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

Grade 8 Hindu 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 8 Hindu Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Hindu 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 8 Hindu Religious Education in Term 1.

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

Full Term Timetable

Grade 8 Hindu 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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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)

Curriculum Design & Content

Grade 8 Hindu Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 8 Hindu Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Manifestation of Paramatma (Supreme Being)

1 Sub-strand14 Lessons in Term 1

1.1 Enlightened beings

14 Suggested LessonsTerm 1

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?

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

Strand 2.0

Scriptures

1 Sub-strand13 Lessons in Term 1

2.1 Scriptural Texts

13 Suggested LessonsTerm 1

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?

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

Strand 3.0

Principles of Dharma

2 Sub-strands26 Lessons in Term 1

3.1 Fundamental Principles

13 Suggested LessonsTerm 1

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?

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

3.2 Buddhist Principles of Dharma Noble Eightfold Path

13 Suggested LessonsTerm 1

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?

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

Grade 8 Hindu Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 8 Hindu Religious Education showing the term-by-term distribution of all 8 strands.

Term 1Current

Manifestation of Paramatma (Supreme Being)
Scriptures
Principles of Dharma

Term 2View Term 2 →

Principles of Dharma
Religious Practices
Yog

Term 3View Term 3 →

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

Other Grade 8 Schemes of Work for Term 1

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

Arabic (Term 1)Christian Religious Education (Term 1)English (Term 1)French (Term 1)Creative Arts & Sports (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)German (Term 1)Indigenous Languages (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Mathematics (Term 1)Social Studies (Term 1)

Explore Schemes for Other CBC Grades

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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 8 Hindu Religious Education Term 1

What strands and sub-strands are covered in Grade 8 Hindu Religious Education Term 1?

In Term 1, Grade 8 Hindu Religious Education covers the following main strands: Manifestation of Paramatma (Supreme Being), Scriptures, Principles of Dharma. 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 8 Hindu 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 8 Hindu 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.