Longhorn
Christian Religious
Education
Grade 7
Teacher’s Guide
Lucy Muiru
Josphat Karanja
Sylvia Terer
ii
Published by:
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© L. Muiru, J. Karanja, S. Terer, 2022.
First Published 2022
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior
written permission of the copyright owner.
ISBN 978 9966 64 384 1
iii
Introduction ......................................................................................................... iv
Introduction to Christian Religious Education .................................................. 1
Importance of studying Christian Religious Education.............................................. 2
Creation................................................................................................................ 8
Accounts of creation ........................................................................................................ 9
Responsibility over animals, sh and birds .................................................................. 17
Responsibility over plants .............................................................................................. 23
Use and misuse of natural resources of God’s creation ............................................... 31
e Bible .............................................................................................................. 37
Functions of the Bible...................................................................................................... 38
Divisions of the Bible....................................................................................................... 45
Bible translation................................................................................................................ 51
Leadership in the Bible: Moses....................................................................................... 58
e Life and Ministry of Jesus Christ .................................................................. 67
Background to the birth of Jesus Christ........................................................................ 68
e birth and childhood of Jesus Christ ....................................................................... 78
e Church ........................................................................................................... 90
Selected forms of worship ............................................................................................... 91
Role of the church in education and health.................................................................. 97
Christian Living Today ........................................................................................ 107
Human sexuality............................................................................................................... 108
Christian and marriage family........................................................................................ 115
Alcohol, drug and substance use.................................................................................... 123
Gambling as a form of addiction.................................................................................... 131
Social media ...................................................................................................................... 140
Table of Content
iv
v
Introduction
A. Introduction to Competency Based Curriculum
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right skills, knowledge, values and attitudes that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environment, resources and a
sustainable visionary curriculum that provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum design.
is Teacher’s Guide is learner centered. e Teacher’s Guide provides ways of identifying
and nurturing talents and interests of learners to prepare them for the world of work,
career progression and sustainability.
Based on a competency-based curriculum, the Teacher’s Guide provides methods
of assessment, ways of promoting national values and national cohesion and how to
integrate them into the curriculum.
e teacher should nurture the learner’s potential through the learning pathways that
are provided in this book. is is for the recognition of the learner’s potential, gis and
talents. At the end, no learner should be labelled a failure.
B. Essence statement
Christian Religious Education (CRE) in Junior Secondary builds on concepts covered at
primary level. e Christian Religious Education is shaped by a vision of enabling and
encouraging learners to grow all-round thus becoming informed, caring and productive
members of the society. is subject seeks to support the holistic aims of education
by promoting personal growth and facilitating spiritual development. It engages the
learners in the human search for meaning and oers them an opportunity to reect,
understand and interpret that experience in the light of our changing world. It also
provides learners with avenues to examine religious stories, and where appropriate,
their own religious story, beliefs, faith and to value their place within it now and in
the future. It exposes them to a broad range of religious traditions and encourages the
promotion of mutual understanding and tolerance.
CRE has a broad aim of building the learner’s capacity to uphold values and support the
contribution of Christianity towards transformation and enhancement of the quality
of human life and dignity. is subject is instrumental in determining and shaping a
positive attitude of the learners towards God and the world at large. More importantly,
CRE at this level acknowledges the place, the role of family and faith as a primary
vi
inuence on the young people’s lives as well as the essence of inter-faith partnership
and dialogue.
Christian Religious Education (CRE) is tailored to constructivists, multiple intelligences
and cognitive development learning theories which entail making links between a
learner’s own experiences and connecting dierent learning styles. As a result, engaging,
participatory, interactive, collaborative and co-operative problem-solving activities
have been embedded into this design.
e six strands and several sub-strands are well aligned with contemporary issues
to enable the learners acquire knowledge, skills, values and attitudes needed for
interpretation and eective application of Christian Religious Education ideas.
e facilitators are expected to adopt an eective, inclusive and supportive learning
environment that accommodates and recognises learner’s diverse needs, backgrounds,
experiences and challenges.
C. National Goals of Education
e national goals of education are:
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. ere 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.
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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.
iii) Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual tal-
ents 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 benets that this membership entails.
viii) Promote positive attitudes towards good health and environmental
protection.
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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D. Learning Outcomes for Upper Primary
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. Practice 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
co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
E. Subject General Learning Outcomes
By the end of Junior Secondary School, the learner should be able to:
1. Read and analyse Biblical teachings to acquire knowledge, skills, values and attitudes
that enable them make informed decisions and choices in their day to day lives.
2. Recognise God as the sole creator and sustainer of the universe by conserving the
environment as stewards.
3. Develop a sense of social justice, encompassing equity, fairness, exclusivity and ability
to distinguish between right and wrong based on the teachings of the prophets and
Jesus Christ.
4. Apply the teachings of Jesus Christ to build capacity for harmonious relationships.
5. Promote attitudes that build respect for one another and create positive
interdependence among learners diverse global society.
6. Effectively and efficiently use ICT learning resources to promote acquisition and
application of knowledge, skills, values and attitudes.
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F. Interrelationship between the National Goals of Education, the level
learning outcomes, the subject general learning outcomes and specific
outcomes
Knowledge of the interrelationship between National Goals of Education and
level outcomes is important for the teacher as they enable him or her to establish
the linkages between the outcomes at dierent levels and draw their relationship
with the National Goals of Education. is will help the teacher to:
1. Establish a consensus on the interrelationship between National Goals of Education
and outcomes at different levels.
2. Be creative and innovative in the teaching-learning approach.
3. Acquire awareness regarding his or her rights and responsibilities.
Example:
National Goals of Education
(Number 4)
Promote sound moral and religious values.
Level Learning Outcome
(Number 4)
Explore, manipulate, manage and conserve
the environment eectively for learning
and sustainable development.
Subject General Learning
Outcome
(Number 2)
Recognise God as the sole creator and
sustainer of the universe by conserving the
environment as stewards.
Specic Learning Outcome
(b) Strand 2(Creation; Sub
strand:Christian responsibility
over plants
Identify how Christians apply
the biblical teaching on the
care for plants and conserve the
environment.
G. Structure of the Teacher’s Guide
This Teacher’s Guide is organised into two main sections. Part 1 and Part 2. Part 1 is
the general introduction section detailing pedagogical issues. Part 2 captures the lesson
development for the strands just as outlined in the Learner’s Book. It gives in detail, the
expected learning outcomes, interesting teaching and learning resources, tips on handling
learners with special needs and flexible teaching guidelines to the teacher.
Organisation of the Strand
Each strand consists of the following details:
1. Sub strands
2. Number of lessons
x
3. Specific learning outcomes
4. Key inquiry questions
5. Suggested learning resources
6. Suggested learning experiences
7. Additional information
8. Suggested assessment methods
9. Links to values
10. Community Service Learning
11. Link to other learning areas
12. Attention to Learners with Special Needs in Education.
1. Sub strands
ese are specic titles being discussed under every strand. Examples include:
• Importance of Studying Christian Religious Education
• Accounts of Creation
• Functions of the Bible
• Background to the Birth of Jesus Christ
2. Number of lessons
e number of lessons for each sub strand is indicated.
3. Specic learning outcomes
is section captures the specic learning outcomes for each sub strand.
4. Key Inquiry Questions
Key Inquiry Questions (KIQ) is an approach where the teacher uses questions to
stimulate learner’s thinking to allow them to generate information using their own
words and understanding. Key Inquiry Questions play the following functions:
• Helps the learner to focus on the learning.
• Probe for deeper meaning and set the stage for further questioning.
• Foster the development of critical thinking skills and higher order
capabilities such as problem solving.
• Allow learners to explore ideas in a free, non-judgemental, meaningful
and purposeful way.
• Encourage collaboration amongst learners, teachers and the community
thus integrating technology to support the learning process.
When writing Key Inquiry Questions:
• Consider the focus of your learning outcome and the strand as given in
the curriculum design.
• Examine the concept in the curriculum design that must be addressed and
brainstorm on questions that would enable learners to think about the
concept without dictating the direction or outcome of their thinking.
• Utilise the six typical question words: Who? What? Where? When? Why?
How?
xi
5. Suggested learning resources
is section lists the learning resources needed for the sub strand. It also indicates
the alternative learning resources and materials for learners with special needs.
For example, digital devices, magazines and newspapers.
6. Suggested learning activities
Learning activities are expected to engage learners in an interactive learning
process as much as possible (learner-centred and participatory approach).
ey outline guidelines on how to facilitate the learner’s activities in a way that
promotes the development of core competences, values, skills and attitudes. It also
provides a way that the teacher can cater for the dierent Special Needs Education
(SNE) with a consideration to the nature and requirements of the lesson.
Suggestions on when to organise the learners into groups have been made. It
is encouraged to group the learners during all lessons. is is because it allows
all learners to participate and develop their communication skills. Examples of
learning activities are role plays, debates, watching videos, discussions, songs and
poems.
7. Additional information
is section provides an insight on how to come up with a methodology to cover
content in the sub strands using the resources from dierent learning experiences
in the Learner’s Book.
It gives some background information that is needed in order to competently
handle the sub strand.
8. Suggested assessment methods
is section gives ways through which the teacher will assess the level of
achievement of the learning outcomes.
Some of the suggested assessment methods are:
• Question and answer • Projects • Anecdotal notes
• Written questions • Prologue • Proling
• Oral tests • Portfolios • Journaling
• Debates • Assessment rubric
9. Link to values
Values are standards that guide an individual on how to respond or behave in
a given circumstance. e teaching of values will facilitate the achievement of
the Competency- Based Curriculum reforms’ vision of moulding, engaged,
empowered and ethical citizens. e core values emphasised in this Teacher’s
Guide are love, responsibility, respect, unity, peace, patriotism, social justice and
integrity.
10. Link to other learning areas
It is important for learners to gain an understanding of the interconnections
between dierent learning areas so that learning in each is reinforced across the
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curriculum. is Teacher’s Guide does exactly that. It prepares the teacher to
explain this information to the learners so that they are aware of these connections.
11. Community Service Learning
Community Service Learning (CSL) is an experiential learning strategy that
integrates classroom learning to learning from the community, to enable learners
reect, experience and learn from the community. It is a process where learners
link personal and social development with academic and cognitive development.
It involves active participation of learners in various community activities.
CSL activities have been suggested to help create opportunities for learners to apply
the knowledge, skills, attitudes and values acquired through the formal dimension
in their community while at the same time learning from the community. is
will develop in the learner not only employability skills but also promote personal
growth by strong and productive relationships with the community. Learners will
utilise the acquired knowledge, skills, values and attitudes to improve the welfare
of the community as they serve the community.
H. Teaching Methods
It is important to discuss some of the methods commonly used during instruction
of Christian Religious Education. ese are:
i) Demonstration
ii) Question and answer
iii) Role play
iv) Discussion
v) Discovery
vi) Field trips
vii) Project method
viii) Story telling
ix) Debates
These methods have their own merits and demerits when used at the right moment and for
the appropriate audience. An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of Christian Religious Education.
Demonstration
This method is used when the learners are expected to use learning resources, make
models or draw pictures. It is necessary for the teacher to demonstrate first what he or
she expects of them. When the teacher is demonstrating, he or she is to ensure that all
the learners can see what he or she is doing.
It may be necessary to call the learners around the demonstration table for all to see.
During demonstration, the teacher could ask some learners to help in handling and
setting up the learning resources. The teacher should then outline the procedure he or
xiii
she expects them to follow as they carry out their projects either individually or in groups.
Question and answer
is method nds its application in nearly all learning areas in a school. e question
and answer method:
• Increases learner’s participation.
• Reduces teacher’s talk time considerably.
• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his or her learners, among the
learners and with the learning resources.
When a teacher asks the learners a question and one of them gives a wrong response, the
teacher should not say no or rebuke the learner. If he or she does so, they will make the
learner withdraw from further learning and concentration, because his or her answer
was honest based on what he or she thought was right. Instead, the teacher should
follow the learner’s answer to detect any reason that led to his or her response. In this
process, the teacher will discover where the learner went wrong and help him or her.
Alternatively, the teacher’s question could have been ambiguous or vague. As a result,
the teacher will need to rephrase the question.
Role play
When teaching sub strands such as faith in God, the learners can role-play. One learner
can imitate the Roman ocer and another one imitate Jesus.
Discussion
In discussions, the teacher acts as a moderator during learners’ interaction. He or she
poses the question for discussion and acts as a resource person. Discussion educates
and trains the learners to apply knowledge, think critically, solve problems easily, obtain
relevant information easily and make pertinent decisions.
An eective discussion is characterised by the following:
a) A group atmosphere where all are actively involved.
b) Critical and reflective participation with a lot of cooperation.
c) Shared decision-making and making conclusions.
Discovery
rough manipulation of learning resources and a study of a number of patterns and
relationships, learners discover concepts in Christian Religious Education. Discovery
can arise through organised work and discussions.
xiv
I. The Teaching Process
Christian Religious Education is taught and learnt as a core learning area. At every grade,
it is structured in strands and sub strands. They are further broken down into lessons.
A lesson is aligned to a number of activities. Each lesson has learning outcomes whose
achievement is pursued using all teaching and learning resources in learning experiences
done by both the teacher and the learner.
Some learning outcomes focus on Higher Order inking Skills (HOTs) enhancing
skills, attitudes and values. ese skills include:
• Appreciating the link between a real fruit and the fruit of the Holy Spirit or a
real gi and those given by the Holy Spirit.
• Interpreting the Bible verses.
Planning to Teach
For one to teach, he or she needs the following Professional documents.
• Schemes of work
• Lesson plan
• Records of work
• Learner’s progress records
• Individualised Education Programme (IEP)
• Health records
1. Schemes of work
This document is drawn from the curriculum design. It is a plan of how learning shall be
organised within the allocated time. It allows the teacher to manage the time appropriately.
All aspects of the learning process are planned in advance.
Components of schemes of work
i) Week
ii) Lesson
iii) Strand
iv) Sub strand
v) Specific learning outcomes
vi) Key Inquiry Question(s) (KIQ)
vii) Learning experiences
viii) Learning resources
ix) Assessment
x) Reflection
xv
School ………………...……................................… Grade ……...........…….. Term ……......……Year ………………..
Learning Area …………….............………. Area …………………….
Week Lesson Strand Sub strand Specic
learning outcomes
Key inquiry
questions
Learning
experiences
Le arning
resources
Assessment Reection
1 1 Introduction
to Christian
Religious
Education
Importance of
studying Christian
Religious
Education
By the end of the sub
strand, the learner should
be able to:
a) Explain the
meaning of
Christian Religious
Education for
meaningful
application.
b) Analyse the
importance of
learning Christian
Religious Education
for holistic
development.
c) Appreciate
Christian Religious
Education for
sound moral and
religious values.
Why is
Christian
Religious
Education
important?
How do you
benet by learning
Christian Religious
Education?
Learner’s to
explain the
meaning of
Christian
Religious
Education in
pairs.
Learners to
analyse the
importance
of learning
Christian
Religious
Education for
holistic
development.
1. Pictures
2. Charts
3. Posters
4. Flashcards
Oral
questions
Written
tests
Listen to
the learners
discuss in
turns.
xvi
2. Lesson plan
A lesson plan is a breakdown of the scheme of work into teachable units for the lesson.
It is an outline of how the teacher intends to carry out a specic lesson.
A well-done lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content to be
covered and the way it should be taught hence avoiding vagueness and irrelevance.
• Plan, prepare and assemble teaching and learning resources.
• Present concepts and skills in a systematic manner using appropriate strategies to
achieve the stated lesson outcomes.
• Adequately plan for the time allocated for the lesson.
• Select and design appropriate assessment methods to evaluate the teaching and
learning process.
• Make connections between learning areas.
Components of a lesson plan
1. Administrative details (School, Grade, Learning Area, Date, Time, number of
learners)
2. Strand
3. Sub strand
4. Specific learning outcomes
5. KIQ
6. Core competence
7. Values
8. Pertinent and Contemporary Issues (PCIs)
9. Teacher’s preparation
10. Introduction
11. Lesson development
12. Conclusion and summary
13. Reflection on the lesson
Sample Lesson Plan
School Learning
area
Grade Date Time No. of
learners
Uzalendo CRE 7 4/03/2023 12:20 - 1:00 40
Strand: Introduction to Christian Religious Education
xvii
Sub strand: Importance of Studying Christian Religious Education
Numbers of lessons: 3
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
i) explain the meaning of Christian Religious Education for meaningful application.
ii) analyse the importance of learning Christian Religious Education for holistic
development.
iii) appreciate Christian Religious Education for sound moral and religious values.
Key Inquiry Questions
1. Why is Christian Religious Education important?
2. How do you benefit by learning Christian Religious Education?
Suggested learning resources
• Pictures
• Charts
• Digital devices
Suggested assessment methods
• Question and answer
• Written questions
• Portfolios
• Assessment rubric
Core competencies
• Learning to learn is enhanced when learners brainstorm and share the meaning of
Christian Religious Education.
• Self-efficacy is promoted when the learners debate on how Christian Religious
Education helps the learners to relate with one another.
• Digital literacy is enhanced when the learners assess learning materials on the
importance of Christian Religious Education and share content through the digital
platform.
Links to PCI’s
• Effective communication is enhanced when the learners carry out online search on
the importance of learning Christian Religious Education and being able to share
their findings in class.
• Creativity and imagination is demonstrated when learners compose poems and
design posters and flashcards.
• Collaboration and communication when learners discuss, debate and design posters
xviii
in groups.
Links to values
• Respect for one another is shown when the learners use charts or posters to write
messages and themes that promote sound moral and religious values.
• Responsibility is exhibited when learners carry out an online search on the
importance of learning Christian Religious Education to the class and present their
findings using Power Point.
Links to other subjects
• Discussing and debating are linked to English Language.
• Using digital devices to search for information on the meaning of Christian Religious
Education is linked to Computer Science.
Teacher’s preparation
Begin the lesson with a key inquiry question. For example, How do you benefit by learning
Christian Religious Education?
Lesson development/ Learning experience
• Listen to the learners as they read the conversation in the Learner’s Book.
• Guide the learners to identify the meaning of Christian Religious Education from
the conversation. This enhances learning to learn.
• Supervise the learners to discuss other meanings of Christian Religious Education.
This promotes critical thinking and problem solving. It also fosters collaboration
and communication.
• Allow them to present their ndings in class.
Conclusion and summary
Conclude the lesson by guiding learners to design flashcards with the meaning of Christian
Religious Education.
Reection on the lesson
Let the learners explain how they can explain the meaning of Christian Religious
Education.
xix
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
•
Give both the time takers
and fast learners equal
chances to participate in
class activities.
Ensure that they accommodate
one another and work together
despite their dierences.
•
Encourage the time takers to
participate in class activities such
as discussions, role play, reading
Bible verses, singing or reciting
poems.
•
Give fast learners extra activities
to avoid boredom and idling.
•
Ensure that the learners are
positioned evenly in the
class.
•
Ensure the short-sighted learners sit
at the front of the class and the long-
sighted ones sit at the back.
•
For visually impaired learners, avail
braille and tactile pictures.
•
For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplied
sound or signed videos.
•
Give support to physically challenged
learners by giving them tasks they
can handle. Ensure the other learners
support them too. For example,
helping in pushing a wheelchair for a
disabled learner.
3. Records of Work
A Record of Work is a document kept by the teacher showing the work that has been
done at the end of every lesson, strand or sub strand. The individual teacher makes the
entries daily.
It helps in the following ways:
• Accountability and transparency of work covered.
• Continuity of teaching in a class.
• A new teacher has an idea of where to start from.
• Evaluation of schemes of work after a period.
• Providing uniformity of content coverage in case of several streams.
The record of work tracks the achievement of learning outcomes and the competencies
acquired by the learner. The record can be used to show the teacher whether their teaching
has been effective in addressing the learning needs of individual learners.
It therefore acts as a guide for the teacher to be able to give the required attention to
individual learners to ensure the desired outcomes as stated in the curriculum design
are portrayed by all the learners. The record of work can also be used to give the learner
and the parents or caregivers information about the learner’s progress.
xx
Components of a record of work
Administrative details: Details of the name of the school, teacher, learning area and Grade.
Time Frame: There should be an indication of the week and date when the work was
covered.
Work done: Strand and sub strand as derived from the specific learning outcome(s).
Reflection: The remarks column should have statement(s) specifying the success and or
challenges of that lesson and recommendations.
Details of the teacher: Include the name, signature or initials of the implementing teacher
for accountability.
The school management should regularly sign the record of work.
Sample Record of Work
School: Learning Area:
Name of Teacher: Grade: _____ Number of learners: _______
Week Date Strand Sub strand Reection Teacher’s Signature
Learner’s Progress Records
This can be done using rubrics. A rubric is a way to assess a learner’s progress with
standards in a detailed manner. Rubrics provide several focal points when assessing
subjective work. They also provide the teacher with a tool to ensure that assessment is
fair and consistent for all learners.
Learning outcomes require different assessment methods. A rubric is a teacher-generated
tool that maps the specific learning outcomes that specify the performance, levels of
success and mastery of the outcomes. Rubrics are meant to help you in measuring the
product, process and progress of learning. In addition, the rubric will involve the learner
in creating and understanding the evaluation criteria, which allows them to participate
fully in the processes needed to achieve the objective. Use the assessment rubric to rate
the learners. The curriculum design uses exceeding expectations, meeting expectations,
approaching expectations and below expectations as performance indicators.
xxi
Sample assessment rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Ability to
explain the
meaning of
Christian
Religious
Education for
meaningful
application.
Explicitly
and correctly
explains the
meaning of
Christian
Religious
Education.
Correctly
explains the
meaning of
Christian
Religious
Education.
Explains to
some extent
the meaning
of Christian
Religious
Education.
Explains the
meaning of
Christian
Religious
Education with
assistance.
Exceeds expectation
This means that the learner’s level of understanding of the concept being taught goes
beyond what the teacher had anticipated. This is a positive indication that the content
has been well delivered and well received by the learner. This depicts clear understanding
of what was being taught.
Meets expectation
This is when the learner’s reception of concept is just as the teacher had anticipated.
It is a positive response, one that shows that the learner has well understood what was
being taught.
Approaches expectation
This is a sign that the learner has a glimpse of what was taught. However, he or she has
not understood the concept. In this case, the teacher will have to introduce remedial
classes to repeat the sub strand, which gave the learner difficulties.
Below expectation
This is when the learner has not understood the concept at all. The teacher has to use a
different approach to deliver the content.
The teacher has to go an extra mile and create extra time for remedial classes on the sub
strand. A variety of assessment methods can be used to ensure that the content is delivered.
A. Grouping Learners for Learning Activities
The following are different ways of grouping learners:
• Similar ability grouping
• Mixed ability grouping
• Similar interests grouping
• Needs grouping
• Mixed gender grouping
xxii
Grouping learners has several advantages such as:
• The individual learner’s progress and needs can easily be observed.
• The teacher-learner relationship is enhanced.
• A teacher can easily attend to the needs and challenges of a small group.
• Materials that were inadequate for individual work can be shared in groups.
• Learners can learn from one another.
• Cooperation among learners can easily be developed.
• Many learners accept corrections from the teacher more readily and without feeling
humiliated when they are in a small group rather than individually.
Conclusion
This Teacher’s Guide has been written to help you guide learners to learn Christian
Religious Education in the most enjoyable and captivating manner. You are reminded to
always arouse the curiosity of learners as you teach. Before you go for a lesson you need to:
• Read the expected learning outcomes. This will help guide the manner of teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
• Form a mental picture of the learning experiences and the ways in which you will
interact with learners when dealing with the suggested activities.
• Collect in advance, the learning materials that will be needed during the lesson.
• In some cases, try out the suggested learning experiences in advance. This helps in
confirming the accuracy of the gadgets and other tools and equipment to be used
during the learning process.
Remember: The suggested learning activities in this book are a guide. You may not need
to follow them to the latter. Feel free to incorporate other innovative learning activities
that will help in delivering the intended content successfully.
Learner’s creativity, responsibility and leadership skills can easily be developed.
Learners can work at their own pace.
The type of grouping that a teacher may choose depends on:
• The strand or task to be tackled.
• The materials available.
• Ability of learners in the class (fast, average, slow.)
However, the teacher must be flexible enough to adjust or change his or her type of
grouping to cope with new situations. There is no fixed number of learners that a group
must have. This will be dictated by such factors as the task to be done, the materials
available, characteristics of learners in your class, size and the space available. You can
resort to pair work depending on the nature of the content being taught at the time.
Note that one teaching method or approach is not appropriate for all lessons. A teacher
xxiii
should, therefore, choose wisely the method to use or a combination of methods
depending on the nature of the strand or sub strand at hand.
K. Considerations for Special Needs learners
Teachers are encouraged to involve all learners in the learning activities, whether they
have special educational needs or not. Learners with disabilities are fundamentally as
competent as those without disabilities. Therefore, they should participate in learning
activities depending on the nature of their disabilities.
Learners with Special Needs Who Follow the Regular Curriculum
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation
may be necessary. Adaptations may include the substitution of curriculum content,
removal of specific curriculum content areas and the adaptation of teaching and learning
strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include the gifted
and talented. Others are those with:
• Physical impairment • Speech impaired
• Visual impairment • Mental impairment
• Hearing impairment
• Mild cerebral palsy
• Emotional and behavioural difficulties
• Learning disabilities
Assessment strategies or methods and conditions should be standardised to the needs
of these learners. The teacher should identify such cases and help facilitate the affected
learners’ learning. For example, learners with visual and hearing impairments should
sit near the teacher’s table for easy supervision and assistance. The following are more
suggestions on how to support learners with special needs in your class:
Learners with physical impairment
In this group of learners, the affected areas are normally some body parts, especially the
limbs. There may be partial or total loss of use of the limbs. In case the legs are affected,
the learners will need assistance during activities that involve movement. This could be
during a nature walk and other activities that learners have to stand for some reason. The
teacher should organise for the learner’s ease of movement around. The learner should
also be given time to catch up with the others.
In case the hands are affected, the learner should be given more time to finish their work.
In both cases, the learners should not be put under pressure to do things that can cause
injury or ridicule.
xxiv
Learners with visual impairment
These learners normally have problems with their eyesight. They should sit in a position
where they are able to see the chalkboard without straining.
Note: The learner could be long-sighted or short-sighted.
The material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
The teacher should use large diagrams, charts and labels. In some cases, the learners can
be allowed to touch and feel whatever others are looking at. Other learners can assist by
reading aloud.
The lighting system in the classroom can also be improved.
The teacher should read aloud most of the things he or she writes on the chalkboard.
The teacher should adjust appropriately for learners who are long-sighted.
Learners with hearing impairment
The affected part in this case is the ear. The learner should have hearing aids. The teacher
should project his or her voice and always talk while facing the learners. Use of gestures
and signs, in addition to talking, helps the learner figure out what the teacher is saying
as well.
Learners with speech impairment
A common example in a normal class is the stammerer. They always speak with a lot
of impairment. The teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
Learners with mental impairment
The teacher should try to identify the nature and level of the mental difficulty. Learners
with mental impairment should then be given special assistance and attention at an
individual level. They can be given special tests or assessments.
In general, all the learners with impairment should be reinforced promptly. This
encourages and motivates them. The teacher and the rest of the class should never ridicule
learners with any of the impairments.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not deserve
them. Treat them fairly but not with undue favours. In extreme cases, it can be
recommended for the learners to join a special school.
L. Safety in the Classroom
Learners are always active and curious. As such, they are inclined to getting harmed and
injured, if not well guided. They should therefore be constantly protected from sources
of injury and harm. The teacher is advised to take strict safety precautions whenever
learners are inside or outside the classroom.
xxv
Some areas that need consideration as far as safety is concerned include:
i) When using tools and equipment.
i) During demonstrations.
ii) When handling sharp or pointed objects like a pair of scissors or razor blade.
iii) During nature walks and field visits. Learners should avoid handling and
touching poisonous plants and harmful animals.
v) Remember, as a teacher, you are responsible for the safety of the learners during
the period you are handling them.
M. Parental Empowerment and Engagement
The learner is part of a family and therefore education should lead him or her to accept
the membership of the family with all the responsibilities, rights and benefits it entails.
This activity should encourage the learner to involve the parents or guardians in the
learning process.
