KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

CHRISTIAN RELIGIOUS EDUCATION

GRADE 6
 First Published in 2021

Revised 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, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-724-78-3

Published and printed by Kenya Institute of Curriculum Development

ii
FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

ŝŝŝ
PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

ŝǀ
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

ǀ
TABLE OF CONTENTS
FOREWORD ................................................................................................................................................................................ iii
PREFACE ..................................................................................................................................................................................... iv
ACKNOWLEDGEMENT ............................................................................................................................................................. v
NATIONAL GOALS OF EDUCATION ..................................................................................................................................... vii
SUGGESTED TIME ALLOCATION........................................................................................................................................... ix
LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION ......................................................................... x
ESSENCE STATEMENT ............................................................................................................................................................. xi
SUBJECT GENERAL LEARNING OUTCOMES ...................................................................................................................... xi
SUMMARY OF STRANDS AND SUB STRANDS .................................................................................................................. xii
STRAND 1.0: CREATION ........................................................................................................................................................... 1
STRAND 2.0: THE BIBLE ........................................................................................................................................................... 8
STRAND 3.0: THE LIFE OF JESUS CHRIST ........................................................................................................................... 17
STRAND 4.0: THE CHURCH .................................................................................................................................................... 32
STRAND 5.0: CHRISTIAN LIVING ......................................................................................................................................... 39
CSL AT UPPER PRIMARY (GRADE 4-6)................................................................................................................................ 49
APPENDIX 1: SUGGESTED ASSESSMENT METHODS,
LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........................................................................................... 51

vi
 NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as onepeople.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promotepeace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community andnational
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growingeconomy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial developmentin tandem
with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.

vii
4. Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self- disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Educationshould also provide the
learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamicsociety.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable thelearner to
respect, appreciate and participate in the opportunities within the international community. Educationshould also facilitate
the learner to operate within the international community with full
knowledge of the obligations, responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

viii
SUGGESTED TIME ALLOCATION

# Subject Lessons Per Week

1. English 5

2. Kiswahili/Kenya Sign Language 4

3. Mathematics 5

4. Religious Education 3

5. Science and Technology 4

6. Agriculture & Nutrition 4

7. Social Studies 3

8. Creative Arts 6

9. Programme of Pastoral Instruction 1

TOTAL 35

ix
LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION
By the end of Primary School Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate Kenya’s rich and diverse cultural heritage for harmonious living.

x
ESSENCE STATEMENT
Grade Six is the final grade of the Primary Education level of the Competency Based Curriculum (CBC). Christian Religious
Education (CRE) at this level builds on the competencies covered in the Early Years Education (EYE) and the first two grades of
Upper Primary.
The Life Approach method will be used to enable the learner to apply the knowledge, skills, values and attitudes acquired, into his
or her life experiences. The strands and sub-strands have been tailored to equip the learner with requisite competencies to deal
with day-to-day challenges and make appropriate moral decisions and choices. This is in line with the Constructivist theory
which focuses on making links between the learner’s own experiences, needs, interests, questions and beliefs. Christian Religious
Education provides interactive, collaborative and problem solving learning experiences. It also endeavours to help transition all
round learners to Junior School, who can distinguish between right and wrong, be God fearing and ethical.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Primary Education, the learner should be able to:
a) Demonstrate an awareness of God as a loving father and sole Creator by following His teachings.
b) Recognize the Bible as a Holy Book by respecting it and living by its teachings.
c) Apply the teachings of Jesus Christ in his or her interaction with others to form harmonious relationships.
d) Utilise Christian values and principles to make informed moral decisions in day-to-day life.
e) Recognise the role of the church in transforming the lives of both young and old people in the society.
f) Utilise digital devices and social media platforms appropriately for responsible living.
g) Desire to be God fearing Christians who are spiritually, intellectually and morally sound.

xi
SUMMARY OF STRANDS AND SUB STRANDS
Strands Sub strands Suggested Number of Lessons
1.0 Creation 1.1 My purpose 5
1.2 Marriage and Family 4
1.3 Leisure 4
2.0 The Bible 2.1 The Inspired Word of God 4
2.2 The Ten Commandments 4
2.3 Samson defeats the Philistines 4
2.4 Faith in God (Elisha) 4
2.5 Jacob wrestles an Angel 5
3.0 The Life of Jesus Christ 3.1 The call of the Disciples 5
3.2 The Temptations of Jesus Christ 5
3.3 Miracles of Jesus Christ (The 5
Roman Officer’s Servant)
3.4 Faith in God 4
3.5 Lazarus is raised from Dead 4
3.6 The Hidden Treasure 5
3.7 The Rich Man and Lazarus 4
4.0 The Church 4.1 The Apostles’ Creed 4
4.2 Standing Firm in Faith 4

xii
 4.3 Church Unity 5
5.0 Christian Living Today 5.1 Friendship Formation 6
5.2 Human Sexuality 7
5.3 Sanctity of Life 4
5.4 Alcohol, drug and Substance Abuse 4
Total Number of Lessons 90
Note: The suggested number of lessons per sub strand may be less or more depending on the context

xiii
STRAND 1.0: CREATION
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.1 By the end of the substrand, the The learner is guided to: How do you use
1.0 Creation My Purpose learner should be able to: • list the different talents and abilities your God-given
Talents and (4 lessons) a) discuss how they use their they possess, talents and
Abilities God-given talents and • discuss how they use their God-given abilities?
abilities, talents and abilities,
b) explain biblical teachings on • participate in different activities to
the use of talents and nurture their talents and abilities,
abilities, • in turns, read Exodus 31:3 and share
c) identify values required to what they have learnt,
nurture talents and abilities, • read Romans 12:4 and discuss
d) utilise God-given talents lessons learnt,
and abilities to serve others. • list values that can help them develop
and sustain their God-given talents
and abilities,
• use their God-given talents and
abilities to serve others,
• compose a poem on ‘how I use my
talents and abilities’.

1
Core Competences to be developed:
• Communication and collaboration: the skill of speaking clearly and effectively is portrayed as learners discuss how they
use their talents and abilities.
• Creativity and imagination: the skill of originality is enhanced as learners role-play the use of different talents and
abilities in serving others.
Values:
• Responsibility: is nurtured as learners take up assigned roles and duties to serve others.
• Unity: is enhanced as learners discuss, in pairs, how they use their talents and abilities.
Pertinent and Contemporary Issues:
• Social cohesion is portrayed as learners role-play use of different talents and abilities in serving others.
Links to other Learning Areas:
• English: communication skills are enhanced as learners read and participate in class discussions.
• Creative Arts: creative skills are applied as learners compose a poem on ‘how I use my talents and abilities’.

