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2026 KICD CBC Curriculum Design7 Strands · 20 Sub-strands119 Suggested Lessons

Grade 9 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 9 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 9 Islamic Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Islamic Religious Education under the Kenya CBC curriculum framework.

Class / Level
Grade 9
Pre-Primary Education
Major Strands
7 Strands
20 Sub-strands
Annual Lessons
119 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 9 Islamic Religious Education Term 1 Scheme Table

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

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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’anUlum al- Qur’an

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

a) describe the miraculous nature of the Qur’an to strengthen iman

1. Why is the Qur’an considered a miracle?

- research online/read from available reference materials on characteristics of a miracle and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anUlum al- Qur’an

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

a) describe the miraculous nature of the Qur’an to strengthen iman

1. Why is the Qur’an considered a miracle?

- research online/read from available reference materials on characteristics of a miracle and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anUlum al- Qur’an

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

a) explain the language of the Qur’an for better understanding

1. Why is the Qur’an considered a miracle?

- discuss the miraculous nature of the Qur’an in groups and present on charts/PowerPoint

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anUlum al- Qur’an

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

a) explain the language of the Qur’an for better understanding

1. Why is the Qur’an considered a miracle?

- discuss the miraculous nature of the Qur’an in groups and present on charts/PowerPoint

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anUlum al- Qur’an

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

a) identify different styles of the Qur’an for better understanding

1. How does the language and style of the Qur’an help in its interpretation?

- research online/read from available reference materials on the language of the Qur’an and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Qur’anUlum al- Qur’an

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

a) identify different styles of the Qur’an for better understanding

1. How does the language and style of the Qur’an help in its interpretation?

- research online/read from available reference materials on the language of the Qur’an and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anUlum al- Qur’an

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

a) appreciate the miraculous nature of the Qur’an as a divine scripture

1. How does the language and style of the Qur’an help in its interpretation?

- identify different styles of the Qur’an in the Qur’anic text and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anUlum al- Qur’an

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

a) appreciate the miraculous nature of the Qur’an as a divine scripture

1. How does the language and style of the Qur’an help in its interpretation?

- identify different styles of the Qur’an in the Qur’anic text and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anUlum al- Qur’an

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

a) appreciate the miraculous nature of the Qur’an as a divine scripture

1. How does the language and style of the Qur’an help in its interpretation?

- identify different styles of the Qur’an in the Qur’anic text and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anUlum al- Qur’an

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

a) appreciate the miraculous nature of the Qur’an as a divine scripture

1. How does the language and style of the Qur’an help in its interpretation?

- identify different styles of the Qur’an in the Qur’anic text and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Qur’anSelected Chapter Surah Al- Hujurat

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

a) read Surah Al-Hujurat (Q 49) correctly for spiritual nourishment

1. What do Muslims learn from Surah Al- Hujurat?

- read Surah Al-Hujurat (Q 49)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Qur’anSelected Chapter Surah Al- Hujurat

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

a) explain the meaning of the verses of Surah Al-Hujurat for better understanding

1. What do Muslims learn from Surah Al- Hujurat?

- discuss the meaning of verses of Surah Al-Hujurat in pairs and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Qur’anSelected Chapter Surah Al- Hujurat

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

a) deduce lessons of Surah Al-Hujurat for application in daily life

1. How can Muslims use Surah Al- Hujurat to enhance peace in the community?

- research on the teachings from Surah Al-Hujurat and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Qur’anSelected Chapter Surah Al- Hujurat

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

a) apply the teachings of Surah Al- Hujurat in their daily life to earn rewards from Allah

1. How can Muslims use Surah Al- Hujurat to enhance peace in the community?

- discuss the lessons from Surah Al-Hujurat in groups and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Qur’anSelected Chapter Surah Al- Hujurat

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

a) treasure the teachings from Surah Al-Hujurat as a guide in relationships. Describe all miraculous nature and explains language and style of the Qur’an Reads, explains deduces and applies lessons of Surah Al- Hujurat

1. Describes miraculous nature and explains language and style of the Qur’an but leaves out significant details Reads, explains and deduces lessons of Surah Al-Hujurat with significant omissions?

