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2026 KICD CBC Curriculum Design7 Strands · 16 Sub-strands116 Suggested Lessons

Grade 8 Islamic 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 Islamic 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 Islamic Religious Education Curriculum Facts

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

Class / Level
Grade 8
Pre-Primary Education
Major Strands
7 Strands
16 Sub-strands
Annual Lessons
116 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 8 Islamic Religious Education Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) explain the divisions of the Qur’an for easy referencing

1. How do the divisions of the Qur’an help in studying it?

- discuss the divisions of the

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) explain the divisions of the Qur’an for easy referencing

1. How do the divisions of the Qur’an help in studying it?

- discuss the divisions of the

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) identify the divisions of the Qur’an to facilitate the reading of the Qur’an

1. How do the divisions of the Qur’an help in studying it?

- Qur’an and make charts and display, identify the divisions of the

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) describe the characteristics of Makkan and Madinan Surahs to ease learning

1. How do the divisions of the Qur’an help in studying it?

- Qur’an from a Mus’ haf in groups and make notes, research online/from

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) describe the characteristics of Makkan and Madinan Surahs to ease learning

1. How do the divisions of the Qur’an help in studying it?

- Qur’an from a Mus’ haf in groups and make notes, research online/from

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) appreciate the division of the Qur’an for ease of recitation

1. How do the divisions of the Qur’an help in studying it?

- available reference materials on the characteristics of Makkan and Madinan surahs and make a class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) appreciate the division of the Qur’an for ease of recitation

1. How do the divisions of the Qur’an help in studying it?

- available reference materials on the characteristics of Makkan and Madinan surahs and make a class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anDivisions of the Qur’an

By the end of the sub strand, the learner should be able to;

a) appreciate the division of the Qur’an for ease of recitation

1. How do the divisions of the Qur’an help in studying it?

- available reference materials on the characteristics of Makkan and Madinan surahs and make a class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) read the selected verses correctly for spiritual nourishment

1. How can the teachings of the verses reform the society?

- read the selected verses from the Qur’an

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) read the selected verses correctly for spiritual nourishment

1. How can the teachings of the verses reform the society?

- read the selected verses from the Qur’an

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) explain the meaning of the selected verses to ease application

1. How can the teachings of the verses reform the society?

- write the selected verses together with their meaning on charts in groups and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) explain the meaning of the selected verses to ease application

1. How can the teachings of the verses reform the society?

- discuss the meaning of the selected verses and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) explain the teachings of the selected verses for character building

1. How can the teachings of the verses reform the society?

- research online/from available reference materials on the teachings of the selected verses, deduce lessons and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) apply the teachings of the selected verses in their daily lives

1. How can the teachings of the verses reform the society?

- research online/from available reference materials on the teachings of the selected verses, deduce lessons and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anSelected verses

By the end of the sub strand, the learner should be able to;

a) apply the teachings of the selected verses in their daily lives

1. How can the teachings of the verses reform the society?

- listen to a resource person explaining the lessons from the selected verses and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

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

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

1
Strand 1.0

Qur’an

2 Sub-strands14 Lessons

1.1 Divisions of the Qur’an

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the divisions of the Qur’an for easy referencing
  • identify the divisions of the Qur’an to facilitate the reading of the Qur’an
  • describe the characteristics of Makkan and Madinan Surahs to ease learning
  • appreciate the division of the Qur’an for ease of recitation
Key Inquiry Questions (KIQs)
  • How do the divisions of the Qur’an help in studying it?
Suggested Experiences
  • discuss the divisions of the
  • Qur’an and make charts and display, identify the divisions of the
  • Qur’an from a Mus’ haf in groups and make notes, research online/from
  • available reference materials on the characteristics of Makkan and Madinan surahs and make a class presentation
Teaching Resources

