KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

ISLAMIC RELIGIOUS EDUCATION

GRADE 9
 First Published in 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-435-4

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
FOREWORD ...................................................................................................................................................... Error! Bookmark not defined.
PREFACE ........................................................................................................................................................... Error! Bookmark not defined.
ACKNOWLEDGEMENT .................................................................................................................................. Error! Bookmark not defined.
TABLE OF CONTENTS ...................................................................................................................................................................................... i
LESSON ALLOCATION .................................................................................................................................................................................... ii
NATIONAL GOALS OF EDUCATION ............................................................................................................................................................ ii
LEARNING OUTCOMES FOR MIDDLE SCHOOL ........................................................................................................................................ v
STRAND 1.0: QUR’AN ..................................................................................................................................... Error! Bookmark not defined.
STRAND 2.0: HADITH ..................................................................................................................................... Error! Bookmark not defined.
STRAND 3.0: PILLARS OF IMAN................................................................................................................... Error! Bookmark not defined.
STRAND 4.0: DEVOTIONAL ACTS ............................................................................................................... Error! Bookmark not defined.
STRAND 5.0: AKHLAQ................................................................................................................................................................................... 15
STRAND 6.0: MUAMALAT ............................................................................................................................. Error! Bookmark not defined.
STRAND 7.0: ISLAMIC HERITAGE AND CIVILISATION ......................................................................................................................... 34
COMMUNITY SERVICE LEARNING PROJECT ........................................................................................... Error! Bookmark not defined.
APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES .............................. 41

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LESSON ALLOCATION
Subject Number of Lessons Per Week
(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Religious Education (CRE/IRE/HRE) 5
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
10. Physical Education and Sports 2
Pastrol/Religious Instructional Programme 1

Total 40+1

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity
The people of Kenya belong to different communities, races and religions, but these differences need not divide them. They
must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of
nationhood by removing conflicts and promoting positive attitudes of mutual respect, to live together in harmony and foster
patriotism, and to make a positive contribution to the life of the nation.

ii) Promote the social, economic, technological, and industrial needs for national development
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships, which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of
rapid modernisation. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise, and personal qualities that are required to
support a growing economy. Kenya is building up a modern and independent economy that requires an adequate and relevant
domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children
to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

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iv) Promote sound moral and religious values
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

v) Promote social equality and responsibility

Education should promote social equality and foster a sense of social responsibility within an education system that provides
equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities
and corporate social service irrespective of gender, ability or geographical environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

viii. Promote positive attitudes towards good health and environmental protection
Education should inculcate in young people the value of good health for them to avoid indulging in activities that will lead to
physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should
lead the youth of Kenya to appreciate the need for a healthy environment.

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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage, and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition standards to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
Islamic Religious Education in Junior School aims at imparting Islamic knowledge, skills and values to the learner. This will
enable them make appropriate decisions and effectively deal with challenges in accordance with Islamic principles and teachings.
The Strands in this learning area are; Quran, Hadith (Teachings of the Prophet (S.A.W.), Pillars of Iman (Faith), Devotional Acts,
Akhlaq (Moral teachings), Muamalat (Social Relations) as well as Islamic Heritage and Civilisation. The competencies acquired
in this learning area will give the learner a solid foundation for further studies and career paths such as Law, Banking and Finance,
Entrepreneurship, Education, Social work and Chaplaincy, among others. The learning area will enable the learner to be a
responsible steward who can make meaningful contributions to society and live a balanced life, which is at peace with Allah
(S.W.T.), inner personality, respectful to the rights of others and conscious of the need to secure a glorified life in the Hereafter.

While sources of Islamic Knowledge are majorly Qur’an and Hadith, Vygotsky’s Social Cultural Development Theory
acknowledges that teaching and learning are highly social activities. The interactions with instructional materials and others

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(teachers, peers, resource persons and community), influences the cognitive and affective developments of learners and, therefore,
this theory is relevant in the learning of Islamic Religious Education.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior School, the learner should be able to:
a) Appreciate the Qur’an as the primary source of guidance.
b) Deduce lessons from the selected Surah and Hadith, and apply them appropriately in daily life.
c) Appreciate and emulate the practises of the Prophet (S.A.W.) as the best role model.
d) Develop awareness and appreciation of the Pillars of Iman as the foundation of Islam.
e) Demonstrate interest and positive attitude towards performance of acts of Ibadah (worship).
f) Acquire Islamic values that will enable them act as responsible and ethical citizens
g) Apply Islamic teachings to guide individuals to make positive contribution to social, political and economic
developments in the society.

h) Appreciate Islamic History as a basis for dynamic culture and civilisation for peaceful co-existence.

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SUMMARY OF STRANDS AND SUB-STRANDS
no STRAND SUB STRAND No of
Lessons
1 Qur’an 1.1 Ulum al- Qur’an 7
1.2 Selected Chapter 5
Surah Al-Hujurat (Q 49)
Hadith 2.1 Ulum al-Hadith 10

2 2.2 Selected Hadith 8

3 Pillars of Iman 3.1 Belief in the Last Day (Day of 5
Judgement)
3.2 Belief in Qadar 4

Devotional Acts 4.1 Shariah (Islamic law) 6

4.2 Tawbah (Repentance) 5
4
5 5.1 Virtues in Islam 9
Akhlaq 5.2 Significance of Islamic Morality 2
(Moral Values) 5.3 Prohibitions in Islam 6

Zina (fornication and adultery)

6 6.1 Domestic violence 6
Muamalat
(Social Relations) 6.2 Iddah 5
6.3 Child custody 4
6.4 Polygamy in Islam 6

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 6.5 Trade and Finance in Islam 6
6.6 Contemporary Issues 6

7 7.1 Islam in Kenya 6

Islamic Heritage and Civilisation
7.2 Unity of Muslims 4

7.3 Muslim Institutions 9

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Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
1.0 1.1 Ulum al- By the end of the sub-strand, The learner is guided to: 1. Why is the Qur’an
Qur’an Qur’an the learner should be able to:  research online/read from considered a
 Miraculuous a) describe the miraculous available reference miracle?
nature of nature of the Qur’an to materials on characteristics 2. How does the
Qur’an strengthen iman, of a miracle and make language and style
 Language of b) explain the language of notes, of the Qur’an help
the Qur’an the Qur’an for better  discuss the miraculous in its
 Styles of the understanding, nature of the Qur’an in interpretation?
Qur’an c) identify different styles groups and present on
of the Qur’an for better charts/PowerPoint,
understanding,  research online/read from
(7 Lessons) d) appreciate the available reference
miraculous nature of the materials on the language of
Qur’an as a divine the Qur’an and make class
scripture. presentations,
 identify different styles of
the Qur’an in the Qur’anic
text and make notes.
Core Competencies to be developed:
 Critical thinking and problem solving: The skill of interpretation and inference is enhanced as learners
discuss the miraculous nature of the Qur’an in groups.

