Grade 7 Cre Curriculum Designs

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
A Skilled and Ethical Society
JUNIOR SCHOOL CURRICULUM DESIGN
CHRISTIAN RELIGIOUS EDUCATION
GRADE 7
First Published in 2021
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: 978-9914-43-927-4
Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
FOREWORD Error! Bookmark not defined.
PREFACE Error! Bookmark not defined.

ACKNOWLEDGEMENT Error! Bookmark not defined.
TIME ALLOCATION vii
NATIONAL GOALS OF EDUCATION iv
MIDDLE SCHOOL LEARNING OUTCOMES vii
ESSENCE STATEMENT viii
SUBJECT GENERAL LEARNING OUTCOMES ix
STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION 1
STRAND 2.0: CREATION 4
STRAND 3.0: THE BIBLE 13
STRAND 4.0: EARLY LIFE OF JESUS CHRIST 22
STRAND 5.0: THE CHURCH 30
STRAND 6.0: CHRISTIAN LIVING TODAY 36
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY 51
APPENDIX 1: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES 55
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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They
must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense
of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together
in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake
of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in need of
an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only
be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that
will prepare our young people for these changing global trends.
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iii) Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of
character.
iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for
collective activities and corporate social service irrespective of gender, ability or geographical environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that
must follow rapid development in order to build a stable and modern society.
vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and
nations. Education should therefore lead the youth of the country to accept membership of this international community
with all the obligations and responsibilities, rights and benefits that this membership entails.
viii. Promote positive attitudes towards good health and environmental protection.
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Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that
will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and
conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
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TIME ALLOCATION
Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 5
5. Pre-Technical Studies 4
6. Social Studies 4
7. Religious Education (CRE, HRE, IRE) 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
Pastoral Programme of Instruction 1
Total 40 + 1
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MIDDLE SCHOOL LEARNING OUTCOMES
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious coexistence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Christian Religious Education is the study of God's revelations to people through personal experiences, his creation, the Holy
Spirit, Jesus Christ and the word of God. Christian Religious Education at Junior School aims to build on competencies covered
at primary level. The subject aims to equip the leaner with basic principles for Christian living. Hence the moral values, virtues
and attitudes acquired will enable the learner to relate well with other people. Further, the subject seeks to support the holistic
development of the learner, morally, spiritually, emotionally and intellectually. The learner is exposed to a broad range of biblical
experiences for character formation and upright living. Christian Religious Education is tailored to constructivists, multiple
intelligences and cognitive development learning theories which entail making links between the learner’s own experiences and
the teachings of the Bible. As a result, engaging, participatory, interactive, collaborative and cooperative problem-solving
activities have been embedded in the learning experiences. The six strands are deliberate in developing the intellectual skills
necessary for moral living including “reflection, discernment, critical thinking and deciding how to act in accordance with an
informed conscience. The competencies acquired at this level lays the foundation for the learner to transition to the next grade.
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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior School, the learner should be able to:
1. Demonstrate responsibility by conserving the environment as good stewards of God’s creation.
2. Analyse Biblical teachings to acquire knowledge, skills, values and attitudes that enable him/her to make informed decisions.
3. Apply the teachings of Jesus Christ in their day-to-day lives to promote social equality and responsibility.
4. Participate in different activities both in the church and society as guided by the Word of God.
5. Utilise acquired morals values and attitudes in their daily interactions to overcome the challenges they face as young people.
6. Effectively and appropriately use ICT learning resources for acquisition and application of knowledge in different learning
contexts.
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STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 Christian 1.1 Importance By the end of the sub The learner is guided to: Why is it
Religious of Studying strand, the learner should be ● brainstorm in small groups the important to
Education Christian able to: meaning of Christian study Christian
Religious a) analyse the importance Religious Education Religious
Education of learning Christian ● search the meaning of Education?
Religious Education, Christian Religious Education
(6 lessons) b) discuss how Christian using internet/ textbooks or
Religious Education the library and write short
promote sound moral notes
and religious values, ● in pair discuss the importance
c) compile five values of studying Christian
needed to foster Religious Education and make
responsible living notes
d) apply the values ● write a personal reflection
acquired in their daily journal on how learning CRE
interactions to lead has changed their behaviour.
morally upright lives, ● list and share five values they
e) appreciate the learning need to live a morally upright
of Christian Religious lives
Education by living ● use charts, posters or
responsibly. flashcards to write messages
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that promote sound moral and
religious values.
● compose a poem on how
Christian Religious Education
promotes sound moral and
religious values
Core Competencies to be developed:

● Learning to learn is enhanced as learners brainstorm and share, the meaning of Christian Religious Education
● Self-efficacy is nurtured as the learners list and share values they need to live harmoniously with others
● Digital literacy is enhanced as learners search for the meaning of Christian Religious Education using the internet
● Imagination and creativity is exhibited as learners compose a poem on how Christian Religious Education promotes sound
moral and religious values
Values:
● Respect for one another: the learners list and share values they need to live harmoniously with others
● Responsibility: the learners use charts/ posters/flashcards to write messages that promote sound moral and religious values
Pertinent and Contemporary Issues (PCIs):

● Effective communication: the learners brainstorm in small groups the meaning of Christian Religious Education and make
a presentation in class
● Creative thinking: learners compose a poem on how Christian Religious Education promotes sound moral and religious
values
● Self-awareness: learners write a personal journal on how learning CRE has changed their behaviour.

Link to other Subjects:
● English: the learners debate and discuss in groups
● Pre-technical Studies: the learners use digital devices to search for information
Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation

Expectation
Ability to analyse the Analyses the importance Analyses the Analyses the Analyses the
importance of learning of learning Christian importance of importance of learning importance of Christian
Christian Religious Religious Education learning Christian Christian Religious Religious Education with
using relevant examples Religious Education when assistance
Education prompted
Ability to compile five Compiles five values Compiles five Compiles three values Compiles only one value
values needed to needed to foster values needed to needed to foster needed to foster
foster responsible responsible living and foster responsible responsible living responsible living
living encourages peers to do living
so

STRAND 2.0: CREATION
2.0 2.1 Accounts By the end of the sub The learner is guided to: 1. How is the
Creation of Creation strand, the learner should ● identify and name features found in the first account
be able to: natural environment of creation
(6 lessons) a) describe the biblical ● take a nature walk and explore God’s different from
accounts of creation, creation in the school compound or the the second
b) discuss the similarities surrounding area account?
and differences ● read in turns Genesis 1:1-50 & 2:1-2:4a on 2. Why is it
between the two first creation account and Genesis 2:4b-25 important to
accounts of creation, on second creation account learn about
c) identify the attributes ● watch a video clip on the two biblical creation
of God from the accounts of creation accounts?
biblical accounts of ● summarise main points on the two biblical
creation, accounts of creation on charts and display
d) appreciate God’s them in class
creative work by taking ● in pairs discuss the similarities and
care of the differences between the two biblical
environment. accounts of creation and write short notes
● in groups, use the internet or the library to
search for the attributes of God, and write
them on a chart.
● take care of God’s creation found in their
environment

● compose and sing a song on the second
creation account
Core- Competencies to be developed:

● Communication and collaboration: the learners discuss in pairs the similarities and differences between the two biblical
accounts of creation
● Creativity and imagination: the learners compose a song on the second creation account
● Digital literacy: the learners in groups, use the internet to search for the attributes of God
● Learning to learn: the learners take a nature walk and observe different features in the environment
Values:
● Responsibility: the learners take care of God’s creation in their environment

● Gender mainstreaming: the learners recognize that God created human beings as male and female who complement each
other
● Environmental issues in education: the learners take a nature walk and explore features in their environment
Link to other Subjects:

● Social Studies: the learners interact with the environment during the nature walk
● English : the learner’s read Bible texts on the biblical accounts of creation
● Creative Arts and Sports: the learners compose and sing a song on the second creation account
● Pre-technical Studies: the learners conduct online search using digital devices on the attributes of God, and list them on a
chart.

Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 2.2 By the end of the sub strand, The learner is guided to: 1. Why should
Creation Stewardship the learner should be able to: ● brainstorm on how they take care of you take care
over Creation a) explain the biblical animals, fish and birds and make of animals, fish
responsibilities given to summary notes and birds?
(6 lessons) human beings over ● read Genesis 2:15-20, James 3: 7 2. How can you
creation, and discuss the responsibilities given reduce
b) discuss ways he/she can to human beings conflicts
protect animals, fish and ● in groups, discuss ways they can between human
birds, protect animals, fish and birds beings and wild
c) practise good stewardship ● visit a zoo, animal park or farm and animals?
by taking care of animals, observe how animals, fish and birds
fish and birds, are taken care of, and write a report
d) desire to take good care of for presentation in class
God's creation in his/her ● write sensitisation messages on
environment. charts/posters on the importance of
good stewardship over animals, fish
and birds and display in class or
school notice board
● compose a poem on how they take
care of animals, fish and birds in
their environment

● Critical thinking and problem solving: the learners discuss ways they protect animals, fish and birds.
● Learning to learn: the learners write sensitisation messages on charts/posters on the importance of good stewardship
● Creativity and Imagination: learners compose a poem on how they take care of animals, fish and birds
● Communication and collaboration: learners brainstorm on how they take care of animals, fish and birds
Values:
● Responsibility: the learners take care of the different animals, fish and birds
● Social justice: the learners advocate for animal rights and welfare
● Patriotism: learners show love for their country as they visit a zoo, animal park or farm and observe how animals, fish and
birds are taken care of

● Animal rights and welfare issues in education: the learners visit the nearest animal orphanage/ national park/observe
animals within their local environment and write a report for presentation in class
● Assertiveness: the learners commit themselves to taking care of domestic animals at home
● Environmental issues in education: the learners discuss different ways of taking care of animals, fish and birds
Links to other subjects:

● English : the learners write sensitisation messages on charts/posters on the importance of good stewardship over animals
fish and birds
● Agriculture and Nutrition: the learners brainstorm on how they take care of animals, fish and birds

Strand Sub strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Question(s)
2.0 Creation 2.3 By the end of the sub strand, The learner is guided to: 1. Why should you
Responsibility the learner should be able to: ● brainstorm on different take care of plants?
over Plants a) describe the biblical types of plants found in the 2. How do you care for
responsibilities given to environment and how they plants in your
(6 lessons) human beings over plants take care for them environment?
b) apply the biblical ● take a nature walk in their
teachings acquired to environment, observe
conserve the environment different plants, draw them
c) discuss ways responsible on charts and display in
use of plants contribute to class
economic growth ● read in turns Genesis 1:29:
d) desire to contribute to a Genesis 2:15 and Psalm
healthy ecosystem. 104:14, summarize the
biblical teachings on charts
and display in class
● in groups list the activities
they do to care for plants in
their environment
● brainstorm how responsible
use of plants contribute to
economic growth

● interact with a resource
person (environmentalist/
forest officer/any other
relevant person) and
interview them on the
economic benefits of plants
● plant an income generating
crop either at home or
school

● Learning to learn: the learners interact with a resource person on responsible ways of using plants
● Communication and collaboration: the learners in groups list activities they do to care for plants in their environment
● Self-efficacy: learner’s interact with a resource person (environmentalist/ forest officer/any other relevant person) and
interview them on the economic benefits of plants
● Critical thinking and problem solving: learners plant an income generating crop either at home or school
Values:
● Responsibility: the learners plant an income generating crop either at home or school
● Social justice: the learners advocate for environmental conservation by taking good care of plants in their environment
● Unity: the learners take turns to read Genesis 1:29: Genesis 2:15 and Psalm 104:14 and summarize the biblical teachings on
charts

● Learner support programmes: the learners participate in environmental clubs

● Education for Sustainable Development (ESD): the learners explain different ways plants are cared for to enhance
responsibility
● Financial literacy: the learners discuss how responsible use of plants contribute to economic growth they also plant an
income generating crop

● Social Studies: the learners list ways of taking care of plants
● Agriculture and Nutrition: the learners plant a crop at school or at home and care for it
Strand Sub -strand Specific Learning Suggested Learning Experiences Key Inquiry
2.0 2.4 By the end of the sub The learner is guided to: 1. Why
Creation Use of strand, the learner ● brainstorm on how their communities use natural should we
Natural should be able to: resources conserve
Resources a) explain ways in ● in small groups, discuss how their communities the
which human have misused natural resources; write the points environm
(5 lessons) beings use and on charts and present to the class ent?
misuse natural ● conduct an online or library search on how 2. How do
resources, human beings have used and misused natural human
b) explore the resources and make a PowerPoint beings
effects of presentation/posters to the class benefit
misusing natural ● debate on the effects of destroying the from
resources, environment natural
resources?

c) discuss Biblical ● read in turns Genesis 2:15, Exodus 23:10-11,
teachings on good Deuteronomy 20:19 and discuss the Biblical
use of God’s teachings on good use of God’s creation, write
creation, the points on charts and present to the class
d) desire to conserve ● in pairs compose songs on the beauty of God’s
the environment creation.
as responsible ● engage in cleaning the school, as a way of
citizens. conserving the environment

● Learning to learn: learners brainstorm on how human beings use and misuse God’s creation
● Critical thinking: learners discuss the effects of misusing of natural resources
● Digital literacy: learners use online resources to search on ways in which human beings use and misuse natural resources
● Creativity and imagination: learners compose songs on the beauty of God’s creation
Values:
● Responsibility: learners engage in cleaning the school, as a way of conserving the environment
● Respect: learners take turns to air their views and respect each other’s opinions
● Environmental issues: learners conserve the environment
● Social justice: learners use God’s creation responsibly
● Agriculture and Nutrition: learners participate in responsible use of God’s creation/environment
● Pre-technical Studies: learners conduct an online search and make a presentation using PowerPoint slides
● English: learners compose a song and debate on the effects of destroying the environment

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectations
expectations
Ability to explain the Explains the biblical Explains the biblical Partially explains the Explains some
biblical accounts of accounts of creation accounts of creation biblical accounts of aspects of the biblical
creation with relevant examples creation accounts of creation
with guidance
Ability to discuss the Discusses with Discusses the Discusses some of the Discusses the
similarities and examples the similarities and similarities and similarities and
differences in the two similarities and differences in the two differences in the two differences in the two
biblical accounts of differences in the two accounts of creation accounts of creation accounts of creation
creation accounts of creation with support
Ability to describe the Describes the Describes the Partly describes the Describes the
attributes of God from attributes of God from attributes of God from attributes of God from attributes of God from
the biblical accounts of the biblical accounts of the biblical accounts of the biblical accounts of the biblical accounts of
creation creation with creation creation creation with prompts
illustrations
Ability to explain the Explains the biblical Explains the biblical Makes effort to explain Explain biblical
biblical teachings on teachings on teachings on the biblical teachings teaching on
responsibilities over responsibilities over responsibilities over on responsibilities over responsibilities over
animals, fish and birds animals, fish and birds animals, fish and birds animals, fish and birds animals, fish and birds
using relevant with guidance
examples

Ability to explain ways Explains ways in Explains ways in Partly explains ways Explains ways in
in which human beings which human beings which human beings human beings use and which human beings
use and misuse natural use and misuse natural use and misuse natural misuse natural use and misuse natural
resources resources with relevant resources resources resources with prompts
examples
Ability to explore the Explores the effects of Explores the effects of Partly explores the Explores the effects of
effects of misuse of misuse of natural misuse of natural effects of misuse of misuse of natural
natural resources resources and gives resources natural resources resources with
relevant examples guidance
Ability to discuss Discusses Biblical Discusses Biblical Discusses Biblical Discusses Biblical
biblical teaching on the teaching on the use and teaching on the use and teachings on use and teaching on use and
use and misuse of misuse of God’s misuse of God’s misuse of God’s misuse of God’s
God’s creation creation using creation creation when creation with guidance
illustrations prompted
STRAND 3.0: THE BIBLE


3.0 3.1 By the end of the sub strand, The learner is guided to: Why is the
The Bible Functions the learner should be able to; ● share experiences of how they use the Bible important
of the Bible a) outline the importance Bible in the life of a
of the Bible in the ● debate and write the main points on how Christian?
(6 lessons) society today, the Bible is used in the society today
b) describe how the Bible ● read in turns 2 Timothy 3:16-17, Hebrews
promotes holistic 4:12 and outline lessons learnt
growth, ● in groups prepare PowerPoint slides or
c) analyse how God’s charts on the importance of the Bible and
Word inspires different make a presentation in class
services among ● write summary points on how the Bible is
Christians, used in spreading the Word of God
d) appreciate the Bible as ● discuss in groups how the Bible promotes
the inspired Word of spiritual, moral, social, emotional and
God. intellectual growth of a person
● list different services offered by Christians
in the local communities
● make a presentation on how God’s word
inspires different service among Christians
today
● participate in different services in their
local community and write a journal
● compose a song about the Bible

● Creativity and imagination: learners compose a song about the Bible

● Critical thinking : learners prepare a presentation on how God’s word inspire different services among Christians
● Learning to learn: learners discuss how the Bible promotes spiritual, moral, social, emotional, and intellectual growth of a
person
● Digital Literacy: learners prepare a PowerPoint on the importance of the Bible in the society today
Values:
● Unity: learners work in groups and prepare PowerPoint slides or charts on the importance of the Bible
● Respect: learners read in turns various Bible texts
● Responsibility: learners engage in different services in their local community.
● Peace: learners put into practice the Word of God and live harmoniously with each other

● Effective communication: learners use the Bible to share the Word of God, discuss in groups, and serve in the community
● Decision making: learners read the Word of God and offer service to God and humanity in different ways.