- role-play the teachings/lessons from Surah Al-Hujurat. Describes miraculous nature and explains language and style of the Qur’an but leaves out few details Reads, explain, deduces and applies lessons of Surah Al- Hujurat with few omissions

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 9 Islamic Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 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-strands12 Lessons

1.1 Ulum al- Qur’an

Term 17 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the miraculous nature of the Qur’an to strengthen iman
  • explain the language of the Qur’an for better understanding
  • identify different styles of the Qur’an for better understanding
  • appreciate the miraculous nature of the Qur’an as a divine scripture
Key Inquiry Questions (KIQs)
  • Why is the Qur’an considered a miracle?
  • How does the language and style of the Qur’an help in its interpretation?
Suggested Experiences
  • research online/read from available reference materials on characteristics of a miracle and make notes
  • discuss the miraculous nature of the Qur’an in groups and present on charts/PowerPoint
  • research online/read from available reference materials on the language of the Qur’an and make class presentations
  • identify different styles of the Qur’an in the Qur’anic text and make notes
Teaching Resources

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

1.2 Selected Chapter Surah Al- Hujurat

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • read Surah Al-Hujurat (Q 49) correctly for spiritual nourishment
  • explain the meaning of the verses of Surah Al-Hujurat for better understanding
  • deduce lessons of Surah Al-Hujurat for application in daily life
  • apply the teachings of Surah Al- Hujurat in their daily life to earn rewards from Allah
  • treasure the teachings from Surah Al-Hujurat as a guide in relationships. Describe all miraculous nature and explains language and style of the Qur’an Reads, explains deduces and applies lessons of Surah Al- Hujurat
Key Inquiry Questions (KIQs)
  • What do Muslims learn from Surah Al- Hujurat?
  • How can Muslims use Surah Al- Hujurat to enhance peace in the community?
  • Describes miraculous nature and explains language and style of the Qur’an but leaves out significant details Reads, explains and deduces lessons of Surah Al-Hujurat with significant omissions?
Suggested Experiences
  • read Surah Al-Hujurat (Q 49)
  • discuss the meaning of verses of Surah Al-Hujurat in pairs and make class presentations
  • research on the teachings from Surah Al-Hujurat and make class presentations
  • discuss the lessons from Surah Al-Hujurat in groups and make notes
  • role-play the teachings/lessons from Surah Al-Hujurat. Describes miraculous nature and explains language and style of the Qur’an but leaves out few details Reads, explain, deduces and applies lessons of Surah Al- Hujurat with few omissions
Teaching Resources

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

2
Strand 2.0

Hadith

2 Sub-strands18 Lessons

2.1 Ulum al-Hadith

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the six authentic Books of Hadith as a source of guidance
  • describe the characteristics of different classes of Hadith (sahih, hasan and dhaif) to differentiate between authentic and unauthentic Hadith
  • explain reasons for the classification of Hadith for authenticity
  • explain factors that necessitated the collection and compilation of Hadith during the period of Tabi'in and Tabi’i -Tabi’in as a measure of preservation
  • describe the process of collection and compilation of Hadith during the period of Tabi'in and Tabi’i - Tabi’in to authenticate Hadith
  • appreciate the collection and compilation of Hadith as a source of Islamic Law
Key Inquiry Questions (KIQs)
  • Why was it important to collect and compile Hadith?
  • Why is Hadith classified?
Suggested Experiences
  • identify six authentic Books of Hadith and share them in class
  • discuss the reasons for the classification of Hadith in groups and make notes
  • search for the characteristics of different classes of Hadith (sahih, hasan and dhaif) and present in class
  • research on the factors that necessitated the collection and compilation of Hadith during Tabi’in and Tabi’i -Tabi’in and make class presentations
  • discuss the process of collection and compilation of Hadith during the period of Tabi’in and Tabi’i - Tabi’in and present on charts/PowerPoint
Teaching Resources

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

2.2 Selected Hadith

Term 18 Lessons
Specific Learning Outcomes (SLOs)

