Approved by KICD - 2018 Edition
Longhorn
Christian Religious Education
Activities
Grade 2
Teacher’s Guide
Lucy Muiru
Florence Ateka
Duke Makori
Zacharia Ndinguri
Approved by KICD - 2018 Edition
Published by
Longhorn Publishers Ltd.,
Funzi Road, Industrial Area,
P. O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745,
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo/Garden Road
Mikocheni B, Plot No. MKC/MCB/81,
P. O. Box 1237,
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank
P. O. Box 5910,
Kigali, Rwanda.
© L. Muiru, F. Ateka, D.Makori, Z. Ndinguri, 2017
The moral rights of the authors have been asserted.
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.
First published 2017
ISBN 978-9966-64-051-2
Printed by Ramco Printing Works Ltd,
Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn off, Mombasa Road,
P. O. Box 27750 - 00506,
Nairobi, Kenya.
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Approved by KICD - 2018 Edition
Part One
Introduction .................................................................................................1
The Book Structure.......................................................................................1
The Teaching Process ...................................................................................6
Teaching Methods in CRE............................................................................7
Grouping Learners........................................................................................9
Important Attitudes in Learning CRE.........................................................10
Teaching Resources ....................................................................................11
Improvisation..............................................................................................12
Special Education Needs and Multi-ability Learning.................................12
Safety in the Classroom..............................................................................14
Assessment and Evaluation Methods .........................................................15
Proposed Grading System ..........................................................................17
Part Two
Creation ......................................................................................................19
Holy Bible ..................................................................................................35
The Early life of Jesus Christ .....................................................................56
Christian values ..........................................................................................85
The church................................................................................................116
Approved by KICD - 2018 Edition
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Approved by KICD - 2018 Edition
Part 1 INTRODUCTION
Introduction
The vision of the basic education curriculum reforms is to enable every
Kenyan to become an engaged, empowered and ethical citizen. This will
be achieved by providing every Kenyan learner with the right standards in
the skills and knowledge that they deserve, and which they need in order to
thrive in life. This shall be accomplished through the provision of excellent
teaching, school environments, 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.
This Teacher’s Guide has been designed to do just that. It places the learner
at the centre of learning. The Teacher’s Guide provides pathways for
identifying and nurturing the talents and interests of learners early enough
to prepare them for the world of work, career progression and sustainability.
Based on a competency based curriculum; this guide, as well as the Learner’s
Book, provide methods of assessment, promotion of national values and
national cohesion and their integration into the curriculum.
The teacher should nurture the learner’s potential through the learning
pathways that are provided in this book. This is for the recognition of the
learner’s potential, gifts and talents. At the end of the day, no child should
be labelled a failure.
The Book Structure
This Teacher’s Guide is organised into two main sections. Part one is
the Introduction section detailing pedagogical issues. Part two highlights
the themes just as outlined in the Learner’s Book. It gives in details of the
expected learning themes, interesting teaching and learning activities,
tips on handling learners with special needs, digital oriented exercises,
informative notes to teachers and extra exercises for gifted learners.
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Organisation of the themes
Each theme consists of the following:
• Theme
• Strand
• Sub-strand
• Suggested time
• Specic learning outcomes
• Key inquiry questions
• Core competences to be developed
• Links to PCIs
• Links to other subjects
• Link to values
• Suggested learning aids
• Suggested community service learning
• Suggested assessment
• Background information
1. Theme
These are a wide range of topics or situations. For example we
have; Our Home, The Environment, Our School, Child Rights
and many more. In essence they are familiar with the learners’
experiences and the activities they do on a daily basis. These
are accompanied by pictures that will motivate the learners.
2. Strands
These strands are: Creation, The Holy Bible, The Early life of
Jesus Christ, Christian values and The Church. It is through
the skills that learners apply their learning and engage in
higher order thinking. These skills relate to the upper levels of
Bloom’s taxonomy and they lead to deep rather than surface
learning. The teacher’s guide ensures that they are functional.
The learners should experience the interdependence of the
skills across the book and nd relevance of what they learn in
their day to day contexts.
3. Sub Strands
Each strand has several sub-strands. These sub-strands indicate
the scope of coverage of what a teacher should teach and what
a learner should learn in line with stated learning objectives.
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4. Suggested time
These are number of lessons suggested for each theme.
5. SpecicLearningOutcomes
By the end of the course the learner should be able to:
a) Demonstrate basic literacy and numeracy skills for learning.
b) Communicate appropriately using verbal and/or non-verbal
modes in a variety of contexts.
c) Demonstrate appropriate etiquette in social relationships.
d) Apply creativity and critical thinking skills in problem solving.
e) Explore the immediate environment for learning and enjoyment.
f) Practice hygiene, nutrition, sanitation, safety skills to promote
health and wellbeing.
g) Demonstrate the acquisition of emotional, physical, spiritual,
aesthetic and moral development for balanced living.
h) Demonstrate appreciation of the country’s rich and diverse
cultural heritage for harmonious co-existence.
i) Apply digital literacy skills for learning and enjoyment.
6. Key inquiry questions
The question statement is a comprehensive learning statement
presented as a starting point. It is a question that is meant to make
the learners want to nd out the solutions in the course of the lesson.
7. Core Competences to be developed
A competency based approach enables meaningful connections within
and between subject areas. The core competences to be achieved by every
learner are:
a) Communication and collaboration
b) Self-efcacy
c) Critical thinking and problem solving
d) Citizenship
e) Digital literacy
f) Learning to learn
They should be achieved once learners have met all the learning objectives
in the lesson.
8. Links to PCIs
Instructions should set out approach to pertinent and contemporary issues.
Examples are life skills, citizenship skills, animal welfare, environmental
education and many more.
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9. Links to other subjects
It is important for learners to gain an understanding of the interconnections
between different subjects so that learning in each subject is reinforced
across the curriculum. This platform does exactly that. It prepares the
teacher to pass this information to the learners so that they are aware!
10. Links to attitudes and values
Values are standards that guide an individual on how to respond or
behave in a given circumstance. The teaching of values will facilitate the
achievement of the curriculum reforms’ vision with respect to moulding
ethical citizens. Truly engaging with the learning, requires appropriate
attitudes and values that relate to the lesson.
11. Attention to Special Education Needs
This section provides a way that the teacher can cater for the different
special education needs with a consideration to the nature and requirements
of the lesson.
12.Teaching aids
This section lists the teaching aids needed for the theme. It also indicates
the alternative teaching aids and materials for learners with special needs
and for schools with limited resources.
13. Suggested Community Service Learning
The learner is part of a larger community and therefore, education should
lead the youth of the country to accept membership of this community
with all the obligations and responsibilities, rights and benets that this
membership entails.
14. Assessment
This section contains the questions and suggested answers to assess the
lesson learning objective.
15. Background Information
This section provides an insight to the teacher on how to come up with a
methodology of the unit using the resources from different activities in
the Learner’s Book. It also contains suggestions to the teacher on how to
introduce the lesson and engage the learners.
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Organisation of the lesson
The lesson has the following key parts:
- Lesson number and title
- Specic learning outcomes
- Teaching aids
- Introduction to the lesson
- Learning activities
- Assessment
- Answers
1. Lesson number and title – This gives the number of the lesson and the
strand or sub-strand to be covered during that lesson.
2. SpecicLearningoutcomes – This section has the learning objectives
related to the particular lesson according to the syllabus.
3. Teaching aids – This section lists the teaching aids needed for the lesson.
It also indicates the alternative teaching aids and materials for learners
with special needs and for schools with limited resources.
4. Introduction – This section provides additional content for the teacher to
have a deeper understanding of the topic.
5. Learning activities – Learning activities are expected to engage learners
in an interactive learning process as much as possible (learner-centred
and participatory approach). They 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 different special education needs with a
consideration to the nature and requirements of the lesson. This section
contains suggestions of remedial activities for slow learners too. The
teacher is also guided on how to instruct with approach to PCIs.
6. Suggestions on when to arrange the learners in groups have been made
in this teacher’s guide. It is encouraged to group the learners during all
lessons. This is because it allows all learners to participate and develop
their communication skills.
7. However bear in mind the special educational needs, gender balance, and
the ability of the members. Ensure minimum movement when grouping
the learners and encourage them to speak quietly so that they are able to
listen to one another.
8. Assessment – This section contains suggestions that assess the lesson
learning objectives. They can be in form of questions, demonstrations,
drawings, written exercises or portfolio.
9. Answers – This section provides the answers to the exercise of the lesson.
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The Teaching Process
CRE is taught across all Grades. At every grade it is structured in strands and sub-
strands. They are further broken down into lessons.
• A lesson is aligned with the number of activities.
Each lesson has learning outcomes whose achievement is pursued by all
teaching and learning activities undertaken by both the teacher and the
learners.
• Some learning outcomes focus on knowledge and understanding. These are
associated with Lower Order Thinking Skills or LOTS.
For example;
By the end of the lesson, the learner should be able to:
- Construct sentences.
- List down four child rights.
- Identify indenite pronouns.
Other learning outcomes focus on acquisition of skills, attitudes and values. They
are associated with Higher Order Thinking Skills or HOTS. These learning
objectives are actually considered to be the ones targeted by the new curriculum.
For example;
By the end of the lesson, the learner should be able to:
- State what they like about themselves.
- Identify the rst two books in the Old Testament.
There are Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
This section also contains suggestions of remedial activities for slow learners.
There are suggestions of activities and written exercises for fast learners, too.
In this digital era, there are activities where computer devices are necessary.
Each lesson has Links to other subjects, its Assessment Criteria and the Materials
(or Resources) that are expected to be used in the teaching and learning process.
Learners with low attention spans should be observed closely and deliberate
efforts made to have them engaged in ongoing activities. If objectives are still not
met, other interventions should be sought.
Activities for learners include:
- conversations, dialogue and discussions
- responding to simple instructions
- drama and role play
- songs
- tongue twisters,
- story -telling
- poems among others.
These activities can be done in groups, in pairs, individually or the
whole class.
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At this level now, learners can now practice completing simple blank lling
exercises. They then progressively move to making short phrases and sentences
to make paragraphs. The progression from writing phrases to sentences and
paragraphs should also be accelerated in instances where learners can comfortably
complete sentences. But in case of slow learners, opportunities for more practice
with simpler phrases and sentences should be created.
Writing activities: Among the many activities learners can engage in are;
- demonstration and imitation
- spelling games
- dictations
- written exercises
- Pattern drawing
- Sentence constructions and creative writing among others.
Teaching Methods in CRE
Emphasise on good sitting postures, appropriate facial expressions and gestures.
It is important to discuss some of the methods commonly used during instruction
of the CRE. These are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play and drama
(iv) Individual work
(v) Discussion
(vi) Discovery
These methods have their own merits 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 CRE.
(i) Demonstration
When the Learners are expected to use teaching aids, make models or draw
pictures, it is necessary for the teacher to demonstrate rst what he/she expects of
them. When the teacher is demonstrating, say for example how a game is done,
he/she is to ensure that all the Learners can see what he/she is doing.
It may be necessary to call the Learners around the demonstration table for all to
see. During demonstration, you could ask some Learners to help in handling and
setting up the teaching aids. The teacher should then outline the procedure he/she
expects the Learners to follow as they carry out their projects either individually
or in groups.
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(ii) Questioning technique
This is one of the most important methods of teaching and nds its application
in nearly all subjects in a school. Good mode of questioning will full several
important aspects of a lesson. The main ones are:
• increases pupil’s participation.
• reduces teacher talk 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/her Learners, among the
Learners and with teaching aids.
When a teacher asks a question to one of his/her Learners and the pupil gives
a wrong answer, the teacher should not say ‘no’ or rebuke the pupil. This
withdraws the pupil from further learning and concentration, because his/ her
answer was honest based on what he/she thought was right.
Instead, the teacher should follow the pupil’s answer to detect any reason that led
to his/ her wrong answer. In this process the teacher will discover where the pupil
went wrong and help him/her.
Alternatively, the teacher’s question could have been ambiguous or vague and as
a result he/she will need to rephrase his/her question.
(iii) Role play
This method can be applied in teaching of speaking, listening and reading skills.
The teacher can ask learners to act out a dialogue in small groups and then
demonstrate before the whole class. This method enables learners to fully interact
with one another and with the teacher during the lesson.
(iv) Individual work
Individual work by Learners begins when the teacher assigns a few problems to
them during class work. This is the application session whereby every individual
pupil is expected to work on his or her own.
During this session, the teacher moves round the class marking pupil’s work
and giving individual attention to those in difculties. Individual work is then
extended to the homework assignment where the Learners will be expected to
solve problems outside the classroom. Individual work encourages the Learners
to go through learnt concepts alone. This reveals to the teacher how a pupil would
perform after instruction. It is possible to conclude whether the lesson achieved
the expected objective or whether a remedial lesson is needed.
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(v) Discussion
In discussion, a teacher acts as a facilitator during pupil’s interaction. He or she
poses the topic for discussion and acts as a resource person. Discussion educates
and trains the Learners to apply knowledge, think critically, solve problems easily
and obtain relevant information easily and make pertinent decisions.
An effective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved.
(ii) Participation should be critical and reective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) The teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
Through manipulation of teaching aids and a study of a number of patterns and
relationships, Learners discover concepts in CRE. Discovery can arise through
organised work and discussions.
Note:
The two most important documents in planning to teach are the Schemes of work
and the Lesson plan.
a) Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from the
syllabus and organised into lessons week by week for every term.
b) Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic
lesson.
Grouping Learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shift from knowledge-based to competence based curriculum will make
grouping the norm in the teaching process. Grouping learners can be informed by
one or all of the following:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Friendship grouping
(f ) Sex grouping
(g) Size grouping
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Grouping learners has several advantages such as:
(a) The individual learner’s progress and needs can easily be observed.
(b) The teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than the whole class.
(h) Learners’ creativity, responsibility and leadership skills can easily be developed.
(i) Learners can work at their own pace.
The type of “grouping” that a teacher may choose depends on:
(a) The topic or task to be tackled.
(b) The materials available.
(c) Ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations. There is no xed number of learners that a
group must have.
This again will be dictated by such factors as the task to be done, the materials,
characteristics of learners in your class, size and the space available. However,
groups should on average have between four to seven learners. You can also resort
to pair work depending on the nature of the content being taught at the time.
There is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Important Attitudes in Learning CRE
a) In learning
There are certain useful attitudes, which the teacher should help to develop in the
learners as they learn CRE.
CRE is expected to make an impact on a learner’s general behaviour and approach
to life.
• Practical approach to problem solving – Learners should seek answers to their
questions and problems by nding out wherever possible.
• Responsibility – A learner should be responsible enough to effect tasks
apportioned and take good care of items and objects during and after an
investigation.
• Cooperation – Learners will often be working in groups while role-playing and
need therefore to cooperate with all other members of the group.
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• Curiosity – Learners should have a curious attitude as they observe things and
events around them. This is the rst step towards solving a problem.
