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Longhorn
Christian Religious
Education
Teacher’s Guide
Grade 5
Lucy Muiru
Josephat Karanja
Stella M. Malonza
Approved by KICD
Published by
Longhorn Publishers PLC,
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© L. Muiru, J. Karanja, S. M. Malonza, 2022.
Cover design: Longhorn Publishers PLC
e moral rights of the authors have been asserted.
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First published 2022
ISBN 978-9966-64-328-5
Printed by Printing Services Ltd., Factory Street o Commercial Street,
Industrial Area, P.O. Box 32197-00600, Nairobi, Kenya.
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Table of Contents
Part 1: General Introduction .....................................1
1. Creation .................................................. 17
My purpose ..............................................17
Identifying talents and abilities ..................................17
Human beings as co-workers with God ..................... 22
e fall of human beings (Adam and Eve) ................... 29
e family unity ........................................ 33
2. e Holy Bible ............................................. 36
e holy Bible as a guide ......................................36
Bible stories .................................................40
Courage .....................................................40
Wisdom .....................................................43
Respect for the elderly .........................................45
God loves humility ...........................................48
Worship of True God .........................................51
God’s protection ..............................................55
Service to God ...............................................58
3. e Life of Jesus ................................................ 62
Preparation for the coming of Jesus ............................ 62
John the Baptist ..............................................62
e Baptism of Jesus ..........................................65
God’s power over nature .......................................67
Compassion for the needy .....................................71
Power of Jesus over life ........................................74
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Teachings of Jesus Christ ......................................76
Recovery of the lost human beings ..............................76
Responsible Living ...........................................79
Empowering the needy ........................................82
Persistence in prayer ..........................................85
4. e Church .................................................... 89
e Early Church ............................................89
e Lord’s Supper ............................................93
e Role of the Holy Spirit .....................................96
Power of intercessory prayer ...................................99
5. Christian Living ..............................................103
Friendship formation ........................................103
Peer inuence ...............................................103
Human sexuality ............................................108
God the source of life ........................................113
Good health practices ........................................117
Appropriate use of social media ...............................120
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A. Introduction to Competency
Based Curriculum
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, knowledge,
values and attitudes that they deserve, and
which they need in order to thrive in life.
This shall be accomplished through the
provision of excellent teaching, school
environment, resources and a sustainable
visionary curriculum that provides every
learner with high quality learning.
In order to do this, teachers must engage
the learners in exciting activities that
allow them to use and progressively
demonstrate the competences outlined in
the curriculum design.
This Teacher’s Guide has been designed to
place the learner at the centre of learning.
The Teacher’s Guide provides ways of
identifying and nurturing talents and
interests of learners early, to prepare them
for the world of work, career progression
and sustainability.
Based on a competency-based curriculum,
the Teacher’s Guide provides methods of
assessment, ways of promoting national
values and national cohesion and how to
integrate them into the curriculum.
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, no learner
should be labelled a failure.
B. Essence statement
This learning area builds on the
competences introduced in Early Years
Education. It enhances the learner’s
understanding and belief in God Almighty
as the Creator of the universe through
His revelation to mankind and salvation
through Jesus Christ ,His son. The learner
is firmly grounded in the Christian faith
by reading the Bible and practising its
teachings through the guidance of the
Holy Spirit.
The life approach method will be used to
enable the learner to apply knowledge,
skills, attitudes and values in real life
experiences. More so, the learner will be
able to deal with day to day challenges by
making appropriate choices and decisions
which focus on making links between
learner’s own experiences, needs, interests,
questions and beliefs.
CRE provides interactive, collaborative
and problem-solving learning experiences.
This learning area also endeavours to
develop a God-fearing, responsible,
assertive, honest and obedient learner
with abilities and skills for harmonious
Part 1: General Introduction
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relationships by practising the teachings
of Jesus Christ.
C. National Goals of Education
The national goals of education are:
1. Foster nationalism, patriotism, and
promote national unity
Kenyans belong to different communities,
races and religions. They should be able to
live and interact as one people. Education
should enable the learner to acquire a sense
of nationhood and patriotism. It should
also promote peace and mutual respect for
harmonious co-existence.
2. Promote social, economic,
technological and industrial needs
for national development
Education should prepare the learner to
play an effective and productive role in the
nation in the following areas:
a) Social Needs
Education should instill social and
adaptive skills in the learner for effective
participation in community and national
development.
b) Economic Needs
Education should prepare a learner
with requisite competences that support
a modern and independent growing
economy. This should translate into high
standards of living for every individual.
c) Technological and Industrial needs
Education should provide the learner with
necessary competences for technological
and industrial development in tandem
with changing global trends.
3. Promote individual development and
self-fulfilment
Education should provide opportunities
for the learner to develop to the fullest
potential. This includes development of
one’s interests, talents and character for
positive contribution to the society.
4. Promote sound moral and religious
values
Education should promote acquisition
of national values as enshrined in the
Constitution. It should be geared towards
developing a self-disciplined and ethical
citizen with sound moral and religious
values.
5. Promote social equity and
responsibility
Education should promote social equity
and responsibility. It should provide
inclusive and equitable access to quality
and differentiated education, including
learners with special educational needs and
disabilities. Education should also provide
the learner with opportunities for shared
responsibility and accountability through
service learning.
6. Promote respect for and development
of Kenya’s richand varied cultures
Education should instill in the learner
appreciation of Kenya’s rich and diverse
cultural heritage. The learner should value,
own and respect other people’s culture as
well as embrace positive cultural practices
in a dynamic society.
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7. Promote international consciousness
and foster positive attitudes towards
other nations
Kenya is part of the interdependent
network of diverse peoples and nations.
Education should therefore enable
the learner to respect, appreciate and
participate in the opportunities within
the international community. Education
should also facilitate the learner to operate
within the international community
with full knowledge of the obligations,
responsibilities, rights and benefits that
this membership entails.
8. Promote positive attitudes towards
good health and environmental
protection
Education should inculcate in the learner
the value of physical and psychological
well being for self and others. It should
promote environmental preservation and
conservation, including animal welfare for
sustainable development.
D. Learning Outcomes for Upper
Primary
By the end of Upper Primary, the learner
should be able to:
1. Apply literacy, numeracy skills and
logical thinking appropriately in self-
expression.
2. Communicate effectively in diverse
contexts.
3. Apply digital literacy skills appropriately
for communication and learning in
day-to-day life.
4. Practise hygiene, appropriate sanitation
and nutrition to promote health.
5. Explore, manipulate, manage and
conserve the environment effectively
for learning and sustainable
development.
6. Demonstrate ethical behaviour and
exhibit good citizenship as a civic
responsibility.
7. Demonstrate social skills, spiritual and
moral values for peaceful co-existence.
8. Demonstrate appreciation of the
country’s rich, diverse cultural heritage
for harmonious co-existence.
9. Manage pertinent and contemporary
issues in society effectively.
E. Subject General Learning
Outcomes
By the end of Upper Primary, the learner
should be able to:
1. Demonstrate an awareness of God as
the Sole Creator and Heavenly Father.
2. Appreciate the Bible as the Word
of God and apply its teachings for
responsible living.
3. Apply the teachings of Jesus Christ in
his or her interactions with others to
form harmonious relationships.
4. Acquire Christian moral values to
make informed day to day choices.
5. Recognise the Church as the people
of God and effectively serve as a
responsible member.
6. Apply Christian values in the use
of digital devices and social media
platforms for his or her wellbeing and
that of others.
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F. Interrelationship between the National Goals of Education, the level learning
outcomes, the subject general learning outcomes and specific outcomes
Knowledge of the interrelationship between National Goals of Education and level
outcomes is important for the teacher as they enable him or her to establish the linkages
between the outcomes at different levels and draw their relationship with the National
Goals of Education. This will help the teacher to:
• establish a consensus on the interrelationship between National Goals of Education
and outcomes at different levels,
• be creative and innovative in the learning approach,
• acquire awareness regarding his or her rights and responsibilities.
Example:
National Goals of Education (Number 4) Promote sound moral and religious values
Level Learning Outcome (Number 7) Demonstrate social skills, spiritual and moral values
for peaceful co-existence
Subject General Learning Outcome
(Number 3)
Apply the teachings of Jesus Christ in his or her
interactions with others to form harmonious
relationships
Specic Learning Outcome
(d), Strand 1 (Creation; Sub strand: e family
unity
Explain ways of contributing to a happy family for
peaceful coexistence
G. Structure of the Teacher’s Guide
This Teacher’s Guide is organised into
two main sections. Part 1 and Part
2. Part 1 is the general introduction
section detailing pedagogical issues.
Part 2 captures the lesson development for
the strands just as outlined in the Learner’s
Book. It gives in detail, the expected
learning outcomes, interesting teaching
and learning resources, tips on handling
learners with special needs and flexible
teaching guidelines to the teacher.
Organisation of the Strand
Each strand consists the following:
1. Sub strands
2. Number of lessons
3. Specific learning outcomes
4. Key inquiry questions
5. Suggested learning resources
6. Suggested learning experiences
7. Additional information
8. Suggested assessment methods
9. Links to values
10. Community Service Learning
11. Link to other learning areas
12. Attention to Learners with Special
Needs in Education.
1. Sub strands
These are specific titles being discussed
under every strand. Examples include:
• My purpose
• Human Beings as co-workers with God
• The fall of Human Beings (Adam and
Eve)
• The Family Unity
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2. Number of lessons
The number of lessons for each sub strand
is indicated.
3. Specific learning outcomes
This section captures the specific learning
outcomes for each sub strand.
4. Key Inquiry Questions
Key Inquiry Questions (KIQ)
is an approach where the teacher
uses questions to stimulate learner’s
thinking to allow them to generate
information using their own words and
understanding. Key Inquiry Questions
play the following functions:
• Helps the learner to focus on the
learning.
• Probe for deeper meaning and set
the stage for further questioning.
• Foster the development of critical
thinking skills and higher order
capabilities such as problem-solving.
• Allow learners to explore ideas in a
free, non-judgemental, meaningful
and purposeful way.
• Encourage collaboration
amongst learners, teachers and
the community thus integrating
technology to support the learning
process.
When writing Key Inquiry Questions:
a) Consider the focus of your learning
outcome and the strand as given in
the curriculum design.
b) Examine the concept in the
curriculum design that must
be addressed and brainstorm
on questions that would enable
learners to think about the concept
without dictating the direction or
outcome of their thinking.
c) Utilise the six typical question words:
Who? What? Where? When? Why?
How?
5. Suggested learning resources
This section lists the learning resources
needed for the sub strand. It also indicates
the alternative learning resources and
materials for learners with special needs
and for schools with limited resources.
6. Suggested learning activities
Learning activities are expected to engage
learners in an interactive learning process
as much as possible (learner-centred and
participatory approach).
They outline guidelines on how to
facilitate the learner’s activities in a way
that promotes the development of core
competences, values, skills and attitudes.
It also provides a way that the teacher
can cater for the different Special Needs
Education (SNE) with a consideration to
the nature and requirements of the lesson.
Suggestions on when to organise the
learners in groups have been made. It is
encouraged to group the learners during
all lessons. This is because it allows all
learners to participate and develop their
communication skills.
7. Additional information
This section provides an insight on
how to come up with a methodology to
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cover content in the sub strands using
the resources from different learning
experiences in the Learner’s Book.
It gives some background information that
is needed in order to competently handle
the sub strand.
8. Suggested assessment methods
This section gives ways through which the
teacher will assess the level of achievement
of the learning outcomes.
Some of the suggested assessment methods
are:
i) Question and answer
ii) Checklist
iii) Written questions
iv) Project work
v) Oral tests
vi) Observations schedules
vii) Portfolio
viii) Debates
ix) Anecdote notes
x) Assessment rubrics
9. Link to 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
Competency Based Curriculum reforms’
vision of moulding, engaged, empowered
and ethical citizens. The core values
emphasised in this Teacher’s Guide are
love, responsibility, respect, unity, peace,
faith, social justice and integrity.
10. Link to other Learning Areas
It is important for learners to gain an
understanding of the interconnections
between different learning areas so that
learning in each is reinforced across the
curriculum. This Teacher’s Guide does
exactly that. It prepares the teacher to pass
this information to the learners so that they
are aware of these connections.
11. Suggested Community Service
Learning
Community Service Learning (CSL) is
an experiential learning strategy that
integrates classroom learning to learning
from the community, to enable learners
reflect, experience and learn from the
community. It is a process where learners
link personal and social development with
academic and cognitive development.
CSL activities have been suggested to
help create opportunities for learners
to apply the knowledge, skills, attitudes
and values acquired through the formal
dimension in their community while at the
same time learning from the community.
This will develop in the learner not only
employability skills but also promote
personal growth by strong and productive
relationships with the community. Learners
will utilise the acquired knowledge, skills,
values and attitudes to improve the welfare
of the community.
H. Teaching Methods
It is important to discuss some of
the methods commonly used during
instruction of Christian Religious
Education. These are:
i) Demonstration
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ii) Question and answer
iii) Role play
iv) Discussion
v) Discovery
vi) Field trips
vii) Project method
viii) Story telling
ix) Debates
These methods have their own merits
when used at the right moment and for the
appropriate audience. An attempt has been
made to spell out how and when to make
use of some of the methods outlined in the
teaching of Christian Religious Education.
i) Demonstration
This method is used when the learners are
expected to use learning resources, make
models or draw pictures. It is necessary for
the teacher to demonstrate first what he or
she expects of them. When the teacher is
demonstrating, he or she is to ensure that
all the learners can see what he or she is
doing.
It may be necessary to call the learners
around the demonstration table for all to
see. During demonstration, the teacher
could ask some learners to help in handling
and setting up the learning resources. The
teacher should then outline the procedure
he or she expects them to follow as they
carry out their projects either individually
or in groups.
ii) Question and answer
This method finds its application in nearly
all learning areas in a school. The question
and answer method:
• Increases learner’s participation.
• Reduces teacher’s talk time
considerably.
• Creates enthusiasm and
motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of
ideas.
• Keeps the class active and lively.
• Promotes interaction between the
teacher and his or her learners,
among the learners and with the
learning resources.
When a teacher asks a question to the
learners and one of them gives a wrong
response, the teacher should not say no
or rebuke the learner. If he or she does
so, they will make the learner withdraw
from further learning and concentration,
because his or her answer was honest
based on what he or she thought was
right. Instead, the teacher should follow the
learner’s answer to detect any reason that
led to his or her response. In this process,
the teacher will discover where the learner
went wrong and help him or her.
Alternatively, the teacher’s question could
have been ambiguous or vague. As a
result, the teacher will need to rephrase
the question.
iii) Role play
When teaching sub strands such as service
to God, the learners can role-play. One
learner can imitate what Moses did when
he saw the burning bush and another one
imitate the voice from the bush (God).
iv) Discussion
In discussion, the teacher acts as a
moderator during learners’ interaction.
He or she poses the question for discussion
and acts as a resource person. Discussion
educates and trains the learners to apply
knowledge, think critically, solve problems
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easily, obtain relevant information easily
and make pertinent decisions.
An effective discussion is characterised by
the following:
i) A group atmosphere where all are
actively involved.
ii) Critical and reflective participation
with a lot of cooperation.
iii) Shared decision-making and making
conclusions.
v) Discovery
Through manipulation of learning
resources and a study of a number of
patterns and relationships, learners
discover concepts in Christian Religious
Education. Discovery can arise through
organised work and discussions.
I. The Teaching Process
Christian Religious Education is taught
and learned as a core learning area. At
every grade, it is structured in strands and
sub strands. They are further broken down
into lessons.
• A lesson is aligned to a number of
activities. Each lesson has learning
outcomes whose achievement is
pursued using all teaching and
learning resources in learning
experiences done by both the teacher
and the learner.
• Some learning outcomes focus
on Higher Order Thinking Skills
(HOTs) enhancing skills, attitudes
and values. These skills include:
– Appreciating the link between
a real fruit and the fruit of the
Holy Spirit or a real gift and
those given by the Holy Spirit.
– Interpreting the Bible verses.
Planning to Te ach
For one to teach, he or she needs the
following Professional documents.
a) Schemes of work
b) Lesson plan
c) Records of work
d) Learner’s progress records
e) Individualised Education Programme
(IEP)
(a) Schemes of work
This document is drawn from the
curriculum design. It is a plan of how
learning shall be organised within the
allocated time. It allows the teacher to
manage the time appropriately. All aspects
of the learning process are planned in
advance.
Components of schemes of work
i) Week
ii) Lesson
iii) Strand
iv) Sub strand
v) Specific learning outcomes
vi) Key Inquiry Question(s) (KIQ)
vii) Learning experiences
viii) Learning resources
ix) Assessment
x) Reflection
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Sample Scheme of Work
School ……………………………………………
Grade ………….. Term ………… Year …………………..
Learning Area …………………….
Week Lesson Strand Sub strand Specic learning
outcomes
Key
inquiry
questions
Learning
experiences
Learning
resources
Assessment Reection
1 1 Creation My purpose
Identifying
talents and
abilities
By the end of the
lesson, the learner
should be able to:
a) Identify God’s
purposes
for him or
her to live
meaningfully
b) Appreciate
his or her
talents by
participating
in various
activities for
the benet
of self and
others.
What is
God’s
purpose
for your
life?
• Learners
to outline
what they
want to do
aer their
studies
• Learners to
sing a song
about God’s
purpose for
their life
• Learners
to read
Jeremiah
29:11.
• Good
News
Bible
• CRE
Grade 5
Learner’s
Book
pages 1
and 2.
• oral
questions
• Written
quizzes
Listen to the
learners as
they explain
God’s
purpose for
their life.
(b) Lesson plan
A lesson plan is a breakdown of the Scheme
of work into teachable units for the lesson.
It is an outline of how the teacher intends
to carry out a specific lesson.
A well-done lesson plan helps the teacher to:
• Organise the content to be taught
in advance focusing clearly on the
content to be covered and the way
it should be taught hence avoiding
vagueness and irrelevance.
• Plan, prepare and assemble teaching
and learning resources.
• Present concepts and skills in a
systematic manner using appropriate
strategies to achieve the stated lesson
outcomes.
• Adequately plan for the time
allocated for the lesson.
• Select and design appropriate
assessment methods to evaluate the
teaching and learning process.
• Make connections between
learning areas.
Components of a Lesson plan
a) Administrative details (School,
Grade, Learning Area, Date, Time,
number of learners)
b) Strand
c) Sub strand
d) Specific learning outcomes
e) KIQ
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f) Core competences
g) Values
h) Pertinent and Contemporary Issues
(PCIs)
i) Teacher’s preparation
j) Introduction
k) Lesson development
l) Conclusion and summary
m) Reflection on the lesson
Sample Lesson Plan
School Grade Date Time No. of learners
Tumaini 5 4/01/2021 11:30-12:05 4
Strand: Creation
Sub strand: My purpose
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
a) Identify God’s purposes for him or her
to live meaningfully.
b) Appreciate his or her talents by
participating in various activities for
the benefit of self and others.
Key Inquiry Question
• What is God’s purpose for your life?
Core competences
Learning to learn: as learners acquire new
knowledge.
Self-efficacy: as the learners brainstorm
on God’s purpose for their lives.
Creativity and imagination: as learners
sing songs on appreciation of God’s
purpose for their lives.
Values
Responsibility: as learners acquire life’s
responsibility such as becoming leaders in
the school government.
Pertinent and contemporary issues
Decision making as learners choose to
live a purposeful life.
Suggested learning resources
• Good News Bible
• CRE Grade 5 Learner’s Book page
1 and 2
• Children Bible story books
Teacher’s preparation
The teacher prepares for the lesson by
collecting the required resources such as
the video clips on what is to be taught, the
Bible and the Learner’s Book.
Introduction
The teacher introduces the lesson by asking
learners to brainstorm on the reasons they
think God created them.
Lesson development
Ask learner’s to explain what they want
to be when they complete their studies.
Let them mention the special abilities and
talents they have. Ask the learners how
their special abilities and talents would
help them in future. This will promote the
competence of self efficacy.
Allow the learners to sing the song, they
will acquire the competence of creativity
and imagination. Let the learners answer
the questions after the song. Listen to their
responses to identify if they identify God’s
purpose for themselves.
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Ask the learners to read Jeremiah 29:11 in
pairs. Allow them to identify God’s plan
for their lives from the verse.
Conclusion and summary
Ask learners to read the summary as you
explain each point. Help them to outline
God’s purpose for their lives.
Reection on the lesson
The learners take around five minutes to
reflect on what they just learned.
(c) Records of Work
A Record of Work is a document kept by
the teacher showing the work that has been
done at the end of every lesson, strand or
sub strand. The individual teacher makes
the entries daily.
It helps in the following ways:
• Accountability and transparency of
work covered.
• Continuity of teaching in a class.
• A new teacher has an idea of where
to start from.
• Evaluation of schemes of work
after a period.
• Providing uniformity of content
coverage in case of several streams.
The record of work tracks the achievement
of learning outcomes and the competences
acquired by the learner. The record can
be used to show the teacher whether their
teaching has been effective in addressing
the learning needs of individual learners.
It therefore acts as a guide for the teacher
to be able to give the required attention to
individual learners to ensure the desired
outcomes as stated in the curriculum
design are portrayed by all the learners.
The record of work can also be used to give
the learner and the parents or caregivers
information about the learner’s progress.
Components of a Record of Work
a) Administrative details: Details of
the name of the school, teacher,
learning area and Grade.
b) Time Frame: There should be an
indication of the week and date
when the work was covered.
c) Work done: Strand and sub strand as
derived from the specific learning
outcome(s).
d) Reflection: The remarks column
should have statement(s)
specifying the success and or
challenges of that lesson and
recommendations.
e) Details of the teacher: Include the
name, signature or initials of
the implementing teacher for
accountability.
The school management should regularly sign the record of work.
Sample Record of Work
School: ________________________
Learning Area: _______________________
Name of Teacher: ___________________
Grade: _________________________
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Week Date Strand Sub strand Reection Teacher’s Signature
(d) Learner’s Progress Records
This can be done using rubrics. A rubric
is a way to assess a learner’s progress
with standards in a detailed manner.
Rubrics provide several focal points when
assessing subjective work. They also
provide the teacher with a tool to ensure
that assessment is fair and consistent for
all learners.
Learning outcomes require different
assessment methods. A rubric is a teacher-
generated tool that maps the specific
learning outcomes that specify the
performance, levels of success and mastery
of the outcomes. Rubrics are meant to
help you in measuring the product, process
and progress of learning. In addition, the
rubric will involve the learner in creating
and understanding the evaluation criteria,
which allows them to participate fully in
the process needed to achieve the objective.
Decide on the rating, forexample: Excellent,
Good, Improving, Needs Support.
The Curriculum design uses exceeding
expectations, meeting expectations,
approaching expectations and below
expectations.
Sample assessment rubric
Indicator Exceeds
expectation
Meets expectation Approaches
expectation
Below
expectation
Identify God’s
purposes
for him or
her to live
meaningfully
Correctly
identies and
explains God’s
purposes
Correctly identies God’s
purposes
Identies part of
God’s purposes.
Has diculty in
identifying God’s
purposes.
Exceeds expectation
This means that the learner’s level of
understanding of the concept being
taught goes beyond what the teacher had
anticipated. This is a positive indication
that the content has been well delivered
and well received by the learner. This
depicts clear understanding of what was
being taught.
Meets expectation
This is when the learner’s reception
of concept is just as the teacher had
anticipated.
It is a positive response, one that shows
that the learner has well understood what
was being taught.
Approaches expectation
This is a sign that the learner has a glimpse
of what was taught. However, he or she
has not understood the concept. In this case,
the teacher will have to introduce remedial
classes to repeat the sub strand, which gave
the learner difficulties.
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Below expectation
This is when the learner has not understood
the concept at all. The teacher has to use a
different approach to deliver the content.
The teacher has to go an extra mile and
create extra time for remedial classes on
the sub strand. A variety of assessment
methods can be used to ensure that the
content is delivered.
J. Grouping Learners for Learning
Activities
The following are different ways of
grouping learners:
a) Similar ability grouping
b) Mixed ability grouping
c) Similar interests grouping
d) Needs grouping
e) Mixed gender 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 challenges of a small
group.
d) Materials that were inadequate for
individual work can be shared in
groups.
e) Learners can learn from one another.
f) Cooperation among learners can
easily be developed.
g) Many learners accept corrections
from the teacher more readily and
without feeling humiliated when
they are in a small group rather than
individually.
Conclusion
This Teacher’s Guide has been written to
help you guide learners to learn Christian
Religious Education in the most enjoyable
and captivating manner. You are reminded
to always arouse the curiosity of learners
as you teach. Some things that you may do
before you go for a lesson include:
• Go through the expected learning
outcomes. This will help guide the
manner of teaching.
• Read through the lesson in advance
to get an overview of the content to
be covered.
• Form a mental picture of the learning
experiences and the ways in which
you will interact with learners when
dealing with the suggested activities.
• Collect in advance, the learning
materials that will be needed during
the lesson.
• In some cases, try out the suggested
learning experiences in advance. This
helps in confirming the accuracy of
the gadgets and other tools and
equipment to be used during the
learning process.
Remember: The suggested learning
activities in this book are just a guide. You may
not need to follow them to the latter. Feel free
to incorporate other innovative learning
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activities that will help in delivering the
intended content successfully.
h) Learner’s 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 strand or task to be tackled.
b) The materials available.
c) Ability of learners in the class (fast,
average, slow.)
However, the teacher must be flexible
enough to adjust or change his or her type
of grouping to cope with new situations.
There is no fixed number of learners that
a group must have. This will be dictated
by such factors as the task to be done,
the materials available, characteristics of
learners in your class, size and the space
available. You can resort to pair work
depending on the nature of the content
being taught at the time.
Note that one teaching method or approach
is not appropriate for all lessons.
A teacher should, therefore, choose wisely
the method to use or a combination of
methods depending on the nature of the
strand or sub strand at hand.
K. Considerations for Special Needs
Education
Teachers are encouraged to involve all
learners in the learning activities, whether
they have special educational needs
or not. Learners with disabilities are
fundamentally as competent as those
without disabilities. Therefore, they should
participate in learning activities depending
on the nature of their disabilities.
Learners with Special Needs Who
Follow the Regular Curriculum
Some learners with special needs may
follow the same curriculum as learners
without special needs. However, for these
learners to access the regular curriculum,
adaptation may be necessary. Adaptations
may include the substitution of curriculum
content, removal of specific curriculum
content areas and the adaptation of
teaching and learning strategies, resources
and assessment.
Learners with special needs who may
follow the regular curriculum include the
gifted and talented. Others are those with:
i) Physical impairment
ii) Visual impairment
iii) Hearing impairment
iv) Mild cerebral palsy
v) Emotional and behavioural
difficulties
vi) Learning disabilities
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 impairments
should sit near the teacher’s table for easy
supervision and assistance. The following
are more suggestions on how to support
learners with special needs in your class:
i) Learners with physical impairment
In this group of learners, the affected areas
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are normally some body parts, especially
the limbs. There may be partial or total
loss of use of the limbs. In case the legs are
affected, the learners will need assistance
during activities that involve movement.
This could be during a nature walk and
other activities that learners have to stand
for some reason. The teacher should
organise for the learner’s ease of movement
around. The learner should also be given
time to catch up with the others.
In case the hands are affected, the learner
should be given more time to finish their
work. In both cases, the learners should not
be put under pressure to do things that can
cause injury or ridicule.
ii) Learners with visual impairment
These learners normally have problems
with their eyesight. They should sit in a
position where they are able to see the
chalkboard without straining.
Note: The learner could be long-sighted
or short-sighted.
The material to be observed should
be brought closer to the learner and a
magnifying lens used where necessary.
