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SCHEME OF WORK
Islamic Religious Education
Form 3 2026
TERM III
School


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WK LSN TOPIC SUB-TOPIC OBJECTIVES T/L ACTIVITIES T/L AIDS REFERENCE REMARKS
2 1
Tijara (Trade and Commerce)
Record keeping
Lawful and unlawful acts in trade
By the end of the lesson, the learner should be able to:

Describe the teachings that should guide a Muslim when writing and keeping records
In groups, learners are guided to:
Definition
Explaining
Demonstration
Discussions
Newspaper
Letters
Books
Internet
Crescent IRE
Book Three
Pg 71-72
2 2
Tijara (Trade and Commerce)
Riba
Hoarding
By the end of the lesson, the learner should be able to:

Discuss the teachings of Islam on Riba
Explain the effects of Riba
In groups, learners are guided to:
Definition
Explaining
Demonstration
Discussions
Newspaper
Letters
Books
Internet
Crescent IRE
Book Three
Pg 72-74
2 3
Tijara (Trade and Commerce)
History Of Islam
Buying and selling
Selected Ummayyad rulers - Mu
By the end of the lesson, the learner should be able to:

Explain the conditions of buying and selling in Islam
In groups, learners are guided to:
Definition
Explaining
Demonstration
Discussions
Newspaper
Letters
Books
Internet
-Lesson notes
-pupils text book
-Chalkboard
Crescent IRE
Book Three
Pg 75
2 4
History Of Islam
Selected Ummayyad rulers -Abdul Malik bin Marwan -Umar bin Abdulaziz
By the end of the lesson, the learner should be able to:
able to;
describe the biographies of the selected Ummayad rulers
In groups, learners are guided to:
-Discussion
-Explanation
-Asking and answering oral questions
-note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 77
3 1
Islam In East Africa
Spread of Islam in the interior of Kenya -North Eastern - Central
By the end of the lesson, the learner should be able to:
able to;
-Explain the factors that influenced the spread of Islam in North Eastern and Central
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg. 83
3 2
Islam In East Africa
- Western Kenya
By the end of the lesson, the learner should be able to:
able to;
-Explain the factors that influenced the spread of Islam in Western Kenya
-
-
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.84
3 3
Islam In East Africa
- Western Kenya
Islam in Uganda---The role of Kabaka Mutesa I
By the end of the lesson, the learner should be able to:
able to;
Identify the challenges faced by Muslims in these regions
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.84
3 4
Islam In East Africa
-The influence of Christianity in Uganda
By the end of the lesson, the learner should be able to:
able to;
-Identify the challenges faced by Muslims in Uganda
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.82
4 1
Islam In East Africa
Spread of Islam in the interior of Tanzania Ujiji
By the end of the lesson, the learner should be able to:
able to;
-Explain the factors that influenced the spread of Islam in Ujiji
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
4 2
Islam In East Africa
Spread of Islam in the interior of Tanzania Ujiji
- Spread of Islam in the interior of Tanzania -Tabora
By the end of the lesson, the learner should be able to:
able to;
Identify the challenges faced by Muslims in these region
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
4 3
Islam In East Africa
- Spread of Islam in the interior of Tanzania -Tabora
By the end of the lesson, the learner should be able to:
able to;
Examine the contributions of Muslims in these region
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
4 4
Islam In East Africa
- Spread of Islam in the interior of Tanzania -Tabora
Spread of Islam in the interior of Tanzania -Role of Akidas and Jumbes
By the end of the lesson, the learner should be able to:
able to;
Identify the challenges faced by Muslims in these region
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
5

CAT 1
6 1
Islam In East Africa
Contributions of muslims in East Africa -Political
Contributions of muslims in East Africa -Social
By the end of the lesson, the learner should be able to:
able to;
-Examine political contributions of muslims in East Africa
In groups, learners are guided to:
-Discussion
-Asking and answering oral questions
-Note taking
-Lesson notes
-pupils text book
-Chalkboard
IRE ppls bk F3 by A.Saman :JURREY PUBLISHERS pg.
6 2
Islam In East Africa
Contributions of muslims in East Africa -Economic
Challenges faced by Muslims in East Africa
By the end of the lesson, the learner should be able to:
able to;
Examine economic contributions of muslims in East Africa
In groups, learners are guided to:
-Discussion
-Explanation
-Asking and answering oral questions
-note taking
-Lesson notes
-pupils text book
-Chalkboard

Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
6 3
Islam In East Africa
QUIZ
By the end of the lesson, the learner should be able to:
able to ;
-Demonstrate ability in answering exam questions on History of Islam
In groups, learners are guided to:
-Answering oral and written questions
-Revising test items
-Lesson notes
-pupils text book
-Chalkboard
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
6 4
Muslim Scholars
Uthman Dan Fodio
By the end of the lesson, the learner should be able to:
able to;
- Give a brief biography of Uthman Dan Fodio
In groups, learners are guided to:
-Discussion
-Explanation
-Asking and answering oral questions
-note taking
-Lesson notes
-pupils text book
-Chalkboard
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
7 1
Muslim Scholars
Uthman Dan Fodio
Imam Al Ghazali
By the end of the lesson, the learner should be able to:
able to;
-- - Outline the works and contribution of Uthman Dan Fodio
- Appreciate and aspire to emulate muslim scholars
In groups, learners are guided to:
-Discussion
-Explanation
-Asking and answering oral questions
-note taking
-Lesson notes
-pupils text book
-Chalkboard
-Chalkboard.
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
7 2
Muslim Scholars
Imam Al Ghazali
By the end of the lesson, the learner should be able to:
should;
- Outline the works and contributions of Imam Al Ghazali to Islam
In groups, learners are guided to:
-Discussion
-Explanation
- -note taking
-Lesson notes
-pupils text book
-Chalkboard
Lesson notes
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
7 3
Muslim Scholars
Imam Al Ghazali
By the end of the lesson, the learner should be able to:
able to;
- Outline the works and contribution of Imam Al Ghazali to Islam
- Appreciate and aspire to emulate muslim scholars
In groups, learners are guided to:
-Discussion
-Explanation
-Asking and answering oral questions
-note taking
Lesson notes
Sheikh A. Saman IRE form Three: students book: Jurrey publishers pg.
-
8-9

END YEAR EXAM
9

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