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 Digital literacy: the skill of interacting with digital devices is enhanced when learners research online on the
language of the Qur’an.
 Communication and collaboration: the skills of teamwork, speaking and listening are enhanced when
learners discuss the miraculous nature of the Qur’an in groups and make class presentations.
Values:
 Responsibility is enhanced as learners research online/read from available reference materials on the language of the
Qur’an and make class presentations.
 Respect is enhanced as learners discuss the miraculous nature of the Qur’an in groups.
Pertinent and Contemporary Issues:
 Social cohesion as learners discuss the miraculous nature of the Qur’an in groups.
Link to other subjects:
● Arabic as learners research online on the language of the Qur’an.
● English as learners identify different styles from the Qur’anic text and make notes.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
1.0 Qur’an 1.2 Selected By the end of the sub-strand, the learner The learner is guided to: 1. What do
Chapter should be able to:  read Surah Al-Hujurat (Q Muslims
Surah Al- a) read Surah Al-Hujurat (Q 49) 49), learn from
Hujurat (Q correctly for spiritual nourishment,  discuss the meaning of Surah Al-
49) b) explain the meaning of the verses of verses of Surah Al-Hujurat Hujurat?
in pairs and make class 2. How can
Surah Al-Hujurat for better
(5 Lessons) presentations, Muslims use
understanding,
 research on the teachings Surah Al-
c) deduce lessons of Surah Al-Hujurat from Surah Al-Hujurat Hujurat to
for application in daily life, and make class enhance
d) apply the teachings of Surah Al- presentations, peace in the
Hujurat in their daily life to earn  discuss the lessons from community?
rewards from Allah, Surah Al-Hujurat in
e) treasure the teachings from Surah groups and make notes,
Al-Hujurat as a guide in  role-play the
teachings/lessons from
relationships.
Surah Al-Hujurat.
Core Competencies to be developed:
 Citizenship: The skill of socio-cultural sensitivity and awareness is enhanced as learners research on the
teachings of Surah Al-Hujurat.
 Communication and collaboration: Listening and speaking skills is enhanced as learners discuss the lessons
from Surah Al-Hujurat in groups.
 Learning to learn: the skill of research is enhanced when learners research on the teachings of Surah Al-
Hujurat and make class presentations.

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 Self-efficacy: the skill of effective communication is enhanced when learners role-play the teachings/lessons
from Surah Al-Hujurat.
Values:
● Respect is enhanced through discussing the meaning of the verses of Surah Al-Hujurat in pairs and make class
presentations.
● Social justice is enhanced as learners discuss the lessons from Surah Al-Hujurat in groups.
Pertinent and Contemporary Issues:
● Ethnic and racial relations is enhanced as learners research on the teachings of Surah Al-Hujurat.
Social Cohesion is enhanced as learners discuss the lessons from Surah Al-Hujurat in groups and make notes.
Link to other subjects:
● English as learners explain the meaning of the Surah in English.
● Arabic enhanced as learners read Surah Al-Hujurat.
Assessment Rubric
Levels Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to describe Describes miraculous Describe all Describes miraculous Describes miraculous
miraculous nature nature and explains miraculous nature and nature and explains nature and explains
and explain language and style of the explains language and language and style of language and style of
language and style Qur’an comprehensively style of the Qur’an the Qur’an but leaves the Qur’an but leaves
of the Qur’an by citing examples out few details out significant details
Ability to read, Reads, explains, deduces Reads, explains Reads, explain, Reads, explains and
explain, deduce and and applies lessons of deduces and applies deduces and applies deduces lessons of
applies lessons of Surah Al-Hujurat and lessons of Surah Al- lessons of Surah Al- Surah Al-Hujurat with
Surah Al-Hujurat. encourages others to Hujurat. Hujurat with few significant omissions
apply omissions

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)

2.0 Hadith 2.1 Ulum al-Hadith By the end of the sub-strand, the The learner is guided to: 1. Why was it
 Books of learner should be able to: ● identify six authentic important to
Hadith a) identify the six authentic Books of Hadith and collect and
 Classification Books of Hadith as a source share them in class, compile
of Hadith of guidance, ● discuss the reasons for Hadith?
 Collection b) describe the characteristics the classification of 2. Why is
and of different classes of Hadith Hadith in groups and Hadith
compilation (sahih, hasan and dhaif) to make notes, classified?
of Hadith differentiate between ● search for the
(Tabi'in and authentic and unauthentic characteristics of
Tabi’i -Tabi’in) Hadith, different classes of
c) explain reasons for the Hadith (sahih, hasan and
(10 Lessons) classification of Hadith for dhaif) and present in
authenticity, class,
d) explain factors that ● research on the factors
necessitated the collection that necessitated the
and compilation of Hadith collection and
during the period of Tabi'in compilation of Hadith
and Tabi’i -Tabi’in as a during Tabi’in and Tabi’i
measure of preservation, -Tabi’in and make class
presentations,

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 e) describe the process of ● discuss the process of
collection and compilation collection and
of Hadith during the period compilation of Hadith
of Tabi'in and Tabi’i - during the period of
Tabi’in to authenticate Tabi’in and Tabi’i -
Hadith, Tabi’in and present on
f) appreciate the collection and charts/PowerPoint.
compilation of Hadith as a
source of Islamic Law.
Core Competencies to be developed:
 Critical thinking and problem solving: the skill of research is enhanced through research on the factors that
necessitated the collection and compilation of Hadith during Tabi'in and Tabi'i -Tabi’in.
 Self-efficacy: the skill of effective communication is enhanced as learners search for the characteristics of
different classes of Hadith (sahih, hasan and dhaif) and present in class.
 Communication and collaboration: the skill of teamwork is enhanced when learners 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.
Values:
 Integrity is enhanced as learners actively participate in group discussions on the reasons for the classification of Hadith.
Pertinent and Contemporary Issues:
 Integrity is enhanced as learners actively participate in group discussions on the reasons for the classification of Hadith.
Link to other subjects:
 English as learners research on the factors that necessitated the collection and compilation of Hadith during Tabi'in and
Tabi'i -Tabi’in and make class presentations

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)

2.0 Hadith 2.2 Selected By the end of the sub-strand, The learner is guided to: 1. Why is the
Hadith the learner should be able to: ● discuss the lessons derived from: unity of
a) deduce lessons from the Hadith on unity Muslims
 Hadith on Hadith on unity and “The similitude of believers in important?
Unity avoidance of ill motives regard to mutual love, affection, 2. Why should
 Hadith on among Muslims, fellow-feeling is that of one Muslims avoid
Avoidance b) explain the relevance of body; when any limb of it aches, ill motives?
of ill the Hadith on unity and the whole body aches, because of
motives avoidance of ill motives sleeplessness and fever.”
in the life of a Muslim, (Muslim),
c) practise the teachings Hadith on avoidance of ill
from the Hadith on unity motives
and avoidance of ill “Beware of suspicion, for
motives in daily life, suspicion is the worst of false
d) honour Hadith as the tales, and do not look for the
second source of law and others’ faults, and do not spy on
spiritual guidance. one another, and do not practise
Najsh (to offer high price for
something, in order to allure a
person who is interested in
(8 Lessons) it), and do not be jealous of one
another and do not hate one
another, and do not desert (stop