• Self-condence– Learners should have the will to attempt to solve a problem.
The feeling of self-condence can be strengthened in young learners if they
experience many small successes that win approval and encouragement from the
teacher. The problems which learners attempt to solve should not be so difcult
that they lead to frustration.
• Honesty – As they make observations, record, analyse results and draw
conclusions.
• Patience – Learners should be patient with each other as other learners may be
quick to answer and others slow to understand.
b) In teaching
• Engage students in a variety of learning activities.
• Apply appropriate teaching and assessment methods.
• Adjust instructions to the level of the learner.
• Encourage creativity and innovation.
• Make connections/relations with other subjects.
• Show a high level of knowledge of the content.
• Develop effective discipline skills to manage the classroom adequately.
• Be a good communicator.
• Be a guide and counsellor.
• Have strong passion for children, teaching and learning.
Teaching Resources
These refer to things that the teacher requires during the teaching process. They
include:
• The classroom
• Textbooks and reference materials
• Wall charts. Cards, pictures and wall maps
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, other learning institutions and
community organisations.
• Enterprises such as agricultural farms, industries, among others.
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Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive, complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot afford it. The teacher is therefore advised
to improvise using locally available materials as much as possible. Improvisation
should however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours and visit of a farm are best done
during sunny weather. The teacher should therefore think ahead while making the
scheme of work so that the prevailing weather pattern is considered. This will ensure
that suitable activities for learning CRE are planned for with the weather in mind.
However, a good scheme of work should be sufciently exible to cope with
unexpected situations and can be altered or modied to suit certain circumstances.
Special Education Needs and Multi-ability Learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning difculties and disabilities. The focus of inclusive curriculum is
on ensuring participation in education of learners with different learning styles and
other difculties. To be successful, it entails a range of issues including teacher’s
positive attitudes, adapting the learning resources, a variety of teaching and learning
methods and working together. Overall, the benets of an inclusive curriculum
extend to all learners
Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. The curriculum may also be enriched for learners who are Gifted
and Talented. This may be done by providing additional and advanced content and
resources.
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 specic curricular content areas and the adaptation of teaching
and learning strategies, resources and assessment.
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Learners with special needs who may follow the regular curriculum include those
with:-
i. Gifted and Talented cases
ii. Visual Impairment
iii. Hearing Impairment
iv. Physical Handicap
v. Mild Cerebral Palsy
vi. Learning Disabilities
vii. Emotional and Behavioural Difculties
Assessment strategies 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 difculties should
sit near the teacher’s table for easy supervision and assistance. The following are
more suggestions on how to support special needs children in your class.
(a)Learnerswithphysicaldifculties
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 learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can
cause injury or ridicule.
(b)Learnerswithvisualdifculties
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.
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The teacher should read aloud most of the things he/she writes on the chalkboard.
(c)Learnerswithhearingdifculties
The affected part in this case is the ear. The learner should have hearing aids. The
teacher should use as many visual aids as possible. They should also project their
voice and always talk while facing the learners. Use of gestures and signs while
talking helps the learner gure out what the teacher is saying as well.
(d) Learnerswithspeechdifculties
A common example in a normal class is the stammerer. They always speak with
a lot of difculties. 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.
(e)Learnerswithmentaldifculties
The teacher should try to identify the nature and level of the mental difculty.
Learners with mental difculties 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 difculties 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 difculties. Note that generally, people with any kind of disability can be very
sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
As a teacher 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.
Safety in the classroom
Learners in primary school are extremely active and curious.As such, they are inclined
to getting harmed and injured. They should therefore be constantly protected from
sources of injury and harm. The teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas that
need consideration as far as safety is concerned include:
• When using tools and equipment
• During experiments or demonstrations
• When handling sharp or pointed objects like a pair of scissors or razor blade.
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• During nature walks and eld visits, learners should avoid handling poisonous
plants and harmful animals.
Remember, the teacher is responsible for the safety of the children during the period
he or she is handling them.
Assessment and Evaluation Methods
Competency Based Assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning
and to make a judgement about a learner’s achievements measured against dened
standards. Assessment is an integral part of the teaching and learning processes. In
the new competence-based curriculum, assessment must also be competence- based;
whereby a learner is given a complex situation related to his/her everyday life and
asked to try to overcome the situation by applying what he/she learned.
“An assessment is a machine for reasoning about what students know, can do or
have accomplished based on a handful of things they say, do or make in particular
settings.” (Mislevy et al, 2003). Assessment is not just designing an assessment task
and producing an assessment score. A good assessment also denes the size and
nature of the learning gap.
Purposes of Assessment
The aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies. Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection of
future courses, certication and promotion to the next progression level.
The assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. The collection of a learner’s information should
be a continuous process and should be recorded constantly. The teacher should give
importance to each learner’s way of responding and learning and the span of time he
or she takes to do so. The teacher should provide feedback that will lead to positive
action and help the learner. When a teacher is providing reports on a continuous basis
he or she should be sensitive to every learner’s response.
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Types of assessment
The two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a) Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place. When a teacher is planning his/
her lesson, he/she should establish criteria for performance and behaviour changes
at the beginning of a unit. Then at the end of every unit, the teacher should ensure
that all the learners have mastered the stated key unit competences basing on the
criteria stated before going to the next unit. The teacher will assess how well each
learner masters both the subject matter and the generic competences described in
the syllabus. From this, the teacher will gain a picture of the all-round progress of
the learner. The teacher will use one or a combination of the following:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Project work
• Attitude change – this can be done by asking probing questions and checking body
language as learners respond to the questions.
b) Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose. Summative assessment gives a picture
of a learner’s competence or progress at any specic moment.
The main purpose of summative assessment is to evaluate whether learning
objectives have been achieved and to use the results for the ranking or grading of
learners, for deciding on progression, for selection into the next level of education
and for certication. This assessment should have an integrative aspect whereby a
student must be able to show mastery of all competences.
It can be internal school based assessment or external assessment in the form of
national examinations. School based summative assessment should take place
once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the
nal national examinations grade. School based assessment average grade will
contribute a certain percentage as teachers gain more experience and condence
in assessment techniques, and in the third year of the implementation of the new
curriculum it will contribute 10% of the nal grade, but will be progressively
increased.
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Districts will be supported to continue their initiative to organise a common test per
class for all the schools to evaluate the performance and the achievement level of
learners in individual schools. External summative assessment will be done at the
end of Grade 6.
Proposed Grading System
Mark Range Grade Quality of Grade Competency
80% and above A Excellent Competent
60-79% B VeryGood
50-59% C Good Fairly
Competent
40-49% D Sufcient/Pass
Below 40% E Not Sufcient/Fail Not Yet
Competent
Excellent
This is a standard of excellence level. Descriptions should indicate that all aspects of
competences exceed grade level expectations and show exemplary performance or
in-depth understanding. Learning goals are met in a comprehensive way.
Very Good
This is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding. Learning goals are met in a practical and thorough
way.
Good
This meets acceptable standards. This level should indicate minimal competences
acceptable to meet grade level expectations. Learning goals are met in an appropriate
and reasonable way.
Sufcient/Pass
Performance and understanding are emerging or developing but there are some errors
and mastery is not thorough.
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Notsufcient/Fail
This does not yet meet acceptable standards. This level indicates what is not
adequate for grade level expectations and indicates that the student has serious errors,
omissions or misconceptions. The teacher needs to make decisions about appropriate
interventions to help the student improve.
Conclusion
This Teacher’s Book has been written to help you guide Learners to learn CRE in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Go through the expected learning objectives – this should 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 activities and the ways in which
you will teach.
• Interact with Learners when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance
to avoid embarrassments like the equipment failing to work during the
lesson.
Remember: The suggested teaching activities in this book are just a guide. You
may not need to follow them to the letter! Feel free to incorporate other innovative
teaching methods that will help in delivering the intended content optimally.
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(Refer to Learner’s Book pages 1-21)
Self-Awareness
Duration: 2 lessons
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
a) State what they like about themselves as God’s creation.
b) Appreciate their physical appearance as uniquely created by God.
Key inquiry questions
1. What do you like about yourself?
2. Why are you special before God?
Teaching Methodology
• Question and answer • Discussion
• Group work • Demonstration
• Storytelling • Dramatisation
Note: Involve learners with special needs in the learning process appropriately For
example, let them also say what they like about themselves in the sitting arrangement,
mix those with special needs with the normal ones.
Creation
1
Strand 1
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Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, crayons, prayer books, learner’s tablets.
Lesson Development
Life approach
Remind the learners what they learnt about self-awareness in Grade One. Everyone has a
name. God knows us by our names. We are important before God.
Teaching Notes
• The learners to look at the pictures in the Activity Book and say what is happening.
• Ask learners what they like about themselves.
• Ask learners to look at their deskmates and tell their similarities and differences.
• Tell the learners that they are uniquely created by God.
• Order the learners from the shortest to the tallest. Allow them to play games that give
an advantage to both.
• Learners to sing the song in the Activity Book,
• “Mwili wangu ni wa ajabu sana.”
Additional notes
Ask the learners to sing the song, “I am fearfully and
wonderfully made.”
Let the learners make cards with words which remind them that
they are special before God. For example:
I am a child of God
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Core-competences to be developed: Self-efcacy as they say what they like about
themselves.
Imagination and creativity as they sing, play games and recite poems.
Link to PCIs: Life skills; self-awareness as they say what they like about themselves,
effective communication by answering questions.
Link to values: Love as they appreciate others.
Link to other learning activity areas: Language activities as they recite the verse,
movement and creative activities as they play games.
Suggested community activity service learning: Visit a senior citizen to talk about
how to take best care of their bodies. For example by not taking any form of drug by
taking healthy food and avoiding junk food.
Suggested non-formal activity to support learning: Take part in health club activities.
Suggested assessment: Oral question, portfolios, observation, written questions,
questions and answers, listening, reciting, checklists,
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
consistently
appreciates self
and others and
participates in
different chores.
Correctly
appreciates self
and others and
participates in
different chores.
Occasionally
respects self and
others and
sometimes
participates in
different chores.
Hardly respects self
or others.
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Work I do at home
Duration: 2 lessons
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
a) State different chores they do at home as service to God.
b) Appreciate their worth as part of God’s creation.
Key Inquiry Question
Which chores do you perform at home?
Teaching Methodology
• Question and answer • Discussion
• Group work • Demonstration
• Storytelling • Dramatisation
Note: Involve learners with special needs in the learning process appropriately.
For example, ask them to tell you work they do at home.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story book, ash cards, videos, charts,
posters, photographs, hymn books, realia, prayer books, and, learner’s tablets.
Lesson development
Life Approach
• Start the lesson by asking the learners oral questions from the previous lesson.
• Remind the learners that they are uniquely created by God.
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Teaching Notes
• Learners to read Genesis 1:27.
• Learners to mention the different chores they do at home.
• Guide the learners to role play different chores they do at home.
• Tell the learners that each person is special and has a self-worth before God.
• Learners to recite Psalms 139:13.
Core-competences to be developed: Learning to learn as they mention different
chores they do at home.
Link to PCIs: Life skills - effective communication as they say different chores
they do at home,
Citizenship: Human rights
ESD: Gender awareness as they say different chores they do at home.
Link to Values: Cooperation as they role play different chores they do at home.
Link to other learning activity areas: Language activities as they learn new
vocabulary.
Movement and creative activities as they role play.
Suggested Community Activity Service Learning: Visit a senior citizen to talk
about different gender roles in the community, participate in family chores.
Suggested non-formal activity to support learning: Debate on gender roles.
Suggested assessment: Oral questions, portfolios, observation, written questions,
question and answer, listening, reciting and checklists.
Additional notes
Learners to role play different chores they do at home.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
consistently
names or lists the
chores they do at
home.
Correctly
name and list the
chores people do
at home.
Occasionally
lists the chores done
at home.
Hardly
names the
chores done at
home.
My Family
Extended family
Duration: 2 lessons
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
a) Identify members of the extended family to enhance a sense of belonging.
b) Appreciate members of the extended family for harmonious living.
Teaching methodology
• Question and answer • Discussion,
• Group work • Demonstration,
• Storytelling • Dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
photographs, hymn books, crayons, prayer books, learner’s tablets, radio and TV.
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Members of the extended family
Key inquiry question
Who are your relatives?
Lesson development
Life approach
• Remind the learners that in Grade 1, they learnt about the nuclear family.
• Ask them to name the members of the nuclear family.
• Appreciate the right answers and correct the wrong ones.
Teaching Notes
• Explain that the extended family is larger than the nuclear family.
• Tell the learners that the members of the extended family are; father, mother,
children, grandparents, aunts, uncles and cousins.
• Learners to sort out photographs of members of the extended family.
• Learners to work out the word search in the Learner’s Book.
• Learners to draw and colour members of their extended family.
• Learners to answer the questions that are in the Learner’s Book.
Additional notes
Learners should respect members of the extended family for
harmonious living.
Core-competences to be developed: Imagination and creativity as they draw and colour,
critical thinking as they sort out pictures.
Link to PCIs: Life skills: decision making, citizenship; patriotism.
Link to values: Responsibility, love and respect.
Link to other LearningActivityAreas: LanguageActivities as they learn new vocabulary
of aunt, uncle, cousin and grandparent.
Suggested Community Service Learning Activities: Learners to enquire from their
parents names of the members of their extended family.
Suggested Non-formal activity to support learning: Participate in health club activities.
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Suggested Assessment: Oral question, portfolios, observation, written questions, question
and answer, listening, reciting and checklists.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
identies
relatives.
Clearly identies
relatives.
Identies some
relatives.
Rarely identies
relatives.
What we share at home
Duration: 2 lessons
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to state items shared at home for
family unity.
Teaching methodology
Question and answer, discussion, group work, demonstration, storytelling and
dramatisation.
Suggested resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, prayer books, learner’s tablets, radio and TV.
Key inquiry question
What should you share at home?
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Lesson development
Life approach
• Ask the learners to name a few things they share at home which they had learnt
in Grade One.
Teaching notes
• Tell the learners that they should share items with other family members.
• Ask learners to mention items that are shared at home.
• Learners to read Acts 10:2 (teacher to emphasis the importance of sharing in the
light of this scripture.
• Learners to answer the questions in the Activity Book.
Core-competences to be developed: Learning to learn as they mention how they relate
with the members of their family.
Link to PCIs: Life skills; decision making, citizenship, patriotism.
Link to values: Love as they relate with members of the family.
Link to other learning activity areas: Language Activities as they learn new vocabulary.
Suggested Non-Formal activities to support learning: Participate in health club
activities.
Suggested community service learning activities: Participate in family gatherings.
Suggested assessment: Oral question, portfolios, observation, written questions, question
and answer, listening, reciting, checklists.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently lists
items they should
not share.
Clearly lists items
they should not
share.
Lists some of the
items they should
not share.