The teacher should use large diagrams,
charts and labels. In some cases, the
learners can be allowed to touch and feel
whatever others are looking at. Other
learners can assist by reading aloud.
The lighting system in the classroom can
also be improved.
The teacher should read aloud most of the
things he or she writes on the chalkboard.
The teacher should adjust appropriately for
learners who are long-sighted.
iii) Learners with hearing impairment
The affected part in this case is the ear.
The learner should have hearing aids. The
teacher should project his or her voice
and always talk while facing the learners.
Use of gestures and signs, in addition to
talking, helps the learner figure out what
the teacher is saying as well.
iv) Learners with speech impairment
A common example in a normal class is
the stammerer. They always speak with
a lot of impairment. The teacher should
be patient with them and encourage such
learners to express themselves in their own
way. Such learners should be given more
written exercises than oral.
v) Learners with mental impairment
The teacher should try to identify the
nature and level of the mental difficulty.
Learners with mental impairment should
then be given special assistance and
attention at an individual level. They can
be given special tests or assessments.
In general, all the learners with impairment
should be reinforced promptly. This
encourages and motivates them. The
teacher and the rest of the class should
never ridicule learners with any of the
impairments.
Remind them that ‘Disability is not
inability’.
However, the teacher should avoid giving
privileges where the learners do not
deserve them. Treat them fairly but not
with undue favours. In extreme cases, it
can be recommended for the learners to
join a special school.
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L. Safety in the Classroom
Learners are always active and curious. As
such, they are inclined to getting harmed
and injured, if not well guided. They should
therefore be constantly protected from
sources of injury and harm. The teacher
is advised to take strict safety precautions
whenever learners are inside or outside
the classroom.
Some areas that need consideration as far
as safety is concerned include:
• When using tools and equipment.
• During demonstrations.
• When handling sharp or pointed objects
like a pair of scissors or razor blade.
• During nature walks and field visits.
Learners should avoid handling and
touching poisonous plants and harmful
animals.
Remember, as a teacher, you are responsible
for the safety of the learners during the
period he or she is handling them.
M. Parental empowerment and
engagement
The learner is part of a family and therefore
education should lead him or her to accept
the membership of the family with all
the responsibilities rights and benefits it
entails.
This activity should encourage the learner
to involve the parents or guardians in the
learning process.
N. Suggested non-formal activities
Learning does not only take place in formal
setups but also through interaction with
others in clubs and societies where we will
acquire skills, values and attitudes.
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Creation
(Learner’s Book pages 1-21)
Introduction
Summary of the strand
This strand has 4 sub strands: My purpose,
Human beings as co-workers with God,
The fall of human beings (Adam and Eve)
and The family unity.
In Grade 4, the learners learnt about Self-
awareness, My family and Attributes of
God.
My purpose is a continuation of what
the learners learnt under Self-awareness.
Learners are to remember their unique
qualities as they learnt in the sub strand,
self-awareness. This will help them to
build their knowledge, skills, attitudes and
competences further as they learn about
their talents and abilities.
In the sub strand, human beings as co-
workers with God, learners will learn
about the responsibilities given to human
beings by God, taking care of God’s
creation and their roles at home, church
and school. They will also identify their
rights and learn about child labour.
In the sub strand, the fall of human
beings, learners will learn the importance
of being obedient and get to know the
reasons why the first human beings
disobeyed God. They will also explore on
the lessons they can learn from the fall of
the first human beings.
In the sub strand, the family unity,
learners will explore on the importance
of family unity, the challenges faced by
families while promoting family unity and
ways through which family happiness can
be promoted.
My Purpose
Identifying talents and abilities
(Learner’s Book pages 1-5)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify God’s purpose for his or her
life.
(b) narrate the parable of the talents.
(c) identify lessons and values which
Christians can learn from the parable
of talents.
(d) appreciate his or her talents by
participating in various activities for
the benefit of self and others.
Key inquiry questions
1. What is God’s purpose for your life?
2. Why is it important to identify your
talents and abilities?
3. How do you use your talents and
abilities?
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Suggested assessment methods
1. Written questions
2. Checklists
3. Oral tests
4. Observation schedules
5. Portfolio
6. Anecdote notes
7. Question and answer
8. Project work
9. Assessment rubrics
Suggested learning resources
1. Learner’s Book
2. Good News Bible
3. Picture or photographs
4. Digital devices
5. Magazines
6. Children’s Bible story book
7. Charts
8. Newspapers
9. Realia
God’s purpose for my life
Suggested learning activities
Activity 1
1. Guide learners to search for the
meaning of purpose from digital
devices.
Expected response
• Purpose is the reason for which
something is done or created.
2. Allow the learners to discuss God’s
purpose for their lives.
Expected responses
• God’s purpose for my life is to become
an obedient and responsible person.
• God wants me to be an honest
person.
• God’s purpose for me is that I help the
needy in the society.
• God wants me to work hard.
3. Give them time to present their
findings in class.
Activity 2
1. Guide learners to sing the song in the
Learner’s Book using their tune. They
can also sing any other relevant song.
This activity links to Music.
2. Encourage them to identify God’s
purpose for them according to the
song. Allow learners to work in groups
since it will promote responsibility.
Expected response
• God created us to worship or praise
Him according to the song.
3. Guide them to discuss other plans
which God has for them.
Expected responses
• Other plans that God has for me are:
succeeding in life, obeying the elders,
working hard at home and school.
4. Lead them to state what they would
like to do when they grow up.
Expected response
• When I grow up I would like to
be: an accountant or information
technology specialist.
5. Let them explain why it is important
to identify what they would like to be
when they grow up.
Expected response
• It is important to identify what I
would like to be when I grow up
because:
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– I will work hard to achieve it.
– I will be focused.
Activity 3
1. Lead learners to read Jeremiah 29:11
in pairs. Give learners time to discuss
the message in the Bible verse.
2. Still in their pairs, ask them to
write down God’s plan for them
according to the verse.
Expected responses
• God’s plan for me according to this
verse is:
– to bring me prosperity and not
disaster
– to bring about hope and a future
3. Assess the learners’ ability to read
and interpret the message in the
verse. This promotes critical
thinking. It also links to English
Language.
Expected response
• According to Jeremiah 29:11, God
wants me to grow up to:
– be obedient, responsible, humble
and disciplined.
– recognise Jesus Christ
– explain his ways and live a
righteous life.
– have faith in Him and to live in
truth.
Additional information
• Look for pictures of people or
children with different talents from
the newspapers or the magazines.
Cut the pictures out. Stick them on
a manila paper to make a chart of
pictures.
• Lead the learners to discuss their
unique abilities as they learnt in
Grade 4.
• Ask them to outline what they enjoy
doing at home, school and in church.
Listen to their responses. Guide them
to realise that what they like doing
is their talent. Ask the learners to
mention the things they like doing.
Self-awareness will be promoted.
e parable of the talents
Activity 4
1. Allow the learners to use a dictionary
or a digital device to check for the
meaning of parable, gift, talent and
ability.
Expected responses
• A parable is a simple story used
to illustrate a moral or spiritual
lesson. Examples would be the
parables told by Jesus Christ in
the Gospels.
• A gift is a natural ability or talent.
• A talent is a natural skill or ability
to do something well.
• An ability is a talent or skill in a
particular area.
2. Guide learners to read James 1:17 in
pairs.
3. Let the learners state where every gift
comes from. Listen to the learners’
answers and correct them where
necessary.
Expected responses
• Every good gift comes from heaven,
it comes down from God.
• Encourage them to work in pairs.
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ii) Making drawings for the
classroom.
iii) Taking part in athletic
competitions.
– e children can use their
talents to help themselves by:
i) Singing for enjoyment.
ii) Drawing pictures to hang
in his or her room.
iii) Becoming a professional
athlete later in life.
4. Let them acknowledge that their
different gifts are their talents. Inform
them that they should use their God
given gifts for their own good and to
help others.
5. Guide them to state how they use
their God given gifts.
Expected responses
• Accept appropriate answers such as:
– I sing in church.
– I play musical instruments at
school.
– I make drawings for our house.
6. Assess their understanding on
different uses of their gifts. This
promotes self-awareness.
Activity 6
1. Lead learners to read Matthew 25:
14-30 in groups.
2. Assess learners’ ability to narrate the
story of the parable of the talents in
the right order and accuracy. Prepare
a checklist for this.
If the learners have problems narrating
the parable, ask them to read the story
again. Let the learners understand that
This will promote communication
and collaboration.
4. Lead the learners to explain the good
gifts which God has given them.
Expected response
• Accept any appropriate answer such
as:
– God has given me the good gift
of playing the piano.
5. Let the learners discuss how they use
the gifts they have received from God.
• Accept any appropriate answers such
as:
– I use the gift I have received from
God to play the piano at school
during music club and choir
training.
Activity 5
1. Guide the learners to look at the
pictures in the Learner’s Book.
2. Lead them to discuss the God given
gifts of the children in the pictures.
Expected responses
• – Playing musical instruments and
singing
– Drawing
– Running
3. Allow the learners to discuss how the
children in the pictures can use their
talents to help themselves and others.
Expected responses
– e children can use their
talents to help others by:
i) Taking part in the
school choir and music
competition.
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the parable of the three servants is also
known as the parable of talen ts.
Inform them that the coins given to
the three servants represent the gifts
given to us by God and that the master
represents God. Let them understand
that the parable encourages them
to make good use of their gifts and
talents.
3. Request the learners to discuss how
each servant used the coins he was
given.
Expected response
• The first servant used his coins well
and earned another five thousand
coins. The second servant also used
his coins well and earned another two
thousand coins. The third servant hid
the coin on the ground and it did not
earn anything.
4. Allow them to list their talents and
abilities.
Expected responses
• Accept any appropriate answers such
as:
– creating toys, working with others,
singing, playing dierent games.
5. Let them explain how their talents
and abilities will help them in future.
Expected responses
• Accept any appropriate answers such
as:
– I can become a professional
footballer.
6. Guide them to write their talent on a
flashcard and why it is important to
identify it.
Expected responses
• Accept any appropriate answers
such as:
– It is important to identify my
talent so that I can work hard
to achieve it.
7. Assess their understanding of the
parable. This will promote self-
efficacy.
Activity 7
1. Guide the learners to retell the parable
of talents from Matthew 25:14–30.
is will promote communication
and collaboration.
2. Allow them to identify the values
demonstrated by the master.
Expected responses
• The master demonstrated the
following values:
– Trust - He trusted his servant
with his wealth.
– Responsible - He assigned
duties to his servants according
to the ability of each.
– Thankful - He thanked the first
and second servants.
– Wise - He used wisdom to
assign duties to the servants.
3. Let them outline the values
demonstrated by each servant.
This will enhance self-efficacy and
learning to learn.
Expected responses
– Values portrayed by the first
servant were: honesty, hard
work, creativity, selflessness,
respect.
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– Values portrayed by the
second servant were: peace,
responsibility, honesty, hard
work, respect.
– Values portrayed by the third
servant were: laziness and
ungratefulness.
Activity 8
Digital spot
1. Guide the learners to play and
watch the video clip on the parable
of talents. e video clip will help
learners link what they have learnt
from the Bible with what they hear
and see. This will enhance their
digital literacy skills.
2. Allow learners to draw a picture story
about the parable.
3. Let them discuss the lessons they
learn from the parable of the talents.
Expected responses
• Accept any appropriate answers such as:
– We all have different skills and
abilities.
– For me to succeed I should work
hard.
4. Guide them to explain how they
apply the lessons and values from the
parable of the talents.
• Accept any appropriate answers such
as:
– I am obedient when doing my
duties.
– When I am given a new activity
to perform I create new ways of
tackling it.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to display the photographs
in class during a later lesson.
Community service learning
1. Guide the learners on how to do the
community service learning activity.
2. Mark their essays.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 1
Expected responses
1. Accept any appropriate answers such
as:
– The purpose of God in my life
is to serve Him.
2. Accept any appropriate answers such
as:
– The parable of talents teaches
me to be honest.
3. Accept any appropriate answers.
4. Guide learners on how to compose
the poem accordingly.
Human Beings as Co-workers
with God
(Learner’s Book pages 5 -14)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify responsibilities given to
human beings by God.
(b) demonstrate good stewardship of
God’s creation by taking care of the
environment.
(c) identify his or her roles at home,
school and church for the benefit of
self and others.
(d) explain the causes of child labour by
citing examples for awareness.
(e) explain the effects of child labour for
protection of self and others.
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responsibility given to human beings
by God.
Expected responses
• The responsibility given to human
according to Genesis 1:26 is to have
power over the fish, the birds and all
animals, domestic and wild, large and
small.
2. Ask them to read Genesis 2:15.
Guide them to write down the
responsibilities given to human
beings according to the verses. Let
them present the answers in class.
Expected responses
• According to Genesis 2:15 human
beings were given the responsibility of
cultivating and guarding the Garden
of Eden.
3. Give them enough time to present
in class the responsibilities given to
human beings according to Genesis
1:26 and Genesis 2:15.
God gave human beings the following
responsibilities according to Genesis
1:26 and Genesis 2:15
a) To have power over the fish, the
birds and all animals.
b) To cultivate and guard the Garden
of Eden.
4. Assess their understanding of the
responsibilities given to human
beings in the two verses using an
assessment rubric. This activity will
help them promote learning to learn.
Activity 2
1. Allow learners to read the
sentences in the Learner’s Book.
(f) appreciate his or her roles by sharing
responsibilities with others.
Key inquiry questions
1. Which responsibilities did God give
to human beings?
2. Why were human beings given
responsibilities?
3. Why is child labour an abuse of the
rights of a child?
Suggested learning resources
1. The Learner’s Book
2. Good News Bible
3. Digital devices
Suggested assessment methods
1. Oral questions
2. Observation
3. Checklist
4. Written questions
5. Portfolio
Suggested learning activities
1. Start by explaining to the learners who
a co-worker is. Let them understand
that teachers are co-workers with
God. Ask them to mention other co-
workers they know and what they do.
2. Inform them that God made human
beings His co-workers after creating
them. Let them know that human
beings are co-workers with God
through the responsibilities they were
given by God.
Responsibilities given to human
beings by God
Suggested learning activities
Activity 1
1. Lead the learners to read Genesis 1:26
in groups. Ask them to write down the
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2. Ask them to discuss the
responsibilities given to human
beings by God.
3. Guide them to identify other
responsibilities given to human
beings. This activity will promote
citizenship.
Expected response
• Accept any other appropriate answer
such as:
– Taking care of the environment.
– Obeying God.
– Loving God and all the people.
4. Lead them to discuss how they
practise the responsibilities given by
God.
• Accept any appropriate answers such
as:
– I ensure I do not litter the class
or the school compound.
– I feed our dogs and make shelter
for them.
Good stewardship of God’s creation
Activity 3
1. Allow the learners to look at the
pictures in the Learner’s Book.
2. Give them time to discuss what is
happening in the pictures. Listen to
their responses. Let them know that
the people in the pictures are taking
care of God’s creation.
Expected responses
• – The girl is feeding the chicken.
– People are cleaning the market
place.
3. Let the learners identify the ways in
which the people in the pictures are
taking care of God’s creation.
Expected responses
• – The girl is taking care of God’s
creation by feeding the chicken.
– The people are taking care of
God’s creation by cleaning the
environment.
4. Let them identify the ways in which
they take care of the environment
either at home, school or in the
church. This promotes self-efficacy.
Remind learners that the environment
refers to their surroundings.
Expected responses
• Accept any appropriate answers such
as:
– I collect litter in the classroom.
– I wipe the tables and chairs at
home.
5. Guide them to take up different
duties at school of taking care of the
environment. Assess the learners’
different ways of taking care of God’s
creation using a checklist.
6. Ask them to give reasons why taking
care of the environment is important.
Help them state that taking care of the
environment is a responsibility given
to human beings by God. As learners
undertake this activity, self- efficacy
and responsibility will be enhanced.
Expected responses
• Accept any appropriate answers such
as:
– It is important to take care of
God’s creation because it helps
us to live in a clean environment.
– Because we depend on each other.
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7. Guide them to compose a poem on
how to take care of God’s creation.
This will enhance imagination and
creativity.
8. Give them time to recite the poem in
class.
My roles at home, school, church
and the community
Activity 4
1. Lead learners to read in pairs what
the children in the Learner’s Book
are saying. Let them discuss how the
activities done by the children help
others.
Expected responses
• Accept any appropriate answers such
as:
– Cleaning helps to keep
everyone free from illness.
2. Ask them to list the activities they take
part in at home, school and in church.
Expected responses
• Accept any appropriate answers such
as:
– At home I clean my clothes.
– At school I collect litter in the
compound.
– In church I wipe the seats before
people sit on them.
3. Let them explain how they help at
home, school and in the church.
Expected responses
• At home I clean the utensils.
• At school I collect papers in class.
• In the church I wipe the seats.
4. Guide them to state how the roles
played at home, school and in church
benefit them.
• Accept any appropriate answers such
as:
– The roles played at home help me
become better.
5. Let them mention the importance of
what they do at home, school and in
the church.
• Accept any relevant answers such as:
– The roles I play at home are
important because they help us to
have unity at home.
6. Let them explain how they share
duties at home.
• Accept any suitable answers such as
– We share duties at home according
to age.
– Accept any suitable duties in the
table.
Activity 5
1. Lead learners to read 1 Peter 4:10
aloud.
2. Let them discuss what they have
learnt from the verse.
Expected responses
• 1 Peter 4:10 teaches us to use our God
given gifts for the good of others.
3. Guide them in stating that what they
do should be for the good of others.
4. Allowthem to present their discussion
in class.
e causes of child labour
Additional information
• Ask the learners how they help their
parents or guardians at home.
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• Let the learners know that helping is
not child labour and that they should
be happy to help at home, at school
and in church.
This activity will help promote
citizenship and learning to learn.
Activity 6
1. Guide learners to read what the dove
and the fish are saying.
2. Allow them to state what child labour
is according to the dove.
Expected response
• According to the dove, child labour
is any work that is against the right
of children.
3. Ask them to write down the meaning
of child rights according to the fish.
Expected response
• Child rights are freedoms and
privileges that children must have.
4. Ask them to search for other meanings
of child labour and child rights from
the internet.
Expected responses
• Accept any appropriate answers such
as:
– Child labour is work that deny
children of their childhood,
their potential and dignity. This
work is harmful to their physical
and mental development.
– Child rights are the rights
of children to live free from
hunger, abuse, neglect and other
cruel conditions.
5. Give them time to present the
meaning of child labour and child
rights in class.
This will enhance communication
and collaboration as well as learning
to learn.
6. Allow them to state the child rights.
Expected responses
• Child rights include:
– right to life
– right to health
– right to education
– right to play
– right to protection
Activity 7
1. Lead the learners in reciting the poem
in the Learner’s Book. Guide them to
use tonal variation to make it more
interesting. This poem will sensitise
the learners on child rights.
2. Ask them to identify the causes of the
child’s cry from the poem.
Expected responses
• The causes of the child’s cry according
to the poem are:
– Breaking hard stones which
hurts his or her body.
– Carrying heavy bags from the
farm which leaves him or her
with no time to go to school.
3. Let them give examples of child
labour from the poem.
Expected responses
• Examples of child labour from the
poem are:
– Breaking hard stones.
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– Carrying heavy bags from the
farm.
4. Let the learners discuss the causes of
child labour. Read some of the causes
from the poem for them to relate
with their responses. Assess their
understanding of child labour and its
causes using an assessment rubric.
5. Explain to the learners other causes
of child labour and encourage them
to speak out so that they can get help
in case of such.
Expected responses
• Causes of child labour include:
– Poverty.
– Schools that are very far away.
– Family conflicts which may
lead to divorce.
– Death of both parents.
Activity 8
1. Guide the learners to look at pictures
in the Learner’s Book.
2. Allow them to list the forms of child
labour the children in the pictures are
involved in.
Expected responses
• – Breaking hard stones.
– Pulling a heavy cart full of water
cans.
3. Guide the learners to play and watch a
video clip on different forms of child
labour.
4. Lead learners to list the forms of child
labour they have watched.
5. Guide them to discuss the causes of
the forms of child labour they have
watched.
This activity will promote digital
literacy learning to learn and self-
efficacy.
Expected responses
• Accept any relevant answer such as:
– Poverty
– Loss of parents
– Irresponsible parents
– Drug use
Eects of child labour
Activity 9
1. Guide learners to read the
conversation in groups. This activity
will help learners to understand ways
they can be protected from child
labour. It links to English Language.
2. Assess learners’ ability to actively
take part in reading the conversation.
This will promote effective
communication.
3. Ask the learners to outline the effects
of child labour mentioned in the
conversation.
Expected responses
• Effects of child labour mentioned in
the conversation are:
– Harming our minds and bodies.
– Making us drop out of school.
4. Guide them to identify other effects
of child labour.
Expected responses
• Others effects of child labour include:
– Getting stressed.
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– High risks of getting ill.
– Having a poor relationship with
children of their age.
5. Allow them to discuss how they
can protect themselves against child
labour.
Expected responses
• You can protect yourself from child
labour by:
– Reporting cases of child labour.
– Attending school every day
unless you are sick.
6. Encourage learners to report any form
of child labour on them or their peers.
This promotes integrity.
7. Lead them to answer question No. 4.
Expected responses
• Accept any appropriate answers such
as:
– I would advise her to go back to
school.
– I would ask my parents or
guardians to provide food for
Jane’s family so that Jane can
continue with her schooling.
– I would ask my parents to give
some work to Jane’s parents
or guardians so that they can
provide for Jane’s needs.
• Accept any appropriate answers such
as:
– Jane’s physical growth will be
affected.
– Jane will be stressed.
– Jane can get body injuries.
8. Organise the learners to role-play the
effects of child labour.
9. Encourage those with special abilities
to take part in the role-play.
Assign them roles they can easily
handle.
Activity 10
1. Ask learners to look at the picture of
learners using computers to research
on the effects of child labour. Let them
read what the learners found out.
2. Ask them to find out other effects
from the internet.
Expected answers
• Other effects of child labour include:
– Dropping out of school
– Poor growth
– High chances of getting ill
– Poor relationship with peers due
to stress
3. Guide them to explain the effects of
child labour.
Expected answers
• Accept any relevant answers such as:
– When a child is involved in
child labour he or she is not able
to concentrate in class.
– The child gets very tired and
cannot actively take part in
classroom activities.
– The child is denied time to bond
with his or her friends.
4. Give them time to discuss how they
share responsibilities at home, school,
church and in the community.
Expected responses
• Accept any suitable answers such as:
– At home we share responsibilities
according to our ability.
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Activity 11
1. Ask learners to read messages that
discourage child labour on the poster
in the Learner’s Book.
2. Guide them to make posters with
messages that discourage child labour
using digital devices. Let them display
the posters in class.
Take home activity
1. Go through the take home activity
with the learners.
2. Guide them on how to carry out the
activity.
3. Allow them to discuss the effects of
child labour in class.
Community Service Learning
1. Guide the learners on what is expected
of them in the community service
learning activity.
2. Give them time to present their video
in class during a later lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 2
1. Accept any appropriate answers.
2. Accept any suitable answers such as:
i) We should use our God given gifts
for the good of others.
3. Accept any appropriate answers.
4. Causes of child labour include:
poverty, family conflicts.
5. Effects of child labour include: stress,
dropping out of school.
The Fall of Human Beings
(Adam and Eve)
(Learner’s Book pages 14-17)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify reasons for the fall of human
beings to be responsible for his or her
actions.
(b) explain lessons learnt from the fall of
the human beings to live in harmony.
(c) appreciate lessons learnt from the fall
of human beings by obeying school
rules.
Key Inquiry Questions (KIQ)
1. What led to the fall of the human
beings (Adam and Eve)?
2. Why does God like obedient people?
Suggested learning resources
1. Learner’s Book
2. Good News Bible
3. Children’s Bible story book.
4. Digital devices
Suggested assessment methods
1. Oral questions
2. Written questions
3. Assessment rubric
Reasons for the fall of human
beings
Suggested learning activities
Activity 1
1. Allow the learners to discuss in pairs
who the first people to be created
were.
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Expected responses
• The first people to be created were a
man and woman. (Adam and Eve)
2. Guide them to mention what they did
that annoyed God.
Expected responses
• Adam and Eve ate the fruit of the tree
they had been warned not to.
3. Guide learners to play and watch the
video clip from the accompanying
digital media about the fall of human
beings. This will enhance digital
literacy.
4. Let them identify the events of the
fall of human beings from the story
they have watched. This activity
will promote communication and
collaboration.
Expected responses
• – Eve had a conversation with the
snake.
– Eve accepted to eat the fruit of
the tree in the middle of the
garden and gave some to Adam.
– That evening they heard God
coming to the garden and hid
from Him.
– The Lord and the man (Adam)
had a conversation.
– The man (Adam) blamed the
woman (Eve), while the woman
blamed the snake.
5. Ask them to explain the lessons they
learn from the fall of human beings.
6. Listen to the learners as they discuss
what they learn from the story.
Assess their understanding of the
story and what it teaches as they
give their responses. This promotes
imagination and creativity as well
as learning to learn.
Expected responses
• From the story of the fall of human
beings, we learn that:
– We also get temptations.
– We suffer guilt because of sin.
Activity 2
1. Guide the learners to read Genesis
3:1-13 in turns. This enhances self-
efficacy.
2. Let the learners identify the people
being spoken about in the Bible
verses.
Expected response
• The people in the Bible verses are a
man (Adam) and a woman (Eve).
3. Let the learners discuss what the
woman and the man had been warned
not to do. Listen to their responses
and assess their understanding of the
Bible reading.
Expected response
• God had warned the man and woman
not to eat the fruits of the tree in the
middle of the Garden of Eden.
4. Guide the learners in explaining the
reasons why the man and woman ate
from the fruit of the tree they had
been warned against.
Expected response
• The man and woman ate from the tree
they had been warned not to because
the woman was tricked by a snake.
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5. Let them discuss what they would do
if they were the people in the story.
This will promote self-efficacy.
Expected responses
• Accept any appropriate answers such
as:
– I would run away from the snake.
– I would say no to the snake.
Lessons learnt from the fall of
human beings
Activity 3
1. Guide the learners to role play the fall
of Adam and Eve in Genesis 3: 1-13.
2. Let them explain the lessons they have
learnt from the Bible verses.
Expected responses
• Lesson learnt from the fall of human
beings include:
– We should be obedient.
– We should keep away from sin.
– God is unhappy with us when
we sin.
3. Allow them to state how they respond
to the rules at home, school, church and
in the country.
Expected response
• Accept any appropriate answers such
as:
– I obey rules at home.
Activity 4
1. Guide the learners to sing the song in
the Learner’s Book using their own
tune. This will promote learning to
learn.
2. Let them discuss how our first parents
disobeyed God.
Expected responses
• Our first parents disobeyed God by
eating the fruit of the tree from the
middle of the garden.
3. Allow them to explain what they
would do if someone tricked them to
disobey.
Expected response
• Accept any appropriate answers such
as:
– I would refuse to do what he or
she is telling me to do.
4. Let them discuss reasons why it is
important to be truthful always.
Expected response
• It is important to be truthful always
because:
– Other people will trust us.
5. Guide them to discuss how they
practise obedience at home, school
and in church.
Expected response
• Accept any appropriate answers such
as:
– I do what I am assigned to do at
home, school and church.
Activity 5
1. Guide the learners to read the rules
listed on the poster in the Learner’s
Book.
2. Guide the learners on how to carry
out question 1 of Activity 5. This
will promote responsibility and
obedience.
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Expected response
• Accept any appropriate answers such
as:
Rules at
home
Rules at
school
Rules in
church
Do not talk
with food in
the mouth.
Be
punctual
in all
activities.
No playing
inside
church.