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 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.
Core Competencies to be developed:
 Learning to learn: The skill of sharing learnt knowledge is enhanced as learners discuss the lessons derived
from the selected Hadith in groups.
 Creativity and imagination: the skill of making connections is enhanced when learners explain the relevance
of the selected Hadith in the life of a Muslim and make notes.
 Communication and collaboration: the skill of teamwork is enhanced as learners dramatise the effects of ill
motives.
Values:
● Unity is enhanced when learners discuss the lessons derived from the Hadith on unity in groups.
● Love enhanced as learners discuss the lessons derived from the Hadith on unity in groups.
Pertinent and Contemporary Issues:
● Social cohesion is enhanced as learners role-play the importance of unity in the community.
● Peace education is enhanced as learners role-play the importance of unity in the community.

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Link to other subjects:
● Social Studies is enhanced as learners role-play the importance of unity in the community.

Assessment Rubric
Levels Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to describe Describes classification of Describes Describes Describes
Classification of Hadith, collection and classification of classification of classification of
Hadith, collection compilation of Hadith Hadith, collection and Hadith, collection Hadith, collection
and compilation of comprehensively compilation of Hadith and compilation of and compilation of
Hadith Hadith but leaves out Hadith but leaves out
few details significant details
Ability to deduce Deduces the lessons of the Deduces the lessons of Deduces lessons of Deduces the lessons
the lessons learnt selected Hadith and the selected Hadith. the selected Hadith of the selected
from the selected teaches others. but misses a few Hadith but misses
Hadith. aspects. many aspects.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
3.0 Pillars of 3.1 Belief in the Last By the end of the sub-strand, The learner is guided to: 1. Why is it
Iman Day (Day of the learner should be able to:● discuss the events of the important
Judgement) a) describe the events of the Last Day (resurrection, for
Last Day for gathering, record of deeds, Muslims to
 Resurrection accountability, scale of deeds, the believe in
 Gathering b) explain the significance of accounting, intercession, the Last
 Record of believing in the Last Day siraat, paradise, and Day?
deeds for spiritual nourishment, hellfire), in groups, make
 Scale of c) exercise righteousness in charts and display,
deeds preparation for the Last ● research online/from
 Accounting Day, available reference materials
 Intercession d) desire to lead a righteous on the significance of
 Siraat life to earn Allah believing in the Last Day
 Paradise, (S.W.T.)’s blessings. and make notes,
and hellfire ● discuss deeds leading to
righteousness in groups and
make class presentation.

(5 Lessons)

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Core Competencies to be developed:
 Self-efficacy: the skill of self-awareness and planning is enhanced as learners research on the significance of
believing in the Last Day on a Muslim’s life.
 Digital literacy: the skill of interacting with digital devices is enhanced as learners research online/from
available reference materials on the significance of believing in the Last Day.
Values:
 Responsibility is enhanced as learners research on the effects of believing in the Last Day on a Muslim’s life.
Pertinent and Contemporary Issues:
● Integrity is enhanced as learners research online on the significance of believing in the Last Day as accountability is
required on that day.
Link to other subjects:
●

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key

Inquiry
Question(s)
3.0 Pillars 3.2 Belief in By the end of the sub-strand, the The learner is guided to: Why should
of Iman Qadar learner should be able to: ● discuss the effects of believing in Muslims
a) describe the effects of believing in Qadar and Qadha in groups and believe in
(4 Lessons) Qadar and Qadha as a pillar of make class presentations in groups Qadar and
Iman, and make class presentations, Qadha?
b) assess the significance of ● discuss the significance of
believing in Qadar and Qadha for believing in Qadar and Qadha in
spiritual nourishment, groups and present on
c) appreciate belief in Qadar and charts/PowerPoint,
Qadha to accept the Will of Allah.

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 ● dramatise acceptance of Qadar
and Qadha.

Core Competencies to be developed:

 Learning to learn: the skill of sharing learnt knowledge enhanced as learners discuss the effects of believing
in Qadar and Qadha in groups and make class presentations.
 Communication and collaboration: listening and speaking skills are enhanced as learners discuss the effects
of believing in Qadar and Qadha in groups and make class presentations.
● Critical thinking and problem solving: discuss the effects of believing in Qadar and Qadha in groups and make class
presentations

Values:
Unity is enhanced as learners discuss the significance of believing in Qadar and Qadha in groups and present on
charts/PowerPoint.
Pertinent and Contemporary Issues:
Social cohesion is enhanced as learners discuss the effects of believing in Qadar and Qadha in groups and make class
presentations.
Link to other subjects:
English as learners discuss the significance of believing in Qadar and Qadha in groups and present on charts/PowerPoint.

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to describe Describes the events Describes the events of Describes the events of Describes the events of
the events of the of the day of the day of judgement the day of judgement the day of judgement
day of judgement judgement and assess and assess the and assess the and assess the

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and assess the the significance of significance of significance of significance of
significance of believing in the day believing in the day of believing in the day of believing in the day of
believing in the Day of judgement and judgement and Qadar judgement and Qadar judgement and Qadar
of Judgement and Qadar
Qadar

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
4.0 Devotional 4.1 Shariah By the end of the sub-strand, The learner is guided to: 1. What is the
Acts (Islamic law) the learner should be able to: ● research on the objective of
 Protection a) explain the purpose of objectives/purpose of Islamic maqasid
of religion Islamic Shariah (Maqasid Shariah (protection of life, Shariah?
 Protection al-Shariah) as a guide for property, health, religion, and 2. How do
of Muslims, dignity) and present on legal acts
intellect
b) discuss the relevance of charts/audio-visual devices, guide
 Protection
of life
Islamic Shariah in the ● describe the categories of legal Muslims?
contemporary world, acts in Islamic Shariah in pairs
 Protection
of c) describe the categories of and make a class presentation,
property legal acts in Islamic ● discuss the relevance of Islamic
 Protection Shariah as a means of Shariah in the modern world and
of dignity upholding divine guidance, make class presentation,
d) apply Islamic Shariah in ● using digital devices/available
(6 lessons) day-to-day life, reference materials, search for
e) acknowledge Shariah as a the categories of legal acts in
source of divine guidance. Islam and make notes.