Rarely lists items
they should not
share.
What we should not share at home
Duration: 1 lesson
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to state items that should not be
shared at home for healthy living.
Key inquiry question
What should you not share at home?
Teaching methodology
Question and answer, discussion, group work, demonstration, storytelling and
dramatisation.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, prayer books and learner’s tablets.
Lesson development
Life approach
• Ask oral questions from the previous lesson.
• Learners to say items shared at home.
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Teaching notes
• Tell the learners that they should not share items such as handkerchiefs, tooth
brush. This is because such items can spread diseases from one member to another.
• Allow them to list items that should not be shared at home.
• Learners to answer questions in the Activity Book.
Additional Activity
Learners to draw items that cannot be shared at home.
Core-competences to be developed: Learning to learn as they mention how they relate
with the members of their family.
Link to PCIs: Health education: Personal hygiene as they name items that should not be
shared at home.
Link to values: Responsibility, respect and love.
Link to other learning activity areas: Language activities as they learn new
vocabulary.
Environmental activities: As they learn about communicable diseases.
Suggested non-formal activities to support learning: Participate in health club
activities.
Suggested community service learning activities: Participate in family gatherings.
Suggested Assessment: Oral question, portfolios, observation, written questions and
answer, listening, reciting, checklists.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
identies
relatives and
consistently lists
items they should
not share at
home.
Clearly identies
relatives and
lists items they
should not share
at home.
Identies some
relatives, and lists
some of the items
they should not
share at home.
Rarely identies
relatives nor
lists items they
should not share
at home.
Creation of the sky, sun, moon and stars
Duration: 4 lessons
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
a) Recognise God as the creator of the sky, sun, moon and stars and revere Him.
b) Draw the sun, moon and stars to appreciate God’s creation.
Key inquiry questions
1. How does the sky look like?
2. How does the moon look like?
3. How do the stars look like?
Teaching methodology
Questions and answers, discussion, group work, demonstration, storytelling,
dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
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Suggested resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, realia, crayons, prayer books, learner’s tablets, radio
and TV.
Lesson development
Life Approach
• Remind the learners that God created everything in the universe.
• Ask learners to mention some things that God created.
Teaching Notes
Learners to look at the pictures in the Activity Book ask them what they can see.
• Tell the learners that God created the sky, sun, moon and stars.
• Take the learners outside to observe the sky.
• Ask learners to cut and mount pictures of the sun, moon and stars on a chart.
• Pointing at the pictures explain that the sun was created to rule during the day, the
moon to rule at night. God also made the stars.
• Learners to recite Genesis 1:16.
Additional notes
Guide the learners to sing the song, “Who made the shining stars?”
Core-competences to be developed: Learning to learn as they observe the sky.
Imagination and creativity as they draw and colour as well as cut and mount pictures of
the sun, moon and stars.
Link to PCIs: Life skills: Critical thinking as they draw as well as cut and mount the sun,
moon and stars.
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Link to values: Love as they recognise God as the creator of the sky, sun, moon and stars.
Link to other learning activity areas: Language activities as they learn new words.
Movement and creative activities: When drawing, cutting and mounting.
Suggested community activity service learning: Involve parents to help learners
observe the stars and the moon at night.
Suggested non-formal activities to support learning: Participate in movement and
creative activities by drawing and singing about the sun, moon and stars.
Suggested assessment: Oral question, portfolios, observation, written questions, question
and answer, listening, reciting and checklists.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
understands that
God created the
sky, sun, moon and
stars.
Correctly
understands that
God created the
sky, sun, moon
and stars.
Minimal
understanding that
God created the
sky, sun, moon and
stars.
Does not have any
idea that God created
the sky, sun, moon
and stars.
Creation of the moon and stars
Duration: 2 lessons
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to draw the sun, moon and stars
to appreciate God’s creation.
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Key inquiry questions
1. How do the stars look like?
2. Who created the sky, sun, moon and stars?
Teaching methodology
Questions and answers, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, crayons, prayer books, learner’s tablets and radio.
• Lesson development
Life Approach
• Ask the learners what they learnt in the previous lesson about the creation of the
sky sun, moon and stars.
• Remind the learners that God created everything in the universe.
• Ask learners to mention some things that God created.
Teaching Notes
• God created the sky, sun, moon and stars.
• Ask the learner to draw and colour the sky.
• Learner to draw and colour the sun.
• Learner to draw and colour the moon.
• Learner to draw and colour the stars.
• Learner to share the picture with classmates.
• Guide the learner to compose a poem about the sky, sun, moon and stars.
• Learner to sing the song, “Bwana Mungu nashangaa kabisa.”
Additional Notes
Learners to be guided with their parents to observe the moon and stars at night.
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Answers to work to do on page 21
1a. God created the sun
1b. The moon gives us light during the night.
Core-competences to be developed: Learning to learn as they observe the sky.
Imagination and creativity as they draw and colour as well as cut and mount pictures of
the sun, moon and stars.
Link to PCIs: Life skills: Critical thinking as they draw as well as cut and mount the sun,
moon and stars.
Link to values: Love as they recognise God as the creator of the sky, sun, moon and stars.
Link to other learning activity areas: Language activities as they learn new words.
Movement and creative activities: when drawing, cutting and mounting.
Suggested community activity service learning: Involve parents to help learners observe
the stars and the moon at night.
Suggested non-formal activities to support learning: Participate in movement and
creative activities by drawing and singing about the sun, moon and stars.
Suggested assessment: Oral question, portfolios, observation, written questions, question
and answer, listening, reciting and checklists.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
understands that
God created the
sky, sun, moon and
stars
Correctly
understands that
God created the
sky, sun, moon
and stars
Minimal
understanding that
God created the
sky, sun, moon and
stars
Does not have
any idea that God
created the sky,
sun, moon and stars
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(Refer to Learner’s Book pages 22-43)
The Holy Bible as a guide in daily lives
Duration: 2 lessons
Specic Learning Outcomes
By the end of the Sub strand, the learner should be able to:
a) Identify reasons for reading the Bible to strengthen their faith in God
b) State how often they read the Bible as a family to seek God’s guidance.
Key inquiry questions
1. Why do you read the Bible?
2. How regularly do you read the Bible?
Teaching Methodology
Question and answer, discussion, groupwork, demonstration, storytelling and
dramatisation
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets and projectors.
Strand 2
The Holy Bible
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Lesson development
Life approach
• Start by reminding the learners what they learnt in Grade One.
• In Grade One we learnt that the Bible is the word of God.
• In Grade Two we shall learn why it is good to read the Bible always.
• Ask the learners why the Bible is referred to as the word of God.
Teaching notes
• Learners to watch a video clip of children reading the Bible.
• In groups, learners to list the importance of reading the Bible.
• Learners to record the number of times they read the Bible as a family.
• Learners to write Psalms 119:105 on ash cards.
• Learners to draw a bright light representing the word of God.
• Learners to sing the song about the Bible, ‘My Bible and I, ooh……….’
Additional notes
Learners to read and recite Psalms 119:105.
Answers to questions
We should read the Bible because it guides us every day, we learn more about God, and
we learn good behaviour of how to respect our parents.
Core Competences to be developed: Communication and collaboration as they discuss
importance of reading the Bible, learning to learn as they learn more about the Bible.
Link to PCIs: Learner support programme; guidance the Bible is a daily guide, acquisition
of Life-skills, that is, decision making and effective communication as learners read the
word of God.
Link to Values: Learners develop values such as respect and responsibility as they learn
about the word of God.
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Link to other learning activity areas: Mathematical Activities as they record the number
of times they read the Bible, Movement and Creative Activities as they sing.
Suggested community Service Learning activities: With the help of parents, keep a
record of the number of times they read the Bible as a family.
Suggested Non formal Activity to support learning: Take part in Bible study Activities,
sing songs.
Suggested assessment: Oral questions, portfolios, observation, written questions,
question and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Effectively and
regularly reads the
Bible
Regularly reads
the Bible
Once in a while
reads the Bible
Hardly reads the
Bible
Divisions of the Bible
Duration: 4 lessons
Specic Learning Outcomes
By the end of the Sub strand, the learner should be able to:
a) State the number of books in the Old Testament and develop interest in reading the
Bible.
b) Identify the rst two books in the Old Testament to be familiar with the Bible
c) Appreciate the Bible as the word of God by reading it always.
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Key inquiry questions
1. How many books are in the Old Testament?
2. Which are the rst two Books in the Old Testament?
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learner’s tablets, projectors and
radio.
Lesson development
Life approach
• Start the lesson by asking learners about what they learnt in class one (division of
the Bible into Old and New Testament.)
• They also learnt about the rst two books in the New Testament.
Teaching notes
• The Bible is divided into the Old and the New Testament.
• The Old Testament has 39 books.
• The rst two books of the Old Testament are Genesis and Exodus.
• Learners to sing the song ‘Nitaingia lango lake na sifa moyoni’……..’
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Additional notes
• Guide learners to compose a song on the rst two books in the Old Testament
• Learners to play a game on the number of books in the Old Testament
• Tell the learners to go and ask their parent to be reading the Holy Bible for them
daily
Answers to work to do on page 28
1.The Bible is divided into the Old and New Testament.
2.There are 39 books in the Old Testament.
3.The rst two books in the Old Testament are Genesis and Exodus.
Core Competence to be developed: Learning to learn as they state number of books in
the Bible, Communication and collaboration as they play the game on number of books
in the Old Testament.
Link to PCIs: Life skills: assertiveness, ESD: security: avoiding radicalisation as learners
learn about the Bible.
Link to Values: Learners acquire values such as respect, love, responsibility and faith as
they read the word of God.
Link to other learning activity areas: Movement and Creative Activities as they
compose songs, Mathematical Activities: as they count the books, Language Activities:
as they read the Bible.
Suggested Community Service Learning Activities: Visit a church leader for guidance
on the books in the Old Testament.
Suggested Non formal Activity to support learning: Bible reading during assemblies,
participate in memorisation of Bible verses competition, participate in a singing game
on the number of books in the Old Testament.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, reciting, checklists, lling in blank spaces and puzzles.
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Assessment Rubric
Exceeding
expectations
Meeting
Expectations
Approaching
expectations
Below
expectations
Consistently states
the number of
books in the Old
Testament and
mentions the rst
two books in the
Old Testament.
States the number
of books in the
Old Testament and
mentions the rst
two books in the
Old Testament.
Sometimes states
the number of
books in the Old
Testament and
mentions one
book in the Old
Testament.
Hardly states the
number of books in
the Old Testament
and does not mention
the rst two books in
the Old Testament.
The Bible story:
The call of Samuel
Duration: 3 lessons
Specic Learning Outcomes
By the end of the Sub strand, the learner should be able to:
a) Describe the call of Samuel and relate it to their lives by obeying God.
b) Desire to respond appropriately to God by obeying His word.
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, The Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets and projectors.
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Key inquiry questions
1. Who called Samuel?
2. How many times did God call Samuel?
3. How did Samuel respond when he was called?
Lesson Development
Life Approach
Ask learners how they respond when their parents or the elderly people call them.
Teaching notes
• The teacher to narrate the call of Samuel.
• Learners to listen to a Bible story or (watch a video) on the call of Samuel at their
church (or home).
• Learners to role play in small groups the call of Samuel.
• Learners to sing the song about the call of Samuel ‘Alisikia sauti ikimwita....’
Answers to work to do on page 32
1. Samuel was called by God
2. He was called four times.
Additional Activity
Learners to recite 1Samuel 3:10
Core Competence to be developed: Communication and collaboration as they role play,
imagination and creativity as they sing, self-efcacy as they make decisions, digital
literacy as they watch videos.
Link to PCIs: Life skills; assertiveness and decision making, effective communication,
interpersonal relationships acquired from the story.
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Link to Values: Obedience, respect, responsibility, love acquired from the story.
Link to other learning activity areas: Language Activities as they read the Bible,
Movement and Creative Activities as they sing, Mathematical Activities as they state the
number of times Samuel was called.
Suggested Community Service Learning Activities: Visit a church elder and listen to
the Bible story or watch a video on the call of Samuel.
Suggested Non formal Activity to support learning: Role play the call of Samuel in
Bible Clubs.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently narrates
the call of Samuel
and applies the
values acquired in
their lives.
Accurately
narrates the call
of Samuel and
applies the values
acquired in their
lives.
Occasionally
narrates and
applies the values
acquired from the
call of Samuel in
their lives.
Barely narrates nor
applies the values
acquired from the
call of Samuel in
their lives.
Bible story:
Noah and the Ark
Duration: 2 lessons
Specic Learning Outcomes
By the end of the Sub strand, the learner should be able to state the reasons why God chose
Noah to build the Ark and live a life that is pleasing to God.
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
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Note: Involve learners with special needs in the learning process appropriately, for
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors.
Key inquiry questions
1. Who built the Ark?
2. Why did God choose Noah to build the Ark?
Lesson development
Life approach
• Start by asking learners whether they have ever seen an Ark.
• Show the picture of an Ark or a boat.
• Explain to them that Noah was told to build an Ark by God.
• God wanted to save him and his family from oods because Noah had no fault
(sin).
Teaching notes
● Learners to look at the pictures in the activity book and say what they can see.
● Guide the learners to read Gen 6: 9-10-11.
● Noah had three sons, he had no fault and was the only good man of his time.
● He lived in fellowship with God.
● Everyone else was evil in God’s sight, and violence had spread everywhere.
● God wanted to save Noah and his family from the oods.
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Additional Activity: Learners to discuss in groups why they should obey God.
Core Competences to be developed: Imagination and creativity as they role play, drawing
and colouring, communication and collaboration as they discuss.
Link to PCIs: Life skills; effective communication as they answer questions, creative
thinking as they draw the Ark.
Link to Values: Obedience as they learn how Noah obeyed God.
Link to other learning activity areas: Language Activities as they read the Bible,
Movement and Creative Activities as they role play, draw and colour the Ark.
Suggested Community Service Learning Activities: Visit a church leader and learn
more about Noah and the Ark.
Suggested Non formal Activity to support learning: Sing a song on Noah and the Ark,
make boats using pieces of paper, rewarding well behaved learners.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially narrates
and applies the
values acquired from
the Bible story in
their daily lives.
Accurately
narrates and
applies the values
acquired from
the Bible story in
their daily lives.
Occasionally
narrates and applies
the values acquired
from the Bible story
in their daily lives.
Hardly narrates
nor applies the
values acquired
from the Bible
story in their daily
lives.
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Duration 2 lessons
Specic Learning Outcomes
By the end of the Sub strand, the learner should be able to:
a) Narrate the story of Noah and the Ark and relate it to their lives by obeying God and
their parents.
b) Desire to obey God and parents in their daily lives.
Teaching Methodology
Questions and answers, discussion, group work, demonstration, storytelling, dramatisation.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors,
camera.
Key inquiry questions
How did Noah respond to God?
