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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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Cover design: Longhorn Publishers PLC

e moral rights of the authors have been asserted.

any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written

permission of the copyright owner.

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.

iii

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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.

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.

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 talents.

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.

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.

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.

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

– 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.

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.

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.

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

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.

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.

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 activities

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 learners to narrate the story of

Noah and his sons 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.

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.

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.

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.

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.

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.

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.

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

(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.

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.

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.

(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.

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

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.

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.

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

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.

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

(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

baptised, 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.

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.

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.

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

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 Mount 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

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

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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.

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 learners 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.

neighbour.

3. Guide the learners to discuss the values

that Michael practises.

Expected responses

• Values practised by Michael:

(a) Obedience (b) Respect

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

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.

(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.

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.

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.

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

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.

(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

they 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

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.

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.

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.

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.

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

(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.

share with others.

Activity 4

1. Engage 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.

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.

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.

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

(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

(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

(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

(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.

Approved by KICD

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

(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.

story of Peter’s rescue by doing what

is right.

100

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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

101

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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.

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

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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

(d) Helping the needy

5. Accept any appropriate answer such

as:

(a) Helping the needy.

(b) Taking care of God`s creation.

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.

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?

104

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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.

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