N. Suggested Non-Formal Activities
Learning does not only take place in formal setups but also through interaction with others
in clubs and societies where learners will acquire skills, values and attitudes. Examples
of non-formal activities are visiting the sick, helping the elderly and participating in
community activities such as tree planting, cleaning and creating awareness on effects
of drugs and substance use.
1
Introduction to Christian
Religious Education
(Learner’s Book pages 1-6)
Introduction
Summary of the strand
This is a new strand in the Competency-Based Curriculum. Although learners have been
studying Christian Religious Education from Early Years Education, no introduction
has yet been done about the meaning and importance of this learning area. Hence this
strand is of paramount importance to the learner. The strand has only one sub-strand,
importance of studying Christian Religious Education. The learners will learn the meaning
of Christian Religious Education, and the importance of learning Christian Religious
Education, how Christian Religious Education promotes sound moral and religious
values and values acquired in their interaction with others to foster harmonious living.
It will help them to understand the values acquired from learning CRE.
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate
one another and work together
despite their differences.
• Encourage the time takers to
participate in class activities such
as discussions, role play, reading
Bible verses, singing or reciting
poems.
• Give fast learners extra activities
to avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit in
front of the class and the long-sighted
ones at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplified sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing
a wheelchair for a physically challenged
learner.
1
2
Importance of studying Christian Religious Education
(Learner’s Book pages 1-6)
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the meaning of Christian Religious Education for meaningful
application.
b) analyse the importance of learning Christian Religious Education for holistic
development.
c) discuss how Christian Religious Education promote sound moral and religious
values.
d) apply values acquired in his/her interaction with others to foster harmonious
living.
e) appreciate the learning of Christian Religious Education by living responsibly.
Key inquiry questions
1. Why is studying Christian Religious Education important?
2. How has by learning Christian Religious Education changed your behaviour?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
3
Core competencies to be developed
• Learning to learn is enhanced when learners brainstorm and share the meaning of
Christian Religious Education.
• Self-efficacy is promoted when the learners debate on how Christian Religious
Education helps them to relate with one another.
• Digital literacy is enhanced when the learners share content through the digital
platforms.
Links to PCIs
• Effective communication is enhanced when the learners carry out an online search
on the importance of learning Christian Religious Education and being able to share
their findings in class.
• Creativity and imagination as learners compose poems and design posters and
flashcards.
• Collaboration and communication as learners discuss, debate and design posters
in groups.
Links to values
• Respect for one another is shown when the learners use charts or posters to write
messages and themes that promote sound moral and religious values.
• Responsibility is exhibited when learners carry out an online search on the
importance of learning Christian Religious Education and present their findings
using PowerPoint.
Links to other subjects
• Discussing and debating are linked to English Language.
• Using digital devices to search for information on the meaning of Christian Religious
Education is linked to Computer Science.
Meaning of Christian Religious Education
Learning experiences
Activity 1
1. Start the lesson by asking learners to state in full the abbreviation CRE.
2. Pair the learners. Ask them to read the conversation in the Learner’s Book. This is
linked to English Language.
3. Guide the learners to identify the meaning of Christian Religious Education from
the conversation. This enhances learning to learn. Assess the learners through
listening as they identify the meaning of Christian Religious Education from the
conversation.
4
4. Request the learners to explain other meanings of Christian Religious Education.
This promotes critical thinking and problem solving. It also fosters collaboration
and communication. Guide them to present their findings in class. Presentation
enhances effective communication. Assess the learners through observation as
they discuss in pairs.
Activity 2
1. Group the learners. Guide them to conduct a research from the internet and the
library on the meaning of Christian Religious Education. This enhances digital
literacy. Allow them to present their findings in class using PowerPoint. This fosters
responsibility. Presentation enhances effective communication. Assess the learners
through observation and listening as they work in groups.
2. Guide learners to design flashcards with the meaning of Christian Religious
Education using digital devices. This enhances creativity and imagination. Ask
them to display their flashcards in class. Allow learners to comment on each other’s
flashcards through peer assessment. Check to confirm if the flashcards capture the
meaning of Christian Religious Education.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them on how to explain the meaning of Christian Religious Education with
the guidance of their parents or guardians.
3. Supervise them to present their findings in class.
Importance of learning Christian Religious Education
Activity 3
1. Pair the learners. Guide them to read the messages on the posters in the Learner’s
Book. This is linked to English Language.
2. Lead the learners to identify the importance of learning Christian Religious
Education from the posters. This enhances learning to learn. Assess the learners
through observation as they identify the importance of learning Christian Religious
Education from the posters.
3. Supervise them to discuss the importance of studying Christian Religious Education.
Let them present their findings in class. This enhances communication and
collaboration. Assess the learners through oral questions.
5
Activity 4
1. Group the learners.
2. Guide learners to design posters on the importance of studying Christian Religious
Education using digital devices. This enhances creativity and imagination. It is
linked to Computer Science. Let learners display their posters in class and also in
strategic places in school to create awareness on the importance of learning Christian
Religious Education. Allow the learners to comment on each other’s posters through
peer assessment.
3. Lead learners to write a speech on the importance of studying Christian Religious
Education. Allow them to read their speeches in class. This enhances effective
communication. Assess the learners through listening as they explain the
importance of learning Christian Religious Education.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners on how to discuss the importance of learning Christian Religious
Education with their parents or guardians.
3. Allow them to present their findings in class.
How Christian Religious Education promotes moral and religious
values
Activity 5
1. Organise the learners in groups. Let them study the messages in the Learner’s Book.
This enhances learning to learn.
2. Lead the learners to identify moral and religious values from the messages. This
enhances critical thinking and problem solving. Assess the learners through
listening as they identify moral and religious values acquired from learning
Christian Religious Education from the messages
3. Guide the learners to use digital devices to design charts with messages and themes
that promote sound moral and religious values. This will promote creativity and
imagination as well as digital literacy. It enhances respect. Allow the learners to
comment on each other’s posters through peer assessment.
4. Prepare the learners to hold a debate on the motion: “Christian Religious Education
helps learners to relate well with one another.” This enhances self-efficacy. Guide
them to take notes from both sides and read them in class. Assess the learners
through observation as they debate.
6
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to compose a poem on how Christian Religious Education promotes
sound moral and religious values from their parents or guardians how they apply
values acquired from learning.
3. Give them time to recite the poem in class during the next lesson.
Applying values acquired from learning Christian Religious Education
in our interaction with others
Activity 6
1. Organise the learners in pairs.
2. Guide them to read the statement in the Learner’s Book.
3. Ask them to identify the values acquired from learning Christian Religious
Education that Maria demonstrated.
4. Guide them to explain other values acquired from learning Christian Religious
Education in their interaction with others.
5. Ask the learners to discuss how they apply values acquired from learning Christian
Religious Education in their interaction with others.
6. Allow them to present their findings in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to find out from their parents or guardians how they apply values
acquired from learning Christian Religious Education in their interaction with
others.
3. Give them time to present their findings in class during the next lesson.
Self-assessment
Check what the learners have written in their diaries and assess them.
7
Answers to Assessment 1.1
1. CRE is the study of God’s revelation to people through personal experiences, His
creation, Jesus Christ, the Holy Spirit and the word of God.
2. Open ended.
3. a) Chr istian Religious Education helps learners to be tolerant and have a goo d
relationship with others.
b) By studying CRE, learners get to know the Bible and the personalities in it.
c) It promotes social equality and justice.
d) It helps learners develop spiritual awareness which is necessary in making
appropriate decisions in day to day life.
e) By studying Christian Religious Education, the learner gets to understand
that God created everything and there is need to conserve, preserve and care
for them.
f) It equips learners with skills, attitudes and knowledge which are important
for the development of self and others.
4. Integrity, hardworking, peace, love, respect, unity, social justice, patriotism,
responsibility and forgiveness.
5. Open ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to explain the meaning of Christian Religious
Education for meaningful application. The tasks should enable them to analyse the
importance of learning Christian Religious Education to enhance holistic development.
Suggested assessment methods
1. Listening
Listen as the learners discuss the importance of studying Christian Religious Education
in groups.
2. Observation schedule
Learner’s name _____________________
Observable behaviour (competencies) Yes No Comment
Can explain the meaning of Christian Religious Education
for meaningful application.
Can analyse the importance of learning Christian
Religious Education to enhance holistic development.
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
8
Creation
(Learner’s Book pages 7-35)
Introduction
Summary of the strand
In Grade 6, learners learnt about talents and abilities. In Grade 7, they will learn about
accounts of creation and the responsibilities given to human beings over animals,
fish, birds and plants. Guide them to understand the accounts of creation and the
responsibilities given to human beings over animals, fish, birds and plants.
This strand has four sub strands: the biblical accounts of creation, Christian
responsibility over animals, fish and birds, Christian responsibility over plants, and
African teaching on responsibility over plants and animals, This is the first time that
learners are being introduced to accounts of creation. The learners will learn the value
of responsibility which will help them to be good stewards.
In the first sub strand, the biblical accounts of creation, learners are expected to explain
the biblical accounts of creation to understand God’s power, discuss the similarities
and differences in the two biblical accounts of creation, identify attributes of God from
the biblical accounts of creation and appreciate God’s creative work in the two biblical
accounts.
In the second sub strand, Christian responsibility over animals, fish and birds, learners
are expected to explain biblical teaching on responsibilities given to human beings over
animals, fish and birds to promote responsible living, discuss ways in which Christians
promote and protect animals, fish and birds, practice good stewardship by taking care of
animal, fish and birds and desire to take good care of God’s creation in their environment.
In the third sub strand, Christian responsibility over plants, learners are expected to
describe the responsibilities given to human beings over plants by God, identify how
Christians apply the biblical teaching on the care for plants and conserve the environment,
discuss how responsible use of plants contribute to economic growth and appreciate
plants as part of God’s creation to promote a healthy ecosystem.
In the fourth sub strand, use and misuse of natural resources as God’s creation. Learners
are expected to explain ways in which human being use and misuse natural resources,
explore the effects of misusing natural resources, explore the effects of misusing natural
resources, discuss biblical teachings on good use of God’s creation and desire to conserve
the environment as responsible citizens.
2
9
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and fast
learners equal chances to participate
in class activities. Ensure that they
accommodate one another and work
together despite their differences.
• Encourage the time takers to
participate in class activities such as
discussions, role play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are positioned
evenly in the class.
• Ensure the short-sighted learners sit in
front of the class and the long-sighted
ones at the back.
• For visually impaired learners, avail
braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplified
sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they
can handle. Ensure the other learners
support them too. For example,
helping in pushing a wheelchair for a
physically challenged learner.
Accounts of creation
(Learner’s Book pages 7-16)
Number of lessons: 6
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the biblical accounts of creation to understand God’s power.
b) discuss the similarities and differences in the two biblical accounts of creation.
c) identify the attributes of God from the biblical accounts of creation.
d) appreciate God’s creative work by taking care of the environment.
Key inquiry questions
1. How is the first account of creation different from the second account?
2. Why is it important to learn about creation accounts?
10
Suggested learning resources
1. Pictures
2. Nature walks
3. Flashcards
4. Charts
5. Realia
6. Digital devices
7. Resource person
8. Magazines
9. Newspapers
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Communication and collaboration is promoted when the learners discuss in pairs
the similarities and differences between the two biblical accounts of creation.
• Creativity and imagination is fostered when the learners design posters or charts
on the order of creation.
• Digital literacy is enhanced when the learners use digital devices to design posters,
flashcards or charts on the order of creation and share in class.
• Learning to learn is promoted when the learners take a nature walk and observe
different features of God’s creation.
Link to PCIs
• Gender main streaming is enhanced when the learners recognise that God created
human beings as male and female who complement each other.
• Environmental issues in education is fostered when the learners take a nature walk
and explore aspects of creation around the school.
Links to values
• Responsibility is achieved when the learners take care of God’s creation in the
school compound.
11
• Love is promoted when the learners appreciate features of God’s creation.
Link to other learning areas
• Interacting with the environment during the nature walk is linked to Social Studies.
• Debate, discussing, composing and reciting poems are linked to English Language.
• Singing a song on creation is linked to Performing Arts.
• Conducting online search using digital devices is linked to Computer Science.
Biblical accounts of creation
Suggested learning experiences
Activity 1
1. Organise the learners in pairs. Guide the learners to identify the features of God’s
creation from the picture in the Learner’s Book. This promotes learning to learn.
2. Guide them to discuss the features of God’s creation in their surrounding. This
promotes communication and collaboration. Assess the learners through listening
as they as they discuss in groups.
3. Let them make a list of other features of God’s creation. This enhances critical
thinking and problem solving. Guide them to present their findings in class. This
promotes self-efficacy. Assess the learners though observation. Confirm to see if
their lists contain all the features of creation.
4. Take them for a walk and explore God’s creation around the school compound and
its surrounding. This enhances environmental issues in education. It is linked
to Social Studies. Guide them to observe safety as they walk around the school
locality. Guide them to write a report. Allow them to present their report in class.
5. Guide the learners to draw the features of God’s creation. This foster creativity and
imagination. Guide them to display their pictures in class. Allow the learners to
comment on each other’s pictures through peer assessment.
Activity 2
1. Organise the learners in groups. Guide them to read Genesis 1; 2:1-4 in turns. This
promotes learning to learn.
2. Lead them to narrate the first biblical account of creation (Genesis 1; 2:1-4) in
their groups. Allow them to assess each other through peer assessment. This fosters
communication and collaboration.
3. Guide the learners to explain how the universe looked like before creation. This
promotes critical thinking and problem solving. Assess the learners through oral
questions.
4. Supervise the learners to use digital devices to design posters about the order of
creation in the first biblical account. This fosters digital literacy. Assess the learners
12
through observation.
5. Guide the learners to discuss why God rested on the seventh day. Allow them to
present their findings in class. This enhances effective communication.
6. Lead the learners to describe how God felt after creating the universe. Listen to the
learners describe how God felt after creating the universe.
7. Guide the learners to explain the lessons they have learnt from the first account of
creation. This promotes critical thinking and problem solving.
8. Guide them to read Genesis 2:5-25 in turns. This promotes learning to learn.
Reading links to English Language.
9. Let them narrate the second biblical account of creation from Genesis 2:5-25 in
turns. This fosters communication and collaboration. Assess the learners through
listening as they narrate the second biblical account of creation.
10. Guide the learners to explain how man was created according to the second account
of creation (Genesis 2:5-25). This promotes critical thinking and problem solving.
Allow them to present their findings in class.
11. Lead the learners to discuss how God provided for man to make him comfortable
according to Genesis 2:5-25 in their groups. This fosters communication and
collaboration. Let them present their findings in class.
12. Guide the learners to mention the name of the garden where man was placed. Assess
the learners through oral questions. This promotes effective communication.
13. Instruct the learners to analyse the responsibilities given to man according to
Genesis 2:5-25. This promotes critical thinking and problem solving. Allow them
to present their findings in class.
14. Supervise the learners as they explain the biblical accounts of creation. Allow them
to present their findings in class. This promotes communication and collaboration.
15. Guide them to use digital devices to make posters showing a summary of the two
biblical accounts of creation. This fosters creativity and imagination. Ask them to
display their posters in class. Assess their posters through observation.
16. Lead the learners to discuss the attributes of God according to the two biblical
accounts of creation. This fosters communication and collaboration. Listen to
them as they discuss in groups. Allow them to present their findings in class.
17. Instruct the learners to compose a poem on how they take care of God’s creation.
Let them to recite their poems in class. Allow the learners to comment on each
other’s poems through peer assessment.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
13
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners on how to create charts on the two biblical accounts with the
help of their parent or guardian.
3. Allow them to present their findings in class.
Similarities and dierences in the two biblical accounts of creation
Activity 3
1. Pair the learners. Guide them to recite the poem in the Learner’s Book. This promotes
learning to learn. It links to English Language.
2. Lead them to identify the similarities in the first and the second biblical accounts
of creation from the poem. This fosters critical thinking and problem solving.
Assess the learners through listening.
3. Guide the learners to discuss other similarities in the first and the second biblical
accounts of creation. Assess them through listening. Allow them to present their
findings in class.
4. Let them design posters with the similarities in the first and the second biblical
accounts of creation. This enhances creativity and imagination. Allow them to the
display their posters in class. Assess the learners through observation.
5. Guide the learners to write an essay on the similarities of the first and the second
biblical accounts of creation. This enhances creativity and imagination. Guide
them to read their essays in class. This enhances effective communication. Allow
the learners to comment on each other’s essays through peer assessment.
Activity 4
1. Group the learners. Let them read the conversation in the Learners’ Book. This
promotes learning to learn. This is linked to English Language.
2. Guide the learners to identify the differences in the two biblical accounts of creation
from th e conversation. Assess the learners through listening.
3. Lead the learners to explain other differences in the two biblical accounts of creation.
This fosters critical thinking and problem solving. Let them present their findings
in class.
4. Guide them to carry out a research using digital devices on the differences in the two
biblical accounts of creation. Let them present their findings in a table like the one
shown in the Learners’ Book. This fosters critical thinking and problem solving.
5. Lead learners to write a composition on the similarities and differences in the two
biblical accounts. Let them to read their compositions in class. Allow the learners
to comment on each other’s compositions through peer assessment.
14
Activity 5
1. Guide the learners to watch a video clip on the first and second accounts of creation.
This enhances digital literacy.
2. Ask the learners to narrate the first and second accounts of creation from the video
clip. This promotes learning to learn.
3. Guide learners to explain the lessons they have learnt from the two biblical accounts
of creation. This fosters critical thinking and problem solving. Let them present
their findings in class.
4. Lead them to identify the responsibilities given to man from the two biblical
accounts of creation. This enhances responsibility. Allow them to present their
findings in class.
5. Guide the learners to discuss the similarities and differences in the two biblical
accounts of creation. This promotes communication and collaboration. Assess
the learners through listening. Let them present their findings in class.
6. Lead the learners to compose a poem thanking God for His creation. This fosters
creativity and imagination. Let them recite their poems in class. Allow the learners
to comment on each other’s poem through peer assessment.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment
through question and answer method. Where necessary, write a short note to the
parent or guardian to assist the learner do the assignment.
2. Guide learners on how to discuss the similarities and differences in the two biblical
accounts of creation with their parent or guardian.
3. Give them time to present their findings in class during the next lesson.
Attributes of God from the biblical accounts of creation
Activity 6
1. Pair the learners.
2. Guide the learner to find out the attributes of God from the word puzzle in the
Learner’s Book. This promotes critical thinking an d problem solving.
3. Guide them to use the internet and the library to carry out a research on the attributes
of God. This enhances digital literacy.
4. Allow them to present their findings in class.
Activity 7
1. Group the learners.
15
2. Guide them to match attributes of God from the biblical accounts of creation with
their correct description. This promotes critical thinking and problem solving.
3. Guide the learners to compose a poem thanking God for His creative work of
creation. This promotes creativity and imagination. Allow them to recite it in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners on how to compose a song on the second creation with their
parents or guardians.
3. Guide them to sing it in class.
Self-Assessment
Check the learners photographs and assess them.
Answers to Assessment 2.1
1. God
2. Land, seas and vegetation
3. Open ended
4. Fill the table below.
Day What God created
1 Light
2 Sky
3 Land, Sea and vegetation
4 Sun, moon and stars
5 Sea animals and birds
6 Land animals and man
5. God is the source of life, God is the Sole Creator, all human beings are equal before
God, human life is sacred, we should work.
6. The two biblical accounts of creation are similar in that, both acknowledge God as
the creator and human beings are special compared to other creatures.
7. The differences between the two accounts of creation are:
i) In the first account, God did the work of creation in six days and rested on
the seventh day while in the second account, God’s creation work was not
organised in days.
ii) In the first account, human beings were created last while in the second
account, man was created first.
8. Provider, Creator, Powerful, Loving, Caring
16
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to explain the biblical accounts of creation.
The tasks should enable them to discuss the similarities and differences in the two biblical
accounts of creation.
Assessment methods
1. Listening
Listen as learners explain the biblical accounts of creation.
2. Assessment rubrics
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
explain the
biblical
accounts of
creation.
Correctly
and explicitly
explains
the biblical
accounts of
creation.
Correctly
explains
the biblical
accounts of
creation.
Explains
partially
the biblical
accounts of
creation.
Explains an
aspect of
the biblical
accounts of
creation with
guidance.
Ability to
discuss the
similarities
and
differences
in the two
biblical
accounts of
creation.
Accurately
discusses with
examples the
similarities and
differences in
the two biblical
accounts of
creation.
Accurately
discusses the
similarities and
differences in
the two biblical
accounts of
creation.
Discusses
some of the
similarities and
differences in
the two biblical
accounts of
creation.
Hardly
discusses any
similarity and
difference in
the two biblical
accounts of
creation, needs
support.
Examine
attributes of
God.
Systematically
and accurately
examines the
attributes of
God from
the biblical
accounts of
creation.
Accurately
examines the
attributes of
God from
the biblical
accounts of
creation.
Examines
some of the
attributes of
God from
the biblical
accounts of
creation.
Requires
assistance
to explain a
similarity and
difference
between
the biblical
accounts and
African stories
of creation.
17
Responsibility over animals, fish and birds
(Learner’s Book pages 17-22)
Number of lessons: 4 lessons
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the biblical teaching on responsibilities given to human beings over
animals, fish and birds to promote responsible living.
b) discuss ways he/she can protect animals, fish and birds.
c) practise good stewardship by taking care of animals, fish and birds.
d) desire to take good care of God’s creation in his or her environment.
Key inquiry questions
1. Why should you take care of animals, fish and birds?
2. How can you reduce conflicts between human beings and wild animals?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
Suggested assessment methods
1. Written (questions) assessment
2. Oral questions
3. Observation schedule
4. Anecdotal records
5. Journals
6. Project work
7. Portfolio
8. Assessment rubric
Core competencies to be developed
• Critical thinking and problem solving is enhanced when the learners identify
different ways of taking care of animals, fish and birds.
18
• Learning to learn is fostered as learners write sensitisation messages on charts or
posters on the importance of good stewardship.
• Creativity and imagination is fostered as they identify ways through which
Christians apply the biblical teaching to protect and preserve animals, fish and birds.
Link to PCIs
• Animal rights and welfare issues in education is promoted when the learners visit
the nearest animal orphanage or a national park and observe animals within their
local environment and write a report on their rights.
• Assertiveness is enhanced when the learners commit themselves to taking care of
domestic animals at home.
• Environmental issues in education is promoted when the learners discuss different
ways of taking care of animals, fish and birds to enhance harmonious coexistence.
Links to values
• Responsibility is demonstrated when the learners take care of the different animals,
fish and birds.
• Patriotism is fostered when the learners discuss strategies of protecting and
conserving the environment.
• Social justice is shown when the learners advocate the welfare of for animals, fish
and birds.
Links to other subjects
• Integrated Science is applied as the learners learn about the importance of living
creatures on land and in the sea.
• English Language is applied when the learners compose and recite poems on animal
welfare and protection.
• Computer Studies is applied when the learners use online sources to search for
information on different strategies of taking care of animals, fish and birds.
• Agriculture is applied when the learners use different strategies in taking care of
animals, fish and birds.
Biblical teaching on responsibilities given to human beings over
animals, sh and birds
Suggested learning experiences
Activity 1
1. Organise the learners in pairs. Lead the learners to read the poem in the Learner’s
Book. This promotes learning to learn. It is linked to English Language.
2. Guide the learners to identify different responsibilities from the poem. This enhances
communication and collaboration. Assess the learners through listening.
19
3. Guide the learners to write down the responsibilities that they are expected to
carry out at home, in school, church and in the community. This enhances critical
thinking and problem solving.
4. Instruct them to present their answers in a table like the one shown in the Learner’s
Book. Assess the learners through observation.
5. Lead the learners to compose a song on responsibility over animals, fish and birds.
This promotes creativity and imagination. Let learners sing it in class. This is
linked to Performing Arts. Allow the learners to comment on each other’s songs
through peer assessment.
Activity 2
1. Guide the learners to read the Bible verse on the scroll in the Learner’s Book. This
enhances learning to learn.
2. Guide the learners to identify the responsibilities that God gave to human beings
according to James 3:7. This will promote critical thinking and problem solving.
Assess the learners through observation.
3. Lead the learners to outline the lessons learnt from the Bible verse on the scroll. This
will promote critical thinking and problem solving. Assess the learners through
listening.
4. Supervise the learners to read Genesis 2:15-20 in turns. This enhances learning
to learn.
5. Guide the learners to discuss the responsibilities that God gave to human beings
over creation according to Genesis 2:15-20. This will enhance communication and
collaboration. Listen to the learners as they discuss in groups. Let them present
their findings in class.
6. Let the learners use digital devices to carry out a research on the biblical teaching on
responsibilities given to human beings over animals, fish and birds. This enhances
digital literacy. Allow them to present their findings using Power Point in class.
7. Guide the learners to describe the role they play in taking care of animals, fish and
birds. This enhances the value of responsibility. Let them present their findings
in class.
8. Lead the learners to write an essay on how they will take care of animals, fish and
birds. Allow them to read their essays in class. This will enhance self-efficacy. It
will promote communication skills. Allow the learners to comment on each other’s
essays through peer assessment.
20
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to discuss with their parents or guardians on the responsibilities given
to human beings over creation.
3. Guide them to present their findings in class.
Ways in which Christians promote and protect animals, sh and birds
Activity 3
1. Organise the learners in pairs. Guide the learners to read the story in the Learner’s
Book. This enhances learning to learn. It is linked to English Language.
Lead them to identify how the learners are protecting animals, fish and birds from
the story.
2. Guide them to explain how they protect animals, fish and birds. This enhances
critical thinking and problem solving. Assess the learners through listening.
3. Guide them to use digital devices to design posters with messages on how they
protect animals, fish and birds. This promotes creativity and imagination. Allow
them to display their posters in class. Assess the learners through observation.
4. Supervise the learners to write an essay on the importance of taking care of animals,
fish and birds. Guide the learners to read their essay in class. This fosters self-
efficacy. It enhances communication skills. Allow the learners to comment on
each other’s essays through peer assessment.
Activity 4
1. Group the learners. Guide the learners to study the pictures in the Learner’s Book.
Lead the learners to identify ways of protecting animals, fish and birds from the
pictures.
2. Guide the learners to explain other ways of protecting animals, fish and birds. Assess
the learners through listening.
3. Guide them carry out an online search on the importance of protecting animals,
fish and birds. This fosters digital literacy. Allow them to present their findings
in class. Assess the learners through observation.
4. Lead the learners to explain the reasons why the welfare of animals, fish and birds
should be promoted. This promotes the value of responsibility. Guide the learners
to present their findings in class.
5. Guide the learners to write an essay about why they should take care of animals,
21
fish and birds. This fosters self-efficacy. It promotes communication skills. Let
them read their essay in class. Allow the learners to comment on each other’s essay
through peer assessment.
6. Supervise the learners to create messages on charts on the importance of good
stewardship over animals, fish and birds. This will enhance creativity and
imagination. Allow them to display their charts in class. Assess the learners through
observation.
Activity 5
1. Guide the learners to watch a video clip on ways of taking care of animals, fish and
birds. This enhances digital literacy.
2. Lead the learners to identify the different ways of protecting, animals, fish and
birds from the video. This promotes learning to learn. Assess the learners through
listening.
3. Guide the learners to explain other ways of protecting animals, fish and birds. This
enhances critical thinking and problem solving. Let them present their findings
in class.
4. Supervise the learners to design flashcards showing ways in which Christians
promote and protect animals, fish and birds. This will promote creativity and
imagination. Let them display their posters in class. Assess the learners through
observation.
5. Guide the learners to compose a poem on animal welfare and protection. This
will promote creativity and imagination. It is linked to Performing Arts. Ask
the learners to recite their poems in class. Allow the learners to comment on each
other’s poems through peer assessment.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners on how to design posters and write a sensitisation messages
on animal welfare and protection with the guidance of their parents or guardians.
3. Lead the learners to display their posters in class and strategic places in the school.
Class project
1. Organise learners to visit a national park, game reserve, an animal orphanage or a
fishpond. This is linked to Social Studies.
22
2. Guide the learners to take photographs and videos of animals. Let them put them
in their portfolio. This fosters responsibility.
3. Organise a talk with the wildlife officer and let them ask questions on ways of taking
care of animals, fish and birds. This promotes respect.