2
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Creation 1.2 By the end of the sub- The learner is guided to: Why is marriage an
Marriage strand, the learner should be • brainstorm on the meaning of the important
and Family able to: word, ‘marriage ’, institution?
(4 lessons) a) explain the biblical • share experiences of how they
teachings on relate with other members of their
marriage and family families,
b) discuss the negative • use a digital device or a chart to
results of early write messages on how families
marriage, should relate with each other,
c) identify values • in groups, role-play how a
needed to avoid Christian family should relate with
early marriage, each other,
d) desire to uphold • in pairs, read Genesis 2:21-24 and
Christian values to discuss what the Bible teaches
avoid early about marriage,
marriage. • discuss, collaboratively, why early
marriages should be discouraged
in society today,
• list values that young people
should uphold to avoid early
marriage,
• develop posters with messages
discouraging early marriage.

3
 Core Competences to be developed:
• Communication and collaboration: the skill of teamwork is enhanced as learners work collaboratively to write
messages discouraging early marriage.
• Digital literacy: the skill of connecting and using technology is exhibited as learners use digital devices to write
messages on how families should relate with each other.
Pertinent and Contemporary Issues:
• Social cohesion: living together in harmony is enhanced as learners brainstorm on the meaning of marriage.
• Children rights and Human Sexuality: human rights/children rights are enhanced as learners recognise that early
marriage is an abuse of human rights.
Values:
Unity is nurtured as learners discuss, in small groups, why early marriage should be discouraged in the society today.
Links to other Learning Areas:
• English: reading skills are enhanced as learners read, discuss and write messages discouraging early marriage today.
• Science and Technology: learners use digital devices to write messages on how families should relate with each other.

4
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
1.0 Creation 1.3 By the end of the sub strand, The learner is guided to: How can
Leisure the learner should be able to: • brainstorm on the meaning of the youths avoid
(4 Lessons) a) describe the biblical word, ‘leisure’, misuse of
teaching on God’s rest, • share with a classmate how they leisure time?
b) explain biblical teachings use their leisure time,
on good use of leisure, • list different activities they do
c) describe how youths during their leisure time,
misuse leisure time today, • read Genesis 2:1-3 and state why
d) identify values needed for God rested,
appropriate use of leisure • read 1Timothy 5:13 and
time, state the importance of leisure
e) desire to use leisure time time,
responsibly. • list ways in which youths misuse
leisure time today,
• list values which can
help youths to use leisure time
well,
• write a reflection journal on
positive ways of spending leisure
time.

5
Core Competencies to be developed:
• Learning to learn: the skill of reflection on own learning is enhanced as learners write a reflection journal on positive
ways of spending leisure time.
• Communication and collaboration: the skill of speaking clearly and effectively is enhanced as learners discuss values
needed to use leisure time appropriately.
Pertinent and Contemporary Issues:
Human rights and responsibility: is portrayed as learners outline biblical teachings on good use of leisure time.
Link to Values:
• Patriotism: learners dedicate their leisure time to carry out positive activities in the society.
• Integrity: learners display honesty as one of the values which can help them use leisure time appropriately.
Links to other Learning Areas:
• English: reading skills are enhanced as learners read the Bible and outline the importance of leisure time.

6
ASSESSMENT RUBRIC

Indicator Exceeding Expectations Meeting Expectations Approaching Below Expectations

Expectations
Ability to explain Explains the teachings of Explains the teachings Explains the teachings Has challenges
the teachings of the the Bible on the use of of the Bible on the use of the Bible on the use
explaining the
Bible on the use of talents and abilities and of talents and abilities of talents and abilities
teachings of the Bible
talents/abilities cites relevant examples with assistance on the use oftalents
and abilities even with
assistance
Ability to discuss Discusses reasons for Discusses reasons for Discusses some Has challenges
reasons for discouraging early discouraging early reasons for discussing reasons for
discouraging early marriage in society today marriage in society discouraging early discouraging early
marriage in society in details today marriage in the society marriage in the society
today today today
Ability to explain Explains biblical Explains biblical Explains biblical Has challenges
biblical teachings teachings on good use of teachings on good use teachings on good use explaining biblical
on good use of leisure citing relevant of leisure of leisure when teachings on good use
leisure examples prompted of leisure even when
prompted

7
 STRAND 2.0: THE BIBLE
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.0 2.1 Inspired By the end of the sub strand, the The learner is guided to: Why is the Bible
The Word of God learner should be able to: • brainstorm on the meaning of ‘Bible is different from
Bible (4 Lessons) a) explain why the Bible is the the inspired Word of God’, other books?
inspired word of God, • compose and sing a song on ‘the Bible
b) name three authors who as an inspired Word of God’,
wrote the Bible, • read 2 Timothy 3:16-17 and explain the
c) discuss reasons that led to meaning of the text,
translation of the Bible into • name authors who were inspired to
local languages, write the Old and New Testament,
d) outline the advantages of • use digital devices to search for
translating the Bible into reasons that led to translation of the
local languages, Bible into local languages,
e) read the Bible always to get • identify the advantages of translating
spiritual nourishment. the Bible into local languages.

8
Core Competencies to be developed:
• Communication and collaboration: the skill of teamwork is enhanced as learners, in groups, identify the advantages of
translating the Bible into local languages.
• Imagination and creativity: the skill of originality is enhanced as learners compose and sing a song on, ‘The Bible as an
inspired Word of God’.
• Digital literacy: the skill of interacting with digital technology is enhanced as learners use digital devices to perform
various tasks.
Pertinent and Contemporary Issues:
Social cohesion is portrayed as learners identify the advantages of translating the Bible into local languages.
Values:
Respect: learners accept and appreciate the opinions of others as they discuss, in groups, the advantages of translating the
Bible into local languages .
Link to other Learning Areas:
• Creative Arts: creative skills are applied as learners compose and sing a song on, ‘The Bible as an inspired Word of God.’
• Science and Technology skills are applied as learners use digital devices to search for reasons that led to translation of the
Bible into local languages.

9
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.2 By the end of the sub- The learner is guided to: Why should you
The The Ten strand, the learner • team up to brainstorm on the meaning of obey the Ten
Bible Commandments should be able to: the word, ‘Commandment’ Commandments?
(4 lessons) a) outline the Ten • read Exodus 20:3-17 and list the Ten
Commandments Commandments,
and their • discuss how the Ten Commandments help
importance, Christians live well with God and others,
b) identify values and • discuss with peers the values
life skills in the Ten and life skills found in the Ten
Commandments, Commandments,
c) outline lessons • discuss lessons
learnt from the Ten learnt from the Ten Commandments,
Commandments, • design a poster or a chart and write
d) appreciate the the Ten Commandments, display the chart
importance of at the CRE learning corner.
obeying the Ten • watch a video clip of Moses and the Ten
Commandments. Commandments.