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

1.2 Selected verses

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • read the selected verses correctly for spiritual nourishment
  • explain the meaning of the selected verses to ease application
  • explain the teachings of the selected verses for character building
  • apply the teachings of the selected verses in their daily lives
  • appreciate the teachings of the selected verses as sourced from the Quran
Key Inquiry Questions (KIQs)
  • How can the teachings of the verses reform the society?
Suggested Experiences
  • read the selected verses from the Qur’an
  • write the selected verses together with their meaning on charts in groups and display
  • discuss the meaning of the selected verses and make class presentations
  • research online/from available reference materials on the teachings of the selected verses, deduce lessons and make notes
  • listen to a resource person explaining the lessons from the selected verses and make notes
  • role-play the teachings/lessons from the selected verses
Teaching Resources

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

2
Strand 2.0

Hadith

2 Sub-strands13 Lessons

2.1 Ulum al- Hadith

Term 17 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the factors that led to the development of Hadith during the time of the Prophet (S.A.W.) and the Rightly Guided Caliphs
  • explain the methods used by the Prophet (S.A.W.) to teach Hadith
  • apply the methods used by the Prophet (S.A.W.) to teach Hadith
  • value Hadith as a primary source of guidance
Key Inquiry Questions (KIQs)
  • What role did the Prophet (S.A.W.) play in the development of Hadith?
  • Why is it important for a Muslim to learn Ulum al- Hadith?
Suggested Experiences
  • research online/from available reference materials on the factors that led to the growth and development of Hadith during the time of the Prophet (S.A.W.) and the Rightly Guided Caliphs and make a class presentation
  • discuss the development of Hadith during the time of the Prophet (S.A.W.) and the Rightly Guided Caliphs in groups and write notes
  • brainstorm on the methods used by the Prophet (S.A.W.) to teach Hadith and share in class
  • role-play the methods used by the Prophet (S.A.W.) to teach Hadith
Teaching Resources

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

2.2 Selected Hadith

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • deduce the lessons learnt from the Hadith on accountability and respect for authority for character building
  • explain the relevance of the Hadith on accountability and respect for authority in the life of a Muslim
  • practise the teachings of the Hadith on accountability and respect for authority in daily life
  • appreciate Hadith as the second source of sharia
Key Inquiry Questions (KIQs)
  • Why is intention important in Islam?
  • Why should Muslims respect authority?
Suggested Experiences
  • read the selected Hadith, derive lessons and make class presentations Hadith on accountability: “The feet of a servant will not move on the Day of Resurrection until he is asked about four matters: his lifetime and how he used it, his youth and how he exhausted it, his wealth and how he earned it and spent it, and his knowledge and how he acted upon it.” (At-Tirmidhi) Hadith on respect for authority: "Listening to and obeying the leader is an obligation upon a Muslim, whether he likes it or dislikes it, as long as he is not commanded to disobey Allah (S.W.T.). If he is commanded to disobey Allah (S.W.T.), there is no listening or obedience.” (Bukhari and Muslim)
  • discuss the relevance of the selected Hadith in the life of a Muslim and make notes
  • role-play respect for authority within and outside the school
Teaching Resources

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

3
Strand 3.0

Pillars of Iman

2 Sub-strands12 Lessons

3.1 Belief in revealed scriptures

Term 17 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the revealed scriptures to strengthen their Iman
  • assess the importance of believing in the revealed scriptures as a pillar of Iman
  • explain the reasons for the revelation of the revealed scriptures as a guide for mankind
  • identify the similarities in the revealed scriptures for religious tolerance
  • describe ways of showing respect for the revealed scriptures to promote religious tolerance
  • practise tolerance towards people of other faiths for peaceful co-existence
  • acknowledge the revealed scriptures as part of faith
Key Inquiry Questions (KIQs)
  • How can Muslims practise religious tolerance?
  • Why does mankind need revealed scriptures?
Suggested Experiences
  • identify the revealed scriptures in pairs and present them on charts
  • research on the importance of believing in the revealed scriptures and present in class
  • brainstorm on the reasons for the revelation of the revealed scriptures in groups and make notes
  • identify the similarities in the revealed scriptures and make class presentations
  • discuss ways of handling revealed scriptures and how to show tolerance towards people of other faiths and make notes
Teaching Resources