Lesson Development
Life Approach
Start the lesson by asking the learners what they learnt in the previous lesson.
Teaching Notes
● Guide learners to read Genesis 7:1-4 (each learner to read one verse).
● Noah obeyed God by building the Ark.
● He went into the Ark with all his family.
● He also took in animals and birds of the air.
● Role play the story of Noah and the Ark.
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● Guide learners to tell in groups why they should obey their parents.
● Learners to sing “the animals went in one by one hurrah! Hurrah! The animals went
in two by two hurrah! Hurrah……….!
Additional Activity: Learners to list the results for disobeying their parents.
Answers to work to do on page 36
1. God wanted to save Noah and his family.
2. Noah and his family, every clean animal, birds of the air all went in male and female.
3. We should obey our parents to have a long life.
4. We should obey God because He is our heavenly father.
Core Competences to be developed: Imagination and creativity as they role play,
communication and collaboration as they tell others why they should obey their parents.
Link to PCIs: Life skills; effective communication as they answer questions; creative
thinking and critical thinking as they colour and draw the Ark.
Link to Values: Obedience, respect, responsibility, care, love.
Link to other learning activity areas: Language Activities as they read the Bible,
Movement and Creative Activities as they role play
Suggested Community Service Learning Activities: Visit a church leader and learn
more about Noah and the Ark.
Suggested Non formal Activity to support learning: Sing a song on Noah and the Ark.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates and
applies the values
acquired from
the Bible story in
their daily lives.
Accurately narrates
and applies the
values acquired
from the Bible
story in their daily
lives.
Occasionally narrates
and applies the
values acquired
from the Bible story
in their daily lives.
Hardly narrates
nor applies the
values acquired
from the Bible
story in their
daily lives.
The Bible story:
Daniel is rescued from the den of lions
Duration:2 lessons
Specic learning outcomes
By the end of the Sub strand, the learner should be able to mention the number of times
Daniel prayed to God and relate it to their lives.
Key inquiry question
How many times did Daniel pray in a day?
Teaching Methodology
Questions and answers, discussion, group work, demonstration, storytelling, dramatisation.
Note: The teacher should involve learners with special needs in the learning process
appropriately. Give activities that are friendly to them.
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Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, plasticine, audio player, prayer books, learners tablets,
projectors.
Lesson Development
Life Approach
• Start by asking learners what they learnt about prayer in Grade One.
• Ask them to list in groups when they pray.
• Ask learners to say simple prayers in groups.
Teaching notes
• Learners to observe in pairs the pictures in the Activity Book.
• Guide learners to read Daniel 6:10-12 (each student to read one verse).
• Daniel would pray three times every day.
• Learners to listen to a story or (watch a video) on the story of Daniel.
• Like Daniel, learners should always pray to God.
• Learners to say simple prayers in groups.
Additional Activity
Learners to sing the song, ‘Trust and obey for there is no other way….’
Core Competence to be developed: Digital literacy as they watch a video, communication
and collaboration as the say simple prayers in groups.
Link to PCIs: Life skill; assertiveness and decision making by refusing to do wrong
things just like Daniel refused to bow to idols, Self-awareness: Daniel knew who God
was. He did not bow to idols. The learners should also know their self-worth and that they
are special before God.
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Link to Values: Learners to acquire faith, patience, courage, trust as demonstrated by
Daniel.
Link to other learning activity areas: Environmental activities as they view the animals
in nature or animal orphanage, Mathematical Activities as they record the number of times
Daniel prayed, Language Activities as they read the Bible.
Suggested Community Service Learning Activities: Participate in church activities that
will strengthen their trust in God.
Suggested Non formal Activity to support learning: Sing, model a lion, participate in
Bible clubs and read about the story.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates the Bible
story of Daniel and
applies the values
acquired in their
daily lives.
Accurately
narrates the Bible
story of Daniel
and applies the
values acquired in
their daily lives.
Occasionally
narrates the Bible
story of Daniel and
sometimes applies
the values acquired
in their daily lives.
Hardly narrates
the Bible story of
Daniel nor applies
the values acquired
in their daily lives.
Specic Learning Outcomes
Duration 2 lessons
By the end of the Sub strand, the learner should be able to:
a) Acquire the skill of assertiveness by emulating Daniel in their lives.
b) Appreciate God as the protector by trusting in Him.
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Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, camera.
Key inquiry questions
1. Why was Daniel thrown in the den of lions?
2. Who rescued Daniel from the den of lions?
Lesson development
Life approach
Start the lesson by asking learners what they learnt about Daniel in the previous lesson.
Teaching notes
• One day Daniel’s enemies reported him to the king.
• Daniel was not praying to the king but to the true God.
• Daniel was thrown in the pit of lions.
• God protected Daniel and he was removed from the pit alive.
• Guide learners to read Daniel 6:19-22.
• Learners to role play Daniel in the den of lions.
Additional notes
Write the values acquired from this story on ash cards and explain to the learners each
of them, and how they are applicable in their lives. Faith, patience, courage, and trust
in God. Explain the life skills acquired, that is, assertiveness and decision making.
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Answers to work to do on page 39
1. Daniel
2. Three times in a day.
3. He did not pray to the king but he prayed to the True God of heaven.
Core Competence to be developed: Communication and collaboration as they role play
the story.
Link to PCIs: Life skill; assertiveness and decision making, self-awareness and self-
esteem, effective communication
Link to Values: Learners to acquire these values; faith, Patience, courage, trust as
demonstrated in the story of Daniel.
Link to other learning activity areas: Environmental activities as they view the animals
in nature or animal orphanage, Language Activities as they read the Bible.
Suggested Community Service Learning Activities: Participate in church activities that
will strengthen their trust in God.
Suggested Non formal Activity to support learning: Sing, participate in Sunday school
and learn more about the story.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates the Bible
story of Daniel and
applies the values
acquired in their
daily lives.
Accurately
narrates the Bible
story of Daniel
and applies the
values acquired
in their daily
lives.
Occasionally
narrates the Bible
story of Daniel and
sometimes applies
the values acquired
in their daily lives.
Hardly narrates
the Bible story
of Daniel nor
applies the values
acquired in their
daily lives.
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The Bible story:
The Widow of Zarephath
Duration: 2 lessons
Specic Learning Outcome
By the end of the Sub strand, the learner should be able to narrate the story of the widow
of Zarephath and trust in God for their needs
Key inquiry questions
1. Why did Elijah go to Zarephath?
2. Who fed Elijah while at Zarephath?
Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors.
Lesson development
Life approach
Start by asking the learners what they learnt in the previous lesson.
Teaching notes
● Guide learners to read 1 Kings 17:7-16.
● Each learners to read at least one verse as the others pay attention.
● Ask the learners to look at the picture in the Activity Book and say what is
happening.
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Additional Activity
Learners to listen to a story or watch a video on the widow of Zarephath. They then
narrate the story to others in class.
Core Competence to be developed: Imagination and creativity as they draw, colour and
role play; Communication and collaboration as they role play, self-efcacy; the widow
expressed herself therefore they acquire this competence.
Link to PCIs: Life skills; effective communication, self-esteem, Elijah expressed himself
to the widow by asking her for bread.
Link to Values: The widow expressed concern, love and sharing when he gave bread to
Elijah. Learners to acquire this values by showing concern to others.
Link to other learning activity areas: Language Activities as they read, narrate and
practice sharing, Movement and Creative Activities as they sing, draw and colour.
Suggested Community Service Learning Activities: Visit families around their homes
or school in the company of parents and share with the less fortunate.
Suggested Non formal Activity to support learning: Sing and dance, Share sports
materials such as balls, swings, bean bags, participate in Pastoral programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates the Bible
story of the widow
of Zarephath and
applies the values
acquired in their
daily lives
Accurately
narrates the Bible
story of the widow
of Zarephath and
applies the values
acquired in their
daily lives.
Occasionally
narrates the Bible
story of the widow
of Zarephath and
sometimes applies
the values acquired
in their daily lives
Hardly narrates the
Bible story of the
widow of Zarephath
nor applies the
values acquired in
their daily lives.
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Duration: 2 lessons
Specic learning outcome
By the end of the Sub strand, the learner should be able to appreciate God in the miracle
of multiplication of our and oil and have faith in Him as the provider.
Key Inquiry Questions
How did the widow get enough our and oil?
Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors.
Lesson Development
Life Approach
Start the lesson by asking learners what they learnt in the previous lesson. Build on that as
you handle the last outcome which is more on inculcating values and life skills.
Teaching notes
• Guide the learners to read I Kings 17;13-14 (God fullled his promise; the jar of
oil and bowl of our never ran dry).
• Bring out strongly from the story that God is the provider. He kept His word of
providing to the widow, his son and to Elijah the prophet.
• Learners to appreciate the importance of having faith in God.
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• Learners to sing ‘Trust and obey for there’s no other way, to be happy in Jesus but
to trust and obey…..’
Additional Activity
Write the following values on a chart. Explain each of them as they relate to the story;
sharing, faith, respect, concern, love
Answers to Activity on page 42
c. False d. False e. True f. True g. True
Answers to work to do on page 43. 1.Daniel, Genesis
Core Competence to be developed: Imagination and creativity as they draw, colour and
role play, self-efcacy the widow expressed herself therefore they learn assertivenes.
Link to PCIs: Problem solving, God through Elijah provided for the widow, friendship
formation and interpersonal relationship Elijah talked to the widow she listened and she
gave him food.
Link to Values: The widow expressed faith by obeying what Elijah told her she also
expressed love, concern and sharing.
Link to other learning activity areas: Language Activities as they read and practice
sharing, Movement and Creative Activities as they sing, draw and colour.
Suggested Community Service Learning Activities: Visit families around their homes
or school in the company of parents and share with the less fortunate.
Suggested Non formal Activity to support learning: Sing and dance, participate in
Pastoral programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially narrates
the Bible story and
applies the values
acquired in their
daily lives.
Accurately narrates
the Bible story and
applies the values
acquired in their
daily lives.
Occasionally narrates
the Bible story and
sometimes applies
the values acquired
in their daily lives.
Hardly narrates
the Bible story
nor applies the
values acquired
in their daily
lives.
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The Earl y Lif e of Jesus Christ
(Refer to the Learner’s Book pages 44-77)
Kindness of the Wise Men
Duration:2 lessons
Specic Learning Outcome
By the end of the Sub strand, the learner should be able to list the gifts given to baby Jesus
and develop the value of sharing.
Key Inquiry Questions
1. What did the Wise Men bring to Jesus.
2. What should you do when your family members bring gifts to you?
Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors.
The early life of
Jesus Christ
Strand 3
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The early life of
Jesus Christ
Lesson Development
Life Approach
• Remind learners what they learnt in Grade One about the birth of Jesus.
• Build on that by stating that some visitors came to see Baby Jesus from a far
country.
• They brought him gifts.
Lesson Notes
• Guide the learners to study the picture of baby Jesus with his parents and the Wise
Men.
• Learners to read Mathew 2: 11.
• Guide learners to name gifts that were brought to baby Jesus by the three wise
men.
• Learners to draw and colour gifts given to baby Jesus.
• Learners to use role play exchange of gifts and saying ‘thank you’ after receiving
gifts’ from family members.
Additional notes
• The Wise Men visited baby Jesus.
• They brought the following gifts; gold, frankincense and myrrh.
• Baby Jesus was with his mother Mary when the Wise Men visited him.
Answers to work ro do on page 45
1. The Wise Men brought gifts to baby Jesus.
They brought him gold, frankincense and myrrh.
Core competences: Citizenship through sharing, learners develop concern for others.
This is essential for harmonious and peaceful co-existence.
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Link to PCIs: ESD; safety and security the wise men were warned in a dream not to
follow the same path.
Link to values: Sharing, responsibility, kindness, obedience, faith, love expressed by the
three wise men who brought gifts to baby Jesus.
Link to other learning activity areas: Movement and Creative Activities as they role
play and draw; Language Activities as they read the Bible.
Suggested Community Service Learning activities: Participate in community activities
such as Christmas where people give gifts to less fortunate and share meals together.
Non formal Activity to support learning: Role play, share, participate in Bible clubs and
Pastoral programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately lists the
gifts brought by the
Wise Men to Baby
Jesus.
Adequately lists
the gifts brought
by the Wise Men
to Baby Jesus.
Sometimes lists
gifts brought by the
Wise Men to Baby
Jesus.
Seldom lists gifts
brought by the Wise
Men to Baby Jesus.
Duration:1 lesson
Specic learning outcome
By the end of the sub strand, the learner should be able to acquire the skill of assertiveness
by refusing gifts from stangers.
Key inquiry Question
What should you do when given gifts by strangers.
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Teaching Methodology
Questions and answers, discussion, group work, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. For
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer books, learners tablets, projectors.
Lesson Development
Life Approach
• Ask learners what they should do if given a sweet or any gift by strangers.
• Develop the lesson by telling them why they should not receive gifts from people
they do not know.
Lesson Notes
• Ask the learners to look at the pictures in the Activity Book.
• From the pictures guide learners to discuss in groups why the children should not
have accepted gifts from strangers.
• Guide them to mention negative results of receiving gift from strangers.
Additional Notes
Negative effects of receiving gifts from strangers;
• Strangers can harm innocent children.
• Strangers may have evil intentions for example, kidnapping them as portrayed
in the picture.
• They may give food that can harm children’s health.
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Answers to work to do on page 48
1. a) not b) strangers
2. Parents and teachers
Core competences: Imagination and creativity through role play.
Link to PCIs: ESD; Safety and security, Life skills; assertiveness, self-esteem, decision
making, critical thinking as they learn to refuse gifts from strangers.
Link to values: Sharing, responsibility, kindness, self-control.
Link to other learning activity areas: Movement and Creative Activities as they role
play and draw, Language Activities as they read the Bible.
Suggested Community Service Learning activities: Participate in community activities
such as during Christmas where people give gifts to less fortunate and share meals together.
Non formal Activity to support learning: Role play, share, participate in Bible clubs and
Pastoral programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately lists
the gifts brought
by the Wise Men
to Baby Jesus.
Adequately lists the
gifts brought by the
Wise Men to Baby
Jesus.
Sometimes lists
gifts brought by the
Wise Men to Baby
Jesus.
Seldom lists gifts
brought by the Wise
Men to Baby Jesus.
Jesus Christ as a gift from God
Duration:1 lesson
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate Jesus as a gift from God
in their lives.
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Key inquiry Question
Who was given to you as a gift by God?
Lesson Development
Life Approach
• Start the lesson by asking learners what they learnt in the previous lesson.
• Ask them how they feel when they are given gifts by their parents.
• Develop the story from that.
Lesson notes
• Use the picture in the activity book to explain that, Jesus Christ is a gift to
humankind.
• God gave Jesus Christ as a gift to all people.
• The learners to sing the song “Jesus love is very, very wonderful’’ in the Activity
Book.
Core competences: Imagination and creativity through role play.