4. Let the learners write the main points from the wildlife officer. Lead the learners
to read their main points in class.
Self Assessment
Assess the journals that the learners have written on how they should take care of
animals, fish and birds.
Answers to Assessment 2.2
1. To take care of animals, fish and birds.
2. Open ended.
3. Land: lion, leopard, cow Sea creatures: fish, seal, whale
4. Open ended.
5. Open ended.
6.
a) Feeding the animals with healthy food.
b) Putting water in strategic positions to water animals.
c) Paying attention to the health of animals by inviting a veterinary officer to
attend to them.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to explain the biblical teaching on
responsibilities given to human beings over animals, fish and birds. The tasks should
enable them to discuss ways in which Christians promote and protect animals, fish and
birds.
Suggested assessment methods
1. Oral questions
Use oral questions to assess learners’ ability to explain the biblical teachings on
responsibilities given to human beings over animals, fish and birds.
2. Written assessment
Let the learners write the answers to Assessment 2.2 in the Learner’s Book. Check their
work and assess their self-efficacy.
3. Rating scale
RATING SCALE
(a) Administrative Information
Learner’s name __________________ Grade _____
23
(b) Competence (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Explains the biblical teaching on
responsibilities given to human beings
over animals, fish and birds.
Discusses ways in which Christians
promote and protect animals, fish and
birds.
(c) Comments on the learner’s performance
Learner’s signature ____________________________ Date ___________________
Teacher’s Name ___________________ Signature____________ Date ___________
Responsibility over plants
(Learner’s Book pages 22-29)
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) describe the responsibilities given to human beings over plants by God.
b) apply the biblical teaching of caring for plants to conserve the environment.
c) discuss how responsible use of plants contribute to economic growth.
d) appreciate plants as part of God’s creation to promote a healthy ecosystem.
Key inquiry questions
1. Why should Christians show responsibility over plants?
2. How do you care for plants in your locality?
3. What plants in your locality are important to your family?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
24
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Learning to learn is enhanced when learners interact with the resource person from
an agricultural research institution on prudent ways of using plants.
• Communication and collaboration is promoted as the learners discuss in groups
how they can care for the plants in their locality.
• Self-efficacy is fostered as learners practice care and protection for plants.
Link to PCIs
• Learner support programmes is promoted when the learners participate in
environmental clubs.
• Education for Sustainable Development (ESD) is enhanced when the learners
explain different ways plants are cared for to enhance responsibility.
• Financial literacy is fostered when the learners discuss how prudent use of plants
contributes to economic growth.
Link to values
• Responsibility is exhibited when the learners apply biblical teachings in the care
for plants to enhance environmental conservation.
• Unity is shown when the learners discuss in groups how they can care for different
plants.
• Social justice is promoted when the learners advocate for environmental
conservation.
Links to other subjects
• Identifying ways of conserving the environment is linked to Social Studies.
• Carrying out an online search on different plants found in different regions of Kenya
is linked to Computer Science.
• Learning different ways of taking care of plants is linked to Agriculture.
25
Responsibilities given to human beings over plants by God
Activity 1
1. Pair the learners. Guide the learners to study the pictures in the Learner’s Book.
This promotes learning to learn.
2. Lead the learners to identify how the people in the pictures are caring for plants.
This fosters critical thinking and problem solving.
3. Guide the learners to explain other ways of caring for plants. Let them present their
findings in class. This promotes Education for Sustainable Development. Assess
the learners through listening.
4. Guide the learners to walk around the school locality. Let them identify the different
plants found in the school locality. Guide them to take photographs of the plants
they identify and put them in their portfolio. This promotes digital literacy. Assess
the learners through observation.
5. Lead the learners to explain how they can take care of the plants they have identified.
Let them present their findings in class. This fosters self-efficacy. It promotes the
value of responsibility.
6. Guide the learners to compose a poem about how they take care of plants. This
promotes creativity and imagination. Let them recite their poem in class. Allow
the learners to comment on each other’s poems through peer assessment.
Activity 2
1. Organise the learners in groups. Guide them to read the Bible verses on the scroll in
the Learner’s Book. This promotes learning to learn. Reading is linked to English
Language.
2. Lead the learners in identify the lessons learnt from Genesis 1:29, Genesis 2:15
and Psalms 104:14. Present your findings in class. This promotes critical thinking
and problem solving. Assess the learners through oral questions.
3. Guide the learners to explain what God has provided for human beings and animals
according to Genesis 1:29 and Psalms 104:14. This promotes critical thinking and
problem solving. Assess the learners through observation.
4. Supervise them to discuss the responsibility given to human beings by God according
to Genesis 2:15. This fosters communication and collaboration. Let them present
their findings in class. Assess the learners through listening.
5. Guide the learners to describe the teachings of Genesis 1:29,Genesis 2:15 and
Psalms 104:14. Allow them to present their f indings in class. This enhances
self-efficacy.
26
6. Guide the learners to use digital devices to make a summary of the biblical teachings
on responsibilities given to human beings over plants by God on charts. This
enhances digital literacy. Let them display their charts in class. Assess the learners
through listening and observation.
7. Lead the learners to discuss the role they play in taking care of plants. This promotes
self-efficacy. Allow the learners to present their findings in class.
8. Guide the learners to write a composition about how they take care of plants. This
enhances creativity and imagination. Let them to read their compositions in class.
Allow learners to comment on each other’s compositions through peer assessment.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to find out from their parents or guardians the responsibilities given
to human beings over plants by God.
3. Allow them to present their findings in class.
How Christians apply the biblical teaching on the care for plants
Activity 3
1. Pair the learners and let them sing the song in the Learner’s Book using their own
tune. This is linked to Performing Arts.
2. Guide the learners to explain who gave plants according to the song. This promotes
learning to learn. Assess the learners through oral questions.
3. Lead the learners to explain how they should take care of plants according to the
song. This enhances critical thinking and problem solving.
4. Guide the learners to discuss other ways of taking care of plants. This fosters
communication and collaboration. Let them present their findings in class. Assess
the learners through listening.
5. Supervise the learners to explain the benefits of taking care of plants. Allow them
to present their findings in class. This promotes effective communication. Assess
the learners through listening.
6. Guide the learners to compose a poem about how they take care of plants. This
promotes creativity and imagination. Allow learners to comment on each other’s
poems through peer assessment.
27
Activity 4
1. Group the learners and guide them to read the story in the Learner’s Book. This is
linked to English language.
2. Guide the learners to identify how the Grade 7 learners apply the biblical teaching on
care for plants from the story. This fosters critical thinking and problem solving.
Assess the learners through listening.
3. Lead the learners to explain how they apply the biblical teaching on care for plants.
This fosters self-efficacy. Assess the learners through oral questions.
4. Lead the learners to discuss how Christians apply biblical teaching on care for plants.
This enhances learning to learn. It promotes communication and collaboration.
Allow the learners to present their findings in class. Assess the learners through
observation.
5. Guide the learners to identify activities done by Christians to care for plants and
conserve the environment. Let them present their findings in class. Assess the
learners through oral questions.
6. Supervise the learners to design posters with messages on caring for plants for
environmental conservation. This promotes creativity and imagination. Let the
learners display their posters in class and in strategic places in school to create
awareness on environmental conservation. Allow learners to comment on each
other’s posters through peer assessment.
Activity 5
1. Guide the learners to watch a video clip on ways of taking care of plants. This
enhances digital literacy.
2. Lead the learners to identify the different ways of taking care of plants from the
video. This enhances learning to learn.
3. Guide the learners to explain other ways of taking care of plants. This fosters critical
thinking and problem solving. Assess the learners through observation.
4. Guide the learners to design flashcards showing ways through which Christians apply
biblical teachings on care for plants. This will promotes creativity and imagination.
Let them display their flashcards in class.
5. Guide the learners to write an essay on how Christians apply the biblical teachings
on care for plants. Allow them to read their essays in class. This will promote self-
efficacy. Allow learners to comment on each other’s essays through peer assessment.
28
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide learners to find out from their parents or guardians how Christians apply
biblical teachings on care for plants.
3. Guide them to present their findings in class.
How prudent use of plants contribute to economic growth
Activity 6
1. Pair the learners and guide them to read the messages on the posters. This promotes
learning to learn.
2. Guide the learners to identify ways of using plants prudently from the messages.
This fosters critical thinking and problem solving. Assess the learners through
listening.
3. Guide the learners to explain other ways of using plants in a prudent way. This
enhances self-efficacy. Let the learners present their findings in class. Assess the
learners through observation. Let them present their findings in class.
4. Guide the learners to design posters about ways of using plants in a prudent way.
This fosters creativity and imagination.
5. Supervise the learners to research from the internet and the library how prudent use
of plants contributes to the growth of the economy. This enhances digital literacy.
Allow the learners to present their findings in class. Ask the learners to exchange
their books and peer assess each other’s posters as you guide them.
Activity 7
1. Organise learners in groups. Guide them to read the conversation in the Learner’s
Book. This is linked to English Language.
2. Guide the learners to identify ways in which prudent use of plants contributes to
the economic growth of a country from the conversation. This fosters learning to
learn. Assess the learners through listening.
3. Lead the learners to discuss other ways in which prudent use of plants contributes
to the economic growth of a country. This will foster financial literacy. Assess the
learners through observation. Let them present their findings in class.
4. Guide the learners to design posters about how prudent use of plants contributes
to economic growth of a country. This enhances creativity and imagination. Let
them display their posters in class.
29
5. Supervise the learners to write a composition on how prudent use of plants
contributes to the economic growth of a country. Let them read their compositions
in class. This enhances effective communication. Instruct the learners to exchange
their books and peer assess each other’s composition as you guide them.
6. Guide the learners to compose a poem on how plants promote a healthy environment
as part of God’s creation. This will foster the value of responsibility. Let them recite
their poems in class. Assess the learners through listening and allow learners to
peer assess each other’s poems.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Instruct them to visit a resource person from an agricultural research institution
with the guidance of their parents or guardians.
3. Let them to find out how plants contribute to the economic growth of our country.
4. Ask them to write a report about the visit. Let them read their reports in class.
Class project
1. Guide the learners to form a class environmental club. This enhances learner
support programmes.
2. Supervise them to identify the plants that they can plant, take care of them and sell
within the community. This promotes responsibility.
3. Let them write a report on how they will carry out the project and read it in class.
This enhances effective communication.
Self-assessment
1. Guide the learners on how to carry out the self-assessment.
2. Let them take care of the plants in their locality.
3. Let them record their activity. Check what they have written and guide them.
Answers to Assessment 2.3
1. Nappier grass, wattle trees, kales, maize plants
2. Human beings were given the responsibility to take care of plants. They were
commanded by God to cultivate and guard them.
3. Open ended.
4. Open ended
5. Rubber, fruits, beauty, conservation, fuels, shelter, medicine, food, oxygen.
30
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to describe the responsibilities given to
human beings over plants by God. The tasks should enable them to discuss how prudent
use of plants found in their locality is essential to economic growth.
Assessment methods
1. Listening
Listen to the learners as they describe the responsibilities given to human beings
over plants by God.
2. Observation
Observe as learners discuss in groups how prudent use of plants found in their
locality is essential to economic growth.
3. Peer assessment
Allow learners to peer review each other’s work. Encourage the learners to use
positive and polite remarks when commenting on each other’s work.
4. Assessment Rubric
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
describe the
responsibilities
given to
human beings
over plants
by God to
promote self-
efficacy.
Correctly
describes with
examples, the
responsibilities
given to
human beings
over plants by
God.
Correctly
describes the
responsibilities
given to
human beings
over plants by
God.
Describes
partly the
responsibilities
given to
human beings
over plants by
God.
Has challenges
describing
any of the
responsibilities
given to
human beings
over plants by
God.
Ability to
identify how
Christians
apply the
biblical
teaching on
the care for
plants and
conserve the
environment.
Appropriately
identifies using
examples, how
Christians
apply the
biblical
teaching on
the care for
plants and
conserve the
environment.
Appropriately
identifies how
Christians
apply the
biblical
teaching on
the care for
plants and
conserve the
environment.
Identifies
partially how
Christians
apply the
biblical
teaching on
the care for
plants and
conserve the
environment.
Requires
assistance to
identify how
Christians
apply the
biblical
teaching on
the care for
plants and
conserve the
environment.
31
Ability to
discuss how
prudent use
of plants
found in
their locality
is essential
to economic
growth.
Explicitly
discusses
with relevant
examples how
prudent use of
plants found in
their locality
is essential
to economic
growth.
Explicitly
discusses how
prudent use of
plants found in
their locality
is essential
to economic
growth.
Discusses to
some extent
how prudent
use of plants
found in
their locality
is essential
to economic
growth.
Requires
guidance to
discuss how
prudent use of
plants found in
their locality
is essential
to economic
growth.
Use and misuse of natural resources as God’s creation
(Learner’s Book pages 30-35)
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain ways in which human beings use and misuse natural resources.
b) explore the effects of misusing natural resources.
c) discuss biblical teachings on good use of God’s creation.
d) desire to conserve the environment as responsible citizens.
Key Inquiry questions
1. How do you conserve the environment?
2. How do human beings benefit from natural resources?
Suggested learning resources
1. Pictures
2. Role plays
3. Nature walks
4. Flashcards
5. Charts
6. Realia
7. Digital devices
8. Resource person
9. Magazines
10. Word puzzles
11. Newspapers
32
Suggested assessment methods
1. Written questions
2. Check lists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core Competencies to be developed
• Learning to learn as learners brainstorm on how human beings use and misuse
God’s creation.
• Critical thinking as learners discuss the effects of misuse of natural resources.
• Digital literacy as learners use online resources to search on ways in which human
beings use and misuse the environment..
• Creativity and imagination as learners compose songs on the beauty of God’s creation.
Link to PCI’s
• Environmental issues as learners conserve the environment.
• Social justice as learners use God’s creation responsibly.
Links to values
• Responsibility is enhanced when learners discuss how Christians should conserve
the environment.
• Respect is exhibited as learners learn to value God’s creation.
• Link to other learning areas
• Agriculture as learners discuss Christian teaching on responsible use of God’s
creation/environment.
• Computer Studies as learners conduct an online search and make a presentation
using PowerPoint.
• English Language as learners compose a song and debate on the effects of destroying
the environment.
33
Ways in which human beings use and misuse natural resources
Activity 1
1. Organise the learners in pairs, let them study the pictures.
2. Guide the learners to identify the natural resources shown in the pictures. This
promotes learn to learn.
3. Guide the learners to explain how the people in the pictures are using natural
resources. This promotes critical thinking and problem solving.
4. Lead the learner to discuss other natural resources in your locality. This will promote
communication and collaboration. Let them present their findings in class.
5. Guide the learners to explain different ways in which people in their community
use the natural resources they have mentioned.
6. Lead them to use digital devices to carry out research on how human beings use
natural resources. This enhances digital literacy. Let them write the points on a
chart and present them in class.
7. Guide the learner to compose a poem on use of natural resources. This promotes
creativity and imagination.
Activity 2
1. Organise learners into groups. Lead them to recite the poem in the Learner’s Book.
2. Lead the learners to identify ways in which human beings misuse natural resources
from the poem. This fosters critical thinking and problem solving.
3. Guide them to explain other ways in which human beings misuse natural resources.
This enhances learning to learn.
4. Lead the learners to use digital devices to carry out research on how human beings
have misused natural resources. Prepare a Power Point and make presentation to
class. This promotes digital literacy.
5. Lead them to design posters with messages against misuse of natural resources.
This promotes creativity and imagination. Display it in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide learners to discuss how the local community has misused natural resources
with their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
34
Eects of misusing natural resources
Activity 3
1. Lead the learners to read an extract. is is linked to English Language..
2. Let them identify the eects of misusing natural resources from the extract. is
fosters critical thinking and problem solving.
3. Let the learners explain other eects of misusing natural resources. is fosters
communication and collaboration.
4. Guide the learners to explain the eects of misusing natural resources.
Activity 4
1. Organise the learners in groups, let them discuss the eects of misusing natural
resources. is fosters communication and collaboration.
2. Let them hold a debate on the eects of destroying the environment. is
promotes self-ecacy.
3. Guide them to write the main points and present them in class.
4. Guide the learners to compose a poem on eects of misusing natural resources.
is promotes creativity and imagination.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment
through question-and-answer method.
2. Guide learners to use digital devices or locally available materials to design a poster
with effects of misusing natural resources with the guidance of their parent or
guardian.
3. Give them time to present their findings in class during the next lesson. Let them
display their poster in class.
Biblical teachings on good use of God’s creation
Activity 5
1. Guide the learners to identify the role that was given to human beings by God
according to Genesis 2:15. is is linked to English Language.
2. Let them outline the lessons they have learnt from Genesis 2:15. is promotes
critical thinking and problem solving.
35
3. Let the learners explain the command that the Israelites were given by God
according to Deuteronomy 20:19.
4. Lead them to discuss the lessons on the use of land according to Exodus 23:10-11.
is promotes communication and collaboration. Let them present their ndings
in class.
5. Guide the learners to design ashcards with the biblical teachings on good use of
Gods creations from the verses. is promotes digital literacy. Let them display the
ashcards in class.
Activity 6
1. Let the learners sing the song in the Learner’s Book. is is linked to Performing
Arts.
2. Let them explain other ways in which they should conserve the environment. is
promotes communication and collaboration.
3. Guide them to compose a song on the beauty of God’s creation. is fosters
creativity and imagination.
4. Let them write a composition on environmental conservation in their school. is
is linked to English Language.
5. Guide the learners to clean the school compound. is enhances responsibility.
Project
1. Discuss with learners the date the project is supposed to begin, requirements and
the execution of the project.
2. Organise a tree planting day in the school.
3. Write the letter to the relevant authorities to make the project a success.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to discuss the effects of misuse of natural resources with their parent
or guardian.
3. Give them time to present their findings in class during the next lesson.
36
Answers to Assessment 2.4
1. Rivers, forests, wild animals, oceans, lakes, minerals, cash crops.
2. to obtain food, raw materials, foreign exchange and fuel.
3. by deforestation, pollution and over exploitation of non-renewable source of energy
such as fossil fuels causes diseases, death of organisms living in water, desertification,
lack of food and access to clean water.
4. Cut down, destroy
5. Open ended
Assessment methods
1. Written questions
2. Oral questions
3. Assessment rubric
Indicator Exceeds
Expectation
Meets
Expectation
Approaches
Expectation
Below
Expectation
Ability to
explain ways in
which human
beings use and
misuse natural
resources.
Correctly and
with relevant
examples
explains ways in
which human
beings use and
misuse natural
resources.
Correctly
explains ways
in which
human beings
use and
misuse natural
resources.
Partly explains
some of the
ways human
beings use and
misuse natural
resources.
Hardly
explains ways
in which
human
beings use
and misuse
natural
resources.
Ability to
explore
the eects
of misuse
of natural
resources.
Adequately
explores the
eects of misuse
of natural
resources and
gives relevant
examples.
Adequately
explores
the eects
of misuse
of natural
resources.
Partly explores
the eects
of misuse
of natural
resources.
Hardly
explores
the eects
of misuse
of natural
resources.
Ability to
discuss biblical
teaching on the
use and misuse
of God’s
creation.
Comprehensively
and correctly
discusses Biblical
teaching on the
use and misuse of
God’s creation.
Correctly
discusses
Biblical
teaching on
the use and
misuse of
God’s creation.
Discusses some
of the Biblical
teachings
on use and
misuse of
God’s creation
and leaves out
some details.
Discusses
some of
the Biblical
teaching
on use and
misuse
of God’s
creation and
leaves out
many details.
37
The Bible
(Learner’s Book pages 36-63)
Introduction
In Grade 6, learners learnt about the Bible. In Grade 7, they will cover the Bible in a wider
and deeper context. This strand has four sub strands: functions of the Bible, divisions
of the Bible, Bible translation and leadership in the Bible: Moses.
In the first sub strand, functions of the Bible, the learners are expected to explain the
importance of the Bible and how it is used in the contemporary society, discuss the role
of the Bible for holistic growth, explain how God’s word inspires different services among
Christians and appreciate the Bible as the inspired word of God.
In the second sub strand, divisions of the Bible, the learners are expected to explain the
importance of the two divisions of the Bible to Christians, identify the books of the Old
and New Testament according to their classification and appreciate the importance of
the divisions of the Bible for reflective learning.
In the third sub strand, Bible translation, the learners are expected to learn the reasons for
the translation of the Bible to local languages, identify different translations and versions
of the Bible used in Kenya, examine the social and economic effects of translation of
the Bible into local languages and appreciate the work of Bible translation in Kenya to
promote social cohesion.
In the fourth sub strand, leadership in the Bible: Moses, the learners are expected to
describe how God prepared Moses for leadership, identify the roles played by Moses
during the Exodus, discuss the qualities of Moses which Christians can emulate and
apply the leadership qualities in Moses in their day to day living.
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and fast
learners equal chances to participate
in class activities. Ensure that they
accommodate one another and work
together despite their differences.
• Ensure the short-sighted learners sit in
front of the class and the long-sighted
ones sit at the back.
• For visually impaired learners, avail
braille and tactile pictures.
3
38
• Encourage the time takers to
participate in class activities such as
discussions, role play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are positioned
evenly in the class.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplified
sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they
can handle. Ensure the other learners
support them too. For example,
helping in pushing a wheelchair for a
physically challenged learner.
Functions of the Bible
Learner’s Book pages 36-43
Number of lessons : 3
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the importance of the Bible and how it is used in the contemporary
society.
b) discuss the role of the Bible for holistic growth.
c) explain how God’s word inspires different services among Christians.
d) appreciate the Bible as the inspired Word of God.
Key inquiry questions
1. Why is the Bible different from other books?
2. How do you apply the Word of God in your daily life?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
39
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core Competencies to be developed
• Creativity and imagination as the learners prepare a TV or Radio lesson on how
God’s word inspires service among Christians.
• Critical thinking and problem solving as the learners investigate how God’s word
inspires service among Christians.
• Learning to learn as the learners discuss how the Bible promotes spiritual, moral,
social, emotional, physical and intellectual growth of a person.
• Communication and collaboration as the learners read the Bible in groups and
report to the class the meaning of passages read.
• Digital literacy as the learners search the internet on how the Bible is useful as a
tool for holistic growth.
Link to PCIs
• Effective communication is promoted when learners use the Bible to share the
word of God, discuss in groups and role-play.
• Peace education is enhanced as learners put into practice the word of God and live
harmoniously.
• Decision making is exhibited when the learners read the word of God and offer
service to God in different ways.
Links to values
• Unity is demonstrated when the learners work in groups and prepare Power Point
presentations.
• Respect is promoted when the learners analyse the role of the Bible and read the
Bible passages in turns
• Responsibility is enhanced as the learners engage in Christian service in their local
community.
40
Links to other subjects
• English Language as the learners read and discuss the Bible texts
• Computer Science when the learners use digital devices to carry out online search
• Performing Arts as learners role- play on the use of the Bible in spreading the word
of God and record it on digital devices.
Importance of the Bible and how it is used in the contemporary society
Suggested learning experiences
Activity 1
1. Guide the learners to study the pictures in the Learner’s Book. This promotes
learning to learn. It is linked to English languag e.
2. Guide the learners to identify the importance of the Bible from the pictures. This
promotes creativity and imagination. As sess the learners through oral questions.
3. Guide the learners to explain how they use the Bible at home , school and in church.
This promotes critical thinking and problem solving. Assess the learners through
listening.
4. Guide the learners to discuss other ways in which the Bible is used on different
occasions and places today. Guide them to present their findings in class. This
promotes communication and collaboration.
5. Guide themto use digital devices to design flashcards on how the Bible is used in
the contemporary society. Guide them to displaytheir flashcards in class. This will
enhance the competence of digital literacy. It links to Computer Science. Allow
learners to comment on each other’s flashcards through peer assessment.
6. Guide them to write an essay on how the Bible is used in the contemporary society.
Guide them to read their essays in class. This enhances communication and
collaboration. It links to English Language.
Activity 2
1. In groups, guide the learnersto recite the poem in the Learner’s Book. This promotes
learning to learn. It is linked to English Language.
2. Guide the learners to identify the importance of the Bible from the poem. This
promotes critical thinking and problem solving.
3. Guide the learners to explain other importance of the Bible. This promotes
communication and collaboration. Let them present their findings in class.
4. Guide the learners to use the internet to carry out a research on the importance of
the Bible. Allow them to present their findings in class using power point. This will
enhance the competence of digital literacy. It links to Computer Science. Assess
the learners through oral questions.
41
5. Guide them to compose a song on the importance of the Bible. Ask them to singit
in class. This promotes imagination and creativity. It also links to Performing Art.
Activity 3
1. Group the learners and guide them to read John 1:1-2, 2 Timothy 3:16-17, and
Proverbs 30:5-6 in turns. This promotes learning to learn. It links to English
Language.
2. Guide the learners to explain the meaning of the Bible readings from the scrolls. This
promotes critical thinking and problem solving. Guide them to make a summary
of what they have learnt from the Bible readings on charts. Guide them to read
their summary and display their posters in class. This promotes communication
and collaboration. It also links to English language. Assess the learners through
observation.
3. Lead them to outline the lessons they have learnt from 2 Timothy 3:16 -17, John
1:1-2 and Proverbs 30:5-6. This promotes self-efficiency.
4. Guide them to explain the teaching of 2 Timothy 3:16-17, Proverbs 30:5-6 and
John 1:1-2. This promotes effective communication.
5. Guide the learners to discuss the importance of the Bible from the Bible readings.
Ask them to present their findings in class. This promotes communication and
collaboration. Listen to the learners as they discuss.
6. Divide the learners in groups and guide them to hold a debate on how the Bible
is used in the contemporary society. Guide them to write down points from both
sides and present them in class. This promotes communication and collaboration.
7. Guide the learners to role-play the use of the Bible in spreading the word of God.
Let them take videos as they role play. Guide them to present their videos in class.
This promotes communication and collaboration. It links to Performing Art.
8. Guide the learners to write a summary about how the Bible is used to spread the
word of God on a chart. Guide them to display their charts in class. This promotes
effective communication
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners on how to design posters with messages on the importance of
the Bible in the contemporary society.
3. Instruct the learners to display their posters in class.
42
e role of the Bible for holistic growth
Activity 4
1. Pair the learners and guide them to read the story in the Learner’s Book. This
promotes learning to learn.
2. Guide the learners to identify how reading the Bible changed the narrator’s life.
3. Guide the learners to explain how reading the Bible promotes holistic growth in
their life. This promotes communication and collaboration. Allows them to present
their findings in class.
4. Guide the learners to discuss other ways in which the Bible promotes holistic growth
in a person. Guide them to present their findings in class. This promotes critical
thinking and problem solving.
5. Guide them to use the internet to find out how the Bible has promoted holistic
growth in their day-to-day life. Guide them to present their findings in class. This
will enhance the competence of digital literacy. It links to Computer Science.
Activity 5
1. Group the learners and guide them to read the word bubbles in the Learners’ Book.
This promotes learning to learn.
2. Lead them to identify how the Bible promotes holistic growth from the word bubbles.
This promotes effective communication.
3. Lead them to discuss in groups how the Bible promotes spiritual, moral,
social, emotional, physical and intellectual growth of a person. This promotes
communication and collaboration. Allow them to present their findings in class
using a table like the one shown in the Learner’s Book.
4. Guide them to write an essay about how the Bible has promoted spiritual, emotional,
social, intellectual and moral growth in their lives. Guide them to read their essays
in class. This enhances self efficacy. It links to English Language.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss with their parents or guardians how the Bible promotes
spiritual, emotional, social, intellectual and moral growth in life.
3. Allow the learners to present their posters in class.
43
How God’s word inspires dierent services among Christians
Activity 6
1. Pair the learners and guide them to study the pictures in the Learner’s Book. This
promotes learning to learn.
2. Guide the learners to explain how the people in the pictures are serving God. This
enhances critical thinking and problem solving.
3. Lead the learners to explain how they serve God in their community. This promotes
self-efficacy. Assess them through oral questions.
4. Guide them to discuss different types of services that Christians engage in
around their community in their service to God and humanity. This promotes
communication and collaboration. Let them present their findings in class.
5. Guide the learners to create flashcards with different types of services that young
people engage in within their local community. Ask them to display the flashcards
in class. This promotes creativity and imagination. Allow the learners to comment
on each other’s flashcards through peer assessment.
