Longhorn
Christian Religious Education
Activities
Grade 3
Teacher’s Guide
Lucy Muiru
Florence Ateka
Duke Makori
Zacharia Nd’inguri
Published by
Longhorn Publishers (Kenya) Ltd
Funzi Road, Industrial Area
P.O. Box 18033-00500
Nairobi, Kenya
Longhorn Publishers (Rwanda) Ltd
Remera opposite COGE Bank
P.O. Box 5910
Kigali, Rwanda
Longhorn Publishers (Uganda) Ltd
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd
New Bagamoyo Road/Garden Road
Mikocheni B, Plot No. MKC/MCB/81
P.O. Box 1237
Dar es Salaam, Tanzania
© Lucy Muiru, Florence Ateka, Duke Makori, Zacharia Nd’inguri 2018.
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 2018
ISBN 978-9966-64-052-9
Printed by
iii
Contents
Introduction..................................................................................................1
Strand 1: Creation .....................................................................................19
Strand 2: The Holy Bible........................................................................... 40
Strand 3: The Early life of Jesus Christ................................................... 67
Strand 4: Chistian Values..........................................................................96
Strand 5: The Church..............................................................................120
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Introduction
The Book Structure
This Teacher’s Guide is organised into two main sections. Part 1 is the
general introduction section detailing pedagogical issues. Part 2 highlights the
themes just as outlined in the Learner’s Book. It gives in detail the expected
learning strands, interesting teaching and learning activities, tips on
handling the special needs learners, digital oriented exercises, informative
notes to teachers and extra exercises for gifted learners.
Part One
• Introduction
• The Book Structure
• The Teaching Proceess
• Teaching Methods in Christian Religious Education
• .Grouping Learners
• Important Attitudes in learning Christian Religious Education
• Teaching Resources
• Improvisation
• Special Education Needs and Multi-ability Learning
• Safety in the Classroom
• Assessment and Evaluation Methods
• Proposed Grading System
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
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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; the guide, as well as the learners’
book provide methods of assessment, promoting 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.
Organisation of the strands
Each theme consists of the following:
1. Strand
2. Sub-strand
3. Suggested time
4. Specic learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Link to other subjects
9. Link to attitudes and values
10. Attention to Special Education needs
11. Suggested learning and teaching aids
12. Suggested community service learning
13. Suggested assessment
14. Background information
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1. Strands
These represent the:creation, the holy Bible, the life of Jesus Christ. These skills
relate to the upper levels of Bloom’s taxonomy and they lead to deep rather
than surface learning. The Teachers’ 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.
2. Sub-Strands
Each strand has a sub-strand area which indicates the scope of coverage of
what a teacher should teach and learner should learn in line with stated learning
objectives.
3. Suggested time
These are number of lessons suggested for each sub-strand.
4. SpecicLearningOutcomes
By the end of the course the learner should be able to:
(i) Demonstrate basic literacy and numeracy skills for learning.
(ii) Communicate appropriately using verbal and non-verbal modes in a
variety of contexts.
(iii) Demonstrate appropriate etiquette in social relationships.
(iv) Apply creativity and critical thinking skills in problem solving.
(v) Explore the immediate environment for learning and enjoyment.
(vi) Practice hygiene, nutrition, sanitation, safety skills to promote health and
wellbeing.
(vii)Demonstrate the acquisition of emotional, physical, spiritual, aesthetic
and moral development for balanced living.
(viii)Demonstrate appreciation of the country’s rich and diverse cultural
heritage for harmonious co-existence.
(ix) Apply digital literacy skills for learning and enjoyment.
5. 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.
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6. Core Competences to be developed
A competency based approach enables meaningful connections within and
between subject areas. The seven core competencies to be achieved by every
learner are:
1. Communication and collaboration
2. Self-efcacy
3. Critical thinking and problem solving
4. Citizenship
5. Digital literacy
6. Learning to learn
7. Creative thinking and imagination
T h e y s h o u l d b e achieved once learners have met all the learning objectives
in the lesson.
7. 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.
8. Link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!
9. 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.
10. 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.
11. Suggested learning and 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.
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12.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.
13. Suggested assessment
This section contains the questions and suggested answers to assess the lesson
learning objective.
14. Background Information
This section provides an insight to the teacher on how to come up with a
methodology of the Strand using the resources from different activities in the
Pupil’s Book. It also contains suggestions to the teacher on how to introduce
the lesson and engage the learners.
Organisation of the lessons
The lesson has the following key parts:
a) Lesson number and tittle
b) Specic learning outcomes
c) Teaching and learning aids
d) Introduction to the lesson
e) Learning activities
f) Assessment
g) Answers
a) Lessonnumberandtitle
This gives the number of lessons and the strand to be covered that lesson
b) Speciclearningoutcomes
This section has the learning objectives related to the particular lesson
according to the syllabus.
c) Teaching and learning 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.
d) Introduction
This section provides additional content for the teacher to have a deeper
understanding of the topic.
e) 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
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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.
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.
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 in low tones so that they are able to
listen to one another.
f) Assessment
This section contains suggestions that assess the learning objectives.
They can be in form of questions, demonstrations, drawings, written exercises
or portfolio.
g) Answers
This section provides the answers to the exercises aim in a lesson.
The Teaching Process
Christian Religious Education is taught and learned as a core subject from
grade one. At every grade, it is structured in strands and sub-strands. These 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.
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.
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.
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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.
Teaching Methods Christian Religious Education
It is important to discuss some of the methods commonly used during
instruction of the Christian Religious Education. These are:
(i) Demonstration
(ii) Questioning and answer
(iii) Role play
(iv) Individual work
(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 Christian
Religious Education.
(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 or she
expects of them. When the teacher is demonstrating, say for example how a
game is played, he or she is to ensure that all the pupils can see what he or she
is doing.
It may be necessary to call the learners around the demonstration table for
all to see. During demonstration, he or she could ask some learners to help
in handling and setting up the teaching aids. The teacher should then outline
the procedure he or she expects the learners to follow as they carry out their
projects either individually or in groups.
(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ll several
important aspects of a lesson:
• Increases learner’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 or her pupils, among the
pupils and with teaching aids.
When a teacher asks a question to one of his or her pupils and the learner gives
a wrong answer, the teacher should not say ‘no’ or rebuke the pupil. This
withdraws the learner from further learning and concentration, because his or
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her answer was honest based on what he or she thought was right.
Instead, the teacher should follow the learner’s answer to detect any reason
that led to his or her wrong answer. In this process the teacher will discover
where the learner went wrong and help him or her.
Alternatively, the teacher’s question could have been ambiguous or vague and
as a result he or she will need to rephrase his or her question.
(iii) Role play
The teacher can ask learners to act out a role 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 learner is expected to work on his or her own.
During this session, the teacher moves round the class marking learners’ 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 learner
would perform after instruction. It is possible to conclude whether the lesson
achieved the expected objective or whether a remedial lesson is needed.
(v) Discussion
In discussion, the teacher acts as a facilitator during learners’ 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 C.R.E. Discovery can arise
through organised work and discussions.
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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 strands and sub strands 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 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
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 or 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,
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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 of Christian Religious Education
a) In learners
There are certain useful attitudes, which the teacher should help to develop
in the learners as they learn C.R.E. C.R.E 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
The 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.
• 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 teachers
• 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 and create relations with other subjects.
• Show a high level of knowledge of the content.
• Develop effective discipline skills to manage the classroom adequately.
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• Be a good communicator.
• Be a guide and counsellor.
• Have strong passion for children, teaching and learning.
TeachingandLearningResources
These refer to things that the teacher requires during the teaching process. They
include:
• The classroom
• Textbooks
• 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.
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 Strands 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 C.R.E 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.
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 SpecialEducationNeedsandMulti-abilityLearning
Inclusive education involves ensuring that 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.
Learners with special needs who may follow the regular curriculum include
those with:
i. Gifted and talented
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.
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(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.
The teacher should read aloud most of the things he or 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.
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(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’.
However, the teacher should avoid giving privileges where the learners
do not deserve them. Treat them fairly but not with undue favours. In extreme
cases, it can be recommended for the learners to join a special school.
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 and razor blade.
• During nature walks and eld visits, learners should avoid handling poisonous
plants and harmful animals, etc.
Remember, the teacher is responsible for the safety of the learners 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 judgment 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
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related to his or her everyday life and asked to try to overcome the situation by
applying what he or 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.
Types of assessment
The two types of assessment that will be employed in the new curriculum are
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 or her lesson, he or she should establish criteria for performance
and behaviour changes at the beginning of a Strand. Then at the end of every
Strand, the teacher should ensure that all the learners have mastered the stated
key Strand competences basing on the criteria stated before going to the next
Strand. The teacher will assess how well each learner masters both the subject
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matter and the generic competences described in the syllabus and 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 judgment 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. Counties 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 P6.
17
Proposed Grading System
Mark Range Grade
Quality of
Grade
Competency
80% and above A Excellent Competent
60-79% B
Very
Good
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 competencies 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 competencies
acceptable to meet grade level expectations. Learning goals are met in an
appropriate and reasonable way.
 Sufcient
Performance and understanding are emerging or developing but there are some
errors and mastery is not thorough.
 Notsufcient
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.
18
Conclusion
This Teacher’s Guide has been written to help you guide learners to learn Christian
Religious Education in the most enjoyable and captivating manner. You are
reminded to always arouse the curiosity of learners as you teach. 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
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 and 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 later! Feel free to incorporate other
innovative teaching methods that will help in delivering the intended content
optimally.
19
Strand
Self-Awareness
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Appreciate themselves as created in the image and likeness of God for His glory.
Number of lessons: 1
Key Inquiry Question
In whose image and likeness are you created?
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation
Note: You should involve learners with special needs in the learning process
appropriately. For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper cuttings, crayons, plasticine, audio player, prayer books, learner’s
tablets, radio, TV
Teaching and Learning Activities
• Remind the learners that in Grades 1 and 2, they learnt they are special before
God.
• Ask the learners to say what they like about themselves.
• Learners look at the pictures in the Activity Book and say what they see.
Creation
Refer to the Learner’s Book, Pages 1-28
20
• Learners to read Genesis 1:27.
• Explain that; human beings were created male and female.
• Human beings were created in the image and likeness of God.
• Human beings are like God.
• Learners to thank God for creating human beings to be like Him.
• Learners to answer the questions in the Activity Book.
Additional notes
• Guide the learners to say the poem in the Activity Book
Core competences to be developed: Self-efcacy as the learner appreciates himself
or herself as created by God, Communication and collaboration as the learners say
the poem.
Link to PCIs: Life skills: Effective communication as they say the poem and
through question and answer.
Linktovalues: Respect as they appreciate themselves as God’s creation.
LinktootherSubjects: Language activities as they recite Bible verses.
Non-formal activity to support learning: Music and drama.
Suggested community service learning: Learners to interact with parents and
church elders to guide them on how to make desirable choices.
Suggested assessment: Oral questions, observation, written questions, question
and answer, drawing, lling in blanks, puzzle.
21
Assessment Rubric
Exceeding
Expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
understands that
they are created
in the image and
likeness of God.
Clearly
understands that
they are created
in the image and
likeness of God.
Some
understanding that
they are created
in the image and
likeness of God.
Hardly understand
that they are
created in the
image and
likeness of God.
God created every part of me
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Recognise God as the creator of every part of their body to glorify Him.
Number of lessons: 2 Lessons
Key inquiry questions
• Who created every part of you?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper, cuttings, crayons, plasticine, audio player, prayer books, learner’s
tablets, radio, TV.
22
Teaching and Learning activities
• Ask oral questions from the previous lesson.
• Remind the learners that they are created in God’s image and likeness.
• Learners to observe the picture in the Activity Book and tell their friends what
they see.
• Ask the learners who created them.
• In pairs, the learners to read psalms 139:13.
• Explain that God created every part of us.
• He put all our parts together in our mother’s womb.
• Guide the learners to recite Psalms 139:13.
• Let the learners answer the questions in the Learner’s Book.
Additional notes
• Guide the learners to sing the song; I am fearfully and wonderfully made.”
Core competences to be developed: Imagination and creativity as they sing.
Link to PCIs: Life skills; self-esteem, assertiveness, decision making, problem
solving, effective communication.
LinktoValues:Respect, responsibility, self-control.
LinkstootherSubjects:Movement and CreativeActivities as they sing, Languages
Activities as they recite Bible verses.
SuggestedCommunityServiceLearning:Learners to interact with parents and
church elders to guide them on how to make desirable choices.
Suggested Non formal Activity to support learning: Music and drama
Suggested assessment: Oral questions, portfolios, written quizzes, reciting, checklists,
lling in blank spaces, puzzles.
23
Assessment Rubrics
Exceeding
Expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
recognises God
as the creator of
every part in their
body
Correctly
recognises God
as the creator of
every part in their
body
Fairly recognises
God as the creator
of every part in
their body
Rarely recognises
God as the creator
of every part in
their body
Our thoughts and feelings
Specic Learning Outcome
By the end of the sub-strand the learner, should be able to:
• Control thoughts and feelings in daily life.
Number of lessons: 1 Lesson
Key inquiry question
• How do you control your thoughts and feelings?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
photographs, hymn books, resource persons, community resources, realia, newspaper
cuttings, crayons, audio player, prayer books, learner’s tablets, radio, TV.
24
Teaching and Learning activities
• Remind learners that God created every part of their body.
• Ask learners oral questions from the previous lesson.
• Learners to look at the picture in the Activity Book and say what they see.
• Explain that we all have thoughts and feelings.
• Ask learners to write down one or two things they are thinking.
• Tell the learners that some thoughts and feelings are good while others are bad.
• Guide the learners to differentiate the good and bad thoughts and feelings.
• Explain that we should control all our thoughts and feelings.
• Advise the learners to avoid bad thoughts and feelings.
• Guide learners to draw and colour a picture of faces showing various emotions.
• Learners to answer the questions in the activity book.
Additional notes
• Guide the learners to sing the song; “I am happy today.”
Answers to questions
Refer to Learner’s Book Page 13
A (Good thoughts and feelings) B (Bad thoughts and feelings)
Loving others Fighting with others
Giving a pencil to a pupil who does
not have
Abusing others
Sharing our rubber Not doing the teacher’s work
Helping our parents Refusing to help others
Wanting the best for others Picking other pupil’s items without
permission
Keeping the classroom clean Throwing papers in class.
Core-Competencies to be developed: Self-efcacy as they appreciate themselves
as created by God, imagination and creativity through drawing and colouring,
communication and collaboration as they discuss in groups and role play.
