2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 8 Islamic Religious Education Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Islamic Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Islamic Religious Education Term 2 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 2.

Class / Grade: Grade 8
Learning Area: Islamic Religious Education
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 8 Islamic Religious Education Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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70 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	Devotional Acts	Prayers on special occasions	By the end of the sub strand, the learner should be able to; a) perform swalatul Istisqaa and swalatul Istikhara in the correct way	1. Why do Muslims perform prayers on special occasions?	- research on the significance of performing swalatul Istisqaa and swalatul Istikhara and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Prayers on special occasions	By the end of the sub strand, the learner should be able to; a) embrace the performance of swalatul Istisqaa and swalatul Istikhara as a way of fulfilling Allah (S.W.T.)’s command	1. Why do Muslims perform prayers on special occasions?	- demonstrate the performance of swalatul Istisqaa and swalatul Istikhara	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Prayers on special occasions	By the end of the sub strand, the learner should be able to; a) embrace the performance of swalatul Istisqaa and swalatul Istikhara as a way of fulfilling Allah (S.W.T.)’s command	1. Why do Muslims perform prayers on special occasions?	- demonstrate the performance of swalatul Istisqaa and swalatul Istikhara	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Prayers on special occasions	By the end of the sub strand, the learner should be able to; a) embrace the performance of swalatul Istisqaa and swalatul Istikhara as a way of fulfilling Allah (S.W.T.)’s command	1. Why do Muslims perform prayers on special occasions?	- demonstrate the performance of swalatul Istisqaa and swalatul Istikhara	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) describe the sequence of Hajj for its validity	1. How is Hajj/Umrah performed?	- watch video clips/read from available reference materials on the sequence of Hajj and make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) describe the sequence of Hajj for its validity	1. How is Hajj/Umrah performed?	- watch video clips/read from available reference materials on the sequence of Hajj and make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) explain the fardh, wajib and sunnah rites of Hajj to classify them	1. How is Hajj/Umrah performed?	- make a model of the Kaaba and demonstrate the performance of tawaf	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) describe the rites of Umrah for ease of performance	1. How is Hajj/Umrah performed?	- research on fardh, wajib and sunnah rites of Hajj and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) describe the rites of Umrah for ease of performance	1. Why do Muslims perform Hajj/ Umrah?	- research on fardh, wajib and sunnah rites of Hajj and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) assess the significance of Hajj as a pillar of Islam	1. Why do Muslims perform Hajj/ Umrah?	- discuss the rites of Umrah in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) acknowledge the performance of Hajj and Umrah as a commandment from Allah (S.W.T.)	1. Why do Muslims perform Hajj/ Umrah?	- research on the significance of Hajj and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) acknowledge the performance of Hajj and Umrah as a commandment from Allah (S.W.T.)	1. Why do Muslims perform Hajj/ Umrah?	- research on the significance of Hajj and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Devotional Acts	Hajj and Umrah	By the end of the sub strand, the learner should be able to; a) acknowledge the performance of Hajj and Umrah as a commandment from Allah (S.W.T.)	1. Why do Muslims perform Hajj/ Umrah?	- research on the significance of Hajj and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Akhlaq (Moral Teachings)	Commanding good and forbidding evil	By the end of the sub strand, the learner should be able to; a) describe ways of commanding good and forbidding evil as a way of fulfilling Allah (S.W.T.)’s commandment	1. Why should a Muslim command good and forbid evil?	- discuss ways of commanding good and forbidding evil in groups and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Akhlaq (Moral Teachings)	Commanding good and forbidding evil	By the end of the sub strand, the learner should be able to; a) describe ways of commanding good and forbidding evil as a way of fulfilling Allah (S.W.T.)’s commandment	1. Why should a Muslim command good and forbid evil?	- discuss ways of commanding good and forbidding evil in groups and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Islamic Religious Education Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 8 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Devotional Acts

2 Sub-strands12 Lessons in Term 2

1.1 Prayers on special occasions

5 Suggested LessonsTerm 2

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.

1.2 Hajj and Umrah

7 Suggested LessonsTerm 2

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?

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

Strand 2.0

Akhlaq (Moral Teachings)

3 Sub-strands28 Lessons in Term 2

2.1 Commanding good and forbidding evil

6 Suggested LessonsTerm 2

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?

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

2.2 Virtues in Islam

6 Suggested LessonsTerm 2

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?

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

2.3 Prohibitions in Islam

16 Suggested LessonsTerm 2

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?

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

Strand 3.0

Muamalat (Social Relations)

2 Sub-strands9 Lessons in Term 2

3.1 Divorce

4 Suggested LessonsTerm 2

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?

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

3.2 Types of divorce

5 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Qur’an
Hadith
Pillars of Iman
Devotional Acts

Term 2Current

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 2

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

Arabic (Term 2)Christian Religious Education (Term 2)English (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Integrated Science (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Mathematics (Term 2)Social Studies (Term 2)

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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 2

What strands and sub-strands are covered in Grade 8 Islamic Religious Education Term 2?

In Term 2, Grade 8 Islamic Religious Education covers the following main strands: Devotional Acts, Akhlaq (Moral Teachings), Muamalat (Social Relations). Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 8 Islamic Religious Education in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.