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

  • deduce lessons from the Hadith on unity and avoidance of ill motives among Muslims
  • explain the relevance of the Hadith on unity and avoidance of ill motives in the life of a Muslim
  • practise the teachings from the Hadith on unity and avoidance of ill motives in daily life
  • honour Hadith as the second source of law and spiritual guidance
Key Inquiry Questions (KIQs)
  • Why is the unity of Muslims important?
  • Why should Muslims avoid ill motives?
Suggested Experiences
  • discuss the lessons derived from: Hadith on unity “The similitude of believers in regard to mutual love, affection, fellow-feeling is that of one body; when any limb of it aches, the whole body aches, because of sleeplessness and fever.” (Muslim), Hadith on avoidance of ill motives “Beware of suspicion, for suspicion is the worst of false tales, and do not look for the others’ faults, and do not spy on one another, and do not practise Najsh (to offer high price for something, in order to allure a person who is interested in it), and do not be jealous of one another and do not hate one another, and do not desert (stop talking to) one another. And O, Allah’s worshipers! Be brothers!” (Bukhari) and make a class presentation
  • explain the relevance of the selected Hadith in the life of a Muslim and make notes
  • role-play situations where Muslims can display unity in the community
  • dramatise the effects of ill- motives in the community
Teaching Resources

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

3
Strand 3.0

Pillars of Iman

2 Sub-strands9 Lessons

3.1 Belief in the Last Day

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the events of the Last Day for accountability
  • explain the significance of believing in the Last Day for spiritual nourishment
  • exercise righteousness in preparation for the Last Day
  • desire to lead a righteous life to earn Allah (S.W.T.)’s blessings
Key Inquiry Questions (KIQs)
  • Why is it important for Muslims to believe in the Last Day?
Suggested Experiences
  • discuss the events of the Last Day (resurrection, gathering, record of deeds, scale of deeds, the accounting, intercession, siraat, paradise, and hellfire), in groups, make charts and display
  • research online/from available reference materials on the significance of believing in the Last Day and make notes
  • discuss deeds leading to righteousness in groups and make class presentation
Teaching Resources

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

3.2 Belief in Qadar

Term 14 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the effects of believing in Qadar and Qadha as a pillar of Iman
  • assess the significance of believing in Qadar and Qadha for spiritual nourishment
  • appreciate belief in Qadar and Qadha to accept the Will of Allah. Describes the events of the day of judgement and assess significance of believing in the day of judgement and Qadar
Key Inquiry Questions (KIQs)
  • Why should Muslims believe in Qadar and Qadha?
  • Describes the events of the day of judgement and assess the significance of believing in the day of judgement and Qadar?
Suggested Experiences
  • discuss the effects of believing in Qadar and Qadha in groups and make class presentations in groups and make class presentations
  • discuss the significance of believing in Qadar and Qadha in groups and present on charts/PowerPoint, significance of believing in the day of judgement and Qadar
Teaching Resources

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

4
Strand 4.0

Devotional Acts

2 Sub-strands11 Lessons

4.1 Shariah

Term 1 Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the purpose of Islamic Shariah (Maqasid al-Shariah) as a guide for Muslims
  • discuss the relevance of Islamic Shariah in the contemporary world
  • describe the categories of legal acts in Islamic Shariah as a means of upholding divine guidance
  • apply Islamic Shariah in day-to-day life
  • acknowledge Shariah as a source of divine guidance
Key Inquiry Questions (KIQs)
  • What is the objective of maqasid Shariah?
  • How do legal acts guide Muslims?
Suggested Experiences
  • research on the objectives/purpose of Islamic Shariah (protection of life, property, health, religion, and dignity) and present on charts/audio-visual devices
  • describe the categories of legal acts in Islamic Shariah in pairs and make a class presentation
  • discuss the relevance of Islamic Shariah in the modern world and make class presentation
  • using digital devices/available reference materials, search for the categories of legal acts in Islam and make notes
Teaching Resources

