquiry Questions (KIQs)

Why is it important to learn the attributes of Enlightened Beings?
How can we implement the teachings of Enlightened Beings in our lives?

Suggested Experiences

research on attributes of the specified Enlightened Beings based on their life history using varied digital/digital media with assistive technology /print media/ resource persons
tabulate or write the attributes and commonalities of the selected Enlightened Beings
watch or listen to audio visual clips on the life history of the Enlightened Beings
role play the story of Tirthankar Mallinath: Malli kumari and kings
explain the events that led to Sri Guru Tegh Bahadur Ji’s entitlement
write an essay on the implementation of the teachings learnt from the Enlightened Beings
draw, paint or make a tactual illustration on a life event of an Enlightened Being
design a catalogue of each Enlightened Being by sticking at least two pieces of poetry/quotes from religious magazines/recorded discourses/personal composition against a relevant portrait of each Enlightened Being
develop a practical activity to solve a problem in their community applying a specific teaching from the Enlightened Beings

Teaching Resources

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

Strand 2.0

Scriptures

1 Sub-strand13 Lessons

2.1 Scriptural Texts

Term 113 Lessons

Specific Learning Outcomes (SLOs)

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

analyse the role of Scriptures for guidance in daily life
prepare a code of conduct based on Scriptures for personal development
utilise common teachings from the Scriptures for peace and harmony
appreciate Scriptural teachings for spiritual nourishment

Key Inquiry Questions (KIQs)

How does reading of Scriptures influence our daily life?
How does code of conduct in Scriptures instils moral values?

Suggested Experiences

read the selected verses under parental supervision and write a report on how these Scriptures guide our daily lives
discuss with peers the roles of Scriptures in society
visit Sanatan Mandir, Derasar, Vihar and Gurdwara to learn about the Scriptures
tabulate or write a code of conduct for their daily life based on the Scriptures they have learned about
recite/sing/ chant the verses/ hymns/stavans/mantras/Shaba ds from the selected Scriptures that promote peace and harmony
listen to stories and recorded audio-visuals on the listed verses from the Scriptures
discuss with peers how teachings from the Scriptures promote peace and harmony and make a presentation in class
assist learners with special needs as per their abilities through peer teaching basic concepts from Scriptures in their class

Teaching Resources

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

Strand 3.0

Principles of Dharma

2 Sub-strands26 Lessons

3.1 Fundamental Principles

Term 113 Lessons

Specific Learning Outcomes (SLOs)

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

identify the five selected fundamental Principles of Dharma for character formation
dramatize the Principles of Dharma in a school environment
nurture the Principles of Dharma for virtuous living

Key Inquiry Questions (KIQs)

How can Principles of Dharma be practised in day-to-day life?
Why is it important to live by the Principles of Dharma?

Suggested Experiences

explore the Fundamental Principles of Dharma from the four faiths through digital media/ libraries / resource person(s)
research famous personalities to ascertain their efforts in following the Principles of Dharma
create a list of activities to guide them on the practice of each of the Principles of Dharma
discuss with peers the activities enlisted regarding the practice of Principles of Dharma
explore and narrate stories in the classroom based on Principles of Dharma
visit Sanatan Mandir, Derasar, Vihar and Gurdwara, listen, sermons on the Principles of Dharma
prepare relevant skits based on Scriptural stories depicting Principles of Dharma

Teaching Resources

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

3.2 Buddhist Principles of Dharma Noble Eightfold Path

Term 1 Term 213 Lessons

Specific Learning Outcomes (SLOs)

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

describe the Buddhist Principles of Dharma for spiritual nourishment
interpret the Buddhist Principles of Dharma for character formation
explain the causes of road crashes ignoring noble eightfold path in Buddhist principles
acknowledge the Buddhist Principles of Dharma for virtuous living

Key Inquiry Questions (KIQs)

What is the significance of noble eightfold path in our life?