25
Link to Link to PCIs: Life skills; self-esteem, assertiveness, decision making,
problem solving, effective communication, coping with emotions, Health Education;
nutrition and hygiene
LinktoValues:Respect, responsibility, self-control
LinkstootherSubjects:Movement and Creative Activities as they sing, dance,
draw and colour, Languages Activities as they recite Bible verses
SuggestedCommunityServiceLearning:Learners to interact with parents and
church elders to guide them on how to make desirable choices
Suggested Non formal Activity to support learning: Music and drama
Suggested assessment: Oral questions, portfolios, written quizzes, reciting, checklists,
lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
Expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
control thoughts
and feelings in
their daily life
Correctly and
appropriately
control thoughts
and feelings in
their daily life
Fairly control
thoughts and
feelings in their
daily life
Rarely control
thoughts and
feelings in their
daily life
Making Choices
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Make decisions that are acceptable to God in their lives.
Number of lessons: 2 Lessons
Key Inquiry Question
What are the effects of the choices you make?
Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling,
dramatisation.
26
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper cuttings, audio player, prayer books, learner’s tablets, radio, TV.
Teaching and Learning Activities
• Ask oral questions from the previous lesson. Link learner’s answers to this
lesson.
• Explain that people can make right or wrong choices.
• Ask learners to tell their friends the right choices they have ever made.
• In groups of ve, learners to discuss the wrong choices they are likely to make.
• Guide learners to discuss in pairs the effects of choices they make.
• Allow each pair to present their discussion in front of the class.
Additional notes
• Guide the learners to sing the song, “I have decided to follow Jesus.”
Core Competencies to be developed: Self-efcacy as the learners appreciate
themselves as created by God, imagination and creativity through drawing and
colouring, communication and collaboration as they discuss in groups and role play
Link to PCIs: Life skills; self-esteem, assertiveness, decision making, problem
solving, effective communication, coping with emotions, Health Education;
nutrition and hygiene.
LinktoValues:Respect, responsibility, self-control.
Linkstoothersubjects:Movement and Creative Activities as they sing, dance,
draw and colour, Languages Activities as they recite Bible verses.
SuggestedCommunityServiceLearning:Learners to interact with parents and
church elders to guide them on how to make desirable choices.
27
Suggested Non-formal Activity to support learning: Music and drama
Suggested assessment: Oral questions, portfolios, written quizzes, reciting, checklists,
lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
Expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
makes appropriate
choices in life
Correctly makes
appropriate
choices in life
Fairly makes
appropriate
choices in life
Rarely makes
appropriate
choices in life
The Family
Refer to Learner’s Book Page 14
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
1. Recognise the head of the family and respect them.
2. Name the members of the nuclear and extended family for identication.
Number of lessons: 2 Lessons
Key inquiry questions
1. Who is the head of the family?
2. Who are your family members?
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.
28
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
prayer books, learner’s tablets, radio, TV.
Teaching and Learning Activities
• Remind the learners about the nuclear and extended family learnt in Grades 1
and 2.
• Ask learners to name members of the nuclear family.
• Let the learners name members of the extended family.
• Learners to look at the pictures in the Activity Book and tell their friends what
they see.
• Explain that the head of the family is the father.
• Ask learners to name the members of their nuclear family.
• Guide the learners to name members of their extended family.
• In groups, learners to say how they relate with their family members.
• Encourage them to identify with members of their family for a sense of belonging.
Additional notes
Be careful while handling this topic since family is a very sensitive issue in our
dynamic community.
Core competencies to be developed: Learning to learn as they name family
members, imagination and creativity as they draw and colour the family tree.
LinktoPCIs:Life skills; self-esteem, self-awareness, interpersonal relationship,
friendship formation, critical thinking, Citizenship: Social cohesion, patriotism.
LinktoValues: Love, respect, responsibility, humility, fairness, equity
Link to other Subjects: Environmental activities as they link family to a tree,
Language Activities as they name family members.
SuggestedCommunityServiceLearning: Learners to interact with parents and
senior members of the family to understand the family tree
29
Suggested assessment: Oral questions, portfolios, written quizzes, reciting, checklists,
lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
Recognises
family members
in the nuclear and
extended family
Correctly
Recognises
family members
in the nuclear and
extended family
Sometimes
Recognises
family members
in the nuclear and
extended family
Hardly Recognises
family members
in the nuclear and
extended family
The Family tree
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Draw the family tree to understand relationships within the family.
Number of lessons: 1 Lesson
Key inquiry question
• What is a family tree?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper cuttings, audio player, prayer books, learner’s tablets, radio, TV, crayons.
30
Teaching and Learning Activities
• Ask learners some oral questions from the previous lesson. Link the answers to
this lesson.
• Tell the learners that their family started a long time ago.
• Explain that a family tree is a chart which shows all the people in a family over
many generations and their relationships to one another.
• Give the learners an example of a family tree by either using your own family or
of a family that you know very well.
• Learners to name their own relatives by using a family tree.
• Learners to draw and colour their family tree to the level of grandparents.
Additional notes
Guide the learners to draw a family tree and compare it with that of their friends.
Core competencies to be developed: Learning to learn as they name family
members, imagination and creativity as they draw and colour the family tree.
LinktoPCIs:Life skills; self-esteem, self-awareness, interpersonal relationship,
friendship formation, critical thinking, Citizenship: Social cohesion, patriotism.
LinktoValues: Love, respect, responsibility, humility, fairness, equity.
Linkstoothersubjects:Environmental activities as they link family to a tree.
SuggestedCommunityServiceLearning: Learners to interact with parents and
senior members of the family to understand the family tree.
Suggested assessment: Oral questions, portfolios, written quizzes, reciting, checklists,
lling in blank spaces, puzzles.
31
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently draws
and labels the
family tree
Correctly draws
and labels the
family tree
Sometimes draws
and labels the
family tree
Hardly draws the
family tree
Creation of Adam and Eve
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
1. Acknowledge God as the creator of Adam and Eve as our rst parents on earth.
Number of lessons: 1 Lesson
Key inquiry question
• Who created Adam and Eve?
Teaching Methodology
Question and answer, discussion, group work, demonstration, storytelling,
dramatisation
Note: The teacher should involve learners with special needs in the learning process
appropriately. For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
audio player, prayer books, relevant texts and documents, learner’s tablets, radio,
Teaching and Learning Activities
• Remind the learners that God is the creator of all human beings.
• Ask learners why human beings are special before God.
32
• Learners to observe the pictures in the Activity Book and say what they see.
• Learners to read Genesis 2:7, 21.
• Explain that God created Adam and Eve.
• Adam was created from soil.
• Eve was created from the man’s rib.
• Tell the learners that Adam and Eve are our rst parents.
• Learners to answer the questions in the Learner’s Book.
Additional notes
• Learners to recite Genesis 2:21
Answers to questions
Refer to Learner’s Book Page 25
1. Chased 2. Soil 3. Sin 4. Obey
Core-Competencies to be developed: Communication and collaboration as they
narrate man’s disobedience, learning to learn as they role play, imagination and
creativity as they compose poems.
LinktoPCIs:Life skills; decision making, effective communication, self-awareness
and esteem, conict resolution, coping with emotions and stress, Citizenship; good
governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;
gender awareness as they identify Adam and Eve.
LinktoValues:Obedience, respect, responsibility, loyalty.
Linktootherlearningactivityareas:Language Activities as they write poems,
Movement and Creative Activities: singing and dancing.
SuggestedCommunityServiceLearning: Interaction between learners and elders
in the community to enhance the value of obedience.
Suggested Non formal Activity to support learning: Simulation games, obeying
school authority and the children’s government.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles
33
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
acknowledge God
as the creator of
Adam and Eve our
rst parents
Clearly
acknowledge God
as the creator of
Adam and Eve our
rst parents
Sometimes
acknowledge God
as the creator of
Adam and Eve our
rst parents
Rarely
acknowledge God
as the creator of
Adam and Eve our
rst parents
Adam and Eve disobeyed God
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Describe how Adam and Eve disobeyed God and desire to obey God in their
daily lives.
Number of lessons: 1 Lesson
Key inquiry question
• How did man disobey 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, give activities that are friendly to them
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
audio player, prayer books, learner’s tablets, radio, TV.
Teaching and Learning Activities
• Ask oral questions from the previous lesson. For example, who are our rst
parents? Link the answers to this lesson.
34
• Learners to look at the pictures in the Learner’s Book and tell their friends what
they see.
• Explain to the learners the instructions that Adam was given after he was put in
the Garden of Eden.
• Guide learners to read how man disobeyed God according to Genesis 3:6-7.
• Ask learners to discuss in groups how man disobeyed God.
• Guide learners to answer the questions that are in the Learner’s Book.
Additional notes
Guide the learners to recite Genesis 3:7
Core-Competencies to be developed: Communication and collaboration as they
narrate man’s disobedience, learning to learn as they role play, imagination and
creativity as they compose poems.
LinktoPCIs:Life skills; decision making, effective communication, self-awareness
and esteem, conict resolution, coping with emotions and stress, Citizenship; good
governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;
gender awareness as they identify Adam and Eve.
LinktoValues:Obedience, respect, responsibility, loyalty.
LinktootherSubjects:Language Activities as they write poems, Movement and
Creative Activities: singing and dancing.
SuggestedCommunityServiceLearning: Interaction between learners and elders
in the community to enhance the value of obedience.
Suggested Non formal Activity to support learning: Simulation games, obeying
school authority and the children’s government.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
35
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
describes how
Adam and Eve
disobeyed God
Clearly describes
how Adam and
Eve disobeyed
God
Sometimes
describes how
Adam and Eve
disobeyed God
Rarely describes
how Adam and
Eve disobeyed
God
Results of Man’s disobedience
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• State the results of disobeying God’s command to avoid sin.
Number of lessons: 1 Lesson
Key inquiry question
What was the result of man’s disobedience?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper cuttings, crayons, plasticine, audio player, prayer books, learner’s tablets,
radio, TV, camera.
36
Teaching and Learning Activities
• Ask learners to say the way in which man disobeyed God.
• Learners to recite Genesis 3: 6.
• Guide learners to read Genesis 3: 23
• Explain that after disobeying God, man was thrown out of the Garden of Eden.
• Tell the learners that man’s disobedience separated him from God.
• Guide the learners to answer the questions in the Learner’s Book.
Additional notes
Ask learners to tell their friends what happens to a child who disobeys an elder
in the church.
Core-Competencies to be developed: Communication and collaboration as they
narrate man’s disobedience, learning to learn as they role play, imagination and
creativity as they compose poems
LinktoPCIs:Life skills; decision making, effective communication, self-awareness
and esteem, conict resolution, coping with emotions and stress, Citizenship; good
governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;
gender awareness as they identify Adam and Eve.
LinktoValues:Obedience, respect, responsibility, loyalty.
LinktootherSubjects:Language Activities as they write poems, Movement and
Creative Activities: singing and dancing.
SuggestedCommunityServiceLearning: Interaction between learners and elders
in the community to enhance the value of obedience
Suggested Non formal Activity to support learning: Simulation games, obeying
school authority and the children’s government.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
37
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately states
the result of
disobeying God’s
command
Clearly states
the result of
disobeying God’s
command
Sometimes states
the result of
disobeying God’
command
Rarely states
the result of
disobeying God’
command
Obeying parent’s; Obeying teachers
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
1. Explain the importance of obeying parents to live a harmonious family life.
2. Explain the importance of obeying teachers to promote good relationships at
school.
Number of lessons: 2 Lessons
Key inquiry questions
1. Why should you obey your parents?
2. Why should you obey teachers?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, videos, charts,
posters, photographs, hymn books, resource persons, community resources, realia,
newspaper cuttings, crayons, plasticine, audio player, prayer books, learner’s
tablets, radio, TV, camera.
38
Teaching and Learning Activities
• Ask learners what parents tell their children when they obey.
• Remind the learners that it is the duty of every child to obey their parents.
• Explain that our parents provide many things for us.
• Ask learners to name the things which their parents provide for them.
• Explain that teachers do many things for learners.
• Ask learners to name a few things their teachers do for them.
• Tell the learners that we should obey our parents and teachers because of the
many things they provide for us.
• Ask learners to write down why it is important to obey their parents.
• Allow learners to compose a poem on the importance of obeying teachers.
• Let the learners answer the questions that are in the Learner’s Book.
Additional notes
Guide the learners to recite Ephesians 6:2
Core-Competencies to be developed: Communication and collaboration as they
narrate man’s disobedience, learning to learn as they role play, imagination and
creativity as they compose poems
LinktoPCIs:Life skills; decision making, effective communication, self-awareness
and esteem, conict resolution, coping with emotions and stress, Citizenship; good
governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;
gender awareness as they identify Adam and Eve.
LinktoValues:Obedience, respect, responsibility, loyalty.
LinktootherSubjects:Language Activities as they write poems
Movement and Creative Activities: singing and dancing
SuggestedCommunityServiceLearning: Interaction between learners and elders
in the community to enhance the value of obedience.
Suggested Non-formal Activity to support learning: Simulation games, obeying
school authority and the children’s government.
39
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
understands
the importance
of obedience
to teachers and
parents
Clearly
understands
the importance
of obedience
to teachers and
parents
Some
understanding
of obedience
to teachers and
parents
Rarely obeys
teachers and
parents
40
The Bible as the Word of God
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
1. Differentiate the Bible from other books as a Holy Book used by Christians.
2. Explain how the writing of the Bible was different from other books and respect
it
Number of lessons: 2 lessons
Key inquiry questions
1. What is the Bible?
2. Who wrote the Bible?
Teaching Methodology
Question and answer, discussion, demonstration, storytelling, dramatisation.
Note: The teacher should involve learners with special needs in the learning process
appropriately. For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, prayer books, learner’s tablets,
Teaching and Learning Activities
• Introduce the lesson by asking the learners what they know about the Bible.
Strand
The Holy Bible
Refer to the Learner’s Book, Pages 30-42
41
The Hol y Bib le
• Ask them how they should show respect for the Bible (from what they learnt in
Grade 2)
• The learners to look at the illustrations in the Learner’s Book as the teacher
guides about their interpretation
• Guide the learners to read 2 Timothy 3:16.
• The Bible was written by people who were inspired by God.
• It is a holy book.
• It is the word of God.
• It should be respected.
• Learners to answer the questions in the Learner’s Book.
Additional notes
Sing the song ‘my Bible and I what a wonderful treasure that God
gave without measure we are travelling together my Bible and I’.
Answers to Activity questions
Refer to Learner’s Book Page 32
Wordsearch
K T M I L
L
F
R A O U
J U
R
A
M
S Q
O K
O
M A T
T
H E W
B
R
O R
N
N X
O
K
B I B L S
42
Core Competence to be developed: Communication and collaboration as they
discuss in groups, learning to learn as they discuss how the Bible guides their lives.