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Core Competencies to be developed:
 Communication and collaboration: Listening and speaking skills enhanced as learners discuss the categories
of legal acts in Islamic Shariah in pairs and make a class presentation.
 Digital literacy: The skill of interacting with digital technology is enhanced as learners use digital.
devices/available reference materials, to search for the categories of legal acts in Islam and make notes.
● Learning to learn: the skill of sharing learnt knowledge as learners describe the categories of legal acts in Islamic
Shariah in pairs and make a class presentation

Values:
● Unity as learners discuss in pairs the categories of legal acts in Islamic Shariah.
Pertinent and Contemporary Issues:
● Patriotism and good governance enhanced as learners discuss in pairs the categories of legal acts in Islamic Shariah.
Link to other subjects:
● Social Studies: enhanced as learners research on the objectives/purpose of the Islamic shariah.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)

4.0 4.2 Tawbah By the end of the sub strand, the The learner is guided to: 1. Why should a Muslim
Devotional learner should be able to:  brainstorm on the seek repentance from Allah
(Repentance)
Acts a) state the conditions of tawbah conditions for tawbah in (S.W.T.)?
as a basis for forgiveness from groups and present them 2. How should Muslims
Allah (S.W.T.), on a chart, seek repentance from Allah
(5 lessons)
b) assess the significance of  discuss the significance of (S.W.T.)?
tawbah in the life of a Muslim, tawbah (Q25:70, Q39:53)
c) practise actions that lead to in pairs/groups and make
tawbah as a way of purifying one class presentation,
from sins,  dramatize ways of seeking
d) appreciate the virtue of tawbah forgiveness from Allah
as a condition for success in this (S.W.T.),
life and the Hereafter.  search for Hadith on
tawbah online or from
available reference
materials
individually/pairs/groups
and draw lessons from
them.

Core competencies to be developed:

 Digital literacy enhanced as learners search for Hadith on Tawbah online
 Communication and collaboration enhanced as learners discuss the significance of tawbah (Q25:70, Q39:53) and make class presentation
 Creativity and Imagination enhanced as learners dramatise ways of seeking forgiveness from Allah (S.W.T.)
Values:

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Responsibility enhanced as learners take responsibility for their actions and seek forgiveness from Allah (S.W.T.).
PCIs:
Decision making and problem-solving skill as learners learn to seek forgiveness for their mistakes
Links to other subjects:

Assessment Rubric
Levels Exceeds expectations Meets Expectations Approaches Below expectations
Indicator expectations
Ability to explain the Explains the purpose Explains the purpose Explains the purpose Explains the purpose
purpose and assess and assesses and assesses and assesses and assesses
significance of Islamic significance of significance of significance of significance of
Shariah. Islamic Shariah Islamic Shariah. Islamic Shariah but Islamic Shariah but
comprehensively leaves out a few leaves out significant
details details
Ability to state the States the conditions States the conditions States the conditions States the conditions
conditions and assess and assesses and assesses and assesses and assesses
significance of tawbah significance of significance of significance of significance of
tawbah correctly tawbah tawbah with minor tawbah with major
errors errors

Page | 16
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
5.0 5.1 Virtues in Islam By the end of the sub-strand, the The learner is guided to: 1. Why is it
Akhlaq  Modesty learner should be able to: ● discuss the Islamic important
(Moral  Contentment a) explain Islamic teachings on teachings on modesty, for Muslims
Values)  trustworthiness observing modesty, contentment contentment and to practise
and trustworthiness in fulfilment trustworthiness in virtues?
of Allah (subhanna wataala.)’s groups and make class 2. How can a
commandmen,t presentations, Muslim
b) describe ways in which ● share ways in which student
Muslims can practise modesty, Muslims practise exercise
contentment and trustworthiness modesty, contentment contentment
as part of faith, and trustworthiness and in his life?
c) discuss the significance of make posters,
(9 lessons) observing modesty, contentment ● research on the
and trustworthiness in significance of modesty,
upholding Islamic morality in contentment and
the society, trustworthiness and
d) practise modesty, contentment, make notes,
and trustworthiness in day-to- ● dramatise acts depicting
day life to earn rewards from modesty, contentment
Allah (subhanna wataala.), and trustworthiness in
the society.

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 e) value modesty, contentment and
trustworthiness for a morally
upright society.

Core Competencies to be developed:

● Creativity and imagination: the skill of networking is enhanced as learners dramatise acts depicting modesty,
contentment and trustworthiness.
● Communication and collaboration: the skills of speaking and listening are enhanced as learners discuss the
Islamic teachings on modesty, contentment and trustworthiness in groups and make class presentations.
● Learning to learn: the skill of working collaboratively is enhanced when learners dramatise acts depicting
modesty, contentment, and trustworthiness in the society.
Values:
● Responsibility: enhanced as learners share ways in which Muslims practise modesty, humility and trustworthiness and
make posters

Page | 18
● Integrity: enhanced as learners research on the significance of modesty, contentment and trustworthiness

Pertinent and Contemporary Issues:

● Social cohesion: enhanced as learners discuss in groups the Islamic teachings on modesty, contentment and
trustworthiness and make class presentations.
Link to other subjects:
● Social Studies as learners research on the significance of modesty, contentment and trustworthiness

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
5.0 Akhlaq 5.2 By the end of the sub-strand, the The learner is guided to: Why is it
(Moral Significance learner should be able to: ● research online/from available important to
Values) of Islamic a) examine the significance of references on the significanceuphold
Morality Islamic morality in promoting of Islamic morality and be Islamic
righteousness, guided to make notes, morality?
(2 lessons) b) practise Islamic morality to earn ● dramatise acts on Islamic
Allah’s rewards, morality and deduce lessons.
c) uphold Islamic morality as a way
of promoting an upright society.
Core Competencies to be developed:
 Digital literacy: skills of interacting with digital devices is enhanced as learners use digital devices to
research on the significance of morality and make notes.
 Creativity and imagination: the skill of networking is enhanced as learners dramatise acts on Islamic morality
and deduce lessons.

Page | 19
 Self-efficacy: the skill of effective communication is enhanced as learners dramatise acts of Islamic morality
and deduce lessons.

Values:
● Respect: as learners discuss in pairs and present on charts/PowerPoint.
● Unity: as learners dramatise acts on Islamic morality.
Pertinent and Contemporary Issues:
● Social cohesion is enhanced as learners dramatise acts on Islamic morality.
Link to other subjects:
● Social Studies as learners use digital devices to research on the significance of morality.

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Question(s)

5.0 Akhlaq 5.3 Prohibitions By the end of the sub- The learner is guided to: 1. Why is
(Moral in Islam strand, the learner should ● discuss the effects of Zina in groups Zina
Values) be able to: and present on charts/PowerPoints prohibited
Zina a) describe the effects of ● watch video clips/read on the effects in Islam?
(fornication Zina on the 2. How can a
of Zina (unwanted pregnancies, HIV
and adultery)
community, and AIDS, Sexually Transmitted Muslim
b) justify the reasons Diseases, family break-ups) and discourage
(6 lessons)
behind the prohibition deduce lessons, Zina in
of Zina for a morally ● research on the rationale behind the the
upright society, prohibition of Zina and make notes, society?