Activity 7
1. In groups, ask the learners to read the story in the Learner’s Book. This promotes
learning to learn.
2. Guide the learners to identify how the word of God inspires different services among
Christians from the story.
3. Guide the learners to explain other ways in which the word of God inspires service
among Christians. This enhances critical thinking and problem solving. Let them
present their findings in class.
4. Guide them to write an essay on how God’s word inspires service in them. Ask them
to read their essays in class. This enhances self-efficacy. It links to English Language.
5. Guide the learners to design posters using digital devices on how God’s word inspires
service among Christians. Guide them to display their posters in class. This will
enhance the competence of digital literacy. It links to Computer Science.
6. Guide the learners to prepare and record a TV or radio lesson on how God’s word
inspires service among Christians. Guide them to present their TV or radio lesson
in class. This will promote the competence of digital literacy. It links to Computer
Science.
7. Supervise them to write a poem about the Bible as the inspired word of God. Guide
them to recite their poems in class. This promotes creativity and imagination. It
links to Performing Arts.
44
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss with their parents or guardians how God’s word inspires
service among Christians and how to design posters.
3. Ask the learners to display their poster in class and strategic places in school to
create awareness on how God’s word inspires service among Christians.
Self-assessment
Check the learners poems and guide them.
Answers to Assessment 3.1
1. The Bible is used during worship in churches, crusades, conferences and seminars.
The Bible is also used in various occasions such as swearing in of leaders. The Bible
is used in schools, colleges and universities to teach students. It is also used in law
courts to take oaths.
2. Open ended.
3. The Bible contains commandments, values and skills that help Christians live a
holistic life.
4. Open ended.
5. Preaching the word of God, helping the needy, visiting and praying for the sick and
taking care of the elderly.
6. Open ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to explain the importance of the Bible and
how it is used in the contemporary society. The tasks should enable them to discuss the
role of the Bible for holistic growth and explain how God’s word inspires services among
Christians.
Assessment methods
1. Listening
Listen to the learners as they explain the importance of the Bible and how it is used in
the contemporary society.
2. Peer assessment
Allow learners to peer review each other’s work. Encourage the learners to use positive
and polite remarks when commenting on each other’s work.
45
3. Rating scale
RATING SCALE
(a) Administrative Information
Learner’s name __________________ Grade _____
(b) Competence (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Explains the importance of the Bible and how
it is used in the contemporary society.
Discusses the role of the Bible for holistic
growth.
Explains how God’s word inspires services
among Christians.
(c) Comments on the learner’s performance
Learner’s signature ____________________________ Date ___________________
Teacher’s Name ___________________ Signature____________ Date ___________
Divisions of the Bible
(Learner’s Book pages 43 - 49)
Number of lessons : 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) identify the two divisions of the Bible to Christians.
b) classify the books of the Old and New Testament according to their groups.
c) appreciate the Bible for reflective learning.
Key inquiry question
Why is it important to know the books of the Bible?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
46
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Questions and answers
10. Assessment rubric
Core competencies to be developed
• Learning to learn is promoted as the learners brainstorm in pairs why there are
two divisions of the Bible.
• Communication and collaboration is enhanced when the learners sort out and
design posters on the categories of books in the Old and New Testament according
to their themes.
Links to PCIs
Effective communication is enhanced as learners sort and design posters on categories
of books in the Old and New Testament according to their divisions and authorship.
Links to values
• Unity is promoted when the learners brainstorm in pairs why there are two major
divisions of the Bible.
• Responsibility is exhibited when the learners read the Bible for moral and spiritual
growth.
Links to other subjects
• English Language as the learners work in groups to design posters on categories of
the books of the Old and New Testament.
• Mathematics when the learners sort and chronologically sequence books of the
Old and New Testament.
• Computer Science as the learners carry out an online inquiry on the books of the
Bible.
47
Two divisions of the Bible
Suggested learning experiences
Activity 1

1. Guide the learners to study the buttons in the Learner’s Book. This promotes
learning to learn. It is linked to English Language.
2. Lead them to identify the books of Old Testament from the buttons. This promotes
learning to learn.
3. Guide them to write down other books of the Old Testament. Allows them to read
their lists in class. This promotes critical thinking and problem solving.
4. Guide the learners to identify the books of the New Testament from the buttons.
This promotes learning to learn.
5. Supervise them to make a list of other books of the New Testament. Allow them
to present their list in class. This promotes communication and collaboration.
6. Guide the learners to create charts showing the Old and New Testament books. Ask
them to display their charts in class. This promotes imagination and creativity.
Activity 2
1. Ask the learners to read the word bubbles in the Learner’s Book. This is linked
to English Language. Guide them to identify the importance of the Old and New
testaments from the word bubbles. This promotes learning to learn.
2. Guide the learners to research from the internet why there are two divisions of the
Bible. Ask them to present their findings in class. This promotes digital literacy.
It links to Computer Science.
3. Guide the learners discuss how the Old and New testaments are important to them.
Guide them to present their findings in class. This promotes critical thinking and
problem solving.
4. Lead the learners to explain other importance of the Old and New testaments.
Let them present their findings in class. This promotes communication and
collaboration.
5. Guide them to use digital devices to design posters with messages about the
importance of the Old and New Testaments. Guide them to display their posters
in class. This promotes digital literacy.
6. Guide the learners to compose a poem on the importance of the divisions of the
Bible. Guide them to recite it in class. This promotes creativity and imagination.
It links to Performing Arts.
48
Activity 3
1. Guide the learners to use digital devices to design flashcards with the books of the
Bible. This enhances creativity and imagination. It promotes digital literacy.
2. Ask the learners to put all the flashcards in one box. Let them mix the flashcards
thoroughly. Guide them to play a game of identifying the flashcards with Old or
New Testament books respectively. This promotes critical thinking and problem
solving.
3. Ask the learners to display the flashcards in their right order in class. This is linked
to Mathematics. It promotes critical thinking and problem solving.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to identify the books of the Old and New Testament with the guidance
of their parents or guardians.
3. Allow them to read their reports in class.
Classifying the books of the Old and New Testament
Activity 4
1. Guide the learners to sing the song in the Learner’s Book. This promotes learning
to learn. It is linked to performing arts.
2. Lead the learners to identify the categories of the Old and New Testament books
from the song. This promotes learning to learn.
3. Guide the learners to explain other categories of the Old and New Testament books.
This promotes critical thinking and problem solving. Allow them to present their
findings in class. Assess them through oral questions.
4. Guide the learners to carry out a research on the internet and the library on the
classification of the Old and New Testament books. This enhances digital literacy.
Allow them to present their findings using PowerPoint.
5. Guide the learners to design posters about the categories of the Old and New
Testament books according to their themes and authors. Ask the learners to display
their posters in class. This enhances communication and collaboration. It also
fosters creativity and imagination.
49
Activity 5
1. Guide the learners to study the books of the Bible on the shelves. This promotes
learning to learn.
2. Lead them to classify the books of the Old and New Testaments in to their right
categories. This promotes critical thinking and problem solving.
3. Guide the learners to name other books that belong to the Old and New Testament
in categories they have classified in 1. Guide them to present their findings in class.
Presentation enhances effective communication.
4. In groups, guide them to create charts with the classification of the Old and New
Testament books according to their themes and authors. Allow the learners to display
their charts in class. This enhances creativity and imagination. It also promotes
communication and collaboration.
Activity 6
1. Guide the learners to watch a video on the categories of the Old and New Testament
books. This enhances digital literacy.
2. Lead the learners to identify the categories of the Old and New Testament books
from the video clip. This promotes learning to learn.
3. Guide the learners to design flashcards using digital devices with the names of the
books of the Bible. This enhances creativity and imagination.
4. Instruct them to put all the flashcards in a bucket and mix them.
5. Guide them to pick the flashcards randomly. For each book of the Bible picked,
the learners should name the category in which the book is classified into. Guide
them to repeat the game until they categorise all the books of the Bible. Guide them
to display the flashcards with the categories of the books of the Bible in class. This
promotes critical thinking and problem solving. It also promotes communication
and collaboration.
6. Guide the learners to make a summary of the categories of the Old and New
Testament books on a chart. Ask them to present their findings using power point.
This enhances digital literacy. It links to Computer Science.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to design posters with the categories of books of the Bible with the
guidance of their parents or guardians.
3. Allow them to display their posters in class.
50
Self-Assessment
1. Guide the learners on how to carry out the self-assessment.
2. Let them tick whether they can do the tasks on the checklist.
3. Check what they have done and guide them.
Answers to Assessment 3.2
1. Open ended.
2. two, Old Testament, New Testament
3. Assess if the essay explains the importance of the two divisions of the Bible.
Ask them to read their essays in class.
4. Numbers-Law books
Ruth, Kings –Historical
Job- Poetic
Daniel (major prophet) Haggai (minor prophet) – Prophetic
Galatians, Philippians- Epistles
Luke-Gospels
Acts-Acts of the Apostles
5. Open ended.
6.
Book Category
Numbers Law
Joshua Historical
Proverbs Poetic
Jeremiah Prophetic
Luke Gospel
Romans Epistle
Suggestions on developing competency-based tasks
Develop tasks that test the ability to explain the importance of the two divisions of the
Bible. The tasks should enable them to identify the books of the Old and New Testament
according to their classification.
Assessment methods
1. Observation
Observe as the learners classify the books of the Old and New Testament on charts
and design posters.
2. Written assessment
51
Assess learners using Assessment 3.2 in the Learner’s Book by having them write
the answers in their exercise books.
3. Observation schedule
Learner’s name _____________________
Observable behaviour (competencies) Yes No Comment
Can identify the of the two divisions of the
Bible to enhance understanding.
Can classify the books of the Old and New
Testament according to their groups.
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
Bible translation
(Learner’s Book pages 49-55)
Number of lessons : 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) discuss reasons for translation of the Bible to local languages.
b) identify different translations and versions of the Bible used in Kenya.
c) examine the social and economic effects of the translation of the Bible into local
languages.
d) appreciate the work of Bible translation in Kenya to promote social cohesion.
Key inquiry questions
1. What skills does a Bible translator require?
2. Which challenges do Bible translators face?
3. Why is it important to translate the Bible?
Suggested learning resources
1. Good News Bible
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
52
7. Realia
8. Resource person
9. Word puzzles
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Learning to learn is fostered as the learners share the benefits of Bible translation
with their parents or guardians.
• Digital literacy is enhanced when the learners carry out online search on the benefits
of Bible translation into local languages.
• Critical thinking and problem solving is promoted as the learner’s debate on the
theme: “Is Bible translation still necessary in our society today?”
Links to PCIs
• Global citizenship is promoted when learners discuss the process of translating the
Bible into different languages.
• Digital literacy is enhanced as learners learn about the use of technology in
translating the Bible into different languages.
Links to values
• Love is portrayed when the learners learn that Bible translation embraces languages
of all nations.
• Unity and peace is fostered when the learners discuss how translation of the Bible
into local languages has helped to promoted inter-communal relations and peaceful
co-existence.
Links to other subjects
• Debating is linked to English Language.
• Composing a poem, on the benefits of Bible translation is linked to Performing
and Visual Arts.
53
• Carrying out an online inquiry on the benefits of translating the Bible into local
languages is linked to Computer Science.
• Explaining the benefits of Bible translation in their community is linked to Social
Studies.
Reasons for the translation of the Bible to local languages
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to read the story in the Learner’s Book. This is linked
to English Language.
2. Lead the learners to identify the Bible translation mentioned in the story. This
promotes learning to learn.
3. Guide the learners to name the Bible translations used in their communities. Allow
them to present their findings in class. This promotes unity and peace.
4. Allow the learners to discuss the benefits of reading the Bible in their local language.
Guide them to present their findings in class. This promotes critical thinking and
problem solving.
5. Lead the learners to explain how people have benefited from different translations
of the Bible. This promotes critical thinking and problem solving. It is linked to
Social Studies. Assess them through oral questions.
6. Guide the learners to carry out a research on the reasons why the Bible was translated
into local languages using digital devices. Allow them to present their findings in
class. This will enhance the competence of digital literacy. It is linked to Computer
Science.
Activity 2
1. Group the learners. Guide the learners to study the statements in the Learner’s Book.
This is linked to English Language.
2. Lead them to identify the reasons for the translation of the Bible into local languages
from the statements. This promotes learning to learn.
3. Guide the learners to discuss other reasons why the Bible was translated. Lead them
to present their findings in class. This promotes communication and collaboration.
Allow the learners to use digital devices to design posters about reasons for the
translation of the Bible into local languages. Guide them to display their posters in
class. This will enhance digital literacy.
54
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss with their parents or guardians the skills required
by a Bible translator and design posters about the skills a Bible translator requires.
3. Ask the learners to present their display their posters in class.
Translations and versions of the Bible used in Kenya
Activity 3
1. Organise learners into pairs. Guide the learners to study the Bible versions shown
in the Learner’s Book. This promotes self-efficacy.
2. Guide the learners to identify the Bible versions shown in the pictures. This will
enhance learning to learn.
3. Lead them to name the Bible versions that they use at home, school and in church.
This promotes communication and collaboration.
4. Guide them to name other Bible versions used in Kenya today. Lead them to read
their list in class. This enhances critical thinking and problem solving.
5. Lead the learners to design flashcards about the different Bible versions used in
Kenya today. Ask them to display their flashcards in class. This promotes creativity
and imagination. Let them assess themselves (peer assessment) and share with
the rest of the class where they face challenges.
Activity 4
1. Group the learners. Guide them to read the conversation on the Learner’s Book.
This promotes learning to learn. It links to English Language.
2. Guide the learners to identify different translations from the conversation. This
promotes learning to learn.
3. Lead the learners to mention the first Bible translation of the Bible. This promotes
learning to learners. Allow them to present their findings in class.
4. Guide the learners to name other Bible translations used in Kenya today. This
enhances critical thinking and problem solving. Lead them to present their
findings in class.
5. Guide the learners to discuss the different translation and versions of the Bible
used in Kenya today. Allow them to present their findings in class. This promotes
communication and collaboration.
55
6. Guide the learners to design flashcards on Bible translations used in Kenya today.
Allow them to display their flash cards in class. This promotes creativity and
imagination.
7. Guide the learners to compose a poem about how the translation of the Bible has
promoted social cohesion in Kenya. Allow them to recite their poems in class. This
promotes creativity and imagination.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the challenges that the Bible translators face with the
guidance of their parents or guardians and write an essay.
3. Ask the learners to read their essays in class.
Social and economic eects of translation of the Bible
Activity 5
1. Pair the learners. Guide them to read the article in the Learner’s Book. This promotes
learning to learn. It links to English Language.
2. Lead learners to identify the effects of Bible translation from the article. This
promotes critical thinking and problem solving.
3. Guide the learners to explain other effects of Bible translation. This promotes
communication and collaboration. Listen to them as they explain.
4. Guide the learners to classify the effects they have named in a table like the one
shown in the Learner’s Book. Let them present their tables in class.
Activity 6
1. Group the learners. Guide them to research using the internet or the library the
social and economic effects of Bible translation into local languages. This promotes
digital literacy. It is linked to Computer Science.
2. Guide the learners to write a composition on the social and economic effects of
Bible translation into local languages. This enhances creativity and imagination. It
is linked to English Language. Supervise them to read their compositions in class.
3. Guide the learners to hold a debate on the motion: ‘’Is Bible translation still necessary
in our society today?” Let them to write notes from both sides and present them in
class. This promotes communication and collaboration.
56
4. Guide the learners to write a speech about how the translation of the Bible into local
languages has helped to promote intercommunal relations and peaceful coexistence
in Kenya. Ask them to read their speech in class. This promotes creativity and
imagination. It links to English Language.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to visit a religious leader with the guidance of their parents or
guardians and find out from him or her effects of the Bible translation into local
languages.
3. Instruct them to design posters with the social and economic effects of Bible
translation into local languages.
4. Allow them to display their posters in class.
Self-assessment
1. Guide the learners on how to carry out their self-assessment activity.
2. Assess their songs on how the translation of the Bible has benefitted them and guide
them accordingly.
Assessment 3.3
1. - To enable the local people read and understand the word of God.
- To enable the missionaries to spread the word of God easily.
2. Assess the poem.
3. Open ended.
4. Good News, Revised Standard, King James, New International, African Bible and
the Living Bible.
a) It led to the spread of the word of God.
b) Many Africans were converted into Christianity
c) Schools were established to educate people to read and write.
d) The printing press was established as the demand of Bibles increased.
5.
Social effects Economic effects
The spread of the word of God. Establishment of the printing press.
Many Africans were converted into
Christianity.
Establishment of schools.
57
Suggestions on developing competency-based tasks
Develop tasks that test the ability to discuss reasons for translation of the Bible to enhance
understanding of the word of God. The tasks should enable them to identify different
translations and versions of the Bible used in Kenya and examine the social and economic
effects of the translation of the Bible into local languages.
Suggested assessment methods
1. Journal
Ask the learners to write in a journal of the number of Bible versions they have read and
how they have benefitted from the translation of the Bible.
2. Assessment rubric
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
discuss
reasons for
translation
of the Bible
to enhance
understanding
of the word of
God.
With relevant
illustrations,
correctly
discusses the
reasons for
translation
of the Bible
into local
languages.
Correctly
discusses the
reasons for
translation
of the Bible
into local
languages.
Discusses some
of the reasons
for translation
of the Bible
into local
languages.
With support,
discusses the
reasons for
translation
of the Bible
into local
languages.
Ability to
identify
dierent
translations
and versions
of the Bible
used in Kenya.
Correctly
identies
and explains
dierent
translations
and versions of
the Bible used
in Kenya.
Correctly
identies
dierent
translations
and versions of
the Bible used
in Kenya.
Identies
some dierent
translations
and versions of
the Bible used
in Kenya.
Needs
assistance to
identify any
translation and
version of the
Bible used in
Kenya.
Ability to
examine the
social and
economic
eects of
translation
of the Bible
into local
languages.
Accurately
examines citing
examples, the
social and
economic
eects of
translation
of the Bible
into local
languages.
Correctly
examines the
social and
economic
eects of
translation
of the Bible
into local
languages.
Examines some
of the social
and economic
eects of
translation
of the Bible
into local
languages.
Has challenges
examining
the social and
economic
eects of
translation
of the Bible
into local
languages,
requires
assistance.
58
Leadership in the Bible: Moses
(Learner’s Book pages 56-63)
Number of lessons : 4
Specic learning outcomes
By the end of the sub strand,the learner should be able to:
a) describe how God prepared Moses for leadership.
b) identify the roles played by Moses during the Exodus.
c) discuss the qualities of Moses which Christians can emulate.
d) emulate the leadership qualities in Moses and apply them in day to day living.
Key inquiry questions
1. Why did God preserve the life of Moses?
2. Which qualities of a good leader would you like to emulate?
3. Why is good leadership important?
Suggested learning resources
1. Good News Bible
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
7. Realia
8. Resource person
9. Word puzzles
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
59
Core competencies to be developed
• Self-efficacy is fostered when the learners emulate the leadership qualities in Moses.
• Citizenship is promoted when the the learners explore how Moses effectively carried
out his responsibilities.
• Digital literacy is enhanced when the learners watch a video clip on how God
prepared Moses for leadership and make TV presentation in class.
• Imagination and creativity is enhanced when the learners compose and sing a
relevant song on Moses as a leader.
• Critical thinking and problem solving is promoted when the learners analyse
qualities of a good leader.
Links to PCIs
• Human rights is promoted as learners learn how Moses stood up for the rights of
the Israelites.
• Good governance is fostered when the learners learn how Moses led the Israelites
from Egypt.
• Effective communication is enhanced as learners make presentations in class.
Link to values
• Responsibility is promoted when the learners identify leadership roles played by
Moses during the Exodus.
• Love is exhibited when the learners observe how Moses interceded for the Israelites
when they committed sin.
• Social justice is promoted when the learners learn why Moses led the Israelites
from bondage in Egypt.
Links to other subjects
• Researching from the internet on how God prepared Moses for leadership and
present their points using a Power Point is linked to Computer Science.
• Learning how Moses fought for the Israelites and led them from bondage in Egypt
is linked to Social Studies.
How God prepared Moses for leadership
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to read the word bubbles in the Learner’s Book.
2. Guide the learners to identify the characteristics of a good leader from the word
bubbles. This enhances learning to learn.
3. Guide them to write down the characteristics of a leader they would like to have.
60
This enhances decision-making.
4. Instruct the learners to explain other characteristics of a good leader. This promotes
critical thinking and problem solving. Allow them to present their findings in
class. This enhances effective communication.
5. Guide them to design posters on the characteristics of a good leader using digital
devices. This enhances creativity and imagination. Guide them to display their
posters in class.
6. Guide the learners to carry out a research on the internet on how God prepared
Moses for leadership. Let them present their findings in class. This promotes digital
literacy. It links to Computer Science.
Activity 2
1. Group the learners. Guide them to study the pictures in the Learner’s Book. This
links to English Language.
2. Lead the learners to explain what is happening in the pictures. This promotes critical
thinking and problem solving.
3. Guide the learners to read Exodus 2:11-13 and Exodus 3:1-2 in turns. This links
to English Language.
4. Guide the learners to explain the injustices that Moses witnessed the Hebrews
being subjected to by the Egyptians. This fosters social justice. Assess the learners
through listening.
5. Ask the learners to explain how Moses stood for the rights of the Israelites according
to Exodus 2:11-13. Allow them to present their findings in class. This promotes
critical thinking and problem solving as well as human rights.
6. Guide them to identify the place where Moses was when he saw a burning bush
according to Exodus 2: 11-13. This promotes communication and collaboration.
7. Lead the learners to describe what Moses was doing when God called him according
to Exodus 3:1-2. This promotes critical thinking and problem solving.
8. Guide the learners to discuss how God prepared Moses for leadership according
to Exodus 2:11-13 and Exodus 3:1-2. This promotes communication and
collaboration. Let them to present their findings in class. Observe as the learners
as they discuss in groups.
9. Ask the learners to read Exodus 3:11 and Exodus 6:12 in turns. This links to
English Language.
10. Guide the learners to explain how Moses responded to God according to Exodus
3:11 and Exodus 6:12. This promotes learning to learn.
11. Guide them to discuss the lessons that they have learnt from the Bible readings.
Allow them to present their findings in class. This promotes critical thinking and
problem solving. Observe the learners as they discuss in groups.
61
12. Guide them to make a summary of the ways in which God prepared Moses for
leadership according to Exodus 2:11-13, Exodus 3:1-2,11 and Exodus 6:11 and
allow them to present their points in class using Power Point. This promotes digital
literacy. It is linked to Computer Science.
Activity 3
1. Guide the learners to watch a video clip on how God prepared Moses for leadership.
This promotes digital literacy. It is linked to Computer Science.
2. Lead the learners to identify how God prepared Moses for leadership from the
video clip. This promotes learning to learn.
3. Guide the learners to discuss what they have learnt from how God prepared Moses
for leadership from the video clip. This promotes critical thinking and problem
solving. Discussing in groups promotes communication and collaboration. Listen
to learners as they discuss in groups.
4. Lead the learners to design flashcard using digital devices showing how God
prepared Moses for leadership from the video clip. This promotes creativity and
imagination. Using digital devices promotes digital literacy. Guide the learners
to display their flashcards in class. Allow learners to peer assess each other’s work.
5. Guide them to make a TV lesson about how God prepared Moses for leadership. Ask
them to read their script in class. Writing and reading is linked to English Language.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss how God preserved the life of Moses with the guidance
of their parents or guardians.
3. Ask the learners to write an essay about how God prepared Moses for leadership
and present it in class.
Roles played by Moses during the Exodus
Activity 4
1. Pair the learners. Guide them to read the story in the Learner’s Book. This promotes
communication and collaboration. This is linked to English Language.
2. Lead the learners to identify the roles played by Siratei in the story. This promotes
learning to learn.
3. Guide the learners to explain the roles of their class secretary. This promotes critical
thinking and problem solving.
62
4. Guide the learners to design posters about roles of their school leaders. This
promotes critical thinking and problem solving. Guide them to display their
posters in class. Observe their posters and guide them.
Activity 5
1. Organise learners in groups. Guide the learners to study the pictures in the Learner’s
Book. This is linked to English Language.
2. Guide the learners to explain what is happening in the pictures. This promotes
critical thinking and problem solving.
3. Instruct the learners to read Exodus 14:13-16,21 and Exodus 15:22-25 in turns.
Reading promotes communication and collaboration. It is linked to English
Language.
4. Guide the learners to state what Moses told the Israelites when they were afraid of
the Egyptians. Assess the using oral questions.
5. Guide them to describe what Moses did when the Israelites were thirsty and the
water was bitter in the desert. This promotes critical thinking and problem solving.
6. Guide the learners to explain the roles played by Moses during the exodus according
to Exodus 14:13-16,21 and Exodus 15: 22-25. This promotes citizenship. Let them
present their findings in class.
7. Lead the learners to explain how God protected and provided for the Israelites in
the wilderness. This promotes the value of love.
8. Guide them to discuss the lessons they have learnt from the two Bible readings.
This promotes critical thinking and problem solving. Allow them to present their
findings in class. Listen to the learners as they discuss in groups.
9. Ask the learners to read Exodus 18:7-10, 18:17-24 and Deuteronomy 4:1-3,5,6
in turns. This links to English Language.
10. Guide the learners to identify how Jethro advised Moses according to Exodus 18:17.
This promotes critical thinking and problem solving.
11. Guide the learners to explain what Moses urged the Israelites to do according
to Deuteronomy 4; 1-3,5,6. This enhances the skill of communication and
collaboration.
12. Guide them to identify the roles played by Moses according to Exodus 18:7-10,
18:17-24 and Deuteronomy 4:1-3,5,6. This promotes learning to learn.
13. Guide the learners to explain the lessons they have learnt from the Bible readings.
This promotes critical thinking and problem solving. Allow them to present their
findings in class.
14. Guide them to make a summary on a chart of the roles played by Moses during the
exodus according to the Bible readings. This enhances creativity and imagination.
Allow them to display their charts in class.
63
Activity 6
1. Guide the learners to watch a video clip on the roles played by Moses during the
Exodus. This enhances digital literacy. It is linked to Computer Science.
2. Let the learners identify the roles played by Moses during the exodus from the video.
This promotes learning to learn.
3. Guide the learners to discuss the lessons they have learnt from the roles played by
Moses during the exodus. This promotes critical thinking and problem solving.
Walk around and listen to learners as they discuss in groups.
4. Guide them to design flashcards showing the roles played by Moses during the
Exodus using digital devices. This enhances digital literacy. Ask them to display
their flashcards in class.
5. Guide them to write an essay about the roles played by Moses during the exodus.
This promotes creativity and imagination. Allow them to read their essays in class.
6. Guide the learners to compose a song about Moses as a leader. Allow them to sing
it in class. This promotes creativity and imagination. It is linked to Performing
Arts. Allow for peer review as learners comment on each other’s songs.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to discuss with their parents or guardians why leadership is important
and to compose a poem about how Moses effectively carried out his responsibilities.
3. Guide them to recite their poems in class.
Qualities of Moses which Christians can emulate
Activity 7
1. Organise the learners in pairs. Guide them to recite the poem in the Learner’s
Book. This promotes effective communication. It is linked to English Language
and Performing Arts.
2. Instruct the learners to identify the qualities of a good leader from the poem. This
promotes learning to learn.
3. Guide them to explain other qualities of a good leader. Ask them to present their
findings in class This promotes critical thinking and problem solving. Ask the
learners oral questions.
64
4. Lead the learners to discuss the qualities they consider when choosing a leader in
school. Let them their present their findings in class.
5. Guide the learners to design posters about the qualities of a good leader using digital
devices. Let them to display their posters in class. This promotes digital literacy
and creativity and imagination. It is linked to Computer Science.
6. Ask the learners to compose a poem about the qualities of a good leader they would
like to have. This promotes creativity and imagination. Allow them to recite their
poems in class. Allow for peer review as learners comment on each other’s work.
Activity 8
1. Group the learners. Guide them to study the qualities of a leader shown in the word
tree. This is linked to English Language.
2. Lead the learners to identify leadership qualities Christians can learn from Moses
from the word tree. This promotes learning to learn.
3. Guide them to discuss other qualities of Moses which Christians can emulate. Let
them present their findings in class. This promotes critical thinking and problem
solving. Listen to them as they discuss in groups.