3. Assess whether the learners know
their school rules. If they do not know
the rules, help them to identify them.
Expected responses
• Other rules that I obey at school
include:
– Be in the school uniform always.
– Do not use abusive language.
4. Ask them to state the importance of
obeying school rules and other rules.
This will promote responsibility and
self-awareness.
Expected responses
• Importance of obeying school rules
is
– you learn to be responsible.
– my teachers will be happy with
me.
5. Let them discuss what happens when
they disobey any of the school rules.
Expected responses
• If I break any school rule, I may
– be sent home to bring my
parents or guardians.
– be told to collect litter in the
school compound.
Take home activity
1. Discuss with the learners how they are
expected to carry out the take home
activity. Explain in detail where they
might get any difficulties.
2. Give them time to present their
recorded work during a later lesson.
Community service learning
1. Guide the learners how to carry out
the community service learning
activity.
2. Give them time to make their
presentation during a later lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 3
Expected responses
1. a) Adam and Eve disobeyed God
because Eve was tricked by a
snake.
b) Accept any suitable answers.
2. Lessons learnt from the fall of
human beings include:
a) to be obedient
b) to be honest
3. Accept any appropriate answers
such as:
i) Show obedience to God by
obeying my parents.
4. The rules I obey in school include
a) Wearing my school uniform
during school time.
b) not fighting in school
5. I should obey school rules because:
a) my teacher will be happy with me.
b) It is good to obey rules.
c) It is obedience to God’s
instructions
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The Family Unity
(Learner’s Book pages 17 -21)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the
learner should be able to:
(a) identify the importance of family
unity for harmonious living.
(b) explain challenges faced by families
to develop empathy.
(c) explain ways of contributing to a
happy family for peaceful coexistence.
(d) appreciate family unity by
participating in different chores at
home.
Key inquiry questions
1. Why is family unity important?
2. What can lead to lack of unity in a
family?
3. How can family unity be maintained?
Suggested learning resources
1. Learner’s Book
2. Good News Bible
3. Children’s Bible story book
Suggested assessment methods
1. Oral questions
2. Portfolio
3. Written questions
4. Observation
Suggested learning activities
1. Ask learners to say what they learnt
about family in Grade 4 as the
background knowledge for this sub
strand.
2. Let the learners share how they feel
when one of their family members is
unhappy. Guide them accordingly.
Importance of family unity
Activity 1
1. Lead the learners to look at the
pictures in the Learner’s Book.
2. Let them describe what is happening
in each picture.
Expected responses
• (a) e family is praying together.
(b) e people are sharing a meal.
(c) e people are harvesting maize
crops.
(d) e people are watching television.
3. Let learners state other activities
that they carry out together in their
families.
Expected response
• The activities families carry out
together may include:
– listening to songs, watching
television, going to church and
visiting the sick.
4. Guide the learners to write down the
activities they take part in to promote
family unity.
Expected response
• I lead in prayers.
5. Let the learners discuss why it is
important for a family to live in unity.
This promotes harmony.
Expected response
• It is important to have unity in a
family because every member will
live at peace.
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Activity 2
1. Lead learners to read Psalms 133:1-3
in groups.
2. Assess learners’ ability to explain what
the verses teach them to do. Encourage
all learners to participate. This
promotes effective communication.
Expected response
• Psalms 133: 1– 3 encourage us to live
together in harmony as a family.
Challenges faced by families in
practising family unity
Activity 3
1. Ask the learners to read what the fish
and the dove are saying. This will
promote learning to learn.
2. Allow the learners to discuss
challenges faced by families.
Expected responses
• Accept suitable answer such as:
Challenges faced by families include:
– Lack of food, clothing and
good shelter
– Illness
– Family conflicts
3. Let them present their answer in class.
4. Guide learners to explain how
challenges may result to family
disunity. This will promote unity.
Expected responses
• Challenges may result to family
disunity when:
– The resources are not there
or are inadequate and all the
family members are looking up
to what is not enough.
Activity 4
1. Let the learners come up with a
familiar tune to sing the song in the
Learner’s Book. Encourage all the
learners to participate. This links to
Music.
2. Lead the learners in identifying the
challenges that families face from the
song.
Expected responses
• Challenges faced by families according
to the song.
– They argue
– They disagree
– They do not have money
3. Allow them to discuss how the
challenges are solved from the song.
This promotes critical thinking and
problem solving.
Expected responses
• The challenges are solved by:
– asking for forgiveness
– praying together
– sticking together even in
difficulties.
4. Let them talk about the problems they
face in their own families and how
they overcome them. This promotes
conflict resolution.
Ways of promoting a happy family
Activity 5
1. Ask the learners to state how they can
live peacefully with one another in the
family.
Expected responses
• Accept any appropriate answer such as:
Ways of living peacefully with one
another in the family are:
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– sharing responsibilities
– praying and reading the Bible
together.
2. Guide the learners to discuss what
they do to promote unity in the
family.
Expected responses
• Accept any suitable answer such as:
– Talking to all with respect.
– Loving and caring for other
family members.
– Performing my duties well.
Activity 6
1. Guide the learners to read what
the children in the Learner’s Book
are saying. Let them identify what
the children do to contribute to a
happy family. This will enhance
communication and collaboration.
Expected responses
• – The girl helps with house chores.
– The boy respects everyone at
home.
2. Let them identify what each member
in their family does to contribute
to a happy family. Emphasise the
need for them to perform their
responsibilities well at home in order
to promote a happy family. This
promotes responsibility.
Expected responses
• – Parents provide for the daily
needs of the family.
– Children obey their parents.
3. Guide them to role-play the roles
they take part in to promote a happy
family. This links to Art and Craft
and promotes citizenship.
Class project
• Lead the learners in allocating
themselves duties in order to start
the project suggested in the Learner’s
Book. They can do this project or any
other project that is a way of taking
care of God’s creation. Encourage all
of them to participate in the project.
Ensure that the learners take care
of their project to completion. This
promotes responsibility.
Take home activity
1. Guide the learners to write a poem
about the problems families face and
ways of solving those problems. This
promotes parental engagement.
2. Allow them to present their poems in
the next lesson.
Community Service Learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Allow them to present their
photographs in class during a later
lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 4
Expected responses
1. Accept any appropriate answer.
2. The importance of having family
unity include:
a) Living at peace with one
another.
3. Accept any suitable answer.
4. Accept any relevant answer.
5. I contribute to family happiness by:
a) performing my duties well.
b) thanking my parents for
providing for my needs.
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The Holy Bible
(Learner’s Book pages 22-49)
Introduction
Summary of the strand
e holy Bible is the second strand in
this Book. It is a continuation of what the
learners have been learning in Grade 1, 2,
3 and 4.
e strand has 2 sub strands.
The first sub strand is The holy Bible as a
guide. Under this sub strand, the learners
will learn about the different ways the holy
Bible guides them and the importance of
using the holy Bible as their daily guide.
The second sub strand is about Bible
stories. It has seven Bible stories each
teaching different lessons, values and
attitudes.
The holy Bible as a guide
(Learner’s Book pages 22-26)
Number of lessons -2
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain different uses of the holy Bible
as a guide for personal growth.
(b) identify the benefits of using the holy
Bible as a daily guide.
(c) explain values acquired as a result of
using the holy Bible as a guide.
(d) appreciate the holy Bible as a guide
to promote harmonious living with
others.
Key inquiry questions
1. What is the meaning of the holy Bible
as a guide?
2. Why is the holy Bible referred to as a
guide?
Suggested learning resources
1. Good News Bible 5. Charts
2. Learner’s Book 6. Magazines
3. Flashcards 7. Digital devices
4. Newspaper cuttings
Suggested assessment methods
1. Oral questions 6. Checklists
2. Anecdote notes
3. Written questions
4. Portfolio
5. Assessment rubric
Additional information to the teacher
In Grade 4, the learners learnt about
respect for the holy Bible. ey also learnt
the dierent books of the holy Bible.
rough question and answer, remind the
learners the dierent books of the holy
Bible that were taught in Grade 4. Guide
them through all the activities for easy
understanding and acquisition of required
skills as well as values.
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Dierent uses of the holy Bible as
a guide
Suggested learning activities
Activity 1
1. Start by asking the learners to mention
what they learnt about the holy Bible
in Grade 4.
2. Ask the learners to look at the pictures
in the Learner’s Book.
3. Let them discuss what the people in
the pictures are doing. This will help
develop the competence of learning
to learn.
Expected response
• – e president is swearing using
the Bible.
– e children are reading the Bible.
4. Let the learners write down how the
people in the pictures are using the
holy Bible as a guide.
Expected response
• – e president is using the holy
Bible to be sworn in.
– e children are learning using
the holy Bible.
5. Let the learners explain how they
use the holy Bible as a guide. This
promotes imagination and creativity.
Expected response
• Accept any suitable answer such as:
– e holy Bible guides me to tell
the truth always.
Activity 2
1. Ask the learners to read Joshua 1:8,
2 Timothy 3:16 and Deuteronomy
6:4-8.
2. Let them discuss what they learn from
the three Bible texts. This links with
English Language.
Expected responses
• Accept any appropriate answer, such as:
– Joshua 1:8 teaches us to read the
holy Bible everyday.
– obey what the holy Bible teaches us.
– 2 Timothy 3:16 teaches us that all
scripture is inspired by God and is
useful for teaching us the truth and
giving us instruction about right
living.
– Deuteronomy 1:8 teaches us to love
the Lord our God. It also teaches us
to remember the commandments of
God.
3. Let the learners write down how the
holy Bible guides them from the Bible
verses. Check their written work and
correct them where necessary.
Expected responses
• Accept any appropriate answer such as:
– The holy Bible guides me to obey
its teaching.
– The holy Bible guides me to be
truthful.
– It guides us to love God and
people.
Activity 3
1. Guide learners to read the flashcards
in
the Learner’s Book.Using available
materials,
guide the learners to write
their own flashcards about how the
Bible guides them. This will promote
the value of responsibility.
2. Ask the learners to read what they have
written. This will promote learning to
learn.
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3. Let them display their flashcards at
the CRE corner. Assess the learner’s
work. Keep their flashcards as
showcase portfolio.
Benets of using the holy Bible as
a daily guide
Activity 4
1. Ask learners to research on the
benefits of using the holy Bible as a
daily guide using digital devices.
Expected responses
• Benefits of using the holy Bible as a
daily guide include:
– I live peacefully with God and
people.
– My relationship with other people
gets better.
2. Let them write down their findings
and present them in class.
Activity 5
1. Recap the previous lesson on different
uses of the holy Bible as a guide.
2. Guide the learners to sing the song
in the Learner’s Book. They can use
their own tune to sing it or sing any
other song that is relevant. This links
to Music.
3. Ask the learners to discuss what
the song tells them about the holy
Bible as a guide. This promotes
communication and collaboration.
Expected responses
• The song tells us:
– To read the holy Bible to understand
the secrets of salvation.
– The holy Bible is the light in our lives.
4. Let the learners identify why it is
important to use the holy Bible as a
daily guide. This will help to develop
the competence of critical thinking.
Listen to their responses. Are the
learners able to outline the benefits of
using the holy Bible as a daily guide?
Expected responses
• Accept any appropriate answer such as:
The holy Bible should be used as
a daily guide because:
– it helps us to make the right
decisions.
– it helps us to be faithful.
5. Let the learners explain how the holy
Bible helps them to relate well with
other people at home, school and in
the neighbourhood. This helps in
promoting interpersonal skills. Ask
them some key inquiry questions like:
(a) What does the holy Bible teach you
to do to a person who hurts you?
(b) What does it encourage you to do
to your parents?
Expected responses
• Accept any suitable answer such as:
– The holy Bible helps me to love all
the people at home, school and in
the neighbourhood.
– The holy Bible helps me to obey
my parents.
Values acquired from using the
holy Bible as a guide
Activity 6
1. Ask the learners to arrange the letters
to form the values acquired.
Expected responses
• a) respect b) patience c) peace
d) humility e) honesty f) care
g) kindness h) bravery
i) generosity
2. Guide them to explain how they
use the values in their daily lives.
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words in a crossword puzzle by
helping them identify one value from
it. Check the learners’ work.
3. Let the learners identify other values
they get when they use the holy Bible
as a daily guide. This will enhance
their critical thinking. Listen to their
responses. Can the learners identify
and explain values that one gets from
using the holy Bible as a guide?
4. Let the learners state more values they
get when they use the Bible as a guide.
Expected responses
• Other values we acquire when we use
the holy Bible as a daily guide include:
i) Thankfulness
ii) Justice
iii) Endurance
5. Guide the learners on how to make
flashcards using available materials.
This will promote imagination and
creativity.
6. Lead them on how to write important
messages about guidance from the
Bible. This will help to enhance
learning to learn.
7. Allow them to display the flashcards
in class.
Take home activity
1. Help the learners outline how they
are expected to carry out the take
home activity.
2. Allow them to present their findings
in class during a later lesson.
Community Service Learning
1. Guide the Learners on how to carry
out the community service learning
activity.
2. Allow them to present their reports
in class during a later lesson.
3. Let them outline the values and the
importance of using the holy Bible as
a daily guide.
This links to English language and
helps to develop the competence of
communication and collaboration.
Expected responses
• Accept any appropriate answer, such as:
– I use the value of kindness
by sharing my pencil with a
classmate who does not have.
3. Let them read and find out the
meaning of the values from the
dictionary or internet. This promotes
learning to learn.
Expected responses
• a) Respect-a feeling of admiration
for someone because of his or her
good qualities.
b) Patience - the ability to stay
calm and accept a delay without
complaining.
c) Peace - a period of time when
there is no war.
d) Humility - the quality of not
thinking that you are better than
other people.
e) Honesty -the quality of being
truthful.
f) Care - The provision of what
is necessary for protection of
someone.
g) Kindness - The quality of being
friendly and considerate.
h) Bravely - not afraid.
i) Generosity - willing to give
someone something freely.
4. Guide them to role play the values.
This will enhance creativity and
imagination.
Activity 7
1. Group the learners and let them study
the crossword in the Learner’s Book.
2. Guide the learners on how to find
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4. Encourage them to use the holy Bible
as a daily guide.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 1
1. The holy Bible helps me to be honest,
obedient, faithful and caring.
2. The Bible teaches the truth, rebukes
error, corrects faults and gives
instructions for right living.
3. a) The holy Bible tells us the truth
about God.
b) The holy Bible teaches us about
right living.
4. The value of obedience, honesty,
responsibility and patriotism.
Bible stories
Courage
(Learner’s Book pages 27-30)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of Peter and John at
the temple to explain the importance
of courage.
(b) explain reasons why Christians
should stand firm in spiritual matters
in day to day life.
(c) outline good qualities learnt from the
story of Peter and John at the temple.
(d) recognise the importance of courage
in making choices for personal
development.
Key inquiry questions
1. What is the meaning of boldness?
2. What did Peter and John tell the
leaders?
3. What do you like about Peter and John?
Suggested learning resources
1. Good News Bible 4. Flashcards
2. Learner’s Book 5. Pictures
3. Digital devices 6. Photographs
Suggested assessment methods
1. Oral questions 4. Portfolio
2. Discussion 5. Checklists
3. Written questions 6. Anecdote notes
Background information
In Grade 4, the learners learnt some Bible
stories including the story of Samson
killing a lion. rough question and
answer, help the learners to remember
the Bible stories they learnt in Grade
4. Also help them to list the values and
lessons that each story teaches.
Suggested learning activities
1. Start by asking the learners to outline
what they learnt in Grade 4.
2. Ask learners to state the value they
learnt about Samson from the story
of Samson killing a lion. Ask them
to discuss what courage means and
say its synonyms. Listen to their
responses, correct and guide them
accordingly.
e story of Peter and John at the
temple
Activity 1
1. Guide the learners to sing the song in
the Learner’s Book using their tunes.
2. Let them discuss what the song
encourages them to do. Singing links
to Music.
Expected responses
• The songs tells us to have courage.
• State to the learners that courage is
also known as boldness.
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3. Let the learners narrate to their
group members instances when they
demonstrated courage. This fosters
self-efficacy. Listen to their stories
and pick out the ones which show real
instances of courage to be narrated to
the whole class. Assess if the learners
are able to describe what courage is or
you need to give more examples and
further explanations.
Activity 2
1. Pair the learners. Ask them to read
Acts 4:1-5, 7-13 in turns.
2. Lead them to explain why Peter and
John were arrested.
Expected responses
• Peter and John were arrested because
they were teaching the people that
Jesus Christ had risen from death.
3. Let them narrate the story of John and
Peter to each other.
4. Listen to them as they narrate the
story of Peter and John. Use an
assessment rubric to assess their
ability to narrate the story clearly and
correctly. This promotes effective
communication.
5. Listen to the learners as they discuss
how Peter and John demonstrated
courage before the high priest.
This will help them develop the
competence of critical thinking and
problem solving.
Expected responses
• When Peter and John were asked
questions by the Jewish leaders, the
elders and the teachers of the law,
they spoke boldly about using the
name of Jesus Christ to heal. They
also reminded them that Jesus Christ
is the one whom the scripture refers
to as the stone that was rejected by
the builders. The Jewish leaders had
rejected Jesus Christ.
6. Guide them to discuss the lessons
they learn from the story of Peter and
John. This helps them enhance the
competence of learning to learn.
Expected responses
• Accept any appropriate answer such as:
It should speak the word of God with
courage.
7. Lead them to explain why it is
important to have courage.
Encourage them to be courageous in
their day to day lives.
Expected responses
• Accept any appropriate reason such as:
it is important to have courage so as
to:
– be able to defend our faith.
– to show our trust in God.
Reasons why Christians should
stand rm in their faith
Activity 3
1. Guide the learners in reading the
story of James and how his habit
made his faith strong. Reading links
to English Language.
2. Let the learners identify the habit of
James which made his faith strong.
Expected responses
• James read and obeyed the word of
God.
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4. Let the Learners describe why Peter
and John stood firm in faith.
Expected responses
• Peter and John knew that the power
of the name of Jesus Christ was with
them. They were also full of the Holy
Spirit.
5. Guide the learners as they demonstrate
how they showed courage when they
were faced with a problem.
Assess how the learners demonstrate their
courage.
Good qualities learnt from the
story of Peter and John
Activity 5
1. Start the lesson by asking the learners
to outline what they learnt on reasons
why Christians should stand firm in
their faith. Encourage them to always
be ready to stand firm in their faith just
as Peter and John did.
2. Group the learners. Ask them to study
the pictures in the Learner’s Book.
This will promote learning to learn.
3. Allow them to re-read Acts 4:1-5, 7 -
13.
4. Let them arrange the pictures in their
correct order of events. This promotes
critical thinking.
Expected responses
• c, b a d
5. Guide the learners in discussing the
values that enabled Peter to answer
the High priest confidently. This
promotes self-efficacy.
Expected responses
• The value of courage helped Peter to
answer the high priest.
6. Let them identify other values they
3. Let them discuss what James did when
he was asked by classmates to join a
bad group. This fosters assertiveness.
Expected responses
• James refused to join the bad group
and took time to teach the classmates
the word of God.
4. Assess the learner’s ability to explain
reasons why Christians should stand
firm in their faith.
Expected responses
• Accept any appropriate answer such as:
– When you stand firm in faith
you can solve problems through
prayer.
– You can also overcome all the
challenges.
Activity 4
1. Guide learners to play and watch a
video clip about Peter and John in
the temple. This will enhance digital
literacy.
2. Guide the learners in discussing
how Peter and John stood firm in
their faith.This will foster critical
thinking.
Expected responses
• Peter and John trusted Jesus Christ to
help them overcome the enemy.
– They prayed for other people’s needs.
3. Let the learners discuss the reasons
why Peter and John stood firm in
their faith. Let them understand that
Peter and John had very strong faith
in God.
Expected responses
• Peter and John were filled with the
Holy Spirit.
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learnt from the story of Peter and
John at the temple. This promotes
critical thinking.
Expected responses
• Values learnt from the story of Peter
and John are:
a) courage b) Patience c) endurance
7. Guide the learners to write an essay
about how they showed courage in a
challenging situation.
Take home activity
1. Guide the learners on how to carry out
the Take home activity.
2. Allow them to recite their poem during
a later lesson.
Community Service Learning
1. Lead the leaners on how to carry
out the community service learning
activity.
2. Allow them to present photographs in
class during a later lesson.
Wisdom
(Learner’s Book pages 30-32)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain the story of how King Solomon
used wisdom to solve a dispute.
(b) identify values that Christians can
learn from the story of King Solomon
for application in day to day life.
(c) appreciate the importance of using
wisdom in his or her daily life.
Key inquiry questions
1. How did King Solomon portray
wisdom?
2. What do we learn from the story of
King Solomon?
3. Why do we need wisdom in our lives?
Suggested learning resources
1. Good News Bible 5. Pictures
2. Learner’s Book 6. Photographs
3. Digital devices 7. Charts
4. Dictionary 8. Video clips
Suggested assessment methods
1. Oral questions 5. Check lists
2. Discussion 6. Portfolio
3. Written assessment 7. Anecdote notes
4. Questionnaires
Additional information
In the previous lesson, the learners
studied about Peter and John and how
they demonstrated their faith.
Inform the learners that wisdom is the
quality of having knowledge and good
judgement. Being wise is having wisdom.
Guide them through all the activities for
easy understanding and acquisition of
required skills as well as values from the
Bible story.
e story of King Solomon using
wisdom
Suggested learning activities
Activity 6
1. Start by asking the learners to outline
what they learnt from the story of
Peter and John. Ask the learners to
identify whether they understood
the previous lesson or there is need
for more information on the same.
2. Group the learners. Let them read the
story of Siti and Sali. This enhances
learning to learn. Reading links to
English Language.
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3. Lead them in discussing the good
action that Jane did.
Expected responses
• Jane talked to Siti and Sali about
forgiveness. She brought back their
friendship.
4. Let the learners state how the problems
between Siti and Sali was solved. This
fosters critical thinking and problem
solving.
Expected responses
• Jane talked to Siti and Sali. She
told Siti to ask for forgiveness. Sali
accepted to forgive Siti. They greeted
each other. Siti and Sali continued
with their friendship.
5. Guide learners to discuss why it is
good to solve problems.
Expected responses
• Accept any appropriate answer such
as:
a) When we solve problems, we live
peacefully with each other.
Activity 7
1. Pair the learners. Let them read
1 Kings 3:16-28 in turns. Listen to
them as they read.
2. Allow them to explain in their own
words the story they have read.
3. Let the learners narrate the story
of how King Solomon solved the
dispute. This will enhance learning
to learn. Assess their answers. Can
the learners explain, using examples,
how the King used wisdom to solve
the dispute?
4. Let the learners state how the people
of Israel felt about King Solomon’s
wisdom.
Expected responses
• The people of Israel respected King
Solomon because they knew that his
wisdom had been given by God.
5. Lead them to explain how they solve
different problems in class. This will
foster critical thinking and problem
solving.
6. Guide the learners on how to solve
different problems in their class.
Values learnt from the story of
King Solomon
Suggested learning activ ities
Activity 8
• Guide the learners in choosing the
correct values to fill in the blank
spaces according to the instructions
given. Check their answers and
correct them accordingly.
Expected responses
1. Settling disputes
2. Listening
3. Wisdom
4. Decision making
5. Social justice
6. Responsibility
• Encourage the learners to always
practise the values they have learnt.
• Using a checklist, observe their
behaviour change. Do the learners
practise the values they have learnt?
Activity 9
1. Guide the learners to play and watch
a video clip in the accompanying
media on the story of king Solomon
and the two women. This promotes
digital literacy.
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2. Ask the learners in their groups to
write down the lessons they learn
from the clip of King Solomon and
the two women. Check their answers
and assess them. Can the learners
identify the lessons that the story
teaches? This promotes social justice
and responsibility.
Expected responses
• Accept any appropriate answer such as:
– We should practise social justice
when we settle disputes.
3. Let the learners explain to each other
a situation where they used wisdom
to solve a problem. Listen to the
learners as they explain. This will
foster effective communication.
Activity 10
1. Let the learners read Proverbs 1:7
aloud. Ask them to look up the
meaning of the word reverence
and then explain it to their friends.
Reading links to English Language.
Expected responses
• Reverence means a feeling of great
respect for someone or something.
2. Let them answer the questions in the
Learner’s Book. Listen to their responses
to identify whether they understand the
concept and the message in the verse.
Expected responses
• The verse teaches us to:
– have reverence for God so as to get
knowledge.
– wisdom
3. Conclude the lesson by stating that
wisdom is a gift from God.
The reverence of God makes one to
have knowledge. King Solomon used
God given wisdom to solve a dispute
between the two women. When we
disagree, we should be able to solve
the dispute using God given wisdom.
Take home activity
1. Guide the learners to understand the
Take home activity.
2. Allow them to make their presentation
in class during a later lesson.
Community Service Learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Assess the learners’ presentation.
3. Listen to their recordings as you assess
them.
Respect for the elderly
e story of Noah and his sons
(Learner’s Book pages 32-34)
Number of lessons - 2
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
a) narrate the story of Noah and his sons
to develop a harmonious relationship
with the elderly people.
b) describe various ways of showing
respect for the elderly people for
responsible living.
c) appreciate respect for the elderly
people at home, church and
community.
Key inquiry questions
1. What do you learn from the story of
Noah and his sons?
2. What values can help you respect
elderly people, parents, teachers and
leaders?
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Suggested learning resources
1. Good News Bible 4. Newspapers
2. Learner’s Book 5. Magazines
3. Digital devices 6. Flashcards
Suggested assessment methods
1. Oral questions 4. Checklists
2. Anecdote notes 5. Portfolio
3. Written assessment
Background information
e learners learnt about respect for the
elderly people in Grade 4. Remind them
that:
(a) The elderly in the society are not limited
to the aged only but all the people older
than them, those in authority such as
their teachers and parents.
(b) Respect is due regard for the feelings,
wishes or rights of others. Inform
them that all people need to be treated
with respect. Explain to them all the
activities for easy understanding and
acquisition of required skills as well
as values from the Bible story.
Suggested learning activities
Activity 11
1. Start the lesson by asking the learners
to explain what respect is. Let them
list ways used to demonstrate respect.
2. Pair the learners. Guide them in
reading the story of Noah and his
sons in Genesis 9:18-23 in turns. This
links to English Language.
3. Ask the l earners to narrate the story of
Noah and his son s to their friends.
This enhances communication and
collaboration. Listen to them as they
narrate the story and assess them
accordingly.
4. Guide them to identify who among
the three sons of Noah showed
respect to their father.
Expected responses
• Shem and Japheth
5. Lead them to explain how the sons of
Noah showed respect.
Expected responses
• Shem and Japheth showed respect by:
– Taking a robe and holding it behind
them on their shoulders.
– Walking backwards into the tent
and covering their father.
– Keeping their faces turned away
so as not to see their father’s
nakedness.
6. Let the learners identify the lessons
learnt from the story of Noah and his
sons. Listen to their discussion and
their responses.
Expected responses
• Accept any suitable answer such as:
– We should respect the elderly.
7. Guide them to discuss how they relate
with the elderly. This will promote
imagination and creativity.
Expected responses
• Accept any appropriate answer such as:
– I offer assistance to the elderly,
for example, lighting the fire for
them.
– I visit them and share information
with them.
– I ask for advice from them.
– I talk to them politely.
Activity 12
1. Guide learners to draw and colour
Noah and his sons. This links to Art
and Craft.
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2. Ask the learners to write the names
of the three sons of Noah and how
they showed respect in digital devices.
This promotes digital literacy.
3. Guide the learners in saving their
work in the digital devices. This
enhances their digital literacy.
Ways of showing respect to the elderly
Activity 13
1. Group the learners. Let them study
the pictures in the Learner’s Book.