● English: learners read and discuss the Bible texts provided
● Pre-technical Studies: learners use digital devices to prepare PowerPoint slides and make presentations
● Creative Arts and Sports: learners compose and sing a song about the Bible
Question(s)

3.0 The 3.2 Divisions By the end of the sub strand, The learner is guided to: Why is it important to
Bible of the Bible the learner should be able to: ● brainstorm in pairs the two major know the books of
a) identify the two divisions divisions of the Bible the Bible?
(6 lessons) of the Bible, ● in groups use flash cards to sort
b) classify the books of the and arrange books of the Bible
Old and New Testament sequentially
appropriately, ● use the internet or the Bible to
c) appreciate the Bible for read out Books in the Old and
reflective learning and New Testament
living. ● in pairs, outline the four major
categories of books in the Old
Testament
● in pairs, outline the four major
categories of books in the New
Testament
● in groups design a bookmark on
the books of the Bible and place
it in your Bible story Book/Bible

● Learning to learn: learners in pairs outline the four major categories of books in the Old Testament
● Communication and collaboration: learners brainstorm in pairs the two major divisions of the Bible
● Creativity and imagination: learners in groups design a bookmark on the books of the Bible
Values:
● Unity: learners work in groups to sort and arrange in order books of the Bible using the flash cards

● Responsibility: learners in pairs design a bookmark on the books of the Bible and place it in their books/Bible

● Effective communication: learners in pairs brainstorm on the books in the Old and New Testament
● Creative and critical thinking: learners in groups design a bookmark on the books of the Bible

● Mathematics: learners sort and arrange sequentially books of the Old and New Testament
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
3.0 The Bible 3.3 By the end of the sub The learner is guided to: Why is it important to
Bible strand, the learner should ● in groups, list translate the Bible into
Translations be able to: translations/versions of the different languages?
a) identify different Bible that they know
(6 lessons) Bible translations ● in groups discuss reasons that
used in Kenya today, led to the translation of the
b) discuss reasons for Bible to local languages
translation of the ● brainstorm on how people
Bible to local have benefited from the
languages, different Bible translations
c) examine the social ● use digital devices to search
and economic effects on the different
of translation of the translations/versions of the
Bible into local Bible
languages,

d) appreciate the work ● interview a resource person
of Bible translation in on the social and economic
Kenya. effects of translating the Bible
to local languages
● Debate on the topic: “is Bible
translation still necessary in
our society today?”

● Learning to learn: learners in groups discuss reasons that led to translating the Bible into local languages
● Critical thinking and problem solving: the learner’s debate on the theme: “Is Bible translation still necessary in our society
today?”
Values:
● Unity: learners work in groups and pairs to discuss, brainstorm and appreciate the importance of Bible translation
● Respect: learners take turns and listen as each of them air their views/ideas as they engage in different assignments

● Digital citizenship: the learners use digital devices to search for the different translations/versions of the Bible

● English: learners interview resource persons and debate on the theme: “Is Bible translation still necessary in our society
today?

1.0 The 3.4 By the end of the sub strand, The learner is guided to: Why was leadership in
Bible Leadership the learner should be able to: ● discuss in groups characteristics Israel important?
in Israel: a) describe how God of a good leader
Moses prepared Moses for ● brainstorm on qualities they
leadership consider when choosing their
(6 lessons) b) identify the roles played leaders in school or church
by Moses during the ● read Exodus 2:11-13, 3:1-2, 11-
Exodus 12, and 6:12, and list ways God
c) outline leadership prepared Moses for leadership
qualities he/she can ● read Exodus 14:13-16, 21, 15:22-
emulate from Moses 25, 18:5-10, 18:17-24;
d) apply leadership Deuteronomy 4:1-3, 5,6, and
qualities learnt from discuss roles performed by Moses
Moses in their daily life during the Exodus
e) desire to choose leaders ● conduct an online or library
of integrity for the good search on leadership qualities
of the society portrayed by Moses and make a
summary on a chart
● write a journal on how to be a
good leader in the school, church,
and the community
● debate on the advantages of
choosing good leaders in the
society today

● Self-efficacy: the learners apply leadership qualities portrayed by Moses in their interaction with others
● Citizenship: the learners explore how Moses effectively carried out his responsibilities and apply it in their lives
● Imagination and creativity: the learners write a journal on how to be a good leader in the school, church, and the community
Values:
● Responsibility: learners debate on the advantages of choosing good leaders in the society today
● Social justice: the learners choose leaders of integrity at school and in the Church

● Human rights: the learners learn how Moses stood for the rights of the Israelites
● Good governance: the learners learn how Moses with God’s power and guidance led the Israelites from Egypt
● Decision making: the learners discuss in groups, the qualities to consider when choosing leaders in school
● Effective communication: the learners discuss in groups characteristics of a good leader

● Social Studies: learners research and make notes on leadership qualities portrayed by Moses
Assessment Rubric

Expectation
Ability to explain the Explains using Explains the Partly explains the With prompts
importance of the examples, the importance of the importance of the explains importance of
Bible in the society importance of the Bible in the society Bible in the society the Bible in the society
today today today today

Bible in the society
today
Ability to explain how Explains with relevant Explains how God’s Explains how God’s Explains how God’s
God’s word inspires examples, how God’s word inspires different word inspires different word inspires different
different services word inspires different services among services among services among
among Christians services among Christians Christians with Christians with
Christians prompts guidance
Ability to classify the Classifies the books of Classifies the books of Classifies some of the Needs assistance to
books of the Old and the Old and New the Old and New books of the Old and classify books of the
New Testament Testament according to Testament according to New Testament Old and New
according to their their groups their groups according to their Testament according to
groups sequentially groups their groups
Ability to identify Identifies different Identifies different Identifies some Bible Needs assistance to
different Bible Bible translations used Bible translations used translations used in identify Bible
translations used in in Kenya today with in Kenya today Kenya today translation used in
Kenya today illustrations Kenya today
Ability to discuss Discusses reasons for Discusses reasons for Discusses reasons for Discusses reasons for
reasons for translation translation of the Bible translation of the Bible Bible translation to translation of the Bible
of the Bible to local to local languages in to local languages local languages but to local languages with
language details omits some prompts
information

Ability to describe how Describes how God Describes how God Makes effort to Describes how God
God prepared Moses prepared Moses for prepared Moses for describes how God prepared Moses for
for leadership leadership and gives leadership prepared Moses for leadership with
relevant examples leadership guidance
Ability to identify the Identifies roles played Identifies the roles Identifies roles played Identifies roles played
roles played by Moses by Moses during the played by Moses by Moses during the by Moses during the
during the Exodus Exodus with during the Exodus Exodus when Exodus with guidance
illustrations prompted
Ability to discuss Discusses leadership Discusses leadership Briefly discusses Discuss leadership
leadership qualities qualities he/she can qualities he/she can leadership qualities qualities he/she can
he/she can emulate emulate from Moses emulate from Moses he/she can emulate emulate from Moses
from Moses using relevant from Moses with guidance
examples
STRAND 4.0: THE EARLY LIFE OF JESUS CHRIST

Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
4.0 The Early 4.1 Prophecies By the end of the sub The learner is guided to: How were the Old
life of Jesus about the strand, the learner should ● in groups brainstorm on the Testament prophecies
Christ Messiah be able to: meaning of the term fulfilled?