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

3.2 Ulul-Azm Prophets

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the qualities of Ulul-Azm Prophets for emulation
  • narrate the stories of Nabii Musa (A.S.) and Issa (A.S.) for spiritual nourishment
  • apply the teachings from the stories of Nabii Musa (A.S.) and Issa (A.S.) for character building
  • Appreciate the Ulul-Azm Prophets as role models
Key Inquiry Questions (KIQs)
  • What lessons do Muslims learn from the Ulul-Azm Prophets?
Suggested Experiences
  • research on the qualities of Ulul-Azm Prophets and present on charts/powerpoint
  • watch video clips on/read the stories of Nabii Musa (A.S.) and Issa (A.S.) and make notes
  • narrate the stories of Nabii Musa (A.S.) and Issa (A.S.) and make notes
Teaching Resources

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

4
Strand 4.0

Devotional Acts

2 Sub-strands12 Lessons

4.1 Prayers on special occasions

Term 1 Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe how swalatul Istisqaa and swalatul Istikhara are performed to earn Allah (S.W.T.)’s blessings
  • assess the significance of performing swalatul Istisqaa and swalatul Istikhara to seek Allah (S.W.T.)’s bounties
  • perform swalatul Istisqaa and swalatul Istikhara in the correct way
  • embrace the performance of swalatul Istisqaa and swalatul Istikhara as a way of fulfilling Allah (S.W.T.)’s command
Key Inquiry Questions (KIQs)
  • Why do Muslims perform prayers on special occasions?
Suggested Experiences
  • watch video clips/read on how swalatul Istisqaa and swalatul Istikhara are performed and make notes
  • research on the significance of performing swalatul Istisqaa and swalatul Istikhara and present on charts/PowerPoint
  • demonstrate the performance of swalatul Istisqaa and swalatul Istikhara
Teaching Resources

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

4.2 Hajj and Umrah

Term 27 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the sequence of Hajj for its validity
  • explain the fardh, wajib and sunnah rites of Hajj to classify them
  • describe the rites of Umrah for ease of performance
  • assess the significance of Hajj as a pillar of Islam
  • acknowledge the performance of Hajj and Umrah as a commandment from Allah (S.W.T.)
Key Inquiry Questions (KIQs)
  • How is Hajj/Umrah performed?
  • Why do Muslims perform Hajj/ Umrah?
Suggested Experiences
  • watch video clips/read from available reference materials on the sequence of Hajj and make class presentations
  • make a model of the Kaaba and demonstrate the performance of tawaf
  • research on fardh, wajib and sunnah rites of Hajj and present on charts/PowerPoint
  • discuss the rites of Umrah in groups and present in class
  • research on the significance of Hajj and make notes
Teaching Resources

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

5
Strand 5.0

Akhlaq (Moral Teachings)

3 Sub-strands28 Lessons

5.1 Commanding good and forbidding evil

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe ways of commanding good and forbidding evil as a way of fulfilling Allah (S.W.T.)’s commandment
  • assess the significance of commanding good and forbidding evil to promote righteousness
  • apply wisdom in commanding good and forbidding evil
  • value commanding good and forbidding evil as a way of promoting a morally upright society
Key Inquiry Questions (KIQs)
  • Why should a Muslim command good and forbid evil?
  • How can today’s Muslims command good and forbid evil?
Suggested Experiences
  • discuss ways of commanding good and forbidding evil in groups and present on charts/PowerPoint
  • research on the significance of commanding good and forbidding evil and make notes
  • discuss ways of commanding good and forbidding evil and present in class
  • role-play the best ways of commanding good and forbidding evil
Teaching Resources