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

4.2 Tawbah

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • state the conditions of tawbah as a basis for forgiveness from Allah (S.W.T.)
  • assess the significance of tawbah in the life of a Muslim
  • practise actions that lead to tawbah as a way of purifying one from sins
  • appreciate the virtue of tawbah as a condition for success in this life and the Hereafter
Key Inquiry Questions (KIQs)
  • Why should a Muslim seek repentance from Allah (S.W.T.)?
  • How should Muslims seek repentance from Allah (S.W.T.)?
Suggested Experiences
  • brainstorm on the conditions for tawbah in groups and present them on a chart
  • discuss the significance of tawbah (Q25:70, Q39:53) in pairs/groups and make class presentation
  • dramatize ways of seeking forgiveness from Allah (S.W.T.)
  • search for Hadith on tawbah online or from available reference materials individually/pairs/groups and draw lessons from them
Teaching Resources

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

5
Strand 5.0

Akhlaq (Moral Values)

3 Sub-strands17 Lessons

5.1 Virtues in Islam

Term 29 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain Islamic teachings on observing modesty, contentment and trustworthiness in fulfilment of Allah (subhanna wataala.)’s commandmen,t
  • describe ways in which Muslims can practise modesty, contentment and trustworthiness as part of faith
  • discuss the significance of observing modesty, contentment and trustworthiness in upholding Islamic morality in the society
  • practise modesty, contentment, and trustworthiness in day-to- day life to earn rewards from Allah (subhanna wataala.)
  • value modesty, contentment and trustworthiness for a morally upright society
Key Inquiry Questions (KIQs)
  • Why is it important for Muslims to practise virtues?
  • How can a Muslim student exercise contentment in his life?
Suggested Experiences
  • discuss the Islamic teachings on modesty, contentment and trustworthiness in groups and make class presentations
  • share ways in which Muslims practise modesty, contentment and trustworthiness and make posters
  • research on the significance of modesty, contentment and trustworthiness and make notes
  • dramatise acts depicting modesty, contentment and trustworthiness in the society
Teaching Resources

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

5.2 Significance of Islamic Morality

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • examine the significance of Islamic morality in promoting righteousness
  • practise Islamic morality to earn Allah’s rewards
  • uphold Islamic morality as a way of promoting an upright society
Key Inquiry Questions (KIQs)
  • Why is it important to uphold Islamic morality?
Suggested Experiences
  • research online/from available references on the significance of Islamic morality and be guided to make notes
  • dramatise acts on Islamic morality and deduce lessons
Teaching Resources

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

5.3 Prohibitions in Islam Zina

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the effects of Zina on the community
  • justify the reasons behind the prohibition of Zina for a morally upright society
  • explain the Islamic measures of curbing Zina for a morally upright society
  • appreciate the prohibition of Zina for a healthy society
Key Inquiry Questions (KIQs)
  • Why is Zina prohibited in Islam?
  • How can a Muslim discourage Zina in the society?
Suggested Experiences
  • discuss the effects of Zina in groups and present on charts/PowerPoints
  • watch video clips/read on the effects of Zina (unwanted pregnancies, HIV and AIDS, Sexually Transmitted Diseases, family break-ups) and deduce lessons
  • research on the rationale behind the prohibition of Zina and make notes
  • discuss the Islamic measures of curbing Zina in pairs and make class presentations
  • listen to a resource person giving a talk on sexually transmitted diseases and infections
  • prepare posters on the effects of zina in the society in groups and display
Teaching Resources

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

6
Strand 6.0

Muamalat (Social Relations)

6 Sub-strands33 Lessons

6.1 Domestic violence

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the causes of domestic violence to settle family conflicts
  • assess the effects of domestic violence on the family
  • describe measures to curb domestic violence in the family
  • embrace measures proposed by Islam to curb domestic violence
Key Inquiry Questions (KIQs)
  • What are the causes of domestic violence?
  • How does domestic violence hinder social harmony?
Suggested Experiences
  • discuss the causes of domestic violence in groups and present in class
  • discuss the effects of domestic violence in groups and present on charts/PowerPoint
  • watch video clips/read about the effects of domestic violence and make notes
  • research on the measures of curbing domestic violence and make notes
  • prepare a skit condemning domestic violence
Teaching Resources