(6 lessons) a) outline the Old prophecy and share findings
Testament prophecies with the class
7 about the Messiah, ● buzz on the meaning of the
b) describe the fulfilment word, ‘Messiah’ and write
of the Old Testament the meaning on flash cards
prophecies about the ● in turns read Isaiah 7:13-14,
Messiah, 9:6-7 and Jeremiah 23:5-6,
c) appreciate the and list prophecies about
fulfillment of the Old the coming of the Messiah
Testament prophecies. ● write the Bible texts on the
coming of the Messiah on
flash cards and place them
in your note books for
reference/revision
● watch a video clip on
prophecies about the
Messiah
● conduct an online/library
search on the prophecies
about the Messiah and
present the points in class
● in turns read Matthew 1:18-
23, Luke 1: 26-3 and
summarise how Jesus Christ
fulfilled the Old Testament
prophecies

6 lessons d) describe the ● in turns read Luke 1:5-25 How is John the
annunciation and birth and summarize the main Baptist a precursor to
of John the Baptist, points on charts the Messiah?
e) relate the birth of John ● read Luke 1:57-66 and make
the Baptist to the short notes on the birth of
coming of Jesus John the Baptist
Christ, ● role play the annunciation
f) utilize the values of and birth of John the Baptist
sharing and integrity and record it using a digital
to form harmonious device
relationships, ● read Luke 3:16 and John
g) desire to be God 1:29-30; and discuss what
fearing Christians as they learnt from the Bible
portrayed by John the texts
Baptist. ● compose a poem on how the
birth of John the Baptist
relates to the coming of
Jesus Christ
● in pairs read Luke 3:7-15
and discuss the message of
John the Baptist
● dramatize how they apply
values acquired from the
message of John the Baptist
in their lives

● brainstorm on the values
they need to avoid evils
condemned by John the
Baptist

● Digital literacy: learners carry out internet search on the prophecies about the coming of the Messiah
● Imagination and creativity: learners compose a poem on how the birth of John the Baptist relates to the coming of Jesus
Christ
● Critical thinking: learners discuss the relevance of the message of John the Baptist to Christians today
● Citizenship: learners brainstorm on the values which Christians need to avoid social evils in the society
● Communication and collaboration: learners role-play the annunciation and birth of John the Baptist and record using a digital
device.
Values:
● Love: learners practice the teachings of John the Baptist through sharing with the needy
● Unity: learners work in groups and pairs and take turns to air their views
● Social justice: the learners brainstorm on how they can apply the message of John the Baptist in their lives.

● Social cohesion: learners brainstorm on how to avoid evils condemned by John the Baptist
● Decision making: learners apply the message of John the Baptist in their lives by practising empathy and social justice
● Human rights: the learners brainstorm on the values they need to avoid evils such as accusing others falsely

● English : learners read Bible texts and brainstorm on the meaning of prophecy

● Social Studies: the learners read in turns and discuss the message about social justice and responsibility
4.0 The 4.2 The Birth By the end of the sub The learner is guided to: Why do Christians
Early life and Childhood strand, the learner should ● in turns read Luke 1:26-38 and celebrate the birth
of Jesus of Jesus Christ be able to: Luke 2:1-20 of Jesus Christ?
Christ a) outline the events that ● in pairs list the events that took
(6 lessons) took place during the place during the annunciation of the
annunciation and the birth of Jesus Christ
birth of Jesus Christ, ● make a presentation on the
b) describe the dedication annunciation of the Birth of Jesus
of baby Jesus, Christ using Power Point slides or
c) analyse the story of charts
Jesus Christ in the ● watch a video clip on the birth of
Temple, Jesus Christ and write the key
d) identify values learnt points on a chart
from the birth and ● share experiences of how children
childhood of Jesus are dedicated in various churches
Christ , today
e) appreciate the ● read Luke 2:22-38 in turns and
dedication of Jesus make short notes

Christ and relate it to ● in groups discuss the importance of
similar practices in the the dedication of baby Jesus
church today. ● read Luke 2:41-52 and outline the
story of Jesus Christ in the Temple
● draw a picture map on the story of
Jesus Christ with the elders in the
Temple
● In pairs write on flash cards values
which Christians learn from the
birth and childhood of Jesus Christ

● Learning to learn: learners discuss the mission of Jesus based on his interaction with the elders in the Temple
● Communication and collaboration: learners in groups discuss the importance of the dedication of baby Jesus in the Temple
Values:
● Love: is exhibited as learners respect each other’s opinions and take turns to air their views during group discussions
● Peace: learners acquire values like peace, sharing and kindness from the early life of Jesus Christ hence they co-exist
peacefully

● Child rights and protection: the parents of Jesus' were concerned with the welfare of Jesus when he got lost in the Temple
● Effective Communication: learners share experiences of how children are dedicated in their various churches

● Social Studies: Jesus’s parents were concerned about His welfare

● English: learners make presentations in class on the annunciation and the birth of Jesus Christ

Assessment Rubric
Indicator Exceeds Meets Expectation Approaches Below Expectation

Expectation Expectation
Ability to outline the Outlines the Outlines the Outlines some of the Outlines prophecies about the
prophecies about the prophecies about the prophecies about the prophecies about the Messiah with prompts
coming of Jesus Messiah and quotes Messiah Messiah
Christ relevant Bible texts
Ability to explain Explains how the Explains how the Partly explains how Explains how the Old
how Old Testament Old Testament Old Testament the Old Testament Testament prophecies were
prophecies about the prophecies about the prophecies about the prophecies about the fulfilled with guidance
Messiah were Messiah were Messiah were Messiah were
fulfilled through fulfilled and gives fulfilled fulfilled
Jesus Christ relevant examples
Ability to analyse Analyses the events Analyses the events Analyses some of Analyses the events that took
the events that took that took place that took place the events that took place during the annunciation
place during the during the during the place during the and birth of Jesus Christ with
annunciation and the annunciation and annunciation and annunciation and guidance
birth of Jesus Christ birth of Jesus Christ birth of Jesus Christ birth of Jesus Christ
sequentially

Ability to describe Describes the Describes the Partly describes the Describes the annunciation and
the annunciation and annunciation and annunciation and annunciation and birth of John the Baptist with
birth of John the birth of John the birth of John the birth of John the consistent guidance
Baptist Baptist and gives Baptist Baptist
relevant Bible texts
Ability to relate the Relates the birth of Relates the birth of Relates some aspects Relates the birth of John the
birth of John the John the Baptist to John the Baptist to of the birth of John Baptist to the coming of the
Baptist to the the coming of the the coming of the the Baptist to the Messiah with guidance
coming of Jesus Messiah and cites Messiah coming of the
Christ relevant examples Messiah
Ability to describe Describes the Describes the Makes effort to Describes the events that took
the dedication of dedication of Jesus dedication of Jesus describe the place during the birth of Jesus
Jesus Christ in the Christ in the Temple Christ in the Temple dedication of Jesus when prompted
Temple and cites relevant Christ in the Temple
biblical texts
Ability to identify Outlines values Outlines values Outlines values Outlines values learnt from the
the values Christians learnt from the birth learnt from the birth learnt from the birth birth and childhood of Jesus
learn from the birth and childhood of and childhood of and childhood of Christ with guidance
and childhood of Jesus Christ and Jesus Christ Jesus Christ when
Jesus Christ gives relevant prompted
examples

STRAND 5.0: THE CHURCH
Question(s)
5.0 The 5.1 Selected By the end of the sub strand, the The learner is guided to: Why is prayer and
Church Forms of learner should be able to: ● share experiences of how worship is fasting important
Worship a) explain teachings on done in his/her church in the life of a
selected forms of worship, ● in pairs, discuss the meaning of Christian?
(6 lessons) b) discuss the importance of “worship”
prayer and fasting, ● in turns, read Exodus 15:20-21, Psalm
c) describe how they practice 30:11-12; 96:1-2, 150:1-5, Ephesians
the teachings of Jesus Christ 5:19; and outline the teachings on
on prayer and fasting, praise and thanksgiving
d) practise different forms of ● brainstorm, in groups, why prayer and
worship in his/her day-to- fasting is an important form of
day life, worship
e) desire to use different forms ● use a digital device or a poster to
of worship to build a strong summarise points on the importance of
relationship with God. prayer and fasting
● in groups read Luke 4:1-2, Act 13:1-
3, Matthew 6:9-13, 1 Thessalonians
5:16-18; write lessons learnt and make
a presentation using a digital device or
a chart
● in pairs read Matthew 6:16 and discuss
how one should behave when fasting