Link to PCIs: Self-esteem and self -awareness because Jesus loves them.
Link to Values: Kindness and love expressed by God’s gift who is Jesus Christ.
Link to other learning activity areas: Language Activities as they read the Bible.
Suggested Community Service Learning activities: Participate in community activities
such as during Christmas where people give gifts to less fortunate and share meals together.
Non formal Activity to support learning: Participate in Bible clubs and Pastoral
programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately lists the
gifts brought by the
wise men to Baby
Jesus.
Adequately lists the
gifts brought by the
wise men to Baby
Jesus.
Sometimes lists
gifts brought by the
wise men to Baby
Jesus.
Seldom lists gifts
brought by the wise
men to Baby Jesus.
Answers to work to do on page 50
1. gift
2. love
Jesus Christ worked
Duration:2 lessons
Specic learning outcome
By the end of the sub strand the learner should be able to develop responsibility by doing
some chores at home, school and church.
Key inquiry Questions
1. What type of work did Jesus’ father do?
2. How did Jesus help his father?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, video, radio, resource person,
charts, posters, photograph, tablets, projectors, camera.
Teaching Methodology
Questions and answers, discussion, role play, demonstration, storytelling, dramatisation.
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Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life Approach
Ask the learners to mention work they do at school, home and church. Examples, cleaning
the house, feeding chicken, fetching water.
Lesson Notes
• Learners to look at the picture in the Learner’s Book; Jesus Christ with his father
in the workshop.
• Learner to tell what is happening in the picture.
• Guide learners to list in groups how Jesus helped his father.
• Guide the learners to state the work Joseph, the father of Jesus did.
• Guide learners to write a poem on Jesus worked.
• Learners to role play various activities they do at home.
Additional Notes
• Joseph the father of Jesus was a carpenter.
• Jesus Christ helped his father in the workshop.
• Jesus was obedient to his parents.
• We should follow Jesus’ example to obey our parents.
• We should help our parents to do chores at home.
Answers to work to do on page 52
1. a. carpenter
b. father
c. working
Core Competences to be developed: Learning to learn the learner will assist their
parents with simple chores at home, the community and the church, communication and
collaboration through group discussions.
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Link to PCIs: Life skills; responsibility acquired through performing simple chores,
Parental engagement; Jesus helped his parents.
Citizenship; human rights and responsibility, Leadership; mentorship.
Link to Values: Jesus showed responsibility by working, he also obeyed his parents.
Link to other learning activity areas: Environmental Activities by learning different
types of work performed, keeping the compound clean; Language Activities as they write
a poem on work.
Suggested Community Service Learning activities: Learner will participate in different
activities or work in the community thus interacting and learning from the community.
Suggested Non formal activity to support learning: Participate in cleaning the school,
get involved in environmental club activities, for example, tree planting.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, lling in blank spaces, puzzles, projects.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of Jesus’ work
and applies it in
their daily lives
by performing
simple chores at
home.
Good
understanding of
Jesus’ work and
applies it in their
daily lives by
performing simple
chores at home.
Some understanding
of Jesus’ work and
sometimes applies it
in their daily lives
by performing simple
chores at home.
Hardly
understands Jesus’
work and seldom
performs simple
chores at home.
Work children do at home, school and church
Duration:1 lesson
Specic Learning Outcome
By the end of the lesson, the learner should be able to appreciate work by emulating Jesus
Christ and assisting their parents at home.
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Key inquiry Question
What do you do during the school holidays?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, TV, video, radio, resource person,
charts, posters, photographs, tablets, projectors, camera.
Teaching Methodology
Question and answer, discussion, role play, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life approach
Ask the learners the type of work they do at home. Build on their responses by emphasising
that they should help parents with simple chores at home. The teacher can use photographs
of young people doing various activities.
Lesson Notes
• Guide the learners as they look at different illustrations in the activity book.
• Let them say different activities they do during the school holidays.
• Let the learner write down what they like doing most, for instance, taking care of
pets, sweeping the house or fetching water.
• Ask learners why they like doing what they have mentioned.
• Learners should help parents do simple chores at home.
Core Competences to be developed: Learning to learn: the learner will assist their
parents with simple chores at home, the community and the church; Communication and
collaboration through group discussions.
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Link to PCIs: Life skill; Responsibility acquired through performing simple chores,
Parental engagement; Jesus helped his parents, Citizenship; human rights and
responsibility, Leadership; mentorship.
Link to Values: Trust, responsibility, love obedience, humility, respect.
Link to other learning activity areas: Environmental Activities by learning different
types of work performed, keeping the compound clean; Language Activities as they write
a poem on work.
Suggested Community Service Learning activities: Learner will participate in different
activities or work in the community thus interacting and learning from the community.
Suggested Non formal activity to support learning: Participate in cleaning the school,
get involved in environmental club activities, for example, tree planting.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, lling in blank spaces, puzzles, projects.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding of
Jesus’ work and
applies it in their
daily lives by
performing simple
chores at home.
Good understanding
of Jesus’ work
and applies it in
their daily lives by
performing simple
chores at home.
Some understanding
of Jesus’ work and
sometimes applies
it in their daily
lives by performing
simple chores at
home.
Hardly understands
Jesus’ work and
seldom performs
simple chores at
home.
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Jesus Calms the Storm
Duration:2 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to narrate the miracle of calming
the storm and relate to their daily lives.
Key Inquiry Question
How did Jesus calm the storm?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, TV, video, radio, resource person,
charts, posters, photographs, tablets, projectors, camera.
Teaching Methodology
Question and answer, discussion, role play, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life approach
Remind learners that in Grade One they learnt about the miracles of Jesus, build on what
they know to introduce this lesson.
Lesson Notes
• Guide learners to look at the pictures in the activity book on Jesus calming the
storm.
• Guide them to tell their deskmate what they do when they face difculties.
• Guide learners to read Mathew 8:23-27 (each learner to read a verse).
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• Jesus was in the boat with his disciples.
• A strong wind was blowing.
• The boat was in danger.
• Jesus Christ was asleep.
• The disciples called him.
• Jesus woke up and calmed the storm.
Additional Activities
• Learners to role play the miracle of Jesus calming the storm.
• Learners to watch a video on the miracle of calming the storm
Answers to work to do on page 58
1. a.Wind
b. Jesus
Core Competences to be developed: Learning to learn as they read the Bible, digital
literacy as they watch the video, imagination and creativity as they role play, draw and
colour the boat.
Link to PCIs: Life skills; environmental awareness; Jesus calmed the storm; Safety and
security learn; from family members home safety measures.
Link to Values: The disciples trusted in Jesus. They also had faith. Jesus expressed love
by calming the storm.
Link to other learning activity areas: Environmental Activities calming the storm
(weather), Movement and Creative Activities as they sing, role play and draw, Language
Activities as they read the Bible.
Suggested Community Service learning activities: Learners to pray with family
members
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Suggested Non formal Activity to support learning: Participate in prayer during Bible
club sessions.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding of
how Jesus calmed
the storm and
always relates
it to their daily
experiences.
Good
understanding of
how Jesus calmed
the storm and
is able to relate
it to their daily
experiences.
Some understanding
of how Jesus
calmed the storm
but cannot relate the
event to their daily
experiences.
Barely understands
calming the storm
neither relates it to
their daily lives.
Testing in God
Specic Learning Outcome
By the end of the Sub strand the learner should be able to appreciate the miracle of calming
the storm by trusting God when faced with challenges.
Key Inquiry Question
What should you do when you face difculties?
Methodology
Question and answer, role play, dramatization, discussion, story telling.
Note: Involve learners with special needs in the learning process appropriately. Involve
them to respond or carry out activities as well.
Suggested resources
The Holy Bible, the Children’s Bible, ash cards, pictures, learner’s tablet, camera, radio,
projectors, resource persons, charts.
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Life approach
Ask learners what they learnt in the previous lesson. Build on what they learnt to introduce
this lesson.
Lesson Development
• Learners to look at the pictures in the activity book.
• Ask them what they can see.
• Some people in the picture are sick.
• Ask learners some of the difculties they experience at school and at home.
• Encourage the learners to depend on God when faced with difculties.
Answers to work to do on page 59
a) God
b) trust
Link to PCIs: Life skills; decision making , coping with emotions, assertiveness, problem
solving, ESD; Safety and security; Learn from family members home safety measures.
Link to Values: Trust, faith, obedience, care, responsibility, love are expressed as people
(and the pastor) visited the sick.
Link to other learning activity areas: Environmental Activities calming the storm
(weather), Movement and Creative Activities as they sing, Language Activities as they
read the Bible.
Suggested Community Service learning activities: Learners to pray with family
members.
Suggested Non formal Activity to support learning: Participate in prayer during Bible
club sessions.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding of why
we should trust in
God.
Good
understanding of
we should trust in
God.
Some
understanding of
we should trust in
God.
Barely
understands
why we should
trust in God.
Miraculous catch of Fish
Duration: 4 lessons
Specic Learning Outcomes
By the end of the sub strand the learner should be able to:
a) Explain how Jesus solved the problem of the sherman and relate it to their lives
by trusting in God.
b) appreciate the response of the shermen by obeying God.
Key inquiry questions
1. How did Jesus help the shermen?
2. What was the result of their obedience?
Teaching Methodology
Question and answer, discussion, recitation, dramatization
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
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Suggested Resource
The Holy Bible, The Children’s Bible, Learner’s Activity Book, Pictures showing an
empty cross, empty tomb, calendar, ashcards, drawing materials.
Life Approach
Ask learners what they learnt in the previous lesson
Lesson Development
• Ask learners to look at the picture and say what is happening.
• Guide them to read Luke 5:3-9 (each to read a verse).
• One day Jesus visited the shores of the lake where Simon was shing.
• The had shed the whole night and caught no sh.
• Jesus got into a boat and asked Simon to push it in the water.
• Simon obeyed he let down the net. They caught many sh.
• The nets almost broke.
• Jesus told them from then on they would become shers of men.
• They followed Jesus from that day.
• The story teaches us that we should trust God and obey Him.
Additional Activities
• Learners to listen to activity or watch a video on the miraculous catch of sh.
• Learners to role play the miraculous catch of sh.
• Learners to sing the song ‘I will make you shers of men’.
Answers to Questions on page 62
a. shore
b. sh
c. Jesus
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Core Competences to be developed: Communication and collaboration through
role playing the miraculous catch of sh, imagination and creativity as they draw
and colour the sh, learning to learn as they read the Bible, digital literacy as they
watch the video.
Link to PCIs: Life skills; Coping with emotions and stress , ESD; food security the
sh provided food to the people, Health Education; nutrition and hygiene.
Link to other learning activity areas: Environment Activities; observe a sh pond in
the school compound, Movement and Creative Activities through role play and singing,
Language Activities as they read the Bible.
Link to Values: Faith the disciples had faith in God, they obeyed what Jesus told them,
they worked hard, they cooperated, were responsible and expressed love and trust.
Suggested Community Service Learning activities: Learners can take a nature walk
and visit a sh pond in the company of a parent or guardian.
Suggested Non formal Activity to support learning: Singing, initiate a project
of a miniature sh pond at school, participate in environmental club activities.
Suggested assessment: Oral questions, portfolios, observation, written quizes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Healing of the man with a withered hand
Duration: 2 lessons
Specic Learning Outcome
By the end of the sub strand the learner should be able to describe the healing of the man
with a withered hand and relate it to their lives by trusting God for healing.
Key Inquiry Questions
Who healed the man with a withered hand?
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Methodology
Questions and answers role play, drawing, recitation, singing, story telling.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources: The Holy Bible, the Children’s Bible, Pictures showing the man
with a withered hand, posters, drawing materials.
Lesson Development
Life Approach
• Ask the learners to mention any non-communicable diseases they know or have
heard about.
• Build on this by stating that the man with a withered hand was healed by Jesus.
Teaching Notes
• Ask learners to look at the pictures in the Activity Book and say what is happening.
• Guide the learners to read Mathew 12:9-13 in turns.
• Learners to draw a withered hand. Provide drawing materials for learners to share in
pairs to promote love.
• What do they learn from this Miracle or work?
Additional Activities
• Learners to listen to or watch a video on healing the man with a withered hand.
Ensure learners with visual or hearing impairments sit closer to the digital device.
• Learners to role play the healing of a man with a withered hand. Be careful not to
hurt learners with physical challenges in class and discourage other learners from
making fun of them.
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Answers to work to do on page 67
a. hand b. stretch c. healed d. God e.love
Core Competences to be developed: Communication skills will be developed through
Role play. In the process they will acquire new vocabulary and improve their speaking
skills. Collaboration will be developed when learners work in groups. Imagination and
creativity will be developed in learners as they draw the withered hand and make the ‘Get
well’ cards. Digital literacy is developed as learners watch a video featuring the healing
of a man with a withered hand.
Links to PCIs: Effective communication; Communication skills will be developed
through role play, singing and storytelling. These experiences develop new vocabulary
and improve the learner’s communication skills, self-awareness, assertiveness and self-
esteem. The learner will accept himself or herself in case of any disability and trust in God
for healing. Problem-solving - the learner will develop problem solving skills by applying
the knowledge of healing in making a ‘Get well” card. Health education - the learner will
learn about non-communicable diseases as they review them at the human experience
stage to link to the healing of the withered hand.
Link to Values; Love: Jesus showed compassion. This value will be acquired when
learners role play. The learner will realise that Jesus is able to perform great things and
even cure diseases considered incurable hence develop faith in God. Jesus practised social
justice by going against the oppressive laws to help the needy. This will create the desire
to help the needy. Trust; the learner will learn to trust in God in times of hardships.
Link to other learning activities: Language Activities; language skills will be developed
through reading. Drawing will develop ne motor muscles necessary for writing,
Movement and Creative Activities; creativity and movement skills will be nurtured as the
learner draws a withered hand, role play and sing songs.
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Suggested Community Service Learning: Learners to visit the physically challenged in
the company of their parents, pray with them and help them with household chores.
Suggested assessment methods: Observation, oral questions, portfolio, written quizes,
reciting, drawing, lling in blank spaces, questions and answers.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below expectations
Clearly and
adequately explains
the healing of
the man with a
withered hand.
Adequately
explains the
healing of the
man with a
withered hand.
Sometimes
explains the
healing of the man
with a withered
hand.
Hardly explains the
healing of the man
with a withered hand.
Duration 2 lessons
Specic Learning Outcome
The learner should be able to appreciate Jesus’ compassion by expressing kindness to
others.
Key Inquiry Question
What do you learn from this work?
Methodology
Question and answer, role play, drawing, recitation, discussion and singing.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
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Suggested Resources: The Holy Bible, The Children’s Bible, pictures showing the man
with a withered hand, posters, ashcards.
Lesson Development
Life Approach
Start by asking learners what they learnt in the previous lesson.
Teaching Notes
• Learners to view the pictures in the Activity book.
