Longhorn
Christian Religious
Education
Grade 6
Teacher’s Guide
Lucy Muiru
Josphat Karanja
Stella M. Malonza
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© L. Muiru, J. Karanja, S. M. Malonza, 2021.
First Published 2021
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior
written permission of the copyright owner.
ISBN 978 9966 64 349 0
Printed by English Press Ltd., Enterprise Road, Industrial Area.
P. O. Box 30127–00100, Nairobi, Kenya
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Table of Contents
Part 1 ………………………………………………………… i
Introduction ………………………………………………… v
Part 2
1. Creation………………………………………………… 1
My purpose …………………………………………… 2
Marriage and family …………………………………… 8
God’s rest ……………………………………………… 12
2. e Bible ……………………………………………… 19
e Bible as the inspired word of God ………………… 20
e Ten Commandments ……………………………… 26
Bible stories …………………………………………… 32
3. e life of Jesus Christ ………………………………… 44
e call of the disciples ………………………………… 45
e Temptations of Jesus Christ ……………………… 49
Miracles of Jesus Christ ………………………………… 55
e kingdom of God …………………………………… 67
Attitude towards wealth………………………………… 71
4. e Church …………………………………………… 76
e Apostles’ Creed …………………………………… 77
Christian suering……………………………………… 83
Church unity …………………………………………… 87
Good citizenship ……………………………………… 92
Interpersonal relationships among Christians ………… 97
5. Christian Living ……………………………………… 103
Friendship formation…………………………………… 104
Human sexuality ……………………………………… 108
Sanctity of life…………………………………………… 115
Drugs and substance use ……………………………… 121
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Introduction
A. Introduction to Competency Based Curriculum
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right skills, knowledge, values and attitudes that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environment, resources and a
sustainable visionary curriculum that provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that allow
them to use and progressively demonstrate the competences outlined in the curriculum
design.
is Teacher’s Guide is learner centre. e Teacher’s Guide provides ways of identifying
and nurturing talents and interests of learners to prepare them for the world of work,
career progression and sustainability.
Based on a competency-based curriculum, the Teacher’s Guide provides methods
of assessment, ways of promoting national values and national cohesion and how to
integrate them into the curriculum.
e teacher should nurture the learner’s potential through the learning pathways that
are provided in this book. is is for the recognition of the learner’s potential, gis and
talents. At the end, no learner should be labelled a failure.
B. Essence statement
is 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. e learner is rmly grounded in the Christian faith by reading the Bible and
practising its teachings through the guidance of the Holy Spirit.
e 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. is
learning area also endeavours to develop a God-fearing, responsible, assertive, honest
and obedient learner with abilities and skills for harmonious relationships by practising
the teachings of Jesus Christ.
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C. National Goals of Education
e national goals of education are:
1. Foster nationalism, patriotism, and promote national unity
Kenyans belong to dierent communities, races and religions. ey 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 eective and productive role in the
nation in the following areas:
(i) Social Needs
Education should instill social and adaptive skills in the learner for eective participation
in community and national development.
(ii) Economic Needs
Education should prepare a learner with requisite competences that support a modern
and independent growing economy. is should translate into high standards of living
for every individual.
(iii) Technological and Industrial needs
Education should provide the learner with necessary competences for technological
and industrial developmentin tandem with changing globaltrends.
3. Promote individual development and self-fullment
Education should provide opportunities for the learner to develop to the fullest
potential. is 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 dierentiated 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 rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural
heritage. e 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 benets 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:
• Apply literacy, numeracy skills and logical thinking appropriately in self-expres-
sion.
• Communicate eectively in diverse contexts.
• Apply digital literacy skills appropriately for communication and learning in day-
to-day life.
• Practise hygiene, appropriate sanitation and nutrition to promote health.
• Explore, manipulate, manage and conserve the environment eectively for learn-
ing and sustainable development.
• Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibil-
ity.
• Demonstrate social skills, spiritual and moral values for peaceful co-existence.
• Demonstrate appreciation of the country’s rich, diverse cultural heritage for har-
monious co-existence.
• Manage pertinent and contemporary issues in society eectively.
E. Subject General Learning Outcomes
By the end of Upper Primary, the learner should be able to:
• Demonstrate an awareness of God as the Sole Creator by protecting, preserving
and conserving the environment.
• Recognise the Bible and apply its teachings for responsible living.
• Apply the teachings of Jesus Christ in his or her interactions with others to form
harmonious relationships.
• Practice Christian values in order to make informed day to day choices.
• Analyse the role of the Church in contributing towards positive transformation of
the society.
• Apply moral teachings in the use of digital devices and social media platforms for
well being of self and others.
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• Appreciate God’s revelation to human kind so as to respond in faith by fostering
peaceful co-existence and good relationships.
F. Interrelationship between the National Goals of Education, the level learning
outcomes, the subject general learning outcomes and specic outcomes
Knowledge of the interrelationship between National Goals of Education and level
outcomes is important for the teacher as they enable him or her to establish the linkages
between the outcomes at dierent levels and draw their relationship with the National
Goals of Education. is will help the teacher to:
1. Establish a consensus on the interrelationship between National Goals of Education
and outcomes at dierent levels.
2. Be creative and innovative in the teaching-learning approach.
3. Acquire awareness regarding his or her rights and responsibilities.
Example:
National Goals of Education (Number 4) Promote sound moral and religious values.
Level Learning Outcome (Number 7) Demonstrate social skills, spiritual and moral
values for peaceful co-existence.
Subject General Learning Outcome
(Number 3)
Apply moral teachings in the use of digital
devices and social media platforms for
wellbeing of self and others.
Specic Learning Outcome
(a), Strand 4 (Christian Living; Sub strand:
Good citizenship
Describe the role of good citizens in
promoting harmonious living.
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 exible teaching guidelines to the teacher.
Organisation of the Strand
Each strand consists of the following details:
1. Sub strands
2. Number of lessons
3. Specic learning outcomes
4. Key inquiry questions
5. Suggested learning resources
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6. Suggested learning experiences
7. Additional information
8. Suggested assessment methods
9. Links to values
10. Community Service Learning
11. Link to other learning areas
12. Attention to Learners with Special Needs in Education.
1. Sub strands
ese are specic titles being discussed under every strand. Examples include:
• My purpose
• Marriage and family
• God’s rest
• e call of the rst disciples
• e Ten Commandments
2. Number of lessons
e number of lessons for each sub strand is indicated.
3. Specic learning outcomes
is section captures the specic learning outcomes for each sub strand.
4. Key Inquiry Questions
Key Inquiry Questions (KIQ) is an approach where the teacher uses questions to
stimulate learner’s thinking to allow them to generate information using their own
words and understanding. Key Inquiry Questions play the following functions:
• Helps the learner to focus on the learning.
• Probe for deeper meaning and set the stage for further questioning.
• Foster the development of critical thinking skills and higher order capabilities
such as problem-solving.
• Allow learners to explore ideas in a free, non-judgemental, meaningful and pur-
poseful way.
• Encourage collaboration amongst learners, teachers and the community thus inte-
grating technology to support the learning process.
When writing Key Inquiry Questions:
• Consider the focus of your learning outcome and the strand as given in the cur-
riculum design.
• Examine the concept in the curriculum design that must be addressed and brain-
storm on questions that would enable learners to think about the concept without
dictating the direction or outcome of their thinking.
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• Utilise the six typical question words: Who? What? Where? When? Why? How?
5. Suggested learning resources
is section lists the learning resources needed for the sub strand. It also indicates the
alternative learning resources and materials for learners with special needs. For example,
digital devices, magazines and newspapers.
6. Suggested learning activities
Learning activities are expected to engage learners in an interactive learning process as
much as possible (learner-centred and participatory approach).
ey outline guidelines on how to facilitate the learner’s activities in a way that promotes
the development of core competences, values, skills and attitudes. It also provides a
way that the teacher can cater for the dierent Special Needs Education (SNE) with a
consideration to the nature and requirements of the lesson.
Suggestions on when to organise the learners into groups have been made. It is
encouraged to group the learners during all lessons. is is because it allows all learners
to participate and develop their communication skills. Examples of learning activities
are role plays, debates, watching videos, discussions, songs and poems.
7. Additional information
is section provides an insight on how to come up with a methodology to cover
content in the sub strands using the resources from dierent learning experiences in
the Learner’s Book.
It gives some background information that is needed in order to competently handle
the sub strand.
8. Suggested assessment methods
is section gives ways through which the teacher will assess the level of achievement
of the learning outcomes.
Some of the suggested assessment methods are:
• Question and answer • projects • Anecdotal notes
• Written questions • prologue • proling
• Oral tests • portfolios • journaling
• Debates • Assessment rubric
9. Link to values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the Competency-
Based Curriculum reforms’ vision of moulding, engaged, empowered and ethical
citizens. e core values emphasised in this Teacher’s Guide are love, responsibility,
respect, unity, peace, patriotism, social justice and integrity.
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10. Link to other learning areas
It is important for learners to gain an understanding of the interconnections between
dierent learning areas so that learning in each is reinforced across the curriculum. is
Teacher’s Guide does exactly that. It prepares the teacher to explain this information to
the learners so that they are aware of these connections.
11. Community Service Learning
Community Service Learning (CSL) is an experiential learning strategy that integrates
classroom learning to learning from the community, to enable learners reect, experience
and learn from the community. It is a process where learners link personal and social
development with academic and cognitive development. It involves active participation
of learners in various community activities.
CSL activities have been suggested to help create opportunities for learners to apply the
knowledge, skills, attitudes and values acquired through the formal dimension in their
community while at the same time learning from the community. is will develop in
the learner not only employability skills but also promote personal growth by strong
and productive relationships with the community. Learners will utilise the acquired
knowledge, skills, values and attitudes to improve the welfare of the community as they
serve the community.
H. Teaching Methods
It is important to discuss some of the methods commonly used during instruction of
Christian Religious Education. ese are:
(i) Demonstration
(ii) Question and answer
(iii) Role play
(iv) Discussion
(v) Discovery
(vi) Field trips
(vii) Project method
(viii) Story telling
(ix) Debates
ese methods have their own merits and demerits when used at the right moment
and for the appropriate audience. An attempt has been made to spell out how and when
to make use of some of the methods outlined in the teaching of Christian Religious
Education.
Demonstration
is 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 rst what he or
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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. e teacher should then outline the procedure he or
she expects them to follow as they carry out their projects either individually or in groups.
Question and answer
is method nds its application in nearly all learning areas in a school. e question
and answer method:
• Increases learner’s participation.
• Reduces teacher’s talk time considerably.
• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his or her learners, among the learners
and with the learning resources.
When a teacher asks the learners a question and one of them gives a wrong response, the
teacher should not say no or rebuke the learner. If he or she does so, they will make the
learner withdraw from further learning and concentration, because his or her answer
was honest based on what he or she thought was right. Instead, the teacher should follow
the learner’s answer to detect any reason that led to his or her response. In this process,
the teacher will discover where the learner went wrong and help him or her.
Alternatively, the teacher’s question could have been ambiguous or vague. As a result,
the teacher will need to rephrase the question.
Role play
When teaching sub strands such as faith in God, the learners can role-play. One learner
can imitate the Roman ocer and another one imitate Jesus.
Discussion
In discussions, the teacher acts as a moderator during learners’ interaction. He or she
poses the question for discussion and acts as a resource person. Discussion educates
and trains the learners to apply knowledge, think critically, solve problems easily, obtain
relevant information easily and make pertinent decisions.
An eective discussion is characterised by the following:
a) A group atmosphere where all are actively involved.
b) Critical and reective participation with a lot of cooperation.
c) Shared decision-making and making conclusions.
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Discovery
rough manipulation of learning resources and a study of a number of patterns and
relationships, learners discover concepts in Christian Religious Education. Discovery
can arise through organised work and discussions.
I. e 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. ey are further broken down into
lessons.
A lesson is aligned to a number of activities. Each lesson has learning outcomes whose
achievement is pursued using all teaching and learning resources in learning experiences
done by both the teacher and the learner.
Some learning outcomes focus on Higher Order inking Skills (HOTs) enhancing
skills, attitudes and values. ese skills include:
• Appreciating the link between a real fruit and the fruit of the Holy Spirit or a real
gi and those given by the Holy Spirit.
• Interpreting the Bible verses.
Planning to Teach
For one to teach, he or she needs the following Professional documents.
• Schemes of work
• Lesson plan
• Records of work
• Learner’s progress records
• Individualised Education Programme (IEP)
• Health records
(1.) Schemes of work
is 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) Specic learning outcomes
(vi) Key Inquiry Question(s) (KIQ)
(vii) Learning experiences
(viii) Learning resources
(ix) Assessment
(x) Reection
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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 By the end of the
sub strand, the learner
should be able to:
a) discuss how God given
talents and abilities
can be used to enhance
responsibility.
b) explain the teaching of
the Bible on the use of
talents and abilities.
c) identify values young
people can use to
nurture talents and
abilities.
d) appreciate God’s given
talents by serving others.
What is a talent
and ability?
What are the
benets of serving
others?
What does the
Bible teach about
the use of talents
and abilities?
Learner’s to discuss in
pairs how they use their
talents and abilities.
Learners to discuss in
pair how they use their
talents and abilities.
Learners to read in turns
Exodus 31:3, Romans
12:4 and share the
teachings with the class.
1. Pictures
2. Charts
Oral
questions
Written
quizzes
Listen to the
learners as they
read the Bible in
turns.
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(2) Lesson plan
A lesson plan is a breakdown of the Scheme of work into teachable units for the lesson.
It is an outline of how the teacher intends to carry out a specic lesson.
A well-done lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content to be
covered and the way it should be taught hence avoiding vagueness and irrelevance.
• Plan, prepare and assemble teaching and learning resources.
• Present concepts and skills in a systematic manner using appropriate strategies to
achieve the stated lesson outcomes.
• Adequately plan for the time allocated for the lesson.
• Select and design appropriate assessment methods to evaluate the teaching and
learning process.
• Make connections between learning areas.
Components of a Lesson plan
(i) Administrative details (School, Grade, Learning Area, Date, Time, number of
learners)
(ii) Strand
(iii) Sub strand
(iv) Specic learning outcomes
(v) KIQ
(vi) Core competences
(vii) Values
(viii) Pertinent and Contemporary Issues (PCIs)
(ix) Teacher’s preparation
(x) Introduction
(xi) Lesson development
(xii) Conclusion and summary
(xiii) Reection on the lesson
Sample Lesson Plan
School Learning area Grade Date Time No. of learners
Bidii CRE 6 4/03/2022 11:30 - 12:05 40
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Strand: Creation
Sub strand: My purpose
Numbers of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(i) Discuss how God given talents and abilities can be used to enhance responsibility.
(ii) Explain the teaching of the Bible on the use of talents and abilities.
(iii) Identify values young people can use to nurture talents and abilities.
(iv) Appreciate God’s given talents by serving others.
Key Inquiry Questions
• What is a talent and ability?
• What are the benets of serving others?
• What does the Bible teach about the use of talents and abilities?
Suggested learning resources
• Pictures
• Charts
• Digital devices
Suggested assessment methods
• Question and answer
• Written questions
• Portfolios
• Assessment rubric
Core competences
Creativity and imagination are exhibited when learners role-play and compose songs.
Communication and collaboration are demonstrated while learners discuss in groups.
Learning to learn is exhibited as learners read the Bible.
Self-ecacy is demonstrated when the learners make use of talents and abilities.
Links to values
Responsibility is portrayed when learners use their talents and abilities to serve others.
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Love is demonstrated while learners take care of their talents and abilities.
Links to Pertinent and contemporary issues
Self-awareness is exhibited as learners recognise their talents and abilities.