● write a journal on how they practice
different forms of worship and share
with a friend
● debate on the topic, “ we were created
to worship God.’’
● in groups read and compose a song
based on Psalms 150:1-5
● sing a song on the Lord's prayer
Core competencies to be developed:

● Creativity and imagination: learners compose a song using Psalm 150:1-5
● Learning to learn: learners discuss the importance of prayer and fasting
● Self-efficacy: learners write a journal on how they practice different forms of worship
● Critical thinking: learner’s debate on the topic, “We were created to worship God.’’
● Respect: learners take turns as they share experiences on how worship is done in their church
● Unity: learners work in groups as they read and compose a song based on the Bible texts provided

● Self- awareness: learners write a journal on how they practice different forms of worship
● Effective communication: learners brainstorm, in groups, why prayer and fasting is an important form of worship

● Creative Arts and Sports: learners sing a song on the Lord's prayer
● Pre-technical Studies: learners make a presentation using a digital device
● Creative Arts and Sports: learners use a chart to make a presentation in class

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
5.0 5.2 By the end of the sub-strand The learner is guided to: Why does the
The Role of the the learner should be able to: ● in groups brainstorm on health care church support
Church Church in a) discuss the contribution of facilities established by churches in education and
Education and the Church towards his/her community health?
Health education and health, ● use google maps/County maps to
b) identify barriers to identify health care facilities
(4 lessons) effective Church mission established by the church in Kenya
work in Kenya today, today
c) appreciate the contribution ● carry out an online search on the role
of the Church in education of the church in education and health
and health. and present findings in class
● in groups discuss and summarise on
charts, barriers to effective church
mission work in health and education
● interview resource persons on the
contribution of the Church in education
and health in Kenya today

● Digital literacy: learners carry out an online search on the role of the church in education and health and use google map to
identify, schools and health care facilities established by the church in Kenya today

● Citizenship: learners identify and summarise on a chart barriers to effective church mission work in Kenya today.
Values:
● Unity: learners in groups brainstorm on health care facilities established by churches in his/her community
● Love: learners appreciate the role played by the church in establishing schools and health facilities

● Health issues in education: the learners use google maps/County maps to identify health care facilities established by the
church in Kenya today
● Human rights: they learn about human rights issues which involves the contribution of the Church in education and health

● English : learners’ interview resource persons on the contribution of the Church in education and health in Kenya
● Social Studies: learners use google map to identify, the schools and health care facilities established by the church in Kenya
Assessment Rubric

Expectation
Ability to explain the Explains Biblical Explains Biblical Partially explains Explains Biblical
Biblical teachings on teachings on selected teachings on selected Biblical teachings on teachings on selected
selected forms of forms of worship and forms of worship selected forms of forms of worship with
worship gives relevant examples worship prompts

Ability to describe Describes how they Describes how they Makes effort to Describes ways they
how they practice practices the teachings practice the teachings describe how they practices the teachings
the teachings of Jesus of Jesus Christ on prayer of Jesus Christ on practice the teachings of Jesus Christ on
Christ on prayer and and fasting and prayer and fasting of Jesus Christ on prayer and fasting when
fasting encourages peers to do prayer and fasting prompted
so
Ability to discuss the Discusses the Discusses the Discusses the Discusses the
contribution of the contribution of the contribution of the contribution of the contribution of the
church towards church towards church towards church towards church towards
education and health education and health in education and health in education and health education and health in
in Kenya Kenya in details Kenya in Kenya but leaves Kenya with consistent
out some details guidance
Ability to identify Identifies barriers to Identifies barriers to Identifies barriers to Identifies barriers to
barriers to effective effective effective Church effective Church effective Church
Church mission Church mission work mission work in Kenya mission work in mission work in Kenya
work in Kenya today Kenya today with today Kenya today when today with guidance
relevant examples prompted

STRAND 6.0: CHRISTIAN LIVING TODAY
Strand Sub strand Specific Learning Learning Experiences Key Inquiry
6.0 Christian 6.1 Human By the end of the-sub The learner is guided to: How do you utilize
Living Sexuality strand, the learner should ● brainstorm on the meaning of Christian values to
Today be able to: human sexuality maintain sexual
(5 lessons) a) explain the meaning of ● in pairs discuss healthy and purity?
human sexuality for unhealthy relationships
holistic development, ● in pairs read I Corinthians 6:9 and
b) discuss healthy and 18; discuss the meaning of the Bible
unhealthy texts
relationships for ● read Philippians 4:8-9 and Galatians
responsible living, 5:23 reflect on it and keep a journal
c) discuss the on values and life skills they apply
circumstances that as they relate with others
lead to unhealthy ● write 1 Thessalonians 4:3 on a flash
relationships, card recite it and display it in class
d) outline the ● in groups discuss circumstances that
consequences of can lead to sexual temptations
engaging in sex ● brainstorm on how to avoid
before marriage, temptations/tempting places
e) apply Christian values ● role play on how to overcome a
as they relate with tempting situation
others. ● list/mention the negative effects of
engaging in sex before marriage

● listen to and engage a resource
person on values guiding good
morals and write key points
● reflect on their relationships and
journal their resolve to remain
chaste until marriage as they depend
on God’s strength/prayer
● carry out a debate in class on, ‘it is
possible for a young person to
remain chaste until marriage’.
● compose and sing a song titled,
‘Lord help me overcome
temptations’
Core Competencies:
● Learning to learn: learners brainstorm on how to avoid temptations/tempting places
● Self-efficacy: learners journal their resolve to remain chaste until marriage as they depend on God’s strength/prayer
● Communication and collaboration: learners debate on, ‘it is possible for a young person to remain chaste until marriage’
Values:
● Respect for one another: learners brainstorm on the meaning of, ‘healthy and unhealthy male –female relationships’
● Responsibility: learners make decisions to avoid temptations/tempting places as they depend on God
● Integrity: learners journal their resolve to remain chaste until marriage as they depend on God’s strength/prayer
● Peace: learners resolve to have healthy relationships

 Effective communication: learners in groups discuss circumstances that can lead to sexual temptations
 Self-awareness and assertiveness: learners reflect and keep a journal on values and life skills they apply as they relate
with others
 Peer pressure resistance: learners brainstorm on how to avoid temptations/tempting place

● English : learners read scriptures, debate and express themselves in different contexts
● Creative Arts and Sports: learners compose and sing a song titled, ‘Lord help me overcome temptations’
● Integrated Science: learners list or mention the negative effects of engaging in sex before marriage

6.0 Christian 6.2 Christian By the end of the-sub The learner is guided to: How does a good
Living Marriage and strand, the learner should ● in pairs brainstorm on different marriage
Today Family be able to: types of families contribute to
a) discuss the biblical ● read Genesis 2:23-24: Ephesians stability in the
(5 lessons) teachings on 5:22-33 in turns and summarize the society?
marriage and family, main biblical teachings about
b) explain ways the marriage
church promote ● in turns read Exodus 20:12, Psalm
values among young 127:3-5, Ephesians 6:4 and note the
key points

people before ● in groups, list values needed by
marriage, young people before they enter into
c) identify values and marriage
life skills needed to ● interact with a religious leader or
maintain stability in resource person and interview them
families, on how the church promotes
d) appreciate the family values among young people before
as a sacred marriage
institution ordained ● carry out an online or library search
by God. on the skills that young people need
to contribute towards stable families
● write key messages on charts or
flash cards on the skills that young
people need to contribute towards
stable families
● role play a stable Christian family
● compose and recite poems on ‘God
is the centre of stable families’
Core Competencies:
● Critical thinking and problem solving: learners write key messages on the skills required to sustain and support stable
families in the society today
● Citizenship: learners discuss the biblical teachings on values and life skills required to contribute to stable families
● Learning to learn: learners interact with a religious leader or resource person to find out strategies used by Christians to
promote values among young people before marriage
● Digital literacy: learners carry out an online search on the skills required to sustain and support stable families in the society

● Creativity and imagination: the learners compose and recite poems on ‘God is the centre of stable families.
Values:
● Unity: learners respect each other’s ideas and take turns during group discussions
● Love: learners list values and life skills needed to contribute to stable families
● Responsibility: learners write key messages on charts or flash cards on the skills that young people need to contribute
towards stable families

● Decision making: learners evaluate and make decisions on the skills required to sustain and support stable families
● Social cohesion: learners in groups, prepare a presentation on strategies used by the church to promote values among
young people before marriage.