Suggested Experiences

read religious Buddhist magazines to identify components of the Noble Eightfold Path
listen to a discourse by resource persons explaining the noble eightfold path
create a mind map/make a summary /list that incorporates activities of the noble eightfold path and discuss with peers the components that can be exercised in daily life
watch/ listen/ selected videos about the practice of the noble eightfold path in Buddhism/consult practising Buddhists to learn how the components are applied in day-to- day life
listen to a resource person on the consequences of disobeying the noble eightfold path such as use of headphones while crossing the road, running while crossing the road, playing on the road
assist learners with special needs as per their abilities through peer teaching religious practices carried out in a place of worship

Teaching Resources

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

Strand 4.0

Religious Practices

2 Sub-strands27 Lessons

4.1 Protocols in Sanatan Dharma

Term 214 Lessons

Specific Learning Outcomes (SLOs)

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

describe the protocols of religious practices observed in a Sanatan/Hindu Mandir
model the mandatory religious etiquette for self-efficacy
embrace the protocols and etiquette for personal welfare

Key Inquiry Questions (KIQs)

Why are protocols important in religious practices?

Suggested Experiences

visit places of worship for the Sanatan Dharma, accompanied by parents/guardians, to observe, record with digital devices / adapted digital devices to present in class the relevance of Arti, its components and significance
perform the Arti at the end of their presentation, individually or in groups
write a detailed report on findings from visits to places of worship that include the attitudinal disposition one has while performing the religious practices
demonstrate the religious practices with peers
invite resource person to give a talk on the mandatory protocols of the religious practices where learners record and take notes
visit a place of worship to note the etiquettes observed
assist learners with special needs as per their abilities through peer teaching to make them understand the religious practices carried out in a place of worship

Teaching Resources

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

4.2 Protocols in Jain Dharma Aarti and Mangal Divo

Term 213 Lessons

Specific Learning Outcomes (SLOs)

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

describe the protocols observed in a Jain Derasar for recognition
model the mandatory religious etiquette for self-esteem
acknowledge the protocols and etiquette for social harmony

Key Inquiry Questions (KIQs)

Why is it important to learn about the Aarti, Mangal Divo and its significance?

Suggested Experiences

visit the Derasar, accompanied by parents/guardians, to record with digital devices / assistive technology and present in class the relevance of the protocols, their components and significance
perform the protocols at the end of their presentation, individually or with peers
write a detailed report on findings from visits to places of worship that include the attitudinal disposition one has while performing the religious practices
invite resource person to give a talk on the mandatory protocols of the religious practices where learners record and take notes
create a skit and dramatise the dos and don’ts of religious etiquette observed at the Derasar

Teaching Resources

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

Strand 5.0

Yog

2 Sub-strands15 Lessons

5.1 Path of Action

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

examine actions that enable him to understand Karma Yog
summarise key events of the selected prominent practitioners of Karma Yog for social welfare
implement Karma Yog for self- improvement
recognise the essence of Karma Yog for better understanding

Key Inquiry Questions (KIQs)

How do the lives of practitioners of karma Yog inspire us?
Why do we need to practise Karma Yog?
How do different Scriptures guide us on Karma Yog?

Suggested Experiences

Make a list of all the duties/roles in their life, divide them into the roles they like and dislike and prioritise as per importance at home and in school
Hold discussions with peers to assess each other’s daily actions with regards to Karma Yog
Read key events of prominent practitioners of Karma Yog through digital media/ assistive digital media/ library/ resource persons and summarise and make a presentation on the benefits of selfless service based on their personal experience and lessons from resource persons
Role play key events of prominent practitioners of Karma Yog
Select relevant Scriptural stories/verses/hymns that reflect on Karma Yog
Undertake selfless service in school and community and assist learners with special needs as per their abilities

Teaching Resources

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

5.2 Selfless Service

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Self & Peer Review
Oral questioning
Projects
Portfolio
Observations
Written work
Presentations
Creative writing
Audio visual recordings
Self & Peer Review Audio
visual presentation
Presentations
Projects
Written work
Oral questioning
Portfolio
Observations
Presentation of artwork

Key Inquiry Questions (KIQs)

Practice meditation and devotional activities Visiting Places of Worship Visiting Community Centres Role Play?