Links to other learning areas
• English language while learners read the Bible verses and compose poems
• Social studies as they learn to serve others
Teacher’s preparation
Begin the lesson with a key inquiry question. For example, what are talents and abilities?
Lesson development/ Learning experience
• Listen to the learners as they recite the poem in the Learner’s Book.
• In pairs, ask them to discuss how the poet uses his talents and abilities to enhance
responsibility.
• Allow learners to explain how they use their talents and abilities to enhance
responsibility.
• Guide learners to use a digital device to create posters on how one can their talents
and abilities to enhance responsibility.
• Guide learners to display their posters in class.
Conclusion and summary
Conclude the lesson by guiding learners on how to compose a poem on talents and abilities.
Reection on the lesson
Let the learners explain how they can use their talents and abilities to enhance responsibility
Attention to learners with special needs in education
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate one
another and work together despite
their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplied sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing a
wheelchair for a disabled learner.
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Community service learning
• Guide learners to develop posters on how to use our talents and abilities to serve
others and let them hang the posters in strategic places in the community and use
them to create awareness.
• Guide them to take photos of the posters and include them in their portfolio.
• Give them time to present their photos in class.
(3) Records of Work
A Record of Work is a document kept by the teacher showing the work that has been
done at the end of every lesson, strand or sub strand. e 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 aer a period.
• Providing uniformity of content coverage in case of several streams.
e record of work tracks the achievement of learning outcomes and the competences
acquired by the learner. e record can be used to show the teacher whether their
teaching has been eective 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. e 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
Administrative details: Details of the name of the school, teacher, learning area and
Grade.
Time Frame: ere should be an indication of the week and date when the work was
covered.
Work done: Strand and sub strand as derived from the specic learning outcome(s).
Reection: e remarks column should have statement(s) specifying the success and
or challenges of that lesson and recommendations.
Details of the teacher: Include the name, signature or initials of the implementing
teacher for accountability.
e school management should regularly sign the record of work.
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Sample Record of Work
School: ________________________
Learning Area: _______________________
Name of Teacher: ___________________
Grade: _________________________
Number of learners: _______________
Week Date Strand Sub strand Reection Teacher’s Signature
(4) Learner’s Progress Records
is 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. ey also provide the teacher with a tool to ensure that assessment is
fair and consistent for all learners.
Learning outcomes require dierent assessment methods. A rubric is a teacher-generated
tool that maps the specic 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.
Use the assessment rubric to rate the learners.
e curriculum design uses exceeding expectations, meeting expectations, approaching
expectations and below expectations as performance indicators.
Sample assessment rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Describing
the role of
good citizens
in promoting
harmonious
living.
Condently
and accurately
describes the
role of good
citizens in
promoting
harmonious
living.
Correctly
describes the
role of good
citizens in
promoting
harmonious
living.
Describes
partly the
role of good
citizens in
promoting
harmonious
living.
Requires
support to be
describe the role
of good citizens
in promoting
harmonious
living.
Exceeds expectation
is means that the learner’s level of understanding of the concept being taught goes
beyond what the teacher had anticipated. is is a positive indication that the content
has been well delivered and well received by the learner. is depicts clear understanding
of what was being taught.
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Meets expectation
is 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
is is a sign that the learner has a glimpse of what was taught. However, he or she has
not understood the concept.Inthiscase,theteacher will have to introduce remedial classes to
repeat the sub strand, which gave the learner diculties.
Below expectation
is is when the learner has not understood the concept at all. e teacher has to use a
dierent approach to deliver the content.
e 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
e following are dierent ways of grouping learners:
• Similar ability grouping
• Mixed ability grouping
• Similar interests grouping
• Needs grouping
• Mixed gender grouping
Grouping learners has several advantages such as:
• e individual learner’s progress and needs can easily be observed.
• e teacher-learner relationship is enhanced.
• A teacher can easily attend to the needs and challenges of a small group.
• Materials that were inadequate for individual work can be shared in groups.
• Learners can learn from one another.
• Cooperation among learners can easily be developed.
• Many learners accept corrections from the teacher more readily and without feeling
humiliated when they are in a small group rather than individually.
Conclusion
is Teacher’s Guide has been written to help you guide learners to learn Christian
Religious Education in the most enjoyable and captivating manner. You are reminded
to always arouse the curiosity of learners as you teach. Before you go for a lesson you
need to:
• Read the expected learning outcomes. is will help guide the manner of teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
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• 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. is helps in
conrming the accuracy of the gadgets and other tools and equipment to be used
during the learning process.
Remember: e suggested learning activities in this book are a guide. You may not need to
followthemto thelatter. Feel free to incorporate other innovative learning activities that will
help in delivering the intended content successfully.
Learner’s creativity, responsibility and leadership skills can easily be developed.
Learners can work at their own pace.
e type of grouping that a teacher may choose depends on:
• e strand or task to be tackled.
• e materials available.
• Ability of learners in the class (fast, average, slow.)
However, the teacher must be exible enough to adjust or change his or her type of
grouping to cope with new situations. ere is no xed number of learners that a group
must have. is 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 learners
Teachers are encouraged to involve all learners in the learning activities, whether they
have special educational needs or not. Learners with disabilities are fundamentally as
competent as those without disabilities. erefore, 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 specic curriculum content areas and the adaptation of teaching and learning
strategies, resources and assessment.
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Learners with special needs who may follow the regular curriculum include the gied
and talented. Others are those with:
• Physical impairment • Speech impaired
• Visual impairment • Mental impairment
• Hearing impairment
• Mild cerebral palsy
• Emotional and behavioural diculties
• Learning disabilities
Assessment strategies or methods and conditions should be standardised to the needs
of these learners. e teacher should identify such cases and help facilitate the aected
learners’ learning. For example, learners with visual and hearing impairments should
sit near the teacher’s table for easy supervision and assistance. e following are more
suggestions on how to support learners with special needs in your class:
Learners with physical impairment
In this group of learners, the aected areas are normally some body parts, especially the
limbs. ere may be partial or total loss of use of the limbs. In case the legs are aected,
the learners will need assistance during activities that involve movement. is could be
during a nature walk and other activities that learners have to stand for some reason.
e teacher should organise for the learner’s ease of movement around. e learner
should also be given time to catch up with the others.
In case the hands are aected, the learner should be given more time to nish their
work. In both cases, the learners should not be put under pressure to do things that can
cause injury or ridicule.
Learners with visual impairment
ese learners normally have problems with their eyesight. ey should sit in a position
where they are able to see the chalkboard without straining.
Note: e learner could be long-sighted or short-sighted.
e material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
e 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.
e lighting system in the classroom can also be improved.
e teacher should read aloud most of the things he or she writes on the chalkboard.
e teacher should adjust appropriately for learners who are long-sighted.
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Learners with hearing impairment
e aected part in this case is the ear. e learner should have hearing aids. e 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 gure out what the teacher is saying
as well.
Learners with speech impairment
A common example in a normal class is the stammerer. ey always speak with a lot
of impairment. e teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
Learners with mental impairment
e teacher should try to identify the nature and level of the mental diculty. Learners
with mental impairment should then be given special assistance and attention at an
individual level. ey can be given special tests or assessments.
In general, all the learners with impairment should be reinforced promptly. is
encourages and motivates them. e teacher and the rest of the class should never
ridicule learners with any of the impairments.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not deserve
them. Treat them fairly but not with undue favours. In extreme cases, it can be
recommended for the learners to join a special school.
L. Safety in the Classroom
Learners are always active and curious. As such, they are inclined to getting harmed and
injured, if not well guided. ey should therefore be constantly protected from sources
of injury and harm. e 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:
(i) When using tools and equipment.
(ii) During demonstrations.
(iii) When handling sharp or pointed objects like a pair of scissors or razor blade.
(iv) During nature walks and eld visits. Learners should avoid handling and
touching poisonous plants and harmful animals.
(v) Remember, as a teacher, you are responsible for the safety of the learners during
the period he or she is handling them.
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M. Parental empowerment and engagement
e 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 benets it entails.
is activity should encourage the learner to involve the parents or guardians in the
learning process.
N. Suggested non-formal activities
Learning does not only take place in formal setups but also through interaction with others
in clubs and societies where learners will acquire skills, values and attitudes. Examples
of non-formal activities are visiting the sick, helping the elderly and participating in
community activities such as tree planting, cleaning and creating awareness on eects
of drugs and substance use.
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Introduction
Summary of the strand
In Grade 5, learners learnt about talents and abilities. In Grade 6, they will cover talents
and abilities but in a wider and deeper context. Guide and help learners to understand
how God given talents can be used to enhance responsibility, the teaching of the Bible
on the use of talents and abilities and values which young people can use to nurture
talents and abilities.
is strand has three sub strands: My Purpose, Marriage and Family and God’s Rest.
In Grade 5, the learners learnt about My purpose,where learners were expected to know
their talents and abilities. In Grade 6, the same will be covered but with a wider and
deeper content. e learners will learn how God given talents can be used to enhance
responsibility, the teaching of the Bible on the use of talents and abilities and values
which young people can use to nurture talents and abilities.
is is the rst time that learners are being introduced to marriage and family. e
learners will learn Biblical teaching on marriage, the various types of marriages in the
society and reasons for discouraging early marriages in society.
In the third sub strand, God’s rest and the sub sub strand, leisure, learners are expected
to learn the teachings of the Bible on God’s rest, the teachings of the Bible on the use
of leisure, values which help Christians use leisure properly and inappropriate ways of
using leisure.
Attention to learners with special needs
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate one
another and work together despite
their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplied sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing a
wheelchair for a disabled learner.
1
1
Creation
Learner’s Book pages 1 – 22
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My purpose
Learner’s Book pages 1–9
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
1. discuss how God given talents and abilities can be used to enhance responsibility.
2. explain the teaching of the Bible on the use of talents and abilities.
3. identify values young people can use to nurture talents and abilities.
4. appreciate God given talents by serving others.
Key inquiry questions
1. What is a talent and ability?
2. What are the benefits of serving others?
3. What does the Bible teach about the use of talents and abilities?
Links to PCIs
Self-awareness is shown as learners recognise their talents and abilities.
Mentorship is exhibited while the learners are nurtured to use talents wisely.
Decision making is demonstrated when learners choose to utilise their talents and
abilities.
Financial literacy is portrayed when learners understand importance of using talents and
abilities.
Links to values
• Responsibility is shown while learners recognise how they use their talents and
abilities to serve others.
• Love is exhibited when learners take care of their talents and abilities.
Link to other subject areas
• English language: in both subjects, read and compose poems.
• Social Studies: In both subjects learners learn to serve others.
Suggested learning resources
1. Pictures
6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
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Using God given talents and abilities
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to read the story in the Learner’s Book. This promotes
learning to learn.
2. Lead learners to identify Imani’s and Silanoi’s talents. This will enhance the value
of responsibility.
3. Guide them to say how Silanoi and Imani use their talents and abilities.
4. Guide the learners to explain their talents and abilities. Guide them to write down
their talents and abilities. Allow the learners to read them to the class. This promotes
critical thinking and problem solving.
5. Lead learners to discuss how they use their talents and abilities. Guide them to share
their findings with the class. This promotes communication and collaboration.
6. Guide learners to use a digital device to search for the meaning of:
a) talent b) ability
Activity 2
1. Group the learners. Lead them to read the poem in the Learner’s Book.
2. Guide them to discuss what the poem is talking about. This activity links to English
Language.
3. Guide learners to explain what the poet’s talents are. This promotes learning to learn.
4. Guide learners to discuss how the poet uses his talents and abilities to enhance
responsibility. This enhances communication and collaboration.
5. Allow learners to share with their friends how they use their talents and abilities
responsibly. This promotes critical thinking and problem solving.
6. Guide the learners to create posters on how they can use their talents and abilities
responsibly using a digital device. This will enhance the competence of digital
literacy.
Activity 3
1. Guide learners on how to compose a poem on ‘My talents and abilities’. This will
enhance imagination and creativity. It will also promote the value of responsibility.
2. Allow the learners to recite their poems in class. This will enhance self-efficacy
and communication skills.
3. Guide learners to organise a talent show in class. Guide them to showcase their
talents in class. Encourage learners to be as creative as possible. This will promote
imagination and creativity.
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Home assignment
1. Guide learners to understand how they are expected to carry out the take home
activity.
2. Guide them to discuss with their parents or guardians how they can use their talents
and abilities to enhance responsibility.
3. Guide them to present their findings in class.
e teaching of the Bible on the use of talents and abilities
Activity 4
1. Recap what the learners discussed about how they use their talents and abilities.
This will promote learning to learn.
2. Pair the learners. Guide them to compose a tune for the song in the Learner’s Book.
Guide them to sing the song. This activity links to Music. It also promotes self-
efficacy.
3. Guide them to explain who has given them talents according to the song.
4. Guide them to explain how they are supposed to use their talents and abilities
according to the song.
5. Lead the learners to discuss how they should use their talents and abilities.
Activity 5
1. Group the learners. Allow them to read Exodus 31:3. This activity will enhance the
competence of learning to learn. It will also promote the value of responsibility. In
addition, it links to English Language.
2. Guide the learners to discuss the teaching of this verse with the class. This will
enhance imagination and creativity.
3. Lead learners to read Romans 12:4. This promotes learning to learn.
4. Guide the learners to explain the meaning of this reading to the class. This will
promote imagination and creativity.
5. Guide the learners explain what they should do with their talents and abilities. This
promotes imagination and creativity. Guide them accordingly.
6. Guide learners to discuss the teachings of the Bible on the use of talents and abilities.
This promotes critical thinking and problem solving.
7. Give the learners time to explain to the rest of the class, the lessons they have learnt
from the teachings of the Bible on the use of talents and abilities.
8. Guide the learners to present their findings in class. This will promote
communication and collaboration.
Activity 6
1. Lead learners to read what the children are saying in the Learner’s Book. This
promotes learning to learn.
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2. Guide the learners to make flashcards of their talents and abilities using a digital
device. Let them write how they use their talents and abilities. This promotes digital
literacy.
3. Allow the learners to present their work in class.
Home assignment
1. Guide learners to understand how they are expected to carry out the take home
assignment.
2. Guide them to outline the teaching of the Bible on the use of talents and abilities
with the help of their parents or guardians.
3. Guide them to present their findings in class.
Values learners can use to nurture talents and abilities
Activity 7
1. Recap with the learners, the teachings of the Bible about talents and abilities.
2. Group the learners. Lead them to read the words on the tablet. This promotes
learning to learn.
3. Guide them to identify values that learners can use to nurture their talents and
abilities from the pictures. This will enhance critical thinking and problem solving.
4. Guide learners to discuss with their friends the values that they can use to nurture
their talents and abilities. Allow them to present their findings in class. This promotes
citizenship.
5. Guide the learners to explain how they can use values to nurture their talents and
abilities. This promotes imagination and creativity.
6. Guide the learners to find out the meaning of values using a digital device. Lead
them to research on other values they can use to nurture their talents and abilities.
Guide them to present their findings in class. This will promote digital literacy.
Activity 8
1. Guide each learner to randomly pick a value from the basket.
2. Lead them to explain how they can use the value they have picked to nurture their
talents and abilities. This promotes critical thinking and problem solving.
Activity 9
1. Guide learners to study the pictures in the Learner’s Book in groups. Guide them
discuss what is happening in the pictures. This enhances communication and
collaboration. It also links to English language.
2. Guide learners to explain how the children in the pictures are using their God
given talents and abilities to serve others. This will enhance critical thinking and
problem solving.
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3. Guide learners to identify the values that the children in the pictures are using to
serve others. This will enhance critical thinking and problem solving.
4. Lead learners to write how they use their God given talents to serve others. This
will promote citizenship. It also links to English Language.
