RETOOLING OF JS TEACHERS ON CBC AND CBA

CHRISTIAN RELIGIOUS EDUCATION

MAY 2024
 Essence of Christian Religious Education
 Christian Religious Education endeavours to equip the learner with
knowledge, skills, values and attitudes for holistic development.
 Values include: respect for self and others, responsibility, integrity, self-
control, humility, obedience and holiness.
 Skills are: praying, meditating and reflecting on scriptures, interpreting
scriptures, peer pressure resistance, self-awareness, self-esteem
assertiveness, problem solving and decision making.
 CRE seeks to produce a competent learner with good Christian character,
able to cope with challenges in his or her daily life.
 This is in line with the National Goal of Education number (IV) which states
that education should promote sound moral and religious values.
 Summary of Strands and Sub strands

1.0 Creation 1.1 Origin and Consequences of 6

Sin

1.2 God’s plan for Redemption 6

2.0 The Bible 2.1 Faith and God’s Promises 6

2.2 Abrahamic Covenant 6

2.3 Leadership in Israel (Saul) 6

3.0 Selected Miracles of Jesus 3.1 Healing of Blind 7

Christ Bartimaeus
3.2 Calming the Storm 7
3.3 Healing of the Paralytic 7
 Strands and Sub strands cont.…….
Strand Sub Strand Number of Lessons
4.0 Teachings of Jesus 4.1 Teachings on Prayer 7
Christ 4.2 The Lost Sheep 7
5.0 The Church 5.1 The Holy Spirit 7
5.2 Acts of Compassion 7
Christian Living Today 6
6.1 Family Relationships 7
6.2 Human Sexuality: 7
Responsible Sexual Behaviour 7
6.3 Sacredness of Life 7
6.4 Bullying 7
6.5 Work: Talents and Abilities 7
6.6 Leisure
 Skills to be developed

Leadership skills, praying, reciting, meditating on

scriptures, interpreting scriptures, self-esteem, self-
awareness, assertiveness, peer pressure resistance,
problem solving and decision making.
 Transformative Learning Approaches

The main methodology in teaching and learning CRE is;

1. Life approach; this implies that, the teacher begins the lesson by exploring
the learner’s day-to-day experiences and guiding them to discover the religious
significance of their experiences in relation to the Christian faith.
This resonates with Jesus’ Catechetical approach
Jesus’ model begins with what is known and proceeds to divine revelation and
comes back to practical implications; He would tell stories ,parables, sayings
and word pictures, questions and also use experiential learning. The
audience/disciples responded through critical reflection and response
 Collaborative and Cooperative Learning

 Groups are structured in a way to maintain the interest of students especially

by using audio visual stimuli e.g. slides, video materials, research work
 Use peer discussion/ dialogue to develop independent thoughts about
religious issues
 Skills developed aims at developing skills of ideological criticism/ critical
thinking
 The Moral Construction Approach

Advocated by Piaget and Kohlberg that learners can derive morality

by social interaction and principled reasoning in a classroom
 Communities of Practice

 Questioning
 Exploring alternatives
 Application
 Reintegrating and grounding of new perspectives
 learners engage in interactive conversations that draw on personal
experiences and religious traditions. They read the Bible and other relevant
resources and listen to each person’s perspectives, questions, issues and
insights and propose responses, this becomes learning community of
practice geared towards critical inquiry
 Inquiry Based Learning

 Inquiry Based learning involves experiences that enable learners to develop

understanding about aspects of the world around them through the
development and use of investigative skills.
 IBL incorporates a process of exploring the world, which leads to:
a) Asking questions
b) Making discoveries (KIQ)
c) Conducting research and experiments
 IBL Cont.…

It involves:
 Field-work
 Case studies
 Investigations
 Individual and group projects
 Research projects is an innovative approach to learning where learners drive
their own learning through inquiry, as they work collaboratively to research
and create projects that reflect their innate potential and talents
 Problem-Based Learning (PBL)

 Problem-based learning (PBL) is a student-centered approach where

learners learn about a subject by working in groups to solve open-ended
problems
 The problem is what drives the motivation and the learning.
 PBL is thus an instructional method that initiates learning by creating a need
to solve authentic tasks.
 This method is applicable in CRE as learners discuss, brainstorm, share
experiences and conduct debates in pairs or groups to solve identified
challenges
 Blended Learning

 Blended learning is integrating traditional face-to-face instruction with

technology.
 The Blended learning environments extend the reach of the instruction
beyond the classroom using digital resources
 Differentiated Learning

