CBE · Lower Primary
Grade 3 Religious Education (IRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (IRE) scheme of work for Grade 3 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 3
- Subject
- Religious Education (IRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 Religious Education (IRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Qur’an
Selected Surah Al- Masad (read, recite, and memorise) · Selected Surah Al-Kafirun (reading,memorising and reciting )
Hadith
Hadith on Ihsan · Hadith on Honesty
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: read Surah Al- Masad correctly for application. | The learner is guided to: listen to Surah Al- Masad from the teacher/resource person/digital device/peer and repeat after him/her. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: memorise Surah Al- Masad in preparation for day-to-day life. | The learner is guided to: take turns to recite Surah Al- Masad repeatedly and correct each other to enhance memorization. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: appreciate Surah Al- Masad for spiritual nourishment. | The learner is guided to: use cards with words to fill in gaps to complete verses in Surah Al- Masad. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: read Surah Al- Masad correctly for application. | The learner is guided to: sort and arrange the verses of Surah Al- Masad from pocket boards then read them. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: memorise Surah Al- Masad in preparation for day-to-day life. | The learner is guided to: listen to Surah Al- Masad from the teacher/resource person/digital device/peer and repeat after him/her. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: appreciate Surah Al- Masad for spiritual nourishment. | The learner is guided to: take turns to recite Surah Al- Masad repeatedly and correct each other to enhance memorization. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: read Surah Al- Masad correctly for application. | The learner is guided to: use cards with words to fill in gaps to complete verses in Surah Al- Masad. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Qur’an | Selected Surah Al- Masad (read, recite, and memorise) | By the end of the lesson, the learner should be able to: memorise Surah Al- Masad in preparation for day-to-day life. | The learner is guided to: sort and arrange the verses of Surah Al- Masad from pocket boards then read them. | What are the benefits of learning Surah Al- Masad? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: read Surah Al-Kafirun correctly for spiritual nourishment. | The learner is guided to: listen to Surah Al-Kafirun from the teacher/resource person/digital device/peer and repeat after him/her. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: memorise Surah Al- Kafirun in preparation for day-to-day life. | The learner is guided to: take turns to recite Surah Al-Kafirun repeatedly and correct each other to enhance memorization. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: appreciate the Quran as the revealed Book of Allah (SWT). | The learner is guided to: use cards with words to fill in gaps to complete verses in the Surah Al-Kafirun,. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: read Surah Al-Kafirun correctly for spiritual nourishment. | The learner is guided to: sort and arrange the verses of Surah Al- Kafirun from pocket boards then read it. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: memorise Surah Al- Kafirun in preparation for day-to-day life. | The learner is guided to: listen to Surah Al-Kafirun from the teacher/resource person/digital device/peer and repeat after him/her. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: appreciate the Quran as the revealed Book of Allah (SWT). | The learner is guided to: take turns to recite Surah Al-Kafirun repeatedly and correct each other to enhance memorization. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Qur’an | Selected Surah Al-Kafirun (reading,memorising and reciting ) | By the end of the lesson, the learner should be able to: read Surah Al-Kafirun correctly for spiritual nourishment. | The learner is guided to: use cards with words to fill in gaps to complete verses in the Surah Al-Kafirun,. | What are the benefits of learning Surah Al- Kafirun? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 3 Religious Education (IRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Hadith
Hadith on Honesty · Hadith on Respect
Pillars of Iman
Believe in His Power (Qadar)
Devotional Acts
Pillars of Islam Swalah (pillars and phrases used in postures of swalah)
AKHLAQ (Moral Teachings)
Islamic etiquette · Islamic phrases (HasbunAllah wa ni’imal wakil, La haula wa la Quwwata illa billahi)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Hadith | Hadith on Honesty | By the end of the lesson, the learner should be able to: read the Hadith on honesty for spiritual nourishment; apply the teachings of Hadith on Honesty to strengthen ones’ consciousness of Allah (SWT) (SWT). | The learner is guided to: read the Hadith on honest from digital devices/flipcharts/manila paper/chart/PowerPoint, “Speak the truth even if it is bitter.”; recite the Hadith on honesty and correct each other. | When do you practise honesty?; What would you do when you find a pen belonging to a classmate? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Hadith | Hadith on Honesty | By the end of the lesson, the learner should be able to: appreciate the Hadith on Honesty as a way of nurturing integrity in the society. | The learner is guided to: Pick flashcards from a box/pocket board complete the Hadith on honesty and read it; share experiences where they have practised honesty; sing qasida/poems on the benefits of the hadith on honesty. | When do you practise honesty?; What would you do when you find a pen belonging to a classmate? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Hadith | Hadith on Respect | By the end of the lesson, the learner should be able to: read the Hadith on respect for spiritual nourishment. | The learner is guided to: read the Hadith on respect from digital devices/flipcharts/manila paper/chart/PowerPoint; ‘He is not among us he who does not show mercy to our young ones and does not respect the elders,’. | How should one behave in the company of elders/parents/teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Hadith | Hadith on Respect | By the end of the lesson, the learner should be able to: apply the teachings of the Hadith on respect to strengthen ones’ consciousness of Allah (SWT) (SWT). | The learner is guided to: take turn to recite the hadith on respect and correct each other to enhance memorization. | How should one behave in the company of elders/parents/teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Hadith | Hadith on Respect | By the end of the lesson, the learner should be able to: appreciate the benefit of respect in nurturing harmony in the society. | The learner is guided to: listen to story on events where respect is depicted and roleplay. | How should one behave in the company of elders/parents/teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Hadith | Hadith on Respect | By the end of the lesson, the learner should be able to: read the Hadith on respect for spiritual nourishment. | The learner is guided to: share experiences where they have practised respect. | How should one behave in the company of elders/parents/teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Hadith | Hadith on Respect | By the end of the lesson, the learner should be able to: apply the teachings of the Hadith on respect to strengthen ones’ consciousness of Allah (SWT) (SWT). | The learner is guided to: sing qasida/poems on the benefits of the hadith on respect. | How should one behave in the company of elders/parents/teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Pillars of Iman | Believe in His Power (Qadar) | By the end of the lesson, the learner should be able to: identify reasons why a Muslim should believe in Allah’s Power. | The learner is guided to: listen to the teacher/resource person narrating reasons why a Muslim should believe in the Power of Allah; watch video clips on the wonders/powers of Allah (SWT) and narrate what they have observed. | What are some of the unique creations of Allah?; Which bounties depict the power of Allah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Pillars of Iman | Believe in His Power (Qadar) | By the end of the lesson, the learner should be able to: mention the things that show the Power of Allah (SWT) from their immediate environment. | The learner is guided to: draw and colour some unique creations of Allah from their immediate environment. | What are some of the unique creations of Allah?; Which bounties depict the power of Allah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Pillars of Iman | Believe in His Power (Qadar) | By the end of the lesson, the learner should be able to: appreciate the Power of Allah (SWT) as a pillar of Iman. | The learner is guided to: story tell/role play events which happened to them and manifested the Powers of Allah (SWT). | What are some of the unique creations of Allah?; Which bounties depict the power of Allah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Pillars of Iman | Believe in His Power (Qadar) | By the end of the lesson, the learner should be able to: identify reasons why a Muslim should believe in Allah’s Power. | The learner is guided to: pick and sort the things that indicate the powers of Allah (SWT) using flash cards; sing/recite qasida/anashid/poems that depict the powers of Allah (SWT). | What are some of the unique creations of Allah?; Which bounties depict the power of Allah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Devotional Acts | Pillars of Islam Swalah (pillars and phrases used in postures of swalah) | By the end of the lesson, the learner should be able to: identify the pillars of prayers as a basis for validity of swalah. | The learner is guided to: watch a video clips showing the correct pillars in the performance of swalah and phrases used in each posture of swalah (Allahu Akbar, subhana Allah wabihamdihi, sami’a Allah liman hamida, subhana Rabi’a Ala wa bihamdihi, Rabi ghfrili, tashahhud, taslim). | How do we perform swalah?; What phrases are used while performin g swalah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Devotional Acts | Pillars of Islam Swalah (pillars and phrases used in postures of swalah) | By the end of the lesson, the learner should be able to: name the phrases used in each posture of swalah. | The learner is guided to: pick the pillars of swalah (niyyah, qiyam, takbiratul ihram, reciting al-Fatiha, rukuu, raising from rukuu, sujud, siting between the sujud, sitting while reciting the last tashahhud, tashahhud, prayers for Ibrahim, taslim, tumaninah, tartib) from a flashcards and arrange them in sequence. | How do we perform swalah?; What phrases are used while performin g swalah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Devotional Acts | Pillars of Islam Swalah (pillars and phrases used in postures of swalah) | By the end of the lesson, the learner should be able to: appreciate the reward related to performing swalah in their daily life. | The learner is guided to: role play the performance of swalah. | How do we perform swalah?; What phrases are used while performin g swalah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Devotional Acts | Pillars of Islam Swalah (pillars and phrases used in postures of swalah) | By the end of the lesson, the learner should be able to: identify the pillars of prayers as a basis for validity of swalah. | The learner is guided to: self record using a digital device while performing swalah and share with friends. | How do we perform swalah?; What phrases are used while performin g swalah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 3 Religious Education (IRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
AKHLAQ (Moral Teachings)
Relationship · Places of worship · Environment
SIIRA (Life History of the Prophet)
Early life of the prophet (SAW)
Islamic Festivals
Milad un –Nabii · Aqiqa