5. Prepare learners before the lesson to role-play how they use their God given talents
and abilities to serve others. Encourage them to actively participate in the role play
and to be as creative as possible. This promotes imagination and creativity.
6. Guide them to record themselves as they role play. Allow them to share the videos
with other learners in the school. Guide them to use the videos to teach other
learners on how to nurture their talents and abilities.
Home assignment
1. Discuss with learners how they are expected to carry out the take home assignment
through question and answer method.
2. Guide them to start a project that will help them nurture their talents and abilities
with the help of their parents or guardians. Guide them to write a report about the
project.
3. Guide them to present their report in class in the next lesson.
Community Service Learning
1. Discuss with the learners how they are expected to carry out the Community
Service Learning activity.
2. Guide them to visit a local leader and discuss with him/her how they use their
talents and abilities for their own good and that of others.
3. Guide them to develop posters and display them in strategic places in the
community for awareness.
4. Guide them to take photographs of the posters and put them in their portfolio.
5. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 1.1
1. Talents are natural abilities to do something well while abilities are the power or
skills needed to do something.
2. Open-ended
3.
Talents Abilities
singing cooking
painting cleaning
drawing reading
running writing
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4. Assess if the essay explains using talents and abilities to enhance responsibility.
5. Learners should use their different talents and abilities to serve God and other people.
6. Respect, responsibility, patriotism, love, peace, unity, social justice and integrity.
7. Assess to establish if the poem captures values such as respect, responsibility,
patriotism, Love, Peace, Unity, Social Justice and Integrity which are necessary for
young people to nurture their talents and abilities.
8. Accept any correct answers. For example, visiting and helping the needy in society.
Suggested assessment methods
1. Written questions 6. Learner’s portfolio
2. Check lists 7. Project work
3. Oral questions 8. Anecdotal notes
4. Observation schedule 9. Question and answer
5. Journals 10. Assessment rubrics
Assessment rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
expectations
Discussing
how God given
talents and
abilities can be
used to promote
responsibility.
Skilfully and
correctly identies
and discusses
how God given
talents and
abilities can be
used to promote
responsibility.
Correctly
discusses how
God given
talents and
abilities can be
used to promote
responsibility.
Discusses to
some extent
how God given
talents and
abilities can be
used to promote
responsibility.
Discusses to
a little extent
with assistance,
how God given
talents and
abilities can be
used to promote
responsibility.
Explaining the
teaching of the
Bible on the use
of talents’ and
abilities.
Accurately and
consistently
explains the
teaching of the
Bible on the use
of talents and
abilities.
Accurately
explains the
teaching of the
Bible on the use
of talent and
abilities.
Explains some
teachings of the
Bible on the use
of talents and
abilities.
Hardly identies
values he/
she can use to
nurture talents
and abilities with
assistance.
Identifying
values young
people can use to
nurture talents
and abilities for
personal growth.
Consistently and
correctly identies
values he or she
can use to nurture
talents and
abilities and gives
relevant examples.
Correctly
identies values
he/she can
use to nurture
talents and
abilities.
Identies some
values he or
she can use to
nurture talents
and abilities.
Hardly identies
values he or
she can use to
nurture talents
and abilities with
assistance.
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Marriage and family
Learner’s Book pages 9–14
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the Biblical teaching on marriage as an example of Christian living.
(b) distinguish the various types of marriage in the society.
(c) discuss reasons for discouraging early marriages in society.
(d) appreciate Christian teachings on marriage and family.
Key inquiry questions
1. What does the Bible teach about marriage?
2. What leads to early marriages?
3. Which values and skills can help young people to avoid early marriages?
Links to PCIs
Assertiveness is exhibited when learners speak out against early marriages.
Human rights are portrayed when learners recognise that early marriages are abuse of
human rights.
Links to values
Respect is demonstrated when learners value themselves and say NO to early marriages.
Responsibility is portrayed as they learn how to avoid early marriages.
Links to other subject areas
English language: In both subjects, learners read, discuss and develop messages.
Social Studies: In both subjects, learners learn about marriages.
Science and Technology: Learners use digital devices for research in both subjects.
Suggested learning resources
1. Pictures 7. Realia
2. Charts 8. Resource person
3. Digital devices 9. Word puzzles
4. Magazines
5. Newspapers
6. Flashcards
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Biblical teaching on marriage as an example of Christian living
Suggested learning experiences
Activity 1
1. Pair the learners. Lead them to study the picture in the Learner’s Book. This promotes
learning to learn.
2. Guide them to explain to their friends what the people in the picture are doing.
This enhances communication and collaboration.
3. Guide the learners to describe experiences of wedding ceremonies they have
attended. Guide them to present their work in class.
Activity 2
1. Guide them to read Genesis 2:20-24 in groups. This promotes learning to learn. It
also links to English Language.
2. Guide them to narrate the story of creation in their own words. This promotes
self-efficacy.
3. Guide them to explain why the woman was created. This promotes critical thinking
and problem solving.
4. Guide the learners to discuss the Biblical teaching on marriage. Guide them to
present their findings in class.
5. Lead the learners to write down the lessons they have learnt from the Biblical
teaching on marriage. Guide them to present their points in class.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment through question and answer method.
2. Guide learners to discuss with their parents or guardians the Biblical teaching on marriage.
3. Give them time to present their findings in class during the next lesson.
Types of marriages in the society
Activity 3
1. Guide learners to study the pictures in the Learner’s Book in groups. This promotes
learning to learn. Guide the learners to name the types of marriages shown in the pictures.
2. Guide the learners to find out the different types of marriages from the internet.
This promotes digital literacy. Guide them to present their findings in class.
3. Lead them to create posters showing the different types of marriages. Guide them
to display the posters at the CRE corner.
Activity 4
1. Guide the learners to match the types of marriage with their correct descriptions.
This links to English Language.
2. Guide them to write a composition about a marriage ceremony they attended. This
promotes imagination and creativity.
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Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment through question and answer.
2. Guide the learners to discuss with their parents or guardians the types of marriages
in the society.
3. Guide them to present their findings in class during the next lesson.
Reasons for discouraging early marriages in the society
Activity 5
1. Recap with the learners, the previous lesson about marriage. Guide learners to
remind each other about the different types of marriages.
2. Pair the learners. Guide them to study the picture and explain what is happening.
This promotes critical thinking and problem solving.
3. Lead the learners to read Matobori’s story in the Learner’s Book. This will promote
learning to learn.
4. Guide the learners to explain how old Matobori was when she was married off to
an old man.
5. Guide the learners to identify the child rights that Matobori’s parents violated. This
will promote critical thinking to identify problem solving.
6. Guide learners to explain the effects of early marriages on Matobori. This promotes
imagination and creativity.
7. Guide learners to discuss why early marriages should be discouraged. Let them
present their findings in class.
8. Lead the learners to use digital devices to find out why early marriages should be
discouraged. Organise them to present their findings in class. This will promote
digital literacy. It also links to Social Studies.
9. Guide the learners to describe how they can help Cheupe. Allow them to present
their findings in the class. This promotes communication and collaboration among
the learners.
Activity 6
1. Guide learners to read what the children are saying in the Learner’s Book in groups.
This promotes learning to learn.
2. Guide learners to explain what the children are saying. This promotes self-efficacy.
3. Guide learners to design posters with messages discouraging early marriages using
a digital device. This will promote digital literacy.
4. Assist the learners to display their posters in strategic places in the school for the
other learners in the school to see and read.
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Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment through question and answer.
2. Guide the learners to discuss with their parents or guardians why early marriages
should be discouraged.
3. Guide them to present their findings in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide them to develop posters with messages that discourage early marriages. Guide
them to display the posters in strategic places in the community for awareness. Lead
the learners to take photos of the posters and put them in their portfolio.
3. Guide learners to present their photographs and posters in class.
Assessment 1.2
1. Marriage is an act by which a man and a woman become husband and wife.
2. The Biblical teaching on marriage is that a man leaves his father and mother and
is united with his wife, and they become one.
3. Christian marriage, customary marriage and civil marriage.
4. a) Civil marriage b) Customary marriage c) Christian marriage
5. Assess to determine the composition captures the Christian teachings on marriage
and family.
6. Early marriage should be discouraged because; it violates the child’s right to
education, play, protection and health care.
7. Assess if the poem captures the reasons for discouraging early marriages.
Suggested assessment methods
1. Written questions 6. Question and answers
2. Check lists 7. Journals
3. Oral question 8. Project work
4. Observation schedule 9. Anecdotal notes
5. Learners portfolio 10. Assessment rubric
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Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
the Biblical
teaching on
marriage as
an example
of Christian
living.
Correctly and
consistently
explains the
Biblical teaching
on marriage as
an example of
Christian living.
Correctly
explains
the Biblical
teaching on
marriage as
an example
of Christian
living.
Explains some
Biblical teaching
on marriage as
an example of
Christian living.
Hardly explains
the Biblical
teaching on
manage as
an example
of Christian
living.
Distinguishing
types of families
in the society.
Skilfully
distinguishes
with
examples,
types of
families in
the society.
Distinguishes
correctly types
of families in the
society.
Distinguishes
some types of
families in the
society.
Distinguishes
with diculty
a type of
family in the
society.
Discussing
reasons
why early
marriages are
discouraged.
Consistently
and correctly
discusses
reasons
why early
marriages are
discouraged.
Discusses
correctly
reasons early
marriages are
discouraged.
Discusses
some
reasons
why early
marriages
are
discouraged.
Discuses with
assistance a
reason why early
marriages are
discouraged.
God’s rest
Leisure
Learner’s Book pages 15 – 22
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) describe the teaching of the Bible on God’s rest as a form of leisure.
(b) explain the teaching of the Bible on the use of leisure time.
(c) examine values which help Christians to use leisure time properly.
(d) discuss inappropriate ways of using leisure time in society.
(e) recognise the importance of God’s rest for responsible Christian living.
Key inquiry questions
1. What is the meaning of leisure?
2. Why did God rest?
3. Which are the proper ways of using your leisure time?
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Links to PCIs
Assertiveness is exhibited when learners choose age appropriate leisure activities.
Decision making is enhanced when learners role-play use of leisure and how to avoid
misuse of leisure.
Eective communication is fostered when learners explain teachings they have learnt
from the Bible.
Links to values
Responsibility is as exhibited when learners role-play good forms of leisure and why
they should not misuse leisure.
Integrity is portrayed when learners use leisure appropriately.
Respect is shown when learners use leisure for the benet of oneself and others.
Link to other learning areas
English Language: In both subjects, learners explain and discuss in pairs and groups.
Science and Technology: Learners use digital devices in both subjects.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers 10. Journals
e teaching of the Bible on God’s rest as a form of leisure
Activity 1
1. Pair the learners. Guide them to study the pictures in the Learner’s Book. Ask them
to read what the children in the pictures are saying. This promotes learning to learn.
2. Lead them to describe what the children in the pictures are doing. This will promote
citizenship.
3. Guide learners to identify what they like doing during their free time. This will
promote citizenship.
4. Guide the learners to find out the meaning of leisure from the internet. This promotes
digital literacy. Allow them to share their findings in class.
5. Guide the learners to find out forms of leisure from the internet. Let them share
their findings with the rest of the class.
6. Lead learners in discussing forms of leisure. Guide them to share their findings
with the class.
7. Guide the learners to create posters showing forms of leisure. This promotes critical
thinking and problem solving.
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Activity 2
1. Group the learners. Guide them to read Genesis 2:1-3 in turns. This will promote
learning to learn.
2. Guide the learners to explain why God rested on the seventh day. This will promote
critical thinking and problem solving.
3. Lead the learners to identify the importance of God’s rest.
4. Guide the learners discuss the teaching of the Bible on God’s rest. This promotes
communication and collaboration. Allow them to share their findings with the
rest of the class.
Activity 3
1. Guide learners to recite the poem.
2. Guide learners to identify the importance of God’s rest from the poem.
3. Lead the learners to explain what they should do during their leisure time. This
promotes critical thinking and problem solving.
4. Guide the learners to design posters with messages on importance of God’s rest for
responsible Christian living. This promotes imagination and creativity.
5. Guide the learners to display their posters in class.
Home assignment
1. Help learners to understand how to carry out the take home activity through
question and answer.
2. Ask the learners to discuss with their parents or guardians why God rested on the
seventh day.
3. Give them time to present their report in class in the next lesson.
e teachings of the Bible on the use of leisure time
Activity 4
1. Pair the learners. Lead them to read the messages on the placards in the Learner’s
Book. This promotes learning to learn.
2. Guide the learners to explain how the children in the pictures use their leisure time.
This promotes self-efficacy.
3. Guide learners to discuss how they use their leisure time. Allow them to present
their findings in class.
4. Lead learners to watch a video clip on positive leisure activities. This promotes
digital literacy.
5. Guide the learners to write down some examples of positive leisure activities. This
will promote critical thinking and problem solving. It also enhances the value of
responsibility.
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Activity 5
1. In groups of five, guide the learners to read 1 Timothy 5:13. This will promote
learning to learn.
2. Lead them to discuss the teaching of this verse on the use of leisure. This promotes
critical thinking and problem solving.
3. Guide them to outline the lessons that Christians learn from this verse on the use
of leisure. This will promote imagination and creativity.
4. Guide learners to write down the importance of leisure. Allow them to share their
answers with the class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss with their parents or guardians the teachings of the Bible
on the use of leisure.
3. Guide them time to present their report in class in the next lesson.
Values which help Christians to use leisure time properly
Activity 6
1. Pair the learners. Lead them to study the word tree in the Learner’s Book. This
promotes learning to learn.
2. Guide them to pick out the values that help Christians to use their leisure properly
from the tree.
3. Guide them to explain how the values they have picked out can help Christians to
use leisure properly. This promotes critical thinking and problem solving.
4. Lead the learners to discuss values which can help Christians to use leisure properly.
This promotes imagination and creativity.
Activity 7
1. Group the learners. Guide learners to design posters with values that help Christians
to use their leisure properly using a digital device. This will promote digital literacy.
2. Guide the learners to display their posters in strategic places in the school for the
other learners in the school to see and read.
Home assignment
1. Guide learners on how to carry out the take home activity through question and
answer.
2. Guide the learners to discuss with their parents or guardians the values that can
help Christians use leisure time properly.
3. Lead them to present their report in class in the next lesson.
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Inappropriate ways of using leisure time in society
Activity 8
1. In groups, guide the learners to read the inappropriate ways of using leisure as displayed
on the computer screens in the Learner’s Book. This promotes learning to learn.
2. Lead them to identify inappropriate ways of using leisure from the picture.
3. Guide them to discuss other inappropriate ways of using leisure. Let them present
their findings in class.
4. Guide the learners to explain ways of avoiding misuse of leisure time. This promotes
imagination and creativity.
Activity 9
1. Guide learners to write a speech on inappropriate ways of using leisure and how to
use leisure properly. This promotes critical thinking and problem solving.
2. Guide them to read their speeches in class.
Activity 10
Guide learners to ll in the crossword puzzle in the Learner’s Book. is will promote
critical thinking and problem solving.
Expected responses
Across Down
1. Swim 2. Poems
3. Hobby 4. Music
5. Read
Home assignment
1. Discuss with the learners how they are expected to carry out the home assignment
through question and answer.
2. Guide the learners to discuss with their parents or guardians the appropriate ways
of using leisure time.
3. Guide them to present their findings in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community
service learning activity.
2. Guide learners to research on the appropriate ways of using leisure. Guide them to
sensitise young people in the community.