4. Guide them to design flashcards about leadership qualities of Moses which
Christians can emulate. This promotes creativity and imagination. Guide them
to display their flashcards in class. Allow for peer review as learners comment on
each other’s work.
Activity 9
1. Organise learners into two groups. The proposers and opposers. This promotes
communication and collaboration.
2. Guide the learners to hold a debate on the advantages of choosing good leaders.
This enhances effective communication.
3. Let them take notes from both sides and read them in class.
4. Guide them to prepare a speech on leadership qualities that young people can apply
in their day to day living. Let them read their speeches in class.
5. Guide them to compose a song on the leadership qualities of Moses they can emulate.
This promotes decision making and responsibility. It enhances creativity and
imagination. Let them sing their song in class. This is linked to Performing Arts.
Allow learners to peer assess each other’s songs.
65
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to discuss the qualities Christians can learn from Moses with the
parents or guardians.
3. Guide them to present their findings in class.
Self-Assessment
Check what the learners have written in their journals and assess them.
Answers to Assessment 3.4
1. Obedient, honest, respectful, humble, faithful, decisive and accountable.
2. Open ended.
3. a) He delivered the Israelites from bondage.
b) He encouraged the Israelites to have faith in God’s power to liberate them.
c) He sought for providence for the Israelites when they were hungry and thirsty
in the desert.
d) He appointed judges who served the people of Israel.
4. Persistent, Patient, Loyal, Obedient Humble, Just, Loving Faithful.
5. Obedience, honesty, respect, humility, faithful, decisive and accountable
6. Open ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to describe how God prepared Moses for leadership.
The tasks should enable them to identify the roles played by Moses during the Exodus
and discuss the qualities of Moses which Christians can emulate.
Suggested assessment methods
1. Oral questions
Ask the learners to describe how God prepared Moses for leadership.
2. Checklist
66
Learner’s
name
Competencies (Knowledge, skills, attitudes, values) assessed
(tick appropriately)
Describes how God
prepared Moses
for leadership
to develop their
leadership skills.
Identifies the
roles played by
Moses during the
Exodus.
Discusses the
qualities of Moses
which Christians
can emulate.
Teacher’s
comments
Ye s No Yes No Ye s No
Teacher’s signature Date
67
(Learner’s Book pages 64-86)
Summary of the strand
This strand helps learners understand the life and ministry of Jesus Christ. It has two sub
strands namely: background to the birth of Jesus Christ where learners are expected
to outline the prophecies about the coming of Jesus Christ to promote critical thinking;
explain how Old Testament prophecies about the Messiah were fulfilled by the coming
of Jesus Christ; describe the annunciation and birth of John the Baptist to enhance
background knowledge; relate the birth of John the Baptist to the coming of Jesus Christ;
analyse how Christians apply the message of John the Baptist in their lives today and
appreciate the fulfilment of the prophecies about the coming of Jesus Christ.
The second sub strand is the birth and childhood of Jesus Christ where learners will
analyse the events that took place during the annunciation and the birth of Jesus Christ;
describe the dedication of Jesus Christ in the temple; discuss the story of Jesus Christ
in the temple with elders; examine values which Christians learn from the birth and
childhood of Jesus Christ and appreciate the dedication of Jesus Christ and relate to
similar practices in the churches today.
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and fast
learners equal chances to participate
in class activities. Ensure that they
accommodate one another and work
together despite their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are positioned
evenly in the class.
• Ensure the short-sighted learners
sit in front of the class and the long-
sighted ones sit at the back.
• For visually impaired learners, avail
braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplied
sound or signed videos.
•
Give support to physically
challenged learners by giving them
tasks they can handle. Ensure the
other learners support them too.
For example, helping in pushing
a wheelchair for a physically
challenged learner.
The Life and Ministry of Jesus
Christ
4
68
Background to the birth of Jesus Christ
(Learner’s Book pages 64-75)
Number of lessons: 5
Suggested learning outcomes
By the end of the sub strand, the learner should be able to:
a) outline the prophecies about the coming of Jesus Christ to promote critical
thinking.
b) explain how Old Testament prophecies about the Messiah were fulfilled by the
coming of Jesus Christ.
c) describe the annunciation and birth of John the Baptist to enhance background
knowledge.
d) relate the birth of John the Baptist to the coming of Jesus.
e) analyse how Christians apply the message of John the Baptist in their lives
today.
f) appreciate the fulfilment of the prophecies about the coming of Jesus Christ.
Key inquiry questions
1. What roles are played by prophets?
2. Why did Mary visit Elizabeth?
3. Why was the birth of John the Baptist important?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Learner’s portfolio
9. Resource person
10. Realia
69
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Digital literacy is enhanced as the learners carry out searches online on the
prophecies about the coming of Jesus Christ.
• Imagination and creativity is promoted when the learners compose a poem on how
the birth of John the Baptist relates to the coming of Jesus Christ.
• Critical thinking and problem solving is promoted as the learners discuss the
relevance of the message of John the Baptist to Christians today.
• Citizenship is fostered when the learners brainstorm on the skills which Christians
need to avoid evils condemned by John the Baptist.
• Communication and collaboration is enhanced when the learners role-play the
annunciation and birth of John the Baptist and record this using a digital device.
Links to PCIs
• Social cohesion is achieved when the learners brainstorm how to avoid evils
condemned by John the Baptist.
• Decision making is shown when the learners apply the message of John the Baptist
in their lives by practising empathy and social justice in their interactions with others.
• Human rights is promoted when the learners brainstorm the skills which Christians
need to avoid evils condemned by John the Baptist.
Links to values
• Love is shown when the learners practise the teachings of John the Baptist through
sharing with the needy.
• Unity and cooperation is enhanced when the learners work in groups.
• Social justice is promoted when the learners brainstorm how they can apply the
message of John the Baptist in their daily lives.
70
Links to other subjects
• Reading the Bible texts and brainstorming the meaning of prophecy in groups is
linked to English Language.
• Watching a video clip or listening to an audio on the annunciation and birth of John
the Baptist is linked to Computer Science.
• Reading Luke 3:7-15 and discussing the message of John the Baptist and its relevance
to their daily lives is linked to Social Studies.
Prophecies about the coming of Jesus Christ
Suggested learning experiences
Activity 1
1. Pair the learners and let them read the article in the Learner’s Book. This promotes
learning to learn. It is linked to English language.
2. Allow them to say what Koitalel’s prophecy was about. This promotes critical
thinking and problem solving.
3. Let them explain how Koitalel’s prophecy was fulfilled. This promotes learning to
learn. Allow them to present their findings in class.
4. Guide them to discuss the meaning of prophecy. Let them present their findings in
class. This promotes communication and collaboration. Discussions also promote
peace and unity. Listen to them as they discuss in pairs.
5. Supervise the learners as they carry out an online research on the prophecies about
the coming of Jesus Christ. This enhances digital literacy. Let them present their
findings in class. Presentations promote self-efficacy. Assess the learners through
oral questions.
Activity 1
Activity 2
Activity 1
1. Group the learners. Guide them to sing the song in the Learner’s Book in their own
tune. This is linked to Kiswahili.
2. Allow them to sing the song in groups. Working in groups enhances social cohesion
and love.
3. Lead them to explain what the song says about the child to be born. This promotes
communication and collaboration.
4. Guide the learners to read Isaiah 9:6-7 and Jeremiah 23:5-6 in turns. As they read
in turns, unity and cooperation is enhanced.
5. Lead them to list the titles used by Prophet Isaiah to refer to the Messiah.
6. Instruct them to discuss what the titles mentioned in (i) teach them about Jesus
Christ. This enhances critical thinking and problem solving. Listen to them as
71
they discuss in groups. Allow them to present their findings in class.
7. Lead them to name the family that the Messiah would come from according to
Jeremiah 23:5-6.
8. Supervise them as they explain the prophecy of the coming of the messiah according
to Prophet Jeremiah and present their work in class. Presentations enhance self-
efficacy.
9. Guide them to design posters about what prophets Isaiah and Jeremiah said about
the coming of Jesus Christ. This promotes creativity and imagination. Allow them
to display their posters in class. Allow for peer assessment as learners comment
on each other’s posters.
10. Let them explain other prophecies about the coming of Jesus Christ. Observe as
learners explain to each other. Allow them to present their findings in class.
11. Guide them to conduct an internet based research or use of resources from the
library about the coming of Jesus Christ. Use of internet for research enhances
digital literacy. This promotes creativity and imagination.
12. Supervise them as they create charts about the coming of Jesus Christ. Allow them
to display their charts in class.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the roles played by prophets about the coming of the
Messiah with the guidance of their parents or guardians.
3. Ask them to prepare ashcards with Bible texts on the prophecies about the
coming of Jesus Christ.
4. Allow them to display their ashcards in class and in strategic places in the school.
How Old Testament prophecies about the Messiah were fullled by the
coming of Jesus Christ
Suggested learning experiences
Activity 3
1. Pair the learners and ask them to study the tablet. Let them read what the Grade 7
learners found out. This will promote the skill of learning to learn. It is linked to
English Language.
2. Let them identify how Jesus fulfilled the Old Testament prophecies from the tablet.
This promotes communication and collaboration.
3. Guide the learners to explain other ways in which Old Testament prophecies about
the Messiah were fulfilled by the coming of Jesus Christ. This promotes critical
72
thinking and problem solving. Assess the learners through oral questions.
4. Guide the learners to carry out a research on how the Old Testament prophecies
about the Messiah were fulfilled by the coming of Jesus Christ. They can use online
research or books from the library. This will promote digital literacy. Allow them
to present their findings in class.
5. Supervise the learners as they prepare flashcards with Bible texts on the Old
Testament prophecies about the coming of the Messiah and how they were fulfilled.
This promotes creativity and imagination. Allow the learners to display their
flashcards in class. Guide the learners to peer assess each other’s work.
Activity 4
1. Group the learners. Lead them to read what Kai has written. This is linked to
English Language.
2. Guide the learners to explain how Jesus fulfilled the Old Testament prophecies from
Kai’s notes. This promotes learning to learn.
3. Instruct them to read Matthew 1:18-23 in turns. This promotes communication
and collaboration. It is linked to English Language.
4. Guide them to explain how the angel communicated to Joseph. This promotes
critical thinking and problem solving.
5. Let them explain what the angel said about Jesus Christ according to Matthew
1:18-23. This promotes communication and collaboration.
6. Guide the learners to discuss what they have learnt from the Bible reading. This
promotes love and unity. Walk around and listen to the learners as they discuss in
groups. Allow the learners to present their findings in class.
7. Guide the learners to explain how Jesus Christ fulfilled the Old Testament prophecies
from the Bible reading. This promotes critical thinking and problem solving.
Allow them to present their findings in class.
8. Guide them to describe other ways in which Jesus Christ fulfilled the Old
Testament prophecies about the coming of the Messiah. This promotes effective
communication. Allow them to present their findings in class.
9. Guide them to make a summary on charts about how Jesus Christ fulfilled the Old
Testament prophecies. This promotes responsibility. Allow them to display their
charts in class. Observe their charts and guide them.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to look for Old Testament Bible references on the prophecies
about the coming of the Messiah and how they were fullled.
3. Let them present their ndings in class.
73
e annunciation and birth of John the Baptist
Activity 5
1. Pairs the learners. Allow the learners to study the picture in the Learners Book and
read the word bubbles. This promotes learning to learn. It is linked to English
Language.
2. Let them explain what is happing in the picture. This enhances critical thinking
and problem solving.
3. Direct them to read Luke 1:5-25 in turns. This is linked to English Language.
4. Allow them to narrate the annunciation and birth of John the Baptist. Listen to
them as they narrate the annunciation and birth of John the Baptist. This promotes
learning to learn.
5. Guide them to explain where Zechariah was when the angel appeared to him. This
promotes communication and collaboration.
6. Instruct the learners to describe the words of the angel to Zechariah when he
appeared to him. Assess the learners through oral questions. This promotes critical
thinking and problem solving.
7. Guide the learners to explain why Zechariah did not believe what the angel was
saying. Listen as the learners explain to each other. This promotes communication
and collaboration.
8. Supervise them as they discuss what happened to Zechariah after the angel had left.
This promotes unity and cooperation. Allow them to present their findings in class.
9. Supervise the learners to write down what they have learnt from Luke 1:5-25. This
promotes critical thinking and problem solving. Allow the learners to present
their findings in class.
Activi ty 6
1. Organise the learners to watch a video clip about the annunciation and birth of
John the Baptist. This enhances digital literacy. It is linked to Computer Science.
Ensure every learner gets an opportunity to watch the video.
2. Instruct them to narrate the annunciation and birth of John the Baptist after watching
the clip. This promotes learning to learn.
3. Lead them to explain the lessons they have learnt from the annunciation and birth
of John the Baptist. this promotes effective communication. Allow them to present
their findings in class.
4. Guide them to role-play the annunciation and birth of John the Baptist. Ask them
to record the role-play on digital devices. Role-playing enhances creativity and
74
imagination. Working together in a role-play promotes effective communication.
It enhances unity and decision-making.
5. Guide them to identify the words related to the annunciation and birth of John
the Baptist in the word search. This enhances their critical thinking and problem
solving skills.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the annunciation and birth of John the Baptist with the
guidance of their parents or guardians.
3. Ask them to present their ndings in class.
Relating the birth of John the Baptist to the coming of Jesus Christ
Activity 7
1. Organise the learners in pairs. Guide them to sing the song about John the Baptist
in the Learner’s Book. is is linked to Performing Arts.
2. Let the learners identify the roles of John the Baptist from the song. is pro motes
learning to learn. It links to English Language.
3. Guide the learners explain how the birth of John the Baptist is related to the coming
of Jesus Christ from the song. is promotes critical thinking and problem solving.
Listen to the learners as they explain to each other how the birth of John the Baptist
is related to the coming of Jesus Christ.
4. Instruct them to carry out an online research on ways in which the birth of John
the Baptist relates to the coming of Jesus Christ. is enhances digital literacy. Let
them present their ndings in class.
5. Lead them to design ashcards with messages on how the birth of John the Baptist
relates to the coming of Jesus Christ. is will enhance creativity and imagination.
Let the learners display their ashcards in class. Allow learners to peer review each
other’s ashcards.
Activity 8
1. Group the learners. Ask them to study the pictures and read the word bubbles in the
Learner’s Book. This promotes learning to learn. It is linked to English Language.
2. Guide the learners to explain what is happening in the pictures. This promotes
critical thinking and problem solving.
75
3. Let the learners name the person who John the Baptist was talking about. This
enhances effective communication.
4. Guide the learners to explain the message of John the Baptist to the people according
to the pictures. Allow them to present their findings in class. Assess the learners
through oral questions.
5. Instruct the learners to read Luke 3:16 and John 1:29-30 in turns. This promotes
learning to learn. Allow them to write down the words of John the Baptist about
Jesus from the texts on flashcards. Let them display their flashcards in class.
6. Guide the learners to discuss what they have learnt from the Bible readings. This
promotes self-efficacy. Listen to them as they discuss in groups. Let them present
their findings in class.
7. Lead the learners to explain how the words from John the Baptist relate to the coming
of Jesus Christ. This promotes critical thinking and problem solving. Allow them
to present their findings in class.
8. Guide them to compose a poem on how the birth of John the Baptist relates to the
coming of Jesus Christ. This promotes creativity and imagination. Guide them to
recite their poems in class. Allow the learners to peer assess each other’s poems.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss why the birth of John the Baptist was important with
the guidance of their parents or guardians.
3. Let them present their ndings in class.
How Christians apply the message of John the Baptist in their lives
today
Activity 9
1. Pair the learners and allow them to recite the poem about the message of John the
Baptist. This enhances the learning to learn. It is linked to English Language.
2. Instruct them to identify the teachings of John the Baptist from the poem. This
promotes critical thinking and problem solving.
3. Guide them to explain how they apply the message of John the Baptist in their daily
living. This enhances critical thinking and problem solving. Let them present
their findings in class.
4. Instruct them to compose a song on how they apply the message of John the Baptist
in their daily living. Composing a song promotes creativity and imagination. Ask
them to sing the song in class. This links to Performing Arts.
76
Activity 10
1. Group the learners. Let them study the picture in the Learner’s Book and read the
word bubbles. This will help them to develop the skill of learning to learn.
2. Let them identify the ways in which the learners are applying the message of John
the Baptist in their lives from the picture. This promotes learning to learn.
3. Lead them to explain other ways in which they can apply the message of John the
Baptist in their daily lives. This promotes critical thinking and problem solving
as well as decision making.
4. Instruct them to discuss how Christians apply the message of John the Baptist in
their lives today. This promotes communication and collaboration. Guide them to
write down the main points on a chart. Allow them to present their points in class.
5. Let them read Luke 3:7-15 in turns. This enhances effective communication. It is
linked to English Language.
6. Guide them to mention the name of the man who was shouting in the desert
according to the reading. This promotes learning to learn.
7. Lead them to say who John the Baptist was talking about according to the Bible
reading. This promotes effective communication.
8. Ask them to explain the message of John the Baptist to the people, tax collectors
and soldiers. This promotes critical thinking and problem solving.
9. Guide the learners to discuss the message of John the Baptist to the people. This
promotes communication and collaboration. Walk around the classroom and
listen to them as they discuss in groups. Guide them to write down the main points
on charts and display them in class.
10. Let them explain the evils condemned by John the Baptist. This promotes critical
thinking and problem solving.
11. Guide them to explain the skills which they need to avoid evils condemned by John
the Baptist. This promotes critical thinking and problem solving. Allow them to
present their findings in class.
12. Supervise them as they design flashcards with messages about how Christians can
apply the message of John the Baptist in their daily lives. This enhances creativity
and imagination. Allow them to display their flash cards in class. Observe their
flashcards and guide them.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to watch a video clip from Luke 3:7-15 and prepare a radio lesson
on the message of John the Baptist to the people with their parents or guardians.
3. Let them present their scripts in class.
77
Self Assessment
Instruct the learners to write brief essays on how they will apply the message of John
the Baptist in their daily lives.
Answers to Assessment 4.1
1. A prophecy is something which is declared by a prophet especially a divinely inspired
prediction, instruction, utterance or revelation.
2. Prophet Jeremiah prophesied that the Messiah would come from the family of
King David. Prophet Isaiah prophesied that the Messiah would have divine titles,
Wonderful Counsellor, Mighty God, Eternal Father, Prince of Peace.
3. The Messiah was born of a virgin. Jesus is a descendant of King David.
4. Check if they can narrate the annunciation and birth of John correctly.
5. d,a,e,c.b
6. He will be a great man in the Lord’s sight. He must not drink any wine or strong
drink. From his very birth, he will be filled with the Holy Spirit.He will bring back
many of the people of Israel to the Lord their God. He will go ahead of the Lord,
strong and mighty like the Prophet Elijah. He will bring fathers and children together
again. He will turn disobedient people back to the way of thinking of the righteous.
He will get the Lord’s people ready for him.
7. Open-ended.
8. man, greater, existed, born
9. Open-ended.
10. Decision making,critical thinking and self-awareness. 
11. Open-ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to outline the prophecies about the coming of Jesus
Christ to promote critical thinking. The tasks should enable them to explain how Old
Testament prophecies about the Messiah were fulfilled by the coming of Jesus Christ,
describe the annunciation and birth of John the Baptist, relate the birth of John the Baptist
to the coming of Jesus Christ and analyse how Christians apply the message of John the
Baptist in their lives today.
Suggested assessment methods
1. Observation
Observe the learners as they outline prophecies about the coming of Jesus Christ.
2. Listening
Listen to learners as they discuss how Christians apply the message of John the Baptist
in their lives today.
78
3. Observation schedule
Learner’s name _____________________
Observable behaviour (competencies) Yes No Comment
Can outline the prophecies about the coming of Jesus
Christ.
Can explain how Old Testament prophecies about the
Messiah were fullled by the coming of Jesus Christ.
Can describe the annunciation and birth of John the
Baptist.
Can relate the birth of John the Baptist to the coming
of Jesus Christ.
Can analyse how Christians apply the message of John
the Baptist in their lives today
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
The birth and childhood of Jesus Christ
Learner’s Book page 76- 86
Number of lessons: 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) analyse the events that took place during the annunciation and birth of Jesus.
b) describe the dedication of Jesus in the temple for spiritual growth.
c) discuss the story of Jesus in the temple with elders to understand his mission.
d) identify values which Christians learn from the birth and childhood of Jesus
Christ.
e) appreciate the dedication of Jesus Christ and relate it to similar practices in the
churches today.
Key inquiry questions
1. Which events take place during the dedication of a child?
79
2. What activities do you participate in the church?
3. Why do Christians celebrate the birth of Jesus Christ?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Learner’s portfolio
9. Resource person
10. Realia
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Digital literacy as the learners prepare a PowerPoint presentation on the events that
took place during the birth of Jesus.
• Critical thinking and problem solving as the learners watch a video clip and make
observations on the story of Jesus in the temple with elders.
• Learning to learn is enhanced when the learners discuss the mission of Jesus from
his interaction with elders in the temple.
• Communication and collaboration is promoted when the learners share their
personal experiences during church services.
Links to PCIs
• Child rights and protection is promoted when the learners learn that Jesus’ parents
were concerned with the welfare of Jesus when He got lost in the temple.
80
• Effective communication is enhanced when the learners brainstorm how children
are dedicated in the churches today.
• Learner support programmes -parental engagement is promoted when the learners
learn that Jesus’ parents were concerned with His welfare.
Links to values
• Love is portrayed when the learners learn that the reason for the birth of Jesus
Christ is a demonstration of God’s love for humankind.
• Responsibility is exhibited when the learners learn why parents should be concerned
about their children.
Links to other subjects
• Composing and singing a song is linked to English Language.
• Using digital devices to compose and sing a song about the story of Jesus in the
temple is linked to Computer Science.
• Learning that the parents of Jesus were concerned with the welfare of Jesus is linked
to Social Studies.
• Singing songs about Jesus is linked to Performing Arts.
e events that took place during the annunciation and the birth of
Jesus Christ
Suggested learning experiences
Activity 1
1. Guide learners to work in pairs and read the story in the Learners Book. Reading the
story is linked to English Language. Working in pairs promotes unity and respect.
2. Instruct them to explain how the narrator felt when he received the news about the
baby. This enhances learning to learn.
3. Allow them to explain how they would have felt if they were the narrator in the
story. Listen to the learners as they give their explanations. This promotes effective
communication.
4. Allow them to discuss what happens in their communities when a child is born.
This promotes communication and collaboration.
Activity 2
1. Organise the learners to work in groups. Let them study the picture and read the
word bubbles in the Learner’s Book. This is linked to English Language.
81
2. Guide the learners to explain what is happening in the picture. This promotes the
skill of learning to learn.
3. Instruct the learners to read Luke 1:26-38 in turns. This is linked to English
Language.
4. Guide the learners to narrate the story of the annunciation of the birth of Jesus
Christ. This enhances effective communication. Listen to the learners as they
narrate the story of the annunciation of the birth of Jesus.
5. Let them explain how Mary felt when the angel told her the news. This promotes
critical thinking and problem solving.
6. Guide the learners to explain what Mary said when she was told she would be
pregnant. This promotes communication and collaboration.
7. Lead the learners to mention the name of the child that Mary was going to have.
This promotes learning to learn.
8. Let them describe the qualities of the baby that Mary was going to have. Walk around
the groups and listen to the learners as they describe the qualities of the baby that
Mary was going to have. This promotes effective communication.
9. Guide the learners to discuss the lessons they have learnt from the annunciation
and birth of Jesus Christ. This promotes critical thinking and problem solving.
Observe the learners as they discuss in groups.
10. Let the learners write down the conversation between Mary and the angel on a
chart. This will help them develop the skill of communication and collaboration.
Allow them to display their charts in class.
11. Lead them to describe the events that took place during the annunciation and birth
of Jesus Christ. Allow the learners to present their findings in class. Allow learners
to peer assess each other’s work. This promotes effective communication.
Activity 3
1. Group the learners. Allow them to study the picture in the Learner’s Book. This
will help develop the skill of learning to learn. This is linked to English Language.
2. Guide the learners to explain what is happening the picture. This promotes critical
thinking and problem solving.
3. Guide the learners to read Luke 2:1-20 in turns. This promotes learning to learn.
4. Let them say the name of the emperor who had ordered a census during the birth
of Jesus Christ. This promotes effective communication.
5. Instruct them to explain what happened to Mary when they were in Bethlehem. As
they discuss, communication and collaboration is enhanced.
6. Lead them to explain the good news that the angel brought to the shepherds. This
promotes critical thinking and problem solving.
7. Guide the learners to describe the reaction of the shepherds when they received the
news. This promotes creativity and imagination.
82
8. Allow learners to summarise on a chart the events that took place during the birth
of Jesus Christ. Let them present their findings in class using PowerPoint. This
promotes communication and collaboration as well as digital literacy.
9. Guide them to compose a song about the annunciation of the birth of Jesus Christ.
This promotes creativity and imagination. Allow them to sing in class.
Activity 4
1. Organise the learners to watch a video clip about the birth of Jesus Christ. Ensure
all the learners in class get a chance to watch the clip. This enhances digital literacy.
2. Instruct them to narrate the story of the birth of Jesus Christ from the video. As
they narrate, communication and collaboration is enhanced.
3. Lead them to discuss the lessons they have learnt from the video clip about the story
of the birth of Jesus Christ. This promotes critical thinking and problem solving.
Allow them to present their findings in class.
4. Let them explain why Jesus Christ was laid in a manger. This promotes effective
communication.
5. Guide the learners to mention the first people to receive the news about the birth
of Jesus Christ. This promotes learning to learn.
6. Instruct them to sing the song sang by the army of angels during the birth of Jesus
Christ. This is linked to Performing Arts.
7. Lead them to discuss the reasons why Christians celebrate the birth of Jesus Christ.
This promotes critical thinking and problem solving. Allow them to present their
findings in class. As they present, they enhance self-efficacy.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the events that took place during annunciation and
birth of Jesus Christ.
3. Let them present their ndings in class.
e dedication of Jesus Christ in the Temple
Activity 5
1. Organise the learners in pairs. Allow them to read the conversation between Sadala
and the pastor. This is linked to English Language.
2. Let them to identify how children are dedicated in churches today from the
conversation. This enhances learning to learn.
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3. Guide the learners to discuss how children are dedicated in their church today. This
promotes critical thinking and problem solving. Listen to them as they discuss
in pairs.
4. Lead the learners to imagine that they have been invited to give a speech to Grade
7 learners about how children are dedicated in churches today. Guide them to write
the speech they will give. This promotes creativity and imagination. Ask them to
read their speeches in class. Allow for peer review as learners comment on each
other’s speeches.
Activity 6
1. Group the learners. Guide them to study the picture in the Learner’s Book. This
links to English Language.
2. Lead them to explain what is happening in the picture. Their ability to interpret the
picture enhances their critical thinking and problem solving skills.
3. Guide the learners to read Luke 2:22-38 in turns. This enhances the skill of learning
to learn. It is linked to English Language.
4. Lead them to narrate the dedication of Jesus Christ in the temple. This enhances
effective communication. Listen to the learners as they narrate the dedication of
Jesus Christ in the temple.
5. Instruct them to say why Joseph and Mary took Jesus to the temple. This promotes
critical thinking and problem solving.
6. Let them talk about how Joseph and Mary followed the Law of Moses. This promotes
citizenship and responsibility.
7. Guide the learners to name the person who said, “ Now, Lord, you have kept your
promise, and you may let your servant go in peace.” This promotes learning to learn.
8. Lead the learners to name the prophetess who had been waiting for Jesus. This
promotes effective communication.
9. Direct the learners to explain the lessons they have learnt from the dedication of
Jesus in the temple. This promotes critical thinking and problem solving. Allow
them to present their findings in class.
10. Guide the learners to discuss the importance of the dedication of Jesus in the temple.
This promotes communication and collaboration. Let them present their findings
in class. This will promote self -efficacy.
Activity 7
1. Organise the learners to watch a video clip on the story of the dedication of Jesus
Christ in the temple. Ensure that all learners have watched the video clip. This
enhances digital literacy.
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2. Lead them to narrate the story of the dedication of Jesus Christ in the temple. This
enhances effective communication.