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | AKHLAQ (Moral Teachings) | Relationship | By the end of the lesson, the learner should be able to: recite the dua for the sick for spiritual growth. | The learner is guided to: listen from a teacher/peer then recite the dua for the Sick; Asal Allah al-adhim, Rabb al- Arsh al-Adhim, an yashfiyak. | What do you do when a member of the family is sick ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | AKHLAQ (Moral Teachings) | Relationship | By the end of the lesson, the learner should be able to: identify ways of showing care for the sick to enhance the spirit of brotherhood. | The learner is guided to: dramatise the ways of showing care for the sick, (For example. visit them, pray for them, assist them, etc.). | What do you do when a member of the family is sick ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | AKHLAQ (Moral Teachings) | Relationship | By the end of the lesson, the learner should be able to: appreciate the. | The learner is guided to: turn-take to recite the dua for the sick and correct each other. | What do you do when a member of the family is sick ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | AKHLAQ (Moral Teachings) | Relationship | By the end of the lesson, the learner should be able to: recite the dua for the sick for spiritual growth. | The learner is guided to: listen from a teacher/peer then recite the dua for the Sick; Asal Allah al-adhim, Rabb al- Arsh al-Adhim, an yashfiyak. | What do you do when a member of the family is sick ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | AKHLAQ (Moral Teachings) | Places of worship | By the end of the lesson, the learner should be able to: name the places of worship for various religions to acknowledge religious diversity. | The learner is guided to: watch video clips from digital devices/view pictures and identify the different places of worship shown in the videoclip/pictures (eg. mosque, church and the temple) then draw and colour them. | What symbols differentiat e the places of worship for various religious groups?; What activities | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | AKHLAQ (Moral Teachings) | Places of worship | By the end of the lesson, the learner should be able to: identify the different symbols for places of worship to show respect. | The learner is guided to: listen to a resource person/ a teacher describe the different religious groups that use the mosque, church and the temple. | What symbols differentiat e the places of worship for various religious groups?; What activities | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | AKHLAQ (Moral Teachings) | Places of worship | By the end of the lesson, the learner should be able to: name the places of worship for various religions to acknowledge religious diversity. | The learner is guided to: sort and match names of places of worship and. | What symbols differentiat e the places of worship for various religious groups?; What activities | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | AKHLAQ (Moral Teachings) | Places of worship | By the end of the lesson, the learner should be able to: identify the different symbols for places of worship to show respect. | The learner is guided to: watch video clips from digital devices/view pictures and identify the different places of worship shown in the videoclip/pictures (eg. mosque, church and the temple) then draw and colour them. | What symbols differentiat e the places of worship for various religious groups?; What activities | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | AKHLAQ (Moral Teachings) | Environment | By the end of the lesson, the learner should be able to: mention various ways of caring for domestic animals as per the teachings of Islam. | The learner is guided to: observe a chart/PowerPoint with pictures of domestic animals, name them. | Which domestic animals are found in your locality?; How can you care for domestic animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | AKHLAQ (Moral Teachings) | Environment | By the end of the lesson, the learner should be able to: care for domestic animals in their environment according to the values of Islam. | The learner is guided to: draw and colour domestic animals found in their locality. | Which domestic animals are found in your locality?; How can you care for domestic animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | AKHLAQ (Moral Teachings) | Environment | By the end of the lesson, the learner should be able to: appreciate caring for domestic animals as part of creations of Allah (SWT). | The learner is guided to: watch video clips showing various forms of care given to domestic animals (For example. feeding, protection from harm, providing water, treating them when they fall sick etc.) and role play the care given to domestic animals; listen to short stories on care to domestic animals from digital devices/teacher/resource person and retell. | Which domestic animals are found in your locality?; How can you care for domestic animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | AKHLAQ (Moral Teachings) | Environment | By the end of the lesson, the learner should be able to: mention various ways of caring for domestic animals as per the teachings of Islam. | The learner is guided to: sing qasida (songs) and poems on care for domestic animals. | Which domestic animals are found in your locality?; How can you care for domestic animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | SIIRA (Life History of the Prophet) | Early life of the prophet (SAW) | By the end of the lesson, the learner should be able to: mention the activities that were carried out by the prophet (S.A.W) during the early stages of his life. | The learner is guided to: listen from a digital device/teacher/resource person short story of the prophet’s early life (for example, as a shepherd, journey with his uncle to Syria for trade) and retell. | What was the character of the Prophet during his early life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | SIIRA (Life History of the Prophet) | Early life of the prophet (SAW) | By the end of the lesson, the learner should be able to: identify qualities of the Prophet (S.A.W) that can be learnt from his early life. | The learner is guided to: turn take narrating activities that were carried out by the prophet in his early life-shepherd, merchant. | What was the character of the Prophet during his early life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | SIIRA (Life History of the Prophet) | Early life of the prophet (SAW) | By the end of the lesson, the learner should be able to: appreciate the qualities of the Prophet (S.A.W) in shaping the life of a Muslim. | The learner is guided to: pick and read flash cards with the list of the qualities of the Prophet (S.A.W) derived from his early life (for example. hardworking, trustworthy, truthfulness, humble, obedient and patient). | What was the character of the Prophet during his early life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 3 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 3 Religious Education (IRE) so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.