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

Grade 9 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 9 Islamic Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 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 9 Islamic Religious Education in Term 1.

Class / Grade
Grade 9
Pre-Primary Level
Learning Area
Islamic Religious Education
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

Grade 9 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.

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’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)
Curriculum Design & Content

Grade 9 Islamic Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Qur’an

2 Sub-strands12 Lessons in Term 1

1.1 Ulum al- Qur’an

7 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Selected Chapter Surah Al- Hujurat

5 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Hadith

2 Sub-strands18 Lessons in Term 1

2.1 Ulum al-Hadith

10 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Selected Hadith

8 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Pillars of Iman

2 Sub-strands9 Lessons in Term 1

3.1 Belief in the Last Day

5 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 Belief in Qadar

4 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Devotional Acts

1 Sub-strand6 Lessons in Term 1

4.1 Shariah

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 9 Islamic Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 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 Values)
  • Muamalat (Social Relations)
Term 3View Term 3 →
  • Muamalat (Social Relations)
  • Islamic Heritage and Civilisation

Other Grade 9 Schemes of Work for Term 1

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

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)English (Term 1)Integrated Science (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (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:

Help & Answers

Frequently Asked Questions: Grade 9 Islamic Religious Education Term 1

What strands and sub-strands are covered in Grade 9 Islamic Religious Education Term 1?

In Term 1, Grade 9 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 9 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 9 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.