Page | 20
 c) explain the Islamic ● discuss the Islamic measures of
measures of curbing curbing Zina in pairs and make class
Zina for a morally presentations,
upright society, ● listen to a resource person giving a
d) appreciate the talk on sexually transmitted diseases
prohibition of Zina for and infections,
a healthy society. ● prepare posters on the effects of zina
in the society in groups and display.
Core Competencies to be developed:
 Digital literacy: The skill of interacting with digital devices is enhanced as learners use digital devices to
research on the rationale behind the prohibition of Zina and make notes.
 Critical thinking and problem-solving: the skill of research is enhanced as learners research on the rationale
behind the prohibition of Zina.
 Communication and Collaboration: the skill of listening and speaking is enhanced as learners discuss and
present the measures put in place to curb Zina.
Values:
Responsibility: enhanced as learners discuss the effects of Zina in groups and present on charts/PowerPoints.
Pertinent and Contemporary Issues:
 Health-related Issues: enhanced as learners watch video clips on the effects of Zina (unwanted pregnancies, HIV/AIDS,
family break-ups) and deduce the lesson.
Link to other subjects:
● Social Studies: enhanced as learners watch video clips on the effects of Zina (unwanted pregnancies, HIV/AIDS,
family break-ups) and deduce the lesson.
● Integrated Science: enhanced as learners discuss the effects of Zina in groups and present on charts/PowerPoints.

Page | 21
Levels Exceeds expectations Meets Expectations Approaches Below expectations
Indicator expectations
Ability to uphold Demonstrates Demonstrates Demonstrates Demonstrates
Islamic virtues acquisition of Islamic acquisition of Islamic acquisition of Islamic acquisition of Islamic
virtues and encourages virtues correctly virtues with few virtues with
others to do the same omissions significant omissions

Ability to avoid Avoid the prohibitions Avoid all the Avoid some Avoid few
prohibitions prescribed by Islam prohibitions prohibitions prohibitions
prescribed by Islam and discourages others prescribed by Islam prescribed by Islam prescribed by Islam
from indulging in
them

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
6.0 Muamalat 6.1 Domestic By the end of the sub-strand, The learner is guided to: 1. What are
(Social violence the learner should be able to:  discuss the causes of domestic the causes
Relations) a) explain the causes of violence in groups and present in of domestic
(6 Lessons) domestic violence to settle class, violence?
family conflicts,

Page | 22
 b) assess the effects of ● discuss the effects of domestic 2. How does
domestic violence on the violence in groups and present on domestic
family, charts/PowerPoint, violence
c) describe measures to curb ● watch video clips/read about the hinder
domestic violence in the effects of domestic violence and social
family, make notes, harmony?
d) embrace measures proposed ● research on the measures of
by Islam to curb domestic curbing domestic violence and
violence. make notes,
● prepare a skit condemning
domestic violence.
Core Competencies to be developed:
 Digital literacy: the skill of interacting with digital technology through researching on the measures of
curbing domestic violence.
 learning to learn: the skill of carrying out research enhanced as learners research on the measures of curbing
domestic violence.
 Critical thinking and problem-solving skills: the skill of explanation enhanced as learners research and
explain the measures of curbing domestic violence.
 Creativity and imagination: the skill of networking is enhanced as learners prepare a skit condemning domestic
violence.
Values:
● Peace is enhanced through research on the measures of curbing domestic violence and making notes.
● Social Justice is enhanced through research on the measures of curbing domestic violence.
Pertinent and Contemporary Issues:
● Social-Cohesion is enhanced as learners research on the measures of curbing domestic violence.
● Gender education is enhanced as learners discuss the causes of domestic violence.

Page | 23
Link to other subjects:
● Social Studies as learners discuss the effects of domestic violence in groups.

Strand Sub- Specific Learning Outcomes Suggested Learning Key Inquiry

Strand Experiences Question(s)
6.0 Muamalat 6.2 Iddah By the end of the sub-strand, the The learner is guided to: What is the
(Social learner should be able to:  search for information on the wisdom behind
Relations) (5 Lessons) a) describe the iddah for a iddah for a divorcee and a Iddah?
divorcee and a widow in widow in Islam and share in
Islam to foster obedience to class,
divine guidance, ● describe the rationale for
b) explain the rationale for iddah in groups and present
observing iddah as an act if in class,
ibadah, ● discuss the rules of iddah in
c) state the rules of iddah as a pairs and present them on
means of safeguarding its charts,
validity, ● discuss the importance of
d) explain the importance of iddah in groups and make a
iddah to the divorced and class presentation,
widowed Muslim woman, ● listen to a resource person
e) appreciate iddah as an act of giving a talk on importance
ibadah. of observing Iddah in Islam.
Core Competencies to be developed:
 Communication and collaboration: the skill of decision-making is enhanced as learners discuss the
importance of iddah.

Page | 24
 Learning to learn: the skill of working collaboratively enhanced as learners discuss the importance of iddah
in groups and make a class presentation.
 Self-efficacy: the skill of effective communication enhanced as learners discuss the importance of observing Iddah in
groups and make a class presentation.
Values:
● Social Justice is enhanced as learners describe the rationale for iddah
● Respect is enhanced as learners describe the rationale for iddah in groups and present in class
Pertinent and Contemporary Issues:
 Gender education is enhanced as learners discuss the importance of iddah
Link to other subjects
 Social Studies is enhanced as learners discuss the importance of iddah

Strand Sub- Specific Learning Outcomes Suggested Learning Key Inquiry

Strand Experiences Question(s)

6.0 Muamalat 6.3 Child By the end of the sub-strand, the The learner is guided to: What are the
(Social custody learner should be able to: ● research online/available rules that guide
Relations) a) identify the Islamic rules on child reference materials on the child custody
(4 lesson) custody that safeguard the child’s Islamic rules on child custody in Islam?
rights, in groups and make notes,
b) assess the significance of Islamic
rules on child custody,

Page | 25
 c) appreciate Islamic teachings on ● discuss the significance of
child custody as a means of Islamic rules on child custody
fostering family bond. in groups and present in class.
Core Competencies to be developed:
 Digital literacy: the skill of interacting with digital technology is enhanced as the learners research online on
the Islamic rules that guide child custody in groups and make class presentations using PowerPoint.
 Communication and collaboration: the skill of teamwork is enhanced as learners research on Islamic rules
that guide child custody in groups and present in class.
Values:
● Respect is enhanced as learners research online on the Islamic rules that guide child custody in groups and make class
presentations using PowerPoint.
Pertinent and Contemporary Issues:
● Child’s rights, childcare and protection are enhanced as learners research online on the Islamic rules that guide child
custody in groups.
Link to other subjects:
● Social Studies as learners research online on the Islamic rules that guide child custody in groups.