2. Let the learners explain how the
children in the pictures are showing
respect to the elderly people. This will
enhance self- efficacy.
3. Ask the learners to write down
other ways of showing respect to the
elderly at home, in church and in the
community. This enhances critical
thinking and problem solving.
Expected responses
• Other ways of showing respect to the
elderly include:
– Eating a meal with them.
– Telling them you love and respect
them.
4. Let the learners explain why it is
important to respect the elderly. This
will enhance the value of empathy.
Listen to the learners as they discuss
the importance of showing respect
to the elderly people. Let them
understand that respect for the elderly
people is a command given to us by
God.
Expected responses
• Accept any appropriate answer such
as:
a) We respect the elderly so as to
receive blessings.
5. Guide the learners to compose a
poem about showing respect to the
elderly in the society. Help them
identify what they should include in
the poem.
You can give them a sample of the
same. This will develop imagination
and creativity.
Activity 14
1. Pair the learners. Lead the learners in
reading the story about Rose and how
she allowed an elderly man to sit on
the seat that was near the door. This
links to English Language.
2. Lead them to explain how Rose
showed respect to the elderly man.
Expected responses
• She allowed an elderly man to sit on
the seat that was next to the door.
3. Ask the learners to state other different
ways in which they can show respect
to the elderly.
Expected responses
• We can show respect to the elderly by:
a) Visiting them
b) Sharing with them
4. Guide the learners to role-play
different ways of showing respect to
the elderly in public places. This will
enhance imagination and creativity.
• Remind them that respect to the
elderly people is very important. It
enhances living in harmony.
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Take home activity
1. Lead the learners through the take
home activity.
2. Let them present their findings in class
during the next lesson.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Allow them to present their
photographs in another lesson.
God loves humility
(Learner’s Book pages 35-37)
Number of lessons- 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain the story of a hand writes on
the wall for spiritual nourishment.
(b) identify the skills and values
demonstrated by Daniel as he
explained the meaning of a hand
writes on the wall.
(c) describe with examples from the story
the benefits of humility as Christians.
(d) emulate Daniel’s example by being
faithful to God and truthful to one
another.
Key inquiry questions
1. Why did the writing appear on the
wall?
2. Why was the King punished?
3. What was Daniel’s interpretation of
the writings on the wall?
Suggested learning resources
1. Good News Bible 5. Flashcards
2. Learner’s Book 6. Checklists
3. Digital devices 7. Video clip
4. English dictionary
Suggested assessment methods
1. Oral questions 6. Portfolio
2. Checklists 7. Anecdote notes
3. Written questions
4. Assessment rubrics
5. Observation
Suggested learning activities
e story of a hand writes on the wall
Activity 15
1. Pair the learners and let them say
what happens when they engage in
activities that make God unhappy.
This will enhance communication
and collaboration.
Expected responses
• Accept any appropriate answer such
as:
– God will punish us.
– Our relationship with good will
come to an end.
2. Allow the same pair to explain how
they handle items found in their
churches. This will promote learning
to learn.
Expected responses
• The items found in churches should
be handled with respect.
Activity 16
1. Group the learners. Guide them in
reading Daniel 5:1-13,25-28.
2. Let the learners narrate in their own
words the story of a hand writes on
the wall. Listen to the learners as they
narrate the story and assess them
using an assessment rubric.
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3. Give the learners a brief explanation
and history of Daniel and the events
around his encounter with King
Belshazzar.
4. Let the learners write down the names
of the holy vessels that are mentioned
in the verses. Can they identify
examples of holy vessels? Assist the
learners accordingly.
Expected responses
• Holy vessels mentioned in the story
are cups and bowls.
5. Allow the learners to list the holy
items used in the church.
Expected response
• Cups, bowls, table cloths
6. Guide the learners in writing down
the words that were written on the
wall by the hand.
Expected responses
• The words written on the wall were:
Number, number weight, divisions
7. Ask them to explain the words they
have written as explained by Daniel.
Expected responses
• The writing on the wall means:
Number – God has numbered the
days of King Belshazzar’s Kingdom
and brought it to an end. Weight -
God had weighed King Belshazzar
on the scales and found him to be
too light. Division - King Belshazzar’s
Kingdom is divided up and given to
the Medes and Persians.
8. Allow them to discuss the lessons
learnt from the story of a hand writes
on the wall. This fosters learning to
learn.
Expected responses
• Accept any appropriate answer such as:
– We should be humble.
– We should respect the church
items.
Skills and values demonstrated by
Daniel
Activity 17
1. Group the learners. Ask them to
examine the crossword in the Learner’s
Book. Check and assess their work.
Can the learners identify the different
values which Daniel demonstrated?
Give them hints such as:
i) Which value did Daniel
demonstrate when he interpreted
the written words when
everyone else had failed?
2. Let the learners identify the values
and skills which Daniel demonstrated
guided by the statements in the
Learner’s Book. Guide the learners in
differentiating skills from values. Let
them know that some skills are also
values.
3. Let them write down other skills and
values which Daniel had and how
they helped him.
Expected responses
• Other skills and values: respect,
peace and sincerity.
4. Conclude the activity by appraising
the need for the learners to emulate
Daniel’s skills and values in their
daily lives.
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5. Guide them to discuss how they
practise truthfulness in their
relationship with others. This will
enhance creative thinking and
problem solving.
Expected responses
• Accept appropriate answers such as:
a) Always telling the truth no
matter what.
b) Admit my mistakes.
c) Practising fairness and justice.
Activity 18
1. Guide the learners to make flash cards
and write skills and values shown by
Daniel. Let them put them in a basket
and in turns, select flashcards and
read them in class.
2. Ask them to write in their notebooks
how they apply those skills and
values at home, school and in the
community.
Benets of humility to Christians
Additional information
Play the video clip from the
accompanying digital media. Listen to it
before the lesson.
Activity 19
1. Guide the learners to retell the story
of a hand writes on the wall.
This links to English language. It
enhances effective communication.
2. Lead them to identify occassions when
King Belshazzar demonstrated pride.
This will promote communication
and collaboration.
Expected responses
• King Belshazzar demonstrated
pride when he gave orders for the
gold and silver cups and bowls to be
brought from the temple.
3. Allow them to discuss the
consequences of not practising
humility. This enhances
imagination and creativity.
Expected responses
• Accept any appropriate answer such
as:
When we do not practise humility:
– Our relationship with God and
others is destroyed.
– we stop relying on God and
depend on ourselves.
4. Ask them to state instances when they
demonstrated humility.
Activity 20
1. Start the lesson by asking the learners
to outline what made the hand to
write on the wall. Remind them that
King Belshazzar expressed pride
when he used holy vessels which were
meant for the temple.
2. Guide the learners to play and watch the
video clip in the accompanying media.
This enhances digital literacy.
3. Let them explain the behaviour which
showed that king Belshazzar had
pride.
Expected responses
• King Belshazzar used the holy cups
and bowls from the temple to drink
wine.
4. Let the learners write down the
benefits of humility. With examples
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from the story. Assess their work and
correct them accordingly.
Expected responses
• Benefits of humility
– One is able to practise obedience.
For example the behaviour of
Daniel.
– One is truthful. For example
Daniel spoke the truth.
5. Let the learners list ways in which
they can show excellence in whatever
they are asked to do at home, school
and in church. This will foster critical
thinking and problem solving as well
as responsibility.
Take home activity
1. Lead the learners on how to carry out
the take home activity.
2. Let them present their findings in
later lessons.
Community Service learning
1. Go through the community service
learning activity with the learners so
that they can understand what they
are expected to do.
2. Allow them to present their
photographs in later lessons.
Worship of True God
(Learner’s Book pages 37-41)
Number of lessons- 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the contest at Mount Carmel
by Prophet Elijah.
(b) distinguish between True God and
false gods as outlined in the story.
(c) appreciate the role played by Elijah.
Key inquiry questions
1. How did Elijah perform the Contest?
2. How did Elijah demonstrate God’s
power during the Contest at Mount
Carmel?
3. What are the examples of false
religion that exist in society?
4. Why should religious leaders
denounce worship of false gods?
Suggested learning resources
1. Good News Bible 6. Pictures
2. Learner’s Book 7. Flash cards
3. Charts, manila paper 8. Video clip
4. Dictionary 9. Digital
5. Photographs devices
Suggested assessment methods
1. Oral questions 4. Checklists
2. Discussion 5. Portfolio
3. Written questions 6. Anecdote
notes
Suggested learning activities
1. Start by recapping the previous
story. Ask the learners to identify
what made God angry with King
Belshazzar. Remind them that King
Belshazzar expressed pride when
he used holy vessels carelessly. God
was not happy with him because he
used holy vessels from the temple to
worship other gods.
e Contest at Mount Carmel
Activity 21
1. Guide the learners to search for the
meaning of contest in a dictionary or
digital device. This links to English
Language.
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Expected response
• A contest is an event where people
compete to get the best in a sport or
other activity.
2. Guide them to explain what happens
in a contest. This will promote critical
thinking and problem solving.
Expected response
• Accept any appropriate answer such
as:
a) Some people win while others lose.
3. Allow them to discuss an occasion
when they attended a contest. This
will enhance self-efficacy.
Activity 22
1. Ask the learners to read 1 Kings
18:26-39 in pairs.
2. Let the learners narrate the story of the
Contest at Mount Carmel. Listen to
their narrations and assess their ability
to narrate and explain the story.
3. Guide the learners to state which god
the other prophets worshipped. This
will foster the competence of learning
to learn.
Expected responses
• The other prophets worshipped Baal.
4. Allow them to identify which God
Elijah worshipped
• Prophet Elijah worshipped the Lord,
God of Abraham, Isaac and Jacob.
5. Lead learners to discuss how God
answered Prophet Elijah’s prayer. This
will promote critical thinking and
problem solving.
Expected responses
• God answered Elijah’s prayer by
sending fire down and burning up
the sacrifice, the wood and the stones.
God also burned the earth and dried
up the water in the trench.
6. Guide learners to describe how
Prophet Elijah demonstrated God’s
power during the contest.
Expected responses
• Accept any appropriate answer such as:
– Prophet Elijah called the name of
the Lord to bring down fire.
– God sent fire which burnt up the
sacrifice, the wood and the stones.
Activity 23
1. Group the learners. Let them interpret
the picture in the Learner’s Book.
2. Guide the learners in discussing what
the people in the picture are doing.
This will foster communication and
collaboration.
Expected responses
• Accept any appropriate answer such
as:
– The people in the picture are
praying.
– They are worshipping God.
3. Let the learners outline how they
worship in their church.
Expected responses
• Accept any suitable sample answer
such:
– Reading the Bible
– Praying
– Singing
4. Guide the learners to explain why some
people worship material things other
than God. They should state examples
of the material things people worship
such as money, those in power, cows
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and sheep. Let learners realise that
when they worship money or people in
power, they are worshipping idols. Ask
learners to identify some cultic sects.
This will foster learning to learn. Let
them identify what is worshipped in
those sects and the reasons why people
join them. Listen to their responses.
Expected responses
• Accept any appropriate answer such as:
Materials things worshipped by
people include: money, people who
are in positions of power, wealth of
houses, cars, animals.
5. Allow the learners to identify why
some people worship material things.
Expected responses
• Because they want to feel important.
• Because it gives someone a sense of
power.
6. Lead them to discuss why they should
not worship material things.
Expected responses
• Accept any suitable answer such as:
I should not worship material things:
– because God is happy when I
worship Him only.
– God answers our prayers.
– Because it is sinful
– Because I have hope of getting
eternal life.
Dierence between True God and
false gods
Activity 24
1. Group the learners. Let them examine
the pictures in the Learner’s Book. Let
the learners outline who the people in
picture (a) are praying to.
Expected responses
• The people in picture (a) are praying
to Baal.
2. Allow the learners to discuss why the
people in the pictures are praying.
This will promote learning to learn.
Expected responses
• The people in the picture are praying
so that God can bring down fire to
burn their sacrifice.
3. Let the learners identify who they
think is praying to the True God
from the pictures. This will enhance
communication and collaboration.
Ask them to state reasons for their
choice.
Expected responses
• Prophet Elijah was praying to the true
God. God answered Elijah’s prayer
and brought down fire which burnt
the sacrifice, the wood and the stones.
4. Guide the learners to discuss the
importance of worshipping the true
God. This will promote imagination
and creativity.
Expected responses
• Accept any appropriate answer such
as:
– God does not disappoint us, he
provides for our needs.
– He answers our prayer.
Activity 25
1. Let the learners compare and contrast
the differences between false gods
and the True God in pairs. This
will enhance critical thinking and
problem solving.
2. Let them write the differences on
a chart and hang them at the CRE
corner.
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e dierences may include:
– True God answers prayers while false
gods do not.
– True God does not require people to harm
their bodies while praying like the false
gods.
– True God is powerful while false gods
are not.
– There is only one True God while
there are many false gods.
3. Assess the learner’s work. Can the
learners distinguish with examples
the difference between the True God
and false gods? Use an assessment
rubric to assess this.
Activity 26
1. Guide the learners to play and watch a
video clip in the accompanying media.
This promotes digital literacy.
2. Allow them to narrate the contest at
Mt. Carmel. This will foster learning
to learn.
3. Let the learners explain why Elijah
challenged the prophets of Baal. This
will enhance critical thinking and
problem solving.
Expected responses
• Accept any appropriate answer such
as:
a) Elijah wanted to prove to them
that God answers prayer
4. Ask them to discuss what they learn
about the true God from the contest
at Mount Carmel.
Expected responses
• Accept any suitable answer such as:
a) I should worship the true God,
because He answers prayer.
5. Ask the learners to identify the values
which they learn from the contest at
Mount Carmel.
Expected responses
• Accept any appropriate answer such
as:
i) honesty ii) faith in God
iii) patience iv) courage
Activity 27
1. Guide the learners to read the story
of Agoi the good driver and a traffic
police officer. Reading will enhance
their Language and literacy skills.
Guide them to identify the right act
which the police officer did.
Expected response
• Accept any suitable answer such as:
– The police officer returned Agoi’s
one hundred shillings.
– The police officer refused to take
money from Agoi.
2. Let them state the wrong act which
Agoi committed.
Expected response
• Accept any appropriate answer such as:
– Agoi gave money to the police
officer.
3. Allow them to write down the wrongs
that are taking place in the society
today.
Expected response
• Accept any suitable answer such as:
– Family breakups
– Alcohol and substance use
– Crime and theft
– Corruption
– injustice and favouritism
– worship of false god
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4. Let them discuss the wrongs that
Prophet Elijah would talk against in
the society today.
Expected response
• Accept any appropriate answer such as:
– Corruption
– Worship of material things
– Social injustice
5. Guide the learners to outline what
they should do as a way of showing
their appreciation to the role played
by Prophet Elijah. The expected
responses will be to trust God in all
what they do, pray to God because
He answers prayer and condemn the
evils in the society.
Take home activity
1. Lead the learners on how to carry out
the take home activity.
2. Allow them to present their poem in
class during a later lesson.
Community service learning
1. Go through the community service
learning activity to bring to their
understanding what they are expected
to do.
2. Let them present their report in a later
lesson.
God’s protection
(Learner’s Book pages 41-43)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of how God used
Pharaoh’s daughter to rescue and
protect Moses.
(b) identify values which Christians learn
from Pharaoh’s daughter to show
compassion to others.
(c) appreciate the importance of helping
those in need.
Key inquiry questions
1. What do you learn from the story of
Moses’ birth?
2. How did the King’s daughter rescue
Moses?
3. What lessons do you learn from
Pharaoh’s daughter?
Suggested learning resources
1. Good News Bible 5. Pictures
2. Learner’s Book 6. Video clip
3. Digital devices
4. Photographs
Suggested assessment methods
1. Oral questions 4. Anecdote notes
2. Portfolio 5. Checklists
3. Written questions
Additional information
In Grade 3, learners learnt about Moses and
the burning bush. Ask the learners to discuss
how Moses expressed obedience to God. is
sub strand will enlighten the learner on the
birth of Moses and how he was rescued by
Pharaoh’s
daughter.
How God used Pharaoh’s
daughter to rescue and protect
Moses
Suggested learning experiences
Activity 28
1. Group the learners. Let them interpret
the pictures in the Learner’s Book.
2. Guide the learners in explaining what
they see in the pictures. This will
foster learning to learn.
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Expected responses
• Accept any relevant answer such as:
– Children being taken care of.
– A child being treated.
– Children are being assisted to
cross the road.
3. Let the learners interpret how the
children in the pictures are being
taken care of.
Expected responses
• – The child is being treated
– The children are being helped to
cross the road.
4. Let the learners discuss why children
should be taken care of. This will
enhance communication and
collaboration. It also promotes child
care.
Expected responses
• Accept any suitable answer such as:
– To keep children safe and healthy.
– To raise their self-esteem.
5. Lead learners to list ways of observing
safety at home and school.
Expected responses
• Accept any appropriate answer such
as:
– Not running on wet surfaces.
– Not walking in the rain.
6. Guide the learners to discuss what
parents and teachers expect them
to observe safety. Let the learners
illustrate how they should observe
safety. This promotes safety and
security.
Expected responses
• Accept any appropriate answer such as:
– They want the best for us.
– They want to see us attend
school.
– They love us.
Activity 29
1. Guide the learners to read Exodus
2:1-10 turns.
2. Let the learners narrate the story of
how God used Pharaoh’s daughter to
rescue and protect Moses. This will
foster self-efficacy.
3. Let them identify who was watching
over the hidden baby.
Expected responses
• The baby’s sister was watching over
him.
4. Guide the learners to describe how
Pharaoh’s daughter took care of the
baby. This promotes love. Listen to
their responses.
Expected responses
• The Pharaoh’s daughter asked a
Hebrew woman to nurse him for her.
5. Allow the learners to identify how
they would protect people who
are in danger. This will enhance
imagination and creativity.
Expected responses
• Accept any suitable answer such as:
– I can scream for help.
– I can call the police.
6. Let them discuss how to help those in
need.
Expected responses
• Accept any relevant answer such as:
– Visiting the needy with food
items and clothes.
Values learnt from Pharaoh’s
daughter
Additional information
• Play the video clip in the
accompanying media. Listen to it
before the lesson.
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• Locate and learn a familiar song about
Moses.
Suggested learning activities
Activity 30
1. Guide the learners to fill in the
missing letters to get the values which
were demonstrated by Pharaoh’s
daughter.
Expected responses
Mercy, love, re sp onsibi lit y,
empathy
2. Let them explain how Pharaoh’s
daughter showed values of mercy,
love, responsibility and empathy.
Listen carefully to them. This links
to English language. This promotes
sympathy and love.
Expected responses
• – Pharaoh’s daughter demonstrated
mercy when she heard Moses
crying and felt mercy for him.
– She demonstrated love when she
adopted him as her own son.
– She demonstrated responsibility
when she noticed a basket in the
tall grass and sent a slave woman
to get it.
– She demonstrated empathy when
she told the Hebrew woman to
nurse the baby for her.
3. Lead them to identify other values
from Pharaoh’s daughter when she
rescued Moses.
Expected responses
• Accept relevant answers such as:
– kindness, humility, compassion
Activity 31
1. Guide the learners to type and save
values of love, mercy, empathy,
kindness, care, responsibility in the
digital devices.
2. Lead them to save the file name as
‘values’.
3. Let them open the file and select one
value.
4. Select learners one at a time to explain
how they practise the values they have
selected at home, school, church and
in the community.
Activity 32
1. Allow learners to sing the song in the
Learner’s Book using their own tune.
This links to Music. It promotes
creativity and imagination.
2. Let them answer the question from
the song.
Expected responses
• From the song we learn that God
saves and protects us.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to make their
presentations in class during a later
lesson.
Community service learning
1. Lead the learners to explain what they
are expected to do in the community
service learning activity.
2. Let them present their report in a later
lesson.
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Service to God
(Learner’s Book pages 43-49)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of the call of Moses
to describe God’s plan.
(b) outline lessons learnt about God from
the call of Moses to live meaningfully.
(c) explain how leaders should obey
God’s instructions in society.
(d) appreciate the importance of obeying
God’s instructions.
Key inquiry questions
1. Why did God call Moses?
2. Why did Moses obey God?
Suggested learning resources
1. Good News Bible 5. Video clip
2. Learner’s Book 6. Flash cards
3. Digital devices 7. Pictures
4. Charts
Suggested assessment methods
1. Oral questions
2. Anecdote notes
3. Written questions
4. Checklists
e call of Moses
Suggested learning activities
Activity 33
1. Ask the learners to examine the
picture in the Learner’s Book in pairs.
Let them interpret what is happening
in the picture.
Expected responses
• – John is being called by his mother.
– John has turned to answer the
mother’s call.
2. Guide them to discuss what they do
when they are called.
Expected responses
• – I answer ‘Yes’.
– I go to where my caller is.
Activity 34
1. Let the learners read Exodus 3:1-10
in turns. This enhances the
competence of learning to learn.
2. Guide the learners to narrate the story
of the call of Moses. Listen to them
narrating the story and assess them.
3. Let them state what Moses was doing
when he saw the burning bush.
Expected responses
• Moses was looking after the sheep and
goats of his father-in-law, Jethro.
4. Lead them to explain why Moses
removed his sandals.
Expected responses
• Accept any relevant answer such as:
– Moses removed his sandals
because he wanted to obey.
– He was standing on a holy ground.
5. Allow them to discuss what God
asked Moses to do for Him.
Expected responses
• God told Moses to go to Egypt and
save the people of Israel from their
suffering.
6. Guide learners to role play the call of
Moses. This will foster self-efficacy.
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Lessons learnt about God from
the call of Moses
Activity 35
1. Group the learners. Let them examine
the picture in the Learner’s Book.
2. Guide the learners to discuss what
they learn about God from the call
of Moses. This enhances critical
thinking and problem solving.
Expected responses
• Accept any relevant answer such as:
– God loves His people.
– We should obey God.
3. Let the learners discuss how Moses
showed obedience to God.
Expected responses
• a) When he was told not to move
closer to the burning bush, he
obeyed.
b) He removed his sandals when
he was told to.
Activity 36
1. Lead the learners to retell the story
of the call of Moses. This promotes
self-efficiency.
2. Guide the learners to identify the
values demonstrated by Moses
when he was called by God. This
promotes communication and
collaboration.
Expected responses
• Accept any appropriate answer such as:
– Obedience
– Service
– Respect
– Responsibilty
3. Let them discuss how they
demonstrate the values showed
by Moses in their daily lives.
This enhances creativity and
imagination.
Expected responses
• Accept any suitable answer such as:
– I obey my parents and teachers.
4. Allow the learners to write the
values learnt from the call of Moses
on a manila paper. Let them display
their work in class.
How leaders should obey God’s
instructions in the society.
Activity 37
1. Start by asking the learners to outline a
brief history of Moses and how he was
looking after Jethro’s sheep and goats.
2. Group the learners. Let them examine
the picture in the Learner’s Book.
3. Guide the learners to explain what is
happening in the picture.
Expected responses
• The children are sweeping the church
coumpound.
4. Let the learners outline the roles they
take part in, in their church. This
enhances self-efficacy.
Expected responses
• – I wipe the seats.
– I clean the church
5. Lead them to explain why they take
part in church roles.
Expected responses
• Because I want to serve the church.
6. Allow them to explain how they obey
instructions at home and school.
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Activity 38
1. Lead learners to identify leaders at
home, school, in church and the
community. This enhances learning
to learn.
Expected responses
• Accept any relevant answers such as:
– leaders at home are father, mother,
elder siblings.
– leaders at school are head teacher,
and deputy head teacher, teachers,
prefects.
– leaders in church are pastor or
priests, church elders, and choir
masters.
– leaders in the community are
village elders, chiefs and the
assistant chiefs.
2. Guide them to discuss how leaders
should obey God’s instruction
in the society. This promotes
communication and collaboration.
Expected responses
• Accept any suitable answers such as:
– leaders should obey God’s
instruction by doing what He
requires them to do.
3. Allow learners to outline the
importance of obeying God’s
instruction.
Expected responses
• Accept any appropriate answer such
as:
– You will be guided by God all the
time.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to report back during a
later lesson.
Community service learning
1. Lead the learners on how to carry out
community service learning activity.
2. Allow them to present their report
during a later lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 2
Expected responses
1. a) Christians should stand firm in faith
because:
– they can resist the temptations of the
evil one.
– of their faith upon Jesus Christ.
– they have made a decision to follow
God.
b) It is important to have courage in our
daily lives because it:
– helps us to overcome daily challenges.
– shows that we have trust in God.
– reveals our commitment to God.
– expresses our commitment in
sharing the Gospel with others
regardless of the challenges we face.
2. a) Accept any appropriate answer.
Assess their drawing and guide
them accordingly.
b) You can solve disputes by using
positive and courteous words.
– You can solve disputes by bringing
lasting and clear solution to
problems.
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3. a) HAM SHEM JAPHETH
b) Ways of showing respect to the
elderly:
– Visiting them and sharing a meal.
– Helping them with various
chores.
4. a) Daniel demonstrated humility by:
– Interpreting the writing on the
wall.
– Accepting to use his skills to help
the king state the meaning of the
writing.
b) Accept any written essay on
demonstration of humility.
5. a) Accept any suitable answer such as:
– He answers prayer.
b)
True God False god
He always listen
and answers
prayer.
He does not
answer prayers.
6. a) Values Christians should practise
towards the needy include:
– Kindness
– Care
– Compassion
b) Accept any relevant answer such as:
– I wash hands regularly.
– I play safe games with my
friends.
7. a) i) Moses was taking care of
his father-in-law’s sheep
and goats.
ii) God called Moses.
iii) God told Moses to
remove his sandals.
8. Accept any appropriate answer such
as:
– By taking part in church activities,
for example, singing and cleaning
the church.
– By living a holy life free from bad
behaviour such as using abusive
language and fighting.
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The Life of Jesus
Introduction
Summary of the strand
is strand has 2 sub strands: Preparation
for the coming of Jesus and Teachings of
Jesus Christ.
Preparation for the Coming of
Jesus
John the Baptist
Learner’s Book pages 50-53)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain the teachings of John the
Baptist in preparation for the coming
of the Messiah.
(b) identify the values taught by John
the Baptist and apply them for
harmonious living.
(c) appreciate the lessons learnt from
the teachings of John the Baptist to
Christians.
Key inquiry questions
1. What did John the Baptist tell the
crowd?
2. What values should guide you as a
Christian?
Suggested learning resources
1. Good News Bible
2. Video clip
3. Digital devices
4. Charts
5. Newspaper cuttings
6. Magazine
7. Learner’s Book
8. Dictionary
Suggested assessment methods
1. Oral questions
2. Checklists
3. Anecdote notes
4. Portfolio
5. Observation
schedule
6. Written questions
Background information
In Grade 4, the learners learnt about the
birth of John the Baptist. ey also learnt
how he prepared the way for the coming
of the Messiah. rough oral questions,
recall how John the Baptist prepared for
the coming of Jesus Christ. Let the learners
appreciate the values taught by John the
Baptist and apply them in their lives.
Encourage learners to live harmoniously
with each other at home, church, school
and in the community.
Suggested learning activities
Start by asking the learners to outline what
they learnt about the birth of John the
Baptist in Grade 4. Let them identify the
names of the parents of John the Baptist
and the role which John the Baptist was
given. is will build a basis for the lesson.
Learner’s Book pages 50-73)
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Activity 1
1. Group the learners and ask them to
name the parents of John the Baptist.
This promotes communication and
collaboration.
Expected response
• Parents of John the Baptist were
Zechariah and Elizabeth.
2. In the same groups, let the learners
discuss the role which was given to
John the Baptist. This will enhance
learning to learn.
Expected response
• John the Baptist was to prepare the way
for the coming of Jesus Christ.