3. Lead them to take photos as they sensitise young people and put them in their portfolio.
4. Guide them to present their photographs in class during the next lesson.
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Answers to Assessment 1.3
1. Learners should use our talents and abilities to glorify God and serve other people.
2. Open ended.
3. The Bible teaches that leisure is a gift from God. It should be put to good use.
4. Responsibility, kindness, honesty, love, hard work and respect.
5. Watching passive leisure, idleness, indulging in gossip and taking alcohol, drugs
and other substances.
6. Assess to confirm if the composition captures appropriate ways of using leisure.
7.
Q O S D U W T U
C R E A T I O N
E F V P J B K I
B L E S S E D V
W A N R A V E E
Y J T U Q H X R
H M H N X F Q S
I K Z G E T C E
S P E C I A L X
8. (a) worship
(b) Bible
(c) needy
(d) relatives
Suggested assessment methods
1. Written questions 7. Project work
2. Check lists 8. Journals
3. Question and answer 9. Anecdotal notes
4. Oral questions and tests 10. Conversations and dialogues
5. Observation schedule 11. Assessment rubrics
6. Portfolio
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Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Describing the
teaching of the
Bible on God’s
rest as a form
of leisure.
Appropriately
and correctly
describes the
teaching of the
Bible God’s rest
as a form of
leisure.
Appropriately
describes the
teaching of the
Bible on God’s
rest as a form of
leisure.
Describes
some of the
teaching of
the Bible on
God ‘s rest
as a form of
leisure.
Hardly
describes a
teaching of the
Bible on God’s
rest as a form
of leisure.
Explaining the
teaching of the
Bible on the use
or leisure time.
Consistently
and
accurately
explain the
teaching of
the Bible on
use of leisure
time.
Accurately
explains the
teaching of
the Bible on
importance of
leisure time.
Explains some
teachings
of the Bible
on the
importance of
leisure time.
Has diculty
explaining to
a small extent
teaching or the
Bible on the
importance of
leisure time.
Identifying
values
which help
Christians
to use
leisure time
properly.
Correctly and
consistently
and clear-
ly identies
values which
help Christians
to use leisure
appropriately.
Correctly
identies values
which help
Christians to
use leisure
appropriately.
Identies
some values
which help
Christians to
use leisure
appropriately.
Identies
with
challenges
a value
which help
Christians to
use leisure
properly.
Discussing
ways of
avoiding
misuse of
leisure time.
Discusses and
explains ways
of avoiding
misuse of
leisure time.
Accurately
discusses ways
of avoiding
misuse of leisure
time.
Discusses
some ways
of avoiding
misuse of
leisure time.
Has diculty
discussing a
way of avoiding
misuse of leisure
time.
Below
expectations
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The Bible
Introduction
Summary of the Strand
This strand has three sub strands namely: The Bible as the inspired word of
God, The Ten commandments and Bible stories. It also has some sub sub
strands which include Gods’ power, Faith in God and Determination.
The Bible, which is the second strand in this book, is a continuation of what the
learners have been learning in Grades 1, 2, 3, 4 and 5. The learners were expected
to know the Bible as a guide, Bible stories on courage, wisdom, respect for the
elderly, God loves humility, worship of true God. In Grade 6, the same will be
covered comprehensively.
In the sub strands The Bible as the inspired word of God, the learners will
learn how to explain why the Bible is the inspired word of God. They will
identify the authors who wrote the Old and the New Testament and the books
that they wrote. They will discuss reasons that led to the translation of the
Bible into local languages. They will also outline the advantages of translating
the Bible into various local languages. They will desire to read the Bible as the
word of God for spiritual nourishment.
In the sub strands The Ten Commandments, the learners will explain the
Ten Commandments and their relationship to Christian living. They will
also explore values and skills in the Ten Commandments that enhance
Christian living. They will discuss lessons which Christians learn from the Ten
Commandments. They will also appreciate the importance of obeying the Ten
Commandments as Christians.
In the sub strand The Bible stories, there are several sub sub strands, including:
God’s power, Faith in God and Determination. In the sub sub-strand God’s
power the learners are required to describe how God’s power helped Samson
to defeat his enemies. They will explain ways in which Christians depend on
2
2
Learner’s Book pages 23 – 47
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God’s power to overcome challenges and appreciate the lessons learnt from the story of
Samson.
In the sub sub strand Faith in God, the learners are required to describe how Elisha
recovered an axe-head as a sign of his faith in God. Learners are required to identify
how Christians apply their faith in God in day to day living and desire to trust in God’s
power when faced with challenges.
In the sub sub strand Determination, learners will explain the lessons learnt from the
story of Jacob wrestling with God, identify the values learnt from the story of Jacob
wrestling with God and emulate Jacob by being prayerful.
Attention to learners with special needs
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate one
another and work together despite
their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role-play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplied sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing a
wheelchair for a disabled learner.
e Bible as the inspired word of God
Learner’s Book pages 23–30
Number of lessons: 4
Specic learning outcomes
By the end of this sub strand, the learner should be able to:
(a) explain why the Bible is the inspired word of God.
(b) identify the authors who wrote the Old and the New Testament and the books
they wrote.
(c) discuss reasons that led to the translation of Bible into local languages.
(d) outline the advantages of translating the Bible into various local languages.
(e) desire to read the Bible as the word of God for spiritual nourishment.
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Key inquiry questions
1. Why is the Bible different from other books?
2. What is the meaning of the Bible as the inspired word of God?
3. Why is the translation of the Bible into local languages important?
Links to PCIs
Mentorship is promoted when learners learn that God inspires people to translate the
Bible.
Peace Education/ learning to live together is fostered when learners learn the
advantages of translation of the Bible into local languages.
Links to values
Responsibility is exhibited when learners commit to read the Bible.
Link to other subject areas
• Discussing in groups about writing skills is linked to English language.
• Composing songs and singing is linked to Music.
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Flashcards
5. Newspapers
6. Magazines
7. Realia
8. Resource person
9. Word puzzles
Why the Bible is the inspired word of God
Activity 1
1. Pair the learners. Guide them to look at the flashcards in the Learner’s Book. This
promotes learning to learn.
2. Still in their pairs, guide them to explain why the Bible is referred to as the word of
God from the flashcards.
3. Discuss with learners’ why the Bible is the inspired word of God.
4. Guide learners to use a digital device to search for the reasons why the Bible is
referred to as the word of God. This enhances digital literacy.
5. Guide learners to make their own flashcards and write why the Bible is referred to as
the word of God under your guidance. This promotes imagination and creativity.
6. Allow learners to display their flashcards in class.
Activity 2
1. Divide learners into groups. Guide them to read 2 Timothy 3:16-17 in turns.
2. Guide them to share the meaning of the verse read. This will also enhance their
English language.
3. Explain to the learners that the word of God was written by people that were inspired
by God.
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4. Explain to them that the word of God is useful for teaching the truth, correcting
faults, rebuking errors and giving instructions for the right living.
5. Guide them to discuss the meaning of the Bible as a word of God. This enhances
communication and collaboration.
6. Explain to them why the Bible is different from other books.
7. Guide the learners in composing a song about the Bible as an inspired word of God.
This enhances creativity.
8. Guide them to write an essay on reasons why they read the Bible. This promotes
creativity and imagination.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to find out from their parents or guardians why the Bible is the
inspired word of God.
3. Guide them to present their findings in class.
Authors who were inspired to write the Old and New Testaments
Activity 3
1. Lead the learners to study the books of the Bible on the bookshelf. This promotes
learning to learn.
2. Guide the learners identify the authors of each book in the bookshelf.
3. Guide them to write down other books written by Moses.
4. Guide learners to identify the books written by Paul.
5. Guide them to find out the authors who wrote the Old Testament books. Let them
make a chart and hang it in class. This promotes digital literacy. Guide them in
matching the Old Testament books to their authors.
6. Guide them to discuss the authors of the Bible. This enhances communication and
collaboration. It also links to English Language.
7. Guide them to identify the books written by Ezra. This will enhance competence
of communication and collaborations.
8. Guide them to state the name of authors that wrote the books of Mark, Luke and John.
9. Guide the learners to prepare a chart showing the names of the New Testament books
and their authors. Guide the learners to display their chart in class. This promotes
critical thinking and problem solving.
Activity 4
1. Guide the learners to design flashcards and write the names of the books of Bible
on the flashcards. This promotes critical thinking and problem solving.
2. Guide the learners to put their flashcards in a box and mix them.
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3. Guide them to pick the flashcards randomly for each book then give the name of
the author.
4. Guide them to display the flashcards matched with the names of the author.
Home assignment
1. Guide learners to understand how they are expected to carry out the take home
assignment.
2. Guide the learners to make posters with the books of the Bible and their authors
with the help of their parents and guardians.
3. Guide them to present their findings in class.
Reasons that led to translation of the Bible into local languages
Activity 5
1. In pairs, guide learners to study the picture in the Learner’s Book. This promotes
learning to learn. Ask the learners to say what they can see on the picture.
2. Guide the learners to find out the Bible translations used in their community.
3. Guide them to write down other Bible translations they are familiar with.
4. Guide the learners to find out the meaning of the word translation from the
dictionary or the internet. This promotes digital literacy.
5. Guide them to present their findings in class. This will promote communication
and collaboration.
Activity 6
1. In groups, guide the learners to read the conversation in turns, one to take the role
of Elder Benson and the other Angela. This promotes learning to learn.
2. Guide learners to identify the reasons that lead to translation of the Bible into local
languages.
3. Guide the learners on how to make posters. Guide the learners to state reasons
that led to the translation of the Bible into local languages. This promotes critical
thinking and problem solving.
4. Guide learners to display their posters in class and in the community to create
awareness on the reasons that led to the translation of the Bible into local languages.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home activity.
2. Guide learners to find out from their parents or guardians the reasons that led to
the translation of the Bible into local languages.
3. Guide them to present their findings in class.
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Advantages of translating the Bible into local languages
Activity 7
1. Recap what the learners learnt about reasons for translating the Bible into various
languages. This will promote learning to learn.
2. Group the learners. Guide them to get a tune for the poem in the Learner’s Book.
3. Guide them to recite the poem. This will enhance self-efficacy.
4. Guide the learners to identify the advantages of translating the Bible into various
local languages from the poem. This promotes social cohesion.
5. Guide the learners to discuss other advantages of translating the Bible into local
languages.
6. Guide learners to design posters with the advantages of translating the Bible into
different languages. This promotes creativity and imagination.
Activity 8
1. Guide the learners to write an essay on reasons that led to the translation of the
Bible into local languages. This will enhance imagination and creativity.
2. Lead the learners to read their essay to the class. This will enhance communication
and collaboration.
Activity 9
1. Guide the learners to sing the song in the Learners Book.
2. Guide them to explain why they should read the Bible.
3. Guide the learners to write a composition about the Bible as the word of God for
spiritual nourishment. Guide them to present their composition in class.
Home assignment
1. Guide the learners to discuss with their parents or guardians the advantages of
translating the Bible into various local languages.
2. Guide them to present their findings in class.
Community service learning
1. Guide the learners to make posters on the advantages of the translation of the Bible
into local languages with the help of a church leader. Guide them to display the
posters in strategic places in the community.
2. Guide them to take photographs of the posters and put them in the portfolio.
3. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 2.1
1. Bible is referred to as the inspired word of God because the authors were inspired by
the Holy Spirit and it contains the word of God which is useful for teaching the truth.
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2. It was written by different authors who were inspired by the Holy Spirit.
3. Deuteronomy-Moses, Nehemiah-Nehemiah, Philemon-Paul, Habakkuk-Habakkuk
4. Open ended.
5. Lamentations and 1
st
and 2
nd
Kings.
6. - Genesis - Moses
- Psalms - David
- Joshua - Joshua -
Matthew - Matthew
- Galatians - Paul
- Luke - Luke
7. Open ended.
8. Biblia Takatifu
9. Open ended.
10. Enabled missionaries to learn local languages, the gospel reached more people
because the language was familiar and more Africans learnt how to read and write.
Suggested assessment methods
1. Written questions
2. Check list
3. Oral questions
4. Observation schedule
5. Portfolio
6. Journals
7. Project work
8. Anecdotal notes
9. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectation
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
why the Bible
is the inspired
word of God.
Correctly and
condently
explains why
the Bible is the
inspired word
of God.
Correctly
explains why
the Bible is the
inspired word of
God.
Explains to some
extent why the Bi-
ble is the inspired
word of God.
Hardly explains
why the Bible is
the inspired word
of God.
Identifying
authors who
were inspired
to write the
Old and New
Testaments
and their
books.
With ease,
correctly
identies
human authors
and their
books who
were inspired
to write the
Old and New
Testaments.
Correctly
identies human
authors and their
books who were
inspired to write
the Old and New
Testaments.
Identies some
human authors
and their books
who were inspired
to write the
Old and New
Testaments.
Identies with
challenges few
human authors
and their books
who were
inspired to write
the Old and New
Testaments.
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Discussing
reasons
that led to
translation
of the Bible
into local
languages.
Explicitly
and with
condence
discusses the
reasons that led
to translation
of the Bible
into local
languages.
Correctly
discusses reasons
that led to
translation of the
Bible into local
languages.
Discusses some
reasons that led to
translation of the
Bible into local
languages.
Has challenges
in discussing a
reason that led to
translation of the
Bible into local
languages.
e Ten Commandments
Learner’s Book pages 30–36
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the Ten Commandments and their relationship to Christian living.
(b) identify values and skills in the Ten commandments that enhance Christian living.
(c) discuss lessons which Christians learn from the Ten Commandments.
(d) appreciate the importance of obeying the Ten Commandments as Christians.
Key inquiry questions
1. Why were the Ten Commandments given to the Israelites?
2. Why should you obey the Ten Commandments?
3. What skills and values are essential to promote harmony?
Links to PCIs
Interpersonal relationship is promoted when they learn about the Ten Commandments
and how to relate with one another.
Social cohesion is fostered when learners discuss skills and the values that are essential
for peace and harmony.
Human rights is promoted when they learn the commandments which forbid
destruction of life and violation of others rights and property.
Links to values
Respect is demonstrated when they learn how to honour God by obeying His
commandments.
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Social justice is exhibited when they learn that God expects everyone to treat one
another fairly.
Love is portrayed when they learn to love God and their neighbours.
Link to other subject areas
Composing and reciting poems is linked to English language.
Social Studies: In both subjects, learners learn about human rights and relationships.
Suggested learning resources
1. Pictures
2. Posters
3. Charts
4. Digital devices
5. Flashcards
6. Realia
7. Resources person
8. Word puzzles
9. Magazines
e Ten Commandments and their relationship to Christian living
Suggested learning experience
Activity 1
1. In pairs, guide learners to read the rules as outlined in the Learner’s Book. This will
enhance learning to learn.
2. Guide the learners in identifying the class rules.
3. Guide them to discuss importance of class rules. This will enhance communication
and collaboration.
4. Guide them in using digital devices to find out the meaning of a commandment.
This will promote digital literacy.
5. Lead the learners to identify the relationship between commandments and class
rules.
Activity 2
1. In groups, guide the learners to read Exodus 20:3-17 in turns. This will foster the
competency of collaboration and communication.
2. Guide the learners to write down the Ten Commandments.
3. Guide the learners in discussing the meaning of each of the Ten Commandments.
This will enhance learning to learn.
4. Guide the learners to explain how the Ten Commandments help Christians to
live well with God and others. This fosters the competency of social cohesion and
human rights.
5. Guides the learners to design posters on the Ten Commandments. Guide them to
display their designed posters in class. This enhances creativity and imagination.
6. Guide the learners to compose a poem on the Ten Commandments. This also
fosters creativity.
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Activity 3
1. Guide the learners to watch a video clip on the learners Book. Through the
instruction outlined in the activity, explain to them what is expected from the
activity.