3. Guide the learners to describe the law that Mary and Joseph obeyed. This enhances
learning to learn.
4. Lead the learners to explain Simeon’s message after seeing Baby Jesus. This promotes
communication and collaboration.
5. Supervise the learners as they write a composition about the dedication of Jesus
Christ in the temple let them read it in class. This enhances creativity and
Imagination. It is linked to English Language.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the events that take place during the dedication of a
child with the guidance of their parents or guardians.
3. Lead them design posters on the importance of the dedication of Jesus Christ in the
temple. Let them display their posters in strategic places in the school. Ask them
to take photographs of the posters and put them in their portfolio. Allow them to
present them in class.
e story of Jesus in the temple with elders
Activity 8
1. Pair the learners and let them read the story in the Learner’s Book. This is linked
to English Language.
2. Guide them to identify the activities that take place in the church during service
from the story. This promotes learning to learn.
3. Instruct them to discuss the activities that take place in their churches during service.
Allow them to write the activities down in a chart. This will enhance the skill of
creativity and imagination. Give them time to present their findings in class.
4. Let the learners say what the pastor preached about during service according to the
story. This promotes effective communication.
5. Guide them to explain how they show obedience at home, school, church and in
the community. This enhances self-efficacy. Allow them to present their findings
in class. This boosts their confidence.
Activity 9
1. Group the learners and allow them to study the picture in the Learner’s Book. This
is linked to English Language.
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2. Let them explain what is happening in the picture. This promotes critical thinking
and problem solving.
3. Guide the learners to read Luke 2:41-52 in turns. This will help them develop the
skill of learning to learn.
4. Lead them to narrate the story of Jesus in the temple with the elders from the verses
they have read. As they narrate, they promote communication and collaboration.
5. Guide the learners to name the festival that Jesus was attending in the temple with
His parents. This enhances learning to learn.
6. Let the learners to mention the age of Jesus when he attended the festival. This
promotes effective communication.
7. Instruct them to explain what happened after the festival. Guide them to present
their findings in class. This promotes effective communication.
8. Guide the learners to discuss how Jesus’ parents felt when they could not find him.
This promotes communication and collaboration.
9. Allow the learners to say where Jesus was found. This enhances learning to learn.
10. Guide the learners to write down what Jesus told his mother when she asked him
why he had caused them so much trouble. This fosters effective communication.
11. Lead the learners to explain the lessons they have learnt from the story of Jesus in
the temple with the elders. This enhances critical thinking and problem solving.
Allow the learners to present their findings in class.
12. Instruct the learners to discuss how Jesus’ parents showed concern to His welfare.
Let them present their finding in class. This promotes child welfare.
13. Supervise the learners as they compose a song about Jesus in the temple with the
elders. This will enhance creativity and imagination. Guide the learners to peer
assess each other’s work.
Activity 10
1. Guide the learners to watch a video clip about Jesus and the elders in the temple.
This enhances digital literacy. It is linked to Computer Studies.
2. Instruct them to narrate the story of Jesus and the elders in the temple after watching
the video clip. Narrating the story promotes self-efficacy.
3. Let them discuss lessons that Christians learn from the story of Jesus and the elders
in the temple. This promotes communication and collaboration.
4. Lead them to discuss the mission of Jesus from His interaction with the elders in
the temple. This promotes cooperation and social cohesion.
5. Supervise them as they compose a song about the child Jesus and the elders in the
temple. This promotes creativity and imagination. Guide them to sing it in class.
This is linked to Performing Arts.
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Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to write the story of Jesus in the temple with the guidance of their
parents or guardians.
3. Allow them to present their ndings in class.
Values which Christians learn from the birth and childhood of Jesus
Christ
Activity 11
1. Group the learners and guide them to read the statements in the Learner’s Book.
This promotes learning to learn. It is linked to English Language.
2. Guide the learners to identify the values which Christians learn from the birth
and childhood of Jesus Christ from the statements. This will enhance the skill of
communication and collaboration.
3. Instruct the learners to write down the people who showed obedience during the
birth and childhood of Jesus Christ. This enhances critical thinking and problem
solving.
4. Guide the learners to discuss how Simeon showed patience. This promotes effective
communication.
5. Lead the learners to discuss other values they have learnt from the birth and
childhood of Jesus Christ. Allow them to present their findings in class. This
promotes communication and collaboration.
6. Guide them to design posters indicating the values learnt from the birth and
childhood of Jesus Christ. This enhances creativity and imagination. Allow them
to display their posters in class. Guide the learners to peer assess each other’s work.
Activity 12
1. Pair the learners and allow them to read the words in the envelopes. This will
promote the skill of learning to learn.
2. Guide them to identify the values that Christians learn from the birth and childhood
of Jesus Christ from the envelopes. This promotes creativity and imagination.
3. Ask them to explain how each of the values they have identified was demonstrated
during the birth and childhood of Jesus Christ. This promotes critical thinking
and problem solving.
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4. Guide them to discuss other values that Christians learn from the birth and
childhood of Jesus Christ. This promotes communication and collaboration.
Allow the learners to present their findings in class. Listen to the learners as they
discuss in groups.
5. Instruct them to write an essay on the values learnt from the birth and childhood
of Jesus Christ. Allow them to read it in class. This promotes creativity and
imagination.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to watch a video about values that Christians learn from the
birth and childhood of Jesus Christ.
3. Allow them to present their findings in class.
Self Assessment
Instruct the learners to write a journal documenting events that took place during the
birth of Jesus Christ.
Answers to Assessment 4.2
1. Check if they have narrated the birth of Jesus correctly.
2. b, d, e, a, c
3. Ancestor, shepherds, Augustus, Bethlehem, Joseph,Mary, Servant, Jesus,virgin,angel,
4. The time came for Joseph and Mary to perform the ceremony of purification,as
the law of Moses commanded.They took the child Jesus to Jerusalem to present
him to the Lord. They also went to offer a sacrifice of a pair of doves or two young
pigeons as required by the law of the Lord.
At that time there was a man named Simeon living in Jerusalem. He was a good,God
fearing man and was waiting for Israel to be saved. Led by the spirit,Simeon went
to the temple. When the parents brought the child Jesus into the temple,Simeon
took him into his arms and gave thanks to God. The child’s father and mother were
amazed at the things Simeon said about him. Simeon blessed them.
There was also a very old prophet, a widow named Anna. That very hour she
arrived,gave thanks to God and spoke about the child to all who were waiting for
God to set Jerusalem free.
5. Twelve
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6. Third
7. Mary
8. Mary, shepherds
9. Open ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to analyse the events that took place during the
annunciation and the birth of Jesus. The tasks should enable them to describe the
dedication of Jesus Christ in the temple, discuss the story of Jesus in the temple and
examine values which Christians learn from the birth and childhood of Jesus Christ.
Suggested assessment methods
1. Journals
Guide learners to write the events that took place during the annunciation and the birth
of Jesus Christ in their journal.
2. Written assessment
Let the learners write the answers to the assessment 4.2 questions at the end of the sub
strand. Check their work and assess their self-ecacy.
3. Rating scale
RATING SCALE
a) Administrative Information
Learner’s name __________________ Grade ____________________
b) Competence (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Analyses the events that took place
during the annunciation and the
birth of Jesus.
   
Describes the dedication of Jesus
Christ in the temple.
Discusses the story of Jesus in the
temple.
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Examines values which Christians
learn from the birth and childhood
of Jesus Christ.
   
c) Comments on the learner’s performance
Learner’s signature ____________________________ Date ___________________
Teacher’s Name ___________________ Signature____________ Date ___________
90
The Church
(Learner’s Book pages 87-102)
Summary of the strand
This strand has two sub strands namely: Selected forms of worship and Role of the
church in education and health.
In the sub strand Selected forms of worship, the learners will explain the biblical teachings
on selected forms of worship, discuss the importance of prayer and fasting to Christians,
identify the circumstances under which Christians apply the teachings of Jesus Christ
on prayer and fasting and appreciate different forms of worship as a way of building a
strong relationship with God.
In the second sub strand Role of the church in education and health, the learners will
discuss the contribution of missionaries towards education and health in Kenya, examine
strategies employed by the church today to promote education and health, explain ways
through which Christians are promoting missionary work in Kenya and appreciate the
contribution of the church in education and health.
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and fast
learners equal chances to participate
in class activities. Ensure that they
accommodate one another and work
together despite their differences.
• Encourage the time takers to
participate in class activities such as
discussions, role-play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are positioned
evenly in the class.
• Ensure the short-sighted learners sit in
front of the class and the long-sighted
ones sit at the back.
• For visually impaired learners, avail
braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplified sound
or signed videos.
• Give support to physically challenged
learners by giving them tasks they
can handle. Ensure the other learners
support them too. For example, helping
in pushing a wheelchair for a physically
challenged learner.
5
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Selected forms of worship
(Learner’s Book pages 87-93)
Number of lessons 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the biblical teachings on selected forms of worship.
b) discuss the importance of prayer and fasting to Christians.
c) identify the circumstances under which Christians apply the teaching of Jesus on
prayer and fasting.
d) appreciate different forms of worship as a way of building a strong relationship
with God.
Key inquiry questions
1. Why is worship important to Christians in their day to day lives?
2. Why is prayer and fasting important in the life of a Christian?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Flashcards
4. Charts
5. Realia
6. Digital devices
7. Resource person
8. Magazines
9. Word puzzles
10. Newspapers
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
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Core competencies to be developed
• Creativity and imagination is fostered when the learners compose a song on the
Lord’s Prayer and design posters.
• Learning to learn is promoted when the learners discuss the importance of prayer
and fasting to Christians.
• Self-efficacy is enhanced when the learners state the importance of prayer and
fasting to Christians.
• Critical thinking is fostered when learners identify ways in which they apply the
teaching of Jesus on prayer and fasting in their daily lives.
Link to PCIs
• Self-esteem is fostered when the learners communicate to God through prayer.
• Effective communication is enhanced when the learners state examples of how they
apply the teaching of Jesus Christ on prayer and fasting in their daily lives.
Links to values
• Respect is portrayed when the learners brainstorm how prayer and worship are
important aspects of prayer.
• Unity is promoted when the learners discuss in groups the importance of fasting
and prayer.
Link to other subjects
• Composing songs on the Lord’s Prayer is linked to Performing Arts.
• Conducting online search using digital devices is linked to Computer Science.
• Creating posters is linked to Visual Arts.
e biblical teachings on selected forms of worship
Activity 1
1. Pair the learners. Let them study the pictures in the Learner’s Book. Let them describe
what is happening in the pictures. This promotes learning to learn.
2. Guide them to identify how the people in the pictures are worshipping God.
This promotes critical thinking and problem solving.
3. Lead the learners to explain how they worship God in their churches. This promotes
creativity and imagination. Assess them through oral questions.
4. Lead the learners to discuss the meaning of worship. Listen to them as they give
different definitions of worship. Let them present their findings in class. This will
help develop the skill of communication and collaboration.
5. Guide the learners to compose a poem about how they worship God.
93
This promotes creativity and imagination. Allow the learners to peer assess each
other’s poems.
6. Supervise the learners as they carry out a research using the internet or any other
source on different forms of worship. This enhances digital literacy. It is linked to
Computer Science. Allow them to present their findings in class.
Activity 2
1. Group the learners. Instruct them to read Exodus 15:20 and Psalms 96:1-2. This
enhances the skill of learning to learn. It is linked to English Language.
2. Guide learners to identify the forms of worship from the Bible verses in the scrolls.
This promotes critical thinking and problem solving.
3. Guide the learners to explain how Miriam and other women worshipped God
according to Exodus 15:20. Let them write down the points. Give them time to
present their findings in class.
4. Lead the learners to explain what they have learnt about worship from
Psalms 96:1 This promotes critical thinking and problem solving. Listen to them
as they explain the lessons they have learnt in groups.
5. Supervise the learners as they name other forms of Christian worship. Allow them
to present their findings in class. This enhances effective communication.
6. Guide the learners to explain the biblical teachings on selected forms of worship
according to Exodus 15:20 and Psalms 96:1-2. Observe as they explain the biblical
teachings.
7. Instruct the learners to read Psalms 30:11, Psalms 150: 1-5 and Ephesians 5:19 in
turns. This promotes communication and collaboration.
8. Let them identify the forms of worship from Psalms 30:11, Psalms 150:1-5 and
Ephesians 5:19. This promotes critical thinking and problem solving.
9. Guide the learners to make a summary on the biblical teachings on selected forms
of worship. Allow them to present their findings in class using PowerPoint. This
promotes digital literacy. It fosters responsibility.
10. Guide the learners to create a poster on Psalms 150:1-5. This helps develop the
skill of creativity and imagination. Let them display them on the notice board.
11. Instruct the learners to write an essay on the forms of worship practised in churches
today. Let them read their essays in class. Allow for peer review as learners comment
on each other’s work.
Activity 3
1. Guide the learners to watch a video clip on biblical teachings on selected forms of
worship. This enhances digital literacy. It is linked to Computer Science.
94
2. Ask the learners to identify the biblical teaching on selected forms of worship from
the video clip. This promotes learning to learn.
3. Lead the learners to discuss the lessons they have learnt from the video clip. Allow
them to present their findings in class. Listen to them as they discuss in groups.
This promotes learning to learn.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide learners to discuss with their parent or guardian why worship is important
to Christians in their day to day lives.
3. Allow them to present their findings in class.
Importance of prayer and fasting to Christians
Activity 4
1. Pair the learners and let them read the story in the Learner’s Book. This promotes
learning to learn. This is linked to English Language.
2. Lead the learners to identify the importance of prayer and fasting to Christians
from the story. This promotes critical thinking and problem solving.
3. Lead learners to explain how prayer and fasting is important to them. This promotes
self-efficacy. Let them present their findings in class.
4. Guide learners to explain other importance of prayer and fasting as a form of worship
to a Christian. This promotes critical thinking and problem solving. Assess the
learners through oral questions.
5. Instruct the learners to discuss why prayer and fasting are an important form of
worship. Allow them to present their findings in class. This promotes communication
and collaboration. Listen as they discuss in groups.
6. Supervise the learners as they compose a song on how prayer and fasting is important
to them. This enhances creativity and imagination. Allow the learners to peer
review each other’s work.
Activity 5
1. Group the learners and let them to read the posters in the Learner’s Book. This
promotes learning to learn. It is linked to English Language.
2. Lead the to learners to identify the importance of prayer and fasting to Christians
from the posters. Assess the learners through oral questions. This promotes critical
thinking and problem solving.
95
3. Guide the learners to discuss the importance of prayer and fasting to Christians.
This promotes communication and collaboration. Listen to the learners as they
discuss in groups. Let them present their findings in class.
4. Instruct the learners to use digital devices to make a summary on the importance of
prayer and fasting to Christians as a form of worship on a poster. This will enhance
creativity and imagination. Allow them to display their posters in class.
5. Supervise learners as they write a speech on the importance of prayer and fasting
to Christians as a form of worship. Allow them to read their speeches in class. This
enhances effective communication. Let learners peer assess each other’s speeches.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide them to discuss the importance of prayer and fasting to Christians with their
parents or guardians.
3. Allow them to present their findings in class.
Circumstances under which Christians apply the teachings of Jesus on
prayer and fasting
Activity 6
1. Pair the learners and guide them to recite the poem in the Learner’s Book. This
promotes learning to learn. This is linked to English Language.
2. Guide them to identify the circumstances under which Christians apply the teachings
of Jesus Christ on prayer and fasting from the poem. Listen to the learners as they
discuss in pairs. This promotes communication and collaboration.
3. Instruct the learners to explain the circumstances under which they apply the
teachings of Jesus Christ on prayer and fasting. This promotes self-efficacy. Observe
them as they discuss in groups. Allow them to present their findings in class.
4. Guide the learners to explain the circumstances under which Christians apply the
teachings of Jesus Christ on prayer and fasting. This promotes critical thinking
and problem solving. Allow them to present their findings in class.
5. Guide the learners to write an essay on the circumstances under which Christians
apply the teachings of Jesus Christ on prayer and fasting. This promotes creativity
and imagination. Allow learners to peer assess each other’s essays.
Activity 7
1. Group the learners. Let them read the story in the Learner’s Book. This is linked
to English Language.
96
2. Allow the learners to explain the circumstances under which Kadenge applied the
teaching of Jesus Christ on prayer and fasting. This promotes learning to learn.
3. Guide the learners to discuss the circumstances under which Christians apply the
teaching of Jesus Christ on prayer and fasting. This promotes communication
and collaboration. Listen to the learners as they discuss in groups. Allow them to
present their findings in class.
4. Supervise the learners to design posters about circumstances under which Christians
apply the teaching of Jesus Christ on prayer and fasting. This promotes creativity
and imagination. Allow learners to display their posters in class.
5. Guide the learners to compose a song on the Lord’s Prayer. Give them time to sing
in class. Allow learners to peer assess each other’s songs.
6. Ask the learners to write an essay on how different forms of worship is a way of
building a strong relationship with God. Let them read their essays in class. This
enhances effective communication.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the circumstances under which Christians apply the
teaching of Jesus Christ on prayer and fasting with the help of their parents or
guardians.
3. Allow them to present their findings in class.
Self-Assessment
Check the learners work and guide them.
Answers to Assessment 5.1
1. Showing respect to God through prayer, fasting and singing.
2. Prayer, fasting, dance, songs, Bible study.
3. Prayer and fasting is voluntarily going without food or drink or both in order to
focus on prayer and fellowship with God.
4. Open ended.
5. To strengthen their relationship with God, to seek God’s guidance, to express grief,
to seek God’s protection, to express repentance, to show humility, to overcome
temptations and to express love for God.
97
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to explain the biblical teachings on selected
forms of worship. The tasks should enable them to discuss the importance of prayer
and fasting of Christians and identify circumstances under which Christians apply the
teachings of Jesus Christ on prayer and fasting.
Assessment methods
1. Listening
Listen as learners explain the biblical teachings on selected forms of worship.
2. Checklists
Learner’s
name
Competencies (Knowledge, skills, attitudes, values) assessed (tick
appropriately)
Explains
the biblical
teachings on
selected forms
of worship.
Discusses the
importance
of prayer and
fasting to
Christians.
Identies
circumstances
under which
Christians apply
the teachings of
Jesus Christ on
prayer and fasting.
Teacher’s
comments
Ye s No Ye s No Ye s No
Teacher’s signature Date
Role of the church in education and health
(Learner’s Book pages 94-102)
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) discuss the contribution of Christian missionaries towards education and health
in Kenya.
98
b) examine strategies employed by the church today to promote education and
health.
c) identify barriers to effective missionary work in the world today.
d) explain ways through which Christians are promoting missionary work in
Kenya.
e) appreciate the contribution of the church in education and health.
Key inquiry questions
1. Why did the early Christian missionaries establish schools and health facilities?
2. How do financial problems affect missionary work?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Digital literacy is enhanced when the learners carry out an online search on the
role of the church in education and health and use Google maps to identify schools
and health care facilities established by Christian missionaries in Kenya.
• Communication and collaboration is promoted when the learners brainstorm on
youth activities they engage in their different churches and present their findings
in class.
99
• Critical thinking and problem solving is fostered when the learners explain the
remedies for promoting of missionary work.
• Citizenship is promoted when the learners identify and summarise on a chart barrier
to effective missionary work in the world today.
Link to PCIs
• Health issues in education are promoted when the learners examine strategies
employed by the church today to promote education and health.
• Human rights are enhanced when the learners examine strategies employed by the
church today to promote education and health.
Links to values
• Love is portrayed when the learners visit and offer voluntary work to the church
sponsored health facilities or education institutions in their locality.
• Social justice is promoted when the learners examine strategies employed by the
church today to promote education and health.
Link to other subjects
• Debating on the role of the church in the provision of chaplaincy, pastoral care
and psychosocial support in health and education institutions is linked to English
Language.
• Carrying out online search using digital devices is linked to Computer Science.
• Discussing the contribution of the Christian missionaries education and health in
Kenya is linked to Social Studies.
• Examining strategies employed by the church today to promote education and health
is linked to Health Education.
Contribution of Christian missionaries towards education and health in
Kenya
Activity 1
1. Group the learners. Let them read the story in the Learner's Book. This promotes
learning to learn. It is linked to English Language.
2. Guide the learners to identify the contribution of Christian missionaries towards
education and health in Kenya from the story. This promotes learning to learn.
3. Guide the learners to discuss other contributions of Christian missionaries towards
education and health in Kenya. This promotes communication and collaboration.
Observe as learners discuss in groups. Allow them to present their findings in class.
100
4. Instruct the learners to use digital devices or other available materials to carry
out research on the contribution of Christian missionaries towards education and
health in Kenya. This promotes digital literacy. Guide them to write a report and
read it in class.
5. Guide the learners to design posters about the contributions of Christian missionaries
towards education and health in Kenya. This promotes creativity and imagination.
Let learners display their posters in class. Allow the learners to peer assess each
other’s posters.
Activity 2
1. Group the learners. Guide them to read the extract in the Learner’s Book. This
promotes learning to learn.
2. Allow the learners to identify the services provided by Tenwek Hospital.
3. Lead the learners in naming mission hospitals and schools in their county. Let them
compare their list in class.
4. Guide them to use a Goggle map to locate the hospitals and schools that were
established by Christian missionaries in Kenya. This will promote digital literacy.
It is linked to Computer Science. Observe them to see if they can use Goggle maps
to locate the hospitals and schools that were established by missionaries.
5. Instruct the learners to explain the contribution of Christian missionaries towards
health in Kenya. This fosters human rights. It enhances critical thinking and
problem solving.
6. Guide the learners to discuss the role of the church in the provision of pastoral
care and guidance and counselling in schools and hospitals. This enhances
communication and collaboration. Listen to them as they discuss in groups. Allow
the learners to present their findings in class.
Activity 3
1. Supervise the learners as they watch a video clip on the contributions of Christian
missionaries towards education and health in Kenya. This enhances digital literacy.
It is linked to Computer Science.
2. Guide the learners to identify the contributions of Christian missionaries towards
education and health in Kenya from the video. This promotes learning to learn.
Assess the learners through oral questions.
3. Instruct the learners to write an essay on the contributions of Christian missionaries
towards education and health in Kenya. This promotes creativity and imagination.
Instruct them to read their essays in class. Let learners peer assess each other’s essays.
101
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the reasons why Christian missionaries established
schools and health facilities in Kenya. Let them present their ndings in class.
3. Ask the learners to design posters on the contribution of Christian missionaries
towards education and health in Kenya. Allow them to display their posters in class.
Strategies employed by the church today to promote education and health
Activity 4
1. Pair the learners. Allow them to study the picture in the Learner’s Book. This
promotes learning to learn. It is linked to English Language.
2. Lead the learners to examine strategies used by the church to promote education
and health from the pictures. This promotes health issues in education. Allow
them to present their findings in class.
3. Guide the learners to name the strategies used by their churches to promote
education and health. This promotes critical thinking and problem solving. Let
them present findings in class.
4. Instruct them to discuss the strategies employed by their churches to promote
education and health. This enhances communication and collaboration. Listen
to the learners as they discuss in pairs. Let them present their findings in class.
5. Guide them to carry out a research on the role of the church in promoting education
and health today using digital devices. This promotes critical thinking and problem
solving. Allow them time to present their findings in class.
Activity 5
1. Group the learners. Let them discuss the role of the church in promoting education
and health in their community. This promotes communication and collaboration.
Listen to them as they discuss in groups. Allow them to present their findings in
class.
2. Guide them to use the internet to find out the role of the church in promoting
education and health. This promotes critical thinking and problem solving. Let
learners present their findings in class.
102
3. Supervise learners as they hold a debate on the motion: ‘‘The church has played a
great role in education and health.” This enhances effective communication. Let
them write down the points from both sides and read them in class.
4. Lead the learners to find out more information on church sponsorship in a health
or education institution in their locality from a church minister. Let them write a
report and read it in class. Assess the learners through observation.
5. Guide the learners to compose a song on the role of the church in promoting
education and health. This promotes creativity and imagination. Let them sing
their songs in class. This is linked to Performing Arts. Let learners peer assess
each other’s songs.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to design posters with messages on the role of the church in
health and education with the help of their parents or guardians.
3. Allow them to display their posters in class.
Barriers to eective missionary work in the world today
Activity 6
1. Pair the learners. Let them recite the poem in the Learner's Book. This promotes
learning to learn. It is linked to English Language.
2. Instruct them to identify the challenges that missionaries face from the poem.
3. Lead them to discuss the challenges that missionaries in their community go
through. This enhances critical thinking and problem solving. Listen to the
learners as they discuss in groups. Allow them to present their findings in class.
4. Guide the learners to explain other challenges that missionaries go through in Kenya
today. This promotes citizenship. Allow them to present their findings in class.
5. Supervise the learners as they use the internet to carry out research on the barriers
to effective missionary work in the world today. This enhances digital literacy.
Allow them to present their findings in class.
Activity 7
1. Group the learners. Let them to read the story in the Learner’s Book. This promotes
learning to learn. It is linked to English Language.
103
2. Guide the learners to identify the barriers to effective missionary work in the world
today from the story. This promotes citizenship.
3. Lead the learners to discuss other barriers to effective missionary work in the world
today. This enhances communication and collaboration. Allow them to present
their findings in class. Listen to them as they discuss in groups.
4. Lead the learners to use digital devices to make a summary of barriers to effective
missionary work in the world today on charts. This promotes digital literacy. Allow
them to display their charts in class.
5. Guide the learners to write an essay on the barriers to effective missionary work
in the world today. This promotes creativity and imagination. It is also linked to
English Language. Allow them to read their essays in class.
6. Organise learners into two groups, the opposers and proposers. Supervise them to
hold a debate on the motion: “Financial challenges affect missionary work in the
world today.” This promotes effective communication. Let them write points from
both sides and read them in class.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss how financial problems affect missionary work in the
world today.
3. Allow them to present their findings in class.
Ways through which Christians are promoting missionary work in Kenya
Activity 8
1. Pair the learners. Let them to read the conversation in the Learner’s Book. This
enhances learning to learn. It is linked to English Language.
2. Guide the learners to identify ways through which Christians are promoting
missionary work in Kenya from the conversation. Observe the learners as they
discuss in pairs.
3. Guide the learners to discuss how they promote missionary work in their church.
This promotes self-efficacy. Let them present their findings in class.
4. Instruct the learners to explain other ways through which Christians are promoting
missionary work in Kenya today. This enhances communication and collaboration.
Lead the learners to present their findings in class.
104
5. Lead the learners to use digital devices on how Christians promote missionary
work today. This promotes creativity and imagination. Guide them to display their
posters in class. Allow learners to peer assess each other’s posters.
Activity 9
1. Group the learners. Guide them to study the pictures in the Learner’s Book. This
promotes learning to learn. It is linked to English Language.
2. Lead the learners to identify the activities that the youth take part in from the
pictures. Assess the learners through oral questions.
3. Lead the learners to name the activities that they take part in their churches. Let
them present their list in class.
4. Lead the learners to discuss the activities that the youth in their church take part
in. This promotes critical thinking and problem solving. Allow them to present
their findings in class.
5. Guide the learners to use digital devices to design flashcards with the activities that
the youth in their church take part in. This promotes creativity and imagination.
Guide them to display their posters in class. Allow for peer assessment as learners
comment on each other’s flashcards.
Class project
1. Organise learners to visit a church sponsored health facility.
2. Guide the learners to help clean the health facility. This promotes love and
responsibility.
3. Guide the learners to take photographs and videos as they clean. Let them put them
in their portfolio. This fosters responsibility.
4. Organise a talk with the health officer in charge about church sponsorship. Let
them ask questions on the role of the church in promoting health in Kenya. This
promotes respect.
5. Let the learners write the main points from the health officer's talk. Lead the learners
to write a report and read it in class.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss how they can promote missionary work in their area
with the help of their parents or guardians. Let them compose a poem.
3. Allow them to recite their poem in class.
105
Self-assessment
Check the learners cards and assess them. Lead them to posting cards online.
Answers to Assessment 5.2
1. Christian missionaries built schools and health facilities. The trained teachers and
health officers.
2. Open ended.
3. Tabaka, Tenwek, Kijabe, Kikuyu, Nazareth, Coptic, Kapsowar, Mater,
4. Open ended.
5. Language barrier, lack of financial support, lack of basic needs and climate change.
6. Language barrier, lack of financial support, lack of basic needs, climate change and
lack of support from local communities.