• Differentiation means tailoring instruction to meet individual needs of

learners.
• The learning environment, use of continuous assessment and flexible
grouping makes differentiated learning a successful approach to instruction
 Suggested Resources

Good News Bible, Bible Story Books, Bible Atlas, Bible Dictionary, Bible
concordance, Bible Encyclopaedia, Reputable Bible Commentaries, Posters,
Models, Manilla papers, Pictures and photographs Newspaper cuttings, CRE
Course Books, Online Sources, Digital Course Books-www.kec.ac.ke,
Flashcards, Charts, Audio-visual resources, Resource Persons.
Assessment
Oral/Aural Questions, Written Assignments, Authentic tasks, Observation
Schedule, Check lists, Rubrics, Rating Scales, Portfolio, peer assessments,
Journals, Anecdotal Records, projects.
 Schemes of Work

Administrative Details
School
Year
Term
Subject/Learning Area
Grade
Teacher’s Details Name: Tsc No: Gender:
W LS strand Sub SLO LE KIQ LR ASSSESSMNET REF
E N stran LEC
E ds TIO
k N
1 1 Christi Work By the end of the The learner is guided to: How do you Charts/  Question(s)
an : lesson the learner  Brainstorm on what they nurture your posters/ and Answers
Living Talen should be able to: enjoy doing while at home, God given pictures and  Rating
Today ts Identify their God- school and in the talents, gifts photograph Scales
and given talents, gifts community, and abilities? s/flashcards  Anecdotal
Abilit and abilities  Share experiences of the Records
ies talents, gifts and unique
abilities they possess
2 Describe the parable • Read Matthew 25:14-30 on How is the Good News  Project Work
of the talents the parable of the talents parable of the Bible  Observation
according to the and retell it talents Hymn Schedule
scriptures provided • Role play the parable of applicable in Books
the talents your life? Audio-visual
resources
3 Outline lessons • Discuss lessons learnt How do you Audio-visual  Journals
learnt from the from the parable of the apply lessons resources  Checklists
parable of the talents and make a learnt from
talents presentation in class the parable to
nurture your
talents?
 Lesson Plan

Administrative DETAILS
School Date
Subject/ Learning Area Time
Year Grade
Term Roll Girls….. Total
Boys........
Teacher’s Details Name: Tsc Gender……….
No:
Strand: Christian Living Today
Sub strand: Work: Talents and Abilities
Lesson Learning Outcomes:
a) describe the parable of the talents according to the scriptures provided
b) take part in activities which nurture their God given talents, gifts and abilities
c) desire to use their God given gifts, talents and abilities to serve humanity
Key Inquiry Question: How do you nurture your God given talents, gifts and
abilities in daily life?
Learning resources: The Good News Bible, Pictures, photographs, Newspaper
Cuttings, magazines, flash cards, audio visual resources
Organization of Learning: learners will work in groups, learning will take place in
class or outside the class
Introduction: Learners share about the talents, gifts and abilities they possess(5
min)
 Lesson plan Cont.…

Lesson Development:{Mainstream Core Competencies, Values

and PCIs in all the steps 1- 4} (25 minutes)
Step 1: learners mention activities they participate in to nurture their
gifts, talents and abilities
Step 2: learners read Matthew 25:14-30 and retell the parable
Step 3: learners role play the parable of the talents
Extended Activities: learners to participate in activities that nurture
their talents and write a report (to be presented in the next lesson)
Conclusion: Ask questions based on the parable of the talents (10
minutes)
 Lesson Plan cont..

Reflection on the Lesson: The teacher makes an honest evaluation /

contemplate learning points on areas that worked well, worked less or did not
work, This is achieved through asking questions/giving assignments on taught
concepts. Assess if learners are able to answer or perform the
task/assignments if not what are the remedies does the teacher give remedial
teaching or reteach the concept and make it more practical/involve learners
 Record of Work

Administrative Details
School Maono
Grade 8
Subject/Learning Area Christian Religious Education
Year 2024
Term 1
Teacher’s Details M/s Wisdom
 Record of Work Cont.…

Date Strand Sub Strand Lesson Skill(s) Work Done Reflection Signature
21/4/2024 Christian Living Talents and • Interpreting Read scriptures
Today Abilities Scriptures on the parable
• Reciting Bible of the talents
Verses and narrated
the parable

22/4/2024
 THE END

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