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

6.2 Iddah

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the iddah for a divorcee and a widow in Islam to foster obedience to divine guidance
  • explain the rationale for observing iddah as an act if ibadah
  • state the rules of iddah as a means of safeguarding its validity
  • explain the importance of iddah to the divorced and widowed Muslim woman
  • appreciate iddah as an act of ibadah
Key Inquiry Questions (KIQs)
  • What is the wisdom behind Iddah?
Suggested Experiences
  • search for information on the iddah for a divorcee and a widow in Islam and share in class
  • describe the rationale for iddah in groups and present in class
  • discuss the rules of iddah in pairs and present them on charts
  • discuss the importance of iddah in groups and make a class presentation
  • listen to a resource person giving a talk on importance of observing Iddah in Islam
Teaching Resources

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

6.3 Child custody

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the Islamic rules on child custody that safeguard the child’s rights
  • assess the significance of Islamic rules on child custody
  • appreciate Islamic teachings on child custody as a means of fostering family bond
Key Inquiry Questions (KIQs)
  • What are the rules that guide child custody in Islam?
Suggested Experiences
  • research online/available reference materials on the Islamic rules on child custody in groups and make notes
  • discuss the significance of Islamic rules on child custody in groups and present in class
Teaching Resources

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

6.4 Polygamy in Islam

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the reasons for polygamy in Islam for social stability
  • justify the reasons for the Prophet’s multiple marriages
  • state the conditions for polygamy in Islam
  • assess the significance of polygamy in Islam
  • appreciate the Islamic concept of polygamy as a social remedy to safeguard human dignity
Key Inquiry Questions (KIQs)
  • What is the rationale for polygamy in Islam?
Suggested Experiences
  • discuss the reasons for polygamy in Islam in groups and present them on charts/PowerPoint devices
  • discuss the reasons why the Prophet married more than one wife in groups and present in class
  • research on the conditions for polygamy in Islam in pairs and make notes
  • brainstorm on the significance of polygamy in Islam in groups and present in class
  • listen to a resource person giving a talk on the significance of polygamy and make notes
Teaching Resources

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

6.5 Trade and Finance in Islam

Term 2 Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the Islamic rules on borrowing and lending money
  • practise Islamic teachings on borrowing and lending money to earn rewards from Allah (S.W.T.)
  • describe the role of consumer protection agencies to enhance integrity
  • appreciate the Islamic concept of borrowing and lending money as a means of safeguarding equity in the society
Key Inquiry Questions (KIQs)
  • Why should Muslims observe the rules of borrowing and lending money?
Suggested Experiences
  • discuss the rules of borrowing and lending money in groups and make a class presentation
  • visit an Islamic financial institution to learn more about borrowing and lending and make notes
  • listen to a resource person from consumer protection agencies to enlighten on consumer rights with regards to borrowing and lending
  • role play borrowing and lending money while observing the rules
Teaching Resources

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

6.6 Contemporary Issues

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the rules of Jihad in Islam for the correct interpretation
  • explain the causes of terrorism and extremism in the society
  • explain the effects of terrorism and extremism on the society
  • describes the measures to curb terrorism and extremism for peaceful co-existence
  • acknowledge Islamic teachings on Jihad as a guide to harmonious co- existence
Key Inquiry Questions (KIQs)
  • What are the effects of terrorism and extremism?
  • How can terrorism and extremism be curbed?
Suggested Experiences
  • identify the rules of Jihad in Islam in groups and share in class
  • listen to a resource person giving a talk on the correct interpretation of Jihad and make notes
  • research online/available reference materials on the causes of terrorism and extremism and make notes
  • research online/available reference materials on the effects of terrorism and present in class
  • brainstorm on the measures of curbing terrorism and extremism and make class presentations
  • listen to a resource person giving a talk on measures to curb terrorism and extremism
Teaching Resources