● Social Studies: learners appreciate marriage and families as social institutions acceptable in the society
● English: learners compose and recite poems on ‘God is the centre of stable families’
Strand Sub-strand Specific Learning Outcomes Learning Experiences Key Inquiry

Question(s)
6.0 6.3 Alcohol, By the end of the sub- strand, the The learner is guided to: 1. Why do
Christia Drugs and learner should be able to: ● in pairs brainstorm the meaning young
n Living Substance a) identify drugs commonly of alcohol, drug and substance people
Abuse abused by youths in Kenya abuse and share with the class abuse
today, ● list drugs commonly abused by drugs and
(5 lessons) youths in Kenya today

b) discuss reasons why ● in groups discuss the causes of alcohol
young people abuse drugs alcohol, drugs and substance abuse today?
today, today
c) explore effects of alcohol, ● share experiences of persons you
substance and drug abuse know who abused drugs and the
on an individual and the effects it had on them
family, ● conduct an internet/library
d) analyse the biblical search on effects of abusing
teachings on alcohol, drug drugs and alcohol and make a
and substance abuse for presentation in class
responsible living, ● in turns read Ephesians 5:18,
e) recommend values and Proverbs 20:1, 1Corinthians 3:17
life-skills needed to stay and 1 Corinthians 6:9-10
free from alcohol, drug and ● in pairs share lessons learnt from
substance abuse, the Bible texts and make notes
f) utilize values and life- ● debate on skills and values needed
skills acquired to live an to avoid alcohol, drug and
alcohol, drug and substance abuse
substance free life. ● listen to a resource person sharing
success stories on overcoming
alcohol, drug and substance abuse
as a youth
● reflect and write a journal on
ways to avoid alcohol, drugs and
substance abuse as a Christian
youth

 Digital literacy: learners conduct an internet search on effects of using alcohol, drugs and other substances and
make a presentation in class
 Learning to learn: learners discuss the causes of alcohol, drugs and substance abuse today
 Citizenship: learners desire to live a life free of alcohol, drug and substance abuse
 Communication and collaboration: in groups learners discuss the causes of alcohol, drugs and substance abuse
today
Values:
● Responsibility: learners make the right decisions and avoid alcohol drug and substance abuse
● Respect: learners respect themselves by avoiding alcohol, drugs and substance abuse
● Patriotism: learners make a decision to live responsibly by not engaging in alcohol, drug and substance abuse
Pertinent Contemporary Issues (PCIs)

● Critical and creative thinking: learners critically assess and avoid situations which can lead to alcohol, drug and substance
abuse
● Assertiveness: the learners say no! to alcohol, drugs and substance abuse
● Decision making: learners make right decisions not to involve themselves in the use and abuse of alcohol and drugs
● Guidance and counselling: learners are guided on skills and values needed to avoid alcohol, drugs and substance abuse

● Integrated Science: learners learn the negative effects of alcohol, drug and substance abuse
● Pre-technical Studies: learners conduct an online/library search on the causes and effects of alcohol, drugs and substance
abuse
● Social Studies: learners brainstorm on causes of alcohol, drug and substance abuse and the values/life- skills needed for
responsible living

6.0 6.4 Gambling By the end of the sub The learner is guided to: Why do young
Christian strand, the learner should ● in groups share what they know about people engage in
Living (5 lessons) be able to: gambling gambling?
Today a) identify different types ● in pairs, brainstorm on the meaning
of gambling, and types of gambling
b) explain the biblical ● in turns reads 1Timothy 6:9-10;
teachings on gambling, Proverbs 13:11 and 28:20-22 and
c) discuss the causes of summarize the key points on charts
gambling in the society for presentation in class
today, ● in groups use digital devices /read
d) examine the effects of relevant textbooks to identify causes
gambling on of gambling and share in class
individuals and ● role play the effects of gambling on
families, individuals and families
e) explore measures taken ● listen to a resource person give a
by Christians and the talk/speech on the negative effects of
government to help gambling on individuals and families
young people ● in turns, read Proverbs 13:11; 1
overcome gambling, Timothy 6:10; Hebrew 13:5;

f) recommend values and Galatians 5:22-24 and outline biblical
life-skills needed to teachings on overcoming gambling
overcome gambling, ● discuss measures taken by Christians
g) apply the skills and and the government to help young
values learnt to live people overcome gambling
responsibly, ● conduct an online or library search on
h) desire to live a values and life-skills needed to avoid
gambling free life for gambling
the good of their well- ● brainstorm on, “skills and values we
being. need to avoid gambling”
● share with classmates on how one can
avoid negative peer influence to
gamble
● share success stories of individuals
who have overcome gambling

● Learning to learn: learners summarise the biblical teachings on charts and make a presentation in class
● Communication and collaboration: learners’ debate on measures taken by Christians and the government to help young
people overcome gambling
● Critical thinking and problem solving: learners role play role play the effects of gambling on individuals and families
Values:
● Responsibility: learners make the right decisions and avoid gambling
● Respect for self and others: learners avoid situations that can lead to gambling

Pertinent Contemporary Issues (PCIs)
● Self-Efficacy: learners recognize the causes and effects of gambling and hence say No! to gambling
● Decision making: the learners make right decisions of not getting engaged in gambling
● Learner support programmes: guidance and counselling; learners listen to a resource person give a talk on effects of
gambling
● Health issues: learners advocate for human wellness as they brainstorm on skills and values needed to avoid gambling

● Integrated Science: they learn the effects of gambling on an individual and their families
● Creative Arts and Sports: learners role play the effects of gambling on individuals and families
Question(s)
6.0 6.5 Social By the end of the sub strand, The learner is guided to: Why should you
Christian Media the learner should be able to: ● list different social media platforms be cautious when
Living ( 5 lessons) a) identify different social they interact with using social
Today media platforms used by ● brainstorm on the dangers of chatting media?
young people today, or meeting with online strangers
b) describe ways of using ● in pairs share precautions they need to
social media responsibly, exercise as they make interactions with
c) examine ways in which online strangers
social media is misused ● in groups discuss how social media is
today, misused today and make PowerPoint
slides for presentation in class

d) discuss ways they should ● in pairs brainstorm on cyberbullying
respond to cyberbullying, and how to respond to it
e) recommend values and life ● write sensitization messages on
–skills needed for charts/posters on values and life- skills
responsible use of social needed when using social media
media. platforms
f) apply Christian values as ● interview a resource person on
they use different social responsible use of social media
media platforms, ● role play responsible and irresponsible
g) desire to use social use of social media
media/internet appropriately
as God fearing Christians.
Core competencies to be developed:

● Learning to learn: learners interview a resource person on responsible use of social media
● Self-efficacy: learners write sensitization messages on charts or posters on values they need as they engage on social
media platforms
Values
● Integrity: learners write sensitization messages on charts or posters on values and skills needed to use social media
responsibly
● Responsibility: learners in pairs share precautions they need to exercise as they engage on social media platforms
● Respect: learners respect self as they make a decision to use social media responsibly

● Self-awareness and self-esteem: learners share experiences on values needed when using social media platforms
● Decision making: learners in groups discuss and make a decision not to visit sites that can corrupt their morals
● Assertiveness: learners in pairs brainstorm on how to respond to cyberbullying

● English : learners interview a resource person on responsible use of social media
● Pre-technical Studies: learners in groups discuss how social media is misused today and make a PowerPoint presentation
in class
● Creative Arts and Sports: learners role play responsible and irresponsible use of social media
Assessment Rubric