• Learners, to give examples in small groups, on ways of expressing kindness to others.
• Let learners write Mathew 12:13 on ash cards and recite it aloud in front of the class.
• Learners to discuss, in pairs, what they have learnt from the healing of the man with
a withered hand. Emphasise that:
• We should trust in God for healing.
• We should be kind to others.
Additional Activities
• Guide learners sing songs about Jesus’ compassion and love.
• Guide learners to make a ‘Get-well card’.
Core Competences to be Developed: Communication and collaborations: Communication
skills will be developed through singing. Collaboration is developed when learners work
in their groups as they give examples of ways of expressing kindness, creativity and
imagination will be developed in learners as they draw the withered hand and make the
‘Get well’ cards.
Links PCIs: Effective communication skills will be developed through singing, self-
esteem; the learner will accept himself or herself in case of any disability and trust in God
for healing.
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Problem-solving; the learner will develop problem solving skills by applying the
knowledge of healing in making a ‘Get well” card.
Health education: The learner will be exposed to non-communicable diseases as they
review them at the life approach stage.
Link to values: The value of love is acquired when learners realise that Jesus healed the
man with a withered hand on a Sabbath because of the love he had for him, the learner will
develop faith in God after learning this miracle.
Link to Other Learning Activities: Language Activities; Language skills will be
developed through reading the verse written on ashcards. Drawing will develop ne
motor muscles necessary for writing, Movement and Creative Activities; acquired through
drawing, role play and singing.
Suggested Community Service Learning: Organise learners to visit the physically
challenged in the company of their parents, pray with them and help them with household
chores.
Suggested Assessment Methods: Observation, oral questions, portfolio, written questions,
reciting, drawing, lling in blank spaces, question and answers and practical activity.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Clearly and
adequately explains
the healing of the
man with a withered
hand.
Adequately
explains the
healing of the
man with a
withered hand.
Sometimes
explains the
healing of the man
with a withered
hand.
Hardly explains the
healing of the man
with a withered
hand.
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Easter
The death of Jesus
Duration:3 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to discuss the death of Jesus as a
sign of total love for humankind and desire to love others.
Key Inquiry Questions
1. Who died for your sins?
2. Why is Jesus’ death important to Christians?
Lesson Development
Life Approach
• Start the lesson by asking learners to name the person who died for their sins.
Methodology
Recitation, drawing, storytelling, question and answer, singing.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources: The Bible, The Children’s Bible, model of a cross, pictures,
calendar.
Teaching Notes
• Learners to look at the pictures in the Activity Book.
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• Ask them to tell their friends what is happening in the pictures.
• Provide learners with a calendar and guide them to identify Good Friday on the
calendar.
• The day Jesus died is called Good Friday.
• Jesus died for our sins.
• Learners to draw and colour the cross.
• Learners to sing simple songs on the death of Jesus, the songs should be short and
common to all learner.
• Learners to answer questions in the Activity Book.
Additional Activities
Importance of Jesus’ death on the cross
• Jesus’ death showed total love.
• He died on the cross to save us from sins.
Answers to work to do on page 71
1. We walk the way of the cross. (Others just stay at home doing their own things).
2. a. sins b. cross, c. tomb d. Friday
Core Competences to be developed: Critical thinking and problem solving as they
discuss, imagination and creativity will be developed as they sing and draw.
Links to PCIs: Problem-solving: Learners will be engaged in searching for words in a
word search table which will develop their problem solving skills. Friendship formation:
Learners will be involved in Group activities which will promote interaction leading to
friendship formation.
Link to Values: Compassion, Jesus died because of his compassionate love. Learners
embrace the same in their interactions with others.
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Learners develop strong faith in God in all difculties, Jesus was innocent but was killed
to wash away our sins. Learners will do what is right and pleasing to God hence promote
social justice. Learners develop courage because God loves them.
Link to Other Learning Activities: Language Activities: Communication skills will be
developed through discussions amongst learners especially in group activities, Movement
and Creative Activities; learners will be involved in singing songs about the death of
Jesus.
Suggested Community Service Learning: Encourage learners to accompany their
parents to church for Good Friday and Easter Festivities.
Suggested Non-Formal Activity to support learning: Encourage learners to sing songs
and dramatise events that took place on Good Friday. Encourage learners to participate in
Bible club activities to learn more about the death of Jesus.
Suggested Assessment Methods: Observation, oral questions, portfolio, written quizes,
reciting, drawing, lling in blank spaces, question and answer.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very clear
understanding of
Jesus’ death on the
cross and relates
it to their lives by
loving others.
Clear understanding
of Jesus’ death
on the cross and
relates it to their
lives by loving
others.
Some understanding
of Jesus’ death
on the cross and
sometimes relates
it to their lives by
loving others.
Rarely
understands
Jesus’ death on
the cross and
does not relate it
to their lives.
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Jesus is raised from the dead
Duration: 2 lessons
Specic Learning Outcome
By the end of the Sub strand, the learner should be able to appreciate Jesus Christ’s death
and resurrection as the way to salvation.
Key Inquiry Question
Which day did Jesus Resurrect?
Lesson Development
Life Approach
• Review the lesson on the death of Jesus and link it to the current lesson.
• Show pictures of an empty cross and an empty tomb.
• Guide learners to identify Easter Monday from the calendar.
Methodology
Question and answer, discussion, recitation, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, The Children’s Bible, Learner’s Activity Book, Pictures showing an
empty cross, empty tomb, calendar, ashcards, drawing materials.
Teaching Notes
• Guide learners to observe pictures in the Learner’s Activity book.
• Jesus rose from the dead.
• The day Jesus rose is Easter Monday.
• The raising of Jesus brought salvation to us.
• Guide learners to sing simple songs on the resurrection of Jesus.
• Let learners do the activity in the Learner’s Activity book.
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Additional Activity
Lead learners to write 1 Corinthians 15:3-4 on ash cards and recite the verse in class.
Answers to work to do on page 76
1. We celebrate the resurrection of our Lord Jesus Christ.
2. a. Easter Monday b. raised c. three d. Jesus
Answers to Activity on page 76
CROSS, EASTER, NAIL, DIE, RAISE words are highlighted:
M S E V O L
E
A R T
C
E
A
G C O
R
G
S
O N M
O N
T
O M B
S A
E D I E S I
R A I S E L
Answers to work to do on page 77
a.Easter b. Good Friday c. tomb d. raised e. Jesus
Core Competences to be developed: Critical thinking and problem solving: Learners
will develop critical thinking as they search words in the table, imagination and creativity
through singing. Creativity will be nurtured as learners draw an empty cross.
Links to PCIs: Problem-solving as learners search for words in the table, Friendship
formation: learners will be involved in group activities which will promote interaction
leading to formation of friends.
Link to Values: Jesus died because of his love, learners embrace the same in their
interactions, Jesus cared for us through His death on the cross learners learn to be their
brothers and sisters’ keepers.
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Learners practice sharing when in class, learners develop strong faith in God in all
difculties, Jesus was innocent but was killed for our sins, learners learn to always do
what is right and pleasing to God.
Link to other Learning Activities: Communication skills will be developed through
reciting Bible verses; Movement and Creative Activities; learners will be involved in
singing songs, drawing and role play.
Suggested Community Service Learning: Encourage learners to accompany their
parents to church on Good Friday and Easter Festivities.
Suggested Non- Formal Activity to Support Learning: Encourage learners to sing
songs and dramatise events that took place on Easter, participate in Bible club activities to
learn more about the resurrection of Jesus Christ.
Suggested Assessment Methods
Observation, oral questions, portfolio, written quizes, reciting, drawing, lling in blank
spaces, questions and answers and puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very clear
understanding of
Jesus’ death on the
cross and relates
it to their lives by
loving others.
Clear understanding
of Jesus’ death
on the cross and
relates it to their
lives by loving
others.
Some understanding
of Jesus’ death
on the cross and
sometimes relates
it to their lives by
loving others.
Rarely
understands
Jesus’ death on
the cross and
does not relate it
to their lives.
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(Refer to the Learner’s Book pages 78-104)
Sharing
Duration: 2 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to identify shared items at school
to promote harmonious living.
Key inquiry question
1. Which items can be shared at school?
Teaching methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately, for
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learners tablets projectors.
Strand 4
Christian
values
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Lesson Development
Life approach
• Ask the learners say the items they share at school
Teaching notes
• Ask the learners to look at the pictures in the Activity Book.
• Put learners in groups and ask them to name items in the pictures.
• Learners to say why they share those items.
• Emphasise the reasons for sharing that is to show love, kindness and making
others happy.
• Learners to draw and colour a ball.
• Learners to role play sharing in class.
Additional Activity
Learners to recite Hebrews 13:16.
Answers to Activity on page 79
Items shared at school: balls, ropes, chairs, tables, desks, books, pens, rubbers.
Core Competences to be developed: Collaboration and communication as they discuss
in groups, imagination and creativity as they role play and sing, self-efcacy as they share
with others.
Link to PCIs: Citizenship: Inclusion and equity, life skills: empathy, effective
communication, interpersonal relationship, friendship formation and maintenance.
Link to other learning activity areas: Mathematical Activities as they share, Language
Activities as they read, Movement and Creative Activities as they sing.
Suggested Community Service Learning activities: Share with neighbours, visit the
sick and share with them, invite others to celebrate their birthdays.
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Suggested Non formal Activity to support learning: Recite poems related to sharing.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, listening, reciting, checklists, drawing, lling in blank spaces, puzzles,
sorting.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of the value of
sharing and often
share items with
others.
Good
understanding
of the value of
sharing and share
items with others.
Some
understanding of the
value of sharing and
sometimes share
items with others.
Minimal
understanding of
the value of sharing
and rarely share
items with others.
Duration: 1 lesson
Specic Learning Outcome
By the end of the sub strand, the learner should be able to identify occasions when they
share to show kindness
Key inquiry questions
1. Why is it important to share with others?
2. Whom do you share with?
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
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Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learners tablets, projectors.
Lesson Development
Life approach
Revisit the previous lesson by asking learners items they share and why they should share
with others.
Teaching notes
• Let the learners observe the pictures in the Learners Books.
• Ask them to display items they have carried to school on their desks.
• Remind them the importance of sharing with others who have no pens or
pencils in their class so that everyone enjoys learning.
• Compose a song on sharing. Teach the learners to sing it.
• Emphasise on the importance of sharing as a way of showing love to others.
Additional Activities
• Learners to practice sharing items at home.
• Remind learners that acts of charity please God.
Core Competences to be developed: Collaboration and communication as they discuss
in groups, imagination and creativity as they role play and sing, self-efcacy as they share
with others.
Link to PCIs: Citizenship: inclusion and equity as they share, Life skills: empathy, effective
communication, interpersonal relationship, friendship formation and maintenance,
decision making when sharing items in groups.
.
Link to other learning activity areas: Mathematical Activities as they share, Language
Activities as they read, Movement and Creative Activities as they sing.
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Suggested Community Service Learning activities: Share with neighbours, visit the
sick and share with them, invite others to celebrate their birthdays.
Suggested Non formal Activity to support learning: Recite poems related to sharing.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles, sorting
and grouping.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of the value
of sharing and
often share items
with others.
Good
understanding
of the value
of sharing and
share items with
others.
Some understanding
of the value
of sharing and
sometimes share
items with others.
Minimal
understanding
of the value of
sharing and rarely
share items with
others.
Obedience
Duration:2 lessons
Specic Learning Outcome
By the end of the Sub strand, the learner should be able to obey teachers and children’s
government to promote harmony in the school.
Key inquiry question
Why should you obey teachers and leaders at school?
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
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Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Lesson Development
Life approach
Start the lesson by asking learners to name the leaders in their class.
Teaching notes
• Explain to the learners that God is pleased with children who obey their
leaders.
• Remind the learners that teachers take care of them when they are in school.
Therefore, they should obey them.
• Ask learners to observe the pictures in the Activity Book. In groups of ve, let
learners report what is happening in the pictures.
• When learners obey, learning goes on smoothly and they perform well in class.
• When they obey there is harmony in the school.
Additional Activity
Guide the learners to write a poem on the importance of obeying teachers and the
children’s government.
Answers to work to do on page 85
Write good or bad
1.b. good c. bad d.bad
Core Competences to be developed: Communication and collaboration as they discuss
in groups, creativity and imagination as they compose a poem, learning to learn through
obeying teachers and prefects.
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Link to PCIs: Learner support programmes; learning to live together, Citizenship;
obedience, Life skills; critical thinking, interpersonal relationship, effective communication
as they compose a poem.
Link to other learning activity areas: Language Activities as they compose poems,
Movement and Creative Activities as they sing.
Suggested Community Service Learning activities: Visit a senior citizen and listen to
stories on importance of obedience.
Suggested non formal Activity to support learning: Sing songs of obedience in Bible
clubs and school assemblies, participate in Pastoral programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizes, questions
and answers, listening, reciting, checklists, drawing, lling in blank spaces, puzzles,
sorting.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of the value and
consistently obey
teachers and
the children’s
government.
Good
understanding
of the value
and obey
teachers and
the children’s
government.
Some understanding
of the value and
sometimes obey
teachers and
the children’s
government.
Hardly obeys
teachers and
the children’s
government.
Duration:1 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to discuss reasons for obeying
teachers and children’s government.
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Key inquiry question
1. Why should you obey teachers and leaders in school?
2. What are the results of disobedience?
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Lesson Development
Life approach
Ask the learners oral questions about the previous lesson.
Learners to say why they obey teachers and student leaders.
Teaching notes
• Ask learners to look at the pictures in the Activity Book and say what is
happening.
• When they obey, God is happy.
• When they obey, they live well with others.
• Obedience shows respect to the leader.
• The results of disobedience are:
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When we do not obey
1. The teacher is not happy.
2. God is not happy.
3. You do not make friends if you disobey.
4. You make life hard to your class leader.
Additional Activities
• Learners to read Hebrews 13:17.
• Learners to sing the song “Trust and obey.”
Core Competences to be developed: Communication and collaboration as they discuss
in groups and sing, learning to learn through obeying teachers and prefects.
Link to PCIs: Learner support programmes; learning to live together, citizenship;
obedience, Life skills; critical thinking, interpersonal relationship, effective communication
as they sing the song.
Link to other learning activity areas: Language Activities as they answer questions and
learn new vocabulary, Movement and Creative Activities as they sing.
Suggested Community Service Learning activities: Visit a senior citizen and listen to
stories on importance of obedience.
Suggested non formal Activity to support learning: Sing songs of obedience in Bible
clubs and school assemblies, participate in Pastoral programmes.
Suggested assessment: oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Approved by KICD - 2018 Edition
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of the value and
consistently obey
teachers and
the children’s
government.
Good
understanding
of the value and
obey teachers
and the children’s
government.
Some understanding
of the value and
sometimes obey
teachers and
the children’s
government.
Hardly obeys
teachers and
the children’s
government.