Page | 26
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
6.0 6.5 Polygamy By the end of the sub-strand, the The learner is guided to: What is the
Muamalat in Islam learner should be able to: ● discuss the reasons for rationale for
(Social (6 lessons) a) explain the reasons for polygamy in Islam in polygamy in Islam?
Relations) polygamy in Islam for social groups and present them
stability, on charts/PowerPoint
b) justify the reasons for the devices,
Prophet’s multiple marriages, ● discuss the reasons why
c) state the conditions for the Prophet married
polygamy in Islam, more than one wife in
d) assess the significance of groups and present in
polygamy in Islam, class,
e) appreciate the Islamic concept ● research on the
of polygamy as a social remedy conditions for polygamy
to safeguard human dignity. 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

Page | 27
 polygamy and make
notes.
Core Competencies to be developed:
 Communication and collaboration: Listening and speaking skills are enhanced as learners discuss the reasons
for polygamy in Islam in groups and present on charts/PowerPoint devices.
 Self-efficacy: the skill of effective communication is enhanced as learners discuss the reasons for polygamy
in groups and present in class.
● Learning to learn: sharing learnt knowledge is enhanced as learners brainstorm on the significance of polygamy in Islam
in groups and present in class
Link to Values:
 Social Justice: enhanced as learners discuss the reasons for polygamy in Islam in groups and present on charts/audio-
visual devices.
Link to PCIs:
 Social cohesion: enhanced as learners research on conditions for polygamy in Islam, in pairs.
Link to other subjects:
 Social Studies as learners discuss the reasons for polygamy in Islam in groups.

Page | 28
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
6.0 Muamalat 6.5 Trade By the end of the sub-strand, The learner is guided to: Why should
(Social and Finance the learner should be able to: ● discuss the rules of borrowing and Muslims
Relations) in Islam a) explain the Islamic rules on lending money in groups and make observe the
borrowing and lending a class presentation, rules of
(6 Lessons) money, ● visit an Islamic financial institution borrowing and
b) practise Islamic teachings to learn more about borrowing and lending
on borrowing and lending lending and make notes, money?
money to earn rewards ● listen to a resource person from
from Allah (S.W.T.), consumer protection agencies to
c) describe the role of enlighten on consumer rights with
consumer protection regards to borrowing and lending,
agencies to enhance ● role play borrowing and lending
integrity, money while observing the rules.
d) appreciate the Islamic
concept of borrowing and
lending money as a means
of safeguarding equity in
the society.
Core Competencies to be developed:
 Learning to learn: the skill of seeking advice on information and support enhanced as learners visit an Islamic
financial institution to learn more about borrowing and lending.
 Communication and collaboration: the skills of speaking and listening enhanced when learners discuss the
rules of borrowing and lending money in groups and make a class presentation.

Page | 29
 Critical thinking and problem solving: the skill of active listening and communication enhanced as learners
listen to a resource person from consumer protection agencies on consumer rights with regards to borrowing
and lending.
● Creativity and imagination: the skill of networking is enhanced as learners role-play borrowing and lending money
while observing the rules.
Values:
 Integrity is enhanced as learners research on the rules of borrowing and lending money.
 Responsibility is enhanced as learners discuss the rules of borrowing and lending money in groups.
Pertinent and Contemporary Issues:
● Integrity as learners research on the rules of borrowing and lending money.
● Financial Literacy as learners visit an Islamic financial institution to learn more about borrowing and lending and make
notes and listen to a resource person from consumer protection agencies on consumer rights with regards to borrowing
and lending.
Link to other subjects:
Pre-technical studies as learners research on the rules of borrowing and lending money and listening to a resource person
from consumer protection agencies.

Page | 30
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
6.0 6.6 Contemporary By the end of the sub-strand, The learner is guided to: 1. What are the
Muamalat Issues the learner should be able to: ● identify the rules of Jihad effects of
(Social  Jihad a) identify the rules of Jihad in Islam in groups and terrorism and
Relations)  Terrorism in Islam for the correct share in class, extremism?
 Extremism interpretation, ● listen to a resource person 2. How can
b) explain the causes of giving a talk on the correct terrorism and
(6 lessons) terrorism and extremism interpretation of Jihad and extremism be
in the society, make notes, curbed?
c) explain the effects of ● research online/available
terrorism and extremism reference materials on the
on the society, causes of terrorism and
d) describes the measures to extremism and make notes,
curb terrorism and ● research online/available
extremism for peaceful reference materials on the
co-existence, effects of terrorism and
e) acknowledge Islamic present in class,
teachings on Jihad as a ● brainstorm on the measures
guide to harmonious co- of curbing terrorism and
existence. extremism and make class
presentations,
● listen to a resource person
giving a talk on measures
to curb terrorism and
extremism.

Page | 31
Core Competencies to be developed:
 Citizenship: Global awareness skills are enhanced as learners research on the effects of terrorism and
extremism.
 Communication and collaboration: the skill of listening and speaking as learners brainstorm on the measures
of curbing terrorism and extremism and make class presentations.
 Critical thinking and problem-solving: the skill of open-mindedness and creativity is enhanced as learners
brainstorm on the measures of curbing terrorism and extremism and make class presentations.
Values:
 Peace is enhanced through discussion in groups on the rules of Jihad in Islam and share in class.
 Patriotism is enhanced as learners brainstorm on the measures of curbing terrorism and extremism and make
class presentations.
Pertinent and Contemporary Issues:
 Safety and security education: as learners use digital devices to search for the effects and measures of
curbing terrorism and extremism.
 Peace education: as learners brainstorm on the measures of curbing terrorism and extremism and make class
presentations.
Link to other subjects:
 Social Studies as learners research on the effects of terrorism and extremism.

Page | 32
Assessment Rubric
Levels Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to describe Describes causes and Describes causes Describes causes and Describes causes and
causes and effects effects of domestic and effects of effects of domestic effects of domestic
of domestic violence domestic violence violence with few violence with significant
violence comprehensively omissions omissions
Ability to state the States the reasons, States the reasons, States the reasons, States the reasons,
reasons, conditions conditions and conditions and conditions and conditions and
and significance of significance of significance of significance of significance of polygamy
polygamy polygamy correctly polygamy polygamy but leaves but leaves out significant
out few details details
Ability to state the State the rules and State the rules and State the rules and State the rules and assesses
rules and assess assesses significance assesses assesses significance significance governing
significance governing iddah and significance governing iddah and iddah and child custody in
governing iddah child custody in Islam governing iddah and child custody in Islam Islam with significant
and child custody comprehensively child custody in with few omissions omissions
in Islam Islam
Ability to explain Explains the rules of Explains the rules of Explains the rules of Explains the rules of
the rules of borrowing and lending borrowing and borrowing and borrowing and lending
borrowing and money correctly lending money. lending money but money but leaves out few
lending money. leaves out few details. details.
Ability to state the States the rules of States the rules of States the rules of States the rules of Jihad,
rules of Jihad, Jihad, explains causes Jihad, explains Jihad, explains causes explains causes and effects
explain causes and and effects of terrorism causes and effects of and effects of of terrorism and extremism
terrorism and but leaves out few details