Expectation
Ability to explain the Explains the meaning of Explains the meaning of Makes effort to Explains the meaning
meaning of human human sexuality with human sexuality explains the meaning of human sexuality
sexuality for holistic relevant examples of human sexuality with guidance
development
Ability to discuss the Discusses the Discusses the Discusses the Discusses
circumstances that circumstances that lead to circumstances that lead to circumstances lead to circumstances that
lead to unhealthy unhealthy relationships unhealthy relationships unhealthy lead to unhealthy
relationships and gives relevant relationships when relationships with
examples prompted guidance

Ability to outline the Outlines consequences of Outlines the Outlines the Outlines the
consequences of engaging in sex before consequences of consequences of consequences of
engaging in sex with illustrations engaging in sex before engaging in sex engaging in sex before
before marriage marriage before marriage with marriage with
prompts guidance
Ability to discuss the Discusses the biblical Discusses the biblical Partially discusses Discusses the biblical
biblical teachings on teachings on marriage teachings on marriage the biblical teachings teachings on marriage
marriage and family and family and cites and family on marriage and and family with
relevant examples family guidance
Ability to identify the identifies skills that Identifies skills young Partly identifies Identifies skills that
skills that young young people need to people need to contribute skills that young young people need to
people need to contribute towards stable towards stable families people need to contribute towards
contribute towards families and provides contribute towards stable families with
stable families relevant examples stable families guidance
Ability to identify identifies and gives Identifies drugs Partly identifies Makes effort to
drugs commonly relevant examples of commonly abused by drugs abused by identify drugs
abused by youth in drugs commonly abused youths in Kenya today youth in Kenya today commonly abused by
Kenya today by youth in Kenya today youth in Kenya today
Ability to discuss Discusses reasons why Discusses reasons why Discusses reasons Discusses reasons why
reasons why young young people abuse young people abuse young people abuse young people abuse
people abuse drugs drugs today in details drugs today drugs today and leaves drugs today with
today out some details prompts

Ability to explore Explores effects of Explores effects of Partially explores the Explores the effects of
effects of alcohol, alcohol, substance and alcohol, substance and effects of alcohol, alcohol, substance and
substance and drug drug abuse on individuals drug abuse on individuals substance and drug drug abuse when
abuse on individuals and families illustratively and families abuse on individuals prompted
and families and families
Ability to discuss the Discusses the causes of Discusses the causes of Discusses causes of Discusses causes of
causes of gambling in gambling in society gambling in society today gambling in society gambling in society
society today today using relevant today when today with support
examples prompted
Ability to examine the Examines the effects of Examines the effects of Makes effort to Examines the effects
effects of gambling on gambling on individuals gambling on individuals examines the effects of gambling on
individuals and and families and cites and families of gambling on individuals and
families relevant examples individuals and families but requires
families assistance
Ability to identify Identifies different social Identifies different social Partly identifies Identifies social
different social media media platforms used by media platforms used by some social media media platforms used
platforms used by young people today young people today platforms used by by young people today
young people today illustratively young people today with prompts

Ability to examine Examines ways in which Examines ways in which Partially examines Examines ways in
ways in which social social media is misused the social media is ways in which the which the social
media is misused today and cites relevant misused today social media is media is misused
today examples misused today today when prompted
Ability to discuss Discusses ways he/she Discusses ways he/she Discusses ways Discusses ways he/she
ways he/she should should respond to should respond to he/she should should respond to
respond to cyberbullying with cyberbullying respond to cyberbullying with
cyberbullying relevant examples cyberbullying when guidance
prompted
Ability to apply Constantly applies Applies Christian values Makes effort to apply Applies Christian
Christian values and Christian values and life and life skills in their Christian values and values and life skills
life skills to live skills in their interaction interaction with others to life skills in their in their interaction
responsibly with others to live live responsibly interaction with with others but require
responsibly others to live consistent guidance
responsibly

GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community service
to enable learners reflect, experience and learn from the community. CSL is expected to benefit the learner, the school and local
community. Knowledge and skills on how to carry out a CSL project have been covered in Life Skills Education (LSE).
All learners in Grade 7 will be expected to participate in only one CSL class activity. The activity will give learners an opportunity
to practise the CSL project skills covered under LSE. This activity will be undertaken in groups for purposes of learning. Learners
will be expected to apply knowledge and skills on steps of the CSL project to carry out an activity of their choice as per the
guidelines provided in the template. The learning approach will take the form of a whole school approach, where the entire school
community will be engaged in the learning process. Teachers will guide learners to execute a simple school based integrated CSL
class activity. This activity can be done in 1-2 weeks outside the classroom time.
CSL Skills to be covered:

Research: Learners will develop research skills as they investigate PCIs to address the activity, ways and tools to use in
collecting the data, and the manner in which they will analyse information and present their findings.
Communication: Learners will develop effective communication skills as they engage with peers and school community
members. These will include listening actively, asking questions, presentation skills using varied modes etc.
Citizenship: Learners will be able to explore opportunities for engagement as members of the school community and provide
service for the common good.
Leadership: Learners develop leadership skills as they take up various roles within the CSL activity.
Financial Literacy Skills: Learners consider how they can undertake the project as well as sourcing and utilising resources
effectively and efficiently.
Entrepreneurship: Learners consider ways of generating income through innovation for the CSL class activity.
Suggested PCIs Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Questions

The learners will be By the end of the CSL The learner is guided to: 1. How does one
guided to consider class activity, the learner ● brainstorm on issues/pertinent and determine
the various PCIs should be able to: contemporary issues in their school that need community needs?
provided in the 1. identify a problem in attention 2. Why is it
various subjects in the school ● choose a PCI that needs immediate attention necessary to be
Grade 7 and choose community through and explain why part of a
one suitable to their research, ● discuss possible solutions to the identified community?
context and reality 2. plan to solve the issue 3. What can one do to
identified problem in ● propose the most appropriate solution to the demonstrate a
the community, problem sense of belonging
3. design solutions to ● discuss ways and tools they can use to collect
the identified information on a problem (questionnaires,
problem, interviews, observation)
4. implement solution to ● develop tools for collecting the
the identified information/data
problem, ● identify resources they need for the activity
5. share the findings ● collect the information/data using various
with relevant actors, means
6. reflect on own ● develop various reporting documents on their
learning and findings
relevance of the ● use the developed tools to report on their
project, findings
7. appreciate the need to ● implement project
belong to a ● collect feedback from peers and school
community community regarding the CSL activity

● share the report on activity through various
media to peers and school community
● discuss the strengths and weaknesses of
implemented project and lessons learnt
● reflect on how the project enhanced own
learning while at the same time facilitated
service on an issue in the school community
Assessment Rubric

Expectation
The ability to Learner defines and Learner defines and Learner defines and Learners requires
identify and analyse elaborately discusses a discusses a pertinent discusses a pertinent support to critically
a pertinent issue in pertinent issue to be issue to be addressed. issue to be addressed examine and select the
society to be addressed. with minimal support. appropriate issue.
addressed
The ability to plan Learner systematically Learner establishes Learner establishes Learners establishes
to solve the establishes resources resources needed, resources needed, resources needed,
identified problem needed, develops plans, develops plans, assigns develops plans, assigns developing plans,
assigns responsibilities, responsibilities, and responsibilities, and assigning
and generates data on the generates data on the generates data on the responsibilities and
CSL project. CSL project. CSL project. generating data on the
CSL project.

The ability to Learner constantly Learner applies the Learner apply the Learner require a lot of
design solutions to applies the knowledge knowledge and skills knowledge and skills probing to apply the
the identified and skills gained in gained in subjects to gained in subjects to knowledge and skills
problem and subjects to address the address the identified address the identified gained in subjects to
implement them identified issue. issue. issue with some address the identified
support. issue.
Ability to share Learner comprehensively Learner shares findings Learner shares some of Learner briefly shares
findings to relevant and confidently shares of the issue addressed the findings of the findings of the issue
actors findings of the issue in the activity. issue addressed in the addressed in the
addressed in the activity. activity. activity, lacks
necessary details.
The ability to Learner distinctly and Learner outlines the Learner outlines the Learner outline the
reflect on own clearly outlines the benefits of the CSL benefits of the CSL benefits of the CSL
learning and benefits of the CSL activity on the target activity on the target activity on the target
relevance of the activity on the target community and own community and own community and own
activity community and own learning. learning, a few unclear. learning with support.
learning.