Honesty
Duration:4 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to explain reasons for telling the
truth in their explain interaction with others.
Key inquiry question
Why should you tell the truth?
Teaching Methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately, for
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
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Lesson Development
Life approach
• Remind the learners that in Grade One they were taught about telling the truth.
• Ask them to say the reasons for telling the truth as learnt.
Teaching notes
• Tell the learners that telling the truth is a good thing to do.
• Guide the learners to read the verse in Proverbs12: 17,19.
• Ask the learners to be in groups of ve. Then let them look at the pictures and
tell each other what is happening.
• Let the learners tell you the reasons for telling the truth in their interactions
with others.
• Explain to the learners that other people trust them when they say the truth.
• Guide them to say the poem about telling the truth.
Additional notes
Encourage the learners to be honest at all times when in school and at home.
Tell them that God is happy with the people who are honest.
Core Competences to be developed: Communication and collaboration as learners
discuss in groups, self-efcacy as they practice telling the truth always.
Link to PCIs: Life skills; assertiveness, effective communication, decision making, self-
awareness, self-esteem, Parental engagement, Citizenship.
Link to other learning activity areas: Language Activities through reading and recitation,
Movement and Creative Activities through composing poems.
Suggested Community Service Learning activities: Learners to be given a task of
collecting stories on honesty, learners help others in the community to tell the truth.
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Suggested non formal Activity to support learning: Practice honesty at school and at
home, sing songs on honesty.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
habitually tells the
truth and completes
homework on time.
Correctly tells
the truth and
completes
homework on
time.
Sometimes tells
the truth and
occasionally
completes
homework on time.
Rarely speaks
the truth and
seldom completes
homework on time.
We should always complete our howework
Duration: 1 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to demonstrate responsibility by
completing their homework.
Key inquiry queston
Why should you be honest?
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, realia, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
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Lesson Development
Life approach
• Ask the learners oral questions from the previous lesson on why they should tell
the truth.
• Ask them to tell you when and with whom they do their homework.
Teaching notes
• Learners to observe the illustrations in the Activity Book.
• Let them tell what is happening.
• Organise learners in groups of ve. Let them say why they should complete
their homework.
• Prepare a group of learners to role play, giving the teacher lost and found item.
Additional notes
• Remind learners that they should complete their homework on time
Core Competences to be developed: Communication and collaboration as learners
discuss in groups, self-efcacy as they practice telling the truth always.
Link to PCIs: Life skills; assertiveness, effective communication, decision making, self-
awareness, self-esteem, parental engagement, citizenship.
Link to other learning activity areas: Language Activities through reading and recitation,
Movement and Creative Activities as they role play.
Suggested Community Service Learning activities: Learners to be given a task of
collecting stories on honesty, learners help others in the community to tell the truth.
Suggested non formal Activity to support learning: Practice honesty at school and at
home, sing songs on honesty.
Suggested assessment: oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
habitually tells the
truth and completes
homework on time.
Correctly tells
the truth and
completes
homework on
time.
Sometimes tells
the truth and
occasionally
completes
homework on time.
Rarely speaks
the truth and
seldom completes
homework on time.
Lost and found items
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate honesty by taking
lost and found items to the teacher or parent.
Key inquiry question
Why should you be honest?
Teaching Methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
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Lesson Development
Life approach
• Start the lesson by reminding the learners what they learnt in Grade One about not
picking other people’s items without their permission.
• Build on that by telling them that if they nd lost items they should not keep them.
Instead they should take them to the teacher or their parent for the owner to be
identied.
Lesson Notes
• Ask learners to look at the picture in the Activity Book on lost and found items.
• What do they see?
• What do they learn from those pictures?
• Honesty is doing the right thing even when you are alone.
• If you get an item that does not belong to you, inform your teacher or your parent
so that they look for the owner.
• When we take items that do not belong to us we make the owners to suffer.
• God is also not happy with us.
• Guide learners to role play “taking lost and found items to the teacher”.
• When we are honest people respect us.
Core Competences to be developed: Communication and collaboration as learners
discuss in groups, imagination and creativity as they role play.
Link to PCIs: Life skills; assertiveness, effective communication, decision making, self-
awareness, self-esteem by not keeping items that do not belong to them.
Link to other learning activity areas: Language Activities through reading and
recitation.
Suggested Community Service Learning activities: Learners to be given a task of
collecting stories on honesty, learners help others in the community to tell the truth.
Suggested non formal Activity to support learning: Practice honesty at school and at
home, sing songs on honesty.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
100
Approved by KICD - 2018 Edition
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
habitually tells the
truth and returns
lost and found
items.
Correctly tells the
truth and returns
lost and found
items.
Sometimes tells
the truth and
occasionally
returns lost and
found items.
Rarely speaks
the truth and
seldom returns
lost and found
items.
Do not copy work of other pupil’s
Duration: 1 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to desire to be honest by not
copying other learners work.
Key inquiry question
Why is it wrong to copy work from other learners?
Teaching Methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Lesson Development
Life approach
Ask learners questions on what they learnt in the previous lesson.
Allow the learners to give their own experiences of why it is wrong to copy other learners
work from other learners.
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Teaching notes
• Explain to the learners that doing their own work makes them learn better.
• Guide them in pairs to read the story of Mwenene.
• Ask them to report what happened to Mwenene.
• What lessons do they learn from that story?
• Learners to recite Proverbs 12:19.
Additional Activity
Guide the learners to compose and sing a song with a message of honesty.
Core Competences to be developed: Communication and collaboration as learners
discuss in groups, self-efcacy as they do their work without copying.
Link to PCIs: Life skills; assertiveness, effective communication, decision making, self-
awareness, self-esteem, parental engagement, citizenship.
Link to other learning activity areas: Language Activities through reading and
recitation.
Suggested Community Service Learning activities: Learners to be given a task of
collecting stories on honesty, learners help others in the community to tell the truth.
Suggested non formal Activity to support learning: Practice honesty at school and at
home, sing songs on honesty.
Suggested assessment: oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Correctly and
habitually tells the
truth and does own
work.
Correctly tells the
truth and does own
work.
Sometimes tells
the truth and
occasionally does
own work.
Rarely speaks the
truth and seldom
does own work.
102
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Thankfulness
Duration 3 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to identify reasons for thanking
people as a way of expressing gratitude.
Key inquiry question
Why should you thank people?
Teaching Methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately, for
example, give activities that are friendly to them.
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Key inquiry question
Why should you thank people?
Lesson Development
Life approach
Remind the learners that in Grade One they learnt about thanking their parents. They
should also thank other people who are good to them.
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Teaching notes
• Put learners in groups of four. Let them look at the pictures in the Activity Book.
• Let them tell each other what they see in the pictures.
• Guide the learners to say situations when they have told their friends and teachers,
“Thank you.”
• Guide the learners to compose a ‘Thank you.’ Poem to their parents.
• Guide learners to role play ‘Thank you’ gesture as they receive gifts from their
classmates.
• Ask them how they feel when someone says to them ‘Thank you.”
Additional Activity
Tell the learners to ask their parents other ways of expressing gratitude to people.
Core Competences to be developed: Communication and collaboration through group
discussions, imagination and creativity through role play and composing a poem.
Link to PCIs: Life skills; self-esteem, effective communication as role play, self-
awareness, decision making, Learner Support Programmes; learning to live together,
Parental engagement; children thank parent, Citizenship; social cohesion.
Link to other learning activity areas: Language Activities; etiquette (saying thank you),
Movement and Creative Activities through composing poems.
Suggested Community Service Learning activities: Practice thankfulness at home and
to others in the society.
Suggested non formal Activity to support learning: Participate in Bible club activities,
be thankful to teachers and other learners.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding
of thankfulness
and consistently
appreciates others.
Adequate
understanding of
thankfulness and
appreciates others.
Fair understanding
of thankfulness
and sometimes
appreciates others.
Minimal
understanding
of thankfulness
and hardly
appreciates
others.
Specic learning outcome
By the end of the sub strand, the learner should be able to appreciate other people’s
kindness by saying, “Thank you” to them.
Key inquiry question
When do you say “Thank you” to others?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, realia, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
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Lesson Development
Life approach
Ask oral questions on the reasons why the learners should thank people.
Teaching notes
• Remind the learners the importance of thanking God.
• Learners to tell each other in pairs the different ways of thanking God.
• Direct the learners to discuss in groups the different situations they thank people
in their day to day lives.
• Guide learners in appreciating that they should thank people every time good
things are done to them.
• Guide the learners to compose a short poem on thanksgiving.
• Learners to recite 1 Thessalonians 5:18.
Additional Activity
Encourage the learners to thank God through simple prayers and songs.
Core Competences to be developed: Communication and collaboration through group
discussions, imagination and creativity through role play and composing a poem.
Link to PCIs: Life skills; self-esteem, effective communication as they role play, self-
awareness, decision making, Learner Support Programmes; learning to live together,
Parental engagement; children thank parents, Citizenship; social cohesion.
Link to other learning activity areas: Language Activities; etiquette (saying thank you)
Movement and Creative Activities through composing poems.
Suggested Community Service Learning activities: Practice thankfulness at home and
to others in the society.
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Suggested non formal Activity to support learning: Participate in Bible club activities,
be thankful to teachers and other learners.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding
of thankfulness
and consistently
appreciates others.
Adequate
understanding of
thankfulness and
appreciates others.
Fair understanding
of thankfulness
and sometimes
appreciates others.
Minimal
understanding of
thankfulness and
hardly appreciates
others.
Forgiveness
The prodigal son
Duration:2 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to forgive others daily for peaceful
co-existence.
Key inquiry question
Why should you forgive others?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
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Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life approach
Ask the learners to tell you of situations when they did something wrong at home but the
parent did not punish them.
Guide the learners to say that parents forgive their children many times because the parents
love them.
Teaching notes
• Learners to look at the pictures in the Activity Book. Learners to tell their friends
what is happening.
• The prodigal son left his home and went to a far country.
• He used all his money and ate the food for the pigs.
• When he came back to his senses, he went back to his father’s house.
• The father received him with joy and forgave him.
• We should forgive others the same way the prodigal son was forgiven.
• God always forgives us when we repent.
• Guide learners to dramatise the story of the prodigal son.
Additional Activity
Guide the learners to watch a video or listen to a recording on the prodigal son.
Core Competences to be developed: Learning to learn as they learn new ideas, self-
efcacy portrayed when the son realised his mistake and went back to his father,
communication and collaboration through dramatisation.
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Link to PCIs: Citizenship; social cohesion, peace and reconciliation, Life skills; self-
esteem, self-awareness, conict resolution, effective communication.
Link to Values: Forgiveness, humility, love, tolerance, responsibility, unity.
Link to other learning activity areas: Language Activities as they read the Bible,
Movement and Creative Activities through dramatisation.
Suggested Community Service Learning activities: Record occasions they forgive
members of the family and friends in a week and learn to forgive always.
Suggested non formal Activity to support learning: Memorising verses on forgiveness,
singing songs on forgiveness.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding of
God’s forgiveness
and forgives others
always.
Good
understanding
of God’s
forgiveness and
forgives others.
Some
understanding of
God’s forgiveness
and sometimes
forgives others.
Rarely understands
God’s forgiveness and
seldom forgives others.
I am sorry
Duration:2 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to appreciate the forgiveness of
God and apply it in their interactions with others.
Key inquiry question
1. What do you do when someone annoys you?
2. How many times should you forgive those who wrong you?
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Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life Approach
Start the lesson by revisiting the story of the prodigal son. Ask the learners why they
should forgive others.
Teaching Notes
• Guide the learners to look at the picture on forgiving others in the Activity book.
• Ask them whether they forgive those who wrong them.
• Learners should avoid annoying others deliberately.
• Ask them to say the poem in the Learner’s Book.
• Guide the learners to recite Mathew 18:21-22. Let the learner tell you what the
verse says to them.
Additional Activities
• Tell the learners to record the number of times they forgive others in one
week.
• Learners to sing a song on forgiveness.
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Core Competences to be developed: Learning to learn as they learn new ideas, self-
efcacy portrayed through forgiving others, communication and collaboration through
singing.
Link to PCIs: Citizenship; social cohesion, peace and reconciliation, Life skills; self-
esteem, self-awareness, conict resolution, effective communication.
Link to Values: Forgiveness, humility, love, tolerance, responsibility, unity.
Link to other learning activity areas: Language Activities as they read the Bible,
Movement and Creative Activities through dramatisation, Mathematical Activities;
forgive 70 x 7 times.
Suggested Community Service Learning activities: Record occasions they forgive
members of the family and friends in a week and learn to forgive always.
Suggested non formal Activity to support learning: Memorising verses on forgiveness,
singing songs on forgiveness.
Suggested assessment: Oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellent
understanding of
God’s forgiveness
and forgives others
always.
Good
understanding of
God’s forgiveness
and forgives
others.
Some
understanding of
God’s forgiveness
and sometimes
forgives others.
Rarely
understands
God’s
forgiveness and
seldom forgives
others.
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Responsibility
Taking care of my school items
Duration:2 lessons
Specic Learning Outcome
By the end of the sub strand, the learner should be able to mention the items they carry to
school to assist them in learning
Key inquiry question
1. Which items do you carry to school?
2. Why do you carry these items to school?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards pictures, videos,
charts, posters, photographs, realia, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give
activities that are friendly to them.
Lesson Development
Life approach
Ask the learners to list items they carry to school to assist them in learning.
Teaching notes
• Ask learners to show the items they carry to school.
• Learners to look at the pictures of items in the Activity Book and name them.
• Guide the learners to state the use of each of the items drawn in the Activity Book.
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• Ask the learners to draw and colour the items.
• Learners to compose a song about items they carry to school.
• Learners to sing a song about items they carry to school.
Core Competences to be developed: Self-efcacy; ability to carry the items to school,
imagination and creativity; singing the song and composing poems, communication and
collaboration; discussing in pairs.
Link to PCIs: Parental empowerment and engagement; children should carry items to
use at school, Citizenship; patriotism, good governance and leadership, Learner support
programmes; responsible learners; Life skills; self-awareness and self-esteem, creative
thinking.
Link to Values: Responsibility, cooperation.
Link to other learning activity areas: Mathematics Activities through counting;
Movement and creative activities by composing songs.
Suggested Community Service Learning activities: Interact with parents to provide
what they should carry to school.
Suggested Non formal Activity to support learning: Taking care of school equipment,
for example, balls and textbooks.
Suggested assessment: oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding
of responsibility
and always carry
items to use at
school.
Good
understanding
of responsibility
and carry items
to school.
Fair understanding
of responsibility and
carries some items to
school.
Minimal
understanding of
responsibility.
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Duration: 1 lessons
Specic learning outcome
By the end of the sub strand, the learner should be able to acquire the value of responsibility
by taking care of the items they use at school.
Key inquiry question
What happens when you forget school items?