3. Allow them to write down the lessons
learnt about John the Baptist in Grade
4. This will foster self-efficiency.
e teachings of John the Baptist in
preparation for the coming of the
Messiah
Activity 2
1. Pair the learners. Guide them to
read Luke 3:3. This will help them to
develop the competence of learning to
learn.
2. Listen to the learners as they discuss the
message of John the Baptist from the
verse.
Expected responses
• The message of John the Baptist from
Luke 3:3 is, “Turn away from your
sins and be baptised and God will
forgive your sins”.
3. Guide the learners to outline the
meaning of repentance through
question and answer method.
4. Lead them to state what God wants
them to do so that he can forgive their
sins according to the teaching of John
the Baptist.
Expected responses
• According to John the Baptist God
wants me to turn away from sin and
be baptised so that He can forgive my
sins.
5. Listen to the learners as they discuss
the meaning of baptism after
repentance. This will foster learning
to learn.
Expected response
• Baptism after repentance is a way
of turning away from the past and
setting towards a new life for the
future.
6. Let them discuss how they are
preparing for the coming of Jesus
Christ. This will help develop the
competence of critical thinking
and problem solving.
Expected response
• Accept any appropriate answer such
as: Doing the right things always such
as helping my parents at home and
attending church.
Activity 3
1. Pair the learners and let them read
Luke 3:9-14. Observe the learners
as they read in turns. This promotes
communication and collaboration.
2. Lead them to list the characters which
were addressed by John the Baptist in
Luke 3:9-14.
Expected responses
• John the Baptist addressed the:
people, tax collectors and soldiers.
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3. Let the learners write down the
instructions given to the various groups
of people by John the Baptist then
present their answers in class, one group
after the other. This promotes social
justice. Assess their answers using an
assessment rubric. Can the learners
identify the various acts that John the
Baptist warned the people against?
Expected responses
• (a) To the people John the Baptist
instructed them that, “Whoever
has two shirts must give one to
the man who has none, and
whoever has food must share it.”
(b) Instructions to the tax
collectors, “Do not collect more
than is legal.
(c) To the soldiers he said, “Do
not take money from anyone by
force or accuse anyone falsely.
Be content with your pay.”
4. Let them identify the deeds John the
Baptist would talk against today in the
community.
Expected responses
• Accept any appropriate answer such
as:
(a) Corruption
(b) Lack of Christian values
(c) Laziness
(d) Oppression
5. Ask the learners to discuss how the
teachings of John the Baptist helped
people to live in harmony. Imagination
and creativity will be promoted.
Expected responses
• Accept any appropriate answer such
as:
(i) People share what they have
with the needy.
(ii) People become honest.
Values taught by John the Baptist
Activity 4
1. Group the learners and ask them to
identify the values taught by John the
Baptist from the picture.
Expected responses
• Values taught by John the Baptist:
sharing, kindness, caring, justice and
faith.
2. Let the learners write the values down
in their exercise books.
3. Lead them to list other values which
John the Baptist taught. Emphasise on
the need for them to practise justice.
This will promote love.
Expected responses
• Other values taught by John the
Baptist are: responsibility, humility,
charity, love and honesty.
4. Lead them to explain how they
practise the values taught by John the
Baptist.
Expected responses
• Accept any appropriate answer such as:
(a) I forgive those who wrong me.
I ask for forgiveness from those
that I wrong.
(b) I do not ask my parents to buy a
pencil for me if I already have
one.
(c) I love my family members.
Activity 5
1. Group the learners. Guide them to recite
the poem in the Learner’s Book in turns.
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Community service learning
1. Guide the leaners on how to carry
out the community service learning
activity.
2. Let them present their photographs
during a later lesson.
The baptism of Jesus
Learner’s Book pages 53-55)
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) outline the events that took place
at the baptism of Jesus Christ.
(b) state the importance of Baptism in
the life of a Christian.
(c) emulate Jesus Christ by exercising
humility in his or her relationship
with others.
Key inquiry questions
1. What is baptism?
2. Why was Jesus baptised?
3. What is the importance of baptism in
the life of a Christian?
Suggested learning resources
1. Good News Bible
2. Charts
3. Maps
4. Video clip
5. Digital devices
6. Learner’s Book
7. Picture cut-outs of different baptism
ceremonies
Suggested assessment methods
1. Oral questions
2. Allow them to find out the meaning of
Justice from a dictionary or the internet.
This links to English language.
Expected response
• Justice is the quality of being fair and
responsible.
3. Let them explain the meaning of
social injustice. This will enhance
imagination and creativity.
Expected responses
• Social injustice is the unequal
treatment of a group of people within
a society which results in one group
being at an advantage. It is when some
people are treated better than others.
4. Lead the learners to state the causes of
social injustices from the poem. This
will foster learning to learn.
Expected responses
• According to the poem, the causes of
social injustice are:
(a) People not being treated the
same.
(b) Corruption.
5 Let the learners identify some social
injustices practised in the society
today.
Expected responses
• Social injustices practised today are:
(i) Gender discrimination.
(ii) Corruption.
(iii) Violence
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their notes
during a later lesson.
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2. Portfolio
3. Written questions
4. Observation schedule
5. Checklist
6. Anecdote notes
Additional information
• John preached and baptised people
in River Jordan. Jesus came to be
baptised. After His baptism by John,
Jesus began to preach.
• Prepare oral questions that will help
the learners outline reasons
Christians should be baptised.
• Search for and download a video clip
on the baptism of Jesus Christ.
Events that took place during the
baptism of Jesus Christ
Activity 6
1. Pair the learners. Let them examine the
picture in the Learner’s Book. Guide
them to describe what is happening in
the picture.
2. Allow them to discuss the meaning
of baptism. This will promote the
competence of learning to learn.
Expected response
• Baptism is a Christian rite of admission
and adoption into Christianity. It
may be performed by sprinkling or
pouring water on the forehead or by
immersing in water.
3. Let them state to their friends their
baptismal names.
4. Show them the picture cut-outs of
different baptism ceremonies for them
to identify that different Christian
groups celebrate baptism differently.
5. Allow them to describe what happens
during baptism in their church.
Expected responses
• Accept any appropriate answer such
as:
(a) Water is poured on people’s
heads.
(b) People are immersed in water.
Activity 7
1. Pair the learners. Guide them to read
Luke 3:21-22 in turns.
2. Let them rearrange the events that
took place during the baptism of Jesus
Christ.
Expected responses
• (a) Jesus was baptised.
(b) Jesus prayed.
(c) Heaven opened.
(d) The Holy Spirit, in form of a
dove, came down from heaven.
(e) A voice was heard saying, “You
are my own dear son. I am
pleased with you.”
3. Let them discuss the events that took
place during the baptism of Jesus
Christ. This will help them to develop
the competence of imagination and
creativity.
Activity 8
1. Guide the learners to sing the song in
the Learner’s Book using their own
tune. This links to Music.
2. Lead them to discuss why Jesus was
baptised according to the song.
Expected response
• Jesus Christ was baptised to fulfil the
will of God.
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3. Let them identify the values that were
demonstrated by Jesus during baptism
according to the song.
Expected response
• Jesus showed the value of obedience.
4. Ask them to draw and colour a picture
on the baptism of Jesus. Let them
display their picture on the notice
board. This will help them develop
the competence of imagination and
creativity.
5. Assess the learner’s ability to identify
the events that took place during the
baptism of Jesus.
6. Examine their drawings before
displaying and help them improve
their skill of drawing.
Importance of baptism in the life of
a Christian
Activity 9
1. Ask the learners to explain why Jesus
Christ had to be baptised. This will help
develop imagination and creativity.
Expected response
• Jesus Christ wanted to demonstrate
obedience.
2. Guide them to outline why they were
baptised. This will help promote the
competence of communication and
collaboration.
Expected responses
• Accept any suitable answer such as:
(i) To become a Christian.
3. Ask them to discuss the importance of
baptism in the life of a Christian. This
will help develop imagination and
creativity.
Expected responses
• Accept any appropriate answer such
as:
(a) Through baptism, Christians
show their faith in God.
(b) During baptism, we need to
humble ourselves before God.
4. Guide the learners to explain how
they demonstrate humility in their
relationships with others. This will
help foster the competence of critical
thinking and problem solving.
Expected responses
• (a) By respecting other’s ideas and
opinions.
(b) By appreciating other’s
weaknesses and strengths.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Give them time to present their
discussions during a later lesson.
Community service learning
1. Discuss with learners how to carry
out the community service learning
activity.
2. Allow them to present their
photographs at a later lesson.
God’s power over nature
Learner’s Book pages 55-57)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
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• Search for and download a video clip
of Jesus calming the storm and another
one of Christians helping the needy.
Miracle of calming the storm
Introduction
Use questions and answers to create
in their mind a picture of a boat in
the middle of a lake. is will help to
promote competence of imagination and
creativity.
Suggested learning activities
Activity 10
1. Pair the learners. Let them read Mark
4:35-39 in turns. This will promote
learning to learn.
2. Guide the learners to narrate the
miracle of calming the storm. This
will promote the competence of self-
efficacy. Assess the learners as they
narrate the story to check whether
they have understood it or if there is
need for them to read it again. Use an
assessment rubric to check this.
3. Let the learners identify the problems
that the disciples were facing in the
lake.
Expected response
• The boat was about to sink due to the
strong wind and waves.
4. Let the learners state how the problem
was solved. This encourages problem
solving.
Expected response
• Jesus Christ commanded the wind to
be quiet and the wave to be still.
5. Guide the learners to identify problems
which people face that threaten their
lives. This promotes life skills.
(a) narrate the miracle of calming the
storm to understand the power of
God over nature.
(b) discuss lessons learnt from the
miracle of calming the storm for
spiritual growth.
(c) explain ways Christians use to
overcome challenges.
(d) appreciate God’s power over
nature by seeking Him during
challenges.
Key inquiry questions
1. How did Jesus calm the storm?
2. Why did Jesus calm the storm?
3. What do you do when faced with
difficult situations?
Suggested learning resources
1. Good News Bible
2. Photographs
3. Pictures
4. Digital devices
5. Video clip
6. Word puzzles
7. Learner’s Book
8. Digital devices
Suggested assessment methods
1. Oral questions
2. Checklists
3. Portfolio
4. Written tests
5. Observation
schedule
6. Checklists
7. Anecdote notes
Additional information
• In Grades 2, 3 and 4, the learners
learnt various miracles which Jesus
performed. This will be a continuation
of the miracles of Jesus.
Use question and answer to remind
the learners the other miracles which
they have already learnt.
• Find out a relevant song about Jesus
calming the storm so that you can have
it before you attend the lesson.
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Expected responses
• Accept any relevant answer such as:
(a) Floods
(b) Long period of dry weather
(c) Sickness
Activity 11
1. Guide the learners to play and watch the
video clip of Jesus calming the storm
from the accompanying digital media.
This will promote the competence of
digital literacy.
2. Instruct the learners to watch the video
keenly. Guide the learners to state why
the disciples called Jesus.
Expected responses
• Accept any appropriate answer such
as:
(a) The disciples felt that their life
was in danger.
(b) The disciples were sure that
Jesus would help them
overcome their problem.
3. Let learners explain where they seek
assistance when they have problems.
This will promote learning to learn.
Expected response
• Accept any relevant answer such as:
(a) From parents.
(b) From teachers.
(c) From the church leaders.
4. Conclude the activity by guiding the
learners to sing a song about Jesus
calming the storm.
Lessons learnt from the miracle of
calming the storm
Activity 12
1. Group the learners. Lead them to
examine the picture in the Learner’s
Book.
2. Guide the groups to outline what
happened after Jesus had commanded
the wind and the waves.
Expected response
• The wind and the waves stopped after
the command from Jesus Christ.
3. Guide the learners to discuss how Jesus
showed his power over nature.This will
help develop the competence of critical
thinking and problem solving.
Expected response
• Accept any relevant answer such as:
(i) Jesus Christ was able to calm the
strong wind.
4. Explain to the learners that the wind
and the waves obeyed Jesus Christ
when He commanded them to calm
down. Let them realise that this shows
that Jesus has power over nature.
5. Let the learners outline lessons they
learn from the miracle of calming the
storm. This will promote imagination
and creativity.
Expected response
• Accept any suitable answer such as:
(a) We should rely on God to help
us solve our problems.
6. Lead them to understand some
threatening situations in life. Allow
them to choose one situation and write
a story about it. This promotes critical
thinking and problem solving.
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7. Guide the learners to compose a poem
on God’s power over nature. This will
help to promote imagination and
creativity.
Ways of overcoming challenges by
Christians
Suggested learning experiences
Activity 13
1. Group the learners. Guide them to look
at the pictures in the Learner’s Book.
2. Let them identify the problem each
person in the pictures is facing.
Expected responses
• (a) (i) The girl is sick.
(ii) The girl has a cold.
(iii) The girl is sneezing.
(b) (i) There is drought in the area.
(ii) The man is looking for
grass to feed the animal.
(iii) The man is hungry.
3. Let them interpret how each person
in the pictures can solve his or her
problems. This will help to develop
critical thinking and problem solving.
Expected responses
• (a) The girl should go to the
hospital.
(b) The man should get something
to eat.
4. In the groups, let the learners state
how they can avoid getting infected
with Corona Virus disease. This will
enhance learning to learn.
Expected responses
• To avoid getting infected with
Coronavirus disease we should:
(i) Wash our hands with soap and
water regularly.
(ii) Keep away from crowded
places.
(iii) Wear a mask.
5. Guide the learners to outline how
Christians overcome challenges in
their lives. This will help to promote
critical thinking and problem solving.
Expected responses
• Accept any appropriate answer such
as:
(i) Christians can help each other
overcome challenges.
(ii) They can pray to God to help
them overcome the challenges.
6. Prepare an observation schedule and
observe how the learners solve various
challenges at school in a week’s time.
7. Ask them to discuss how they can
overcome the challenges in the pictures.
Expected responses
• (a) (i) By going to hospital
(ii) By taking a lot of fruits and
vegetables.
(b) (i) By looking for grass and
water for the animals.
(ii) By looking for food.
8. Guide the learners to state the need
for calm and prayer when faced with
challenges. Let them understand that
asking for help from parents, teachers and
elders is also a way of solving challenges.
Take home activity
1. Guide the learners to write and report
the Take home activity.
2. Remember to let them present their
report during the next lesson.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Let them present their findings in
class.
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Compassion for the needy
Learner’s Book page 57 - 59)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) describe the story of the feeding
of four thousand men as a sign of
compassion by Jesus.
(b) explain ways through which
Christians show compassion for
the needy in the community.
(c) appreciate the importance
of supporting the needy for
responsible living.
Key inquiry questions
1. Why did Jesus feed the four thousand
men?
2. How did Jesus Christ show
compassion to others?
3. Why should you help those in need?
Suggested learning resources
1. Good News Bible
2. Charts
3. Photographs
4. Realia
5. Video clip
6. Digital devices
7. Maps
8. Learner’s Book
Suggested assessment method
1. Question and answer
2. Portfolio
3. Learner checklists
4. Observation schedule
5. Oral questions
6. Anecdote notes
e feeding of four thousand men
Additional information
Jesus fed people because he looked at
them and saw that they were hungry.
It is the responsibility of every Christian
to give food to the hungry and help those
with various needs.
Encourage learners to identify or
recognise the needs of other people and
help accordingly.
Play a video clip of Christians helping
the needy or take a video as you and your
church members help the needy.
Activity 14
1. Through question and answer, guide
the learners to identify the needy
people in the society according to what
they learnt in Grade 4. Let them state
how they help the needy.
2. Group the learners and let them
examine the picture which is in the
Learner’s Book.
3. Let them explain what is happening
in the picture. This will promote
imagination and creativity.
4. Guide them to list some needy
situations in their community. This
will promote learning to learn.
Expected responses
• Examples of needy situations are:
the hungry, the sick, the poor, the
homeless, the orphans.
5. Let the learners discuss why Christians
help those stricken by disasters like
drought or floods. This will promote
communication and collaboration.
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Expected responses
• Accept any suitable answer such as:
(a) The Bible teaches us to take care
of the needy.
(b) So as to follow the example of
Jesus Christ who was always
helping the needy.
Activity 15
1. Provoke the learner’s thinking by
asking them the number of loaves
and fish a crowd of four thousand
men would feed on. Listen to their
responses.
2. Group the learners. Ask them to read
Matthew 15:32-38 in turns. This
will help promote the competence of
learning to learn.
3. Let the learners state how many loaves
and fish Jesus Christ used to feed the
four thousand men.
Expected response
• Jesus Christ used seven loaves and a
few small fish to feed four thousand
men.
4. Allow them to identify what the
disciples did after the people had eaten
enough.
Expected response
• The disciples collected what had
remained.
5. Ask them to recall and analyse the story
they have read. Listen to the learners
as they narrate the story of the feeding
of the four thousand men. This will
promote effective communication.
6. Assess the learner’s ability to narrate
the story in their own words. Ask them
to remember the number of loaves and
fish they had estimated would feed four
thousand men. Do they understand
that the feeding of the four thousand
men was a miracle?
7. Let them understand that Jesus
felt compassion for the people and
recognised the need to feed them.
8. Guide them to discuss why Jesus fed
the four thousand men. This promotes
communication and collaboration.
Expected response
• Jesus Christ felt sorry for the people,
because they had been with him for
three days.
9. Lead them to identify the values
which Jesus Christ demonstrated
when he fed the four thousand men.
Expected responses
• Jesus demonstrated the values of:
(i) Charity (ii) Love
(iii) Compassion
Ways through which Christians show
compassion for the needy
Activity 16
1. Organise the learners to play and watch
the video clip on the feeding of the four
thousand men from the accompanying
digital media. Consider learners with
hearing impairments. Let them sit
closer to the device playing the video
clip.
2. Guide the learners to identify the values
learnt from the miracle of feeding the
four thousand men. This promotes
self-efficacy. Encourage all learners to
participate.
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Expected responses
• Values learnt from the miracle of the
feeding of four thousand men:
(a) Compassion (b) Love
(c) Kindness (d) Responsibility
3. Allow the learners to discuss what they
would do if they found one of their
classmates without food during lunch.
This will help to promote imagination
and creativity. Listen to them as they
discuss and guide them to list the
correct points.
Expected response
• Accept any suitable answer such as:
(a) I would share my food with him
or her.
4. Let them discuss what they do after
they have taken a meal. This will
foster self-efficacy.
Expected response
• Accept any relevant answer such as:
(a) I say a thanksgiving prayer.
(b) I clear the table.
Activity 17
1. Guide the learners in oral questions
based on the previous lesson. Outline
the lessons learnt from the feeding of
the four thousand men.
2. Group the learners. Let them examine
the pictures in the Learner’s Book.
Allow them to discuss how the people
in the pictures are showing compassion.
Expected responses
• (a) The boys are helping the old
man to get up.
(b) The children have gone to visit a
sick girl in the hospital.
3. Ask the learners to mention the needy
people in the society.
Expected response
• Needy people in the society include:
the orphans, the poor and those
suffering from HIV and AIDS.
4. Let the learners discuss how Christians
help the needy in the society. Assess
their discussion of who the needy
people are and how they are helped
using an assessment rubric.
Expected responses
• Christians can:
(a) Visit the needy and take food
items to them.
(b) Pray for the needy.
5. Allow the learners to explain the
importance of helping the needy.
This promotes compassion and
responsibility.
Expected responses
• Importance of helping the needy:
(a) It boosts their self-esteem.
(b) It makes them feel loved.
Take home activity
1. Lead the learners on how to carry out
the take home activity.
2. Ensure they present their report
during the next lesson.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Allow them to present their report in
the next lesson.
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Power of Jesus over life
Learner’s Book pages 59 -63)
Number of lessons-3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) describe the healing of the
paralysed man to describe the
power of Jesus.
(b) explain lessons Christians learn
from the healing of the paralysed
man.
(c) appreciate the great work of Jesus
from the healing of the paralytic
man.
Key inquiry questions
1. What did Jesus do to the paralysed
man?
2. Why was the paralysed man brought
to Jesus?
3. What lessons do you learn from the
healing of the paralysed man?
Suggested learning resources
1. Good News Bible
2. Learner’s Book
3. Digital devices
4. flash cards
5. Video clip
6. Newspaper
7. Photographs
8. Pictures
9. Felt pen
10. Manila paper, carton or improvised
material cut-outs
Suggested assessment methods
1. Question and answer
2. Observation schedule
3. Portfolio
4. Checklists
5. Anecdote notes
e healing of the paralysed man
Suggested learning activities
Activity 18
1. Group the learners. Guide them to
read Mark 2:1-5. This links to English
Language.
2. Let them discuss what a paralysed
person suffers from. Listen to their
responses and help them to understand
that a paralysed person is one whose
some body parts or the whole body
cannot move.
Expected response
• A paralysed person suffers from the
inability to move some body parts or
the whole body.
3. Let the learners identify that this might
be caused by failure to immunise
against some diseases like polio.
Outline to them other factors that can
make a person paralysed. This links to
health education.
4. Ask them to explain how the paralysed
man reached Jesus Christ.
Expected response
• The men who had carried the
paralysed man made a hole in the
roof right above where Jesus Christ
was.
5. Guide the learners to discuss how
the men who carried the paralysed
man demonstrated their faith in God
through Jesus Christ. This will help
them develop the competence of
communication and collaboration.
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Expected response
• Accept any appropriate answer such
as:
(a) They did all they could to get
where Jesus Christ was.
(b) They did not fear what the
crowd could say.
6. Guide the learners to compose a
thanksgiving prayer for the healing of
the sick. This will help develop the skill
of imagination and creativity.
Activity 19
1. Pair the learners. Let them examine the
picture in the Learner’s Book.
2. Let them analyse what is happening in
the picture.
3. Listen to the learners as they present
their experiences of sickness and what
was done for them to recover.
4. Guide them to discuss what they did
to recover from a disease. This will
promote learning to learn.
Expected responses
• Accept suitable answers such as:
(a) I went to the hospital.
(b) I bought medicine.
5. Discourage other traditional and
ungodly ways of treatment. Encourage
them to pray to God for healing
whenever they are sick and also seek
medical attention. This promotes faith
in God.
N/B We should always buy medicine
prescribed by a medical practitioner.
Activity 20
1. Guide the learners to play and watch
the video clip of Jesus healing the
paralysed man from the accompanying
media. This will help to develop the
competence of digital literacy.
2. Note: Ensure that the learners with
special needs are well catered for and
that the lighting, sound and the speed
of the video clip are appropriate.
3. Allow them to describe the healing of
the paralysed man.
4. Guide the learners to write down the
values learnt from the people who
brought the paralysed man to Jesus.
This will promote learning to learn.
Expected responses
• Values learnt from the people who
carried the paralysed man to Jesus
Christ:
(a) Kindness (b) Compassion
(c) Courage (d) Love
(e) Responsibility
5. Lead them to discuss how they apply
the values demonstrated by the people
who carried the paralysed man to Jesus
Christ. This will foster self-efficacy.
Expected responses
• Accept any appropriate answer such
as:
(i) I advise the sick people to go to
the hospital.
(ii) I remind the sick people to
take their medicine.
Lessons learnt from the healing of
the paralysed man
Activity 21
1. Through question and answer, remind
the learners about the miracle of the
healing of the paralysed man.
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2. Pair the learners. Guide them to
examine and analyse the picture in the
Learner’s Book.
3. Let them read what the children
wrote about what they learnt from the
healing of the paralysed man.
4. Guide them to make two flashcards.
Let them write in them the lessons they
learn from the healing of the paralysed
man.
5. Check what the learners have written.
Assess them using an assessment
rubric. This will help to develop the
competence of imagination and
creativity.
6. Allow the learners to present what
they have written to the class. Let them
explain the reasons for their answers.
This will help to develop their self-
efficacy.
7. Keep the learners’ flashcards in the
portfolio.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their recordings
during the next lesson.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Let them present their report in a
later lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 1
Expected responses
1. Turn away from your sins and be
bapti s ed, and God will forgive your
sins.
a) Tax collectors
b) Soldiers
c) The people
2. Accept any appropriate answer.
3. I demonstrate John the Baptist’s
instruction by:
- doing what is right
- obeying
4. Check their essays to see if they if they
captured exercising humility.
5. Check their drawings.
6. Jesus has power over nature.
7. Accept any appropriate answer.
Teachings of Jesus Christ
Recovery of the lost human
beings
Learner’s Book page 63 - 65)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the parable of the lost
sheep to give gratitude to God.
(b) explain lessons which Christians
can learn from the parable of the
lost believers.
(c) appreciate Jesus’ love for the lost
sinners by showing concern for
others.
Key inquiry questions
1. Who is the lost sheep in the parable?
2. What was the shepherd’s reaction to
the lost sheep?
3. Why should Christians search for a
lost believer?
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Suggested learning resources
1. Good News Bible
2. Learner’s Book
3. Realia
4. Photographs
5. Pictures
6. Magazines
7. Video clip
8. Digital devices
Suggested assessment methods
1. Question and answer
2. Observation schedule
3. Portfolio
4. Checklists
e Parable of the lost sheep
Additional information
• Let them outline lessons they learnt
from the parable of the lost coin in
Grade 4.
• Guide them with some key inquiry
questions like:
(i) How many coins did the woman
have?
(ii) How many got lost?
(iii) What did the woman do when she
realised that her coin was missing?
(iv) What did she do after recovering
her coin?
(v) What does the coin represent?
(vi) Who are the lost human beings?
• This will help the learners link what
they learnt in Grade 4 to the parable
of the lost sheep.
Suggested learning activities
Activity 1
1. Guide the learners to sing the song
which is in the Learner’s Book. Singing
links to Music.
2. Guide the learners to explain who the
lost sheep are.
Expected response
• The lost sheep are the people who have
left the ways of God and are disobeying
His commandments.
3. Let the learners state who the good
shepherd is. This will promote the
competence of imagination and
creativity.
Expected response
• A good shepherd is a person who when
he loses one of the hundred sheep,
leaves the other ninety-nine to look
for the lost one.
Activity 2
1. Pair the learners. Guide them to read
Luke 15:1-7 in turns. This will help
them develop the competence of
learning to learn.
2. Let them narrate the parable of the lost
sheep. Listen to them as they do so.
3. Let the learners discuss what the
parable of the lost sheep teaches.
Expected response
• Accept any appropriate answer such
as:
(a) We should look for the people
who are lost in sin.
(b) We should live righteous lives.
4. Assess their explanation of the parable
and what it teaches. Use an assessment
rubric to assess them. Can the learners
narrate the parable and link it to
their own lives? This will promote
the competence of imagination and
creativity.
5. Lead the learners to identify ways
through which Christians bring back
the lost sheep to Jesus Christ.
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This will promote critical thinking
and problem solving.
Expected response
• Accept any relevant answer such as:
(a) By living an exemplary life.
(b) By praying for those lost in sin.
6. Guide the learners to discuss ways of
giving thanks to God. This will foster
learning to learn.
Expected responses
• Accept any relevant answer such as.
(a) Singing thanksgiving songs.
(b) Living an honest life.
7. Allow them to compose a prayer
thanking God for the forgiveness of
sins. This will link to English language.
8. Let the learners recognise that the
parable of the lost sheep is not very
different from the parable of the lost
coin which they learnt in Grade 4.
Lessons learnt from the parable of
the lost sheep
Activity 3
1. Through question and answer, recall
the parable of the lost sheep.
2. Group the learners. Guide them to
role-play the parable of the lost sheep.
Note: Encourage the learners with
special needs to take part in the role
play by giving them roles which they
can handle. This will help promote
the competence of imagination and
creativity.
3. Ask the learners to outline the lessons
they learn from the parable of the lost
sheep. Listen to them as they talk.
Do the learners understand what
the parable teaches? Assess them.