10
Core Competencies to be developed:
• Critical thinking and problem solving: the skill of active listening and communication is enhanced as learners follow
simple instructions in class.
• Creativity and imagination: the skill of originality is enhanced as learners design a poster/ chart on
the Ten Commandments and display it in class.
• Digital literacy: the skill of digital citizenship is enhanced as learners watch a video clip on Moses and the Ten
Commandments.
Pertinent and Contemporary Issues:
• Social cohesion: is nurtured as learners learn to live together in harmony as outlined in the Ten Commandments.
• Human rights and responsibilities: is enhanced as learners learn to respect the rights of others.
Values:
• Peace: learners learn to live in harmony with others as guided by the Ten Commandments.
• Love: learners learn to love God, self and neighbour.
• Respect: learners learn how to honour God by obeying His commandments.
Links to other Learning Areas:
• English: communication skills are enhanced as learners compose and recite poems about the Ten Commandments.
• Social Studies skills are enhanced through the concept of human rights and good neighbourliness.

11
Strand Sub- Specific Learning Outcomes Suggested Learning Experiences Suggested
Strand Key Inquiry
Question(s)
2.0 2.3 By the end of the sub strand, the The learner is guided to: Why should
The Bible Bible learner should be able to: • team up to read Judges 15:14-17 and you depend
Stories a) retell the story of Samson as retell the story, on God?
Samson guided by the scriptures, • retell how God gave Samson power to
defeats the b) outline ways Christians depend on defeat his enemies,
Philistines God to overcome challenges in • list ways Christians depend on God’s
4 lessons life, power to overcome daily challenges,
c) list lessons learnt from the story of • work with peers to list lessons learnt
Samson, from the story of Samson,
d) depend on God in day-to-day life. • compose a poem on the importance of
depending on God.
Core Competencies to be developed:
• Communication and collaboration: the skill of speaking clearly and effectively is enhanced as learners discuss how
Christians depend on God’s power.
• Learning to learn: the skill of self-discipline is enhanced as learners work collaboratively to read the scriptures.
• Creativity and imagination: the skill of communication and self-expression is enhanced as learners creatively express their
ideas by composing a poem on the importance of depending on God’s power.
Pertinent and Contemporary Issues:
Safety and security: is enhanced as learners become aware of their safety and learn how to depend on God for protection.
Values:
Unity: learners cooperate and take turns during discussions.
Links to other Learning Areas:
• English: reading skills are enhanced as learners read and retell the story of Samson.
• Creative Arts: creative skills are applied as learners compose a poem on the importance of depending on God’s power.

12
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.0 2.4 By the end of the substrand, The learner is guided to: How did Elisha
The Faith in the learner should be able to: • in pairs, brainstorm on challenges they recover the axe
Bible God a) describe how Elisha experience in life and how they deal with head?
Elisha recovered the axe head , them,
(4 lessons) b) exercise faith in God to • read 2 Kings 6:1-7 and retell the story,
overcome challenges in • use a digital device to watch a video clip
life, about the story,
c) trust in God’spower when • discuss ways they exercise faith in God to
faced with challenges. overcome challenges in life.
Core Competencies to be developed:
• Learning to learn: the skill of reflection on own learning is enhanced as learners brainstorm on challenges they experience
in life and how they deal with them
• Digital literacy: the skill of interacting with digital technology is enhanced as learners use digital devices to watch a video
clip based on the story.
Pertinent and Contemporary Issues:
Empathy: is enhanced as learners learn how Elisha helped the prophet to retrieve the axe head from water.
Values:
• Unity: learners cooperate as they discuss and participate in various tasks.
• Love: learners learn to portray a caring attitude towards others just like what Elisha did by retrieving the axe head.
Links to other Learning Areas:
Science and Technology skills are applied as learners use digital devices to perform tasks.

13
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.5 Jacob By the end of the sub- The learner is guided to: Why is it good to
The Wrestles an strand, the learner should • in turns, read Genesis 32:22-30 and retell the pray always?
Bible Angel be able to: story,
(4 lessons) a) narrate the story of • watch a video clip of Jacob wrestling with
Jacob as guided by the God,
scriptures, • role-play the story of Jacob wrestling with
b) outline lessons learnt God,
from the story of Jacob, • brainstorm on the meaning of ‘ persistence in
c) identify values learnt prayer.’
from the story of Jacob, • discuss lessons learnt from the story,
d) emulate Jacob by being • discuss how they apply lessons learnt in their
persistent in prayer. lives
• compose and say a prayer to God.
Core Competencies to be developed:
• Communication and collaboration: the skill of teamwork is enhanced as learners role-play the story of Jacob wrestling with
God.
• Creativity and imagination: the skill of originality is enhanced as learners compose and sing a song on persistence in
prayer.
• Digital literacy: the skill of digital citizenship is enhanced as learners use digital devices to watch a video clip about Jacob
wrestling with God.

14
Pertinent and Contemporary Issues:
Social cohesion: is enhanced as they learn the importance of having guiding values in life as they discuss the story of Jacob.
Values
• Responsibility: learners learn to be persistent in prayer as portrayed by Jacob.
• Unity: unity is enhanced as learners role-play the story of Jacob wrestling with God.
Links to other Learning Areas:
• Creative Arts: creative skills are exhibited as learners compose and sing a song on persistence in prayers.
• Science and Technology skills are applied as learners watch a video clip on Jacob wrestling with God.
• English: reading skills are enhanced as learners take turns to read the Bible.

15
Suggested Assessment Rubrics
Indicator Exceeding Meeting Approaching Below Expectations
Expectations Expectations Expectations
Ability to name three Identifies more than Identifies three Identifies two authors Identifies one author who
authors who wrote the three authors who authors who wrote who wrote the Bible. wrote the Bible.
Bible. wrote the Bible. the Bible.
Ability to list the Ten Lists the Ten Lists the Ten Lists the Ten Has challenges listing the
Commandments and Commandments and Commandments and Commandments and Ten Commandments and
their importance. their importance, their importance. their importance with their importance even with
giving details. assistance. assistance.
Ability to outline Outlines lessons learnt Outlines lessons Outlines lessons learnt Has challenges outlining
lessons learnt from the from the Bible stories, learnt from the Bible from the Bible stories lessons learnt from the
Bible stories. giving details. stories. with assistance. Bible stories even with
assistance.
Ability to identify Identifies values learnt Identifies values Identifies values learnt Has challenges identifying
values learnt from the from the Bible stories, learnt from the Bible from the Bible stories values learnt from the
Bible stories. giving details. stories. when prompted. Bible stories even when
prompted.