Page | 33
effects of terrorism and extremism and terrorism and extremism but leaves
and extremism teaches others extremism out few details

STRAND 7.0: ISLAMIC HERITAGE AND CIVILISATION

Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)

7.0 Islamic 7.1 Islam in By the end of the sub-strand, The learner is guided to: 1. What factors
Heritage and Kenya the learner should be able to: ● describe the factors that led to facilitated the
Civilisation  Coast a) describe the factors that the spread of Islam in Kenya spread of
 Western facilitated the spread of (Coast, Western, Central, and Islam in
 Central Islam in Kenya, North Eastern) in groups and Kenya?
 North b) explain the effects of the present on charts/PowerPoint, 2. What was the
Eastern contact between the early ● research on the effects of the impact of the
Kenya Muslims and the natives contact between the early contact
as a factor of civilisation, Muslims and the natives and between the
(6 Lessons) c) examine the challenges make notes, early Muslims
faced by the early ● watch video clips on the and the
Muslims in the effects of the contact between natives?
propagation of Islam, the early Muslims and the
d) appreciate the natives,
contribution of Islam to

Page | 34
 the development of ● model old architectural
culture in Kenya. 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.
Core Competencies to be developed:
 Learning to learn: the skill of carrying out research enhanced as learners seek information on the effects of
the contact between the early Muslims and the natives.
 Communication and collaboration: the skill of listening, speaking and teamwork is enhanced as learners
discuss the factors that led to the spread of Islam in Kenya.
 Self-efficacy: the skill of effective communication enhanced as learners research online/read from available reference
materials on the challenges faced by the early Muslims as they propagated Islam and share in class.
● Creativity and imagination: the skill of networking is enhanced as learners model old architectural designs of mosques,
doors, mats, wudhu vessels, and sandals.
Values:
 Unity as learners discuss the factors that led to the spread of Islam in Kenya (Coast, Western, Central, and North
Eastern) in groups.

Page | 35
 Responsibility as learners research on the effects of the contact between the early Muslims and the natives.

Pertinent and Contemporary Issues:

 Ethnic and racial relations as learners research on the effects of the contact between the early Muslims and the natives.
Link to other subjects:
 Social Studies as learners discuss the factors that led to the spread of Islam in Kenya (Coast, Western, Central, and
North Eastern) in groups.

Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
7.0 Islamic 7.2 Unity of By the end of the sub-strand, the The learner is guided to: 1. Why is the
Heritage and Muslims learner should be able to: ● research online/read from unity of
Civilisation a) explain the factors that would available reference materials Muslims
(4Lessons) enhance unity of Muslims in on the factors that enhance important?
Kenya, unity of Muslims in Kenya and 2. What
b) describe the challenges that make class presentations, hinders the
undermine the unity of ● describe the challenges that unity of
Muslims in Kenya, undermine the unity of Muslims?
c) assess the significance of the Muslims in groups and make
unity of Muslims for notes,
harmonious co-existence. ● listen to a talk from a resource
person on the significance of

Page | 36
 d) practise acts that foster unity the unity of Muslims and make
among Muslims notes,
e) appreciate the unity of ● dramatise acts that foster unity
Muslims to enhance among Muslims.
brotherhood.

Core Competencies to be developed:

 Self-efficacy: the skill of effective communication enhanced as learners discuss the challenges that
undermine the unity of Muslims in groups.
 Citizenship: the skill of national and cultural identity enhanced as learners research online/read on the factors
that enhance the unity of Muslims.
 Creativity and imagination: the skill of networking enhanced as learners dramatise acts that foster unity
among Muslims.
Values:
 Unity as learners dramatise acts that foster unity among Muslims.
 Responsibility as learners listen to a talk from a resource person on the significance of the unity of Muslims and make
notes.
Pertinent and Contemporary Issues:
 Social cohesion as learners research online the factors that enhance the unity of Muslims.
 Patriotism as learners dramatise acts that foster unity among Muslims.
Link to other subjects:
 Social Studies as learners research online on the factors that enhance the unity of Muslims.

Page | 37
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
7.0 Islamic 7.3 Muslim By the end of the sub-strand, The learner is guided to: Why are
Heritage and Institutionsthe learner should be able to: ● research on the role of mosques, mosques and
Civilisation a) describe the role of madrasa and Muslim NGOs and madrasa
 Mosques mosques, madrasa and present on charts/audio-visual important to
 Madrasa Muslim NGOs in the devices, the Muslim
 Muslim preservation of Islamic ● listen to a resource person giving a community?
NGOs heritage, talk on the role of mosque and
b) examine the challenges madrasa in preserving Islamic
facing the Muslim values,
institutions, ● watch video clips on the role of
c) propose possible solutions mosques, madrasa and Muslim
(9 Lessons) to the challenges facing NGOs in the community,
Muslim institutions, ● visit a mosque/madrasa and write on
d) recognise the role played their functions,
by mosques, madrasa and ● discuss the challenges facing Muslim
Muslim NGOs in institutions in groups and present in
preserving Islamic values. class,
● brainstorm on possible solutions to
the challenges facing Muslim
institutions in groups and present in
class.
Core Competencies to be developed:
 Digital literacy: the skills of interacting with digital technology when learners research on the role of
mosques and madrasa and present on charts/audio-visual devices.

Page | 38
 Learning to learn: the skill of seeking advice, information and support as learners visit a mosque/madrasa
and make notes on the roles of the mosques and madrasa.
 Critical thinking and problem solving: the skill of open-mindedness and creativity enhanced as learners
brainstorm on possible solutions to the challenges facing Muslim institutions in groups and present in class
Values:
 Unity enhanced as learners research on the roles of mosques and madrasa.
 Respect is enhanced as learners visit a mosque/madrasa and make notes on their functions.
Pertinent and Contemporary Issues:
● Social cohesions as learners research on the role of a mosque and madrasa.
Link to other subjects:
● Social studies as learners research on the roles of mosques, madrasa and Muslim NGOs

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Expectations Below Expectations
Expectations
Ability to Describes the Describes the factors Describes the factors and Describes the factors and
describe the factors and explain and explain the explain the effects of the explain the effects of the
factors and the effects of the effects of the spread spread of Islam in Kenya spread of Islam in Kenya
explain the effects spread of Islam in of Islam in Kenya. but omits few details but omits significant
of the spread of Kenya correctly details
Islam in Kenya.
Ability to assess Assesses the Assesses the factors, Assesses the factors, Assesses the factors,
the factors, factors, challenges challenges and challenges and challenges and
challenges and and significance of significance of unity significance of unity of significance of unity of
significance of unity of Muslims of Muslims Muslims but omits few Muslims but omits
unity of Muslims comprehensively details significant details

