2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons4 Strands in Term 1

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

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Grade 8 Islamic 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 Islamic Religious Education in Term 1.

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

Full Term Timetable

Grade 8 Islamic 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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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	Qur’an	Divisions 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)
	2	Qur’an	Divisions 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)
	3	Qur’an	Divisions 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)
	4	Qur’an	Divisions 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)
	5	Qur’an	Divisions 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)
2	1	Qur’an	Divisions 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)
	2	Qur’an	Divisions 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)
	3	Qur’an	Divisions 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)
	4	Qur’an	Selected 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)
	5	Qur’an	Selected 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)
3	1	Qur’an	Selected 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)
	2	Qur’an	Selected 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)
	3	Qur’an	Selected 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)
	4	Qur’an	Selected 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)
	5	Qur’an	Selected 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)

Curriculum Design & Content

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

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

Strand 1.0

Qur’an

2 Sub-strands14 Lessons in Term 1

1.1 Divisions of the Qur’an

6 Suggested LessonsTerm 1

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?

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

1.2 Selected verses

8 Suggested LessonsTerm 1

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?

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

Strand 2.0

Hadith

2 Sub-strands13 Lessons in Term 1

2.1 Ulum al- Hadith

7 Suggested LessonsTerm 1

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?

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

2.2 Selected Hadith

6 Suggested LessonsTerm 1

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?

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

Strand 3.0

Pillars of Iman

2 Sub-strands12 Lessons in Term 1

3.1 Belief in revealed scriptures

7 Suggested LessonsTerm 1

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?

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

3.2 Ulul-Azm Prophets

5 Suggested LessonsTerm 1

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?

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

Strand 4.0

Devotional Acts

1 Sub-strand5 Lessons in Term 1

4.1 Prayers on special occasions

5 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 8 Islamic Religious Education showing the term-by-term distribution of all 7 strands.

Term 1Current

Qur’an
Hadith
Pillars of Iman
Devotional Acts

Term 2View Term 2 →

Devotional Acts
Akhlaq (Moral Teachings)
Muamalat (Social Relations)

Term 3View Term 3 →

Muamalat (Social Relations)
Islamic Heritage and Civilisation

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)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Integrated Science (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Mathematics (Term 1)Social Studies (Term 1)

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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 Islamic Religious Education Term 1

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

In Term 1, Grade 8 Islamic Religious Education covers the following main strands: Qur’an, Hadith, Pillars of Iman, Devotional Acts. 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 Islamic 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 Islamic 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.