2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 8 Islamic Religious Education Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Islamic Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 Islamic Religious Education Term 3 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 3.

Class / Grade: Grade 8
Learning Area: Islamic Religious Education
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 8 Islamic Religious Education Term 3 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	Muamalat (Social Relations)	Types of divorce	By the end of the sub strand, the learner should be able to; a) acknowledge divorce as the last resort in marital conflicts	1. What are the effects of talaq?	- research on the effects of divorce and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relations)	Types of divorce	By the end of the sub strand, the learner should be able to; a) acknowledge divorce as the last resort in marital conflicts	1. What are the effects of talaq?	- research on the effects of divorce and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) examine the rules on agreements and contracts according to Islamic teachings	1. Why are agreements and contracts used in business transactions?	- discuss the rules on agreements and contracts according to Islamic teachings (Q2:282) in groups and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) examine the rules on agreements and contracts according to Islamic teachings	1. Why are agreements and contracts used in business transactions?	- discuss the rules on agreements and contracts according to Islamic teachings (Q2:282) in groups and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) assess the significance of agreements and contracts in Islam	1. Why are agreements and contracts used in business transactions?	- research using digital devices/available reference materials on the significance of agreements and contracts and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) practise the rules of agreement and contracts in trade and finance	1. Why are agreements and contracts used in business transactions?	- dramatise the rules of agreements and contracts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) practise the rules of agreement and contracts in trade and finance	1. Why are agreements and contracts used in business transactions?	- dramatise the rules of agreements and contracts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) appreciate Islamic rules on agreements and contracts	1. Why are agreements and contracts used in business transactions?	- discuss the importance of consumer awareness in relation to making agreements and contracts in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relations)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) appreciate Islamic rules on agreements and contracts	1. Why are agreements and contracts used in business transactions?	- discuss the importance of consumer awareness in relation to making agreements and contracts in groups and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) describe ways in which human rights are upheld in Islam	1. How can a Muslim advocate for human rights in the 21st century?	- research on human rights in groups and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) describe ways in which human rights are upheld in Islam	1. How can a Muslim advocate for human rights in the 21st century?	- research on human rights in groups and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) assess the significance of safeguarding human rights	1. How can a Muslim advocate for human rights in the 21st century?	- watch video clips/read/make photo collections on human rights violations and deduce lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) practise human rights in their day-to-day life	1. What are the benefits of observing human rights?	- discuss the significance of human rights in groups and present on charts/PowerPoint	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) practise human rights in their day-to-day life	1. What are the benefits of observing human rights?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relations)	Human Rights	By the end of the sub strand, the learner should be able to; a) appreciate human rights as an avenue for justice	1. What are the benefits of observing human rights?	- role-play ways in which economic human rights are violated and how to counter them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Islamic Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 8 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Muamalat (Social Relations)

3 Sub-strands17 Lessons in Term 3

1.1 Types of divorce

5 Suggested LessonsTerm 3

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.

1.2 Trade and Finance in Islam

6 Suggested LessonsTerm 3

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?

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

1.3 Human Rights

6 Suggested LessonsTerm 3

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?

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

Strand 2.0

Islamic Heritage and Civilisation

1 Sub-strand16 Lessons in Term 3

2.1 The Rightly Guided Caliphs

16 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

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

Term 3Current

Muamalat (Social Relations)
Islamic Heritage and Civilisation

Other Grade 8 Schemes of Work for Term 3

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

Arabic (Term 3)Christian Religious Education (Term 3)English (Term 3)French (Term 3)Creative Arts & Sports (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Integrated Science (Term 3)Kiswahili (Term 3)Mandarin (Term 3)Mathematics (Term 3)Social Studies (Term 3)

Explore Schemes for Other CBC Grades

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

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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 3

What strands and sub-strands are covered in Grade 8 Islamic Religious Education Term 3?

In Term 3, Grade 8 Islamic Religious Education covers the following main strands: Muamalat (Social Relations), Islamic Heritage and Civilisation. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 8 Islamic Religious Education in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.