LinktoPCIs:Learner support programmes; guidance, Life-skills; decision making,
interpersonal relationship, assertiveness, effective communication, Citizenship; law
and order, good governance.
LinktoValues: Cooperation, holiness, respect, responsibility, love.
Link to other Subjects: Language Activities through reading, Movement and
Creative Activities through singing.
SuggestedCommunityServiceLearning: Learners to interact with their parents
and the community as they learn more about the importance of the Bible.
Suggested Non formal Activity to support learning: Music and dance, guidance
and counseling, skits, participate in Bible club activities.
Suggested assessment: Oral questions, portfolios, written quizzes, questions and
answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
Expectation
Meeting
Expectation
Approaching
Expectation
Below
expectations
Accurately and
consistently
interacts with the
Holy Bible as the
word of God
Accurately
interacts with the
Holy Bible as the
word of God
Occasionally
interacts with the
Holy Bible as the
word of God
Hardly interacts
with the Holy
Bible as the word
of God
Books in the New Testament
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
1. State the number of books in the New Testament and develop interest in reading
it.
2. Name the four Gospel books in the New Testament and relate them to the
teachings of Jesus Christ.
3. Appreciate the Bible as a guide in their daily lives.
Number of lessons: 2 lessons
43
Key inquiry questions
1. How many books are in the New Testament?
2. Which are the four Gospel books in the New Testament?
3. Why is the Bible important in your daily lives?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
photographs, hymn books, realia, audio player, prayer books, learner’s tablets, radio,
T V.
Teaching and Learning Activities
• Introduce the lesson by asking the pupils what they learnt in the previous lesson.
• In pairs, learners to state the number of books in the New Testament.
• There are 27 books in the New Testament.
• In pairs, learners to name the rst four Gospel books.
• The rst four Gospel books are Mathew, Mark, Luke and John.
• In groups of ve, learners to discuss the importance of reading the Bible always.
• We read the Bible to know more about God.
• We grow in faith when we read the Bible.
• The Bible teaches us to do the right things.
• Learners to recite Psalms 119:105.
44
Additional notes
Sing the song ‘my Bible and I what a wonderful treasure that God
gave without measure we are travelling together my Bible and I. My
Jesus and I….’
Core Competence to be developed: Communication and collaboration as they
discuss in groups, learning to learn as they discuss how the Bible guides their lives.
LinktoPCIs:Learner support programmes; guidance, Life-skills; decision making,
interpersonal relationship, assertiveness, effective communication, Citizenship; law
and order, good governance
LinktoValues: Cooperation, holiness, respect, responsibility, love.
LinktootherSubjects:Language Activities through reading, Movement and Creative
Activities through singing.
SuggestedCommunityServiceLearning: Learners to interact with their parents
and the community as they learn more about the importance of the Bible,
Suggested Non-formal Activity to support learning: Music and dance, guidance
and counseling, skits, participate in Bible club activities.
Suggested assessment: Oral questions, portfolios, written quizzes, questions and
answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment rubrics
Exceeding
Expectation
Meeting
Expectation
Approaching
Expectation
Below
expectations
Accurately and
consistently
mentions the
number of books
in the New
Testament and the
four gospel books
Accurately
mentions the
number of books
in the New
Testament and
names the four
gospel books
Sometimes
mentions the
number of books
in the New
Testament and the
four gospel books
Rarely mentions
the number of
books in the New
Testament
45
Moses and the burning bush
Refer to Learners’s Book Page 33
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
Narrate what happened in the story of Moses and the burning bush and relate it with
the holy places of worship.
Number of lessons: 2 lessons
Key inquiry question
• What happened to Moses at Mount Sinai?
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 Teaching and Learning 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, prayer books learners tablets, projectors.
Teaching and Learning Activities
• Ask the learners what they know about Moses.
• Have they learnt about Moses in Sunday School?
• Build the lesson from what they know.
• The teacher can now explain about Moses and the burning bush.
• Learners to observe the pictures in the Learner’s Book and tell their friends what
is happening.
46
• Guide the learners to read Exodus 3:1-6.
• In pairs, learners to discuss the story of Moses and the burning bush.
• Explain that: Moses was taking care of sheep and goats of his father- in-law,
Jethro at Mt. Sinai.
• He saw a burning bush, the bush was on re but it was not burning up.
• Moses thought that was strange so he got closer to the burning bush.
• The Lord called him from the middle of the bush,’ Moses! Moses!
• He answered, “Yes, here I am”.
• The Lord told him to take off his shoes for the ground was holy.
• Learners to watch a video of Moses and the burning bush. Ensure the learners
with visual and hearing impairment are near the device so that they can see and
hear clearer.
Additional notes:
Learners to sing a song about Moses and the burning bush.
Core Competence to be developed: Communication and collaboration as learners
discuss the story, imagination and creativity as learner’s sing, digital literacy as they
watch a video.
LinktoPCIs:Life skills; decision making, assertiveness, effective communication,
interpersonal relationship, awareness, Citizenship; leadership.
LinktoValues: Obedience, holiness, humility, social justice, loyalty, responsibility
Link to other Subjects: Language Activities as learners read, Movement and
Creative Activities as learners sing, Environmental Activities; a burning bush.
SuggestedCommunityServiceLearning: Learners interact with senior citizens
and church leaders to discuss the benets of obedience.
Suggested Non-formal Activity to support learning: Participate in election of
children’s government, sing and dance, dramatise
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing.
47
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the
Bible story and
applies the values
acquired in their
lives.
Consistently
narrates the
Bible story and
applies the values
acquired in their
lives.
Sometimes
narrates and
applies values
acquired from
the Bible story in
their lives.
Hardly narrates
nor applies values
acquired from the
Bible story in their
lives.
Moses’ obedience to God
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Discuss how Moses expressed obedience and apply it in their daily lives.
Number of lessons: 2 Lessons
Key inquiry questions
1. What did Moses do to show that the place was holy?
2. How did Moses express obedience?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, photographs, hymn books, resource persons, realia, newspaper cuttings,
audio player, prayer books, learner’s tablets, radio, TV.
48
Teaching and Learning Activities
• Introduce the lesson by asking the learners what they learnt in the previous
lesson.
• Guide the learners to read Exodus 3:5-6.
• Explain that; God told Moses to remove his shoes because he was standing on a
holy ground.
• The Lord told Moses that He was the God of Abraham, Isaac and Jacob.
• Moses covered his face because he was afraid to look at God.
• In groups, learners to role play the story of Moses and the burning bush.
• In pairs, learners to discuss the value of obedience. For example, to live in peace
with others, to show our love.
• Learners to draw and colour Moses and the burning bush and share the drawing
with others.
• Learners to answer questions in the Learner’s Book.
Additional notes
In pairs, learners to discuss the value of obedience and why it is important to obey
their parents, teachers and other members in the community
Answers to questions
Refer to Learner’s Book Page 34
1. God called Moses from the burning bush.
2. Moses removed his shoes because the ground was holy.
3. We should obey God because He is our creator and our father in heaven.
Core Competence to be developed: Communication and collaboration as learners
discuss and role play, learning to learn as learners apply acquired skills and values,
imagination and creativity as learner’s role play.
LinktoPCIs:Life skills; decision making, assertiveness, effective communication,
interpersonal relationship, awareness, Citizenship; leadership
49
LinktoValues: Obedience, holiness, humility, social justice, loyalty, responsibility
Link to other Subjects: Language Activities as learners read; Movement and
Creative Activities as learner’s draw and role play; Environmental Activities; a
burning bush.
SuggestedCommunityServiceLearningActivities: Learners interact with senior
citizens and church leaders to discuss the benets of obedience.
Suggested Non-formal Activity to support learning: participate in election of
children’s government, sing and dance, dramatise.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, reciting, checklists, drawing.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the Bible
story and applies
the values acquired
in their lives
Consistently
narrates the
Bible story and
applies the values
acquired in their
lives
Sometimes
narrates and
applies values
acquired from
the Bible story in
their lives
Hardly narrates
nor applies
values acquired
from the Bible
story in their
lives.
The big sh swallows Jonah
Refer to Learner’s Book Page 35
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
• Narrate the story of Jonah and be obedient to God.
Number of lessons: 2 lessons
Key inquiry question
• How did Jonah disobey God?
50
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, audio player, prayer books,
learner’s tablets,
Teaching and Learning Activities
• Tell learners to look at the pictures in the Learner’s Book and tell their friend
what is happening.
• Guide the learners to read Jonah 1: 1-4.
• In pairs, learners to discuss the story of Jonah.
• Ask oral questions on the story of Jonah.
• Learners to watch a video on the story of Jonah.
• In pairs, learners to draw and colour the big sh.
Additional notes
Provide a picture of Jonah being swallowed by the big sh (place it at the learning
corner in class).
Core Competence to be developed: Communication and collaboration as learners
discuss, imagination and creativity as learners draw and colour, digital literacy as
they watch a video. Learners with visual impairments should be placed in front to
have a clearer view. The volume of the device should be adjusted to favour those
with hearing impairments.
LinktoPCIs:Life skills; decision making, negotiation, effective communication,
Citizenship; leadership, loyalty, ESD; safety and security.
51
LinktoValues: Obedience, forgiveness, love, respect, responsibility, social justice,
fairness.
LinktootherSubjects:Movement and Creative Activities as learners sing, draw
and colour, Language Activities as learners read.
SuggestedCommunityServiceLearning: Learners to interact with their parents
and elderly members of the community and discuss effects of disobedience.
Suggested Non-formal Activity to support learning: Participate in Pastoral
programme activities, involve children’s government to guide the learners on
obedience, nature walk to a nearby sh pond or lake, make a mosaic of a big sh.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
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
describes the story
and applies the
values acquired in
their lives
Consistently
describes the story
and applies the
values acquired in
their lives
Sometimes
describes the story
and applies the
values acquired in
their daily lives
Hardly describes
the story
Jonah’s disobedience to God
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Explain results of Jonah’s disobedience and desire to obey God.
Number of lessons: 2 lessons
Key inquiry questions
• What was the result of Jonah’s disobedience?
52
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 Teaching and Learning 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.
Teaching and Learning Activities
• Introduce the lesson by asking the learners why they should be obedient to their
parents and other members of the community.
• Guide the learners to read Jonah 1:15 and 17 then Jonah 2:10.
• Jonah was thrown into the sea.
• At the Lord’s command a large sh swallowed Jonah.
• He was inside the sh for three days and nights.
• Then the Lord ordered the sh to spew Jonah up on the beach, and it did.
• Learners to sing a song, ‘The big sh shallows Jonah…’
• Learners to answer questions in the Learner’s Book.
Additional notes:
• Learners to write on ash cards importance of obeying their parents.
• Group activity; learners to state why they should be obedient to their parents
and to God.
53
Answers to questions
Refer to Learner’s Book page 36
1. The sentences follow each other in this order; f, b, c, a, e, d.
Core Competence to be developed: Communication and collaboration as learners
sing and discuss, imagination and creativity as learners sing.
LinktoPCIs:Life skills; decision making, negotiation, effective communication,
Citizenship; leadership, loyalty, ESD; safety and security.
LinktoValues: Obedience, forgiveness, love, respect, responsibility, social justice,
fairness.
Link to other Subjects: Movement and Creative Activities as learners sing;
Language Activities as learners read and discuss reasons why they should be
obedient to God and others.
SuggestedCommunityServiceLearning: Learners to interact with their parents
and elderly members of the community and discuss effects of disobedience.
Suggested Non-formal Activity to support learning: Participate in Pastoral
programme activities, involve children’s government to guide the learners on
obedience, nature walk to a nearby sh pond or lake, make a mosaic of a big sh.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
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
describes the story
and applies the
values acquired in
their lives
Consistently
describes the story
and applies the
values acquired in
their lives
Sometimes
describes the story
and applies the
values acquired in
their daily lives
Hardly describes
the story
54
Naaman is healed
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Describe the healing of Naaman and desire to have faith in God.
Number of lessons: 2 lessons
Key inquiry questions
a) Which disease was Naaman suffering from?
b) Which instructions were given to Naaman by Prophet Elisha?
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 Teaching and Learning 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, audio player, prayer books, learner’s tablets.
Teaching and Learning Activities
• Introduce the lesson by asking the learners to name some common diseases.
• Build the lesson from here by stating that Naaman suffered from an incurable
disease but God healed him.
• Learners to look at the pictures in the Learner’s Book and say what they see.
• Learners to read the story of Naaman in 2 Kings 5:1-14 ( every learner to read a
verse).
• In pairs, learners to discuss the story of Naaman.
55
• In groups, learners to list instructions given to Naaman by prophet Elisha.
• Guide learners to answer the questions in the Activity Book.
Additional notes:
Learners to sing a song on the healing of Naaman.
Core Competence to be developed: Communication and collaboration as learners
read and discuss the story of Naaman; imagination and creativity as they dramatise
healing of Naaman, learning to learn as the learners read the story.
Link to PCIs: Health Education; communicable diseases, Life skill; decision
making, problem solving, negotiation, effective communication, self-awareness and
self-esteem, interpersonal relationship, Citizenship; leadership, ESD; environmental
awareness.
LinktoValues: Humility, obedience, faith, persistence, social justice, responsibility
LinktootherSubjects:Language Activities as they read the Bible, Movement and
Creative Activities as learners dramatise the story, Health and Nutrition as learners
mention the disease Naaman was suffering from.
Suggested Community Service Learning: Interact with parents and elders in
the community to discuss effects of communicable diseases and how they can be
prevented.
Suggested Non-formal Activity to support learning: Participate in immunization
and de-worming programmes, get involved in hand washing programme.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently explains
the story and applies
values acquired in
their lives
Consistently
explains the story
and applies the
values acquired in
their lives
Sometimes
explains the story
and applies the
values acquired in
their lives
Hardly explains
the story nor
applies the values
acquired in their
lives
56
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Appreciate God as the healer of all diseases.
Number of lessons: 2 lessons
Key inquiry question
• Who healed Naaman?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, resource persons, community
resources, realia, newspaper cuttings, crayons, audio player, prayer books, learner’s
tablets, projectors, radio, TV
Teaching and Learning Activities
• Learners to dramatise the story of Naaman.
• Learners to list in groups what they learn from this story.
• Learners to watch a video clip on Naaman’s healing.
• If one is sick they should pray to God for healing.
• God is a healer of all diseases.
• He is a caring Father.
57
Additional notes:
The learners to draw and colour Naaman.
Answers to questions
Refer to Learner’s Book page 39
1. God healed Naaman.
2. The sentences should be ordered as follows; b, d, c, e, a.
Core Competence to be developed: Communication and collaboration as learners
read and discuss the story of Naaman, imagination and creativity as they dramatise
healing of Naaman, learning to learn as the learners read the story.
