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

Grade 9 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 9 Islamic Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 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 9 Islamic Religious Education in Term 3.

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

Full Term Timetable

Grade 9 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)	Trade and Finance in Islam	By the end of the sub strand, the learner should be able to; a) explain the Islamic rules on borrowing and lending money	1. Why should Muslims observe the rules of borrowing and lending money?	- discuss the rules of borrowing and lending money in groups and make a class presentation	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 Islamic teachings on borrowing and lending money to earn rewards from Allah (S.W.T.)	1. Why should Muslims observe the rules of borrowing and lending money?	- visit an Islamic financial institution to learn more about borrowing and lending 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) describe the role of consumer protection agencies to enhance integrity	1. Why should Muslims observe the rules of borrowing and lending money?	- listen to a resource person from consumer protection agencies to enlighten on consumer rights with regards to borrowing and lending	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) describe the role of consumer protection agencies to enhance integrity	1. Why should Muslims observe the rules of borrowing and lending money?	- listen to a resource person from consumer protection agencies to enlighten on consumer rights with regards to borrowing and lending	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) appreciate the Islamic concept of borrowing and lending money as a means of safeguarding equity in the society	1. Why should Muslims observe the rules of borrowing and lending money?	- role play borrowing and lending money while observing the rules	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) identify the rules of Jihad in Islam for the correct interpretation	1. What are the effects of terrorism and extremism?	- identify the rules of Jihad in Islam in groups and share in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) identify the rules of Jihad in Islam for the correct interpretation	1. What are the effects of terrorism and extremism?	- listen to a resource person giving a talk on the correct interpretation of Jihad and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) explain the causes of terrorism and extremism in the society	1. What are the effects of terrorism and extremism?	- research online/available reference materials on the causes of terrorism and extremism and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) explain the effects of terrorism and extremism on the society	1. How can terrorism and extremism be curbed?	- research online/available reference materials on the effects of terrorism and present in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) describes the measures to curb terrorism and extremism for peaceful co-existence	1. How can terrorism and extremism be curbed?	- brainstorm on the measures of curbing terrorism and extremism and make class presentations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) acknowledge Islamic teachings on Jihad as a guide to harmonious co- existence	1. How can terrorism and extremism be curbed?	- listen to a resource person giving a talk on measures to curb terrorism and extremism	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Muamalat (Social Relations)	Contemporary Issues	By the end of the sub strand, the learner should be able to; a) acknowledge Islamic teachings on Jihad as a guide to harmonious co- existence	1. How can terrorism and extremism be curbed?	- listen to a resource person giving a talk on measures to curb terrorism and extremism	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Islamic Heritage and Civilisation	Islam in Kenya	By the end of the sub strand, the learner should be able to; a) describe the factors that facilitated the spread of Islam in Kenya	1. What factors facilitated the spread of Islam in Kenya?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Islamic Heritage and Civilisation	Islam in Kenya	By the end of the sub strand, the learner should be able to; a) describe the factors that facilitated the spread of Islam in Kenya	1. What factors facilitated the spread of Islam in Kenya?	- research on the effects of the contact between the early Muslims and the natives and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Islamic Heritage and Civilisation	Islam in Kenya	By the end of the sub strand, the learner should be able to; a) explain the effects of the contact between the early Muslims and the natives as a factor of civilisation	1. What factors facilitated the spread of Islam in Kenya?	- watch video clips on the effects of the contact between the early Muslims and the natives	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Islamic Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 9 Islamic Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Muamalat (Social Relations)

2 Sub-strands12 Lessons in Term 3

1.1 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:

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.

1.2 Contemporary Issues

6 Suggested LessonsTerm 3

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?

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

Strand 2.0

Islamic Heritage and Civilisation

3 Sub-strands19 Lessons in Term 3

2.1 Islam in Kenya

6 Suggested LessonsTerm 3

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?

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

2.2 Unity of Muslims

4 Suggested LessonsTerm 3

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?

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

2.3 Muslim Institutions

9 Suggested LessonsTerm 3

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?

Learning 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 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 2View Term 2 →

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

Term 3Current

Muamalat (Social Relations)
Islamic Heritage and Civilisation

Other Grade 9 Schemes of Work for Term 3

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

Arabic (Term 3)Creative Arts & Sports (Term 3)French (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)Christian Religious Education (Term 3)English (Term 3)Integrated Science (Term 3)Mathematics (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Kiswahili (Term 3)Mandarin (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 9 Islamic Religious Education Term 3

What strands and sub-strands are covered in Grade 9 Islamic Religious Education Term 3?

In Term 3, Grade 9 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 9 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 9 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.