Suggested Experiences

Resource persons Digital devices Library Realia Art and Craft Materials Tactual Illustrations Curated written material Digital devices Resource persons Realia Art and Craft Materials Tactual Illustrations

Teaching Resources

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

Strand 6.0

Sanskaars (Jains)

1 Sub-strand13 Lessons

6.1 Religious Ceremonies

Term 313 Lessons

Specific Learning Outcomes (SLOs)

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

identify religious ceremonies observed by Jain faith for knowledge
interpret the significance of religious ceremonies in Jain faith for self-efficacy
model all necessary protocols while participating in the religious ceremonies
embrace the religious ceremonies of one’s faith for spiritual nourishment

Key Inquiry Questions (KIQs)

How do religious ceremonies influence one’s life?
What role does religious ceremonies play in society?

Suggested Experiences

use digital devices / resource persons / publications to research in groups on the religious ceremonies to create a PowerPoint presentation for discussion
imagine and create a story that incorporates any one of the religious ceremonies
visit a Derasar to observe Sanskaars being performed and take notes
collect items/accessories needed to participate in Jain Sanskaars
invite a resource person to learn about the necessary protocols observed during the mentioned ceremonies
tabulate/ write a list of activities that are performed during religious ceremonies
read through and discuss in groups a scenario/ case study and pick out instances where any of the three religious ceremonies apply. Outcomes

Teaching Resources

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

Strand 7.0

Sanskaars (Rite of Passage)

1 Sub-strand13 Lessons

7.1 Buddhist Sanskaars

Term 313 Lessons

Specific Learning Outcomes (SLOs)

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

explain Buddhist Sanskaars for familiarity
interpret the significance of Buddhists’ Sanskaars for self-confidence
desire to advocate the Buddhists’ Sanskaars for sensitisation

Teaching Resources

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

Strand 8.0

Manifestations of Supreme Beings (Paramatma)

1 Sub-strand1 Lessons

8.1 Enlightened Beings

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

Self & Peer Review
Oral questioning
Practical Activity Projects
Portfolio
Observations
Written work
Presentations of artwork
Self & Peer Review
Oral questioning
Projects
Observations
Written work
Presentation of artwork
Audio visual recordings’
Presentations
Self & Peer Review
Oral questioning
Observations
Written work
Presentation of artwork
Audio visual recordings
Self & Peer Review
Oral questioning
Projects
Portfolio
Observations
Written work
Audio visual recordings
Presentation of artwork
Photographs, music, and
software presentations

Key Inquiry Questions (KIQs)

Visiting Places of Worship and Community Art Centres Role Play/ Skit performances Visiting Places of Worship Discussing with resource persons Skit performances Visiting Places of Worship to engage in interfaith dialogue Dramatization Debate Visiting Places of Worship Descriptive Photography Recording audio visuals?

Suggested Experiences

Digital resources (Authenticated Online) Library Magazines Artwork Resource persons Art and Craft Materials Tactual Illustrations Resource persons Digital media Library Magazines Scriptures Art and Craft Materials Tactual Illustrations Resource persons Digital Media Library Magazines Scriptural stories Art and Craft Materials Tactual Illustrations Digital devices Resource persons Library Magazines Art and Craft Materials Realia Tactual Illustrations

Teaching Resources

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

Grade 8 Hindu Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Hindu Religious Education.

Term 1 Scheme13 Weeks

Manifestation of Paramatma (Supreme Being)
Scriptures
Principles of Dharma

View Term 1

Term 2 Scheme14 Weeks

Principles of Dharma
Religious Practices
Yog

View Term 2

Term 3 Scheme9 Weeks

Yog
Sanskaars (Jains)
Sanskaars (Rite of Passage)
Manifestations of Supreme Beings (Paramatma)

View Term 3

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

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

Explore Schemes for Other CBC Classes

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 9 Schemes

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

What are the main strands in Grade 8 Hindu Religious Education?

The official KICD strands for Grade 8 Hindu Religious Education are: Manifestation of Paramatma (Supreme Being), Scriptures, Principles of Dharma, Religious Practices, Yog, Sanskaars (Jains), Sanskaars (Rite of Passage), Manifestations of Supreme Beings (Paramatma). 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 8 Hindu 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 8 Hindu 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 8 Hindu 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.