Link to PCIs: Health Education; communicable diseases, Life skill; decision
making, problem solving, negotiation, effective communication, self-awareness and
self-esteem, interpersonal relationship, Citizenship; leadership, ESD; environmental
awareness.
LinktoValues: Humility, obedience, faith, persistence, social justice, responsibility.
LinktootherSubjects:Language Activities as they read the Bible, Movement and
Creative Activities as learners dramatise the story, Health and Nutrition as learners
mention the disease Naaman was suffering from.
Suggested Community Service Learning: Interact with parents and elders in
the community to discuss effects of communicable diseases and how they can be
prevented.
Suggested Non-formal Activity to support learning: Participate in immunization
and de-worming programmes, get involved in hand washing programme.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
explains the story
and applies values
acquired in their
lives.
Consistently
explains the story
and applies the
values acquired in
their lives.
Sometimes
explains the story
and applies the
values acquired in
their lives.
Hardly explains
the story nor
applies the values
acquired in their
lives.
58
Three Hebrew men are rescued from re
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Narrate the story of the three Hebrew men to strengthen their relationship with
God.
Number of lessons: 2 lessons
Key inquiry question
• What happened to the three Hebrew men?
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 Teaching and Learning 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.
Teaching and Learning Activities
• Ask the learners to say what is happening in the pictures provided in the Learner’s
Book.
• Guide the Learners to read Daniel 3:15-16, 18, 23-30 (each learner to read a
verse).
• Learners to watch a video on the story.
• In groups of ve, learners to discuss why the three Hebrew men were thrown into
the re.
59
Additional notes:
Learners to list in groups lessons learnt from this story.
Core Competence to be developed: Communication and collaboration as they
read.
LinktoPCIs:Citizenship; human rights (freedom of worship), ESD; safety and
security, Life skills; decision Making, assertiveness (peer pressure resistance),
effective communication, self- awareness and self esteem.
LinktoValues: Trust, obedience, responsibility, courage, faith.
Linktootherlearningactivityareas:Language Activities in reading the story on
the three Hebrew men.
SuggestedCommunityServiceLearning: Interact with their parents and church
leaders to learn more about ways of expressing assertiveness, parents to sensitize
the children on safety at home.
Suggested Non-formal Activity to support learning: Participate in re drills and
other safety and security measures in school.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
describes the story
and applies values
acquired from the
story in their lives
Consistently
describes the story
and applies values
acquired from the
story in their lives
Sometimes
describes and
applies values
acquired from the
story in their lives
Hardly describes
the story
60
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Trust God to cope with daily challenges.
Number of lessons: 2 lessons
Key inquiry questions
• Who rescued the three Hebrew men from re?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, pictures, videos, charts,
photographs, hymn books, resource persons, community resources, realia, newspaper
cuttings, crayons, plasticine, audio player, prayer books , learner’s tablets, radio, TV.
Teaching and Learning Activities
• Ask the learners whether they know the meaning of the word ‘trust’.
• Explain to the learners what it means to trust in God.
• The three Hebrew men trusted in God and He delivered them from the re.
• Learners to draw and colour the three Hebrew men and the fourth person who
rescued them.
• Learners to dramatise the three Hebrew men and the fourth man who rescued
them.
• Learners to sing a song on the story.
61
Additional notes
Explain to the learners on the importance of trusting God at all times.
Answers to Activity questions
Refer to Learner’s Book page 41
1. God rescued the three Hebrew men
Core Competence to be developed: imagination and creativity as they dramatise,
self-efcacy as they express ways of dealing with peer pressure.
LinktoPCIs:Citizenship; human rights (freedom of worship), ESD; safety and
security, Life skills; decision Making, assertiveness (peer pressure resistance),
effective communication, self-awareness and self esteem
LinktoValues: Trust, obedience, responsibility, courage, faith.
LinktootherSubjects:Movement and Creative Activities as they dramatise.
SuggestedCommunityServiceLearning: Interact with their parents and church
leaders to learn more about ways of expressing assertiveness, Parents to sensitize
the children on safety at home
Suggested Non-formal Activity to support learning: Participate in re drills and
other safety and security measures in school.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
describes the story
and applies values
acquired from the
story in their lives
Consistently
describes the story
and applies values
acquired from the
story in their lives
Sometimes
describes and
applies values
acquired from the
story in their lives
Hardly describes
the story
62
Elisha and the boys
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Explain the story of Elisha and the boys and relate it to their day to day life.
Number of lessons: 2 lessons
Key inquiry questions
1. Why was Elisha annoyed with the boys?
2. What did Elisha say to the boys?
3. How many boys were there?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, photographs, hymn books, resource persons, community resources,
crayons, audio player, prayer books, learner’s tablets.
Teaching and Learning Activities
• Introduce the lesson by asking them whether they know the story of Elisha.
• Build the lesson from what they know.
• Ask the learners to look at the pictures and say what is happening.
• Guide the learners to read 2 Kings 2: 23-24.
• Learners to mention the number of boys in the story.
63
• Learners to draw,colour and display pictures of two bears.
• Learners to role play the story of Elisha and the boys.
• Learners to sing a simple song on Elisha and the boys.
Additional notes:
• Encourage learners to always respect their elders.
• Ask learners to compose a poem about respect for the elders.
Answers to Work to do
Refer to Learner’s Book page 42
1. They mocked him
2. 42 boys
3. He cursed them.
Core Competence to be developed: Imagination and creativity through role play,
drawing and singing, learning to learn as they acquire new ideas, communication
and collaboration as they share the pictures.
Link to PCIs: Life skills; effective Communication, self-awareness, Parental
Engagement and empowerment; parents should guide children, Citizenship; good
governance, obey elders, Learner support programme; guidance.
LinktoValues: Respect, love, responsibility, social justice.
LinktootherSubjects:Environmental Activities as they draw the 2 bears, Language
Activities as they compose poem, recite and read, Movement and Creative Activities
through singing, role play, Mathematical Activities as they list the number of boys
and bears.
SuggestedCommunityServiceLearning: Visit the senior citizens and learn more
about the importance of respecting the elderly.
Suggested Non-formal Activity to support learning: Participate in guidance and
counseling programmes in schools.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
64
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the story
and applies the
values acquired in
their lives
Accurately
narrates the story
and applies the
values acquired in
their lives
Sometimes
narrates and
applies the values
acquired from the
story in their lives
Hardly narrates
the story nor
applies the values
acquired.
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Apply the story in their daily lives by respecting the elderly at home, church,
school and the community.
Number of lessons: 2 lessons
Key inquiry question
• Why should you respect the elderly?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, photographs, hymn books, resource persons, community resources,
crayons, audio player, prayer books learner’s tablets.
65
Teaching and Learning Activities
• Introduce the lesson by asking the learners why it is important to respect the
elderly.
• Ask the learners to look at the pictures and say what they can see?
• Tell the learners that it is important to respect the elderly because:
a) They bless us when we respect them.
b) They guide us.
c) They protect us.
d) God is happy when we respect the elderly.
• When children do not respect elders they can be cursed.
• Give an example of the 42 boys who mocked Elisha and he cursed them.
• Learners to answer the questions in the Learner’s Book.
Additional notes:
Learners to role play respecting the elders in the society.
Answers to Activity
Refer to Learner’s Book page 41
1. a. good b. bad c. good d. bad
2. It is good to respect the elderly because, they bless, guide us, protect us and God
is happy with us.
Core Competence to be developed: Imagination and creativity through role play,
drawing and singing, learning to learn as they acquire new ideas, communication
and collaboration as they share the picture.
Link to PCIs: Life skills; effective Communication, self-awareness, Parental
Engagement and empowerment; parents should guide children, Citizenship; good
governance, obey elders, Learner support programme; guidance.
66
LinktoValues: Respect, love, responsibility, social justice.
Link to other Subjects: Environmental Activities as they draw the two bears,
Language Activities as they compose poem, recite and read, Movement and Creative
Activities through singing, role play.
Mathematical Activities as they list the number of boys and bears.
SuggestedCommunityServiceLearning: Visit the senior citizens and learn more
about the importance of respecting the elderly.
Suggested Non-formal Activity to support learning: Participate in guidance and
counselling programmes in schools.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the story
and applies the
values acquired in
their lives
Accurately
narrates the story
and applies the
values acquired in
their lives
Sometimes
narrates and
applies the values
acquired from the
story in their lives
Hardly narrates
the story nor
applies the values
acquired.
67
The wise men guided by the star
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Identify the star that guided the wise men and desire to be led by God in their
daily lives.
Number of lessons: 3 Lessons
Key inquiry questions
1. Who were the wise men?
2. What guided the wise men?
Teaching Methodology
Question and answer, role play, dramatisation, discussion method, demonstration,
story telling.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, videos, resource person, charts, posters,
photographs, community resources, newspaper cuttings, crayons, plasticine, audio
player, hymn book, prayer book, TV, learner’s tablets.
Teaching and Learning Activities
• Remind learners that in grade two they learnt about the wise men visiting baby
Jesus with gifts.
• Ask learners to name the gifts given to Jesus by the wise men.
Strand
The early life of Jesus Christ
Refer to the Learner’s Book, Pages 43-58
68
• Guide learners to discuss in pairs, activities that take place when a baby is born.
For example, gifts are brought to share the joy of the parents.
• Learners to look at the pictures in the activity book and tell the teacher what they
see.
• Learners to read in groups Mathew 2:1-2.
• The wise men were guided to Jesus Christ by a star.
• Jesus Christ was born in Bethlehem by Mary who was engaged to Joseph.
• King Herod was not happy about the birth of Jesus Christ.
• The wise men came from the East.
• They followed the star and came to worship Jesus.
• The wise men distinguished the star showing where Jesus Christ was born from
other stars.
• Learners to draw and colour a star and display for others to see.
• Guide learners to watch a video clip on the wise men.
• Guide learners to role play “wise men led by the star” to visit baby Jesus.
• Guide them to sing a song about stars using the language of the catchment area.
Additional notes
• Guide the learners to compose a poem on the wise men visiting baby Jesus.
• Encourage learners to accompany their parents whenever they visit new born
babies to see what takes place.
• Write a note to parents to guide their children observe the stars at night.
Answers to work to do
Refer to Learner’s Book Page 45
a) East b) Star c) Jesus d) Herod
Core Competences to be developed: Communication and collaboration as they
role play and sing, imagination and creativity as they view, draw and colour the
star, learning to learn as they read the Bible, digital literacy as they watch the video
clip. Learners with visual impairments should be placed in front to have a clearer
view. The volume of the device should be adjusted to favour those with hearing
impairments.
69
Link to PCIs: Life Skills; decision making, self-awareness and self-esteem,
creative thinking, critical thinking, interpersonal relationship, ESD; environmental
awareness, Safety and Security; guided by star, Citizenship; integrity.
LinktoValues:Trust, love and obedience, Strandy, peace, responsibility, sharing.
Link to other Subjects: Movement and Creative Activities as they role play,
Environmental Activities as they observe the stars.
Suggested Community Service learning: Parents to support the learner to observe
the stars at night.
Linktootherlearningactivityareas:Movement and Creative Activities as they
role play, Environmental Activities as they observe the stars.
Suggested Non formal Activity to support learning: Appreciate God’s creation
by taking a nature walk in the environment
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
describes how the
wise men were
guided by the star
Correctly
describes how the
wise men were
guided by the star
To some extent
describes how the
wise men were
guided by the star
Hardly describes
how the wise men
were guided by
the star
Home town of Jesus Christ
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Name the home town of Jesus Christ and their own home towns to develop a
sense of belonging.
Number of lessons: 2 lessons
70
Key inquiry questions
1. Where do you come from?
2. Where did Jesus grow up?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, videos, resource person,
community resources, pictures, photographs, newspaper cuttings, crayons, prayer
books, audio player, hymn book, TV, learner’s tablets.
Teaching and Learning Activities
• Guide learners to name places where they live.
• Tell learners to say what they like about their home areas.
• Guide learners to identify a town close to their school.
• Give the learners a brief background of Jesus Christ birth.
• Remind them that the parents of Jesus Christ were Mary and Joseph.
• Remind them that Jesus Christ was born in a town called Bethlehem.
• Allow learners to tell each other in pairs the towns near their homes.
• Learners to read Luke 2:39-40 then tell their friends about the verses.
• Discuss about Mary and Joseph taking Jesus Christ back to Nazareth.
• Guide learners to identify that Jesus Christ grew in his home town called Nazareth.
• In groups of ve, learners to discuss what they like about their home town.
• Guide learners to compose and recite a poem about the home town of Jesus
Christ.
71
Additional notes
• Tell learners to nd out more about their home town from their parents.
• Encourage them to love their homes and talk good things about them.
• Show learners photographs of a town and they identify some features.
Answer to Work to do
Refer to Learner’s Book Page 46
Nazareth
Core Competences to be developed: Communication and collaboration through
role play, imagination and creativity as they compose a poem, self-efcacy as they
identify with their place of origin.
Link to PCIs: Citizenship; patriotism, social cohesion, Parental engagement
and empowerment, Life skill; self-awareness, self-esteem, decision making,
interpersonal relationship, friendship formation and maintenance.
LinktoValues: Love, respect, responsibility, patriotism, Strandy.
LinktootherSubjects:Environmental Activities as they identify their home towns,
Language Activities as they compose poems.
Suggested Community Service learning: Visit relatives in the company of parents
and learn more about their identity.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
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
mentions the
home town of
Jesus and their
own home town
Accurately
mentions the
home town of
Jesus and their
own home town
Occasionally
mentions the home
town of Jesus and
their own home
town
Neither mentions
the home town
of Jesus nor their
own home town
72
The Good Samaritan
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• Narrate the story of the Good Samaritan and relate it to their daily lives.
Number of lessons: 4 Lessons
Key inquiry questions
1. Who was the Good Samaritan?
2. What did he do?
Teaching Methodology
Question and answer, discussion, storytelling, demonstration, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash card, pictures,
videos, charts, posters, photographs, hymn books, resource person, community
resources, newspaper cuttings, learner’s tablets, radio, TV, prayer books, realia.
Teaching and Learning Activities
• Ask learners oral questions from the previous lesson. For example:
• Which is the home town of Jesus Christ?
• Tell learners to tell their friend the name of their home area.
• Learners to look at the picture in the Learner’s Book and in pairs say what they
can see.
• Learners to read Luke 10:30-37.
• Learners to watch a video clip about the story of the Good Samaritan.
73
• Learners to tell the teacher what the Good Samaritan did for the man who was
beaten.
• Learners to identify other good qualities of the Good Samaritan.
• Guide the learners to role play the story of the Good Samaritan.
• Guide learners to sing and dance about the Good Samaritan.
Additional notes
• Learners to nd out from their parents more about how to help those in need.
• Visit the sick in their community with their parents.