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

5.2 Virtues in Islam

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the teachings on fulfilment of promise and anger management according to the sunnah of the Prophet (S.A.W.)
  • describe ways in which Muslims can manage anger for harmonious co-existence in the society
  • assess the significance of fulfilling promise and managing anger in shaping the character of a Muslim
  • practise fulfilment of promise and anger management as commanded in Islam
  • appreciate fulfilment of promise and anger management as virtues in Islam
Key Inquiry Questions (KIQs)
  • How can Muslims manage anger?
  • Why should Muslims fulfil promises?
Suggested Experiences
  • discuss the Islamic teachings on fulfilment of promise and anger management in groups and make class presentations
  • share on PowerPoint/charts/online platforms ways in which Muslims can manage anger according to the teaching of the Prophet (S.A.W.)
  • research on the significance of fulfilment of promise and anger management and make notes
  • role-play acts depicting fulfilment of promise and anger management in the society
Teaching Resources

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

5.3 Prohibitions in Islam

Term 216 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the causes of deviant sexual behaviour to safeguard oneself
  • describe the effects of deviant sexual behaviour in the society
  • explain the rationale for the prohibition of deviant sexual behaviour in Islam
  • appreciate the rationale for the prohibition of deviant sexual behaviour
Key Inquiry Questions (KIQs)
  • What causes deviant sexual behaviour in the society?
  • What is the rationale for the prohibition of deviant sexual behaviour in Islam?
Suggested Experiences
  • identify deviant sexual behaviour (incest, bestiality, prostitution, and homosexuality) and make notes
  • research on the causes of deviant sexual behaviour (incest, bestiality, prostitution, and homosexuality) and make notes
  • discuss the effects of deviant sexual behaviour (incest, bestiality, prostitution, and homosexuality) in the society in groups and present on charts/PowerPoint
  • watch video clips on the effects of deviant sexual behaviour (incest, bestiality, prostitution, and homosexuality) and make notes
  • listen to a resource person explaining the causes, effects and rationale for the prohibition of deviant sexual behaviour
  • research on the rationale for the prohibition of deviant sexual behaviour and make class presentations
  • Suggest ways of curbing deviant sexual behaviour in groups and make class presentations
Teaching Resources

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

6
Strand 6.0

Muamalat (Social Relations)

4 Sub-strands21 Lessons

6.1 Divorce

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the causes of conflicts in marriage
  • describe the mechanism of conflict resolution in marriage
  • appreciate the mechanism of conflict resolution in marriage
Key Inquiry Questions (KIQs)
  • What causes conflicts in marriage?
  • How can Muslims reduce conflicts in marriage?
Suggested Experiences
  • research on the causes of conflicts in marriage and make notes
  • discuss the steps of conflict resolution in marriage with illustrations from the Qur’an and Hadith in groups and make a class presentation
  • dramatise conflict resolution mechanisms in marriage
Teaching Resources

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

6.2 Types of divorce

Term 2 Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain at-Talaq and Khul’u types of divorce as provided in the Quran and Hadith
  • describe the steps involved in at-Talaq and Khul’u according to Islamic teachings
  • explain the effects of divorce in society
  • acknowledge divorce as the last resort in marital conflicts
Key Inquiry Questions (KIQs)
  • What are the reasons for khul’u’?
  • What are the effects of talaq?
Suggested Experiences
  • research on at-Talaq and Khul’u types of divorce and make a class presentation
  • discuss the steps involved in at- Talaq and Khul’u according to Islamic teachings in groups and present on charts/power points
  • listen to a resource person (kadhi/imam) giving a talk on the steps involved in at-Talaq and Khul’u
  • research on the effects of divorce and make notes
Teaching Resources

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

6.3 Trade and Finance in Islam

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • examine the rules on agreements and contracts according to Islamic teachings
  • assess the significance of agreements and contracts in Islam
  • practise the rules of agreement and contracts in trade and finance
  • appreciate Islamic rules on agreements and contracts
Key Inquiry Questions (KIQs)
  • Why are agreements and contracts used in business transactions?
Suggested Experiences
  • discuss the rules on agreements and contracts according to Islamic teachings (Q2:282) in groups and present on charts/PowerPoint
  • research using digital devices/available reference materials on the significance of agreements and contracts and make notes
  • dramatise the rules of agreements and contracts
  • discuss the importance of consumer awareness in relation to making agreements and contracts in groups and present in class
Teaching Resources