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

7
Strand 7.0

Islamic Heritage and Civilisation

3 Sub-strands19 Lessons

7.1 Islam in Kenya

Term 36 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the factors that facilitated the spread of Islam in Kenya
  • explain the effects of the contact between the early Muslims and the natives as a factor of civilisation
  • examine the challenges faced by the early Muslims in the propagation of Islam
  • appreciate the contribution of Islam to the development of culture in Kenya
Key Inquiry Questions (KIQs)
  • What factors facilitated the spread of Islam in Kenya?
  • What was the impact of the contact between the early Muslims and the natives?
Suggested Experiences
  • describe the factors that led to the spread of Islam in Kenya (Coast, Western, Central, and North Eastern) in groups and present on charts/PowerPoint
  • research on the effects of the contact between the early Muslims and the natives and make notes
  • watch video clips on the effects of the contact between the early Muslims and the natives
  • model old architectural designs of mosques, doors, mats, wudhu vessels, and sandals
  • modelling activities adorning the Islamic cultural mode of dressing introduced by the Arab
  • research online/read from available reference materials on the challenges faced by the early Muslims as they propagated Islam and present them in class
Teaching Resources

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

7.2 Unity of Muslims

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the factors that would enhance unity of Muslims in Kenya
  • describe the challenges that undermine the unity of Muslims in Kenya
  • assess the significance of the unity of Muslims for harmonious co-existence
  • practise acts that foster unity among Muslims
  • appreciate the unity of Muslims to enhance brotherhood
Key Inquiry Questions (KIQs)
  • Why is the unity of Muslims important?
  • What hinders the unity of Muslims?
Suggested Experiences
  • research online/read from available reference materials on the factors that enhance unity of Muslims in Kenya and make class presentations
  • describe the challenges that undermine the unity of Muslims in groups and make notes
  • listen to a talk from a resource person on the significance of the unity of Muslims and make notes
  • dramatise acts that foster unity among Muslims
Teaching Resources

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

7.3 Muslim Institutions

Term 39 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the role of mosques, madrasa and Muslim NGOs in the preservation of Islamic heritage
  • examine the challenges facing the Muslim institutions
  • propose possible solutions to the challenges facing Muslim institutions
  • recognise the role played by mosques, madrasa and Muslim NGOs in preserving Islamic values. Describes the factors and explain the effects of the spread of Islam in Kenya. Assesses the factors, challenges and significance of unity of Muslims Examines the role played and challenges facing Muslim Institutions Problem Identification Learners study their community to understand the challenges faced and their effects on community members. Some of the challenges in the community can be: ● Environmental degradation ● Lifestyle diseases, Communicable and non-communicable diseases ● Poverty ● Violence and conflicts in the community ● Food security issues
Key Inquiry Questions (KIQs)
  • Why are mosques and madrasa important to the Muslim community?
  • Describes the factors and explain the effects of the spread of Islam in Kenya but omits significant details Assesses the factors, challenges and significance of unity of Muslims but omits significant details Examines the role played and challenges facing Muslim Institutions but omits significant details?
Suggested Experiences
  • research on the role of mosques, madrasa and Muslim NGOs and present on charts/audio-visual devices
  • listen to a resource person giving a talk on the role of mosque and madrasa in preserving Islamic values
  • watch video clips on the role of mosques, madrasa and Muslim NGOs in the community
  • visit a mosque/madrasa and write on their functions
  • discuss the challenges facing Muslim institutions in groups and present in class
  • brainstorm on possible solutions to the challenges facing Muslim institutions in groups and present in class. Describes the factors and explain the effects of the spread of Islam in Kenya but omits few details Assesses the factors, challenges and significance of unity of Muslims but omits few details Examines the role played and challenges facing Muslim Institutions but omits few details
Teaching Resources

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

Grade 9 Islamic Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 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 Values)
  • Muamalat (Social Relations)
View Term 2
Term 3 Scheme9 Weeks
  • Muamalat (Social Relations)
  • Islamic Heritage and Civilisation
View Term 3

Other Grade 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

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Explore Schemes for Other CBC Classes

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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 9 Islamic Religious Education?

The official KICD strands for Grade 9 Islamic Religious Education are: Qur’an, Hadith, Pillars of Iman, Devotional Acts, Akhlaq (Moral Values), 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 9 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 9 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 9 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.