This promotes life skills as they learn
that God loves them even when they
sin.
Expected responses
• Accept any relevant answers such as:
(a) God never gives up on His
people even when they get lost.
(b) God is happy when one person
repents his or her sin and starts
living a new life.
4. Allow the learners to explain how the
parable relates to their lives. This will
help them develop self-efficacy.
Expected responses
• Accept any suitable answer such as:
(a) When I sin I should repent and
get back to God.
(b) God is always willing to take me
back.
5. Let the learners recognise that God is
always ready to receive us again even
after we sin.
6. Allow them to state how they can help
a friend who no longer goes to church.
Expected responses
• Accept any appropriate answers such
as.
(i) I would bring him or her back
to church by talking about the
importance of attacking church.
Take home activity
1. Discuss with the learners what is
expected of them in the take home
activity.
2. Give them time to present their
findings in a later lesson.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Allow them to present their
report.
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Responsible Living
Learner’s Book pages 65 - 68)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) outline the virtues Jesus taught
in the Sermon on the Mount for
application in day to day life.
(b) explain the benefits of observing
the moral teachings of Jesus for
own self and others.
(c) recognise the importance of
living in harmony with others for
peaceful co-existence.
Key inquiry questions
1. What virtues did Jesus teach in the
Sermon on the Mount?
2. How should a Christian relate with
others?
Suggested learning activities
1. Good News Bible
2. Learner’s Book
3. Dictionaries
4. Flashcards
5. Video clip
6. Digital devices
7. Newspapers
8. Realia
9. Pictures
10. Models
Suggested assessment methods
1. Question and answer
2. Observation schedule
3. Written questions
4. Oral questions
5. Checklists
Suggested learning activities
Virtues Jesus Christ taught in the
Sermon on the Mount
Activity 4
1. Pair the learners. Guide them to read
Matthew 5:7-9. This will help promote
the competence of learning to learn.
2. Lead the learners to write the word
fumelrci correctly.
Expected response
• merciful
3. Let the learners find out the meaning
of the word virtue from the dictionary.
This will enhance learning to learn.
Expected response
• Virtue is a particular good habit.
4. Guide the learners to write down
other virtues from the reading. This
will help develop the competence of
imagination and creativity.
Expected responses
• (a) Purity of heart
(b) Working for peace
5. Guide the learners to identify lessons
learnt from the Sermon on the Mount.
This will promote the competences of
communication and collaboration.
Expected responses
• Accept any appropriate answer such
as:
(a) If I am merciful to others, God
will be merciful to me.
(b) If I am pure in heart, I will see
God.
(c) If I work for peace, God will call
me His child.
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6. Let the learners explain how they
practise the virtues while relating
with others. This will promote the
competence of self-efficacy.
Expected responses
• Accept any suitable answer such as:
(a) I help the needy. For example if
my classmate does not have a
pen I help him or her with my
extra one.
Activity 5
1. Guide the learners to examine the
picture in the Learner’s Book.
2. Let them read what is written on the
flashcard. This will foster learning to
learn.
3. Guide them to explain the importance
of living in harmony from the flashcard.
This links to Social Studies.
4. Let them discuss what happens when
we live in harmony with others.
Expected responses
• Accept any appropriate answers such
as:
(a) We are happy with ourselves
and others.
(b) We love each other
(c) We treat each other fairly.
5. Let the learners explain why it is
important to live in harmony. Listen
to their responses. Help them to
recognise that God wants us to live in
peace. Let them understand that they
should strive to live in peace with each
other and avoid trouble.This promotes
social cohesion.
Expected responses
• Accept any appropriate answer such
as:
(a) Living in harmony helps us to
interact with each other
peacefully.
(b) When we live in harmony, we
want the best for everyone.
Benets of observing the moral
teachings of Jesus
Activity 6
1. Let the learners examine the picture in
the Learner’s Book and outline what is
happening.
2. Group the learners. Guide them to read
the story in the Learner’s Book. This
will help promote the competence of
learning to learn.
3. Let the learners identify the virtue
which Akiru showed. This promotes
problem solving.
Expected response
• Akiru demonstrated the virtue of a
peacemaker.
4. Allow the learners to describe an
occasion when they showed the virtues
taught by Jesus Christ. Let them share
with the class. Listen to their stories.
Do the learners understand virtues
taught by Jesus? Can they link them
to their daily experiences?
5. Guide the learners to outline the
importance of practising the virtues as
taught by Jesus Christ. Allow them to
share with each other. This will promote
the competence of communication
and collaboration.
Expected responses
• Accept any relevant answer such as:
(a) Practising the virtues taught by
Jesus Christ helps us to avoid sin.
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(b) It also helps us to live an upright
life.
Activity 7
1. Guide the learners to write down
virtues they learnt from the Sermon
on the M ount on a paper. Ask them to
cut them out and put them in a box.
Expected responses
• Virtues learnt from the Sermon on
the Mount:
(a) Being merciful
(b) Working for peace
(c) Purity of heart
2. Randomly, select learners to pick a
virtue from the box.
3. Let each learner explain to the class
how he or she practises the virtue they
picked.
Activity 8
1. Guide the learners to narrate their
experiences during the last interclass
or interschool competitions they had.
Ask them questions like:
(i) Which teams were you competing
with?
(ii) Which team won?
(iii)What were some of the songs sang
by the winning team?
(iv)What did the team that lost do?
2. Group the learners. Let them examine
the picture in the Learner’s Book then
interpret what it is about.
3. Let the learners state would happen
when one learner wins the race. This
will promote the competences of
imagination and creativity. Listen to
their responses.
Expected responses
• Accept any relevant answer such as:
(a) He or she will be cheered.
4. Allow the learners to identify what
those who lose should do.
Expected responses
• Accept any suitable answer such as:
(a) The losing learners should
encourage themselves that next
time they will win.
5. Ask the learners to explain how
they should relate with each other
during interclass competitions. This
will promote the competence of
communication and collaboration.
Expected responses
• Accept any appropriate answer such
as:
(a) We should be friendly.
(b) The losers should accept defeat
and know that in every competition
there are winners and losers.
6. Guide the learners to write down the
values that can help them to relate
well with each other during interclass
competitions.
This will promote the competence of
self-efficacy. Encourage the learners
to maintain peace and relate with each
other peacefully during competitions.
Let them know that they should
maintain healthy friendship even
when their team loses. This promotes
peaceful coexistence.
Expected responses
• Accept any suitable answer such as:
(a) Responsibility (b) Respect
(c) Peace
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Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their reports
in class during a later lesson.
Community service learning
1. Lead the learners to understand how
to carry out the community service
learning activity.
2. Let them present their photographs
in class.
Empowering the Needy
Learner’s Book pages 68-71)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of the rich young
man for moral application.
(b) outline the relevance of the
teachings of Jesus in the story of
the rich young man.
(c) explain how Christians apply the
teachings in the story to empower
others in the community.
(d) appreciate the importance of
respecting spiritual and material
resources.
Key inquiry questions
1. What did Jesus teach in the story of
the rich young man?
2. Why did the rich young man find it
difficult to share with others?
3. Which projects are carried out in the
community to support the needy?
Suggested learning resources
1. Good News Bible
2. Learner’s Book
3. Resource person
4. Realia
5. Video clip
6. Digital devices
7. Magazines
8. Flashcards
9. Picture cut-outs of different projects
started for the needy
Suggested assessment methods
1. Question and answer
2. Observation schedule
3. Written questions
4. Checklists
5. Portfolio
Additional information
Look for and take pictures of different
projects started by different organisations
for the needy in the society. Look for
them in magazines or newspapers and cut
them out. You can record people expressing
gratitude for how they were supported.
e rich young man
Suggested learning activities
Activity 9
1. Pair the learners and let them read
Matthew 19:16-22 in turns. This will
promote the competence of learning
to learn.
2. Guide the learners to narrate the story
of the rich young man. Assess their
narrations using an assessment rubric.
3. Let the learner s explain what the rich
young man wanted to know from Jesus.
This links to English Language.
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Expected responses
• The rich young man asked Jesus
Christ what good thing he must do
to receive eternal life.
4. Allow them to write down Jesus Christ’s
response to the rich young man.
Expected responses
• (a) Jesus Christ told him to keep
the commandments if he wants
to receive eternal life.
(b) Jesus Christ also told him to go
and sell all he had and give the
money to the poor, if he wanted
to be perfect.
Activity 10
1. Guide the learners to discuss the
meaning of eternal life. This fosters
learning to learn.
Expected response
• Eternal life is the ability to live
forever. A life that continues after
death.
2. Lead the learners to identify the lessons
they learn from the story of the rich
young man. This will promote self-
efficiency.
Expected responses
• Accept any appropriate answer such
as:
(a) We should be willing to share
what we have with the needy.
3. Allow them to state how they practise
the lessons they have learnt from the
story of the rich young man.
4. Guide them to state how they practise
lessons they have learnt from the story
of the rich young man.
Expected responses
• Accept any suitable answer such as:
(a) Helping the needy in the society.
Relevance of the teachings of Jesus
in the story of the rich young man
Activity 11
1. Guide the learners to read the story in
the Learner’s Book. This will enhance
learning to learn.
2. Allow them to describe what Michael
does that pleases God.
Expected responses
• To please God, Michael:
(a) attends church services.
(b) respects and obeys his parents.
(c) draws water for the elderly
neighbour.
3. Guide the learners to discuss the values
that Michael practises.
Expected responses
• Values practised by Michael:
(a) Obedience (b) Respect
(c) Compassion (d) Kindness
4. Lead them to describe what they
should do to obtain eternal life. This
will foster self-efficacy.
Expected responses
• To obtain eternal life I should be:
(a) respectful (b) obedient
(c) compassionate (d) kind
Activity 12
1. Group the learners. Organise them to
role play the story of the rich young man.
This will help develop the competence
of self-efficacy. Encourage all the
learners to participate.
2. Guide the learners to list the values
practised by the rich young man.
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Expected responses
• Accept any suitable answer such as:
Values practised by the rich young
man:
(a) honesty
(b) hardwork
3. Let them outline the commandments
which Jesus Christ reminded the
rich young man. This will promote
citizenship.
Expected responses
• (a) Do not kill.
(b) Do not commit adultery.
(c) Do not steal.
(d) Do not accuse anyone falsely.
(e) Respect your father and mother.
4. Lead them to explain how they
demonstrate the commandments
they have outlined. This will
enhance decision making.
Expected responses
• Accept any relevant answer such as:
(i) I am honest at home and school.
(ii) I respect my parents.
Ways in which Christians apply
the teachings in the story of the
rich young man
Activity 13
1. Guide the learners to answer oral
questions on the teachings of Jesus in
the story of the rich young man from
the previous lesson.
2. Pair the learners. Let them outline how
the rich young man demonstrated his
love for God. This will help to promote
the competence of learning to learn.
Expected response
• He had obeyed all the
commandments that Jesus Christ
had reminded him.
3. Let the learners describe why the rich
young man went away sad. Let the
learners explain that the rich young
man was sad because he was not
willing to share all his wealth with the
poor. Let them realise that even though
the rich young was obedient to the
commandments, he could not receive
eternal life because he was not ready to
help the needy.
Expected response
• Accept any suitable answer such as:
(a) He did not want to share his
wealth with the poor.
4. Allow the learners to identify
temptations that can keep them away
from God. This will help them develop
integrity.
Expected responses
• Accept any appropriate answer such
as:
(a) fighting
(b) using abusive language
5. Guide the learners to explain how they
share what they have with the needy
in the society. This will promote the
competence of communication and
collaboration.
Expected response
• Accept any relevant answer such as:
(a) I share food with a classmate
who does not have any.
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Activity 14
1. Start by showing the learners the
picture cut outs were collected earlier.
Let them describe how the needy in the
picture cut outs or the recording are
being helped or supported. Let them
identify the organisation which has
supported the needy.
2. Group the learners and let them read
the story in the Learner’s Book.
3. Let the learners explain how the
needy in the story are being helped.
This will promote the competencies
of imagination and creativity.
Expected response
• The people have started a car wash
project for the needy.
4. Allow them to explain how the needy
in their community are helped. This
will help develop the competences
of critical thinking and problem
solving.
Expected responses
• Accept any appropriate answer such
as:
(a) Building houses for the
homeless.
(b) Visiting the poor and taking
food items and clothes to them.
5. Guide the learners to discuss why
people work together in supporting
the needy in their community. This
promotes love as they learn how they
can be part of supporting the needy.
Expected responses
• Accept any suitable answer such as:
(a) so that the needy can lead a
happy life.
(b) so that no one can suffer in the
community.
6. Let them differentiate between helping
and empowering the needy. Let them
recognisethat empowering the needy
helps the needy people to be self-
reliant.
7. Lead them to describe how the needy
are empowered today. This will promote
citizenship.
Expected responses
• Accept any relevant answer such as:
(a) Starting a tree nursery for them.
(b) Starting a grocery for them.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Give them time to recite their poems
in a later lesson.
Community service learning
1. Lead the learners on how to carry out
the community service learning.
2. Allow them to present their audios in
class in a later lesson.
Persistence in Prayer
(Learner’s Book pages 71-73)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of the friend
at midnight to understand the
importance of persistence.
(b) explain the value of friendship
using lessons from the story of a
friend at midnight.
(c) appreciate the importance of
prayer for personal relationship
with God.
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Key inquiry questions
1. Why did the friend visit at midnight?
2. What are the qualities of a good
friend?
Suggested learning resources
1. Good News Bible
2. Learner’s Book
3. Digital devices
4. Realia
5. Video clip
6. Digital device
7. Magazines
8. Newspapers
Suggested assessment methods
1. Question and answer
2. Observation schedule
3. Check list
4. Assessment rubric
5. Portifolio
6. Anecdote notes
Additional information
Play a video clip on the story of a friend
at midnight.
e story of a friend at midnight
Suggested learning activities
Activity 15
1. Pair the learners. Guide them to read
Luke 11:5-13. This will promote the
competence of learning to learn.
2. `Allow them to discuss why the friend
visited at midnight.
Expected responses
• Because he had no food to give to his
friend who had come to his house
from a long journey.
3. Let the learners narrate the story of
the friend at midnight. Listen to their
narrations and assess whether they can
describe the story. Use an assessment
rubric for the assessment.
4. Let the learners explain how the story
of the friend at midnight relates to
their life. Listen to their responses.
Emphasise on the need for persistence
in prayer and the need to choose
friends who are ready to help them.
Expected responses
• Accept any relevant answer such as:
(a) My neighbour in class might be
in need of a rubber or a pen. I should
be willing to share with him or her.
Activity 16
1. Group the learners. Guide them
to role play the story of a friend at
midnight. This will help them develop
the competence of self-efficacy.
2. Let the learners identify the lessons
they learn from the story of a friend
at midnight. Allow them to present
the lessons to the classmates. This
will help develop the competence of
communication and collaboration.
Expected responses
• Accept appropriate answer such as:
(a) We should pray without giving
up.
(b) We should help others.
(c) Good friendship makes us live
well with others.
(d) We should pray always.
3. Lead them to discuss the importance
of persistence in prayer. This will foster
the value of responsibility.
Expected responses
• God answers our prayers when we
pray without giving up.
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e value of friendship
Activity 17
1. Guide the learners with oral questions
based on the story of a friend at
midnight. This will help develop the
competence of learning to learn.
2. Organise the learners to play and watch
the video clip of a friend at midnight
in class. This will help promote digital
literacy.
3. Let the learners state the importance
of having true friends from the story
of a friend at midnight. This will
help develop the competence of
imagination and creativity.
Expected responses
• Accept any appropriate answer such
as:
(a) True friends will always be there
for us.
4. Allow the learners to discuss what the
story teaches them about prayer. This
will help promote their faith and trust.
Expected responses
• Accept any suitable answer such as:
(a) The story teaches me to be
persistent in prayer.
5. Guide the learners to outline the
importance of prayer.
Expected responses
• Accept any relevant answer such as.
(a) Prayer helps me to communicate
with God.
6. Guide the learners to describe
how they ensure they have a good
relationship with God. This will foster
self-efficacy.
Expected responses
• Accept any appropriate answer such
as:
(a) I maintain a good relationship
with God by obeying my parents and
teachers.
7. Lead them to sing a song about a
friend at midnight. This links to
music.
Activity 18
1. Start by asking the learners to outline
experiences of when they had to ask for
something for long. Ask them whether
they eventually received what they were
asking.
2. Group the learners. Ask them to read
the story in the Learner’s Book.
3. Allow the learners to explain why
they like their friends. This will help
develop love.
Expected responses
• Accept any appropriate answer such
as:
(a) We help each other when in
trouble.
4. Ask the learners to explain why it is
good to choose friends wisely. This
will promote responsibility. Let them
recognise that it is very important to
choose friends with good qualities and
those who can help them.
Expected responses
• Accept any suitable answer such as:
(a) Good friends will help us to
behave well.
5. Let them explain what they do to
maintain friendship.
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Expected responses
• Accept any relevant answer such as:
(a) I share what I have with my
friend.
Take home activity
1. Guide the learners on what they are
expected to do in the Take home
activity.
2. Allow them to make their
presentations in class.
Community service learning
1. Conclude the activity by asking the
learners to undertake the community
service learning activity in the
company of family members and
religious leaders.
2. Give them time to present their report
in class.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 2
1. Accept any appropriate answer.
2. Giving the food and clothes, building
houses for the homeless, paying school
fees for them, taking care of orphans
and street children.
3. He bought seeds for the needy people
in his village.
4. Accept appropriate answers such as:
honesty, kindness, loyalty, caring,
compassion, hardworking and brave.
5. Check if the essays captures the value
of friendship.
6. God will answer our prayers and we
will get what we want.
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The Church
Learner’s Book pages 74-89)
Introduction
Summary of the strand
This strand has 4 sub strands; The early
church, The Lord’s Supper, The role of the
Holy Spirit and Power of intercessory
prayer.
In the sub strand, The early church,
learners are expected to describe the
meaning of the activities which promoted
unity among believers in the early church
and what Christians do to promote unity.
In the sub strand, the Lord’s Supper,
the learners will learn about the events
that took place during the Lord’s Supper,
the importance of the Lord’s Supper to
Christians and the values required during
the celebration of the Lord’s Supper.
In the sub strand, The role of the Holy
Spirit, learners will recall the gifts and fruit
of the Holy Spirit and how the gifts and
fruit of the Holy Spirit help in promoting
God’s work. They will also learn about the
values they can learn from the gifts and
fruit of the Holy Spirit.
In the sub strand, Power of intercessory
prayer, the learners will recall the
importance of prayer, Peter’s miraculous
rescue and the things they can do to
illustrate their faith in God.
The Early Church
Learner’s Book pages 74-77)
Number of lessons – 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) describe the meaning of unity of
believers.
(b) outline activities which promoted
unity among believers in the early
church.
(c) explain strategies used by Christians
to promote unity among Christians
for responsible living.
(d) appreciate the importance of unity of
believers in our society today.
Key inquiry questions
1. What brought unity among the early
believers?
2. What is the importance of unity
among Christians?
3. How is the church involved in charity
work today?
Suggested learning resources
1. Learner’s Book
2. Good News Bible
3. Digital devices
4. A chart with pictures of people
helping the needy.
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5. Realia
6. Newspapers
7. Magazines
8. Models
Suggested assessment methods
1. Oral questions 5. Portfolio
2. Authentic tasks 6. Anecdote tests
3. Written questions
4. Check lists
Background information
In this sub strand, the learners need to
state what they learnt in Grade 4 about the
early church, how it started and standing
rm in faith. is will help them to learn
the activities which promoted unity in the
early church.
Denitions of unity of believers in
the early Church
Suggested learning activities
Activity 1
1. Ask the learners to read what the
children found out about the meaning
of unity of believers in the Learner’s
Book. This will foster learning to
learn.
2. Allow them to discuss each of the
definitions the learners found out. This
will promote communication and
collaboration.
3. Let the learners write down the
definitions in their exercise books. This
will enhance the value of responsibility.
Activity 2
1. Ask the learners to state what they
learnt about the early church in Grade
4.
2. Pair the learners. Let them read Acts
2:42-47 in turns. This links to English
Language.
3. Guide learners to identify the activities
that brought unity among believers
in the early church from the Bible
reading. Correct them accordingly
and add more to their points.
Expected responses
(i) They prayed together.
(ii) They read the word of God together.
(iii) Believers fellowshipped together.
(iv) Shared belongings.
(v) They shared resources equally or
according to one’s need.
(vi) They welcomed others to their homes.
4. Let the learners discuss the importance
of unity. Allow them to present in
class. Peace will be enhanced.
Expected responses
• Accept any appropriate answer such
as:
(a) when there is unity among
believers they are able to work
together for the well being of the
church.
(b) Unity helps us to work together.
(c) It helps us to win as a team.
(d) It gives us courage.
Activities which promoted unity in
the early Church
Activity 3
1. Guide the learners to write down
the activities that promoted unity
among the believers in the church
on a paper.
2. Let them cut out the paper and put
it in a box.
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3. Allow one learner at a time to pick a
paper cutting. Let them explain how
the y practise the activity they have
picked.
4. Guide the learners to role play the
activities they have picked.
Activity 4
1. Guide the learners to discuss the
pictures in the Learner’s Book.
2. Group the learners. Lead them to
explain how the people in the pictures
are promoting unity.
Expected responses
• Accept any appropriate answer such
as:
(a) ey are working together in the
farm in picture (a).
(b) praying together
(c) cleaning the school compound
together
3. Allow them to identify how different
communities maintain unity.
Expected responses
• Accept the relevant answers such as:
(a) Treating people with respect.
(b) Focusing on the good side of
people.
4. Let them discuss why it is important to
live in unity. Encourage all learners to
actively participate and work in groups
since this enhances communication
and collaboration. Listen to the
learner’s responses. Take note of the
answers they give and correct them or
guide them further where necessary.
Expected responses
• Accept any suitable answer such as:
(a) Unity helps people to overcome
problems.
(b) It help us to ght evil in the
society.
Strategies used by Christians to
promote unity
Additional information
Search for and download a video clip of
people helping the needy from the internet.
If you cannot access any digital device, you
can look for pictures of people helping the
needy in dierent ways.
Activity 5
1. Organise learners to play and watch the
video clip and answer the questions.
Note: Have learners seated according
to their different visual abilities.
2. If you are using a picture chart, you can
change the questions in the Learner’s
Book to suit your pictures.
3. Assess the learner’s abilities to watch
the video clip and get the required
information. As they watch the video
clip, digital literacy will be enhanced.
4. Guide learners to present their answers
and correct them accordingly.
Activity 6
1. Let the learners interpret the picture in
the Learner’s Book. Let them explain
what is happening in the picture.
Expected responses
• Accept any appropriate answer
such as:
(a) Some Christians have
taken donations to Baraka
Children’s Home
2. Guide them to list other activities, like
the one shown in the picture, which
Christians carry out together.
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Community Service Learning
1. Let the learners carry out the
community service learning activity
through a discussion.
2. Give them time to present their
photographs in the next lessons.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 1
Expected responses
• (a) Unity of believers as the
people of God are those people
who follow Jesus Christ and his
teachings. Christians from dierent
backgrounds are united with God
through Jesus Christ.
(b) Unity of believers as a
community of believers are those
people who believe in Jesus
Christ, pray together. ey love
and care for all.
(c) Unity of believers as a family
of believers are the people who
study God’s word and honour
God through worshipping
together. ey also support each
other.
2. e believers of the early church:
(i) prayed together.
(ii) read the word of God
together
(iii) worshipped together
(iv) shared belongings
(v) welcomed others to their homes
(vi) shared resources according to
each one’s need
3. Accept any appropriate answer such as:
(i) Unity of believers helps us to
overcome problems in the society
4. Accept any appropriate answer such as:
(i) Visiting the sick in their homes or
in hospitals.
Expected responses
• Accept any appropriate answer
such as:
(a) Praying together for the
various needs of the church
and society.
(b) Working together to solve
problems in the society
3. Let the learners write down activities
of charity or that Christians do today.
4. Explain to the learners that activities
of charity are those acts or activities
carried out to help people who are in
need. Explain that charity also means
mercy or kindness.
5. Check what the learners have written.
Do the learners identify some of the
activities of charity carried out by
churches today? This promotes critical
thinking and problem solving. Read
out their correct points and emphasise
on the activities of charity.
Expected responses
• Accept any appropriate answer
such as:
(a) Reading the Bible for the
illiterate.
(b) Donating children’s books to
a school library.
6. Let them describe the activities of
charity they practise. Encourage them
to take part in charitable activities. This
links to Social Studies.
Expected responses
• Accept any appropriate answer
such as:
(a) I visit the elderly and perform
household chores
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their ndings
in class.
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(ii) Helping the needy in the
community.
The Lord’s Supper
Learner’s Book pages 77-81)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) describe the events that took place
during the Lord’s Supper to develop
spiritually.
(b) explain the significance of the Lord’s
Supper to Christians today.
(c) identify the values required during
the celebration of Lord’s Table
or Eucharist for application by
Christians.
(d) appreciate the importance of
remembrance of the Lord’s Supper.
Key inquiry questions
1. Why did Jesus organise the Lord’s
Supper?
2. What instructions did Jesus give for
celebration of the Lord’s Supper?
3. Why do we celebrate the Lord’s Table
or Eucharist today?
Suggested learning resources
1. Learner’s Book 6. Video clip
2. Good News Bible 7. Magazines
3. Digital devices 8. Newspapers
4. Pictures
5. Realia
Suggested assessment methods
1. Observation 6. Portfolio
2. Oral questions
3. Crossword puzzles
4. Written questions
5. Check lists
Events that took place during the
Lord’s Supper
Additional information
Find out pictures of dierent ways
the Eucharist is celebrated in dierent
churches.
Suggested learning activities
Activity 1
1. Pair the learners and let them interpret
the picture in the Learner’s Book. Show
them the pictures you prepared and let
them identify the activity taking place
in the pictures.
Expected responses
• Jesus Christ is sharing a meal with his
disciples
2. Guide them to mention the name given
to the activity shown in the picture in
their church.
Expected responses
• Accept any appropriate answer such
as:
a) Lord’s Supper
b) Eucharist
c) Holy Communion
d) Last Supper
e) Holy Sacrament
vi) Lord’s Table
3. Let them share how Eucharist
is celebrated in their churches.
Imagination and creativity will be
enhanced.
Expected responses
• Accept any appropriate answer such as:
(a) e bread is administered rst
followed by wine.
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(b) e bread is taken with grape
juice.
(c) Both the bread and wine are
taken at the same time.
Activity 2
1. Let learners read Luke 22:14-20.
2. Ask the learners to narrate what
happened during the Last Supper.
Assess their ability to read and describe
what happened. Can the learners
identify with examples the events that
took place during the Last Supper? You
can draw a flow chart of the events that
took place to help the learners explain
how the events take place.
3. Guide them to arrange the events that
took place during the Lord’s Supper in
the correct order.
Expected responses
• (a) Jesus took his place at the table.
(b) He took a cup and gave thanks to
God.
(c) He gave the cup to his disciples to
share among themselves.
(d) He took a piece of bread, gave
thanks to God and broke it.
4. Lead them to role play the Lord’s
Supper. is will promote self-
ecacy.
e signicance of the Lord’s
Supper to Christians today
Additional information
Play the video clip in the accompanying
digital media before the lesson.
Download it to the learners’ digital
devices.
Activity 3
1. Organise the learners to play and watch
the video clip of the Lord’s Supper.
Ensure that the sound of the video clip
is appropriate. Appoint other learners
to explain the events of the video clip to
those with hearing problems through
sign language or by writing down the
main points. Encourage all learners
to participate. This activity promotes
digital literacy.