Core Competences to be developed: Imagination and creativity as they role play,
communication and collaboration as they narrate the story, self-efcacy as they
apply the story in their lives, learning to learn as they embrace new knowledge,
digital literacy as they watch a video. Learners with visual impairments should be
placed in front to have a clearer view. The volume of the device should be adjusted
to favour those with hearing impairments.
LinktoPCIs:Citizenship; social cohesion, peace and reconciliation, Health education;
non-communicable diseases, ESD: DRR; Safety and security, environmental
awareness-being aware of unsafe places, Life Skills; problem solving, self-awareness,
self-esteem, empathy, interpersonal relationship and decision making.
LinktoValues:Love, responsibility, compassion, kindness, empathy social justice
Linktootherlearningactivityareas:Movement and Creative Activities as they
sing and dance, Language Activities as they learn new vocabulary, Environmental
Activities as they visit others, Health and Nutrition the Good Samaritan applied oil
on the wounds.
Suggested Community Service learning: Participating in charity walks, helping
the sick at home and the community under parental guidance.
Suggested Non formal Activity to support: Visit special learners in the school to
share items and empathize, participate in rst aid activities.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
74
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the story
of the good
Samaritan and
applies it in their
daily life
Accurately
narrates the story
of the good
Samaritan and
applies it in their
daily life
Sometimes
narrates the
story of the good
Samaritan but
does not apply it
in their daily life.
Hardly narrates
the story of the
good Samaritan
Specic Learning Outcome
By the end of the sub strand the learner should be able to:
• Appreciate the acts the good Samaritan by being kind to people in need.
Number of lessons: 2 lessons
Key inquiry question
• In which way can you be a good neighbour?
Teaching Methodology
Question and answer, discussion, storytelling, demonstration, dramatisation
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource person, community resources,
newspaper cuttings, learner’s tablets, radio, TV, prayer books, realia.
Teaching and Learning Activities
• Ask learners oral questions on the previous lesson about how the Good Samaritan
treated the man who was beaten by robbers.
75
• Learners to share their feedback from parents about how to help others.
• Guide learners to role play a situation of helping a needy person.
• Encourage the learners to help others when they are in need.
• Learners to discuss in groups of three ways of helping the people in need.
• Learners to discuss in groups the importance of doing good to others.
• Learners to tell the teacher how they feel when other people help them in times
of need
• Guide learners to compose a song about the good Samaritan.
• Learners to dance as they sing.
• Guide learners to do the exercise in the Learner’s Book in pairs.
1. Additional notes
• Guide the learners to compose a poem about helping the needy.
• Encourage them to help people who are in need around them.
Core Competences to be developed: Imagination and creativity as they role play,
communication and collaboration as they narrate the story, self-efcacy as they
apply the story in their lives, learning to learn as they embrace new knowledge.
LinktoPCIs:Citizenship; social cohesion, peace and reconciliation, Health education;
non-communicable diseases, ESD: DRR; Safety and security, environmental
awareness-being aware of unsafe places, Life Skills; problem solving, self-awareness,
self-esteem, empathy, interpersonal relationship and decision making.
LinktoValues:Love, responsibility, compassion, kindness, empathy, social justice.
LinktootherSubjects:Movement and Creative Activities as they sing and dance,
Language Activities as they learn new vocabulary, Environmental Activities as they
visit others, Health and Nutrition the Good Samaritan applied oil on the wounds.
Suggested Community Service learning: Participating in charity walks, helping
the sick at home and the community under parental guidance.
Suggested Non-formal Activity to support learning: Visit special learners in the
school to share items and empathize, participate in rst aid activities.
76
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
narrates the story
of the good
Samaritan and
applies it in their
daily life
Accurately
narrates the story
of the good
Samaritan and
applies it in their
daily life
Sometimes
narrates the
story of the good
Samaritan but
does not apply it
in their daily life.
Hardly narrates
the story of the
good Samaritan
The little boy with ve loaves of bread and two sh
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• Explain the miracles of the ve loaves and two sh and practice kindness to
others.
Number of lessons: 3 lessons
Key inquiry question
• Where did Jesus Christ get food to feed the people?
Teaching Methodology
Question and answer, discussion, storytelling, demonstration, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
77
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash card, pictures, videos,
charts, posters, photographs, hymn books, resource person, community resources,
newspaper cuttings, learner’s tablets, radio, TV, prayer books, realia.
Teaching and Learning Activities
• Ask the learners to pray in turns the prayer they say before meals at home.
• Ask learners to tell their friends experiences about sharing food with people who
visit them at home.
• Learners to look at the pictures in the Learner’s Book and say what is happening.
• Guide the learners to read John 6:1-4.
• Guide the learners to discuss the miracle of two sh and ve loaves of bread.
• Guide learners to watch a video clip of the little boy with two sh and ve loaves
• Let them tell you how the boy showed his kindness.
• Guide the learners to narrate the story of the little boy with two sh and ve
loaves.
• Explain that the disciples collected 12 baskets of food that remained after the
meal.
• Guide the learners to tell their friends what role they play in ensuring that the
table is left clean after meals.
• Ask the learners to tell you where their parents take the food that remains after
meals.
• Learners to answer the questions in the Learner’s Book.
Additional notes
• Guide the learners to compose a poem about the kindness of the little boy.
78
Answers to Activity
Refer to Learner’s Book page 50
2. 12 baskets 3. A little boy
Core Competences to be developed: learning to learn as they read the Bible,
digital literacy as they watch the video. Learners with visual impairments should be
placed in front to have a clearer view. The volume of the device should be adjusted
to favour those with hearing impairments.
LinktoPCIs:ESD; food Security, environmental awareness, Citizenship; integrity,
human rights, social cohesion, Health Education; nutrition and hygiene, Life Skill;
creative thinking, decision making critical thinking, problem solving, interpersonal
relationship, friendship formation
LinktoValues: Sharing, compassion, kindness, faith, love, responsibility, generosity.
Link to other Subjects: Environmental Activities by keeping the environment
clean, Mathematical Activities as they count the baskets left after feeding the 5,000,
Language Activities as they read the Holy Bible, Health and Nutrition Jesus Christ
fed the hungry.
Suggested Community Service learning: Visit orphanages in the company of
their parents and take food to the less fortunate.
Non formal Activities Activity to support learning: Practice sharing, participate
in charity walks.
Suggested assessment: Oral questions, portifolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in the blank spaces,
puzzles
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Precisely and
systematically
describes the
miracle of the ve
loaves and two sh
Precisely describes
the miracle of the
ve loaves and
two sh
Sometimes
describes the
miracle of the ve
loaves and two
sh
Rarely describes
the miracle of
the ve loaves
and two sh
79
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• State the number of baskets that remained after feeding the people and relate it
to keeping environment clean.
Number of lessons: 2 lessons
Key inquiry question
How many baskets remained after feeding the people?
Teaching methodology
Question and answer, discussion, storytelling, demonstration, dramatisation
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
radios, charts, posters, TV, hymn books, resource person, community resources,
learner’s tablet, realia, prayer books.
Teaching and Learning Activities
• Ask learners to narrate experiences of sharing food in a birthday or a wedding
they have attended.
• Let the learners to tell you whether there were people to clean the place after
eating.
• Guide learners to discuss what they do with left overs at home.
• Ask learners how many baskets of left overs the disciples of Jesus collected after
feeding the crowd.
• Learners to draw and colour the ve loaves and two sh.
• Encourage the learners to observe cleanliness both at home and in school.
80
• Explain that Jesus observed a clean environment and learners should imitate
him.
• Guide learners to role play the miracle of feeding 5000 with two sh and ve
loaves.
• Guide learners to explain incidences they share food and fruits with their friends.
• Guide the learners to sing a song about the ve loaves and two sh.
Additional notes
• Encourage the learners to practice the value of sharing with others in their day
to day life.
• Ask the learners to be prayerful all the time trusting in God to provide.
• Advise learners to keep the environment clean.
Core Competences to be developed: Communication and collaboration as they
role play
LinktoPCIs:ESD; food Security, environmental awareness, Citizenship; integrity,
human rights, social cohesion, Health Education; nutrition and hygiene, Life Skill;
creative thinking, decision making critical thinking, problem solving, interpersonal
relationship, friendship formation.
LinktoValues: Sharing, compassion, kindness, faith, love, responsibility, generosity.
Link to other Subjects: Environmental Activities by keeping the environment
clean, Mathematical Activities as they count the baskets left after feeding the 5,000,
Health and Nutrition Jesus fed the hungry.
Suggested Community Service: Visit orphanages in the company of their parents
and take food to the less fortunate.
Non formal Activities Activity to support learning: Practice sharing, participate
in charity walks.
Suggested assessment: Oral questions, portifolios, observation, written quizzes,
questions and answers, reciting, checklists, drawing, lling in the blank spaces,
puzzles.
81
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Precisely and
systematically
describes the
miracle of the ve
loaves and two sh
Precisely describes
the miracle of the
ve loaves and
two sh
Sometimes
describes the
miracle of the ve
loaves and two
sh
Rarely describes
the miracle of
the ve loaves
and two sh
Jesus Christ walks on water
Refer to Learner’s Book Page 51
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• Describe the miracles of Jesus Christ walking on water and have faith in God.
Number of lessons: 2 lessons
Key inquiry question
• Who walked on water?
Teaching Methodology
Storytelling, question and answer, discussion, role play, dramatisation, demonstration.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, videos, radio, TV, pictures,
posters, charts, hymn books, newspaper, learner’s tablet, realia, prayer books.
82
Teaching and Learning Activities
• Ask the learners whether they have ever seen a lake, ocean or river.
• Ask them how they feel when they see a lake, ocean or river.
• Ask the learners to study the pictures in the Learner’s Book in groups of four and
say what they see.
• Learners to read Mathew 14:22-33.
• Guide the learners to discuss in groups the story of Jesus Christ walking on the
water.
• Tell learners that Jesus Christ set the disciples ahead of him to cross the lake in a
boat.
• Jesus Christ went up the hill alone to pray.
• In the night the disciples were faced with a strong wind.
• Explain that when Jesus Christ stopped the wind the disciples believed He was
the son of God.
• Guide the learners to watch a video clip about Jesus walking on the water.
Additional notes
• As the learners watch the video make the view clear for all including those
with visual challenge and loud enough for the hearing impaired.
• Learners to the song “ Nani alitembea juu ya maji…, Ni Yesu mwana wa
mungu……..”
Core Competences to be developed: Imagination and creativity as they sing,
digital literacy as they watch the video.
LinktoPCIs:ESD; safety and security, environmental awareness.
Life Skills; decision making, self-awareness, self-esteem, problem solving.
Linktovalues: Faith, responsibility, love, compassion, courage.
LinktootherSubjects:Language Activities as they learn new words, Movement
and Creative Activities as they sing. Environmental Activities, Jesus walked on
water.
83
Suggested Community Service learning activities: learners attend church and
learn more about the works of Jesus.
Suggested Non-formal Activity to support learning: Sing songs about the works
of Jesus, participate in Bible club activities and Pastoral Programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Accurately
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Occasionally
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Hardly narrates
the miracle of
Jesus walking on
water
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• Appreciate Jesus power in their lives to overcome daily challenges.
Number of lessons: 1 lesson
Key inquiry question
• Why were the disciples frightened at the sea?
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.
84
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, videos, radio, hymn books,
charts, posters, resource person, community resource, learner’s tablet, prayer books,
realia, audio player.
Teaching and Learning Activities
• Ask learners how they feel when alone at night.
• Let them mention whom they call for help when they are scared.
• Guide learners to read Mathew 14:26.
• In pairs, learners to say why the disciples were afraid when Jesus approached
them.
• The disciples were frightened because there was a strong wind in the lake.
• Their life was in danger as the boat was being tossed.
• Jesus came to stop the winds and saved them.
• Jesus is always there to help us in times of problems but we should pray.
• Guide learners to sing a song on Jesus walking on water.
Additional notes
• Guide learners to compose a prayer asking God for protection.
• Ask them to pray daily through Jesus Christ who has power over their life.
Answers to questions
Refer to Learner’s Book Page 52
1. They were afraid of sinking
2. (i) water (ii) Peter
Core Competences to be developed: Imagination and creativity as they sing,
Learning to learn as they discover new knowledge,
Link to PCIs: ESD; safety and security, environmental awareness, Life Skills;
decision making, self-awareness, self-esteem, problem solving.
85
Linktovalues: Faith, responsibility, love, compassion, courage.
LinktootherSubjects:Language Activities as they learn new words, for example;
miracle, Movement and Creative Activities as they sing, Environmental Activities,
Jesus walked on water.
SuggestedCommunityServiceLearning:Learners attend church and learn more
about the works of Jesus.
Suggested Non-formal Activity to support learning: Sing songs about the works
of Jesus, participate in Bible club activities and Pastoral Programmes.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
sequentially
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Accurately
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Occasionally
narrates the
miracle of Jesus
walking on water
and applies it in
their lives
Hardly narrates
the miracle of
Jesus walking on
water
Raising of Jairus’ Daughter
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Analyse the miracle of raising Jairus’ daughter and have faith in God.
Number of lessons: 4 Lessons
Key inquiry question
What happened at Jairus’ house?
86
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 Learning and Teaching Resources
The Holy Bible, The Children’s Bible, Bible story books, videos, radio, hymn
books, charts, posters, resource person, community resource, learner’s tablets,
realia, prayer books
Teaching and Learning Activities
• Learners to tell friends what their parents do when they fall sick?
• Guide learners to tell their friends what happens when a sick person goes to
hospital.
• Learners in groups to study the pictures in the Learner’s Book and tell the teacher
what is happening.
• Guide learners to read Mark 5:35-43.
• Explain that the sick girl was Jairus’ daughter.
• Her father, Jairus was a leader in the local church.
• He believed Jesus Christ would heal his daughter so he asked Him to help.
• Jesus Christ decided to go with him to pray for her daughter.
• The girl died before Jesus Christ arrived at their home.
• Jesus still went and prayed for her and then she came back to life.
• Learners to sing a song on the raising of Jairus’ daughter.
• Jesus showed that he had power over death.
• Jairus had faith in Jesus Christ.
87
• Guide learners to tell their friends the story of Jairus’ daughter.
• Learners to answer questions in the Activity Book.
Additional notes
• Advise learners to always pray for the sick
• Encourage the learners to have faith in Jesus’ power over death.
Core competences to be developed: Learning to learn as they read the Bible,
communication and collaboration as they sing.
LinktoPCls:Health Education; healing, food and nutrition, Parental engagement
and empowerment, Citizenship; integrity, Life skills; assertiveness, creative
thinking, problem solving, effective communication, coping with emotions,
interpersonal relationship.