2. Guide learners to arrange the commandments in order as outlined in the
Learner’s Book.
3. Correct the learners where need be as they make corrections in their notebooks.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home activity.
2. Guide the learners to discuss with their parents or guardians the importance of
obeying the Ten Commandments.
3. Guide them to present their findings in class.
Values and skills in the Ten Commandments that enhance Christian
living
Activity 4
1. Pair the learners. Guide them to look at the pictures and say what is happening.
This promotes critical thinking and problem solving.
2. Lead the learners to read the values in the Learner’s Book. This will promote
learning to learn.
3. Guide learners to explain other values and skills in the Ten Commandments.
4. Guide the learners in designing flash cards and writing in each, the Ten
Commandments. Let the learners write in each flash card, the value and skill it
contains. This will promote imagination and creativity.
5. Guide learners to explain how the values and skills they have written promote a
harmonious living. This promotes imagination and creativity.
Activity 5
1. Organise learners in groups.
2. Guide them through the activity. Explain to them what is expected of the activity.
3. Guide learners to identify the values in the Ten Commandments from the word
puzzle.
4. Task learners to explain how the values they have circled enhance harmonious
Christian living.
5. Lead a class discussion on the importance of obeying the Ten Commandments.
This promotes communication and collaboration.
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Home assignment
1. Guide learners to understand how they are expected to carry out the take home
activity.
2. Guide the learners to discuss with their parents or guardians the skills and values
in the Ten Commandments that enhance Christian living.
3. Guide them to present their findings in class.
Lessons which Christians learn from the Ten Commandments
Activity 6
1. In pairs, guide learners to write down the Ten Commandments. This will
promote learning to learn.
2. Guide the learners to write down the lessons they have learnt from each of the
Ten Commandments.
3. Guide the learners in composing a song on the Ten Commandments. This
enhances creativity.
Activity 7
1. Guide learners to pick the statements randomly.
2. Guide them to name the commandments from each of the words they have picked.
Guide them to name the lessons they have learnt from the words they have picked.
3. Guide learners to copy and fill in the table provided in the Learner’s Book.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home activity.
2. Guide them to discuss with their parents or guardians the lessons which Christians
learn from the Ten Commandments.
3. Guide them to present their findings in class.
Community service learning
1. Discuss with the learners how they are expected to carry out the community
service learning activity.
2. Guide them to visit a church elder and find out from him or her how the Ten
Commandments help us in maintaining law and order.
3. Guide them to create posters with the importance of maintaining law and order
in the society.
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4. Guide them to display the posters in a public notice board. Ask them to take
photographs of the posters and put them in their portfolio.
5. Guide them to present their photographs in class.
Answers to Assessment 2.2
1. The Ten Commandments are rules that guide our relationship with God
and with our fellow human beings.
2. Open ended.
3.
Commandment Order
Worship no God but me. 1
Do not bow to any idol but me. 2
Do not use my name for evil purposes. 3
Observe the Sabbath and keep it holy. 4
Respect your father and mother so that you may live a long time in
the land I am giving you.
5
Do not commit murder. 6
Do not commit adultery. 7
Do not steal. 8
Do not accuse anyone falsely. 9
Do not desire another man’s house, do not desire his wife, his slaves,
his cattle, his donkey or anything else that he owns.
10
4. Open ended.
5. Values - Respect, purity, honesty and contentment.
 Skills–Decisionmaking,conictresolutionandcriticalthinking.
6.
Skills Values
Decision making Contentment
Self-awareness Love
Assertiveness Respect
Critical thinking Honesty
7. Open ended.
8. Open ended.
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Suggested assessment methods
1. Written questions
2. Oral questions
3. Observation schedule
4. Anecdotal records
5. Journals
6. Project work
7. Portfolio
8. Assessment rubric
Assessment Rubrics
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
the Ten
Com-
mand-
ments and
their rela-
tionship to
Christian
living.
Correctly and
condently
explains the Ten
Commandments.
Correctly
explains the Ten
Commandments.
Explains some
of the Ten
Commandments.
Has challenges
in explaining
any of the Ten
Commandments.
Exploring
values and
skills in the
Ten Com-
mandments
that enhance
Christian
living.
Accurately
and with ease
explores the
values and
skills in the Ten
Command-
ments.
Accurately
explores values and
skills in the Ten
Commandments.
Explores some of the
values and skills in
the Ten Command-
ments.
Hardly explores any
values and skills in the
Ten
Commandments.
Discussing
lessons
Christians
learn from
the Ten
Command-
ments.
Skillfully and
appropriately
discusses the
lessons Christians
learn from the Ten
Commandments.
Appropriately
discusses lessons
Christians learn
from the Ten Com-
mandments.
Discusses some
lessons Christians
learn from the Ten
Commandments
with assistance.
Requires assistance to
discuss lesson Chris-
tians learn from the
Ten Command-
ments.
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Bible stories
Learner’s Book pages 37–47
God’s power
Learner’s Book pages 37–39
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) describe how God’s power helped Samson to defeat his enemies.
(b) explain ways Christians depend on God’s power to overcome challenges.
(c) appreciate the lessons learnt from the story of Samson.
Key inquiry questions
1. What shows Samson depended on God’s power?
2. What good qualities did Samson have?
3. Why should Christians depend on God?
Links to PCIs
Decision making is promoted when learners learn to depend on God just like Samson.
Patriotism is fostered when they learn reasons why Samson fought with the enemies
of Israel.
Links to Values
Responsibility is portrayed when they learn to stand rm in faith.
Love is demonstrated when learners discover Samson drew his strength from God.
Link to other subject areas
English language: In both subjects, learners discuss and compose poems.
Social Studies: In both subjects, learners learn about patriotism.
Suggested learning resources
1. Pictures 5. Magazines
2. Charts 6. Newspapers
3. Digital devices 7. Realia
4. Flashcards 8. Resource person
9. Word puzzles
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How God’s power helped Samson to defeat his enemies
Suggested learning experiences
Activity 1
1. Guide learners to work in pairs.
2. Guide them to sing the song provided in the Leaner’s Book.
3. Guide them to explain what they have learnt from the song.
4. Guide the learners to share their experiences on the time they depended on God’s
power. This will promote communication and collaboration.
5. Guide the learners to present their findings in class. This will enhance self-efficacy.
Activity 2
1. Organise the learners in groups.
2. Guide them to read Judges 15:14-17. This will enhance learning to learn.
3. Guide the learners in narrating the story in Judges 15:14-17.
4. Guide the learners to answer questions asked correctly.
5. Assess their answers and award accordingly.
6. Guide them in discussing how God gave Samson power over his enemies.
This enhances the competency of communication and collaboration.
Activity 3
1. Organise a video clip on how Samson defeated his enemies (Judges 15:14-17).
2. Guide the learners to narrate the story of how Samson defeated his enemies.
3. Guide the learners to discuss the lessons Christians learn from the story of Samson.
This will enhance communication and collaboration.
4. Guide the learners to write an essay on how God’s power helped Samson to defeat
his enemies. This links to Social Studies as Samson defends Israelites.
5. Assess their essays and award accordingly.
Home assignment
1. Guide the learners to discuss with their parents or guardians the lessons learnt
from the story of how Samson defeated his enemies.
2. Lead them to present their ndings in class.
How Christians depend on God’s power to overcome challenges
Activity 4
1. Organise the learners to work in pairs.
2. Guide them to discuss the challenges the people in the pictures go through.
3. Guide them to explain how the people in the pictures can overcome the challenges
they are facing.
4. Guide the learners to share some of the challenges they go through in their daily
lives. This will enhance communication and collaboration.
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5. Lead the learners to name the other challenges Christians go through. This enhances
competency of learning to learn.
6. Guide learners in finding out how Christians overcome challenges.
Activity 5
1. In groups, guide the learners to read the story.
2. Guide the learners to discuss the challenges Benta was facing. Assess them as they
discuss. This will foster competency of communication and collaboration.
3. Guide the learners in explaining how Benta overcame the challenges. This enhances
learning to learn.
4. Guide the learners to write an essay on how they depend on God’s power to overcome
challenges.
5. Guide the learners in composing a poem on the importance of depending on God’s
power as Christians. This promotes creativity.
Home assignment
1. Guide learners to understand how they are expected to carry out the take home
activity.
2. Guide learners to discuss with their parents or guardians how Christians depend
on God’s power to overcome challenges. Let them take photographs and put them
in the portfolio.
3. Guide them to present their findings in class.
Community service learning
1. Guide the learners on how they are expected to carry out the community service
learning activity.
2. Guide the learners to visit a needy person in their community with the help of
their parents or guardians. Ask them to take photographs and put them in their
portfolio.
3. Guide them to present their photographs in class during the next lesson.
Suggested assessment methods
1. Written questions
2. Oral questions
3. Observation schedule
4. Project work
5. Journals
6. Anecdotal notes
7. Conversations and
dialogues
8. Portfolio
9. Question and answer
10. Assessment rubrics
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Assessment Rubrics
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Describing
how God’s
power
helped
Samson to
defeat his
enemies.
Condently
and accurately
describes how
God’s power
helped Samson
to defeat his
enemies.
Accurately
describes how
God’s power
helped Samson
to defeat his
enemies.
Describes
to some
extent how
God’s power
helped
Samson to
defeat his
enemies.
Describes with
challenges how
God’s power
helped Samson to
defeat his enemies.
Explaining
ways
Christians
depend on
God’s power
to overcome
challenges.
Appropriately
and correctly
explains ways
Christians
depend on
God’s power
to overcome
challenges.
Correctly
explains ways
Christians
depend on
God’s power
to overcome
challenges.
Explains some
ways Christians
depend on
God’s power
to overcome
challenges.
Explains with
support a way
Christians
depend on
God’s power to
overcome chal-
lenges.
Faith in God
Learner’s Book pages 40–42
Number of lessons: 4
Specic learning outcomes
By the end of the sub sub strand, the learner should be able to:
(a) describe how Elisha recovered an axe-head as a sign of his faith in God.
(b) identify how Christians apply their faith in God in day to day living.
(c) desire to trust in God’s power when faced with challenges.
Key inquiry questions
1. What happened to the axe-head?
2. How did Elisha recover the axe-head?
3. What do Christians do when faced with challenges?
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Links to PCIs
Environmental awareness: learners learn proper waste disposal methods such
as retrieving the axe-head from the river to avoid improper disposal.
Leadership is promoted when they learn that leaders need to give guidance as
Elisha did.
Links to values
Responsibility is shown when they learn to return borrowed items as indicated in the
story.
Love is exhibited when learners show empathy to one another.
Link to other subject areas
Agriculture: In both subjects, learners learn how to use farm equipment like an axe.
Social Studies: e content in both subjects teaches learners to work together in and
out of the school.
Science and Technology: Learners use digital devices in both subjects.
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
7. Realia
8. Resource person
9. Word puzzles
How Elisha recovered an axe-head
Suggested learning activities
Activity 6
1. Organise learners into pairs.
2. Guide them to recite the poem as outlined in the Learner’s Book.
3. Guide them to explain what the poet was going through.
4. Guide them to share with their friends the challenges they go through in their daily
lives. This promotes communication and collaboration.
5. Guide them to explain how they overcame the challenges named. This enhances
critical thinking.
6. Guide them to share their experiences of how faith in God is demonstrated.
7. Guide learners to present their findings in class.
This promotes self-efficacy.
Activity 7
1. Organise learners into groups. Guide them to read 2 kings 6:1-7 in turns. This will
promote learning to learn.
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2. Assess their reading. This enhances English language.
3. Guide the learners to describe how Elisha recovered the axe-head.
4. Guide the learners in answering the questions correctly. Assess their answers and
correct them where need be.
Activity 8
1. Lead learners to watch a video clip on Elisha’s recovery of the axe-head. This
promotes digital literacy.
2. Guide the learners to retell the story of how Elisha recovered the axe-head. This
will promote imagination and creativity.
3. Guide learners to tell how Elisha recovered the axe-head. This will promote critical
thinking and problem solving.
4. Guide learners in discussing the lessons Christians learn from the story of how
Elisha recovered an axe-head. This will promote communication and collaboration.
5. Guide learners to draw and colour the picture of Elisha recovering the axe-head.
This will promote creativity and imagination.
6. Assess their drawing and award accordingly.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home activity.
2. Guide the learners to discuss with their parents or guardians the story of how Elisha
recovered an axe-head.
3. Guide them to present their findings in class.
How Christians apply their faith in God in their day to day living
Suggested learning experiences
Activity 9
1. Guide them to study the illustrations as provided in the Learner’s Book. Let them
read the flashcards. This promotes learning to learn.
2. Guide them to share with their friends how they apply their faith in God in their
day to day living.
3. Guide them to make flashcards. Allow them to write on the flashcards how Christians
apply their faith in God in their day to day living. This promotes self-efficacy.
Activity 10
1. In groups of five, guide them to study the pictures in the Learner’s Book.
2. Guide them to identify the challenges the learners in the pictures are facing. This
promotes critical thinking and problem solving.
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3. Guide learners to share with their friends how they apply their faith in God to solve
problems.
4. Guide learners to discuss how Christians apply their faith in God to solve different
problems.
5. Guide learners to write a speech they will give on how to apply faith in God to solve
different problems. Give learners an opportunity to read their speech in class. This
promotes self-efficacy.
Home assignment
1. Guide the learners in writing an essay. This will foster critical thinking and problem
solving.
2. Guide the learners to write an essay on how Christians apply their faith in their day
to day living with the help of their parents or guardians.
3. Guide them to present their essays in class during the next lesson.
Community service learning
1. Guide the learners to plant trees in their home or the church with the guidance of
their parents or a community leader.
2. Guide them to take photographs of the tree planting activity and put them in their
portfolio.
3. Guide them to present their photographs in class.
Suggested assessment methods
1. Written questions
2. Check lists
3. Oral questions
4. Observation schedule
5. Portfolio
6. Project work
7. Journals
8. Anecdotal notes
9. Conversations and
dialogues
10. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
how Elisha
discovered an
axe-head as a
sign of faith
in God.
Condently
and correctly
explains
how Elisha
recovered an
axe-head.
Correctly
explains how
Elisha recovered
an axe-head.
Satisfactorily
explains how
Elisha recovered
an axe-head.
Hardly
explains
how Elisha
recovered
an
axe-head.
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Identifying ways
through which
Christians apply
their faith in
God in day-to-
day living.
Correctly
identies and
explains how
Christians
demonstrate
power of faith
God.
Clearly and
correctly
identies how
Christians
demonstrate
power of faith
in God.
Correctly
identies
some ways
or how
Christians
demonstrate
power of faith
in God.
Hardly identies
how Christians
demonstrate
power of faith in
God.
Determination
Learner’s Book pages 43–47
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the lessons learnt from the story of Jacob wrestling with God.
(b) identify values learnt from the story of Jacob wrestling with God.
(c) emulate Jacob by being persistent in prayer.
Key inquiry questions
(a) Why did Jacob remain persistent?
(b) What do you learn from the story of Jacob?
Links to PCIs
Assertiveness is enhanced when they learn how to defend their rights. For example,
Jacob asked for blessings.
Decision making is promoted when learners demonstrate clarity about what they want
to do in life.
Links to values
Love is portrayed when learners learn to defend what is right for self and others.
Responsibility is exhibited when they learn not to give up in spite of disappointments
or discouragements.
Link to other subject areas
English language :In both subjects, learners discuss in groups and improve their writing
skills.
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Music: In both subjects, learners compose and sing songs.
Science and Technology: In both subjects, when learners use digital devices.
Physical and Health Education: Wrestling is discussed in both subjects.