APPENDIX 1: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Strand Sub Strand Suggested Suggested Learning Resources Non-Formal

Assessment Methods Learning activities
1.0 1.1 Importance of ● Oral /Aural ● Good News Bible Participate in

Introduction Learning CRE in Questions ● CRE Course Books societies such as CU
to CRE Junior secondary ● Portfolio ● Flash cards and YCS to
● Rubrics ● Charts understand the
● Checklists ● Digital Course Books- benefits of learning
● Anecdotal notes www.kec. ac.ke CRE
● Written
Assignments
2.0 Creation 2.1 Accounts of ● Observations ● Good News Bible Interview a resource
Creation ● Questionnaires ● CRE Course Books person for more
● Journals ● Digital Course Books- information on
● Anecdotal notes www.kec. Creation Accounts
● Project ● Realia

2.2 ● Oral/Aural ● Good News Bible Write sensitization
Responsibility Questions ● Digital Course Books- messages on
over Animals, Fish ● Written www.kec. posters/charts on
and Birds Assignments ● Course book for Grade 7 good stewardship
● Journals ● Pictures and photographs and post them on the
● Portfolio ● Flash cards school notice board
● Rating Scales ● Charts
2.3 Responsibility ● Observations ● Good News Bible Participate in

over Plants ● Oral /Aural ● Course books for Grade 7 Environmental
Questions ● Digital Course Books- Clubs Activities
● Project www.kec. ac.ke
● Written ● Pictures and photographs
Assignments
● Rating Scales
● Projects
2.4 Use and Misuse of ● Oral/Aural ● Manilla papers Write sensitization

God’s Creation Questions ● Pictures and photographs messages on
● Observation ● Audio-visual resources posters/charts on
Schedule ● Maps good use of God’s
● Questionnaires creation
● Making
Presentations
● Project

● Authentic Tasks
3.0 The Bible 3.1 ● Questions and ● CRE Course Books Participate in Bible
Functions Answers ● Good News Bible competitions/Sympo
of the Bible ● Observation ● Posters sium
Schedules ● Charts
● Bible Quizzes ● Digital Course Books-
● Rating Scales www.kec.
● Anecdotal Notes ● Flash cards
● Audio-visual resources
3.2 Divisions ● Questions and ● Good News Bible Conduct a

of the Bible Answers ● Manilla papers competition/sympos
● Rating Scales ● Charts ium on Books of the
● Observation ● Audio-Visual resources Bible
Schedules ● Pictures and photographs
● Project
3.3 Bible ● Oral/Aural ● Good News Bible Write sensitization

Translation Questions ● CRE Course Book messages on the
● Written ● Charts socio economic
Assignments ● Pictures effects of Bible
● Observation ● Resource Persons translations
Schedule ● Posters
● Check lists

● Rubrics
● Rating Scales
● Portfolio
3.4 Leadership in ● Written ● Good News Bible Make a presentation

the Bible: Assignments ● CRE Course Books on good leadership
Moses ● Oral/Aural ● Pictures and photographs to students vying for
Questions ● Bible Maps different leadership
● Rating Scales ● Audio-Visual resources posts in the school
● peer assessments ● Kenya Education Cloud
● Journals
4.0 The 4.1 Background to ● Observation ● Good News Bible Prepare a drama on
Early life of the Birth of Jesus Schedule ● Posters the background to
Jesus Christ Christ ● Oral/Aural ● Models the birth of Jesus
Questions ● Workbooks Christ and present it
● Rubrics ● Manilla papers during
● Anecdotal Notes ● Pictures and photographs clubs/societies
● Rating Scales ● CRE Course Books
● Portfolio ● Digital Course Books-
www.kec. ac.ke
● Flash cards
● Charts

4.2 The Birth and ● Observation ● Good News Bible Conduct a role play
Childhood of Schedule ● Posters on Jesus at the
Jesus Christ ● Written ● Manilla papers temple and make a
Assignments ● Pictures and photographs presentation during
● Oral/Aural ● Newspaper Cuttings clubs and societies
Questions ● CRE Course Books
● Rubrics ● Digital Course Books-
● Anecdotal Notes www.kec. ac.ke
● Rating Scales ● Hymn Books
● Pictures and photographs
● Charts
5.0 The 5.1 Selected Forms of ● Observation ● Good News Bible Participate/ sing
church in Worship Schedule ● Posters during an event at
Action ● Written ● Pictures and photographs the school
Assignments ● Newspaper Cuttings Lead prayers during
● Oral/Aural ● CRE Course Books school assembly or
Questions ● Digital Course Books- academic day
● Rubrics www.kec. ac.ke
● Hymn Books

● 4.1 The Early ● Pictures and photographs
Church4.1 The
Early Church4.1
The Early
ChurchAnecdota
l Notes
● Peer Assessments
5.2 Role of the ● Oral/Aural ● Good News Bible Participate in

Church in Questions ● Posters activities at the
education and ● Questionnaires ● Pictures and photographs community and
Health ● Self-assessment/ ● Newspaper Cuttings Church and write a
● Peer Assessments ● CRE Course Books report for
● Portfolio ● Hymn Books presentation to the
● Rubrics ● Pictures and photographs class
● Rating Scales
6.0 Christian 6.1 Human Sexuality ● Self-assessment ● Good News Bible Engage in debates
Living Today ● Peer assessments ● Posters on responsible and
● Questions and ● Pictures and photographs irresponsible sexual
Answers ● Newspaper Cuttings behaviour and
● Journals ● CRE Course Books values needed for
● Portfolio ● The Kenya Education Cloud- responsible living
● Anecdotal Notes KEC
● Authentic Tasks ● The internet

6.2 Christian ● Questions and ● Good News Bible Interview and
Marriage and Answers ● Posters engage a resource
Family ● Rating Scales ● Models person on how
(7 Lessons) ● Anecdotal notes ● Charts young people should
● Journals ● Manilla papers prepare for marriage
● Checklists ● Pictures and photographs and family
● Authentic Tasks ● Newspaper Cuttings
● CRE Course Books
● Digital Course Books-
www.kec. ac.ke
6.3 Alcohol and ● Observations ● Good News Bible Dramatise during

substance use ● Oral/Aural ● Manilla papers parents day on
Questions ● Resource persons effects of alcohol,
● Questionnaires ● Pictures and photographs substance use and
● Anecdotal notes ● Newspaper Cuttings abuse
● Journals ● CRE Course Books
● Checklists ● Digital Course Books-
● Authentic Tasks www.kec. ac.ke
6.4 ● Checklists ● Good News Bible Initiate peer

Gambling ● Journals ● Flash cards counselling in the
● Project ● Charts school and report on
● Anecdotal notes ● Posters progress achieved
● Authentic Tasks ● Digital Course Books-
www.kec. ac.ke

● Pictures and photographs
● Flash cards
● TV/radio lessons
6.5 Social Media ● Questionnaires ● Flash cards Use a digital device

● Observation ● Charts and make a
Schedule ● Posters PowerPoint
● Checklists ● Digital Course Books- presentation to the
● Journals www.kec. ac.ke class on values they
● Project ● Pictures and photographs need to avoid
● Anecdotal notes ● Flash cards negative social
● Authentic Tasks ● Charts media influence
● Digital Devices

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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

CHRISTIAN RELIGIOUS EDUCATION

Published and printed by Kenya Institute of Curriculum Development

FOREWORD Error! Bookmark not defined.

PREFACE Error! Bookmark not defined.

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v) Promote social equality and responsibility.

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Subject Number of Lessons Per Week

7. Religious Education (CRE, HRE, IRE) 4

8. Agriculture and Nutrition 4

9. Creative Arts and Sports 5

Pastoral Programme of Instruction 1

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Core Competencies to be developed:

Pertinent and Contemporary Issues (PCIs):

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Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation

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Core- Competencies to be developed:

Pertinent and Contemporary Issues (PCIs):

Link to other Subjects:

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Pertinent and Contemporary Issues (PCIs):

Links to other subjects:

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Core Competencies to be developed:

Pertinent and Contemporary Issues (PCIs):

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Links to other subjects:

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Core Competencies to be developed:

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STRAND 3.0: THE BIBLE

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Core Competencies to be developed:

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Pertinent and Contemporary Issues (PCIs):

Links to other subjects:

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Core Competencies to be developed:

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Pertinent and Contemporary Issues (PCIs):

Links to other subjects:

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Core Competencies to be developed:

Pertinent and Contemporary Issues (PCIs):

Links to other subjects:

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