LinktoValues:Co-operation, responsibility, compassion, love, care, faith, concern,
empathy.
LinktootherSubjects: Language Activities through reading, Movement and Creative
Activities through singing, Environmental Activities as they visit neighbours.
Suggested Non-formal Activity to support learning: Empathise with the sick.
Suggested community service learning: Visit and pray for neighbours who are
unwell and bereaved in the company of parents.
Suggested assessment: Oral questions, observation, written quizzes, question and
answer, listening, reciting, checklist, lling in blank spaces, puzzles.
88
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Perfectly and
clearly describes
the raising of
Jairus’ daughter
and demonstrates
faith in God
Clearly describes
the raising of
Jairus’ daughter
and demonstrates
faith in God
Sometimes
describes the raising
of Jairus’ daughter
and occasionally
demonstrate faith in
God
Rarely describes
the raising of
Jairus’ daughter.
Specic Learning Outcome
By the end of the sub-strand the learner should be able to:
• Appreciate the power of Jesus Christ over death.
Number of lessons: 1 lesson
Key inquiry question
• Whose daughter did Jesus Christ raise from death?
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 Teaching and Learning Resources
The Holy Bible, The Children’s Bible, Bible story books, videos, radio, hymn books,
charts, posters, resource person, community resource, learner’s tablets, realia, prayer
books.
89
Teaching and Learning Activities
• Ask learners how they appreciate those who do good things to them. For example,
when a parent buys them a new dress.
• Guide learners to sing a song on raising Jairus’ daughter.
• Learners to read Mark 5:35-43.
• Learners to narrate the story of Jairus’ daughter.
• Guide the learners to watch a video on the raising of Jairus’ daughter.
• Jesus had mercy on Jairus’ daughter.
• Jesus raised Jairus’ daughter to life.
• Jesus has power over death.
• Learners to recite Mark 5: 41.
Additional notes
• Ask the learners to tell their parents about Jesus power over death by narrating
the story of Jairus’ daughter
• Encourage the learners to visit the sick in their community in the company of
their parents
Core Competences to be developed
Digital literacy as they watch video, learning to learn as they read the Bible,
communication and collaboration as they sing
LinktoPCls:Health Education; healing, food and nutrition, Parental engagement
and empowerment, Citizenship; integrity, Life skills; assertiveness, creative thinking,
problem solving, effective communication, coping with emotions, interpersonal
relationship.
LinktoValues:Co-operation, responsibility, compassion, love, care, faith, concern,
empathy.
90
Link to other Subjects: Language Activities through reading, Movement and
Creative Activities through singing, Environmental Activities as they visit
neighbours.
Suggested Non-formal Activity to support learning: Empathize with the sick
Suggested community service learning activities: visit and pray for neighbours
who are unwell and bereaved in the company of parents.
Suggested assessment: Oral question, observation, written quizzes, question and
answer, listening, reciting, checklist, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Perfectly and
clearly describes
the raising of
Jairus’ daughter
and demonstrates
faith in God
Clearly describes
the raising of
Jairus’ daughter
and demonstrates
faith in God
Sometimes
describes the
raising of Jairus’
daughter and
occasionally
demonstrate faith
in God
Rarely describes
the raising of
Jairus’ daughter.
Easter
Refer to Learner’s Book Page 55
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Mention the importance of Easter in the life of a Christian.
Number of lessons: 2 lessons
Key Inquiry Question
• Why is Easter important to us?
91
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible Story books, videos, radio, hymn books,
charts, posters, resource person, community resource, learner’s tablet, prayer books,
realia, ash cards, pictures, audio player.
Teaching and Learning Activities
• Remind learners that in Grade 2, they learnt about the resurrection of Jesus.
Review what was learnt in Grade 2 through oral questions.
• Learners to tell the teacher places where they have seen a cross.
• Organise learners into small groups to locate the Easter Holiday on the calendar.
• Guide learners to look at the pictures in the Activity Book. Let them talk about
what is happening.
• Guide the learners to Read Mathew 28:1-6 in turns.
• Guide learners to sing simple songs about the resurrection of Jesus Christ.
• Guide learners in groups, to role play the resurrection of Jesus Christ as in
Mathew 28:1-6.
• Lead learners to observe two pictures showing Jesus’ death and resurrection.
• Guide learners to recite Mathew 28:6.
• In groups learners to discuss why Christians celebrate Easter.
• Learners to read the ash cards showing the importance of Easter.
• Learners to answer the questions in the Learner’s Book.
92
Additional Notes
• In small groups, guide learners to sort pictures, cut-outs and ash-cards
showing the angel rolling the stone and others showing the angel talking to
the women. Let them arrange these pictures in the order in which the events
happened.
• Write a note to parents to encourage them to involve their children in church
Easter celebrations.
Answers to Activity Questions
Refer to Learner’s Book Page 58
Answers to true or false activity:
2. (i) True (ii) false (iii) false (iv) true
Core Competences to be developed: Learning to learn as they read the Bible,
communication and collaboration as they discuss in groups, imagination and
creativity as they role play.
LinktoPCIs:ESD; safety and security, Citizenship; leadership, Life skills; self-
awareness, interpersonal relationship, self-esteem, friendship formation, decision
making, coping with emotions, coping with stress.
LinktoValues:Kindness, love, faith, Strandy, cooperation, perseverance, humility,
tolerance, responsibility.
LinktootherSubjects:Language Activities as they read and recite Bible verses,
Movement and Creative Activities as they discuss, role play and sing,.
SuggestedCommunityServiceLearning:Learners go to Church in the company
of parents to celebrate Easter and share meals with others during Easter celebrations.
Suggested Non-formal Activity to support learning: Sing songs about Easter,
memorize Bible verses.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, listening, reciting, checklist, lling in blank spaces, puzzles.
93
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellently
describes Easter
celebrations and
participates by
going to Church
Accurately
describes Easter
celebrations and
participates by
going to Church
Sometimes
describes and
participates in
Easter celebrations
Hardly participates
in Easter
celebrations
Importance of Easter
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
1. Identify the events that take place during Easter celebrations.
2. Appreciate the resurrection of Jesus Christ by taking part in Easter celebrations.
Number of lessons: 2 lessons
Key Inquiry Questions
1. Which activities take place during Easter?
2. Why do we celebrate Easter?
Teaching Methodology
Discussion, story telling, demonstration and question and answer.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, pictures, resource person, the Children’s Bible, poster, prayer books,
realia, learner’s tablets, charts, audio player.
94
Teaching and Learning Activities
• Remind learners that in Grade 2, they learnt about Easter Monday.
• Ask them oral questions from pictures of people celebrating Easter.
• Ask learners to say how Easter is celebrated in their church.
• Learners to look at the pictures in the Learner’s Book.
• Learners to tell the teacher the activities that take place during Easter celebrations
• In groups, learners to discuss the importance of celebrating Easter.
• Explain that on Easter we remember the death and resurrection of Jesus Christ.
• Let them tell each other that we celebrate Easter to thank God for saving us.
• Guide learners to sing simple songs about Easter that are sang in their churches.
• Learners to answer the questions in the Learner’s Book.
Additional Notes
• Guide learners to tell how they celebrate Easter in their church.
• Learners to watch a video clip on the Easter celebrations. Ensure the video is
relevant and easy to follow.
Core Competences to be developed: Learning to learn as they read the Bible,
communication and collaboration as they discuss in groups, imagination and
creativity as they sing.
LinktoPCIs:ESD; safety and security, Citizenship; leadership, Life skills; self-
awareness, interpersonal relationship, self-esteem, friendship formation, decision
making, coping with emotions, coping with stress.
LinktoValues:Kindness, love, faith, Strandy, cooperation, perseverance, humility,
tolerance, responsibility.
95
LinktootherSubjects:Movement and Creative Activities as they discuss, role
play and sing, Mathematical Activities as they list activities that take place during
Easter celebrations.
SuggestedCommunityServiceLearning:Learners go to Church in the company
of parents to celebrate Easter and share meals with others during Easter celebrations.
Suggested Non-formal Activity to support learning: Sing songs about Easter,
memorize Bible verses.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, listening, reciting, checklist, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellently
describes Easter
celebrations and
participates by
going to Church
Accurately
describes Easter
celebrations and
participates by
going to Church
Sometimes
describes and
participates in
Easter celebrations
Hardly participates
in Easter
celebrations
96
Honesty
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
Narrate the story of Ananias and Sapphira and desire to be honest in their lives.
Number of lessons: 3 lessons
Key inquiry question
What did Ananias and Sapphira do against God?
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, learner’s tablets, TV,
radio, Videos, pictures, community resources, resource persons, relevant texts and
documents, prayer books.
Teaching and Learning Activities
• Learners to discuss why they should always tell the truth.
• Learners to look at the pictures in the Learner’s Book then say what they see.
• Guide the learners to read the story of Ananias and Sapphira.
• Explain that Ananias was the husband of Sapphira.
Strand
Christian Values
Refer to Learner’s Book Page 59-71
97
Christian V alues
• They sold their property and kept part of the money instead of taking the full
amount to the apostles. They lied to the Holy Spirit. God punished them.
• Learners to discuss in groups of four, the lessons learnt from the story of Ananias
and Sapphira. For example, we should not tell lies, when we do not tell the truth,
God punishes us.
• Guide learners to role play the story of Ananias and Sapphira.
• Learners to answer the questions in the Activity Book.
Additional notes
Guide the learners to sing a song about Ananias and Sapphira.
Answers to questions
Refer to Learner’s Book Page 62
1. Sapphira 2. Apostle 3. lied 4. honest
Core Competences to be developed: Communication and collaboration as they
discuss, imagination and creativity as they role play.
LinktoPCls: Citizenship; integrity, sharing, social cohesion, Parental engagement
and empowerment, Life skills; decision making, self-awareness, assertiveness.
LinktoValues: Honesty, love, respect, responsibility, respect, sharing.
LinktootherSubjects: Movement and Creative Activities as they role play and
sing, Language Activities as they read.
Suggested Community Service Learning: Visit a church leader to talk about
honesty in relation to church offering.
Suggested Non-formal Activity to support learning: Singing and dancing,
dramatisation, storytelling.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
98
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
narrates the story
of Ananias and
Sapphira and
always practises
honesty
Correctly narrates
the story of
Ananias and
Sapphira and
practicses honesty
Sometimes
narrates the story
of Ananias and
Sapphira and
occasionally
practises honesty
Hardly narrates
the story of
Ananias and
Sapphira
Church Offerings
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Practice honesty by taking offerings to church.
Number of lessons: 2 lessons
Key inquiry question
• Why should you be honest with church offering?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, resource persons, realia, prayer
books, learner’s tablets, radio.
Teaching and Learning Activities
99
• Ask learners the activities they see taking place in their churches.
• Allow learners to mention what is given as offering in their church.
• Learners to look at the picture in the Learner’s Book and say what is happening.
• Explain that some people are dishonest with church offering.
• In pairs, learners to discuss why some people are dishonest with church offering.
For example, because they want to buy sweets, they want to keep part of the
money.
• Tell the learners that it is good to be honest with church offering. We should give
all the offering we have been given by our parents.
• Learners to discuss in groups of ve the importance of being honest with church
offerings. For example, God is happy with us, our parents will be happy with us.
• Let the learners answer the questions in the Learner’s Book.
Additional notes
• Let the learners compose a poem about honesty with church offering.
• Guide learners to sing a song on church offering.
Tutoe sadaka kwa Mungu Baba aliyeumba ulimwengu mzima,
Tukumbuke kwamba ndiye aliyetupa uzima tutoe sadaka.
Core Competences to be developed: Communication and collaboration as they
discuss, self-efcacy in developing self-awareness and integrity.
Link to PCls: Citizenship; integrity, social cohesion, Parental engagement and
empowerment; Life skills; decision making, assertiveness, self-awareness, self-
esteem.
LinktoValues:Honesty, love, respect, responsibility, sharing, faith, trust.
Link to other Subjects: Language Activities as they learn new vocabulary,
Movement and Creative Activities as they sing.
SuggestedCommunityServiceLearning: Visit a local church and participate in
giving offerings, Visit a church leader to talk about honesty in relation to church
offering.
Suggested Non formal Activity to support learning: Singing and dancing,
100
dramatisation, storytelling.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
practises honesty
by taking offering
to church
Appropriately
practises honesty
by taking offering
to church
Sometimes
practises honesty
by taking offering
to church
Hardly practises
honesty
Respecting other people’s items
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Explain the importance of respecting other people’s items for harmonious living.
Number of lessons: 2 lessons
Key inquiry question
• What do you do when you nd lost items?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, realia, prayer books,
learner’s tablets, radio.
101
Teaching and Learning Activities
• Advise learners to respect church offering.
• Learners to observe the pictures in the Learner’s Book and say what they see.
• Guide the learners to discuss in pairs what they should do when they nd lost
items in school. For example, take to the teacher, ask for the owner.
• Tell the learners that it is important to respect other people’s items.
• Let the learners discuss various ways of showing respect to other people’s items.
For example, giving them back after use, handling them with care, saying thank
you when you are given, keeping them safe after use.
• Learners to role play ways of respecting other people’s items.
• Guide learners to answer the questions in the Learner’s Book.
Additional Notes
Learners to compose a poem about showing respect to other people’s items.
Core Competences to be developed: Communication and collaboration as they
discuss, imagination and creativity as they role play.
Link to PCls: Citizenship; social cohesion, Life skills; decision making, self-
awareness, self-esteem.
LinktoValues: Honesty, love, respect, responsibility, trust, faith.
Link to other Subjects: Movement and Creative Activities as they role play,
Language Activities as they learn new vocabulary.
Suggested Community Service Learning: Visit a church leader to talk about
honesty.
Suggested Non-formal Activity to support learning: Singing and dancing,
dramatisation, storytelling.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
102
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
respects other
people’s items
Appropriately
respects other
people’s items
Sometimes
respects other
people’s items
Hardly respects
other people’s
item
Thankfulness
Refer to Learner’s Book Page 66
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
1. Describe ways of thanking God for creating them.
2. Thank God for their family, friends and teachers and appreciate them all the time.
Number of lessons: 3 lessons
Key inquiry questions
1. How do you thank God as your creator?
2. Why should you thank God for your family, friends and teachers?
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 Teaching and Learning Resources
The Holy Bible, the Children Bible, Bible story books, ash cards, pictures,
photographs, hymn books, resource persons, realia, , prayer books, learner’s tablets,
radio
103
Teaching and Learning Activities
• Ask the learners to name the people they thank at home.
• Learners to tell the class, occasions when they were thanked by people.
• Learners should briey explain why they were thanked.
• Learners to observe the pictures in the Learner’s Book and tell their friends what
is happening.
• In groups of ve, learners to discuss the reasons for thanking their parents.