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

6.4 Human Rights

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe ways in which human rights are upheld in Islam
  • assess the significance of safeguarding human rights
  • practise human rights in their day-to-day life
  • appreciate human rights as an avenue for justice
Key Inquiry Questions (KIQs)
  • How can a Muslim advocate for human rights in the 21st century?
  • What are the benefits of observing human rights?
Suggested Experiences
  • research on human rights in groups and make notes
  • watch video clips/read/make photo collections on human rights violations and deduce lessons
  • discuss the significance of human rights in groups and present on charts/PowerPoint
  • research online/collect information from available resources on the role played by government consumer protection agencies (Kenya Bureau of Standards, Competition Authority of Kenya, Central Bank of Kenya, Retirement Benefits Authority of Kenya) in pairs/groups and present on posters/charts
  • role-play ways in which economic human rights are violated and how to counter them
Teaching Resources

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

7
Strand 7.0

Islamic Heritage and Civilisation

1 Sub-strand16 Lessons

7.1 The Rightly Guided Caliphs

Term 316 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the administrative features of the Rightly Guided Caliphs as role models in leadership
  • examine the challenges faced by the Rightly Guided Caliphs
  • explain the social, political and economic reforms of the Rightly Guided Caliphs to appreciate their contribution to Islam
  • emulate the character of the Rightly Guided Caliphs to earn rewards from Allah (S.W.T.)
  • appreciate the role of the Rightly Guided Caliphs in Islamic heritage
Key Inquiry Questions (KIQs)
  • What do Muslims learn from the challenges faced by the Rightly Guided Caliphs?
  • How do Muslims benefit from the leadership of Rightly Guided Caliphs?
Suggested Experiences
  • research on the administrative features of Caliphs Abubakar (R.A.), Umar (R.A.), Uthman (R.A.) and Ali (R.A.) in pairs/groups and make a class presentation
  • discuss the challenges faced by Caliphs Abubakar (R.A.), Uthman (R.A.), Umar (R.A.) and Ali (R.A.) and make notes
  • research on the reforms of Caliphs Abubakar (R.A.), Uthman (R.A.), Umar (R.A.) and Ali (R.A.) and present on charts/PowerPoint
  • research online/from available reference materials on the socio- economic reforms introduced by the Rightly Guided Caliphs (R.A.) during their reigns (quality of goods and services, quantity, safety, scarcity, overpricing, counterfeit, terms and conditions, standardisation marks of quality, product ingredients and expiry dates) and present in class
  • discuss Islamic market competitions as introduced by the rightly guided Caliphs in groups and present in class
Teaching Resources

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

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

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

Term 1 Scheme13 Weeks
  • Qur’an
  • Hadith
  • Pillars of Iman
  • Devotional Acts
View Term 1
Term 2 Scheme14 Weeks
  • Devotional Acts
  • Akhlaq (Moral Teachings)
  • Muamalat (Social Relations)
View Term 2
Term 3 Scheme9 Weeks
  • Muamalat (Social Relations)
  • Islamic Heritage and Civilisation
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 HubChristian Religious Education HubEnglish HubFrench HubCreative Arts & Sports HubAgriculture & Nutrition HubPre-Technical Studies HubGerman HubHindu Religious Education HubIndigenous Languages HubIntegrated Science HubKiswahili HubMandarin HubMathematics HubSocial 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 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

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

The official KICD strands for Grade 8 Islamic Religious Education are: Qur’an, Hadith, Pillars of Iman, Devotional Acts, Akhlaq (Moral Teachings), Muamalat (Social Relations), Islamic Heritage and Civilisation. 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 Islamic 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 Islamic 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 Islamic 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.