Page | 39
Ability to Examines the role Examines the role Examines the role played Examines the role played
examine the role played and played and and challenges facing and challenges facing
played and challenges facing challenges facing Muslim Institutions but Muslim Institutions but
challenges facing Muslim Institutions Muslim Institutions omits few details omits significant details
Muslim
Institutions

Page | 40
CSL AT GRADE 9
Introduction
In Grade 9, learners will undertake an integrated Community Service Learning (CSL) project of choice from a single or
combined subject. The CSL project will enable the learner to apply knowledge and skills from other subjects to address a
problem in the community. The implementation of the integrated CSL project will take a Whole School Approach, where all
members of the school community including teachers, school administration, parents/guardians/ local community and support
staff. It will be a collaborative effort where the teacher of Social Studies coordinates and works with other subject teachers to
design and implement the integrated CSL project. The teachers will select a theme drawn from different Learning Areas and
the broader categories of Pertinent and Contemporary Issues (PCIs) for the CSL project. It should also provide an opportunity
for development of core competencies and nurturing of values. Learners will undertake a variety of integrated CSL group
projects in teams of following a 6-step milestone approach as follows:

Milestone Description

Milestone 1 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

Page | 41
Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

Learners share roles, create a list of activities to be undertaken, mobilise resources
needed to create their intervention and set timelines for execution

Milestone 4 Implementation
The learners execute the project and keep evidence of work done.

Milestone 5 Showcasing /Exhibition and Report Writing

Exhibitions involve showcasing learners’ project items to the community and
reflecting on the feedback

Learners write a report detailing their project activities and learnings from
feedback

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Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts
enabled them to do their project as well as how the project helped to deepen
learning of the academic concepts.

NOTE: The milestones will be staggered across the 3 terms of the academic calendar.

Assessment of CSL integrated Project

Assessment for the integrated CSL group projects will be conducted formatively. The assessment will consider both the
process and end product. This entails assessing each of the milestone stages of the integrated CSL group projects. They will
focus on 3 components namely: skills from various learning areas applied in carrying out the projects, core competencies
developed and values nurtured.

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APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES

Strand Sub-Strand Suggested Assessment Suggested Resources Suggested Non-Formal Activities

Methods
Qur’an Ulum al Qur’an Written and oral The Qur’an, charts, The learners share with peers the
assessment, course books, digital miraculous nature of the Qur’an
observation, portfolio devices during clubs/society meetings
The learners design posters on the
miraculous nature of the Qur’an
Selected Written and oral The Qur’an, charts, The learners share information on the
Surah/Verses assessment, course books, digital teachings/lessons from the selected
observation, portfolio devices verses (suspicion, ridicule, racism)
during clubs and society meetings
Hadith Ulum al Hadith Written and oral Books of Hadith, Share with their peers on the
assessment, portfolio course books, charts, development of Hadith during clubs’
digital devices and societies’ meetings

Write articles on the development of

Hadith during the period of Tabiin
and Tabi Tabiin
Selected Hadith Written and oral tests Books of Hadith, Write an essay on the importance of
course books, digital unity among Muslims and pin it on
devices the school notice boards

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 Design posters on avoidance of ill
motives activities and display them
strategically

Pillars Of Belief in the Last Written and oral The Qur’an, books on Share with peers during clubs/society
Iman Day assessments, portfolio Hadith, course books, on the importance of believing in the
and observation digital devices Last Day

Prepare a chart on the events of the

day of judgement and share with
peers during IRE symposium day
Belief in Qadar Written and oral The Qur’an, books of Share with peers at assembly on the
and Qadha assessment, portfolio Hadith, course books, effects of believing in Qadar
assessment, digital devices Give a talk on the Islamic teachings
observation of Qadar and Qadha

Devotional Shariah (Islamic written, oral Quran, charts, course Write articles on the categories of
Acts Law) assessment, books, digital devices legal acts in Islam and share on social
observation, portfolio media

Akhlaq Morality Written and oral Qur’an, books on Writing on the significance of
assessment, portfolio Hadith, course books, Islamic morality and pin on school
assessment, digital devices notice boards
observation

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 Virtues in Islam Written and oral Quran, books of Dramatise/role-play acts depicting
assessments, Hadith, course books, contentment, modesty and
observation, portfolio digital devices trustworthiness during inter-
house/interclass drama competitions.

Prohibitions in Written and oral Quran, books of Make posters on the effects and
Islam assessments, Hadith, course books, measures of curbing Zina and display
observation, portfolio digital devices on school notice boards

Compose poems/songs on the effects

of zinaa on the society and present
them during music/drama
festival/talent day
Muamalat Domestic Written and oral Quran, books of Write and share articles on the effects
violence assessments, Hadith, books of Fiqh, of domestic violence in the school
observation, portfolio course books, digital magazine
devices
Dramatise the effects of domestic
violence during inter-house
competitions
Iddah Written and oral Quran, books of Share with peers the knowledge on
assessments, Hadith, books of Fiqh, the wisdom of a woman observing
observation, portfolio course books, digital iddah in the Muslim society meetings
devices

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Child custody Written and oral Quran, books of Dramatise/role-play acts depicting
assessments, Hadith, books of Fiqh, acts that uphold child rights during
observation, portfolio course books, digital inter-house/interclass drama
devices, newspapers competitions
Polygamy in Written and oral Quran, books of Write articles on the conditions of
Islam assessments, Hadith, books of Fiqh, polygamy in Islam in the school
observation, portfolio course books, digital magazine
devices
Share the rationale of the Prophet’s
multiple marriages through social
media applications
Trade and Written and oral Quran, books of Make posters on the rules of
Finance in Islam assessments, Hadith, books of Fiqh, borrowing and lending money in
observation, portfolio course books, digital Islam and share in the Junior
devices Achievers club
Contemporary Written and oral Quran, books of Make posters on the effects of
issues assessments, Hadith, books of Fiqh, terrorism and extremism and display
observation, portfolio course books, digital on school notice boards
devices
Write articles on the effects of
terrorism and share on social media
platforms/school magazine

Compose spoken word condemning

terrorism and extremism

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Islamic Islam in Kenya Written and oral Books on History of Share the effects of the contact
Heritage assessment, portfolio Islam in Africa, course between the early Muslims and the
and assessment, books, digital devices natives at the assembly
observation
Civilisation
Design different items depicting the
effects of early contact between the
early Muslims and the natives in
Kenya

Draw architectural design depicting

the influence of early Muslims in
Kenya
Unity of Written and oral Books on History of Write articles on the challenges that
Muslims assessment, portfolio Islam in Africa, course undermine unity of Muslims in
assessment, books, digital devices Kenya and share it in the school
observation magazine

Muslim Written and oral Books on History of Make posters on the pictures of the
Institutions assessment, portfolio Islam in Africa, course early Muslim centres across the
assessment, books, digital devices world and display them strategically
observation

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