• Learners to discuss in pairs situations when they should thank their friends.
• Learners to give reasons for thanking God. For example, God created them, God
loves them, God has given them parents.
• Guide them to write on ash cards some of the reasons for thanking God. For
example, for giving them loving parents, for the good friends, for the caring
teachers.
• Instruct each of them to raise their ash cards in turns for other learners to see
and read them.
• Guide learners to say a simple, ‘Thank you’ prayer to God.
• Guide the learners to recite Psalms 136:1.
• Learners sing a thanksgiving song.
• Learners answer the questions in the Learner’s Book.
Additional notes
• Guide learners to make a thank you card for their parents and teachers.
• Sing this song.
Asante, Bwana kwa kuwa wewe yu mwema x3
Asante, Yesu kwa kuwa wewe yu mwema x3
Core Competences to be developed: Learning to learn as they read the Bible,
Communication and collaboration through group discussions, imagination and
creativity through singing, Self-efcacy as they make decisions.
104
LinktoPCIs: Citizenship; patriotism, social cohesion, Parental engagement and
empowerment, Life-Skills; Self- esteem, self-awareness, effective communication,
decision making, interpersonal relationship, friendship formation and maintenance,
LinktoValues: Kindness, humility, trust, thankfulness, responsibility.
LinktootherSubjects: Language Activities as they write on ashcards, Movement
and Creative Activities as they sing.
Suggested Community Service Learning: Visit a local church and observe
thanksgiving activities, inquire from parents reasons for thanking God.
Suggested non formal Activity to support learning: Sing thanks giving songs,
memorization of Bible verses, participate in thanksgiving service.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
question and answer, listening, reciting, checklists, drawing, lling in blank spaces,
puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellently
understands the
importance of
thanking God
for their family,
friends and
teachers
Correctly
understands the
importance of
thanking God
for their family,
friends and
teachers
Sometimes thank
God for their
family, friends and
teachers
Hardly thank
God for their
family, friends and
teachers
ADDITIONAL CONTENT
Forgiveness
Describe the story of the unforgiving servant to the learners and relate it to their
interactions with others. Help the learners desire to forgive others in their day to
day lives.
After decribing the story to the learners ask them:
1. What they learn from the story of the unforgiving servant.
2. What happens when they do not forgive others.
105
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 Teaching and Learning Resources
The Holy Bible, the Children Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, realia, audio player, prayer
books, learner’s tablets, radio, TV.
Teaching and Learning Activities
• Tell the learners a short story about a pupil who forgave a friend and both were
later happy.
• Let them mention some situations when they were hurt. Then allow them to say
what the outcome was.
• As they relate their experiences single out what relates to the topic and re-
emphasize.
• Guide the learners to read the story of the unforgiving servant from Matthew
18:21-35.
• Ask oral questions from the story of the unforgiving servant.
• Tell the learners that God wants us to forgive those who wrong us.
• Guide the learners to watch the video of the unforgiving servant.
• Ask the learners to say what they have learnt from the story of the unforgiving
servant.
• Call upon the learners you had prepared in advance to role play the story of the
unforgiving servant as the others watch.
• Ask learners to tell their friends what kind of a person the unforgiving servant
was.
• Instruct the learners to write Colossians 3:13 on ash cards then guide them to
recite it aloud.
106
• Tell the learners that they should forgive those who wrong them and say sorry to
the people they wrong.
• Explain that forgiveness helps them to build good interpersonal relationships.
• Learners to practise saying sorry in pairs.
• Learners to answer the questions in the Learner’s Book.
Additional notes
Guide learners to sing a song about forgiveness.
Core Competences to be developed: Communication and collaboration as they
role play, Self-efcacy as they forgive, Learning to learn as they read the story and
practise saying sorry, digital literacy as they watch video.
Learners with visual impairments should be placed in front to have a clearer
view. The volume of the device should be adjusted to favour those with hearing
impairments.
Link to PCIs: Citizenship; social cohesion; peace and reconciliation, Life-skills;
self-esteem, assertiveness, decision making, coping with emotions, interpersonal
relationships, problem solving, self-awareness, critical thinking, friendship formation
and maintenance.
LinktoValues: Forgiveness, love, humility, tolerance, kindness, Strandy, social
justice, responsibility.
LinktootherSubjects: Language Activities as they read the Bible, Movement and
Creative Activities as they role play.
Suggested Community Service Learning: Interact with community elders to
observe situations of forgiveness.
Suggested non formal Activity to support learning: Sing songs about forgiveness,
simulate two people forgiving each other.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
107
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Perfectly
understands
the value of
forgiveness and
forgives others
Clearly
understands
the value of
forgiveness and
forgives others
Sometimes
understands the
value of forgiving
others
Hardly
understands
the value of
forgiveness
Trust
Refer to Learner’s Book Page 68
Specic Learning Outcomes
By the end of the sub-strand, the learner should be able to:
• Identify people they can trust for their own safety.
Number of lessons: 2 lessons
Key inquiry question
• Whom do you trust?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
realia, prayer books, learner’s tablets, radio, TV.
108
Teaching and Learning Activities
• Allow a few learners to talk about occasions when they followed a person they
did not know and let them say what happened.
• Learners to look at the pictures in the Learner’s Book then say what is happening.
• In groups of ve, learners to identify people they can trust.
• Ask learners to mention people they can trust.
• Learners to read Proverbs 11:13.
• Explain that they should have condence in people who can be trusted.
• Learners to answer the questions in the Learner’s Book.
Additional notes
• Tell the learners to discuss with their parents the people they should trust.
• Guide learners to write a poem about people they can trust.
Core Competences to be developed: self-efcacy as they say, “No” to strangers.
LinktoPCIs: Citizenship; integrity, social cohesion, Life skills; critical thinking,
self-awareness, assertiveness, effective communication, friendship formation,
interpersonal relationship, self esteem.
LinktoValues: Trust, integrity, responsibility, love, respect, peace.
LinktootherSubjects: Language Activities as they read, Environmental Activities;
trust enhances relationships in the society.
Suggested Community Service Learning activities: Involve parents to discuss
with their children about people they should trust.
Suggested Non-formal Activity to support learning: Invite a resource person to
give a talk on trust.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
109
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Perfect and
reliable knowledge
of people to be
trusted
Perfect knowledge
of people to be
trusted
Fair knowledge
of people to be
trusted
Barely has
knowledge of
people to be
trusted
People to report to when in danger
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Mention the people to report to incase of danger for appropriate action to be
taken.
Number of lessons: 1 lesson
Key inquiry question
• Who do you report to incase of danger?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, resource persons, community
resources, realia, audio player, prayer books, learner’s tablets, radio, TV.
Teaching and Learning Activities
• Revise the previous lesson and let the learners tell the class the people they can
trust. Review their responses and emphasize the correct ones.
110
• Learners to look at the pictures in the Learner’s Book and tell their friend what
is happening.
• Explain that sometimes we meet with people who may want to harm us.
• Ask learners to say what they should do if they met with people who want to
harm them. Expect answers such as, scream for help, run away, call parents.
• In groups or pairs, learners to role play, ‘How to behave when confronted by a
stranger’.
• Ask learners to mention the people to report to in cases of danger for appropriate
action to be taken.
• Learners to sing the song, “Trust and obey.”
Additional Note
• Guide the learners to watch a video on how to behave when confronted by
strangers.
Core Competences to be developed: Critical thinking and problem solving as
they discuss how to report danger, Self-efcacy as they say, “No” to strangers,
Imagination and creativity as they role play.
LinktoPCIs: Citizenship; integrity, social cohesion, Life skills; critical thinking,
self -awareness, assertiveness, effective communication, friendship formation,
interpersonal relationship, empathy, self esteem.
LinktoValues: Trust, integrity, responsibility, love, respect, Strandy, peace.
LinktootherSubjects:Language Activities as they learn new vocabulary, Movement
and Creative Activities as they role play, Environmental Activities; trust enhances
relationships in the society.
SuggestedCommunityServiceLearning: Involve parents to discuss with their
children about how to behave when confronted by strangers.
Suggested Non formal Activity to support learning: Invite a resource person to
give a talk on trust.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
111
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately
mentions people to
report to in case of
danger
Occasionally
mentions people to
report to in case of
danger
Sometimes
mentions people to
report to in case of
danger
Hardly mentions
people to report to
in case of danger
Do not talk about others
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Discuss the effects of talking about others for harmonious living.
Number of lessons: 1 lesson
Key inquiry question
• How do you feel when people talk about you?
• Why is it wrong to talk about others?
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 Teaching and Learning Resources
The Holy Bible, the Children Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, audio player, prayer
books, learner’s tablets, radio.
Teaching and Learning Activities
• Involve the learners in listing the people they can report to incase in danger.
112
• Learners to look at the pictures in the Learner’s Book then say what they see.
• Explain that some people talk about others.
• Ask learners to tell their friends why people talk about others. For example, they
hate them, they are jealous of them.
• Tell them that it is not good to talk about others.
• Learners say how people feel when others talk about them. For example, they
feel angry, they hate those who are talking about them, they hate themselves.
• Learners to discuss effects of talking about others. For example, it makes people
hate us, people feel bad, our friends stop talking to us.
• Ask learners to compose a poem on, the effects of talking about others.
Additional Notes
Advise learners not to talk about others.
Core Competences to be developed: Communication and collaboration as they
discuss
LinktoPCIs: Citizenship; integrity, social cohesion, Life skills; critical thinking,
self-awareness, assertiveness, effective communication, friendship formation,
interpersonal relationship, self esteem.
LinktoValues: Responsibility, love, integrity, trust, respect, peace.
Link to other Subjects: Language Activities as they discuss, Movement and
Creative Activities as they compose poems, Environmental Activities; trust
enhances relationships in the society.
SuggestedCommunity ServiceLearning: Involve parents to discuss with their
children about people they trust.
Suggested Non formal Activity to support learning: Invite a resource person to
give a talk on trust.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
113
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellently
understands the
effects of talking
about others
Clearly
understands the
effects of talking
about others
Sometimes
understands the
effects of talking
about others
Hardly
understands the
effects of talking
about others
Responsibility
Refer to Learner’s Book Page 70
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Discuss the importance of personal hygiene for healthy living.
Number of lessons: 1 lesson
Key inquiry question
Why should you always observe personal cleanliness?
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 Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, pictures,
videos, charts, posters, photographs, hymn books, resource persons, community
resources, realia, newspaper cuttings, audio player, prayer books, relevant texts and
documents, learner’s tablets, radio, TV.
114
Teaching and Learning Activities
• Ask the learners to say the poem, ‘I wake up in the morning, I wash my face, I
take a cup of tea and I go to school,’.
• Learners to observe the pictures in the Learner’s Book and say what they see.
• Explain that it is good to maintain personal cleanliness at all times.
• In groups of ve, allow learners to discuss how they should maintain personal
cleanliness. For example, wearing clean clothes, keeping our body clean, cutting
our nails, using a handkerchief to clean our nose.
• Advise learners to always be clean.
• Let the learners list the importance of personal cleanliness. For example, to avoid
diseases, to be smart.
• Allow learners to answer the questions in the Learner’s Book.
Additional note
Advise learners not to share personal items such as toothbrush, handkerchief,
comb, medicine
Core Competences to be developed: Communication and collaboration as they
discuss, self-efcacy through practising personal hygiene.
Link to PCIs: Citizenship; good governance, human rights and responsibility,
Health Education; nutrition and hygiene, Life skills; self-esteem, self-awareness,
problem solving, decision making, creative thinking.
LinktoValues: Responsibility, honesty, Strandy, hard-work, social justice, love.
LinktootherSubjects: Health and Nutrition; personal hygiene and cleanliness,
Environmental Activities as they keep the environment clean.
Suggested Community Service Learning: Assign simple chores to learners at
school, home and church.
Suggested Non-formal Activity to support learning: Collect litter around the
school compound and take care of school property.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles
115
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
observes personal
hygiene
Accurately
observes personal
hygiene
Occasionally
observes personal
hygiene
Rarely observes
personal hygiene
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Acquire the values of responsibility by correcting those in the wrong.
Number of lessons: 2 lessons
Key inquiry question
• What should you do if your brother or sister is not doing the right thing?
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 Teaching and Learning Resources
The Holy Bible, the Children Bible, Bible story books, ash cards, pictures, videos,
charts, posters, photographs, hymn books, resource persons, community resources,
realia, prayer books, relevant texts and documents, learner’s tablets, projectors,
radio, TV.
Teaching and Learning Activities
• Ask oral questions from the previous lesson.
• Appreciate the right answers and correct the wrong ones.
• Learners to look at the pictures in the Learner’s Book and say what they see.
116
• Ask the learners to tell their friends some of the activities they engage in at break
time.
• Explain to the learners that each school has its own rules.
• Tell the learners that it is the duty of every pupil to obey the school rules.
• Ask learners to discuss in pairs what they do when they see someone breaking
any school rule. Allow each pair to report in front of the class.
• Tell the learners that some pupils play mischief in school for example; making
noise when the teacher is teaching, playing with toys in class, bullying others,
leaving home but not getting to school.
• In groups of four, ask learners to discuss some mischievous behaviour that goes
on in their school.
• It is wrong to play mischief. Advise learners to correct those who play mischief
with love. However if they cannot change this behaviour tell learners to report
them so that appropriate action can be taken against them.
• Guide learners to recite Philippians 2:4.
• Learners to answer the questions in the Learner’s Book.
Additional notes
Guide the learners on how they can correct those who play mischief so that they
can stop the behaviour.
Core Competences to be developed: Citizenship by being your brother’s keeper,
Communication and collaboration as they discuss.
LinktoPCIs:Citizenship; good governance, human rights and responsibility, Life
skills; self-esteem, self-awareness, problem solving, decision making, creative
thinking.
LinktoValues: Responsibility, concern, empathy, honesty, hard-work, social justice,
trust, love.
LinktootherSubjects: Language Activities as they learn new vocabulary, Health
and Nutrition; personal hygiene and cleanliness, Environmental Activities as they
keep the environment clean.
Suggested Community Service Learning: Assign simple chores to learners at
school, home and church.
Suggested Non formal Activity to support learning: Practice brotherly concern
in their interactions at school.
117
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Excellently
corrects those in
the wrong
Accurately
corrects those in
the wrong
Occasionally
corrects those in
the wrong
Seldom corrects
those in the wrong
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Develop responsibility by not expecting a reward when they do chores at home.
Number of lessons: 1 lesson
Key inquiry question
• Why should you not expect rewards after helping parents?
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 Teaching and Learning Resources
The Holy Bible, the Children Bible, Bible story book, ash card, pictures, videos,
charts, posters, photograph, hymn books, resource persons, community resources,
audio players, prayer books, learner’s tablet.