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Flashcards
5. Realia
6. Resource person
7. Word puzzles
8. Magazines
9. Newspapers
Lessons learnt from the story of Jacob wrestling with God
Activity 11
1. Organise learners into pairs.
2. Guide them to read the story provided in the Learner’s Book. This will promote
learning to learn.
3. Guide them through the questions as they provide answers.
4. Guide them to share their experiences of how they prayed to God several times and
God answered their prayers. This promotes communication and collaboration.
5. Guide learners to use their digital devices to find out the meaning of the term
determination. This will promote digital literacy.
6. Guide learners to present their findings in class. This will promote self-efficacy.
Activity 12
1. Organise learners to work in groups.
2. Guide them to read Genesis 32:22-30 in turns. This will enhance learning to learn.
3. Guide them to answer questions asked correctly. Assess their answers and award
them accordingly.
4. Guide them in narrating the story of Jacob wrestling with God in their own words.
5. Guide them to discuss lessons Christians learn from the story of Jacob wrestling
with God. This fosters critical thinking and problem solving.
6. Guide the learners to role-play the story of Jacob wrestling with God.
Activity 13
1. Organise a video clip on the story of Jacob wrestling with God.
2. Guide the learners in watching the clip. This helps in fostering digital literacy.
3. Organise the learners to role play the story of Jacob wrestling with God. This links
to physical and health education
4. Guide the learners to discuss how Jacob wrestled with God. This fosters
communication and collaboration.
5. Guide learners to write the lessons on the flashcards and display them in class. This
enhances self-efficacy.
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Home assignment
1. Guide the learners to discuss lessons learnt from the story of Jacob wrestling with
God with the help of their parents and guardians.
2. Guide them to present their findings in class.
Values learnt from the story of Jacob wrestling with God
Activity 14
1. Organise the learners in pairs.
2. Guide learners to read the texts and answer the questions. This promotes learning
to learn.
3. Guide learners to describe what is happening in each picture. This promotes critical
thinking and problem solving.
4. Guide learners to retell the story of Jacob wrestling with God. This promotes
imagination and creativity.
5. Guide them to write the values they have learnt from the story of Jacob wrestling
with God.
Activity 15
1. Organise the learners in groups.
2. Guide them to pick out the values learnt from the story of Jacob wrestling with God
from the basket provided.
3. Guide them to explain other values learnt from the story of Jacob wrestling with God.
4. Guide them to explain how Christians can apply the values they have named in
their daily lives.
5. Guide them to explain how Jacob demonstrated persistence in prayer.
6. Guide learners to write an essay on how they will practise persistence in prayer.
7. Guide them to compose a song on persistence in prayer. This fosters creativity and
imagination. It also links to music.
8. Guide the learners in writing how they will practise persistence in prayer. This
fosters learning to learn.
Home assignment
1. Guide the learners in designing posters with the values learnt from the story of
Jacob wrestling with God. Let them be helped by their parents or guardians.
2. Guide them to display their posters in class during the next lesson.
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Community service learning
1. Discuss with the learners how they are expected to carry out the community service-
learning activity.
2. Guide learners to participate in a charity walk to raise money for the needy with
the help of their parents or guardians. Ask them to take photographs and put them
in their portfolio.
3. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 2.3
1. Open ended.
2. Lack of money, sickness, unemployment and poverty.
3. Open ended.
4. Assess if the learners have described how Elisha recovered the axe-head correctly.
5. Through persistence in prayers and putting their trust in God.
6. Learners should be persistent, patient, determined, humble, responsible and loyal.
7. Patience, persistence, humility, honesty, responsibility, loyalty and determination.
8. Assess learners’ posters and award accordingly.
9. Assess learners’ poems and award accordingly.
10.
People What they did
Samson He killed Philistines with a jawbone.
Jacob He wrestled with God.
Elisha He recovered the axe-head.
Suggested assessment methods
1. Written questions
2. Oral questions
3. Observation schedule
4. Project work
5. Anecdotal notes
6. Journals
7. Conversations and
dialogues
8. Portfolio
9. Written test
10. Assessment rubrics
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Assessment Rubric
Indicator Exceeds
Expectations
Meets
expectations
Approaches
Expectations
Below
Expectations
Explaining
lessons learnt
from the story of
Jacob wrestling
with God.
Correctly and
condently
explains
lessons learnt
from the
story of Jacob
wrestling with
God.
Correctly
explains
lessons learnt
from the
story of Jacob
wrestling
with God.
Explains some
lessons from
the story of
Jacob wrestling
with God.
Has diculty
in explaining
the lessons
learnt from the
story of Jacob
wrestling with
God.
Identifying
values learnt
from the story of
Jacob wrestling
with God.
Correctly
and skillfully
identies
values learnt
from the
story of Jacob
wrestling
with God.
Correctly
identies
values learnt
from the
story of Jacob
wrestling
with God.
Identies some
values learnt
from the story of
Jacob wrestling
with God.
Identify with
diculty a
value learnt
from the
story of Jacob
wrestling with
God.
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Introduction
Summary of strand
In Grade 5, learners learnt about the preparation for the coming of Jesus and teachings
of Jesus Christ. rough oral questions, discuss with learners what they learnt in the
previous grade on meaning and causes of social injustices, values taught by John the
Baptist, the Baptism of Jesus, God’s power over nature and teachings of Jesus Christ.
is strand has ve sub strands namely; e call of the disciples, e temptation of
Jesus Christ, Miracles of Jesus Christ, e kingdom of God and Attitude towards
wealth.
In the rst sub strand, the call of the disciples, learners are expected to describe the call
of the rst disciples of Jesus Christ and explain how dierent people are called to serve
God in the society.
In the second sub strand, the temptations of Jesus Christ, learners will narrate the
temptations of Jesus Christ and identify temptations that Christians face in their daily
lives.
e third sub strand, miracles of Jesus Christ, has three sub strands. In the rst one,
Jesus the universal saviour, learners will narrate the healing of the Roman ocer’s
servant by Jesus Christ, discuss the lessons learnt from the healing of the Roman ocer’s
servant and desire to help the sick in his or her daily life. In the second one, faith in God
learners are expected to learn about the miracle of the healing of the bleeding woman
and the dierent ways the church and the government are helping the sick in the society.
e Learners are also expected to learn about Jesus’ power over death in the third sub
sub strand. Here, they will explore the miracle of the rising of Lazarus from the dead
and discuss lessons Christians learn from the miracle of the raising of Lazarus by Jesus
Christ.
Under the fourth sub strand, the kingdom of God, learners will examine the parable of
the hidden treasure and identify the teaching from the parable of the hidden treasure.
Finally in the h sub strand, attitude towards wealth, learners are expected to analyse
the parable of the rich man and Lazarus and discuss lessons learnt from the parable.
The Life of Jesus Christ
3
3
Learner’s Book pages 48–77
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The Lif e of Jesus Christ
Attention to learners with special needs
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate
one another and work together
despite their differences.
• Encourage the time takers to
participate in class activities such
as discussions, role play, reading
Bible verses, singing or reciting
poems.
• Give fast learners extra activities
to avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplified sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing
a wheelchair for a disabled learner.
e call of the disciples
Learner’s Book pages 48-53
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) describe the call of the rst disciples by Jesus Christ.
(b) examine how dierent people are called to serve God in the society.
(c) desire to serve God in his or her life for spiritual development.
Suggested learning resources
1. Pictures 7. Realia
2. Charts 8. Resource person
3. Digital devices 9. Word puzzles
4. Magazines
5. Newspapers
6. Flashcards
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Core competencies to be developed
• Learning to learn is enhanced when the learners learn new ideas about God’s call.
• Critical thinking and problem solving is promoted when learners discuss dierent
ways of serving God.
• Self-eciency is fostered when learners make decisions to serve God.
Link to pertinent and contemporary issues (PCIs)
• Self-esteem is exhibited when the learners discuss their roles in the church.
• Decision making is demonstrated when learners choose dierent ministries or
departments with which they can serve God in Church in the Community.
Links to values
• Responsibility is portrayed when learners serve God.
• Unity is demonstrated while the learners serve God with others in the society.
• Love is exhibited when the learners respond to God’s call.
Links to other subjects
• Creative arts: in both subjects, the learners compose, sing and role-play.
• Music: In both subjects, learners compose and sing songs.
• English language: In both subjects, the learners discuss in groups and compose
poems.
e call of the rst disciples by Jesus Christ
Suggested learning experiences
Activity 1
1. Pair learners. Guide them read the story about Jesse and Ndinda. This promotes
learning to learn.
2. Guide them to discuss how Jesse and Ndinda help each other in church.
3. Guide them to explain to each other the roles of the young Disciples of Jesus Christ.
4. Guide them to discuss the different roles they play in church. As they discuss, they
enhance critical thinking and problem solving through this activity.
5. Guide them to present their findings in class.
Activity 2
1. Organise the learners to work in groups. Guide them to describe what they can see
in the picture.
2. Guide the learners to read Mark 1:16-20 in turns. This will promote learning to
learn.
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3. Lead them to narrate the call of the first disciples of Jesus.
4. Probe them to explain how disciples responded to Jesus’ call.
5. Guide them to write names of the first four disciples of Jesus on flashcards and
display them in class.
6. Guide them to discuss the lessons Christians learn from the call of the first disciples
of Jesus. This promotes critical thinking and problem solving.
Activity 3
Digital spot
1. Guide learners to use digital devices and watch a video clip on the call of the
first disciples of Jesus. The 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. Lead them to describe the call of the first disciples of Jesus.
3. Guide them to mention where Jesus was when he called the first disciples.
4. Guide them to explain to their friends what Jesus told the two brothers.
5. Guide them to role-play in groups the call of the first disciples and present to the
class. This promotes creativity and imagination.
6. Discussing and working together promotes communication and collaboration
skills.
Home assignment
1. Explain to the learners how they are expected to carry out the take home assignment
through question and answer.
2. Guide the learners to discuss the call of the first disciples with the help of their
parents and guardians.
3. Guide them to present their report in class in the next lesson.
How dierent people are called to serve God in the society
Suggested learning experiences
Activity 4
1. Organise learners to work in pairs and study the pictures shown in this activity.
This promotes learning to learn.
2. Guide them to explain how the people in the pictures are serving God.
3. Guide them to explain to their friends how they serve God in their lives. This
promotes critical thinking and problem solving.
4. Guide them to discuss how other people serve God. This enhances collaboration
and communication skills.
5. Guide them to present their findings in class.
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Activity 5
1. Guide learners to read the poster. This promotes learning to learn.
2. Lead learners to identify how people are called to serve God. This promotes
citizenship.
3. Guide learners to explain how they can serve God in school.
4. Guide learners to discuss how Christians serve God by serving others. This promotes
critical thinking and problem solving.
5. Guide learners to use digital devices to make posters of how people serve
God. This activity enhances the competencies of digital literacy, creativity
and imagination.
Activity 6
1. Guide learners to read the poem on the Learner’s Book. This promotes learning
to learn.
2. Guide them to explain how the poet serves God.
3. Guide learners to write a promise on how they will serve God. As they do this, they
will further their knowledge on other subjects such as English language as they
discuss as well as Music as they compose songs and sing in class.
4. Guide them to read the promise in class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide learners to discuss with their parent or guardian how different people are
called to serve God in the society.
3. Guide them to present their report in class in the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide the learners to design posters with messages about being a disciple of Jesus
Christ and hang them in strategic places in the community for awareness.
3. Guide them to take photos of the posters and put them in their portfolio.
4. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 3.1
1. Peter, John, James and Andrew.
2. Lake Galilee.
3. Accept the correct description.
4. Open ended.
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5. God calls us to serve him, we should accept God’s call, we can serve God anywhere.
6. Confirm if the essay captures how one can serve God.
7. Accept any correct answers.
8. a) Teacher b) Doctor c) To grow food
Suggested assessment methods
1. Question and answer
2. Oral questions
3. Observation schedule
4. Project work
5. Portfolio
6. Journals
7. Anecdote notes
8. Conversations and
dialogues
9. Written questions
10. Check list
11. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Describing the
call of the rst
disciples by Jesus
Christ.
Describes
correctly and
with ease the
call of the rst
disciples by Jesus
Christ.
Describes
accurately
the call of
the rst
disciples by
Jesus Christ.
Describes to
some extent
the call of the
rst disciples by
Jesus Christ.
Describes to a
small extent the
call of the rst
disciples by Jesus
Christ.
Examining how
dierent people
are called to
serve God in
the society.
Correctly
and with ease
identies and
examines how
dierent people
are called to
serve God in
the society.
Correctly
examines
how
dierent
people ate
called to
serve God in
the society.
Examines to
some extent
how dierent
people are
called to serve
God in the
society.
Examines with
diculty how
dierent people
are called to
serve God in the
society.
e temptations of Jesus Christ
Learner’s Book pages 53-59
Number of lesson: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) narrate the temptations of Jesus Christ by the devil.
(b) identify temptations that Christians face in their daily lives.
(c) desire to overcome temptations in life.
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Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
Core competencies to be developed
• Self-ecacy is fostered while learners learn the importance of overcoming
temptations.
• Communication and collaboration is promoted when learners read and discuss the
temptations of Jesus Christ.
• Digital literacy is promoted when learners watch a video clip on the temptations of
Jesus and explain what they have learnt.
• Critical thinking and problem solving will be enhanced when learners discuss how
to overcome temptations.
Link to pertinent and contemporary issues (PCIs)
• Self-control is portrayed when learners learn that they should not be controlled by
material things.
• Assertiveness is shown when they learn that they should not give in to temptations.
• Decision making is promoted when they learn to say NO to temptations or wrong
inuence.
Link to values
• Loyalty is demonstrated when learners learn that Jesus was loyal to God though he
was hungry.
• Love is portrayed when learners learn that Jesus had unconditional love for God.
• Social justice is shown when learners learn that Jesus could not get wealth for selsh
gain.
Link to other subjects
• Science and Technology: In both subjects, learners watch video clips.
• English language: In both subjects, learners read and discuss in groups.
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e temptations of Jesus by the devil
Activity 1
1. Group the learners and ask them to read the story on the Learner’s Book. This
promotes learning to learn.
2. Guide them to explain why Akiru and her friends were tempted to take the money.
This will enhance their ability to exercise self-control as they learn that they should
not be controlled by material things like food and money.
3. Guide the learners to share experiences of occasions where they felt a strong desire
to do something bad or wrong. Let them explain what they did. This promotes
critical thinking and problem solving.
4. Guide learners to discuss temptations they face in life and make a list of the
temptations. Allow them to share what they have written in class. This promotes
imagination and creativity.
5. Guide learners to discuss how they overcame the temptations they mentioned. This
promotes collaboration and communication.
Activity 2
1. Guide learners to read Luke 4:1-13 in groups. This promotes learning to learn.
2. Guide learners to narrate the story of temptations of Jesus. As the learners learn
about what happened to Jesus, they nurture the virtue of love. Assess learners’ ability
to participate actively in narrating the story.
3. Guide them to explain what Jesus was doing when he was tempted.
4. Guide learners to make a list of the temptations of Jesus.
5. Guide learners to discuss how Jesus responded to the temptations. This promotes
collaboration and communication.
6. Guide learners to discuss the lessons Christians learn from the temptation of Jesus.
This promotes critical thinking and problem solving.
Activity 3
1. Guide learners to play and watch a video clip on temptations of Jesus. The video
clip will help learners link what they have learnt from the Bible with what they hear
and see. This will also enhance their digital literacy skills.
2. Guide the learners to discuss the temptation of Jesus. Allow them to present their
findings in class.
3. This activity links to Science and Technology as they watch the video clip and
English language as they discuss what they have seen.
4. Assess learners’ ability to deduce important information from the video clip on
temptations of Jesus Christ.