2. Ask the learners to state why Jesus
shared a meal with his disciples. Assess
if the learners can identify the reasons
why Jesus shared the meal with His
disciples. Can they identify lessons
they can learn from what Jesus did?
Expected responses
• Jesus shared the meal with the
disciples to prepare them for his
coming death.
3. Let them identify other names of the
Lord’s Supper. This promotes learning
to learn.
Expected responses
• Other names of the Lord’s Supper
(a) Eucharist (b) Holy communion
(c) Last Supper (d) Lord’s Table
(e) Holy Sacrament
4. Lead them to discuss what Christians
learn from the Lord’s Supper.
Expected responses
• (a) Christians learn that they should
celebrate the Lord’s Supper in
remembrance of Jesus Christ.
(b) Christians learn to be humble.
(c) Christians learn that they should
share with others.
Activity 4
1. E ngage the learners in reading the
words in the flashcards in the Learner’s
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Expected responses
• Accept any appropriate answer such
as:
(a) Eucharist reminds Christians
about Jesus Christ’s love.
5. Guide them in writing the
importance of the Lord’s Supper to
Christians today in their notebooks.
Expected responses
• Accept any appropriate answer such as:
(a) e Eucharist unites Christians as
they share with each other.
Values required during the
celebration of the Eucharist
Activity 6
1. Pair the learners. As they work in pairs,
communication and collaboration
will be enhanced. Guide learners to
identify values from the crossword in
the Learner’s Book.
2. Assess their ability to identify the
values. This promotes respect.
3. Let them write down other values
required in the celebration of the Lord’s
Supper. This will promote learning to
learn.
Expected responses
• Accept any appropriate answer such
as:
(a) happiness (b) peace (c) joy
4. Organise the learners to learn more
about the values and attitudes required
during the Programme of Pastoral
Instruction (PPI). Inform the PPI
teacher to prepare for the same in good
time.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Give them time to report back in the
next lesson.
book in groups. Assess learner’s ability
to read the flashcards.
2. Let them write down the bolded
words and sentences then discuss their
meaning.
Expected responses
• a) Cup, Take this and share it among
yourselves
b) Piece of bread, gave thanks to
God. is is my body, which is given
for you. Do this in memory of me.
3. Ask the learners to explain the
importance of the Lord’s Supper.
Assess whether they understand the
importance of the Lord’s Supper. This
promotes social cohesion. It links to
Social Studies.
Expected responses
• Accept any appropriate answer such
as:
(a) Participating in the Lord’s Supper,
Christians remember the death of
Jesus Christ.
(b) It unites the Christians as they
fellowship with each other.
(c) It is a sign of obedience to Jesus
Christ who commanded the
disciples to do it in his memory.
Activity 5
1. Guide learners to type a E-U-C-H-A-R-I-
S-T song on a digital device.
2. The learners to search for a song on
the Eucharist and sing. Science and
Technology as well as Music will be
enhanced as the learners watch the
video clip and sing the song.
3. Let the learners state what the song
teaches about Eucharist.
4. Allow them to explain why Christians
take part in the Eucharist.
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Community service learning
1. Lead the learners on how to carry
out the community service learning
activity.
2. Allow them to present their recordings
in class.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 2
Expected responses
• (i) Jesus said, “Take this and share it
among yourselves. I tell you that from
now on I will not drink this wine until
the Kingdom of God comes.”
(ii) He also said, “is is my body,
which is given for you. Do this in
memory of me.”
2. Accept any appropriate answer such
as:
(i) Christians take part in the Lord’s
Supper to show their obedience to
Jesus Christ’s instruction of “Do this
in memory of me.”
3. Accept any appropriate answer such
as:
(i) Humility (ii) Love (iii) Respect
(iv) Happiness
4. Accept any appropriate answer such
as:
(i) e Lord’s Supper unites the
Christians.
The role of the Holy Spirit
(Learner’s Book page 81-85)
Number of lessons - 4
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify the gifts of the Holy Spirit to
promote spiritual maturity.
(b) identify how the fruit of the Holy
Spirit has helped in promoting God’s
work.
(c) list values which should influence the
life of Christians from gifts and fruit
of the Holy Spirit.
(d) appreciate the role of the gifts of the
Holy Spirit in his or her life.
Key inquiry questions
1. What is the meaning of gifts of the
Holy Spirit?
2. What is the meaning of fruit of the
Holy Spirit?
3. How does the Holy Spirit inspire
people to offer service to God and
others?
Suggested learning resources
1. Learner’s Book 4. Portfolio
2. Good News Bible 5. Check lists
3. Flashcards
Suggested assessment methods
1. Observation 4. Oral questions
2. Portfolio 5. Written questions
3. Checklists 6. Assessment rubric
Additional information
In this sub strand, learners will learn and
appreciate the role of the Holy Spirit. Help
learners to recall what they learnt in Grade
3 and 4 about the gis and fruit of the Holy
Spirit.
e gis of the Holy Spirit
Suggested learning activities
Activity 1
1. Lead the learners to describe how the
people in the picture are serving God.
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Expected responses
• Service to God in the picture is taking
place through preaching and listening
to the word of God.
2. Let them explain how their family
members serve God.
Expected responses
• Accept any relevant answer such as:
(a) They share the word of God.
(b) Cleaning the church and its
compound.
3. Ask them to outline how else
religious leaders serve God, apart
from preaching.
Expected responses
• Accept any appropriate answer such
as:
(a) They visit and pray with the
sick.
(b) They pull up resources to
support the needy.
(c) They initiate projects in the
community to help needy
people.
(d) They offer guidance and
counselling services to the
members of the community.
(e) They preach and read the word
of God.
Activity 2
1. Pair the learners for the Bible reading
activity. Guide learners to read 1
Corinthians 12:1-11 in turns.
2. Using an assessment rubric, assess
their ability to read.
3. Lead them to identify the gifts of the
Holy Spirit from the reading in the tray.
Can the learners correctly identify the
gifts of the Holy Spirit from the Bible
verses?
4. Ask them to write the gifts of the Holy
Spirit in their exercise books.
Expected responses
• (a) Knowledge (b) Wisdom
(c) Preaching (d) Faith
(e) Performing miracles
(f) Speaking in tongues
(g) Dierentiating spirits
(h) Healing
(i) Interpreting tongues
Activity 3
1. Let learners come up with a familiar
tune and sing the song in the Learner’s
Book. This promotes imagination and
creativity. It links to Music.
2. Encourage the learners to participate
actively.
3. Lead them to state the gifts of the Holy
Spirit from the song.
Expected responses
• (a) Wisdom (b) Knowledge
(c) Faith (d) Healing
(e) Working miracles
(f) Speaking God’s message
(g) Speaking in tongues
(h) Understanding
4. Let them explain the importance of
the gifts of the Holy Spirit mentioned
in the song to Christians.
Expected responses
• Accept any appropriate answer such
as:
(a) Wisdom helps Christians to make
the right decisions.
(b) Speaking the word of God helps
many people know Him.
5. Allow them to present their points in
class.
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How the fruits of the Holy Spirit
helps in promoting God’s work
Activity 4
1. Pair the learners and guide them to
read Galatians 5: 22-23 in turns.
2. Ask the learners to state the fruits of the
Holy Spirit. This will promote learning
to learn.
Expected responses
• (a) Love (b) joy (c) peace
(d) patience (e) kindness
(f) goodness (g) faithfulness
(h) humility (i) self-control
3. Ask the learners to explain how each
fruit helps in promoting God’s work.
Listen to them as they explain. Assess
their ability to describe how the fruits
of the Holy Spirit helps in promoting
God’s work. Can the learners relate the
activities carried out by their parents or
guardians and religious leaders to the
fruit of the Holy Spirit?
Expected responses
• Accept any appropriate answer such as:
(a) Love helps us to assist the needy in
society. Assisting the needy is doing
God’s work.
Activity 5
1. Lead learners to examine the picture of
the tree showing the fruit of the Holy
Spirit in the Learner’s Book.
2. Using a checklist, assess their ability to
list the fruit of the Holy Spirit from the
tree.
Expected responses
• (a) Faithfulness (b) Love
(c) Patience (d) Goodness (e) Peace
(f) Joy (g) Humility (h) Kindness
(i) Self-control
Values that inuence the life of
Christians from gis and fruits of
the Holy Spirit
Activity 6
1. Guide the learners to examine the
picture in the Learner’s Book.
2. Let them discuss what is happening in
the picture.
Expected responses
• Accept any appropriate answer such
as:
(a) Some people are being assisted.
(b) Some donations are being given
out.
3. Guide them to write down the values
which are being demonstrated by the
people in the picture.
Expected responses
• Accept any appropriate answer such
as:
(a) Kindness (b) Care
(c) Generosity (d) Love
(e) Responsibility (f) Concern
4. Guide them to relate the activity being
carried out to the fruit of the Holy
Spirit. Check their work. Assess their
understanding of the fruits of the Holy
Spirit.
5. Let the learners explain how the Holy
Spirit helps them in relating well with
others. This promotes social cohesion.
Expected responses
• Accept any appropriate answer such
as:
(a) Self-control helps us to behave
well.
(b) e gi of knowledge helps us to
analyse the right from wrong.
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Activity 7
1. Guide learners to read the values shown
on the flashcards in the Learner’s Book.
2. Guide learners in identifying the values
they can learn from the gifts and fruit
of the Holy Spirit.
Expected responses
• Accept any appropriate answer such
as:
(a) Respect (b) Obedience
(c) Humility (d) Responsibility
(e) Honesty
3. Let the learners display what they have
prepared then read the values in class.
Assess the learner’s ability to identify
different values they can apply in their
lives from the gifts and the fruit of
the Holy Spirit. Identifying different
values promotes social justice, love,
humility, kindness and goodness.
4. Guide them to draw a garden with
various crops such as cabbages, carrots,
onions in it.
5. Lead them to name the garden “My
Peace Garden”.
6. Guide them to name the crops using
the values held by the girl.
7. Lead them to explain how the values
held by the boy promote peace at
home, school and in the community.
Expected responses
• Accept any appropriate answer such
as:
(a) When we love each other at
school, it helps us to assist those in
problems.
8. Stress that the fruit and gis of the Holy
Spirit promote peaceful co-existence.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their recordings
in the next lesson.
Community service learning
1. Lead the learners on how to carry out
community service learning activity.
2. Let them present their photographs
during a later lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 3
Expected responses
1. Accept any suitable answer such as:
(i) e Holy Spirit guides me to be
honest, obedient and loving.
2. Kindness.
3. To help self and others.
4. e fruit of joy helps me to be happy
at all times even when life seems
dicult. It helps me to develop a
good relationship with others.
Power of Intercessory Prayer
(Learner’s Book page 85-89)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) narrate the story of Peter’s miraculous
rescue to understand the powers of
intercessory prayer.
(b) explain various ways Christians
demonstrate their faith in God.
(c) appreciate the lessons learnt from the
story of Peter’s rescue by doing what
is right.
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Key inquiry questions
1. Who was Peter?
2. How did Peter portray faith in Christ?
3. How should you demonstrate faith in
Christ?
4. What is the meaning of intercessory
prayer?
Suggested learning resources
1. Learner’s Book
2. Good News Bible
3. Digital devices
4. Flashcards
5. Realia
6. Pictures
7. Photographs
Suggested assessment methods
1. Written quizzes
2. Observation schedules
3. Oral questions
4. Portfolio
5. Checklists
6. Anecdote notes
Additional information
Play the video clip in the accompanying
digital media before the lesson. You
can also download a video having same
content then share it with the learners.
Ensure that the speed and the volume of
the video clip are alright.
e story of Peter’s miraculous
rescue
Suggested learning activities
Activity 1
1. Let the learners read Acts 12: 3-17
in turns. English Language will be
enhanced as learners read the story of
Peter’s miraculous rescue.
2. Guide the learners to narrate the story
of Peter’s miraculous rescue. This
activity enhances communication
and collaboration. Listen to the
learners as they narrate the story. Use
an assessment rubric to assess their
ability to narrate the story.
Expected response
• An angel of the Lord came to the cell.
He shook Peter by the shoulder and
woke him up. e chains fell o Peter’s
hands. e angel told Peter to fasten
his belt, put on his sandals and his
cloak. Peter obeyed. e angel then
commanded Peter to follow him. As
Peter followed the angel he thought he
was seeing a vision. ey passed the
rst and the second guards then came
to the last gate, which led to the city.
e gate opened itself and they went
out.
3. Lead them to discuss how Peter came
out of prison.
4. Let the learners identify the people who
prayed for Peter when he was in prison.
Expected responses
• e people of the church prayed for
Peter.
5. Let the learners identify the good deeds
that they can learn from the story. Let
them understand that they should pray
for one another just as the Christians
did for Peter.
Expected responses
• Accept any appropriate answer such
as:
(a) Praying for others (b) Obeying
(c) Standing rm in our faith
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Activity 2
1. Guide the learners to watch and play
the video clip on Peter’s miraculous
rescue. This promotes digital literacy.
2. Allow the learners to write down the
lessons they have learnt from the story.
Expected responses
• Accept any appropriate response.
(a) God never leaves us even when
we are facing challenges.
(b) We should believe in what we
pray about.
(c) We should trust God to answer
our prayers.
Activity 3
1. Start by explaining what an intercessory
prayer is. An intercessory prayer is the
act of praying to God for another
person. Let the learners state other
types of prayers that they know.
2. Pair the learners. Let them look at the
pictures in the Learner’s Book.
3. Lead them to identify who the children
are praying for.
Expected responses
• (a) e boy is praying for peace in the
country.
(b) e girl is praying for the sick
people.
4. Ask learners to explain what they pray
for. This promotes critical thinking
and problem solving. Accept their
correct answers and guide them
accordingly.
5. Guide them to discuss the importance of
prayer in their lives.
Expected responses
• Accept any suitable answer such as:
(a) Prayers help me to communicate
with God.
(b) Prayers helps me to get closer to
God.
Ways Christians demonstrate
their faith in God
Activity 4
1. Pair the learners to interpret the
pictures in the Learner’s Book.
2. Let them realise that, as people pray
and work together, they demonstrate
their faith in God.
3. Assess them as they describe what they
do to show faith in God. Are they able
to identify different activities which
indicate that they have faith in God?
4. Lead them to explain what Christians
do to show their faith in God. This will
promote imagination and creativity.
Expected responses
• Accept any relevant answer such as:
(a) Praying (b) Caring for God`s
creation (c) Helping the needy
5. Guide them to discuss how they show
their faith in God. This will promote
communication and collaboration.
Expected responses
• Accept any appropriate answer such
as:
(a) Reading the Bible (b) Praying
(c) Repenting my sins.
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Activity 5
1. Let the learners answer the question
in their exercise books. Check their
answers, correct and guide them
where necessary. You can provide more
questions on the same.
Expected responses
• a) Visiting the sick.
b) Singing and praising God.
c) Praying for oneself and other
people.
2. Guide the learners to sing the song in
the Learner’s Book using their own
tune.
3. Lead them to identify who the song is
addressed to.
Expected responses
• e song is addressed to God.
4. Lead them to state where their faith
should look up to according to the song.
Expected response
• My faith should look up to God.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to present their ndings
in class during a later lesson.
Community service learning
1. Take the learners through the
community service learning activity
suggested in the Learner’s Book.
2. Allow them to present their photographs
in class.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 4
Expected responses
1. Accept any appropriate answer.
2. Accept any suitable answer such as:
(a) We should pray for the needs of
other people.
3. Accept any relevant answer.
4. Accept any appropriate answer such
as:
(a) Praying
(b) Reading Bible
(c) Giving oering
(d) Helping the needy
5. Accept any appropriate answer such
as:
(a) Helping the needy.
(b) Taking care of God`s creation.
(c) Raising funds to help construct
churches.
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Christian Living
Learner’s Book pages 90-116)
Introduction
Summary of the strand
This strand has 5 sub strands.
The first sub strand is Friendship
formation. It has one sub sub strand; peer
influence. Under this sub strand, learners
will learn about the qualities of a good
friend, values useful in maintaining good
friends and what leads to poor choice of
friends.
The second sub strand is Human
sexuality. In this sub strand learners
will learn the changes associated with
adolescence for both boys and girls,
ways of coping with those changes, the
difference between healthy and unhealthy
relationships between a boy and a girl,
the effects of unhealthy relationship and
ways of overcoming unhealthy boy-girl
relationship.
In the third sub strand, learners will
learn Christian teachings on God as the
only source of life, causes of violation
of the right to life and how to cope with
emotions and stress.
The fourth sub strand; is Good health
practices. The learners will study the
meaning of alcohol and substance use,
some of the drugs used by the youth today,
effects of alcohol and substance use, reasons
for engaging in alcohol and substance use
and ways of avoiding engaging in alcohol
and substance use.
Appropriate use of social media, learners
will learn the meaning of social media,
examples of social media platforms, effects
of appropriate and inappropriate use of
social media, advantages and disadvantages
of social media and the safety measures to
observe when using social media.
Friendship Formation
Peer influence
(Learner’s Book pages 90-95)
Number of lessons -2
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify desirable qualities of a good
friend for personal development.
(b) explain values useful in maintaining
good friends to avoid negative
influence.
(c) identify causes of poor choice of
friends at home and school to make
right choices.
(d) appreciate the importance of desirable
friendship that please God.
Key inquiry question
1. How can you avoid negative peer
pressure?
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Suggested learning resources
1. Good News Bible 6. Video clip
2. Learner’s Book 7. Magazines
3. Digital devices 8. Newspapers
4. Flashcards
5. Resource persons
Suggested assessment methods
1. Oral questions 6. Portfolio
2. Discussion 7. Checklists
3. Written questions
4. Observation
Additional information
Christian living is a new strand developed
from Christian values. Friendship is a
relationship of mutual affection between
people. Friendship is an integral part
of human life because human beings
are social beings. However, during the
formation of friendship, there is a need
for people to be very careful on how they
choose their friends.
While handling this sub strand, encourage
learners to be keen when choosing
their friends since friends influence their
behaviour. Discourage them from joining
bad groups which can ruin their lives. You
will require to observe the learner’s behaviour
and give guidance and counselling to those
who are affected by peer pressure.
e qualities of a good friend
Suggested learning activities
Activity 1
• Guide learners to describe what
friendship formation is and what peer
influence entails.
(i) The formation of friends is
the transition from strangers to
acquaintances to friends.
(ii) Peer influence is the strong
pressure to an individual to adopt
the attitude values, behaviour
and thoughts of his or her peer
group.
• Let the learners list the names of their
friends. Let them explain if they still
have a good relationship with the
friends, they had mentioned earlier. Let
them explain why they still relate well
or why they do not. Inquire how they
formed their friendship.
1. Pair the learners. Let them read the
story of Kevin and Kish. Let them
describe the kind of relationship that
Kevin and Kish have.
Expected responses
• Kevin and Kish have a good
relationship.
2. Allow them to explain the good
qualities that Kevin and Kish have.
This will promote self-efficacy.
Expected responses
• - Kevin and Kish are hardworking.
- ey are obedient.
3. Let the learners list the qualities
that good friends should have. This
enhances critical thinking and
problem solving.
• Accept any suitable answers such as:
- A good friend should be honest,
responsible, obedient, hardworking
and patient.
4. Let the learners discuss the
importance of having good friends.
Inform them that good friends have
good behaviour for them to copy and
that good friend should be ready to
help.
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• Accept any correct answers, for
example, good friends help us make
the right choices and make us happy
Activity 2
1. Let the learners read
1 Thessalonians 5:11 and Galatians
6:2 in turns as you listen to them.
2. Let the learners explain what friends
should do according to the two verses.
Expected responses
• According to 1 Thessalonians 5:11
friends should:
- help one another
- encourage each other
• According to Galatians 6:2, friends
should help carry one another’s
burdens.
3. Let the learners identify a quality from
the verses which their friends have.
Listen to them. Assess their responses.
Can the learners identify good qualities
that a friend should have? This fosters
mentorship and peer education.
4. Let them write down the qualities
they have identified. Lead them in
identifying other qualities a friend
should have.
Expected responses
• Accept any appropriate answer, for
example, a good friend should be
caring, loving, truthful and kind.
Activity 3
1. Guide learners to read the qualities of a
friend from the poster in the Learner’s
Book.
2. Lead them to write down the qualities
of a good friend from the poster.
3. Guide them to write down other
qualities of a good friend.
Expected responses
• Accept any appropriate answers. For
example, compassionate and humble.
4. Let the learners discuss how a friend
with good qualities is of help to him
or her.
Expected responses
• Accept any correct answers. For
example, a good friend corrects me
when I go wrong. He or she does not
leave me when I am alone.
5. Guide the learners to make posters
showing qualities of a good friend.
Assess how they have made their
posters. Guide them on what was
expected. Let them display the posters
at the CRE corner.
Values useful in maintaining good
friends
Activity 4
1. Guide the learners to role-play the
qualities of a good friend.
2. Allow the learners to identify the
values demonstrated by a good
friend.
Expected responses
• Accept any appropriate answers such
as:
(a) responsible (b) caring (c) kind
(d) respectful (e) obedient
Activity 5
1. Recap what the learners identified about
what they do to keep their friends at the
beginning of the lesson. Highlight the
correct responses. For example; Honesty
helps me to keep my friends for a long
time.
2. Let them read what the children in the
picture are saying.
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should be loving, caring, obedient and
responsible.
• Other values useful in maintaining
good friends: peace, thankfulness and
humility.
6. Allow the learners to fish the values
useful in maintaining good friends
from the fish pond.
7. Ask them to write them down.
Expected responses
• Honesty, trust, caring, obedience,
respect.
8. Guide them to write an essay on how
to overcome negative influence on
friendship.
Expected responses
• Accept any relevant answers such as:
a) Being prayerful helps to overcome
negative inuence on friendship.
b) Being assertive helps to overcome
negative inuence on friendship.
Causes of poor choice of friends
at home and school
Activity 6
1. Pair the learners. Let them read the
conversation in the Learner’s Book in
turns.
2. Guide the learners in describing the
kind of friend that Jimmy is. This
will enhance critical thinking and
problem solving.
Expected responses
• Jimmy is a good friend. He cares
about John.
3. Let the learners identify the bad habits
which John is most likely to copy from
the bad group of boys.
3. Guide them in identifying the values
which Faith and Tom have.
Expected responses
• a) Tom listens to his friend. He corrects
him when he is wrong. He helps
everyone who asks for his assistance.
b) Faith is truthful. She is obedient
and respectful.
2. Let the learners describe what has
helped the children to maintain
their friendships. Can the learners
identify the values that are useful in
maintaining good friends?
Expected responses
• a) Accept any correct answers such
as: Tom and John are good friends
because they listen to one another.
b) Accept any relevant answers such
as: Faith and Jane are friends because
they speak the truth always.
3. Guide them in discussing how each
of the values has helped them to keep
their relationship. This enhances
integrity.
4. Let the learners list other values which
are useful in maintaining good friends.
Check their written work. Assess them
using an assessment rubric.
Expected responses
• Accept any appropriate answers such as:
a) Tom listens to John and advises him
to make good decisions.
b) Speaking the truth has helped Faith
and Jane to trust each other.
5. Help them to write down other values
that are useful in maintaining good
friends.
Expected responses
• Accept any relevant answers. For
example, to maintain good friends we
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Expected responses
• John might stop going to church.
He might become unfriendly and
talk rudely to others. He might
stop obeying school rules and start
sneaking out of school. He might also
start smoking cigarettes.
4. Guide the learners to explain factors
that could have lead John to become
friends with the bad group of boys.
Let them outline other factors that
may lead them to making poor choice
of friends. Can the learners identify
and explain factors which lead to
poor choice of friends? Assess their
responses.
Expected responses
• Accept any appropriate answers such
as:
- John might have been convinced
by the boys to join them.
- John might have been forced by
the boys to join them.
5. Guide the learners in discussing what
John could have done to overcome
bad company. This will enhance self-
efficacy. Encourage them to always
report when another learner or person
is rude to them.
Expected responses
• To overcome bad company, John could
have:
- made excuses to avoid them.
- talked to them about their behaviour
and advise them to change.
- been assertive and say ‘no’ .
- look for friends and better behaviour
6. Let them explain in what they would
do if a friend was rude to them.
Expected responses
• Accept any relevant answers such as:
- I would ask him or her to
apologise.
- I would request his or her friend
to talk to him or her.
7. Conclude the activity by guiding the
learners in discussing the importance
of desirable friendship that pleases
God. Remind them that values are very
important during friendship so as to
avoid negative influence.
Take home activity
1. Guide the learners on how to carry out
the take home activity.
2. Allow them to present their ndings
in class. Assess the ndings they have
presented.
3. Guide them on what was expected.
Community service learning
1. Lead the learners on how to carry
out the community service learning
activity.
2. Let them present their ndings in
class.
3. Assess their reports and guide them on
what was expected.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 1
Expected responses
1. Accept any appropriate answers.
2. Good friendship:
a) teaches us how and when to
forgive
b) helps us deal with stress
c) helps us during our dicult times
3. Poor choice of friends may lead to:
a) talking about you to others
b) pressuring you to do what you do
not want to
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c) telling your secrets to others
d) giving you wrong advice
e) telling you lies oen
4. Assess the essays that the learners
have written. Guide them on what
was expected.
Human Sexuality
(Learner’s Book pages 95-101)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) identify changes associated with
adolescence in both boys and girls for
self-awareness.
(b) outline how they cope with changes
in their bodies to build self
confidence.
(c) distinguish between healthy and
unhealthy boy-girl relationship with
reference from the Bible.
(d) explain the effects of unhealthy boy-
girl relationship.
(e) discuss how to overcome unhealthy
boy-girl relationship.
(f) appreciate physical and physiological
changes as a Christian.
Key inquiry questions
1. Which changes are faced by
adolescents?
2. How does one get information on
physical and emotional changes?
3. Who should advice on bodily
changes?
Suggested learning resources
1. Good News Bible 4. Photographs
2. Learner’s Book 5. Pictures
3. Video clip 6. Flash cards
Suggested assessment methods
1. Oral questions 5. Checklists
2. Discussion 6. Portfolio
3. Written assessment
4. Observation
Additional information
Adolescence is a developmental stage in
life. e developments are both physical
and emotional. Some of the learners are in
adolescence while others are approaching
adolescence. If there is no one in the class
who is going through adolescence, handle
the lessons in a way that will be preparing
the learners for it.
Changes associated with adolescence
in boys and girls
Suggested learning activities
Activity 1
1. Guide the learners to discuss what
the sh and the dove are saying.
Expected responses
• a) e sh is saying, “Adolescence
is the period during which
children grow from childhood to
adulthood.”
b) e dove is saying, “During
adolescence, boys and girls go
through some physical
and emotional changes.”
2. Let the learners mention the
physical changes in boys during
adolescence.
Expected responses
• Physical changes in boys:
- Shoulders and chest broaden
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critical thinking and imagination.
Expected responses
• Accept any suitable answer such as:
- It is part of growth.
- It is how every human being was
created by God.
4. Let the learners explain the reasons
why children go through body changes
during adolescence. Help them to
understand that those changes are
different to different people and
anyone experiencing them early (early
bloomers) or experiencing them later
(late bloomers) should be positive
about them. Let them recognise that the
changes prepare them for adulthood.
5. Guide them to look for the
meaning of emotional changes
from the internet.
Expected responses
• Emotional changes during adolescence
are the changes of the feelings towards
other people or situations.
6. Let them give examples
of emotional changes during
adolescence from the internet.
Expected responses
• Mood swings, stress, getting easily
upset.
How to cope with body changes
during adolescence
Activity 3
1. Start by asking the learners to state the
different changes that boys and girls
experience during adolescence.
2. Organise the learners to read the
- e voice breaks
3. Allow them to state the physical
changes that girls experience
during adolescence.