16
STRAND 3.0: THE LIFE OF JESUS CHRIST
Strand Sub-Strand Specific Learning Outcomes Suggested Learning e Experiences Suggested Key
Inquiry
Question(s)
3.0 3.1 By the end of the sub-strand, The learner is guided to: How did the
The Life of The Call of the learner should be able to: • discuss, in small groups, different roles disciples
Jesus Disciples a) retell the call of the first they play in church and share in class respond to the
Christ (4 lessons) disciples as guided by the • in turns, read Mark 1:16- 20 and retell call of Jesus
scriptures, the call of the first disciples, Christ?
b) state how different people • watch a video clip on the call of the
are called to serve God first disciples
today, • role-play the call of the first disciples,
c) serve God in his or her • compose and sing a song on the call of
daily life to grow the first four disciples,
spiritually. • say how people are called to serve
God today,
• share with peers activities they do in
church as service to God
Core Competencies to be developed:
• Digital literacy: the skill of digital citizenship is enhanced as learners watch a video clip on the call of the first disciples.
• Critical thinking and problem solving: active listening and communication skills are enhanced as learners follow simple
instructions.
• Self-efficacy: the skill of knowing self is enhanced as learners share with others the different activities they perform in church.

17
Pertinent and Contemporary Issues:
Human rights and responsibilities: is enhanced as learners participate in different activities at home, school and in church.
Values:
• Responsibility: learners work diligently in assigned roles and duties in church.
• Unity: learners display team spirit as they role-play the call of the first disciples.
Links to other Learning Areas:
• Creative Arts: creative skills are applied as learners compose and sing a song on the call of the first disciples.
• English: speaking skills are enhanced as learners retell the call of the first disciples.

18
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
3.0 3.2 By the end of the sub- The learner is guided to: 1. How did Jesus
The Life of The Temptations strand, the learner should • in pairs, brainstorm on the Christ overcome
Jesus of Jesus Christ be able to: temptations they face in their daily the temptations
Christ (5 lessons) a) narrate how Jesus lives, He faced in the
Christ was tempted in • read Luke 4:1-13 and describe wilderness?
the wilderness, temptations faced by Jesus Christ, 2. How do you
b) identify temptations • discuss how Jesus Christ overcame overcome
they face as young the temptations He faced in the temptations as a
people today, wilderness, young person?
c) desire to overcome • watch a video clip on how Jesus
temptations in day- Christ was tempted in the
to-day life. wilderness,
• in pairs, list the temptations they are
likely to face as young people today,
• team up to discuss how they
overcome temptations and share
experiences in class.
Core Competencies to be developed:
• Learning to learn: the skill of reflection on own learning is enhanced as learners brainstorm, in pairs, on the temptations
they face in day-to-day life.
• Communication and collaboration: the skill of speaking clearly and effectively is enhanced as learners discuss, in small
groups, how Jesus Christ responded to the temptations He faced in the wilderness.

19
Pertinent and Contemporary Issues:
Safety and security: is enhanced as learners become aware of their safety and that of their family members.
Values:
• Responsibility: learners learn to be resilient as they proactively overcome temptations.
• Unity: learners cooperate with others as they discuss, in small groups, how Jesus Christ overcame temptations.
Links to other Learning Areas:
• Science and Technology skills are applied as learners watch a video clip about Jesus Christ’s temptations in the
wilderness.
• English: reading skills are enhanced as learners read Luke 4:1-13 and retell the story.

20
Strand Sub-Strand Suggested Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.3 By the end of the sub- The learner is guided to: How did the
The Life of Miracles of strand, the learner should be • brainstorm on the importance of praying Roman officer
Jesus Jesus able to: for the sick, demonstrate faith
Christ Christ a) narrate the healing of the • read Matthew 8:5-13 and narrate the in God?
(The Roman Roman officer’s servant, miracle,
Officer’s b) discuss lessons learnt • list lessons learnt from the healing of
servant) from the healing of the the Roman officer’s servant,
(4 lessons) Roman officer’s servant, • watch a video clip on the healing of the
c) emulate Jesus Christ’s Roman officer’s servant,
example by praying for • role play the healing of the Roman
the sick . officer’s servant,
• share experiences on how they prayed
for a sick person.
Core Competencies
• Communication and collaboration: the skill of teamwork is enhanced as learners role-play the miracle of healing the
Roman Officer’s servant.
• Learning to learn: the skill of developing relationships is enhanced as learners share what they learnt from the healing of
the Roman officer’s servant.

21
Pertinent and Contemporary Issues:
• Health promotion issues: is enhanced as learners learn about the healing of the Roman officer’s servant.
Values
• Social justice: learners portray equity as they foster inclusivity and non-discrimination as shown by the Roman officer.
• Love: is acquired as learners learn about care and concern for others as portrayed by the Roman officer.
Link to other Learning Areas:
• English: Communication skills are enhanced as learners discuss and read Bible verses.
• Creative Arts: creative skills are applied as learners role-play the healing of the Roman officer’s servant.
• Science and Technology skills are applied as learners use digital devices to watch a video clip on the healing of the
Roman officer’s servant.

22
Strand Sub-Strand Suggested Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Question(s)
3.0 The 3.4 Miracle By the end of the sub-strand, The learner is guided to: How did the
Life of of the learner should be able to: • brainstorm on what they do when bleeding woman
Jesus Healing a) describe the miracle of they are sick, portray faith in God?
Christ (4 lessons) healing the bleeding woman, • in turns, read Luke 8:43-48 and
b) identify different ways the retell the miracle,
church and government help • discuss different ways the church
the sick in society, and government are helping the
c) outline lessons learnt from sick and share in class,
the miracle of healing the • discuss lessons learnt from the
bleeding woman, healing of the bleeding woman,
d) appreciate the healing power • compose and sing a song about
of Jesus Christ in their lives. God’s healing power.

Core Competencies to be developed:

• Communication and collaboration: the skill of speaking clearly and effectively is enhanced as learners discuss ways the
church and government are helping the sick in the society.
• Creativity and imagination: the skill of originality is enhanced as learners compose and sing a song about God’s healing
power.

23
Pertinent and Contemporary Issues:
Health promotion issues are enhanced as they learn the importance of being in good health.
Values:
• Integrity: learners display honesty as learnt from the healing of the bleeding woman.
• Love: learners demonstrate a caring attitude towards sick people in society as demonstrated by Jesus Christ.
Links to other Learning Areas:
• Creative Arts: creative skills are applied as learners compose and sing songs.
• English: communication skills are enhanced as learners read Luke 8:43-48 and retell the miracle.

24
Strand Sub-Strand Suggested Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 3.5 Raising By the end of the sub-strand, The learner is guided to: Why did Jesus
The Life Lazarus the learner should be able to: • share how they show empathy to those say that Lazarus
of Jesus from the a) describe the miracle of who have lost family members or was only asleep?
Christ Dead raising Lazarus from the friends,
dead, • discuss how they cope with grief if
(4 lessons) b) outline lessons learnt they lose a close family member or a
from the miracle of relative,
raising Lazarus from the • in pairs, read John 11:32-45 and retell
dead, the miracle of raising Lazarus from the
c) appreciate God’s power dead,
over sickness and death. • outline lessons learnt from raising
Lazarus from the dead,
• compose a poem on ‘God’s power over
sickness and death’.
Core Competencies to be developed:
• Learning to learn: the skill of reflection on own learning is enhanced as learners share experiences of how they show
empathy to others.
• Creativity and imagination: the skill of originality is enhanced as learners compose a poem on ‘God’s power over
sickness and death’.