Suggested Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, realia, hymn books, resource persons, community resources,
newspaper cuttings, crayons, audio player, prayer book, learner’s tablets, projectors.
Teaching methodology
Question and answer, discussion, group, demonstration, storytelling, dramatisation.
Note:Involve learners with special needs in the learning process appropriately. By giving
activities that are friendly to them.
Lesson Development
Life approach
Let the learners say in groups of ve the poem they composed about items they carry to
school, in the previous lesson.
Teaching Notes
• In groups, tell the learners to list reasons for taking good care of the items they
carry to school.
• Ask the learners to tell you why they should not forget school items, for example,
pencil and rubber at home.
• Guide them to practice covering their books as a way of taking care of them.
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• Guide the learners to read Colossians 3:23.
• Lead the learners to say what they learn from the verse they have read as relates to
taking care of their school items.
Additional notes
• Through parental engagement, encourage parents to check whether learners
have carried the required items to and from school.
• Tell the learners to write a list of the items they should carry to school to
promote learning.
Core Competences to be developed: Self-efcacy; ability to carry the items to school,
imagination and creativity in singing the song and composing poems, communication and
collaboration; discussing in pairs.
Link to PCIs: Parental empowerment and engagement; children should carry items to
use at school, Citizenship; patriotism, good governance and leadership, Learner support
programmes; responsible learners; Life skills; self-awareness and self-esteem, creative
thinking.
Link to Values: Responsibility, cooperation.
Link to other learning activity areas: Mathematics Activities through counting items
they carry to school, Movement and creative activities by composing songs.
Suggested Community Service Learning activities: Interact with parents to provide
what they should carry to school.
Suggested Non formal Activity to support learning: Taking care of school equipment,
for example, balls and textbooks.
Suggested assessment: oral questions, portfolios, observation, written quizes, question
and answer, listening, reciting, checklists, drawing, lling in blank spaces, puzzles.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Very good
understanding of
responsibility and
always carry items
to use at school.
Good
understanding
of responsibility
and carry items to
school.
Fair understanding
of responsibility and
carries some items to
school.
Minimal
understanding of
responsibility.
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(Refer to the Learner’s Book pages 105-129)
The Lord’s prayer
Duration:2 lessons
Specic Learning Outcome
By the end of the Sub strand the learner should be able to recite the rst four lines of the
Lord’s Prayer as a way of communicating to God.
Key inquiry question
1. Which are the rst four lines in the Lord’s Prayer?
2. How frequently do you recite the Lord’s Prayer?
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Gice them
activities that are friendly to them.
Suggested Resources: The Holy Bible chart having the rst four lines of the Lord’s
Prayer, pictures of Jesus teaching His disciples to pray, Learner’s Activity Book, audio-
visual digital devices.
Lesson Development
Life Approach
• Review what was learnt about simple prayers in Grade One.
• Ask learners to say simple prayers.
The Church
Strand 5
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Teaching Notes
• Guide learners to observe a picture in the Activity Book, showing children in class
reciting the Lord’s Prayer. Ask them to talk about the picture.
• Explain to the learners that Jesus wants us to pray.
• He taught His disciples to pray.
• The prayer Jesus taught is called “The Lord’s Prayer”.
• We should learn the Lord’s Prayer.
• Learners to read Mathew 6:9-10 in turns (each to read a verse).
• Guide learners to recite, in small groups, the rst four lines of the Lord’s Prayer by
reading the ashcards in the Learner’s Activity Book.
• Note that each raised ashcard has one line of the Lord’s Prayer. Assist learners
pronounce difcult words in the prayer.
• Lead learners to sing a familiar song on the Lord’s Prayer. You can write the song on
a manila or black wall for learners to refer to while singing.
• Learners to do the activities in the Activity Book.
Answers to work to do on page 109
1. Father, name, kingdom, earth, heaven
Answers to Activity on page 111
a) ‘Prayer’ appears 7 times b) ‘Pray’ appears 9 times. Note that when you avoid ‘er’ in
prayer it forms ‘pray’.
Core Competences to Be Developed: Self-efcacy: Self-efcacy will be developed
as learners recite the Lord’s Prayer and understand God as their Father in heaven. This
will give them condence when praying. Communication and collaboration-Learners
will develop this competence when they discuss how they pray. Collaboration will be
developed when learners discuss in small groups. Imagination and creativity will be
portrayed in choice of actions and words when role playing.
Link to Pertinent and Contemporary Issues: Effective communication will be developed
as learners recite simple prayers and as they discuss how they pray. Self-awareness will be
developed as learners express themselves through role play. Learners will learn to depend
on God by praying to hence they will cope with emotions.
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Link to Values: Learners will trust God and depend on Him by saying prayers. The
value of humility will be developed when learners say the Lord’s Prayer. This prayer
acknowledges God as a king and therefore humble themselves. The value of faith will be
acquires as learners believe that God answers prayers.
Link to Other Learning Activity Areas: Movement and Creative Activities as Learners
sing songs on the Lord’s Prayer, Language Activities; language skills will be developed
as learners read Bible verses on the Lord’s Prayer. Mathematical Activities; mathematical
concepts of counting and number writing will be developed as learners count and write
the number of times they recite the Lord’s Prayer.
Suggested Community Service Learning Activity: Encourage learners to participate in
prayers at home and in church and learn about how their parents speak to God. Learners
could be given a task to record the number of times their parents and church community
say the Lord’s Prayer.
Suggested Non Formal Activity to Support Learning: Organise learners to participate
in prayers during school assemblies and encourage them to participate in Bible club
activities.
Suggested Assessment Methods: Oral questions, observation, portfolios, written quizes,
question and answer, listening, reciting, checklists, lling in blank spaces.
Assessment Rubrics
Exceeding
expectations
Meeting
Expectations
Approaching
expectations
Below
expectations
Accurately and
frequently talks to
God by saying the
rst four lines of
the Lord’s prayer.
Accurately talks to
God by saying the
rst four lines of
the Lord’s prayer.
Sometimes talks to
God by saying the
rst two lines of the
Lord’s prayer.
Hardly talks to
God through the
Lord’s prayer.
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A friend at mid-night
Duration:2 lessons
Specic Learning Outcome
By the end of the Sub strand the learner should be able to:
a) Narrate the story of a friend at midnight and apply it in their lives.
b) Desire to pray regularly to develop a good relationship with God.
Key Inquiry Questions
1. What happened to a friend who visited at midnight?
2. Why should we pray always?
Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give them
activities that are friendly to them.
Suggested Resources: The Holy Bible, The Children’s Bible pictures showing scenes in
the story, Learner’s Activity Book, audio-visual digital devices.
Lesson Development
Life Approach
Ask learners what they learnt previously about prayers.
Teaching Notes
• In groups learners to look at the pictures in the Activity Book.
• Guide the learners as they tell the story to their friends.
• Learners to role play the story of a friend at midnight.
• Learners to answer questions in the Activity Book.
• Learners to recite the verses in the Activity Book:
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1. Ask and you will receive.
2. Seek and you will nd.
3. Knock and the door will be opened to you.
Additional notes
Importance of prayers
• Prayer strengthens our faith.
• Through prayer, we thank God.
• Through prayer, we ask God to provide our needs.
• When we pray, God answers our prayers.
Answers to the Activity on page 119
A B
Ask and you will
Seek and you will
Knock and the door will be
Our Father in
receive
nd
opened
heaven
CoreCompetencestoBeDeveloped:Self-efcacy: Self-efcacy will be developed as
learners role play the story of a friend at mid-night. Communication and collaboration;
learners will develop this competence when they discuss the importance of prayer.
Collaboration will be developed as learners discuss in small groups. Imagination and
creativity will be developed as they role play.
Link to Pertinent and Contemporary Issues: Effective communication will be
developed as learners discuss the importance of prayers. Self-awareness: This skill will
be developed as learner’s role play and express themselves in words and actions. Coping
with emotions: Learners will learn to depend on God by praying when they are needy.
This reduces anxiety. Decision making: Learners will pray for God’s guidance in making
decisions.
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Link to Values: Trust: learners will develop trust in God and depend on him. Humility:
this value will be developed when learners say the Lord’s Prayer which acknowledges
God as a king and therefore humble themselves. Faith: The learner will believe that God
answers prayers, hope: Learners will patiently wait when they ask for something.
Link to Other Learning Activity Areas: Movement and Creative Activities as they
sing. Language Activities; language skills will be developed as learners read Bible verses
about a friend at midnight and recite Bible verses. Mathematical Activities; Mathematical
concepts of counting and number writing will be developed as learners count and write
the number of times they say the Lord’s prayer.
Suggested Community Service Learning Activity: Encourage learners to participate
in prayers at home and in church. Learn about how their parents speak to God, learners
could be given a task to record the number of times their parents and church community
says the Lord’s Prayer.
Suggested Non-Formal Activity to Support Learning: Organize learners to participate
in prayers during school assemblies and encourage them to participate during Bible club
activities.
Suggested Assessment Methods: Oral questions, observation, portfolios, written quizes,
question and answer, listening, reciting, checklists and lling in blank spaces.
Assessment Rubrics
Exceeding
expectations
Meeting
Expectations
Approaching
expectations
Below
expectations
Accurately and
frequently talks to
God by saying the
rst four lines of
the Lord’s prayer.
Accurately talks
to God by saying
the rst four lines
of the Lord’s
prayer.
Sometimes talks to
God by saying the
rst two lines of the
Lord’s prayer.
Hardly talks to
God through the
Lord’s prayer.
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The Holy Spirit
The Promise of the Holy Spirit
Duration: 2 lessons
Specic Learning Outcome
By the end of the Sub strand the learner should be able to state the promise Jesus gave to
His disciples and desire to have faith in God.
Key Inquiry Question
What did Jesus promise his disciples?
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately. Give them
activities that are friendly to them.
Suggested Resources: The Holy Bible, The Children’s Bible pictures showing scenes in
the story, Learner’s Activity Book, audio-visual digital devices.
Lesson Development
Life Approach
• Ask learners to mention promises they have been given by their parents or
guardians.
• Ask them whether the promises were met. Build on this by telling them that
whatever God promises he will always full.
Teaching Notes
• Guide learners to observe the picture of Jesus promising his disciples the gift of the
Holy Spirit.
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• Jesus told his disciples not to leave Jerusalem.
• They were to wait for the gift of the father.
• The Holy Spirit came in form of tongues of re.
• The disciples started speaking in other languages.
Additional Notes
Guide learners to read Acts 1:4.
Core Competences to Be Developed: Communication and collaboration as they mention
promises they have been given by their parents. Imagination and creativity also acquired
as learners sing a song about the promise of the Holy Spirit.
Link to PCIs; Decision-making: The Holy Spirit will guide learners in making decisions,
coping with emotions; learners will learn to be patient and wait for God’s guidance,
self-esteem as learners realize that the Holy Spirit is in control of their lives. Parental
engagement and empowerment; the promises and gifts parents give will assist the child
understand the promise of the gift of the Holy Spirit.
Link to Values: Hope; learners will patiently wait when a promise is given to them, unity:
learners will develop a sense of unity as they participate in group activities, courage; The
Holy Spirit gave disciples courage to preach learners will depend on the Holy Spirit for
courage.
Link to Other Learning Activity Areas: Language Activities through acquisition of new
vocabularies, Movement and Creative Activities as learners sing about the promise of the
Holy Spirit.
Suggested Community Service Learning Activity: Encourage learners to sing about the
work of the Holy Spirit especially in uniting members of the community.
Suggested Non Formal Activity to Support Learning: Organise learners to recite verses
on the work of the Holy Spirit during Pastoral Programmes.
Suggested Assessment Methods: Oral questions, observation, written quizes, question
and answer, listening, lling in blank spaces.
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Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Consistently
and perfectly
demonstrates the
work of the Holy
Spirit in their lives
by living in harmony
with others.
Consistently
demonstrates the
work of the Holy
Spirit in their lives
by living in harmony
with others.
Periodically
demonstrates the
work of the Holy
Spirit in their
lives by living
in harmony with
others.
Hardly
demonstrates
the work of the
Holy Spirit in
their lives.
The work of the holy spirit
Duration: 3 lessons
Specic Learning Outcome
By the end of the lesson, the learner should be able to appreciate the work of the Holy
Spirit in their day to day lives.
Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation
Note: Involve learners with special needs in the learning process appropriately. By giving
activities that are friendly to them.
Suggested Resources; The Holy Bible, the Children’s Bible, Bible story books, ash
cards, pictures, videos, charts, posters, photographs, hymn books, resource persons,
community resources, newspaper cuttings, crayons, audio player, prayer book, learner’s
tablets and projectors.
Lesson Development
Life Approach
Start the lesson by asking the learners what they learnt in the previous lesson about the
promise of the Holy Spirit.
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Teaching Notes
• Ask the learners to look at the picture and tell their desk mates what they can see
• Guide the learners to read about the work of the Holy Spirit from the Activity Book,
as follows:
• The Holy Spirit strengthens Christians.
• The Holy Spirit guides Christians in their day to day lives.
• The Holy Spirit unites all Christians
• Learners to sing a song about the work of the Holy Spirit.
Answers to work to do on page 129
1a. Unites 2b. Strength 1c. Guides
Core Competences to Be Developed: Communication and collaboration as learners
discuss the work of the Holy Spirit, learning to learn as learners read out loud the work
of the Holy Spirit, imagination and creativity developed as learners sing a song about the
work of the Holy Spirit.
Link to PCIs: Decision-making: Learners will pray to the Holy Spirit to help them make
decisions, coping with emotions: learners will learn to be patient and wait for God’s
guidance, self-esteem: The self-esteem of the learner will improve when they realise that
the Holy Spirit is in control of their lives.
Link to Values: Unity learners develop a sense of unity as they participate in group
activities, courage: the Holy Spirit gave disciples courage to preach. Learners will depend
on the Holy Spirit for courage, love: Learners Practise love by respecting each other as
they work in groups.
Link to other learning activity Areas: Learners will acquire new vocabulary, movement
and creative activities as learners sing songs about the work of the Holy Spirit. The work
of the Holy Spirit provides themes for song compositions.
Suggested Community Service Learning Activity: Encourage learners to sing about the
work of the Holy Spirit especially in uniting members of the community.
Suggested Non Formal Activity to Support learning: Organise learners to recite verses
on the work of the Holy Spirit during Pastoral Programmes.
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Suggested assessment: Oral questions, observation, written quizes, question and answer,
listening, lling in blank spaces and true-false questions.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Consistently
and perfectly
demonstrates the
work of the Holy
Spirit in their
lives by living
in harmony with
others.
Consistently
demonstrates the work
of the Holy Spirit in
their lives by living in
harmony with others.
Periodically
demonstrates the
work of the Holy
Spirit in their lives
by living in harmony
with others.
Hardly
demonstrates
the work of the
Holy Spirit in
their lives.
Answers to work to do on page 129
1. a) strengthens
b) hope
c) guide