7. Praying for the missionaries. raising funds for the missionaries. Helping the needy,
preaching the word of God.
8. Open-ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to discuss the contribution of Christian missionaries
towards education and health in Kenya. e tasks should enable them to examine
strategies employed by the church today to promote education and health, identify
barriers to eective missionary work in the world today and explain ways through
which Christians are promoting missionary work in Kenya.
Suggested assessment methods
1. Portfolio
Guide learners to make a collection of newspaper cuttings and texts with the
contributions of missionaries.
2. Written assessment
Let the learners write the answers to the Assessment 5.2 questions at the end of the
sub strand. Check their work and assess their self-ecacy.
106
3. Rating scale
RATING SCALE
a) Administrative Information
Learner’s name __________________ Grade ________________
b) Competence (knowledge,
skills, attitudes, values)
assessed
Always
4
Usually
3
Sometimes
2
Never
1
Discusses the contribution
of Christian missionaries
towards education and
health in Kenya.
   
Examines strategies employed
by the church today to
promote education and
health.
Explain ways through which
Christians are promoting
missionary work in Kenya
Identies barriers to eective
missionary work in the world
today.
   
c) Comments on the learner’s performance
Learner’s signature ____________________________ Date ___________________
Teacher’s Name _________________ Signature____________ Date ___________
107
Christian Living Today
(Learner’s Book pages 103-142)
Introduction
Summary of the strand
The strand Christian living today was taught in Grade 6. The learners were taught
friendship formation, human sexuality, sanctity of life and alcohol and substance use.
This strand has two sub strands: Christian and Marriage Family and Gambling as a
form of addiction.
In the sub strand Christian and Marriage Family, the learners will discuss the biblical
teachings on marriage and family to develop positive attitudes; explain ways through
which Christians promote virtues among young people before marriage; identify the skills
that young people need to contribute towards developing stable families and appreciate
the importance of marriages and families as sacred institutions.
In the sub strand, Gambling as a form of addiction, the learners will identify the biblical
teachings on dangers of gambling for ones well being; discuss the causes of gambling
in the society today to promote self-awareness. The learners will examine the effects of
gambling on individuals and families to promote consumer awareness; explore measures
taken by Christians and the government to help young people overcome gambling and
desire to live an addiction free life so as to promote psycho-social support.
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and fast
learners equal chances to participate
in class activities. Ensure that they
accommodate one another and work
together despite their differences.
• Encourage the time takers to participate
in class activities such as discussions,
role play, reading Bible verses, singing
or reciting poems.
• Give fast learners extra activities to avoid
boredom and idling.
• Ensure the short-sighted learners
sit in front of the class and the long
sightedness sit at the back.
• For visually impaired learners, avail
Braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter. You may also
avail headphones with amplified
sound or signed videos.
6
108
• Ensure that the learners are positioned
evenly in the class.
• Give support to physically
challenged learners by giving
them tasks they can handle.
Ensure the other learners support
them too. For example, helping
in pushing a wheelchair for a
physically challenged learner.
Human sexuality
Learner’s Book pages 103-109
Number of lessons: 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the meaning of human sexuality for holistic development.
b) discuss healthy and unhealthy relationships for responsible meaning.
c) discuss the circumstances that lead to unhealthy relationships.
d) outline the consequences of engaging in sex before marriage.
e) apply Christian values as he or she relate with others.
Key inquiry questions
1. Why should you not engage in sex before marriage?
2. Which values do you need to live a chaste life as a boy or girl?
3. Which life skills do you need to maintain healthy relationships?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
109
Suggested assessment methods
1. Written questions
2. Check lists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Learning to learn as learners brainstorm on how to avoid temptations or tempting
places.
• Self-efficacy as learners journal their resolve to remain chaste until marriage as they
depend on God’s strength/prayer.
• Communication and collaboration as learners debate on, ‘it is possible for a young
person to remain chaste until marriage’.
Links to PCI’s
• Effective communication as learners discuss circumstances that can lead to sexual
temptations.
• Self-awareness and Assertiveness as learners read Philippians 4:8-9 and Galatians
5:23 and reflect on it and keep a journal on values and life skills they apply as they
relate with others.
• Peer pressure resistance as learnersbrainstorm on how to avoid temptations or
tempting places.
Links to values
• Respect for one another as learners brainstorm on the meaning of healthy and
unhealthy male –female relationships.
• Responsibility as learners compose and sing a song titled, ‘Lord help me overcome
temptations.’
• Integrity as learners journal their resolve to remain chaste until marriage as they
depend on God’s strength/prayer.
• Peace as learners resolve to have healthy relationships.
110
Links to other subjects
• English Language as learners read scriptures, debate and express themselves in
different contexts.
• Performing Arts as learners compose and sing a song titled, ‘Lord help me overcome
temptations.’
• Integrated Science as learners list/mention the negative effects of engaging in sex
before marriage.
Meaning of human sexuality
Activity 1
1. Pair the learners.
2. Guide the learners to explain what the Grade 7 learners are saying about the meaning
of human sexuality. This promotes learning to learn.
3. Guide the learners to identify the meaning of human sexuality. This promotes
critical thinking and problem solving.
4. Let them explain other meanings of human sexuality. This promotes communication
and collaboration.
5. Instruct them to make flashcards with the meaning of human sexuality. This
promotes imagination and creativity. Guide them to display their flashcards in class.
Activity 2
1. Guide the learners to carry out a research using digital devices or the library on
the meaning of human sexuality. This will promote critical thinking and problem
solving as well as digital literacy.
2. Instruct them to make posters on the meaning of human sexuality. This will promote
creativity and imagination.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to explain the meaning of human sexuality with the guidance of
their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
111
Healthy and unhealthy relationships
Activity 3
1. Pair the learners.
2. Guide them to recite the poem in the Learner’s Book. This promotes learning to
learn.
3. Guide them to explain the qualities of a healthy relationship mentioned in the poem.
4. Ask them to write down other characteristics of a healthy relationship. This promotes
critical thinking and problem solving.
5. Guide them to name some Christian values that they need to practice in their
relationship with others.
Activity 4
1. Group the learners.
2. Guide them to read the conversation in the Learner’s Book. This is linked to English
Language.
3. Ask them to identify the meaning of an unhealthy relationship from the conversation.
This promotes learning to learn.
4. Guide them to give signs of an unhealthy relationship mentioned in the conversation.
5. Guide the learners to explain signs of an unhealthy relationship. This will promote
critical thinking and problem solving.
Activity 5
1. Group the learners.
2. Guide them to read Philippians 4:8-9 and Galatians 5:23 in turns. This promotes
communication and collaboration.
3. Let them explain what Philippians 4:8-9 teaches them. This promotes critical
thinking and problem solving.
4. Guide them to discuss the lessons they have learnt from Galatians 5:23 about values
and skills that can be applied as they relate with others. This enhances collaboration
and communication.
5. Ask them to design posters on values and life skill that they can apply as they relate
with others. This enhances creativity and imagination. Guide them to display their
posters in class.
112
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to find out the characteristics of healthy and unhealthy relationships
with the guidance of their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
Circumstances that lead to unhealthy relationships
Activity 6
1. Pair the learners.
2. Guide them to recite the poem in the Learner’s Book. This is linked to English
Language.
3. Guide the learners to explain the circumstances that can lead to an unhealthy
relationship. This promotes learning to learn.
4. Ask the learners to discuss other circumstances that can lead to unhealthy
relationships. This will promote critical thinking and problem solving.
Activity 7
1. Group the learners.
2. Ask them to read the story in the Learner’s Book. This promotes the skill of learning
to learn.
3. Guide them to identify ways of avoiding tempting situations that can lead to sex
before marriage from the conversation. This enhances the skill of critical thinking
and problem solving.
4. Guide the learners to role play how then can avoid tempting situations which can
lead to sex before marriage. This promotes imagination and creativity.
5. Give them time to present their play in class. This enhances effective communication
and self-efficacy.
Activity 8
1. Let the learners read 1 Corinthians 6:9 and 18 in turns. This enhances learning to
learn.
2. Allow the learners to explain what they have learnt from the Bible reading. This
promotes critical thinking and problem solving.
3. Guide them to design a poster with the teaching of 1 Corinthians 6:9 and 18. This
enhances imagination and creativity. Guide them to display the posters in class.
113
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to discuss the circumstances that lead to unhealthy relationships
with the guidance of their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
Consequences of engaging in sex before marriage
Activity 9
1. Pair the learners.
2. Guide them to read the messages displayed on the posters. This enhances learning
to learn.
3. Ask the learners to identify consequences of engaging in sex before marriage from
the posters. This promotes critical thinking and problem solving.
4. Guide them to explain other consequences of engaging in sex before marriage. This
promotes communication and collaboration.
5. Guide them to design posters with messages that say, “no” to sex before marriage.
This will enhance creativity and imagination.
Activity 10
1. Allow the learners to recite 1 Thessalonians 4:3. This enhances learning to learn.
2. Guide them to explain the teaching of 1 Thessalonians 4:3 on sex before marriage.
This promotes communication and collaboration.
3. Guide them to write 1 Thessalonians 4:3 on a flash card. This will enhance creativity
and imagination.
4. Give them time to display the flash cards in class. This promotes self-efficacy.
Activity 11
1. Guide the learners to study the basket in the Learner’s Book. Let them identify the
values that guide good morals. This promotes learning to learn.
2. Allow them to discuss other values that guide good morals. This promotes
communication and collaboration.
114
3. Let them write down the main points from the resource person talking about the
values that guide good morals. Allow them to present their points in class.
4. Help them to arrange for the debate on the motion, “It is possible for a young
person to remain chaste until marriage. Let them write the main points. This activity
promotes creativity and imagination.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to explain the consequences of engaging in sex before marriage with
the guidance of their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
Self assessment
Check the learners diaries.
Answers to Assessment 6.1
1. Human sexuality is the state of being male or female, man or woman.
2. Respect, mutual trust and understanding.
3. Being idle, use of drugs and peer pressure.
4. Reading the Bible, saying no to peer pressure, participating in co curricular
activities instead of being idle and avoiding use of drugs.
5. Unwanted pregnancy, abortion, dropping out of school and sexually transmitted
infections are some of the consequences of engaging in sex before marriage.
Assessment methods
1. Observation
Observe the learners as they explain the meaning of human sexuality for holistic
development.
2. Listening
Listen to learners as they discuss healthy and unhealthy relationships for responsible
living.
3. Observation schedule
115
Learner’s name ________________________________________
Observable behaviour (competencies) Yes No Comment
Can explain the meaning of human
sexuality for holistic development.
Can discuss healthy and unhealthy
relationships for responsible living.
Can discuss the circumstances that lead to
unhealthy relationships.
Can outline the consequences of engaging
in sex before marriage.
Can apply Christian values as he/sherelates
with others.
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
Christian and marriage family
Biblical teachings on marriage and family
(Learner’s Book pages 110 - 118)
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) discuss the biblical teachings on marriage and family to develop positive attitudes.
b) explain ways through which Christians promote virtues among young people
before marriage.
c) identify the skills that young people need to contribute towards stable families.
d) appreciate the importance of marriages and families as sacred institutions.
116
Key inquiry questions
1. What are the common practices of a Christian marriage?
2. What is the difference between marriage and family?
3. Why is it important for families and marriages to have harmonious relationships?
Suggested learning resources
1. Good News Bible
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
9. Resource person
10. Word puzzles
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Critical thinking and problem solving is enhanced when the learners write key
messages on the skills required to sustain and support stable families in the society.
• Citizenship is promoted when the learners discuss the biblical teachings on marriage
and family to develop positive attitudes.
• Learning to learn is promoted when the learners interact with a religious leader or
resource person to find out strategies used by Christians to promote virtues among
young people before marriage.
• Digital literacy is enhanced when the learners carry out an online search on the
skills required to sustain and support stable families in the society.
• Creativity and imagination is promoted when the learners compose and recite
poems on ‘God is the centre for stable families.
117
Link to values
• Unity is demonstrated when the learners discuss the biblical teachings on marriage
and family to develop positive attitudes.
• Love is portrayed when the learners appreciate the importance of marriages and
families as sacred institutions.
• Responsibility is fostered when the learners interact with a religious leaders or
resource person to find out strategies used by Christians to promote virtues among
young people before marriage.
Links (PCIs)
• Self-esteem is enhanced when the learners evaluate the skills required to sustain
and support stable families in the society.
• Decision making is promoted when the learners write key messages on the skills
required to sustain and support stable families in the society.
• Social cohesion is fostered when the learners prepare a presentation on strategies
used by Christians to promote virtues among young people before marriage in
groups.
Links to other subjects
• Learning about marriage and families as social institutions is linked to Social Studies.
• Composing and reciting poems on God is the centre for stable families is linked to
English Language.
• Carrying out an online search on the skills required to sustain and support stable
families in the society is linked to Computer Science.
Biblical teachings on marriage and family
Activity 1
1. Pair the learners. Lead the learners to study the picture in the Learner’s Book. This
promotes l earning to learn. This is linked to English Language.
2. Guide the learners to explain what is happening in the picture. This enhances critical
thinking and problem solving.
3. Instruct the learners to identify the type of family shown in the picture. This fosters
learning to learn. Assess the learners through oral questions.
4. Guide them to discuss other types of families. This enhances critical thinking and
problem solving. Let the learners present their findings in class. Listen to them as
they discuss in pairs.
5. Guide the learners to use digital devices to find out the difference between marriage
and family. This fosters digital literacy. Let them present their findings in class.
118
6. Lead the learners to write a speech about marriage and family as social institutions.
This is linked to English Language. This promotes creativity and imagination.
Guide them to read their speech in class. Allow learners to peer assess each other’s
speeches.
Activity 2
1. Group the learners. Lead them to read the Bible verses in the Learner’s Book. This
enhances learning to learn. It is linked to English Language.
2. Guide the learners to explain why a man leaves his father and mother according to
Genesis 2:23-24. This enhances communication and collaboration.
3. Instruct the learners to explain what they have learnt from Genesis 2:23-24. This
enhances critical thinking and problem solving.
4. Guide the learners to write down what Isaiah 54:5 teaches them about marriage.
This promotes creativity and imagination.
5. Instruct the learners to read Songs of Solomon 8:6-7 and Ephesians 5:25-33 in
turns. This enhances learning to learn. It is linked to English Language.
6. Allow the learners to explain what Songs of Solomon 8:6-7 teaches them about
love. This enhances critical thinking and problem solving.
7. Guide the learners to explain what husbands are advised to do according Ephesians
5:25-33. This enhances creativity and imagination. Allow them to present their
findings in class.
8. Instruct the learners to explain what Ephesians 5:25-33 teaches them. This enhances
critical thinking and problem solving.
9. Lead the learners to discuss the biblical teachings on marriage from the Bible
readings. This enhances communication and collaboration. Walk around the class
and listen to the learners as they discuss.
10. Let the learners summarise the biblical teachings on marriage using digital devices
on charts. Lead them to present their findings using PowerPoint. This promotes
digital literacy.
11. Guide the learners to write an essay on the biblical teachings on marriage. This
enhances self-efficacy. Let them read their essay in class. Allow for peer review as
learners comment on each other’s essays.
Activity 3
1. Group the learners. Guide them to read what Akitela has written. This enhances
collaboration and communication. It is linked to English Language.
2. Guide them to discuss what Exodus 20:12 reminds Akitela. This promotes learning
to learn.
119
3. Instruct the learners to explain how they show respect to their parents. This promotes
the value of respect. It enhances self-efficacy. Let them present their findings in
class.
4. Guide them to discuss how parents should treat their children according to
Ephesians 6:4. This promotes learning to learn. Let them present their findings
in class.
5. Allow the learners to read Psalms 127:3-5 and Colossians 3:21 in turns. This
promotes learning to learn. This enhances communication and collaboration.
6. Guide the learners to explain what Psalms 127:3-5 teaches about children. Let them
present their findings in class.
7. Let the learners discuss how parents should treat their children according to
Colossians 3:21. It enhances self-efficacy. Let them present their findings in class.
Listen to them as they discuss in groups.
8. Lead the learners to outline the lessons they have learnt from the Bible readings.
9. Guide the learners to use digital devices to design posters with the summary of the
Biblical teachings on family from each of the Bible readings. This promotes creativity
and imagination. Let them display their posters in class. Allow the learners to peer
review each other’s posters.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide the learners to discuss with their parents or guardians the common practices
of a Christian marriage.
3. Ask the learners to present their findings in class.
Ways through which Christians promote virtues among young people
before marriage
Activity 4
1. Organise the learners in pairs. Lead them to read the words in the Learners’ Book.
This promotes learning to learn.
2. Let them pick out the virtues from the cards.
3. Guide them in identifying the virtues that young people can practise before marriage.
This promotes learning to learn. Assess them through oral questions.
4. Lead them in discussing other virtues that young people can practise before marriage.
This enhances communication and collaboration. Walk around the class and listen
to them as they discuss. Let them present their findings in class.
120
5. Guide them in carrying out a research on the internet and the library on the ways
through which Christians promote virtues among young people before marriage.
This promotes digital literacy skill. Let them present their findings in class.
Activity 5
1. Group the learners and guide them in reading the story in the Learner’s Book. This
promotes English literacy skills.
2. Lead the learners in identifying virtues that young people can practise before
marriage from the story. This promotes learning to learn.
3. Lead the learners in explaining why the church organised the seminar for the youth.
Let them present their findings in class. Assess the learners through oral questions.
4. Guide them in discussing other ways through which Christians promote virtues
among young people before marriage. This enhances learning to learn. Let the
learners present their findings in class. Listen to the learners as they discuss.
5. Lead the learners to make charts about ways through which Christians promote
virtues among young people before marriage. This promotes creativity and
imagination. Let them display their charts in class. Observe their charts and guide
them.
6. Guide the learners to write a poem about virtues that young people need to practise to
live a good life. Let the learners recite the poem in class. This is linked to Performing
Arts. Allow for peer review as learners comment on each other’s poems.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide the learners to visit a religious leader together with their parents or guardians
and find out the strategies used by Christians to promote virtues among youth
before marriage.
3. Let them write a report and read it in class.
Skills that young people need to contribute towards stable families
Activity 6
1. Organise the learners in pairs. Guide them in reading the posters in the Learner’s
Book. This is linked to English language.
2. Lead the learners to outline the skills required to sustain and support stable families
from the poem. This enhances learning to learn.
3. Guide the learners to discuss other skills required to sustain and support stable
families. This promotes communication and collaboration. Let them present their
findings in class. Listen to the learners as they discuss in groups.
121
4. Lead the learners to use digital devices to carry out a research on the skills required
to sustain and support stable families. This fosters digital literacy. Let the learners
present their findings in class.
Activity 7
1. Organise the learners into groups. Let the learners identify the skills that young
people need to contribute towards stable families from the basket in the Learner’s
Book. This fosters critical thinking and problem solving.
2. Let the learners explain how they can use the skill they have picked from the basket
to contribute towards stable families. This enhances learning to learn. Let them
present their finding in class.
3. Guide the learners in discussing other skills that young people need to contribute
towards stable families. Let them present their findings in class. Listen to them as
they discuss in groups.
4. Lead the learners to discuss other skills that young people need to contribute to
stable families. This enhances creativity and imagination.
5. Guide the learners to use digital devices to carry out an online search on skills young
people need to contribute towards stable families. This promotes digital literacy.
Let them write their findings on a chart and display them in class.
6. Let them compose a poem on God is the centre, for stable families. Let them recite
the poem to class. This promotes creativity and imagination.
7. Lead the learners to write an essay on the importance of marriage and families
as sacred institutions. Let them read their essay in class. Allow for peer review as
learners comment on each other’s essays.
8. Guide the learners to compose a song on the importance of harmonious relationship
in families and marriages. Let them sing the song in class. This is linked to
Performing Arts.
Home assignment
1. Guide learners on how they are expected to carry out the take home assignment
through question and answer.
2. Guide the learners to discuss skills young people need to contribute towards stable
families. Let them make charts with key messages on skills young people need to
contribute towards stable families.
3. Guide them to display their posters in class and in strategic places in the school to
create awareness on the skills that young people need to contribute towards stable
families.
122
Self assessment
Guide the learners to write how they would support a stable family in their
diary.
Answers to Assessment 6.2
1. Nuclear, extended and single parent families.
2. Marriage is for companionship and is permanent.
3. Assess the essay.
4. Organising seminars, role modeling and Bible studies.
5. Critical thinking, problem solving, assertiveness, collaboration, self-awareness
and decision making.
6. a) decision making
b) assertiveness
c) creativity
d) critical thinking.
e) self awareness.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to discuss the biblical teachings on marriage and family
to develop positive attitudes. The tasks should enable them to explain ways through which
Christians promote virtues among young people before marriage and identify the skills
that young people need to contribute towards stable families.
Assessment methods
1. Listening
Listen to the learners as they discuss the biblical teachings on marriage and family.
2. Peer assessment
Allow learners to peer review each other’s work. Encourage the learners to use
positive and polite remarks when commenting on each other’s work.
123
3. Checklists
Learner’s
name
Competencies (Knowledge, skills, attitudes, values) assessed (tick
appropriately)
Discusses the
biblical teachings
on marriage and
family to develop
positive attitudes.
Explains ways
through which
Christians
promote virtues
among young
people before
marriage.
Identifies the
skills that young
people need
to contribute
towards stable
families.
Teacher’s
comments
Ye s No Yes No Ye s No
Teacher’s signature Date
Alcohol, drug and substance use
Learner’s Book pages
Number of lessons 118-124
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) identify types of drugs commonly abused by youth in Kenya today.
b) discuss reasons why young people abuse drugs today.
c) explore effects of alcohol, substance and drugs use on individuals and families.
d) discuss the biblical teaching on alcohol, drug and substance use for responsible
living.
e) apply values and skills acquired to avoid alcohol, drug and substance use.
f) desire to live a life free of alcohol, drug and substance use.
124
Key inquiry questions
1. Why do young people use and abuse drugs and alcohol?
2. Which skills and values do you need to avoid alcohol, drugs and substance use?
Suggested learning resources
1. Pictures
2. Role plays
3. Nature walks
4. Flashcards
5. Charts
6. Realia
7. Digital devices
8. Resource person
9. Magazines
10. Word puzzles
11. Newspapers
Suggested assessment methods
1. Written questions
2. Check lists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core Competencies to be developed 
• Digital literacy as learners conduct an internet search on effects of using alcohol,
drugs and substance use and make a presentation in class.
• Learning to learn as learners discuss the causes of alcohol, drugs and substance use
today.
• Citizenship as learners desire to live free of alcohol, drug and substance use.
• Communication and collaboration as learners discuss in groups the causes of alcohol,
drugs and substance use today.
125
Links to PCI’s
• Critical and creative thinking as the learners critically assess and avoid situations
which can lead to alcohol, drug and substance use.
• Assertiveness as the learners say no to alcohol, drugs and substance use.
• Decision making as the learners make right decisions not to involve themselves in
the use of alcohol, drugs and substance use.
• Guidance and counselling as learners are guided on skills and values needed to avoid
alcohol, drugs and substance use.
Links to values
• Responsibility as the learners make the right decisions to avoid alcohol drug and
substance use.
• Respect as the learners avoid situations that can lead to use of alcohol, drugs and
substance use.
• Patriotism as the learners make a decision to live responsibly.
Links to other learning areas
• Health Education as learners learn the negative effects of alcohol, drug and substance
use.
• Computer Studies as learners conduct an online/library search on the causes and
effects of alcohol, drugs and substance use.
• Social Studies as learners brainstorm on causes of alcohol, drug and substance use
and values and skills needed for responsible living.
Commonly abused drugs in Kenya
Activity 1
1. Organise learners in pairs. Guide them to study the poster in the Learner’s Book.
2. Guide learners to explain the meaning of alcohol, drug and substance use.
3. Ask the learners to identify the commonly abused drugs in Kenya today.
Activity 2
Activity 2
1. Organise learners into groups.
2. Guide them to carry out a research on the commonly abused drugs in Kenya today.
Allow them to present their findings in class.
3. Ask learners to create charts with messages against alcohol, drug and substance use.
Let them display their charts in class.
126
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment
through question-and-answer method.
2. Guide learners to find out from their parent or guardian the commonly abused
drugs in Kenya today.
3. Give them time to present their findings in class during the next lesson.
Reasons why young people abuse drugs today
Activity 3
1. Organise learners in pairs.
2. Guide them to recite the poem in the Learner’s Book. This is linked to English
Language.
3. Ask the learners to identify reasons why young people abuse drugs today from the
poem. This promotes learning to learn.
4. Guide the learners to explain other reasons why young people abuse drugs today.
This promotes critical thinking and problem solving.
Activity 4
1. Group the learners.
2. Guide them to read the case study of Kimalel. This promotes learning to learn.
3. Ask the learners to identify the reasons why Kimalel drinks alcohol.
4. Guide the learners to discuss in groups how they will help Kimalel. This promotes
critical thinking and problem solving. Allow them to present their findings in class.
This promotes self- efficacy.
5. Guide the learners to use digital devices or the library to carry out a research on the
reasons why young people abuse drugs today. This enhances digital literacy. Give
them time to present their findings in class.
6. Ask the learners to design posters with reasons why young people abuse drugs today
and how they can avoid them. This promotes creativity and imagination. Guide
them to display their posters in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment
through question-and-answer method.
2. Guide learners to discuss with their parent or guardian the reasons why young
people abuse drugs today.
3. Give them time to present their findings in class during the next lesson.
127
Effects of alcohol, drugs and substance use on individuals
and families
Activity 5
1. Organise learners into pairs.
2. Guide them to study the picture in the Learner’s Book.
3. Ask them to identify the effects of alcohol, drugs and substance use from the picture.
This promotes learning to learn.
4. Guide them to explain other effects of alcohol, drugs and substance use. This
promotes health education.
5. Ask the learners to compose a poem on the effects of alcohol, drugs and substance
use. This enhances creativity and imagination.
Activity 6
1. Organise learners into groups.
2. Guide them to share stories of the people they know who used to abuse drugs and
the effects the drugs had on them. This promotes communication and collaboration.
3. Ask the learners to use digital devices or the library to carry out a research on the
effects of alcohol, drugs and substance use on individuals and families. This promotes
digital literacy. Guide them to present their findings in class.
4. Guide the learners to role play the effects of alcohol, drugs and substance use on
individuals and families. This is linked to Performing Arts. Guide them to present
their play in class. This enhances self-efficacy.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide learners to discuss with their parent or guardian the effects of alcohol, drugs
and substance use on individuals and families.
3. Give them time to present their findings in class during the next lesson.
Biblical teachings on alcohol, drugs and substance use
Activity 7
1. Pair the learners.
2. Guide them to read Ephesians 5:18 and Proverbs 20:1 in turns. This promotes
communication and collaboration.
128
3. Ask the learners to explain what they have learnt from Ephesians 5:18. This promotes
critical thinking and problem solving.
4. Guide the learners to explain the teachings of Proverbs 20:1on alcohol.
5. Guide them to read 1 Corinthians 3:17 and 1 Corinthians 6:9-10 in turns. This is
linked to English Language.
6. Ask the learners to explain the teachings of 1 Corinthians 3:17. This promotes
critical thinking and problem solving.
7. Ask the learners to explain what they have learnt from 1 Corinthians 6:9-10. This
promotes self-efficacy.
Activity 8
1. Group the learners.
2. Guide them to discuss the lessons they have learnt from Ephesians 5:18, Proverbs
20:1,1 Corinthians 3:17 and 1 Corinthians 6:9-10. This promotes communication
and collaboration as well as critical thinking and problem solving. Allow them to
present their findings in class.
3. Ask the learners to use digital devices to design flashcards with biblical teachings
on alcohol, drugs and substance use. This promotes enhances digital literacy. Guide
them to display their flashcards in class.
4. Guide the learners to compose a poem on biblical teachings on alcohol, drugs and
substance use. This promotes creativity and imagination. Allow them to recite their
poems in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide learners to discuss with their parent or guardian the biblical teachings on
alcohol, drugs and substance use.
3. Give them time to present their findings in class during the next lesson.
Values and skills that can be used to avoid alcohol, drug and substance use
Activity 9
1. Pairs the learners.
2. Guide them to read the flashcards in the Learner’s Book.
3. Ask the learners to identify the values that can be used to avoid alcohol, drug and
substance use from the flashcards. This promotes learning to learn.