25
Pertinent and Contemporary Issues:
Social cohesion: is enhanced as learners show empathy to those who have lost their loved ones.
Values:
• Love is portrayed as they learn to grieve with those who have lost loved ones.
• Respect is inculcated as they learn to value human dignity as portrayed by Jesus Christ when He raised Lazarus from the
dead.
Links to other Learning Areas:
Social Studies skills are enhanced as learners discuss how to show empathy to those who have lost loved ones.

26
Strand Sub-Strand Suggested Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 The 3.6 By the end of the sub- The learner is guided to: Why is the
Life of The Hidden strand, the learner should be • define the meaning of the word, Kingdom of God
JesusChrist Treasure able to: ‘treasure’, compared to a
(5 lessons) a) retell the parable of the • state what they treasure most in their hidden treasure?
hidden treasure, lives,
b) outline lessons learnt • brainstorm on the value of the Kingdom
from the parable of the of God, ‘Why is it so valuable?’,
hidden treasure, • read, in pairs, Matthew13: 44-46 and
c) be partakers of the retell the parable of the hidden treasure,
Kingdom of God by • outline lessons learnt from the parable of
committing their lives to the hidden treasure,
Christ. • role-play the parable of the hidden
treasure,
• brainstorm on how they can be part of the
kingdom of God,
• share how they respond to the call of
salvation in their lives,
• share with peers the value of the
Kingdom of God,
• compose and sing a song about how
valuable the Kingdom of God is.

27
Core Competencies to be developed:
• Self-efficacy: the skill of knowing self is enhanced as learners, in small groups, share what they value in life.
• Critical thinking and problem solving: the skill of active listening and communication is enhanced as learners follow
simple instructions and as they share how they respond to the call of salvation in their lives.
Pertinent and Contemporary Issues:
Social cohesion: is enhanced as learners work together, in groups, and share about the Kingdom of God with peers.
Values:
Unity: learners display team spirit as they perform different tasks, in pairs and groups, and respect each other’s opinions.
Link to other Learning Areas:
• English: speaking skills are enhanced as learners brainstorm and discuss, in groups, what they value most in their lives.
• Creative Arts: creative skills are applied as learners compose and sing a song about the value of the Kingdom of God.

28
Strand Sub-Strand Suggested Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 The 3.7 By the end of the sub-strand, The learner is guided to: How should
Life of The Rich the learner should be able to: • in groups, search from the internet, Christians use their
Jesus man and a) describe the parable of the how Christians use their resources to wealth?
Christ Lazarus rich man and help people in need,
Lazarus, • in turns, read Luke 16: 19-31 and
(4 lessons) b) discuss lessons learnt from retell the parable,
the parable of the rich man • watch a video clip on the rich man and
and Lazarus, Lazarus,
c) live responsibly as God- • outline lessons learnt from the
fearing Christians. parable of the rich man and Lazarus,
• role-play the parable of
the rich man and Lazarusand
summarise key points.
Core Competencies to be developed:
• Learning to learn: the skill of developing relations is exhibited as learners, in groups, share what they have learnt from the
parable of the rich man and Lazarus.
• Digital literacy: the skill of connecting using technology is enhanced as learners connect to and use the internet to search
for the necessary information.

29
Pertinent and Contemporary Issues:
Mental health: is enhanced as learners learn how they should relate and cater for the wellbeing of each other.
Values:
• Love: learners share and use their resources to support one another.
• Respect: learners value human dignity as they help those in need.
Link to other Learning Areas:
• Science and Technology skills are applied as learners use digital devices to search for information from the internet.
• Creative Arts: creative skills are applied as learners role-play the parable of the rich man and Lazarus.

30
Suggested Assessment Rubric
Indicator Exceeding Expectations Meeting Approaching Below Expectations
Expectations Expectations
Ability to describe Describes the call of the Describes the call of Describes the call of the Has difficulty
the call of the first first disciples in details the first disciples first disciples with describing the call of
disciples guidance the first disciples even
with guidance
Ability to outline Outlines lessons learnt Outlines lessons Outlines lessons learnt Has difficulty outlining
lessons learnt from from the Bible stories learnt from the Bible from the Bible stories lessons learnt from the
the Bible stories and cites relevant stories with guidance Bible stories even with
examples guidance
Ability to apply Consistently applies Applies lessons Applies lessons learnt Has difficulty applying
lessons learnt from lessons learnt from the learnt from the Bible from the Bible stories in lessons learnt from the
the Bible stories in Bible stories in day-to- stories in day-to-day day-to-day life when Bible stories in day-to-
day-to-day life day life life prompted day life even when
prompted

31
STRAND 4.0: THE CHURCH

Strand Sub-Strand Suggested Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
4.0 4.1 By the end of the sub-strand, the learner The learner is guided to: Why is the
The Apostles’ should be able to: • recite the Apostle’s Creed, Apostles’ Creed
Church Creed a) recite the Apostles’ creed to affirm • write the meaning of Apostles’ important in
(4 lessons) their faith in Christ, Creed on charts and display Christianity?
b) outline the teachings outlined in the them in the CRE learning
Apostle’s Creed, corner,
c) discuss the importance of the • summarise the teachings
Apostles’ Creed to Christians today, outlined in the Apostle’s Creed,
d) list the three persons of the Holy • state the importance of the
Trinity, Apostles’ Creed to Christians
e) recognise the value of the Holy today,
Trinity in their lives. • mention the three persons of
the Holy Trinity,
• compose and sing a song
related to Holy Trinity.

32
Core Competences to be developed:
• Communication and collaboration: the skill of speaking clearly and effectively is exhibited as learners discuss the teachings
found in the Apostles’ Creed.
• Learning to learn: the skill of developing relationships is enhanced as learners brainstorm, in pairs, the importance of the
Apostles’ Creed to Christians today.
Pertinent and Contemporary Issues:
Healthy inter- and intra-personal relationships are nurtured as learners work in pairs and groups.
Values:
Unity is nurtured as learners cooperate during group discussions.
Links to other Learning Areas:
• English Language: communication skills are enhanced as learners recite the Apostles’ Creed.
• Creative Arts: creative skills are applied as learners compose and sing a song related to the Holy Trinity.