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5. Guide learners to narrate the temptations of Jesus Christ through the pictures shown.
This enhances communication and collaboration.
6. Guide them to discuss how Jesus overcame the temptations.
7. Probe the learners on what they should do when faced with temptations or bad
influence. This promotes critical thinking and problem solving.
8. Guide the learners to explain how they can overcome temptations they face in daily
life. Allow them to present their findings in class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide the learners to discuss the temptations of Jesus with the help of their parents
or guardians.
3. Guide them to present their findings in class during the next lesson.
Temptations that Christians face in their daily lives
Suggested learning experiences
Activity 4
1. Pair the learners to read the conversation between Joseph and Pastor Tabitha. This
promotes learning to learn.
2. Guide them to identify the difficulties that Joseph is going through.
3. Instruct them to discuss what they would have done if they were Joseph.
4. Guide learners to explain the temptations that Christians face in their daily life.
This promotes critical thinking and problem solving.
5. Lead learners to discuss how they can overcome temptations. This promotes their
communication and collaboration skills.
6. Guide learners to use digital devices to create posters with temptations that Christians
go through in their daily lives. This promotes creativity and imagination.
Activity 5
1. In pairs, guide learners to study the pictures in the Learner’s Book and explain what
is happening in each picture. This promotes learning to learn.
2. Guide them to explain the importance of what the people in the pictures are doing.
Critical thinking will be enhanced as they explain the importance of reading the
Bible as the word of God, prayer as a way of talking to God and seeking guidance
when in difficulties to overcome temptations.
3. Guide learners to discuss how they overcome temptations. Communication and
collaboration will be enhanced as they discuss how they overcome temptations
as young people and present in class.
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4. Guide learners to discuss how Christians overcome temptations and present in class.
5. Guide them to design posters of how Christians overcome temptations and display
them in class. This enhances creativity and imagination.
Activity 6
1. Guide learners to sing the song given in their own tune.
2. Guide them to identify how they can overcome temptations from the song.
3. Guide learners to write a speech on temptations they face and how they can overcome
the temptations. This promotes creativity and imagination.
4. Guide them to read their speech in class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide learners to discuss with their parents or guardians the temptations that
Christians face in their daily lives.
3. Guide them time to present their findings in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide learners to find out how to overcome temptations from a pastor, priest or
counsellor. Let them design posters with messages on how to overcome temptations
and hang them in strategic places in the community for awareness.
3. Guide them to take photos of the posters and put them in their portfolio.
4. Guide them to share their photographs and posters with the rest of the class.
Answers to Assessment 3.2
1. Assess to determine if they have given the correct description.
2. He relied on the word of God and prayed.
Temptation Response
1. “If you are God's Son, order this
stone to turn into bread.”
“The scripture says, Human beings
cannot live on bread alone.”
2. “I will give you all this power and
all this wealth.” “It has all been
handed over to me, and I can
give it to anyone I choose.All
this will be yours, then, if you
worship me.”
“e scripture says, ‘Worship the
Lord your God and serve only
him!’”
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3. “If you are God's Son, throw
yourself down from here. For the
scripture says, ‘God will order his
angels to take good care of you.’It
also says, ‘ey will hold you
up with their hands so that not
even your feet will be hurt on the
stones.’”
e scripture says, ‘Do not put the
Lord your God to the test.’ ”
3. He relied on the word of God and prayed.
4. Sickness, stress and lack of material things.
5. Check the composition to confirm if they captured ways in which Christians
overcome temptations.
6. Check to see if the poem captures how one can overcome temptations.
Suggested assessment methods
1. Written questions
2. Checklists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Project work
8. Journals
9. Anecdotal notes
Assessment rubrics
Indicator Exceeds
Expectations
Meets
expectations
Approaches
expectations
Below
expectations
Narrating
the
temptations
of Jesus by
the devil.
Correctly
and with ease
narrates the
temptations
of Jesus by the
devil.
Correctly
narrates the
temptations
of Jesus by
the devil.
Narrates the
temptations
of Jesus by the
devil.
Narrates with
diculty the
temptations
of Jesus by
the devil.
Identifying
temptations
that
Christians
face in their
daily lives.
Correctly and
condently
identies and
explains the
temptations that
Christians face
in their daily
lives.
Appropriately
identies the
temptations
that
Christians
face in their
daily lives.
Identies some
temptations
that Christians
face in their
daily lives.
Has diculty
in identifying
the
temptations
that
Christians
face in their
daily lives.
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Miracles of Jesus Christ
Learner’s Book pages 59-69
Jesus the universal Saviour
Learner’s Book pages 59-61
Number of lessons: 4
Specic learning outcomes
By the end of the sub sub strand, the learner should be able to:
(a) narrate the healing of the Roman ocer’s servant by Jesus Christ.
(b) discuss the lessons learnt from the healing of the Roman ocer’s servant by Jesus
Christ.
(c) desire to help the sick in his/her daily life.
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
7. Realia
8. Resource person
9. Word puzzles
e healing of the Roman ocer’s servant by Jesus Christ
Suggested learning experiences
Activity 1
1. Pair learners to read the story in the Learner’s Book. This promotes learning to learn.
2. Guide the learners to explain how Susan’s family members felt when she was sick.
3. Guide learners to explain how they feel when a family member or a friend is sick.
4. Guide learners to discuss what they should do when someone is sick and present
in class. This promotes critical thinking and problem solving.
5. Guide learners to explain why it is important to help the sick.
6. Guide learners to discuss ways in which they can help the sick in daily life situations.
This promotes collaboration and communication.
Activity 2
1. Guide learners to study the picture and explain what is happening in the picture.
2. Lead them to read through Matthew 8:5 –13 in turns. This promotes learning to
learn.
3. Guide them to narrate the healing of the Roman officer’s servant by Jesus Christ.
4. Guide them to explain why the Roman officer asked Jesus to heal his servant.
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5. Guide learners to explain why the Roman officer believed Jesus would heal his
servant.
6. Guide them to present their findings in class.
Activity 3
1. Guide learners to work in pairs and arrange the sentences given in their cor rect
order to narrate the story of the healing of the Roman officer’s servant.
2. Guide learners to compose a poem on how they can help the sick and read it in
class. This promotes creativity and imagination.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide learners to discuss how they can help the sick with the help of their parents
or guardians.
3. Guide them to present their report in class in the next lesson.
Lessons learnt from the healing of the Roman ocer’s servant
Activity 4
1. Guide learners to watch a video clip on the healing of the Roman Officer’s servant.
The video clip will help learners link what they have learnt from the Bible with
what they hear and see. This will also enhance their digital literacy skills.
2. Guide them to retell the story of the healing of the Roman officer’s servant to their
friends. This enhances responsibility as they care for the sick.
3. Guide learners to describe the qualities that Christians learn from the Roman
officer.
4. Guide learners to discuss the lessons that Christians can learn from the healing of
the Roman officer’s servant. This promotes critical thinking and problem solving.
5. Guide them to role-play the healing of the Roman officer’s servant.
Activity 5
1. Guide learners to draw and colour the picture of the Roman Officer begging Jesus
to heal his servant. This promotes creativity and imagination.
2. Lead learners to give the qualities that the Roman officer had. Let them list them
and share with the class.
3. Guide learners to use a digital device to type lessons learnt from the story of the
healing of the Roman officer’s servant and save their work. This enhances digital
literacy.
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Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide the learners to discuss the lessons learnt from the healing of the Roman
officer’s servant with the help of their parents or guardians.
3. Guide them to present their points in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide the learners to visit the sick in their community with the help of their parents
or guardians and write a report.
3. Guide them to present their reports in class during the next lesson.
Suggested assessment methods
1. Written questions
2. Check lists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Journals
8. Anecdotal notes
9. Conversations and
dialogues
10. Assessment rubrics
Assessment rubrics
Indicator Exceeds
Expectations
Meets
expectations
Approaches
expectations
Below
expectations
Narrating the
healing of
the Romans
ocer’s
servant.
Condently
and accurately
narrates the
healing of the
Romans ocer’s
servant.
Clearly
evaluates the
healing of
the Romans
ocer’s
servant.
Evaluates to
some extent
the healing of
the Romans
ocer’s servant.
Evaluates the
healing of
the Romans
ocer’s
servant.
Discussing
the lessons
learnt from
the healing
of the Roman
ocer’s
servant.
With ease,
correctly
discusses the
lessons learnt
from the healing
of the Roman
ocer’s servant.
Correctly
discusses the
lessons learnt
from the
healing of the
Roman ocer’s
servant.
Discusses
the lessons
learnt from
the healing of
the Romans
ocer’s servant.
Discusses with
challenges
the lessons
learnt from
the healing of
the Romans
ocer’s
servant.
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Faith in God
Learner’s Book pages 62-65
Number of lesson: 4
Specic learning outcomes
By the end of the sub sub-strand, the learner should be able to:
(a) analyse the miracle of the healing of the bleeding woman by Jesus Christ.
(b) identify dierent ways the church and government is helping the sick in the
society.
(c) apply lessons learnt from the miracle of the healing of the bleeding woman.
(d) appreciate the healing power of Jesus Christ.
Core competencies to be developed
Self-ecacy is promoted when learners learn to make decisions about their health.
Communication and collaboration is enhanced when learners discuss ways the church
and government are helping the sick.
Creativity and imagination is demonstrated when learners identify dierent
ways of helping the sick.
Link to Pertinent and Contemporary Issues (PCIs):
• Health Education is promoted when learners learn the importance of physical
well-being.
• Human rights will be enhanced when learners learn that good health is a human
right.
Values
• Faith is demonstrated when learners believe in the healing power of Jesus Christ.
• Love is exhibited when learners demonstrate love for the sick.
Link to other subjects
• Home science: In both subjects, learners practise personal hygiene.
• Music: In both subjects learners compose and sing songs
• English language: In both subjects, learners discuss in groups.
• Science and Technology: Learners use digital devices in both subjects.
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
7. Realia
8. Resource person
9. Word puzzles
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e miracle of the healing of the bleeding woman by Jesus Christ
Activity 6
1. Guide learners to explain what happens when people are sick in their community.
This promotes critical thinking and problem solving.
2. Guide learners to explain how sick people are taken care of.
3. Guide learners to list some diseases that affect people in their community.
4. Guide them to share their answers with the class. This promotes communication
and collaboration.
Activity 7
1. Guide learners to study the picture on the Learner’s Book and explain what is
happening.
2. Guide learners to read Luke 8:43-48 in turns. This promotes learning to learn.
3. Guide learners to narrate the story of the healing of the bleeding woman.
4. Lead learners to explain what the woman was suffering from.
5. Guide them to mention how long the woman had suffered.
6. Probe them on what the woman did in the crowd.
7. Guide learners to explain how Jesus knew that someone had touched Him.
8. Guide them to discuss how the bleeding woman demonstrated her faith in Jesus.
This promotes critical thinking and problem solving.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide the learners to discuss with their parents or guardians the healing power of
Jesus Christ.
3. Guide them to present their report in class in the next lesson.
Ways in which the church and government are helping the sick in the
society
Activity 8
1. In pairs, guide learners to study the pictures shown in the Learner’s Book and discuss
what is happening in each picture. This promotes learning to learning.
2. Guide them to explain how the government helps the sick in the society. This
promotes critical thinking and problem solving.
3. Guide the learners to identify the way in which the church helps the sick in the
society.
4. Guide them to make posters using digital devices on how the government and the
church helps the sick in the society. Guide them to have their posters displayed in
class. This promotes creativity and imagination.
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Activity 9
1. Group the learners to read the story in the Learner’s Book. Guide them to explain
why Dr Daudi was invited to the school. This promotes learning to learn.
2. Guide them to identify the roles of government and church towards helping the
sick in the society according to the story.
3. Guide learners to discuss other ways in which the church and the government help
the sick in the society using a table.
4. Guide them to explain how learners can demonstrate their love for the sick.
Home assignment
Guide learners to work with their parents or guardians and discuss how the church and
the government are helping the sick in the society.
Community service learning
1. Guide the learners to seek the help of their parents or guardians and make posters
with messages on why it is important to care for girls and women with menstrual
problems. Ask them to hang the posters in strategic places in the community for
awareness.
2. Guide the learners to take photographs of the posters and put them in their portfolio.
3. Guide them to display their posters in class.
Lessons learnt from the miracle of the healing of the bleeding woman
Activity 10
1. Guide learners to watch a video clip using digital devices on the miracle of the
healing of the bleeding woman. This promotes digital literacy.
2. Guide them to narrate the miracle of the healing of the bleeding woman.
3. Guide them to discuss the lessons learnt from the healing of the bleeding woman.
This promotes communication and collaboration.
4. Guide learners to explain how the bleeding woman demonstrated her faith in Jesus.
This promotes critical thinking and problem solving.
5. Organise them to role-play the miracle of healing of the bleeding woman. This
promotes creativity and imagination.
Activity 11
1. Guide the learners to work in groups and compose a song about the healing power
of God. This promotes creativity and imagination.
2. Guide them to come up with a tune and sing the song in class.
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Home assignment
1. Guide learners on how they are expected to carry out the take home assignment
through question and answer.
2. Guide the learners to discuss the lessons learn from the miracle of the healing of
the bleeding woman.
3. Guide them to present their findings in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community
service learning activity.
2. Guide the learners to make posters with messages on why it is important to
care for girls and women with menstrual problems with the help of their
parents or guardians.
3. Guide them to take pictures of the photographs and present their photographs in
class during the next lesson.
Suggested assessment methods
1. Written questions
2. Check lists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Journals
8. Anecdotal notes
9. Conversations and
dialogues
10. Project work
11. Assessment rubrics
Assessment rubrics
Indicator Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Analysing the
story of the
healing of
the bleeding
woman.
Accurately
and with ease
analyses the
story of the
healing of the
bleeding woman.
Clearly analyses
the story of the
healing of the
bleeding woman.
Analyses parts
of the story of
the healing of
the bleeding
woman.
Hardly analyses
the story of the
healing of the
bleeding woman.
Applying
lessons learnt
from the story
of the healing
of the bleeding
woman.
Condently
and accurately
applies the
lessons learnt
from the story
of the healing
of the bleeding
woman.
Accurately
applies the
lessons learnt
from the story of
the healing of the
bleeding woman.
Applies the
lessons learnt
from the story
of the healing
of the bleeding
woman.
Hardly applies
the lessons
learnt from the
story of the
healing of the
bleeding woman.
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Identifying
dierent ways
the church and
government
is helping the
sick in the
society.
Correctly and
condently
identies
dierent ways
the church and
government is
helping the sick.
Correctly
identies
dierent ways
the church and
government is
helping the sick.
Identies
dierent ways
the church and
government is
helping the sick.
Identies with
assistance a way
of helping the
sick.
Jesus Christ’ power over death
Learner’s Book pages 65-69
Number of lessons: 4
Specic learning outcomes
By the end of the sub sub strand, the learner should be able to:
(a) explore the miracle of the raising of Lazarus from the dead to show Jesus power
over death.
(b) discuss lessons Christians learn from the miracle of the raising of Lazarus by
Jesus Christ.
(c) appreciate the miracle of the raising of Lazarus for spiritual nourishment.
Key inquiry questions
1. What is the meaning of power over death?
2. How different was Mary from her sister Martha?
3. Why did Jesus raise Lazarus from the dead?
4. Why was the family of Lazarus longing for Jesus to visit them?
Suggested learning resources
1. Learner’s Book
2. Pictures
3. Charts
4. Digital devices
5. Magazines
6. Newspapers
7. Flashcards
8. Realia
9. Resource person
10. Word puzzles
Core-competencies to be developed
• Learning to learn is promoted when the learners read and recall the miracle of the
raising of Lazarus.