129
4. Guide the learners to explain other values that can be used to avoid alcohol, drug
and substance use. This promotes critical thinking and problem solving.
Activity 10
1. Groups the learners.
2. Guide them to read the skills young people can use to avoid alcohol and substance
use .
3. Ask the learners to explain how they can use the skills mentioned to avoid alcohol,
drug and substance use. This promotes critical thinking and problem solving.
4. Guide the learners to discuss other skills that can be used to avoid alcohol and
substance use. This promotes communication and collaboration.
5. Guide the learners to hold a debate on skills and values required to avoid alcohol,drug
and substance use. This promotes self-efficacy.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide learners to watch a video clip of success stories on overcoming alcohol, drug
and substance use with the guidance of their parents or guardians.
3. Give them time to present their findings in class during the next lesson.
Self assessment
Check the learners journals of ways of overcoming alcohol, drug and substance use.
Answers to Assessment 6.3
1. Alcohol, bhang, miraa, tobacco,heroin, cocaine and glue.
2. Young people use drugs today because of peer pressure, idleness and curiosity
among others.
3. Poor health, poor performance, insecurity, death, depression, high crime rates and
dropping out of school.
4. The Bible teaches Christians not to drink alcohol but to be filled with the spirit.
The body is the temple of God and we should take care of it. Those who drink will
not inherit the kingdom of God.
5. Respect, responsibility, peace and integrity and courage.
6. Check their essays.
130
Assessment methods
1. Listening
Listen as learners explain the biblical teachings on alcohol and substance use for
responsible living.
2. Written assessments
Let the learners write the answers to the assessment 6.5 questions at the end of the
sub strand. Check their work and assess their self-efficacy.
3. Rating scale
RATING SCALE
a) Administrative Information
Learner’s name __________________ Grade ________________
b) Competence (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Identies types of drugs commonly
abused by youth in Kenya today.
   
Discusses reasons why young people
abuse drugs today.
Explores eects of alcohol, substance and
drugs use on individuals and families.
Discusses the biblical teaching on alcohol
and substance use for responsible living.
   
c) Comments on the learner’s performance
Learner’s signature _________________________ Date ___________________
Teacher’s Name _______________ Signature____________ Date ___________
131
Gambling as a form of addiction
(Learner’s Book pages 125-134)
Number of lessons : 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) identify the biblical teachings on dangers of gambling for ones well being.
b) discuss the causes of gambling in society today to promote self-awareness.
c) examine the effects of gambling on individuals and families to promote consumer
awareness.
d) explore measures taken by Christians and the government to help young people
overcome gambling.
e) desire to live an addiction free life to promote psycho-social support.
Key inquiry questions
1. What are the disadvantages of gambling?
2. Why do people engage in gambling?
3. Which skills can help a person to avoid gambling?
Suggested learning resources
1. Good News Bible
2. Picture
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
9. Resource person
10. Word puzzles
Suggested assessment methods
1. Written questions
2. Checklists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
132
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core competencies to be developed
• Learning to learn is enhanced when the learners summarize the points on biblical
teachings on charts and present to the class.
• Communication and collaboration is promoted when: the learners’ debate on
measures taken by Christians and the government to help young people overcome
gambling.
• Critical thinking and problem solving is enhanced when: the learners role play
the negative effects of gambling on individual and family.
Link to values
• Responsibility as the learners make the right decisions to avoid addictions.
• Respect for self and others: as the learners avoid situations that can lead to addiction.
• Love: the learners help their peers to overcome their addictions.
Links to PCIs
• Assertiveness as learners say no to all forms of addiction.
• Self-awareness as learners recognise the causes and effects of addiction.
• Decision-making as learners make the right decisions not to involve themselves
in gambling.
• Learn support programmes: guidance and counselling: Learners listen to a resource
person.
• Health issues as learners advocate for human wellness.
Link to other subjects
• Health Education: as the learners learn the effects of addiction
• Performing Arts: as the learners compose a song on the effects of gambling
• Computer Studies: as the learners conduct an online inquiry on the causes and
effects of addiction and present findings in class using digital devices.
Biblical teachings on dangers of gambling
Activity 1
     
1. Pair the learners. Guide them to read the posters in the Learner’s Book. This is
linked to English Language.
2. Instruct the learners to identify the type of addiction mentioned in the posters. This
promotes learning to learn.
3. Guide the learners to carry out an online search on the meaning of addiction. This
133
promotes digital literacy. It is linked to Computer Science. Let them to present
their finding in class.
4. Guide the learners to explain other types of addiction. Guide them to present their
findings in class. This promotes critical thinking and problem solving.
5. Guide the learners to discuss the dangers of gambling mentioned in the posters.
This promotes communication and collaboration. Listen to the learners as they
discuss in groups. Let them to present their findings in class.
6. Guide the learners to design posters about other dangers of gambling. Let them to
display their posters in class. This promotes creativity and imagination. Allow the
learners to peer assess each other’s work.
Activity 2
1. Group the learners. Ask them read the Bible verses on the scrolls. This is linked to
English Language.
2. Guide the learners to identify the dangers of gambling from the Bible verses. This
promotes learning to learn.
3. Guide the learners to identify the dangers of gambling from 1Timothy 6:9. This
promotes critical thinking and problem solving. Guide them to present their
findings in class.
4. Guide them to identify what Proverbs 13:11 teaches about gambling. This promotes
critical thinking and problem solving.
5. Guide them to discuss the lessons they have learnt from 1 Timothy 6:9 and Proverbs
13:11. Let them present their finding in class. This promotes communication and
collaboration.
6. Guide the learners to read Proverbs 28:20-22 in turns. This is linked to English
Language.
7. Let the learners identify the type of life honest people live according to Proverbs
28:20-22. This promotes critical thinking and problem solving. Let them present
their findings in class.
8. Guide the learners to explain what will happen to those who are in a hurry to get
rich according to Proverbs 28:20-22. This promotes critical thinking and problem
solving skills.
9. Guide the learners to discuss the dangers of gambling from Proverbs 28:20-22.
Let them present their findings in class. This promotes communication and
collaboration.
10. Guide the learners to explain the lessons they have learnt from Proverbs 28:20-22.
This promotes critical thinking and problem solving skills. Guide them to present
their findings in class.
11. Guide them to make a summary of the biblical teachings on dangers of gambling
134
on charts. Let them to display their charts in class and in strategic places in school
to create awareness on the dangers of gambling.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignments
where necessary, write short notes.
2. Guide the leaner to discuss within their parents or guardians the Biblical dangers
of gambling. Let them compose a poem about the disadvantages of gambling. Let
them recite the poem in class.
Causes of gambling in the society today
Activity 3
1. Pair the learners. Guide them to recite the poem in the Learner’s Book. This is
linked to English Language.
2. Guide the learners to identify the causes of gambling in the society from the poem.
This promotes learning to learn.
3. Guide the learners to discuss other causes of gambling in the society today. This
promotes communication and collaboration. Listen to the learners as they discuss.
Guide them to present their findings in class.
4. Guide them to write an essay on the causes of gambling in the society today. This
promotes creativity and imagination. It links to English language. Ask them to
read their essay in class. Allow learners to peer assess each other’s essays.
Activity 4
1. Group the learners. Guide them to carry out a research using digital devices and
textbooks on the causes of gambling in the society today. Let them present their
findings in class. This promotes digital literacy. It links to Computer Science.
2. Guide the learners to create charts on the causes of gambling in the society
today. Guide them to display their charts in class. This promotes creativity and
imagination.
3. Guide the learners to explain how they can avoid situations that can lead to gambling.
This promotes critical thinking and problem solving. Let them present their
findings in class.
4. Guide the learners to design posters on messages that say no to gambling. Guide
them to display their posters in class and in strategic places in the school. This
promotes creativity and imagination.
5. Guide the learners to write a composition on how they can avoid situations that
can lead to any form of addiction. Allow them to read their composition in class.
135
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learner to find out the reason why people engage in gambling in the
society from their parents or guardians.
3. Allow them to present their findings in class.
Eects of gambling on individuals and families
Activity 5
1. Pair the learners. Guide them to read the conversation in the Learner’s Book. This
is linked to English Language.
2. Guide the learners to determine what Nasieku wanted to find out from the
counsellor. This promotes learning to learn.
3. Guide the learners to identify negative effects of gambling mentioned in the
conversation. This promotes critical thinking and problem solving.
4. Guide the learners to discuss other effects of gambling on individuals and families.
Let them to present their findings in class. This promotes communication and
collaboration.
5. Let the learners research on the effects of gambling using digital devices. This
promotes digital literacy. It links to Computer Science. Allow them to present
their findings in class.
6. Guide the learners to listen to a resource person give a speech on negative effects
of gambling on individuals and families. Let them to write a report and read them
in class. This promotes respect.
7. Guide the learners to prepare a chart showing negative effects of gambling. This
promotes creativity and imagination. Let them display them in class.
Activity 6
1. Group the learners. Guide them to study the betting chips in the Learner’s Book.
This is linked to English Language.
2. Guide the learners to identify the betting chips that contain the effects of gambling
on individuals and families. Allow them to present their findings in class. This
promotes learning to learn.
3. Guide the learners to compose a song on the negative effects of gambling on
individuals and families. Let them sing it in class. This promotes creativity and
imagination. It links to Performing Arts.
136
4. Guide the learners to role-play the effects of gambling on individuals and families
Allow them to take videos of the plays and watch the videos with others in class.
This promotes creativity and imagination. It links to Performing Arts.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to discuss the effects of gambling in the society today with the
guidance of their parents and guardians.
3. Ask them to compose a poem about the negative effects of gambling in the society
today. Guide them to recite their poem in class.
Measures taken by Christians and the government to help young people
overcome gambling
Activity 7
1. Pair the learners. Guide them to read the poster in the Learner’s Book. This is linked
to English Language.
2. Guide the learners to identify from the poster the measures that the government is
taking to help young people overcome gambling. This promotes learning to learn.
3. Guide the learners to discuss other measures the government has taken to help
young people overcome gambling. Lead them to present their findings in class.
This promotes communication and collaboration.
4. Guide the learners to carry out a research on the internet and the library on the
measures taken by Christians and the government to help young people overcome
gambling. Allow them to present their findings in class. This promotes digital
literacy. It is linked to Computer Science.
5. Guide the learners to design posters on measures taken by Christians and
government to help young people overcome gambling. This promotes creativity
and imagination. Let them display their posters in class and in strategic places in
school to create awareness on the measures taken by Christians and the government
to help young people overcome gambling.
Activity 8
1. Group the learners and guide them to read the story in the Learner’s Book. This is
linked to English Language.
2. Instruct them to explain how Imani overcame his gambling problem. This promotes
learning to learn.
137
3. Guide the learners to identify the measures taken by Christians to help young
people overcome gambling from the story. This promotes critical thinking and
problem solving.
4. Guide the learners to discuss other measures taken by Christians to help young
people overcome gambling. Allow them to present their findings in class. This
promotes communication and collaboration.
5. Guide the learners to read Proverbs 13:11; 1 Timothy 6:10 and Hebrew 13:5 in
turns.
6. Guide the learners to discuss the teachings of the Bible on overcoming gambling.
Let them present their findings in class. This promotes communication and
collaboration.
7. Guide the learners to make a summary on the teaching of the Bible on overcoming
gambling on a chart. Let them to display their charts in class. This promotes
creativity and imagination.
8. Guide the learners to compose a song on the teaching of the Bible on overcoming
gambling. Guide them to sing it in class. This promotes creativity and imagination.
It is linked to Performing Arts.
Activity 9
1. Group the learners. Lead them to study the picture in the Leaner’s Book. This is
linked to English Language.
2. Guide the learners to identify the skills required to overcome gambling from the
picture. This promotes learning to learn.
3. Guide the learners to explain other skills required to overcome gambling. Allow
them to present their findings in class. This promotes critical thinking and problem
solving. It is linked to Health Education.
4. Guide the learners to carry out a research on success stories or case studies on
measures taken by Christians and the government to help young people overcome
gambling. Let them present their stories in class. This promotes learning to learn
as well as digital literacy. It is linked to Computer Science.
5. Guide the learners to hold a debate on the measurers taken by Christians and the
government to help young people overcome gambling. Guide them to write down
the points from both sides. Allow them to read their points in class. This promotes
communication and collaboration.
6. Guide the learners to discuss how they can live an addiction free life. This promotes
communication and collaboration. Allow them to present their points in class.
It linked to Health Education.
7. Guide the learners to compose a poem on the value of an addiction free life. Guide
them to recite their poem in class. This promotes creativity and imagination. It is
also linked to Performing Arts.
138
Activity 10
1. Guide the learners to watch a video clip on living a gambling free life. This promotes
digital literacy.
2. Lead them to identify the effects of gambling from the video clip. This promotes
learning to learn.
3. Guide them to compose a poem on living a gambling free life. This promotes
creativity and imagination. It links to Performing Art. Let them recite the poems
in class.
Home assignment
1. Explain to the learners how they are expected to carry out the home assignment.
Where necessary, write a short note to the parent or guardian to assist the learner
do the assignment.
2. Guide the learners to watch a video clip on living an addiction free life.
3. Ask them to write a report and read it in class.
Self Assessment
Check the learners promises on living an addiction free life.
Answers to Assessment 6.2
1. Staking something of value with an intention of winning.
2. Open ended.
3. Open ended.
4. Open ended.
5. Debts, divorce, depression, job loss and crime.
6. Organising seminars, role modeling, guidance and counselling and Bible studies.
7. Open ended.
Suggestions on developing competency-based tasks
Develop tasks that test the ability to discuss the biblical teachings on marriage and family
to develop positive attitudes. The tasks should enable them to explain ways through which
Christians promote virtues among young people before marriage and identify the skills
that young people need to contribute towards stable families.
Assessment methods
1. Oral questions
Ask the learners to discuss the causes of gambling in Kenya today.
2. Observation
Observe the learners as they design posters with messages that say no to gambling.
139
3. Assessment Rubric
Indicator Exceeds
Expectations
Meets
expectation
Approaches
Expectation
Below
Expectation
Ability to
identify
the biblical
teachings on
gambling for
ones well being.
Accurately
identifies
and explains
the biblical
teachings on
gambling.
Accurately
identifies
the biblical
teachings on
gambling.
Identifies
partially
the biblical
teachings on
gambling.
Requires
assistance
to identifies
the biblical
teachings on
gambling.
Ability to discuss
the causes of
gambling in
Kenya today
to enhance
understanding.
Correctly
discusses
the causes of
gambling in
Kenya today
using relevant
examples.
Correctly
discusses
the causes of
gambling in
Kenya today.
Discusses
some of the
causes of
gambling in
Kenya today.
Requires
support to
discuss the
causes of
gambling in
Kenya today.
Ability to
examine the
effects of
gambling on
individuals
and families to
promote healthy
living.
Outlines and
explicitly
examines
the effects of
gambling on
individuals
and families.
Appropriately
examines
the effects of
gambling on
individuals
and families.
Examines
some of the
effects of
gambling on
individuals
and families.
Requires
assistance
to examine
the effects of
gambling.
Ability to
explore
measures taken
by Christians
and the
government
to help young
people overcome
gambling.
Correctly
identifies
and explores
measures
taken by
Christians
and the
government
to help
young people
overcome
gambling.
Correctly
explores
measures
taken by
Christians
and the
government
to help
young people
overcome
gambling.
Explores some
measures
taken by
Christians
and the
government
to help
young people
overcome
gambling.
Has difficulty
exploring
measures
taken by
Christians
and the
government
to help
young people
overcome
gambling.
140
Social Media
(Learner’s Book pages 135-142)
Number of lessons: 5
Specific Learning Outcomes
By the end of the sub strand, the learner should be able to:
a) identify different social media platforms used by young people today.
b) discuss ways of using social media responsibly.
c) examine ways in which social media is misused today.
d) discuss ways he/she should respond to cyberbullying.
e) apply Christian values as they use different social media platforms.
f) desire to use social media/internet appropriately as God fearing Christians.
Key inquiry questions
1. Why should you be cautious when using social media?
2. Which life skills and values do you need as you use social media?
Suggested learning resources
1. Pictures
2. Role plays
3. Nature walks
4. Flashcards
5. Charts
6. Realia
7. Digital devices
8. Resource person
9. Magazines
10. Word puzzles
11. Newspapers
Suggested assessment methods
1. Written questions
2. Check lists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
141
8. Anecdotal notes
9. Question and answer
10. Assessment rubric
Core Competencies to be developed
• Learning to learn is enhanced as learners interview a resource person on responsible
use of social media.
• Self-efficacy is promoted when learners write sensitisation messages on charts/
posters on values they need as they engage on social media platforms.
Links to PCI’s
• Self-awareness is promoted as learners share experiences on values needed to
overcome peer pressure.
• Decision making is enhanced when learners make a decision not to visit sites that
can corrupt their morals.
• Assertiveness is developed when learners in pairs brainstorm on how to respond
to cyberbullying.
Links to values
• Integrity is demonstrated when learners write sensitisation messages on charts or
posters on values and skills they need as they use social media platforms.
• Responsibility is enhancedas learners share precautions they need to exercise as
they engage on social media platforms.
• Respect is promoted when learners respect self as they make a decision to use social
media responsibly.
Links to other subjects
• Interviewing a resource person on responsible use of social media is linked to
English Language.
• Discussing how social media is misused today and making a PowerPoint
presentation in class is linked to Computer Studies.
• Role playing responsible and irresponsible use of social media is linked to
Performing Arts.
Different social media platforms used by young people today
Activity 1
1. Organise the learners to study the pictures in pairs. is fosters learning to learn.
2. Let the learners identify the social media platforms shown in the pictures. is
enhances self-ecacy.
142
3. Guide the learners to name other social media platforms.
4. Let them discuss other social media platforms that they interact with daily. is
enhances communication and collaboration
Activity 2
Activity 2
1. Organise learners in groups.
2. Guide them to read the extract in the Learner’s Book. This is linked to English
Language.
3. Let the learners discuss other social media platforms that are used by the young
people today. This enhances communication and collaboration.
4. Guide them to design posters with social media platforms used by young people
today. This fosters imagination and creativity.
5. Guide the learners to compose a song on using social media responsibly. This is
linked to Performing Art.
Ways of using social media responsibly
Activity 3
1. Organise the learners in pairs.
2. Lead them to read the story in the learners’ book. This will promote English
Language.
3. Guide the learners in answering the questions.
4. Let them give reasons why Chausiku was crying in class.
5. Let the learners discuss the dangers of accepting friend requests from strangers and
chatting with them. This will enhance communication and collaboration.
6. Lead the learners to explain how they can use social media in a responsible way.
This will foster the value of responsibility.
Activity 4
1. Let the learners recite the poem in pairs.
2. Lead the learners to identify ways of using social media responsibly from the poem.
This promotes learning to learn.
3. Let them discuss other ways of using social media responsibly. Let them write
the points on a chart and hang them in class. This enhances communication and
collaboration.
143
4. Guide them to prepare a poster with a message on using social media responsibly.
This promotes creativity and imagination.
5. Let them compose a song on using social media responsibly. This is linked to
Performing Arts.
Ways in which social media is misused today
Activity 5
1. Organise the learners in pairs.
2. Let them read the story in the Learner’s Book. This is linked to English Language.
3. Guide the learners to identify the different ways in which Kamau was misusing
social media.
4. Lead them to explain other ways in which social media is misused today. This
fosters learning to learn.
5. Guide them to describe the different precautions that one needs to exercise as they
engage in social media platforms. This promotes critical thinking and problem
solving.
6. Let them use digital devices to search for ways in which social media is misused
today. Let them present their findings in class using PowerPoint. This enhances
digital literacy.
Activity 6
1. Invite a resource person. An information technology expert or a counseling
psychologist.
2. Let the learners listen to a resource person give a speech on responsible use of social
media.
3. Allow them to ask him or her questions on how social media is misused today. This
promotes learning to learn.
4. Let them write down the points on a chart and display the chart in class.
5. Guide the learners to compose a poem cautioning the youths against misusing social
media. This fosters citizenship.
6. Guide them to role play the responsible and irresponsible ways of using social media.
This promotes self-efficacy.
Activity 7
1. In pairs, guide the learners find words from a word puzzle.
2. Guide the learners to identify words related to how social media is misused today
144
from the word puzzle in the Learner’s Book. This fosters problem solving and
critical thinking.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment through question-and-answer method.
2. Guide learners to discuss how social media is misused with their parents or
guardians.
3. Give them time to present their findings in class during the next lesson.
Ways of responding to cyberbullying
Activity 8
1. Organise the learners in pairs.
2. Let the learners study the posters in the Learner’s Book.
3. Let them discuss the meaning of cyberbulling. This will enhance communication
and collaboration.
4. Let the learners identify ways of responding to cyberbullying from the poster. This
enhances problem solving and critical thinking.
5. Guide them to explain other ways of responding to cyberbullying. This enhances
learning to learn.
Activity 9
1. Organise the learners in groups, let them discuss what Nelima should do.
2. Guide the learners to discuss ways of responding to cyberbullying. This will enhance
communication and collaboration.
3. Allow the learners to use digital devices to search for other ways of responding to
cyberbullying. This enhances digital literacy.
4. Let them design a poster with messages on ways of responding to cyberbullying.
This fosters creativity and imagination.
Home assignment
1. Discuss with the learners how they are expected to carry out the take assignment.
2. Guide learners to discuss how they should respond to cyber bulling with their
parents or guardians.
3. Give them time to present their findings in class during the next lesson.
145
Applying Christian values as they use different social media
platforms
Activity 10
1. Organise learners in pairs.
2. Let them fill the crossword with the values and skills one needs when using social
media platforms. This promotes self-efficacy.
Activity 11
1. Organise learners into groups.
2. Let them discuss other Christian values that one needs when using dierent social
media platforms. is promotes critical thinking and problem solving.
3. Guide them to use digital devices to carry out research on the values one requires
when using social media platforms. is promotes digital literacy.
4. Let the learners design a poster with values one requires when using social media
platforms. is promotes creativity and imagination.
5. Write a composition on use of social media appropriately. Read it in class. is is
linked to English Language.
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment.
2. Guide learners on how to write a vow on a placard on how you will use social
media responsibly with their parents or guardians.
3. Give them time to read their placards in class during the next lesson.
Answers to Assessment 6.5
1. Open ended.
2. Using it to search for information, chat with friends and family, researching and
for entertainment.
3. Sharing personal information, talking to strangers and posting negative
comments.
146
4.
(a) scammers
(b) cyber bullying
(c) blackmailers
5. Open ended
6. Responsibility, integrity, respect, kindness, love, peace, unity, social justice
Assessment methods
1. Written questions
2. Question and answers
3. Assessment Rubric
Indicator Exceeds
Expectation
Meets
Expectation
Approaches
Expectation
Below
Expectation
Ability to
identify
dierent
social media
platforms
used by young
people today.
Correctly and
comprehensively
identies
dierent social
media platforms
used by young
people today.
Correctly
identies
dierent
social media
platforms
used by young
people today.
Identies
some social
media
platforms
used by
young people
today.
Identies with
prompts some of
the social media
platforms used
by young people
today.
Ability to
discuss ways
of using
social media
responsibly.
Correctly and
comprehensively
discusses
ways of using
social media
responsibly.
Correctly
discusses
ways of using
social media
responsibly.
Discusses
ways of using
social media
responsibly
but leaves out
some details.
Discusses
ways of using
social media
responsibly but
leaves out many
details.
Ability to
examine ways
in which
social media is
misused today.
Correctly and
comprehensively
examines ways in
which the social
media is misused
today.
Correctly
examines
ways in
which the
social media
is misused
today.
Partially
examines
ways in
which the
social media
is misused
today.
Seldomexamines
ways in which
the social media
is misused today.
Ability to
discuss ways
he/she should
respond to
cyberbullying.
Correctly
discusses ways
he/she should
respond to
cyberbullying
with relevant
examples.
Correctly
discusses ways
he/she should
respond to
cyberbullying.
Discusses
ways he/
she should
respond to
cyberbullying
but leaves out
some details.
Discusses ways
he/she should
respond to
cyberbullying
but leaves out
many details.
147
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. 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.
Community Service Learning (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, manner in which they will analyse
information and present their findings.
Communication: Learners will develop effective communication skills for as they engage
with peers and school community members. These will include listening actively, asking
questions, presentation skills using varied modes etc.
Citizenship: Learner will be able to explore opportunities for engagement as members
of the school community and providing a 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 Pertinent and Contemporary Issues (PCIs)
The learners will be guided to consider the various PCIs provided in the various subjects
in Grade 7 and choose one suitable to their context and reality.
Key inquiry questions
1. How does one determine community needs?
2. Why is it necessary to be part of a community?
3. What can one do to demonstrate a sense of belonging?
148
Specic learning outcomes
By the end of the CSL class activity, the learner should be able to:
a) Identify a problem in the school community through research.
b) Plan to solve the identified problem in the community.
c) Design solutions to the identified problem.
d) Implement solution to the identified problem.
e) Share the findings with relevant actors.
f) Reflect on own learning and relevance of the project.
g) Appreciate the need to belong to a community.
Suggested learning experiences
The learner is guided to:
a) Brainstorm on issues/pertinent and contemporary issues in their school that
need attention.
b) Choose a PCI that needs immediate attention and explain why.
c) Discuss possible solutions to the identified issue.
d) Propose the most appropriate solution to the problem
e) Discuss ways and tools they can use to collect information on a problem
(questionnaires, interviews, observation).
f) Develop tools for collecting the information/data.
g) Identify resources they need for the activity.
h) Collect the information/data using various means.
i) Develop various reporting documents on their findings.
j) Use the developed tools to report on their findings.
k) Implement project.
l) Collect feedback from peers and school community regarding the CSL activity.
m) Share the report on activity through various media to peers and school
community.
n) Discuss the strengths and weaknesses of implemented project and lessons
learnt.
o) Reflect on how the project enhanced own learning while at the same time
facilitated service on an issue in the school community.
149
Assessment Rubric
Indicator Exceeds
Expectation
Meets
Expectation
Approaches
Expectation
Below
Expectation
e ability
to identify
and analyse
a pertinent
issue in
society to be
addressed.
Learner critically
denes and
elaborately
discusses a
pertinent issue to
be addressed.
Learner denes
and discusses a
pertinent issue
to be addressed.
Learner denes
and discusses a
pertinent issue
to be addressed
with minimal
support.
Learner requires
support to
critically
examine and
select the
appropriate
issue.
e ability
to plan to
solve the
identied
problem.
Learner correctly
and systematically
establishes
resources needed,
develops
plans, assigns
responsibilities,
and generates
data on the CSL
project.
Learner
correctly
establishes
resources
needed, develops
plans,
assigns
responsibilities,
and generates
data on the CSL
project.
Learner
sometimes
establishes
resources
needed, develops
plans,
assigns
responsibilities,
and generates
data on the CSL
project.
Learner has
diculty
establishing
resources
needed,
developing
plans, assigning
responsibilities
and generating
data on the CSL
project.
e ability
to design
solutions
to the
identied
problem and
implement
them.
Learner
constantly applies
the knowledge
and skills gained
in subjects to
address the
identied issue.
Learner applies
the knowledge
and skills gained
in subjects to
address the
identied issue.
Learner applies
the knowledge
and skills gained
in subjects to
address the
identied issue
with some
support.
Learner requires
a lot of probing
to apply the
knowledge and
skills gained
in subjects to
address the
identied issue.
Ability
to share
ndings
to relevant
actors.
Learner
comprehensively
and condently
shares ndings
of the issue
addressed in the
activity.
Learner
condently
shares ndings
of the issue
addressed in the
activity.
Learner shares
some of the
ndings of the
issue addressed
in the activity.
Learner briey
shares ndings
of the issue
addressed in
the activity,
lacks necessary
details.
The ability
to reect
on own
learning and
relevance of
the activity.
Learner
distinctively and
clearly outlines
the benets of
the CSL activity
on the target
community and
own learning.
Learner clearly
outlines the
benets of the
CSL activity
on the target
community and
own learning.
Learner outlines
the benets of
the CSL activity
on the target
community and
own learning, a
few unclear.
Learner
struggles to
outline the
benets of the
CSL activity
on the target
community and
own learning.