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

Grade 9 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 9 Islamic Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 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 9 Islamic Religious Education in Term 2.

Class / Grade
Grade 9
Pre-Primary Level
Learning Area
Islamic Religious Education
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 9 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.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Devotional ActsShariah

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

a) apply Islamic Shariah in day-to-day life

1. How do legal acts guide Muslims?

- discuss the relevance of Islamic Shariah in the modern world and make class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Devotional ActsShariah

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

a) acknowledge Shariah as a source of divine guidance

1. How do legal acts guide Muslims?

- using digital devices/available reference materials, search for the categories of legal acts in Islam and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Devotional ActsTawbah

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

a) state the conditions of tawbah as a basis for forgiveness from Allah (S.W.T.)

1. Why should a Muslim seek repentance from Allah (S.W.T.)?

- brainstorm on the conditions for tawbah in groups and present them on a chart

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Devotional ActsTawbah

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

a) state the conditions of tawbah as a basis for forgiveness from Allah (S.W.T.)

1. Why should a Muslim seek repentance from Allah (S.W.T.)?

- brainstorm on the conditions for tawbah in groups and present them on a chart

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Devotional ActsTawbah

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

a) assess the significance of tawbah in the life of a Muslim

1. Why should a Muslim seek repentance from Allah (S.W.T.)?

- discuss the significance of tawbah (Q25:70, Q39:53) in pairs/groups and make class presentation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Devotional ActsTawbah

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

a) practise actions that lead to tawbah as a way of purifying one from sins

1. How should Muslims seek repentance from Allah (S.W.T.)?

- dramatize ways of seeking forgiveness from Allah (S.W.T.)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Devotional ActsTawbah

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

a) appreciate the virtue of tawbah as a condition for success in this life and the Hereafter

1. How should Muslims seek repentance from Allah (S.W.T.)?

- search for Hadith on tawbah online or from available reference materials individually/pairs/groups and draw lessons from them

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Devotional ActsTawbah

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

a) appreciate the virtue of tawbah as a condition for success in this life and the Hereafter

1. How should Muslims seek repentance from Allah (S.W.T.)?

- search for Hadith on tawbah online or from available reference materials individually/pairs/groups and draw lessons from them

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Akhlaq (Moral Values)Virtues in Islam

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

a) explain Islamic teachings on observing modesty, contentment and trustworthiness in fulfilment of Allah (subhanna wataala.)’s commandmen,t

1. Why is it important for Muslims to practise virtues?

- discuss the Islamic teachings on modesty, contentment and trustworthiness in groups and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Akhlaq (Moral Values)Virtues in Islam

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

a) explain Islamic teachings on observing modesty, contentment and trustworthiness in fulfilment of Allah (subhanna wataala.)’s commandmen,t

1. Why is it important for Muslims to practise virtues?

- discuss the Islamic teachings on modesty, contentment and trustworthiness in groups and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Akhlaq (Moral Values)Virtues in Islam

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

a) describe ways in which Muslims can practise modesty, contentment and trustworthiness as part of faith

1. Why is it important for Muslims to practise virtues?

- discuss the Islamic teachings on modesty, contentment and trustworthiness in groups and make class presentations

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Akhlaq (Moral Values)Virtues in Islam

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

a) describe ways in which Muslims can practise modesty, contentment and trustworthiness as part of faith

1. Why is it important for Muslims to practise virtues?

- share ways in which Muslims practise modesty, contentment and trustworthiness and make posters

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Akhlaq (Moral Values)Virtues in Islam

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

a) discuss the significance of observing modesty, contentment and trustworthiness in upholding Islamic morality in the society

1. Why is it important for Muslims to practise virtues?

- share ways in which Muslims practise modesty, contentment and trustworthiness and make posters

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Akhlaq (Moral Values)Virtues in Islam

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

a) discuss the significance of observing modesty, contentment and trustworthiness in upholding Islamic morality in the society

1. How can a Muslim student exercise contentment in his life?

- research on the significance of modesty, contentment and trustworthiness and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Akhlaq (Moral Values)Virtues in Islam

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

a) practise modesty, contentment, and trustworthiness in day-to- day life to earn rewards from Allah (subhanna wataala.)

1. How can a Muslim student exercise contentment in his life?

- research on the significance of modesty, contentment and trustworthiness and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 9 Islamic Religious Education Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 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

Devotional Acts

2 Sub-strands11 Lessons in Term 2

1.1 Shariah

6 Suggested LessonsTerm 2
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.

1.2 Tawbah

5 Suggested LessonsTerm 2
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.)?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Akhlaq (Moral Values)

3 Sub-strands17 Lessons in Term 2

2.1 Virtues in Islam

9 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Significance of Islamic Morality

2 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Prohibitions in Islam Zina

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Muamalat (Social Relations)

5 Sub-strands27 Lessons in Term 2

3.1 Domestic violence

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 Iddah

5 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.3 Child custody

4 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.4 Polygamy 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 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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.5 Trade and Finance 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 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?
Learning 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 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 1View Term 1 →
  • Qur’an
  • Hadith
  • Pillars of Iman
  • Devotional Acts
Term 2Current
  • 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 2

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

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

Explore Schemes for Other CBC Grades

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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 2

What strands and sub-strands are covered in Grade 9 Islamic Religious Education Term 2?

In Term 2, Grade 9 Islamic Religious Education covers the following main strands: Devotional Acts, Akhlaq (Moral Values), 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 9 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 9 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.