33
Strand Sub-Strand Suggested Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
4.0 4.2 By the end of the sub-strand, the The learner is guided to: Why should
The Standing learner should be able to: • brainstorm on how Christians are Christians stand
Church firm in a) describe the suffering faced persecuted in the society today, firm in their
Faith by the Apostles according to • in turns, read 2 Corinthians 6:3-7 and faith in God?
(Apostle 2 Corinthians 6:3-7, write down the main points in their
Paul) b) identify values/virtues in the exercise books,
(4 lessons) life of Apostle Paul, • outline values/virtues in the life of
c) apply values from the life of Apostle Paul,
Apostle Paul in day-to-day • practise values learnt from the life of
life, Apostle Paul in daily life,
d) stand firm in the Christian • compose and sing relevant songs on
faith in the face of standing firm in the Christian faith.
persecution.

34
Core Competencies to be developed:
Creativity and imagination: the skill of coming up with unique and new ideas is exhibited as learners compose and sing
relevant songs on standing firm in the Christian faith.
Pertinent and Contemporary Issues:
Peace education: is nurtured as learners outline values learnt from the life of Apostle Paul.
Values
Unity: learners cooperate as they discuss, in pairs, values learnt from the teachings of Apostle Paul.
Links to other Learning Areas:
• English: communication skills are enhanced as learners brainstorm on how Christians are persecuted in the society today.
• Creative Arts: creative skills are applied as learners compose and sing relevant songs on standing firm in the Christian
faith.

35
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 4.3 By the end of the sub- The learner is guided to: Why is Church
The Church strand, learner should • in pairs, list the different churches in their unity important?
Church Unity be able to: communities,
(5 lessons) a) explain the • brainstorm, in small groups, the meaning of
meaning of Church unity and share with the class,
Church unity, • read, in turns; Matthew 16:18, Galatians 3:28
b) explain the biblical and 1Corithians 12:12 and note key points on
teachings on Church unity,
Church unity, • discuss, in small groups, biblical teachings on
c) describe ways in Christian unity,
which Church • discuss, in pairs, how Christian unity is
unity fosters demonstrated at school and in their communities,
harmonious living, • identify ways in which different churches work
d) desire to live together,
harmoniously with • watch a video clip on churches working together,
each other.
• compose and sing a song on Church unity.

36
Core competences to be developed:
• Digital literacy: the skill of digital citizenship is exhibited as learners watch a video clip on churches working together.
• Communication and collaboration: the skill of teamwork is portrayed as learners discuss how Christian unity is demonstrated
at school and in the community.
Pertinent and Contemporary Issues:
Social cohesion: is nurtured as they learn how to live together in harmony.
Values:
Social justice: learners cooperate as they discuss how Christian unity is demonstrated at school and in the community.
Link to other learning areas:
• English: communication skills are enhanced as learners read, brainstorm and discuss various concepts.
• Creative Arts: creative arts skills are applied as learners compose and sing songs related to concepts taught.
• Science and Technology skills are enhanced as learners use digital devices to perform various tasks.

37
Suggested Assessment Rubrics

Indicator Exceeding Meeting Expectations Approaching Below Expectations

Expectations Expectations
Ability to outline the With appropriate Outlines the teachings Outlines the teachings Has challenges
teachings in the examples, outlines the in the Apostles’ Creed in the Apostles’ creed outlining the teachings
Apostles’ Creed teachings in the with guidance in the Apostles’ Creed
Apostles’ Creed even with guidance
Ability to identify the Exhaustively identifies Identifies values from Identifies values from Has challenges
values from the values from the the teachings of the teachings of identifying values
teachings of Apostle teachings of Apostle Apostle Paul Apostle Paul with from the teachings of
Paul Paul guidance Apostle Paul even with
guidance
Ability to describe Describes ways in Describes ways in Describes ways in Has challenges
ways in which Church which Church unity which Church unity which Church unity describing ways in
unity fosters peaceful fosters peaceful co- fosters peaceful co- fosters peaceful co- which Church unity
co-existence existence using existence existence when fosters peaceful co-
illustrations prompted existence when
prompted

38
STRAND 5.0: CHRISTIAN LIVING

Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key

Outcomes Inquiry
Question(s)
5.0 5.1 By the end of the sub- The learner is guided to: Why is it
Christian Friendship strand, the learner should • state qualities to consider in choosing good important to
Living Formation be able to: friends, have good
(6 Lessons) a) discuss the importance • buzz on how to avoid bad company and friends?
of having good negative peer influence,
friends, • brainstorm on how to choose good friends,
b) outline biblical • discuss the importance of having good
teachings on friends,
friendship formation, • read 1Corithians 15:33, Proverbs 13:20-21
c) desire to walk with and Proverbs 16:28-29; discuss lessons
morally upright learnt and make notes.
friends. • brainstorm on the topic; ‘how to avoid
negative peer influence’.
Core Competencies to be developed:
• Communication and collaboration: the skill of communicating clearly and effectively is exhibited as learners discuss the
importance of having good friends.
• Digital literacy: the skill of connecting using technology is enhanced as learners brainstorm on the topic ‘how to avoid
negative peer influence’ and make power point presentations.

39
Pertinent and Contemporary Issues:
Social cohesion is nurtured as learners learn to live in harmony with each other by avoiding negative peer influence.
Values:
• Responsibility: learners are responsible for their actions by ensuring they choose their friends wisely.
• Love: learners portray a caring attitude towards their friends.
Link to other Learning Areas:
• English: speaking skills are enhanced as learners read the Bible Texts and compose poems.
• Science and Technology skills are applied as learners use digital devices to make presentation.

40
Strand Sub- Suggested Learning Suggested Learning Experiences Suggested Key
Strand Outcomes Inquiry
Question(s)
5.0 5.2 By the end of the sub-strand, The learner is guided to: How can you
Christian Human the learner should be able to: • in small groups, list physical and avoid
Living Sexuality a) describe biblical emotional changes that boys and girls irresponsible
(7 teachings on responsible experience during adolescence, sexual
lessons) sexual behaviour, • discuss how to cope with the changes in behaviour?
b) outline the causes of their bodies during adolescence,
irresponsible sexual • in turns, read 1 Corinthians, 6: 18-20, 2
behaviour among the Timothy 2: 22, James 1:14-16 and
youth, outline lessons learnt,
c) identify values and life • list some irresponsible sexual behaviour
skills required to avoid that youths engage in and how to avoid
irresponsible sexual them,
behaviour, • in small groups. discuss the causes of
d) respect his or her body irresponsible sexual behaviour,
as the temple of the Holy • discuss values and life skills required to
Spirit. avoid irresponsible sexual behaviour.
• compose a poem on, ‘My body is the
Temple of the Holy Spirit.’