Teaching and Learning Activities
• Ask learners which duties they perform at home.
• Ask learners to tell their friends the home chores they do at home. For example;
wiping the table, clearing the dishes, collecting litter in the compound.
118
• Explain that learners should help in light duties at home without expecting a
reward.
• Demystify the idea of child labour so that they do not associate helping their
parents with child labour.
• Learners to role play doing household chores without expecting rewards from
parents.
• Learners to answer questions in the Learner’s Book.
Additional notes
• Encourage learners to help with light chores at home without expecting a
reward
• Allow learners to compose a poem about chores they do at home.
Core Competences to be developed: Citizenship being our brother’s keeper,
communication and collaboration as they discuss, self-efcacy through practising
personal hygiene.
Link to PCIs: Citizenship; good governance, human rights and responsibility,
Health Education; nutrition and hygiene, Life skills; self-esteem, self-awareness,
problem solving, decision making, creative thinking.
LinktoValues: Responsibility, concern, empathy, honesty, hard-work, social justice,
trust, love.
LinktootherSubjects: Movement and Creative Activities as they compose a poem,
Language Activities as they learn new vocabulary, Health and Nutrition; personal
hygiene and cleanliness, Environmental Activities as they keep the environment
clean.
Suggested Community Service Learning: Assign simple chores to learners at
school, home and church
Suggested Non-formal Activity to support learning: Practice brotherly concern
in their interactions at school, collect litter around the school compound and take
care of school property.
Suggested assessment: Oral questions, portfolios, observation, written quizzes,
questions and answers, reciting, checklists, lling in blank spaces, puzzles.
119
Assessment Rubrics
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
consistently
performs chores
without expecting
rewards
Accurately
performs chores
without expecting
rewards
Occasionally
performs chores
without expecting
rewards
Rarely performs
chores
120
Prayer
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Recite the Lord’s Prayer and apply it in their daily lives.
Number of lessons: 3 Lessons
Key Inquiry Question
• Which prayer did Jesus Christ teach His disciples?
Teaching Methodology
Question and answer, discussion, demonstration, story telling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, chart, Pictures, audio player, the Children’s Bible, Bible story
books, learner’s tablets, radio.
Teaching and Learning Activities
• Show pictures of children praying and ask learners to identify what they are
doing.
• Learners to sing the National Anthem which is a prayer to God.
• Ask learner to say where they had heard people reciting the Lord’s Prayer.
Strand
The Church
Refer to the Learner’s Book, Page 72-81
121
The Chur ch
• Review the four lines of the Lord’s Prayer learnt in Grade 2 and use them as a
basis to develop the prayer to the end.
• Learners to look at the pictures in the Learner’s Book and say what they see.
Guide learners, in small groups, to read words in the pictures.
• Learners to read the Lord’s Prayer in Mathew 6:9-13.
• Introduce the Lord’s Prayer bit by bit to ease the recitation and mastery. Assist
learners to pronounce difcult words.
• Lead Learners to read the Lord’s Prayer from a chart displayed in class. This
will be done every time there is an opportunity so as to reinforce retention and
facilitate learning the prayer by heart.
• Learners to answer the questions in the Learners Book .
Additional notes
Lead learners to sing a familiar song on the Lord’s Prayer.
Core competences to be developed: Communication and Collaboration as they
discuss, sing and recite, imagination and Creativity as they sing, Learning to Learn
as they recite the Lord’s Prayer.
Link to PCIs: life skills; creative thinking, self-awareness, self-esteem,
assertiveness, critical thinking, effective communication, patriotism.
LinktoValues:respect, humility, responsibility, love, faith, trust.
LinktoOtherSubjects:Movement and Creative Activities as they sing about the
Lord’s Prayer.
SuggestedCommunityServiceLearning:Learners to attend church services to
learn more about respecting God during prayers.
SuggestedNon-FormalActivitytoSupportLearning: Learners to pray during
school assemblies, pastoral programmes, in class and when taking meals.
Suggested Assessment: Oral questions, Portfolios, observation, written quizzes,
questions and answers, reciting, lling in blank spaces.
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Assessment Rubrics
Exceeding
expectation
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
frequently says the
Lord’s Prayer
Accurately says
the Lord’s Prayer
Sometimes says
the Lord’s Prayer
Hardly says the
Lord’s Prayer
Prayer postures
Specic Learning Outcome
By the end of the end of the sub-strand, the learner should be able to:
• Show respect to God during prayer by adopting different postures of prayer.
Number of lessons: 2 lessons
Key Inquiry Question
• How can you show respect to God during prayer?
Teaching Methodology
Question and answer, demonstration, discussion, story telling, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, ash cards, Pictures, video,
posters, learner’s tablets, prayer books, hymn book.
Teaching and Learning Activities
• Ask learners to show how they pray in Sunday School.
• Review the prayer postures they have learnt in the earlier grades.
• Guide the learners to observe the picture in the Learner’s Book. In pairs, talk
about the pictures.
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• Tell them that the people in these pictures are showing respect to God during
prayer.
• Organise learners to watch a video clip featuring children reciting the Lord’s
Prayer in different postures.
• Guide them to answer the questions in the Learner’s Book.
Additional notes
Organise learners to role play ways of showing respect to God during prayer.
Answers to Activity Questions
Refer to Learner’s Book Page 74
1. Parts of the body: Legs, head, hands, eyes, hands, hands.
Core competences to be developed: Communication and Collaboration as they
discuss, imagination and Creativity as they role play.
Link to PCIs: Life skills: Self-awareness, self-esteem, assertiveness, effective
communication
LinktoValues:Respect, humility, love.
LinktoOtherSubjects:Movement and Creative Activities as they role play.
SuggestedCommunityServiceLearning:Learners to attend church services to
learn more about respecting God during prayers.
SuggestedNon-FormalActivitytoSupportLearning:Learners to pray during
school assemblies, pastoral programmes, in class and when taking meals using
different postures.
Suggested Assessment: Oral questions, observation, written quizzes, questions
and answers and lling in blank spaces.
124
Assessment Rubrics
Exceeding
expectation
Meeting
expectations
Approaching
expectations
Below
expectations
Accurately and
frequently shows
respect to God
during prayer
Accurately shows
respect to God
during prayer
Sometimes shows
respect to God
during prayer
Hardly shows
respect to God
during prayer
The Holy Spirit
Refer to Learner’s Book Page 75
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Discuss the coming of the Holy Spirit on the day of Pentecost and relate it to
their lives.
Number of lessons: 2 lessons
Key Inquiry Questions
• What happened on the day of Pentecost?
Teaching Methodology
Question and answer, discussion, storytelling, demonstration, dramatisation.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, prayer books, learner’s
tablets, pictures, posters, videos.
Teaching and Learning Activities
• Ask learners what they can remember about the Holy Spirit as introduced in
grade 2.
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• Review how Jesus promised his disciples the Holy Spirit.
• Guide learners to observe the pictures in the Learner’s Book and ask them to say
what is happening.
• Guide learners to read Acts 2:1-4 and then tell their friends how the Holy Spirit
came on the day of Pentecost.
• Explain that:
• The believers were gathered in one place.
• A noise came from heaven blowing like a strong wind.
• Tongues of re rested on each of them.
• They began to talk in other languages.
• Learners to sing a song about the coming of the Holy Spirit.
Additional Notes
• Select and pre-test and organise learners to watch a video clip on the coming
of the Holy Spirit.
• Ensure the visually impaired sit in front. Cater for the hearing impaired by
adjusting the volume accordingly
Answers to Work to do
Refer to Learner’s Book Page 76
1.a) believers b) heaven c) house d) tongues e) languages
2.a) True b) False c) False d) False e) True
Core competences to be developed: Communication and collaboration achieved
through group work, imagination and creativity through singing, digital Literacy as
they watch video clips, learning to learn as they read the Bible.
Link to PCIs: Life skills; decision making, critical thinking, self-awareness,
interpersonal relationship, Citizenship; social cohesion, leadership; empowerment
by the Holy Spirit, mentorship.
LinktoValues:Love sharing, cooperation, courage integrity.
LinktoOtherSubjects:Movement and Creative Activities while singing songs.
SuggestedCommunityServiceLearning:Attend church services to learn more
about the day of Pentecost.
126
SuggestedNon-FormalActivitytoSupportLearning:Learners to sing songs on
the coming of the Holy Spirit.
Suggested Assessment: Oral questions, portfolios, observation, written quizzes,
reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
Expectations
Meeting
Expectations
Approaching
Expectations
Below
Expectations
Habitually and
faultlessly exhibits
the fruit of the Holy
Spirit by expressing
love, joy, peace and
kindness as they
interact with others
Habitually exhibits
the fruit of the Holy
Spirit by expressing
love, joy, peace and
kindness as they
interact with others
Occasionally
exhibits some
fruits of the
Holy Spirit in
their interactions
with others
Seldom exhibits
the fruit of the
Holy Spirit as
they interact
with others
The work of the Holy Spirit
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
1. Identify the work of the Holy Spirit in the life of a Christian.
2. Desire to be led by the Holy Spirit as they make decisions in life.
Number of lessons: 2 lessons
Key inquiry Question
• What is the work of the Holy Spirit in the life of a Christian?
Teaching Methodology
Question and answer, discussion, singing and demonstration.
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
127
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, hymn books, prayer books,
ash cards, posters, pictures, audio player, learner’s tablets, resource persons.
Teaching and Learning Activities
• Ask learners what they learnt in Grade 2 about the work of the Holy Spirit.
• Review the previous lessons on the coming of the Holy Spirit.
• Use their responses to link with the current lesson.
• Guide them to observe ashcards showing different works of the Holy Spirit in
the Learner’s Book.
• Organise learners in small groups to talk about the work of the Holy Spirit in the
ashcards.
• Explain that the Holy Spirit:
• Gives strength to Christians when weak.
• Enables all Christians to live as brothers and sisters.
• Guides Christians in doing what is right.
• Makes Christians children of God.
• Helps Christians in prayer.
• Organise learners in pairs and provide them with ashcards showing the work
of the Holy Spirit. Let them read them loudly.
• Learners to answer the questions in the Learner’s Book.
Additional notes
Learners to sing a song on the work of the Holy Spirit.
Answers to Work to do
Refer to Learner’s Book Page 80
1.a) Christians b) guides c) strength d) children e) prayer
Core competences to be developed: Communication and collaboration as they
discuss, imagination and creativity when learners sing songs.
128
LinktoPCIs:Life skills; Decision making, interpersonal relationship, citizenship;
empowerment, mentorship.
LinktoValues: Sharing, cooperation, courage, integrity.
LinktoOtherSubjects:MovementandCreativeActivities as they sing songs.
SuggestedCommunityServiceLearning: Attend church services and learn more
about the work of the Holy Spirit.
SuggestedNonFormalActivitytoSupportLearning:Learners to sing songs on
the works of the Holy Spirit.
Suggested Assessment: Oral questions, portfolios, observation, written quizzes,
reciting, checklists, drawing, lling in blank spaces, puzzles.
Assessment Rubric
Exceeding
Expectations
Meeting
Expectations
Approaching
Expectations
Below
Expectations
Habitually and
faultlessly exhibits
the fruit of the
Holy Spirit by
expressing love,
joy, peace and
kindness as they
interact with others
Habitually
exhibits the fruit
of the Holy Spirit
by expressing
love, joy, peace
and kindness as
they interact with
others
Occasionally
exhibits some
fruits of the Holy
Spirit in their
interactions with
others
Seldom exhibits
the fruit of the
Holy Spirit as
they interact
with others
Fruits of the Holy Spirit
Specic Learning Outcome
By the end of the sub-strand, the learner should be able to:
• Appreciate the fruits of the Holy Spirit by living harmoniously with others.
Number of lessons: 2 lessons
Key Inquiry Question
• What are some of the fruits of the Holy Spirit?
129
Teaching Methodology
Question and answer, discussion, drawing, modelling and singing
Note: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested Teaching and Learning Resources
The Holy Bible, the Children’s Bible, Bible story books, pictures, realia, ashcards,
plasticine, prayer books, posters, resource persons, learner’s tablets,
Teaching and Learning Activities
• Review the previous lessons on the coming and work of the Holy Spirit.
• Display a tree with labelled fruits and ask them to read the name of the fruits.
• Use their responses to link with the current lesson.
• Learners to observe the picture in the Learner’s Book. Note that learners with
visual impairments need your closer attention in focussing them to the pictures.
• Ask learners to read names of the labelled fruits.
• Learners to read Galatians 5:22
• Display the ashcards of the fruit of love, joy, peace and kindness and let
learners read the fruits written on the ashcards.
• Guide learners to answer the questions in the Learner’s Book.
Additional notes
• Guide learners to draw a tree and attach labels of the fruits of love, joy, peace
and kindness.
• Display learners’ drawings in the Christian Religious Activity Area corner to
motivate them.
• Organise learners in small groups to model and label four fruits of the Holy
Spirit (love, joy, peace and kindness).
• Display learner’s models to motivate them and develop their self-efcacy.
130
Answers to Questions
Refer to Learner’s Book Page 82
1.a) Pain b) rudeness
2.a) Kindness b) Joy c) Love d) Peace
Wordsearch
1.
K I N D N
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L I V E L
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S A N O J
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D V
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P P E N
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Y P E A C E
J O
A E A C E
S
S Y
E A C E C
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Core Competences to be developed: Communication and Collaboration as they
observe in turns the tree of the fruits of the Holy Spirit, imagination and Creativity
when learners draw and model the fruits of the Holy Spirit, learning to learn as
learners read the Bible verses on the fruits of the Holy Spirit.
LinktoPCIs:Life skills; Critical thinking, self-awareness, self-esteem.
LinktoValues: Love, sharing, cooperation, courage, integrity
LinktoOtherSubjects: Movement and Creative Activities as they sing, model.
SuggestedCommunityServiceLearning:Attend church services to learn more
about the fruit of the Holy Spirit.
131
Suggested Non-FormalActivity to Support Learning: Learners to sing songs
on the fruit of the Holy Spirit, learners to model the fruit of the Holy Spirit outside
class
Suggested Assessment: Oral questions, portfolios, observation, written quizzes,
reciting, checklists, drawing, lling in blank spaces, puzzles
Assessment Rubric
Exceeding
Expectations
Meeting
Expectations
Approaching
Expectations
Below
Expectations
Habitually and
faultlessly exhibits
the fruit of the Holy
Spirit by expressing
love, joy, peace and
kindness as they
interact with others
Habitually
exhibits the fruit
of the Holy Spirit
by expressing
love, joy, peace
and kindness as
they interact with
others
Occasionally
exhibits some
fruits of the Holy
Spirit in their
interactions with
others
Seldom
exhibits the
fruit of the
Holy Spirit as
they interact
with others