Expected responses
• Physical changes in girls:
- Menstrual ow starts
- Breasts grow
Activity 2
1. Pair the learners. Let them study the
pictures in the Learner’s Book.
2. Guide the learners in identifying the
changes adolescents go through.
Expected responses
• - Physical changes in boys during
adolescence: Voice breaks,
growth of pubic hair and
broadening of shoulders
and chest.
- Physical changes in girls during
adolescence: body increases in
size and shape, breasts grow,
waist and hips become
more obvious, menstrual ow
starts and growth of pubic hair.
2. Let the learners describe what they
should do when they notice changes in
their bodies. Let them know that they
can always seek advice and information
from their parents or teachers if they
have questions about changes in their
bodies. This promotes self-awareness.
Expected responses
• Accept any correct answers. For
example, reporting to parents,
teachers or a trusted adult.
3. Let the learners discuss with each
other the reasons why they should
accept changes in their bodies. Listen
to their different responses and correct
them where necessary. This promotes
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conversation in the Learner’s Book.
After they have read, ask them to
present their experiences. Listen to
their experiences and highlight points
like:
(i) The body changes they
experienced.
(ii) How they coped with the changes.
(iii) Where they got information
about the body changes from?
3. Guide them to identify body changes
mentioned in the story. This will
promote learning to learn.
Expected responses
• Body changes in John:
- Growth of pubic hair in the
armpits.
- Breaking of the voice.
• Body changes in Jane
- Growth of breasts
- Menstrual ow
4. Guide the learners in identifying how
Jane and John handled the changes
they experienced during adolescence.
Expected responses
• John researched on the internet but
did not nd answers so he decided
to inquire from his father. His father
explained everything to him.
• Jane got worried.
5. Let the learners discuss what they
should do when they notice changes
in their bodies. This will foster self-
efficacy. Listen to the learners as they
discuss and help them in identifying
the different people they can approach
in order to help them cope with body
changes.
6. Encourage them to seek information
or help from the people they can trust.
Take this chance to talk against the
adolescence myths and misinformation
in the society.
Expected responses
• Accept any suitable answer. For
example, report to your parent or
guardian, teacher or a trusted adult.
6. Organise the learners into two groups
for a debate. Let them debate on
the reasons why some sources of
information on bodily changes are
not good. Listen to them as they
debate. Note down their points then
give them a conclusion. Let them
acknowledge the group that was able to
bring out its points clearly. This fosters
communication and collaboration.
Expected responses
• Accept any appropriate answer such as:
- I should get the right information
about adolescence because I need
to understand the process that is
taking place.
- So as to handle adolescence stage
the right way.
Healthy and unhealthy boy-girl
relationship
Activity 4
1. Guide the learners to read the messages
displayed on the poster.
2. Let them write down activities that
show healthy boy-girl relationship
from the poster.
Expected responses
• Activities that show a healthy boy-girl
relationship include: playing together,
studying together, cleaning together
and respecting each other.
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3. Let the learners write down the
activities that describe unhealthy boy-
girl relationship from the poster.
Expected responses
• Activities that describe an unhealthy
boy-girl relationship are: quarrelling
and disturbing others.
Activity 5
1. Guide the learners to list the emotional
changes that adolescents experience.
Listen to their answers. Note down the
emotional changes they have identified.
2. Pair the learners. Let them read the
story of Rose and Victor.
3. Let the learners identify the activities
which Rose and Victor are involved
in. Listen to their responses. Let the
learners recognise that there are some
good and Godly aspects they can share
with the friends of the opposite sex.
Expected responses
• - Rose and Victor help each other
with schoolwork.
- They come to school early.
- ey obey the teachers and other
leaders in school.
4. Guide them to explain what the
teachers mean when they say that
the relationship of Rose and Victor is
healthy.
Expected responses
• Accept any appropriate answers. A
healthy boy-girl relationship is one
that has mutual respect, trust, honesty,
understanding, role models, good
communication.
5. Let the learners discuss the difference
between unhealthy or healthy boy-
girl relationship. This fosters critical
thinking and problem solving. Listen
to their answers.
Expected responses
• Accept any relevant answers such as:
A healthy boy-girl relationship is the
one that has mutual respect, trust,
honesty, understanding while an
unhealthy boy-girl relationship has
bad behaviours, lacks self-control,
negative inuence, dishonesty and
disrespect.
6. Let them identify the activities they
should take part in so as to promote
healthy boy-girl relationship. This will
promote self-efficacy.
Expected responses
• Accept any suitable answer, for
example studying together and
sharing school items.
Activity 6
1. Pair the learners. Let them read 1
Corinthians 6:18-19.
2. Let them explain the lessons they
learn from the Bible verses. This will
promote integrity and responsibility
as they learn to take care of
themselves and others as the Bible
text commands them to.
Expected responses
• e verses teach us that our bodies are
the temples of the Holy Spirit. We
should take care of our bodies. We
should not engage in sex.
3. Guide the learners to discuss what
the verses teach us about boy-girl
relationship.
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Expected responses
• Accept any appropriate answers such
as:
- We should not commit sexual sin.
- We should have a healthy boy-girl
relationship.
4. Ask the learners to discuss the
meaning of the body as the temple of
the Holy Spirit.
Expected responses
• e body as the temple of the Holy Spirit
means that we should take care of our
bodies since they were given to us by
God to use them to glorify Him.
Eects of unhealthy boy-girl
relationship
Activity 7
1. Pair the learners. Let them read what
the children in the pictures are saying.
2. Allow them to write down in their
exercise books the effects of unhealthy
boy-girl relationship from the pictures.
Expected responses
• Unhealthy boy-girl relationship can
lead to early pregnancy and dropping
out of school.
3. Guide the learners to state other effects
of unhealthy boy-girl relationship. This
fosters the value of responsibility.
Expected responses
• Unhealthy boy-girl relationship can
make us feel bad and unhappy about
ourselves. It can also hurt our bodies.
4. Let the learners discuss ways of avoiding
unhealthy boy–girl relationship. This
links to Social Studies.
Expected responses
• Accept any appropriate answers
such as: to avoid unhealthy boy-girl
relationship I should:
- Focus on the qualities I would
want to have in a friend
- Be assertive
- Be prayerful
- Let the meeting place be in the open
Overcoming unhealthy boy-girl
relationship
Activity 8
1. Guide the learners to read what the
fish and the dove are saying about
how to overcome unhealthy boy-girl
relationship. Let them discuss other
ways of overcoming unhealthy boy-girl
relationship.
Expected responses
• Accept any appropriate answer such as:
- Get good friends who respect
you.
- Keep yourself busy in
constructive activities.
- Read the Bible.
2. Guide the learners to write the activities
they do to overcome unhealthy boy-
girl relationship on charts and hang
them on the school notice board for
other learners to read.
Take home activity
1. Guide the learners on how to carry
out the take home activity.
2. Allow them to make their
presentations in class during a later
lesson. Assess their presentation and
guide them on what was expected.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Let them present their recordings in
class during the next lesson. Assess
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their presentation and guide them on
what was expected.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 2
Expected responses
1. Physical changes in boys and girls:
(a) body growth
(b) hair growing around the genitals
(c) face becomes oily
(d) they sweat a lot
2. Guide the learners on what was
expected in the essay.
3. Advantage of a healthy boy-girl
relationship
(a) It shows children dierent ways
of getting along, playing games
and solving conicts.
4. Ways of overcoming unhealthy boy-
girl relationship
(a) Ask your parents or guardians for
advice.
God the Source of Life
(Learner’s Book pages 101-105)
Number of lessons - 3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) discuss Christian teachings on God
as the only source of life.
(b) identify causes of violation of right to
life for awareness.
(c) explain how to cope with emotions
and stress to reduce abuse of the right
to life.
(d) appreciate the importance of life as a
gift from God by observing safety.
Key inquiry questions
1. Why is human life sacred?
2. What does the Bible teach about the
sacredness of life?
3. How will you encourage your
classmates to respect their own life
as well as life of others?
Suggested learning resources
1. Good News Bible 2. Theconstitution
3. Learner’s Book 4. Human rights
chatter
5. Dictionary 6. realia
7. Digital devices 8. photographs
9. Magazines 10. Video
11. Newspapers 12. Audio clip
Suggested assessment methods
1. Oral questions
2. Discussion
3. Written questions
4. Assessment rubric
5. Portfolio
Additional information
e only source of life is God. No one has
the right to take it away. Life is holy and
sacred. It is God alone who has the right
of taking life away.
Christian teachings on God as the
only source of life
Suggested learning activities
Activity 1
1. Guide the learners to discuss what we
mean when we say that life is sacred.
Sacredness of life means life is very
important and needs to be treated with
respect.
2. Group the learners. Let them examine
the pictures in the Learner’s Book.
Allow them to explain what is
happening.
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Expected responses
• - People are crossing the road at a
pedestrian crossing.
- e doctor is treating the
baby
3. Let the learners explain why it is
important to cross the road at the right
place.
Expected responses
• Crossing the road at the right place is
safe for all road users.
3. Guide the learners to identify the
different ways of protecting life.
Expected response
• Accept any correct answers such as:
- Reporting any cases of violation
of right to life.
- Saying no to abortion
- Saying no to alcohol and
substance use.
4. Let them discuss reasons why life
should be protected. This enhances
self- efficacy.
Expected response
• Accept any relevant answer such as:
a) Life is a gi from God.
Activity 2
1. Guide the learners in reading Genesis
1:27, Psalms 49:7-8. This links to
English Language.
2. Lead the learners to explain who
created human beings according to
Genesis 1:27. is promotes learning
to learn.
Expected response
• God created human beings according
to Genesis 1:27
3. Guide the learners to discuss what
Psalms 49:7-8 teaches about the value
of life. is promotes self-ecacy.
Expected response
• Psalms 49:7-8 teaches us that
payment for human life is too great
and can never be paid enough. We
should protect life.
4. Allow them to explain why God
condemns killing in Genesis 9:6.
Expected response
• Because human life is made in the
likeness of God.
5. Guide them to state the activities they
engage in that lead to sacredness of
Life. is will promote imagination
and creativity.
Expected response
• - Saying ‘NO’ to substance abuse
and sex.
- Inform my parents or
guardian when I am sick.
- Not playing dangerous games.
Causes of violation of human life
Activity 3
1. Recap what the learners learnt in the
previous lessons. Explain what the
Bible verses teach about the holiness
of life.
2. Group the learners. Let them read the
messages on the flashcards aloud. Let
them also read Exodus 20:13. This will
promote learning to learn.
3. Let the learners explain the meaning
of right to life.
Expected responses
• e right to life is the belief that a
being has the right to live and should
not be killed by anybody.
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4. Let them discuss why the right to life
should be respected by all people. This
will enhance responsibility.
Expected responses
• Accept any appropriate answers such
as:
- God is the giver of life.
- God created human beings so
that they would live.
5. Guide the learners in giving examples
of violation of the right to life in the
society today.
Expected responses
• Accept any relevant answers such as:
a) Drinking dirty water
b) Alcohol and substance use
c) Not seeking medical help
when sick
6. Let them debate on the causes of
violation of right to life. This fosters
communication and collaboration.
Listen to the learners as they debate
and assess their responses.
7. Lead them to state what violation of
human life leads to.
Expected responses
• Accept any suitable answer, for
example, broken families and alcohol
and substance use.
Activity 4
1. Let the learners read the words on the
desktop on causes of violation of rights
to human life in pairs.
2. Let them identify other causes of
violation of the right to human life.
Expected responses
• Accept any appropriate answer such
as:
- Inability to tolerate other people’s
religion.
- Being biased against gender or
ethnicity
3 Guide them to find out from the
internet other causes of violation of
right to human life.
4. Lead them to explain the emotions
which can lead to the violation of right
to human life.
Expected responses
• Accept any suitable answer such as
depression, anger and stress.
5. Ask them to discuss how to avoid
violation of the rights to human life.
Expected responses
• Raise awareness about avoiding the
violation of right to life through social
media or posters.
How to cope with emotions and
stress
Additional information
In Grade 4, the learners learnt about
identifying good thoughts and feelings
in their daily life. They learnt how to
cope with emotions and making the right
choices in their daily lives. In this section,
learners will learn about coping with anger
and stress and any other negative emotion
which can lead to the violation of the right
to life.
Activity 5
1. Start the lesson by letting the learners
compare and contrast the differences
between negative and positive
emotions.
2. Guide them to find out the relationship
between emotions and stress using a
dictionary or internet.
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Expected responses
• Emotions are strong feelings while
stress is a state of mental or emotional
strain.
3. Guide them in discussing the
relationship between emotions and
stress.
Expected responses
• Stress can cause dierent emotions.
For example fear, anger, sadness or
frustration.
4. Listen to their responses and guide
them accordingly.
Activity 6
1. Pair the learners. Let the learners read
the emotions written in the Learner’s
Book and group them as either negative
or positive.
Expected responses
•
Positive
emotions
Negative
emotions
Happiness Anger
Love Jealous
Joy Pride
2. Let them identify ways of coping with
negative emotions.
Expected responses
• - Discussing with a friend or your
parent.
- Praying
- Reading the Bible
3. Guide the learners to discuss how they
can help others cope with negative
emotions. This will promote respect
to their own life and the life of others.
Expected responses
• Ac cept any appropriate answer such
as;
- Discussing with the person about
his or her negative emotions.
- Praying with him or her about
the negative emotions.
4. Lead the learners to explain how they
maintain positive emotions. This will
promote responsibility.
Expected responses
• - Sing a song that makes you feel
happy or joyful.
- Be positive about your emotions.
Take home activity
1. Guide them in composing a poem
on the holiness of life on their digital
devices. This promotes digital literacy.
2. Let them recite their poems in class.
3. Listen to the learners as they read
their poems and assess if they identify
that life is sacred and that it should be
protected.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Let them present their photographs
during a later lesson.
3. Assess their posters and guide them
accordingly.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 3
Expected responses
1. Accept any appropriate answer.
2. Today the right to human life is
violated by:
- Drinking dirty water
- Taking alcohol and other
substances.
3. Accept any appropriate answer. Guide
them on what is expected.
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4. Accept any appropriate answer such
as:
- Say no to substance use.
- Always forgive and be ready to
ask for forgiveness.
- Respect other people’s lives
Good Health Practices
(Learner’s Book pages 105-110)
Numbers of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain the meaning of alcohol and
substance use for awareness.
(b) list examples of drugs that are abused
today.
(c) explain the reasons why young people
engage in alcohol and substance use.
(d) outline effects of alcohol and substance
use to the body and relationship for
avoidance.
(e) identify ways of avoiding engaging in
alcohol and substance use for healthy
living.
(f) appreciate the importance of the body
as a temple of Holy Spirit of God by
avoiding the use of alcohol and drugs
and protect life as a gift from God by
observing safety.
Key inquiry questions
1. Which drugs are commonly abused
today?
2. What factors can lead one to alcohol
and substance use?
3. What are the effects of alcohol and
substance use?
4. How can you avoid alcohol and
substance use?
5. How can you help your peers to avoid
alcohol and substance use?
Suggested learning resources
1. Good News Bible 5. realia
2. Learner’s Book 6. video clip
3. Picture charts 7. Newspapers
4. Digital device 8. Magazines
Suggested assessment methods
1. Oral questions 4. Checklists
2. Discussion 5. Portfolio
3. Written questions
Additional information
A drug is anything that if taken alters the
normal functioning of the body. Help the
learners to discuss the truth about the
eects of drugs to their health and the life
of others. Let them commit to live a life
without drugs use.
Alcohol and substance use
Suggested learning activities
Activity 1
1. Guide the learners to explain to each
other the meaning of drugs.
2. Group the learners. Let them read and
discuss the messages written on the
signpost aloud.
3. Let the learners search for the
meaning of alcohol and substance use
from the internet. is will enhance
communication and collaboration.
Listen to their responses and guide
them to analyse what alcohol and
substance use is.
Expected responses
• It is the use of alcohol and other
harmful substances for enjoyment.
Alcohol and substance use is the use
of alcohol and substances such as
miraa and glue.
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4. Guide the learners to discuss ways of
avoiding alcohol and substance use.
Expected responses
• Accept any appropriate answer such
as;
- Look for friends who will not
pressure you into alcohol and
substance use.
- Do a research about alcohol and
substance use.
Activity 2
1. Display the pictures you prepared.
Let the learners name the examples
of drugs that people commonly abuse
today. is fosters observation skills.
2. Let the learners write in their books
the commonly used drugs. Check
what the learners have written down
and ascertain they wrote the correct
names of those drugs.
Reasons why young people engage
in alcohol and substance use
Activity 3
1. Help learners in retelling what they
learnt about drugs and alcohol abuse.
2. Group the learners. Let them read the
story about Zuri.
3. Let the learners discuss reasons that
made Zuri engage in alcohol and
substance use.
Expected responses
• Zuri joined a group of bad girls who
made her start engaging in alcohol
and substance use.
4. Guide the learners in discussing how
alcohol affected Zuri. This enhances
communication and collaboration.
Expected responses
• - Zuri could not concentrate in her
studies.
- Most of the time Zuri was violent.
5. Lead them in identifying various
factors which might make a person
engage in alcohol and substance use
Expected responses
• Accept any appropriate answer such
as;
- Depression
- Low self-esteem
- Stress
6. Let them select from the box reasons
why young people engage in alcohol
and substance use.
7. Guide them to write them down in
their exercise books.
Expected responses
• Peer pressure, idleness, curiosity, bad
company and technology.
Effects of alcohol and substance use
to the body and relationships
Activity 4
1. Pair the learners. Let them read
Proverbs 20:1, Proverbs 31:6 and
Ephesians 5:18.
2. Lead the learners in explaining the
lessons they learn from the Bible
verses.
Expected responses
• - Proverbs 20:1 teaches us not to
drink because drinking makes us
loud and foolish.
It is stupid to get drunk.
- From Proverbs 31:6, we learn that
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alcohol is for people who are dying.
Its for those who are in misery.
- Ephesians 5:18 teaches us not to get
drunk with wine which will only ruin
us, but we should be lled with the
Holy Spirit.
3. Lead them to identify the eects of
alcohol and substance use according
to the Bible verses.
Expected responses
• Alcohol and substance use:
- Makes us loud and foolish
- Can make us suer
- Ruins us
4. Allow them to discuss the health
eects of alcohol and substance use.
Expected responses
• Health eects of alcohol and substance
use:
- Breathing problems especially as
a result of smoking.
- Liver problems resulting from
alcohol use.
5. Let them explain how alcohol and
substance use aects relationships in
our daily lives.
Expected responses
• Accept any appropriate eects such as;
- Negligence
- Physical abuse
- Misbehaviour
- Financial troubles
Activity 5
1. Guide the learners to play and watch
the video clip on dangers of alcohol
and substance use. This will enhance
digital literacy.
2. Let the learners explain the dangers of
alcohol and substance use.
Expected responses
• Dangers of alcohol and substance use:
- Heart attacks
- Aect one’s success in school
- Physical injuries
3. Guide them to write down the eects
of alcohol and substance use on a
chart.
4. Let them select one of them from
the group to give a brief talk to their
school mates during assembly on the
eects of alcohol and substance use.
5. Encourage the learners to avoid and
discourage their peers from alcohol
and substance use.
Ways of avoiding engaging in
alcohol and substance use
Activity 6
1. Start the lesson by asking the learners
to state why young people engage in
alcohol and substance use and the
effects of alcohol and substance use.
2. Group the learners. Let them read what
the children in the pictures are saying.
3. Let them discuss what the children in
the pictures do to avoid engaging in
alcohol and substance use.
Expected responses
• - e girl avoids bad company.
- e boy is always busy with his
studies and helping his parents at
home.
4. Let the learners identify other ways
of avoiding engaging in alcohol and
substance use. Listen to the learners.
Do they identify how they can avoid
alcohol and substance use?
Expected responses
• Ways to avoid engaging in alcohol
and substance use:
- Say No! politely to your friends.
- Take a walk or play a sport.
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Activity 7
1. Group the learners and guide them
to prepare flashcards. This fosters
imagination and creativity.
2. Lead them to write messages about
saying ‘No!’ to alcohol and substance
use.
3. Let the learners read the messages they
have written.
4. Assess their messages. Let them display
their flashcards in the CRE corner.
Use them as portfolio.
Activity 8
1. Guide the learners to research on the
prevention of alcohol and substance use
using a digital device.
2. Lead them to type their ndings and
save them in a digital device. is will
foster digital literacy.
3. Let them present their ndings in class.
Take home activity
1. Lead the learners to carry out the take
home activity.
2. Allow them to present their points in
class.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Let them present their photographs in
class during the next lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 4
Expected responses
1. Assess how the learners have written
their posters.
2. Young people engage in alcohol and
substance use because:
a. ey witness other people
drinking and smoking.
b. ey are unhappy and cannot
nd a trusted condant for their
frustration.
c. ey feel misunderstood.
3. Accept any appropriate essay and
guide them appropriately.
4. Eects of alcohol and substance use:
a. Damage of the kidney and liver.
b. High blood pressure and stroke.
Appropriate use of Social Media
(Learner’s Book pages 111-116)
Number of lessons -3
Specic learning outcomes
By the end of the sub strand, the learner
should be able to:
(a) explain the meaning of social media
for awareness.
(b) list social media platforms that are
commonly used today.
(c) state the effects of appropriate and
inappropriate use of social media.
(d) debate about the advantages and
disadvantages of social media.
(e) discuss safety measures to observe
when using social media.
(f) desire to use social media for positive
benefit of self and others.
Key inquiry questions
1. What are social media platforms?
2. Why should you use them
appropriately?
3. What is cyber bullying?
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Suggested learning resources
1. Good News Bible 4. flash cards
2. Learner’s Book 5. realia
3. Digital devices 6. newspapers
7. digital devices
Suggested assessment methods
1. Oral questions
2. Discussion 4. Checklists
3. Written questions 5. Portfolio
Additional information
In Grade 4, the learners identified the
digital devices that are used both at home
and at school. The learners also learnt
that they should use their free time well
as morally upright Christians. They also
learnt how to practise responsibility
when using social media.
Meaning of social media for
awareness
Suggested learning activities
Activity 1
1. Guide the learners to remind each
other what they learnt in Grade 4 about
social media. Ask them to define social
media.
2. Let the learners look at the picture in
the Learner’s Book and find out the
meaning of social media from the
dictionary or internet.
Expected responses
• Social media are forms of electronic
communication through which users
create online communities, share
information, ideas and personal
messages.
3. Let them write down the meaning of
social media on charts and hang them
on the classroom wall.
4. Guide the learners to discuss how they
use social media.
Expected responses
• I use social media to:
- search for information or get
informed.
- learn.
- communicate with family and
friends.
Social media platforms commonly
used today
Activity 2
1. Group the learners. Let them look at
the pictures in the Learner’s Book. Let
them discuss what the children in the
pictures are doing.
• Guide the learners in discussing
the meaning of social media. This
promotes communication and
collaboration.
2. Let the learners write down the social
media platforms they recognise. Check
what they have written and assess
them. Do they remember some of the
social media platforms they learnt in
Grade 4?
Expected responses
• Facebook, Twitter, Youtube,
WhatsApp, WeChat, Instagram, Viber
and Telegram.
4. Guide them to explain what each of
the social media platform they have
identified is used for. Guide them to
state other social media platforms.
5. Guide the learners in drawing
and colouring the symbols of the
social media platforms. This fosters
imagination and creativity. It also
links to Art and Craft.
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Expected responses
Social media platform Symbol
Facebook
Twitter
WhatsApp
Instagram
Telegram
Viber
We Chat
6. Let them present their drawings in
class.
7. Advise the learners to keep their
drawings as their showcase portfolio.
Activity 3
1. Let the learners match the symbols
with the social media platform. Assess
whether their matching is correct.
Expected responses
Symbol Social media platform
Facebook
Twitter
WhatsApp
Instagram
Email
2. Guide them to search for other social
media platforms.
3. Using digital devices, show them the
social media platforms which you have.
Eects of appropriate and
inappropriate use of social media
Activity 4
1 Group the learners. Let them read the
stories in the Learner’s Book. This links
to English Language.
2. Let the learners discuss who uses social
media well between Dege and Dodo. Let
them give reasons for the answers.
Expected responses
• - Dege uses social media well.
- He uses social media to watch Bible
stories, nd out more about his
future career and to chat with his
friends on Facebook.
3. Guide learners to discuss the advantages
and the disadvantages of social media.
Expected responses
(a) Advantages of social media may
include:
• One can get information he or she
needs and also post pictures.
b) Disadvantages of social media:
- It reduces face to face
communication.
- It may lead to negative inuence.
- It may reduce family closeness.
3. Guide the learners in discussing cyber-
bullying. Let them explain what cyber-
bullying is and what it can lead to.
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Expected responses
• Cyber bullying is the use of electronic
communication to harass a person
by sending to him or her negative or
threatening messages.
4. Let them state the different ways
they can use to protect themselves
from cyber bullying. This fosters
responsibility.
Expected responses
• - By not sharing my personal details
on social media.
- Reporting any form of bullying to
my parents.
5. Let them explain how they can use
social media responsibly.
Expected responses
• We should not trust all the information
on social media. We should not share
our personal information on social
media. We should not spend a lot of
time on social media.
6. Allow learners to discuss how they can
use social media for positive benefit of
self and others.
Expected responses
• Getting information, for knowledge,
entertainment and communicating
with family and friends.
Advantages and disadvantages of
social media
Activity 5
1. Guide the learners to read what the boy
is saying.
2.. Let them write down the advantages
and the disadvantages of social media.
Check their work and guide them
accordingly.
Expected responses
Advantages of
social media
Disadvantages of
social media
It is used for
communication.
It has negative
inuence.
It is used for
learning.
It causes antisocial
behaviours.
It is used for
entertainment.
It has inappropriate
content for children.
3. Guide the learners in debating the
motion, ‘Social media is ruining
children and youth.’ Let some oppose
while others propose. Let one learner
write down the points as raised by the
two groups and then compare them.
Give a conclusion of the debate. Let the
learners explain that social media has
a positive and a negative side. Guide
them to state that they should use it
for its positive effects.
Safety measures to observe when
using social media
Activity 6
1. Group the learners. Let them recite the
poem in the Learner’s Book. Reciting
promotes learning to learn.
2. Let them discuss what the poem is
urging them to do. Listen to their
responses and determine whether they
got the message in the poem. This will
enhance English Language.
Expected responses
• e poem teaches us that social media
can be used by anyone. rough social
media we can get information and
learn a lot of things. We should use
social media well. We should also avoid
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sharing our personal information on
social media.
3. Guide the learners in discussing the
safety measures they should take when
using social media. Listen to their
discussions.
Expected responses
• Safety measures when using social
media.
- I should not share my password.
- I should not believe all the things I
see on social media.
- I should not accept friend requests
of people I do not know.
- I should not share my personal
information such as home address
on social media.
4. Assess their identification of the
various safety measures they should
observe while using social media.
Guide them in explaining the need for
a password while using social media.
This promotes safety.
5. Let them discuss why a password is
important when using social media.
Expected responses
• To secure your account.
Take home activity
1. Guide the learners on how to handle
the take home activity.
2. Let the learners report in class later on.
Community service learning
1. Guide the learners on how to carry
out the community service learning
activity.
2. Allow them to present their
photographs in class during a later
lesson.
Summary
Guide the learners to read the summary.
Let them enquire where they need
clarification.
Assessment 5
Expected responses
• Social media platforms:
- Facebook
- Email
- Twitter
- Whatsapp
- Messenger
2. Accept any relevant answer
- It helps us get educated
- It helps us get informed
3. Accept any relevant answer
- Meeting a wide range of friends
- Using it to learn various topics
4. Accept any suitable answer
- Do not give your password
- Observe politeness