41
Core Competences to be developed:
• Learning to learn: the skill of developing relationships is enhanced as learners live responsibly and avoid irresponsible
sexual behaviour.
• Self-efficacy: the skill of expressing self is portrayed as learners make a decision to avoid irresponsible sexual behaviour.
Pertinent and Contemporary Issues:
Human sexuality –morality: is nurtured as learners discuss values and life skills required to avoid irresponsible sexual
behaviour
Values:
• Peace: learners care and respect self and others by not engaging in irresponsible sexual behaviour.
• Unity: learners cooperate with others as they list, in groups, irresponsible sexual behaviours that youths engage in and how
to avoid such behaviours.
Links to other Learning Areas:
• English: reading skills are enhanced as learners read the Bible.
• Science and Technology skills are applied as learners use digital devices to search the internet on the causes of
irresponsible sexual behaviour.

42
Strand Sub-Strand Suggested Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
5.0 5.3 Sanctity By the end of the sub-strand, the The learner is guided to: How can you
Christian of Life learner should be able to: • team up to outline practices which uphold the
Living (4 lessons) a) identify practices that violate the right to life in today’s sanctity of life?
violate the right to life in society,
society today, • debate on the topic, ‘The effects of
b) outline the effects of violating the right to life’,
violating the right to life, • read Exodus 20:13, Matthew 5:21-
c) explain Christian teachings on 24 and write lessons learnt in their
sanctity of life, exercise books,
d) list virtues that • say why they should observe road
young people should practise safety rules,
to protect life, • role-play observing road safety
e) acknowledge that life is a gift rules while crossing the road.
from God. • discuss, in small groups, virtues
required to maintain the sanctity
of life,
• compose a poem to thank God for
the gift of life.
Core Competences to be developed:
• Communication and collaboration: the skill of speaking engagingly is exhibited as learners debate, in two groups, the
‘effects of violating the right to life.’
• Creativity and imagination: the skill of originality is portrayed as learners compose a poem thanking God for the gift of
life.

43
Pertinent and Contemporary Issues:
Human rights and responsibilities: are nurtured as learners discuss, in small groups, practices that violate the right to life and
report to the class.
Values:
• Respect is nurtured as learners portray a caring attitude towards self and others.
• Responsibility is exhibited as learners make a decision to uphold the sanctity of life.
• Love is inculcated as learners honour God’s commandment to respect the right to life
Links to other Learning Areas:
• English: communication skills are enhanced as learners debate on the topic, ‘ The effects of violating the right to life’.
• Social Studies skills are enhanced as learners learn about the right to life.

44
Strand Sub-Strand Suggested Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.0 5.4 By the end of the sub-strand, The learner is guided to: 1. Why do young
Christian Alcohol, the learner should be able to: • brainstorm, in groups, tricks used to people abuse
Living Drugs a) explain Christian trap young people into alcohol, drugs alcohol
and teachings on the dangers and substance abuse, and drugs?
Substance of alcohol, drugs and • brainstorm on the dangers of using and 2. How can you
Abuse substance abuse, abusing alcohol and drugs, avoid alcohol,
(4 lessons) b) outline strategies used by • in pairs read Ephesians 5:18, Hosea drugs and
Christians to prevent 4:11 and discuss Christian teachings on substance
alcohol, drugs and the dangers of alcohol, drugs and abuse?
substance abuse, substance abuse,
c) analyse the measures • discuss strategies used by Christians to
taken by government prevent alcohol, drugs, and substance
agencies to fight drug abuse,
trafficking and abuse, • in pairs discuss measures taken by
d) utilise Christian values government agencies to fight drug
and life skills to avoid trafficking and abuse,
alcohol, drugs and • discuss values and life skills required
substance abuse. to avoid alcohol, drugs and substance
abuse.
Core Competences to be developed:
• Self-efficacy: the skill of exhibiting responsibility is demonstrated as learners choose to do what is right by avoiding alcohol,
drugs and substance abuse.
• Learning to learn: the skill of sharing what they have learnt is exhibited as they discuss strategies used by Christians to
prevent alcohol, drugs and substance abuse.

45
• Communication: the skill of active listening and communication is demonstrated as they discuss values and life skills needed
to avoid alcohol, drugs and substance abuse.
Pertinent and Contemporary Issues:
• Safety and security issues: learners ensure safety from harmful effects of drugs, alcohol and substance abuse.
• Alcohol and substance abuse: learners brainstorm, in groups, tricks used to trap young people into alcohol, drugs and
substance abuse hence avoid bad friends.
Values:
• Responsibility is nurtured as they say No! to alcohol, drug and substance abuse.
• Integrity is portrayed as they say No!to alcohol, drug and substance abuse.
• Respect is demonstrated as they care for their bodies by avoiding harmful substances.
Links to other Learning Areas:
• English: communication skills are enhanced as learners discuss and debate on various concepts.
• Social Studies skills are enhanced as learners learn about human rights and responsibilities.
• Agriculture skills are enhanced as learners learn the negative effects of abusing alcohol and drugs.

46
Suggested Assessment Rubrics

Indicator Exceeding Meeting Expectations Approaching Below Expectations

Expectations Expectations
Ability to outline the Outlines the causes of Outlines the causes of Outlines the causes of Has challenges
causes of irresponsible irresponsible sexual irresponsible sexual irresponsible sexual outlining the causes of
sexual behaviour behaviour among the behaviour among the behaviour among the irresponsible sexual
among the youth youth and cites youth youth when prompted behaviour among the
relevant examples youth even when
prompted
Ability to discuss Discusses appropriate Discusses appropriate Discusses appropriate Has challenges
appropriate skills skills required to skills required to skills required to discussing
required to overcome overcome irresponsible overcome overcome appropriate skills
irresponsible sexual sexual behavior and irresponsible sexual irresponsible sexual required to overcome
behaviour cites relevant examples behaviour behaviour with irresponsible sexual
guidance behaviour even with
guidance
Ability to identify With appropriate Identifies practices that Identifies some Has challenges
practices that violate examples, identifies violate the right to life practices that violate identifying practices
the right to life practices that violate the right to life that violate right to life
the right to life

47
Ability to outline the Outlines the effects of Outlines the effects of Outlines some of the Has challenges
effects of violation of violation of the right to violation of the right to effects of violation of outlining the effects of
the right to life life in details life the right to life violation of the right to
life
Ability to explain Explains Christian Explains Christian Explains Christian Has challenges
Christian teachings on teachings on the teachings on the teachings on the explaining Christian
the dangers of alcohol, dangers of alcohol, dangers of alcohol, dangers of alcohol, teachings on the
drugs and substance drugs and substance drugs and substance drugs and substance dangers of alcohol,
abuse abuse and cites abuse abuse with guidance drugs and substance
relevant examples abuse even with
guidance

48
CSL AT UPPER PRIMARY (GRADE 4-6)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various learning activities and the
real-life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL is
hosted in the Social Studies learning area. The implementation is a collaborative effort where the class teacher coordinates and
works with other subject teachers to design and implement the integrated CSL activity. Though they are teacher-guided, the
learners should progressively be given more autonomy to identify problems and come up with solutions. The safety of the learners
should also be taken into account when selecting the CSL activity. The following steps for the integrated CSL activity should be
staggered across the school terms:

Steps in carrying out the integrated CSL activity

1. Preparation
• Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
• Identify resources required for the activity (locally available materials)
• Stagger the activities across the term (set dates and time for the activities)
• Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant
stakeholders in the school community
• Identify and develop assessment tools
2. Implementation of the CSL Activity
• Assign roles to learners.
• Ensure every learner actively participates in the activity
• Observe learners as they carry out the CSL activity and record feedback
• Use an appropriate assessment tool to assess both the process and the product (asess learner’s work from the
beginning to the end product)
• Assess the targeted core competencies, values and subject skills.

49
 3. Reflection on the CSL Activity
Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the
following:
• what went well and why
• what did not go well and why
• what can be done differently next time
• what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will
be derived from the broader categories of the PCIs and concepts from the various learning areas. Teachers are expected to vary
the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the skills
from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning
and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity,
learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end
product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule, checklist
or rating scale or any other appropriate tool.

50
APPENDIX 1: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES

Strand Sub-Strand Suggested Suggested LearningResources Suggested Non – Formal Activities

AssessmentMethods
1.0 1.1 My purpose • Observation Good News Bible, flash cards, Participate in career and talent building
Creation Nurturing schedule pictures, songs, digital devices, activities at school, in church and in
Talents/Abilities• Written quizzes charts, poems the community
(4 lessons) • Checklists
• Oral questions
1.2 Marriage and • Oral questions Good News Bible, flash cards, Participate in activities at home by
Family • Portfolio pictures, songs, digital devices, helping with age-appropriate chores
(4 lessons) • Observation charts
schedule
• Written quizzes

1.3 Leisure • Portfolio Good News Bible, flash cards, Participate in leisure activities
(4 Lessons) • Profiles pictures, songs, digital devices,
• Written questions charts
• Assessment
rubric

51
2.0 The 2.1 The Bible as the • Oral questions Good News Bible, hymn Conduct an online search and write
Holy Inspired word of God • Checklists books, resource persons, a report on authors who were
Bible • Anecdotal records community resources, realia, inspired to write the Bible
songs, digital devices, poems

2.2 • Oral questions Good News Bible, flashcards, Write the Ten commandments on
The Ten • Observation pictures, songs, digital devices, charts and display them at the CRE
Commandments schedules charts learning corner
(4 lessons) • Checklists

2.3 Bible Stories: • Oral questions Good News Bible, hymn Read and discuss Bible stories with
Samson defeats the • Profiles books, resource persons, family members
Philistines • Written questions community resources, realia,
(4 lessons) • Assessment rubric songs, digital devices, poems

2.4 Elisha • Oral questions Good News Bible, Bible story Listen to Bible stories from
(4 lessons) • Checklists books, audio player,picture religious leaders
• Anecdotal records cards, pencils
2.5 • Oral questions Good News Bible, Bible story Listen to Bible stories from
Jacob met an Angel • Checklists books resource persons, religious leaders and make notes
(4 lessons) • Journals community resources, realia

52
3.0 Life of 3.1 The Call of the • Oral questions, Good News Bible, Flashcards, Take up leadership roles at
Jesus first four Disciples • Portfolio, Pictures, songs, digital devices, home, school and in church.
Christ (5 lessons) • Observation charts, realia, videos, posters
schedule
3.2 The Temptations • Question and Good News Bible, flash cards, Role play the temptations of
of Jesus Christ answer songs, digital devices, charts, Jesus during clubs and societies
(5 lessons) • Assessment rubric videos, posters
• Anecdotal records

3.3 Miracles of Jesus • Observation Good News Bible, community Role-play the miracles of Jesus
Healing the Roman • Written quizzes resources, realia, and make a presentation during
Officer’s Servant • Question and videos, charts, posters clubs and societies
(4 lessons) answer

3.4 Faith in God • Checklists Good News Bible, learners’ Organise a fund drive to help
(4 lessons) • Written quizzes tablets, projectors, radio, smart the needy, the sick, poor and
• Question and phone, TV, camera aged (with the help of the
answer teacher)

53
3.5 Raising of • Oral questions Good News Bible, learners’ Participate in acts of compassion
Lazarus • Observation tablets, projectors, radio, smart like visiting those who have lost
(4 lessons) schedules phone, TV, cameras, songs loved ones in the company of
• Written Quizzes parents

3.6 The Hidden • Oral questions, Good News Bible, hymn Role-play the parable of the
Treasure • Observation books, resource persons, hidden treasure
(4 lessons) schedule community resources, realia,
• Written Quizzes songs, digital devices, poems

3.7 The rich man and • Oral questions, Good News Bible, hymn Role-play the parable of the rich
Lazarus • Observation books, resource persons, young ruler
(4 lessons) schedule community resources, realia,
• Written quizzes Songs, digital devices,poems

54
4.0 The 4.1 Apostles’ • Checklists Good News Bible, digital devices e.g. radio, TV, Recite the Apostles’
Church Creed • Written quizzes digital content and video clips, songs and poems Creed in church
(4 lessons) • Question and
answer
4.2 • Checklists Good News Bible, hymn books, resource Interview learners in
Apostle Paul • Written quizzes persons,community resources, realia, Songs, the CU/YCS on the
(5 lessons) • Questions and digital devices, poems challenges/persecutions
answers they face as Christians
4.3 Church • Oral questions, Good News Bible, hymnbooks, resource As a class, interview a
Unity • Written quizzes, persons,community resources, realia, songs, resource person on
• Question and digital devices, poems how Church unity is
answer achieved in Kenya
today

55
5.0 5.1 Friendship • Oral Good News Bible, Bible story Role-play a situations involving
Christian Formation questions, books, resource persons making right choices during
Living (4 lessons) • Written Programme of Pastoral Instructions
quizzes,
• Question and
answer
5.2 Human • Checklists Good News Bible, Bible story Participate in youth seminars and
Sexuality • Projects, books, resource persons, camps which teach and propagate
(5 lessons) • Anecdotal community resources responsible living/moral uprightness
records
5.3 Alcohol, drugs • Checklists Good News Bible, Bible story Listen to a medical doctor discussing
and Substance • Projects, books, resource persons, the dangers of alcohol, drugs and
Abuse • Anecdotal community resources, realia substance abuse
(4 lessons) records
5.4 Sanctity of life • Checklists Good News Bible, hymn books, Listen to a clergy person or a doctor
(4 lessons) • Written resource persons,community on the need to uphold sanctity of life
quizzes resources
• Question and
answer
• Checklists
• Projects,
• Anecdotal
records

56