• Communication and collaboration is enhanced as the learners discuss in groups.
• Creativity and imagination is improved as the learners discuss the lessons Christians
learn from the miracle of the raising of Lazarus.
• Guidance and counselling is enhanced when the learners support the sick and the
bereaved.
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Links to pertinent and contemporary issues (PCIs)
• Social cohesion is promoted as the learners learn how to relate well with others as
friends and help those in need.
• Psycho-social support is enhanced when learners learn how to support one another
in times of grief, pain or sickness.
Link to values
• Love is demonstrated when the learners share one another’s burdens.
• Responsibility is exhibited when the learners mourn with the bereaved.
Link to other subjects
• Creative Arts: In both subjects, learners role-play.
• English language: Learners discuss in groups and compose poems in both subjects.
• Social studies: In both subjects, learners learn the value of family unity and friendship.
e miracle of raising Lazarus from the dead
Activity 12
1. Pair the learners. Guide them to read the poem in the Learner’s Book. This promotes
learning to learn. Guide them to explain why the poet is sad.
2. Guide learners to discuss how they feel when they lose a family member or a friend.
This promotes love and responsibility.
3. Guide learners to explain to friends how they can help a person who has lost a family
member. This promotes psycho-social support and social cohesion.
4. Guide the learners to use the internet to find out the meaning of “power over death.’’
This promotes digital literacy and problem solving.
5. Guide them to present their findings in class.
Activity 13
1. In groups, guide learners to read John 11:32–45. This promotes learning to learn.
2. Guide them to narrate the story of the raising of Lazarus from the dead.
3. Guide learners to explain why Mary and Martha were crying.
4. Guide learners to explain how Jesus felt when he saw people crying.
5. Guide them to mention how long Lazarus had been buried before Jesus arrived.
6. Guide them to mention the person who said the words in question 6.
7. Guide learners to discuss how different Mary was from her sister Martha.
This promotes communication and collaboration.
8. Guide learners to write down the lessons they learn from the story of the raising
of Lazarus from the dead. This promotes critical thinking and problem solving.
9. Guide them to present their findings in class. This promotes self-efficacy.
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Activity 14
1. In pairs, guide the learners to describe what is happening in the picture story. This
promotes critical thinking and problem solving.
2. Guide learners to narrate the story of the miracle of the raising of Lazarus. Assess
learner’s ability to participate actively in narrating the story correctly.
3. Guide learners to explain to their friends why the family of Lazarus was longing
for Jesus to visit them.
4. Guide learners to describe how they support a family that has lost a loved one in
their community. This promotes love and responsibility.
5. Guide them to discuss how Christians can help those who have lost their loved
ones. This promotes communication and collaboration.
6. Guide learners to write an essay on how they will help those who have lost loved
ones. This promotes creativity and imagination.
Activity 15
1. Guide the learners to sing the song on the learners Book. Let them choose their
own tune.
2. Guide them to write a prayer thanking God for His power to raise the dead. Allow
them to read the prayer in class.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide learners to discuss with their parents or guardians how Christians can help
those who have lost loved ones.
3. Guide them to present their points in class during the next lesson.
Lessons Christians learn from the miracle of raising of Lazarus by
Jesus Christ
Activity 16
1. Guide learners to watch a video clip on the miracle of raising of Lazarus by Jesus
Christ. This promotes digital literacy.
2. Probe them to explain why Jesus raised Lazarus from the dead.
3. Direct them to discuss the lessons Christians learn from the raising of Lazarus by
Jesus Christ. This promotes critical thinking and problem solving.
4. Guide them to present their findings in class. This promotes self-efficacy.
Activity 17
1. Group learners to role-play the raising of Lazarus from the dead. Creative Arts will
be enhanced as they role-play.
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2. Guide learners to compose a poem on God’s power over death individually and
write in their exercise books. English language will be enhanced as they compose
poems. Composing a poem promotes creativity and imagination.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide learners to discuss with their parents or guardians the lessons learnt from
the miracle of raising of Lazarus by Jesus Christ.
3. Guide them to present their points in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide learners to gather information on ways of supporting the bereaved in the
community with the help of their parents or guardians.
3. Guide the learners make posters on how to support a bereaved family. Display them
in the community.
4. Guide the learners to write a report and present it in class.
Answers to assessment 3.3
1. Open ended.
2. Christians should have faith in God and always ask God to heal the sick. We should
also take care of the sick.
3. Assess to establish if the essay captures the importance of helping the sick.
4. Assess to determine if the learners outline the story of the bleeding woman correctly.
5. God has power to heal any disease and we should also have faith in God. Christians
should help the sick in the society.
6. Assess the poem and reward the learners accordingly.
7. Assess to ascertain if the learners describe the miracle of raising Lazarus correctly.
8.
(a) Mary arrived where Jesus was, and as soon as she saw him, she fell at his
feet. “Lord,” she said, “if you had been here, my brother would not have
died!”
(b) “Where have you buried him?”he asked them. “Come and see, Lord,” they
answered.
(c) Take the stone away!”Jesus ordered. Martha, the dead man’s sister, answered,
“ere will be a bad smell, Lord. He has been buried for four days!”
(d) Aer he had said this, he called out in a loud voice,“Lazarus, come out”
9. Jesus has power over death. Christians should have faith in God. We should support
each other in time of grief.
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10.
Activity Occasion
(a) Jesus wept. Raising of Lazarus.
(b) “ Who touched me?” Healing of the bleeding woman.
(c) “I have never found anyone in
Israel with faith like this.”
Healing of the Roman ocer’s
servant.
Suggested assessment methods
1. Written questions
2. Check lists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Journals
8. Anecdotal notes
9. Project work
10. Assessment rubrics
Assessment rubrics
Indicator Exceeds
Expectations
Meets
expectations
Approaches
expectations
Below
expectations
Exploring
the miracle
of raising of
Lazarus from
the dead to
show Jesus’s
power over
death.
Accurately and
consistently
explores the
miracle of
raising of
Lazarus from
the dead.
Accurately
explores
the miracle
of raising
Lazarus from
the dead.
Explores the
miracle of
raising Lazarus
from the dead.
Hardly explores
the miracle of
raising Lazarus
from the dead
with assistance.
Discussing
the lessons
Christians
learn from
the miracle
of raising
Lazarus.
Condently
and eectively
discusses
the lessons
Christians
learn from
the miracle of
raising Lazarus.
Clearly
discusses
the lessons
Christians
learn from
the miracle
of raising
Lazarus.
Discusses
some lessons
Christians
learn from
the miracle of
raising Lazarus.
Has challenges
discussing
a lesson
Christians
learn from
the miracle of
raising Lazarus
with assistance.
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e kingdom of God
Learner’s Book pages 70-72
Number of lessons : 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) examine the parable of the hidden treasure to enhance understanding of God’s
kingdom.
(b) identify teachings from the parable of the hidden treasure.
(c) desire to live a responsible life for God’s kingdom.
Key inquiry questions
1. What is a parable?
2. What does the hidden treasure represent?
3. What is the kingdom of God?
Suggested learning resources
1. Pictures 7. Word puzzles
2. Charts 8. Realia
3. Digital devices 9. Resource person
4. Magazines
5. Newspapers
6. Flashcards
Core competence to be developed
• Creativity and imagination is enhanced while learners brainstorm on what they
value in life.
• Communication and collaboration is promoted when learners discuss the
importance of the parable of the hidden treasure.
• Critical thinking and problem solving will be enhanced when learners discuss the
meaning of the parable of the hidden treasure.
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Link to values
• Unity is exhibited when learners sing together about the value of the kingdom of God.
• Integrity is portrayed when learners choose to live responsible lives.
Link to other subjects
• English language: In both subjects, learners brainstorm and discuss in groups.
• Music: in both subjects, learners compose and sing songs.
e parable of the hidden treasure to enhance understanding of God’s
kingdom
Suggested learning experiences
Activity 1
1. Introduce the lesson by discussing with learners what they learnt in Grade 5 about
the parable of the talents.
2. Guide learners to use the information given and state what Karemi and Wafula
values. This promotes learning to learn.
3. Guide learners to list some of the things that they value in life. This promotes critical
thinking and problem solving.
4. Guide them to work in pairs and make a list of things they value in life.
5. Guide learners to find the meaning of the words treasure, pearl and parable using
digital devices. This promotes digital literacy.
6. Guide them to write the meaning they have found out on flashcards and display
them in class.
Activity 2
1. In groups, guide learners to read Matthew 13:44-46 in turns. This promotes learning
to learn.
2. Guide learners to narrate the parable of the hidden treasure. This promotes
self-efficacy and communication skills.
3. Guide learners to discuss with their friends the meaning of the parable of the hidden
treasure.
4. Probe them to explain what the hidden treasure represents. This promotes critical
thinking and problem solving.
5. Lead learners in giving the lessons they have learnt from the parable of the hidden
treasure. This promotes creativity and imagination.
6. Organise them to play a game of the hidden treasure. Help them invent a treasure
as a group and hide it and have other groups look for it. Each group to explain the
tactics they used and how they felt when they found the treasure. This promotes
critical thinking and problem solving.
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Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide learners to discuss with their parents or guardians the parable of the hidden
treasure.
3. Guide them to present their report in class in the next lesson.
Teachings from the parable of the hidden treasure
Suggested learning experiences
Activity 3
1. In groups guide learners to recite Matthew 13:44-46. This promotes learning to
learn.
2. Guide learners to discuss the teachings from the parable of the hidden treasure and
present their findings in class. This promotes critical thinking and problem solving.
3. Guide learners to make posters with the teachings from the parable of the hidden
treasure. This promotes creativity and imagination.
4. Guide them to display their posters in class.
Activity 4
1. Guide the learners to compose and sing a song about the value of the kingdom of
God. This promotes creativity and imagination.
2. Guide them to sing it in class. Singing enhances Music.
Activity 5
1. Guide the learners to recite the poem on the Learner’s Book.
2. Guide them to discuss how they live a responsible life for the Kingdom of God.
Allow them to present their findings in class and display the posters in strategic
places in the community for awareness
3. Guide them to take photographs of the posters and put them in their portfolio.
Home assignment
1. Guide learners to understand how to carry out the home assignment through
question and answer.
2. Guide the learners to discuss the teaching from the parable of the hidden treasure
with their parents or guardians.
3. Guide them to present their points in class during the next lesson.
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Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide learners to design posters with messages teaching about the value of the
kingdom of God and display them in strategic places in the community for
awareness. Let them take photos of the posters and put them in their portfolio..
3. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 3.4
1. a) Treasure - Something of great worth or value.
b) Parable - A simple story used to teach a moral lesson.
c) Pearl - A stone which is rare and has a lot of worth.
2. Assess to see if the learners are narrating the parable of the hidden treasure correctly.
3. The value of the Kingdom of God.
4. We should live responsibly as Christians for God`s kingdom. God`s kingdom will
be prepared for those who are willing to make the right choices in life. We should
value the kingdom of heaven.
5. Assess to determine if the poem captures the value of the kingdom of God.
6. Assess if the essay captures how one can live a responsible life for God’s kingdom.
Suggested assessment methods
1. Written questions
2. Check lists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Journals
8. Anecdotal notes
9. Project work
10. Assessment rubrics
Assessment rubrics
Indicator Exceeds
Expectations
Meets
expectations
Approaches
expectations
Below
expectations
Examining
the parable
of the hidden
treasure to
enhance
understanding
of God’s love.
With ease,
accurately
examines the
parable of
the hidden
treasure.
Accurately
examines the
parable of
the hidden
treasure.
Examines to
some extent
the parable
of the hidden
treasure.
Hardly
examines the
parable of
the hidden
treasure.
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Identifying
teachings from
the parable
of the hidden
treasure for
spiritual
growth.
Condently
and correctly
identies
teachings from
the parable
of the hidden
treasure.
Correctly
identies
teachings from
the parable
of the hidden
treasure.
Identies some
teachings from
the parable
of the hidden
treasure.
Has challenges
identifying a
teaching from
the parable
of the hidden
treasure with
guidance.
Attitude towards wealth
Learner’s Book pages 73 - 77
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) analyse the parable of the rich man and Lazarus as narrated by Jesus Christ.
(b) discuss lessons learnt from the parable of the rich man and Lazarus.
(c) desire to live a responsible Christian life on earth.
Key inquiry questions
1. What is social justice?
2. Why do you help the needy?
3. What is the right attitude to wealth?
Suggested learning resources
1. Pictures
2. Charts
3. Digital devices
4. Magazines
5. Newspapers
6. Flashcards
7. Realia
8. Resource person
9. Word puzzle
Core competencies to be developed
• Learning to learn is enhanced when the learners read and retell the parable of the
rich man and Lazarus.
• Creativity and imagination is fostered when learners role-play the parable of the
rich man and Lazarus.
• Citizenship is promoted when learners learn to apply values in helping the needy at
home, school and in the community.
• Digital literacy is promoted when learners search the internet.
Link to Pertinent and Contemporary Issues (PCIs)
• Human rights will be promoted when learners learn that they should respect one
another regardless of social status.
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Link to values
• Love is shown when learners share resources with the needy.
• Responsibility is exhibited as learners pay attention to those in need.
• Respect is demonstrated while learners treat others with dignity.
Link to other subjects
• Science and technology: In both subjects, learners use digital devices.
• Creative arts: In both subjects, learners role play.
e parable of the rich man and Lazarus as narrated by Jesus Christ
Suggested learning experiences
Activity 1
1. Guide learners to read the story in pairs and explain how Siratei uses his wealth to
support the needy. This promotes learning to learn. Reading and working in pairs
encourage communication and collaboration.
2. Guide learners to tell each other how they support one another in times of need in
class and share their work in class. This promotes love and responsibility.
3. Guide learners to mention other ways that Christians use their wealth to support
others. This promotes critical thinking and problem solving.
4. Guide learners to use the internet to find out ways in which Christians use their
wealth to help others and present their work in class. This promotes digital literacy
and self-efficacy.
5. Guide them to discuss why they should help the needy. This promotes
communication and collaboration.
Activity 2
1. Organise learners to work in groups. Ask learners to read Luke 16:19-31 in turns.
This promotes learning to learn.
2. Lead them to narrate the story of Lazarus and the rich man. This promotes self-
efficacy and communication.
3. Guide learners to explain how the poor man got his food according to the scripture.
4. Guide learners to compare the rich man’s way of life on earth and that of Lazarus.
This enhances critical thinking and problem solving.
5. Ask learners to explain what happened to both the rich man and Lazarus when
they died.
6. Probe learners to explain why the rich man was in pain when he died.
7. Guide learners to give reasons why Lazarus could not help the rich man in his
situation.
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Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide learners to discuss with their parents or guardians the importance of helping
the needy.
3. Give them time to present their points in class during the next lesson.
Lessons learnt from the parable of the rich man and Lazarus
Activity 3
1. Pair learners. Guide them to study the pictures shown and discuss what is happening.
2. Guide them to narrate the story guided by the pictures. This will promote learning
to learn. Assess learner’s ability to retell the story with accuracy.
3. Guide learners to compare the life of Lazarus and that of the rich man when they
died. This promotes critical thinking and problem solving.
4. Guide learners to present their findings in class. This promotes self-efficacy and
communication.
Activity 4
1. Guide learners to watch a video clip of the rich man and Lazarus. This promotes
digital literacy.
2. Guide learners to discuss the lessons that they have learnt from the parable of the
rich man and Lazarus and share their points with the class. This promotes self-
efficacy, critical thinking and problem solving.
3. Guide learners to write an essay on how Christians live a responsible life on earth.
This will enhance creativity and imagination. Writing enhances writing skills in
English.
4. Guide learners to summarise the parable of the rich man and Lazarus and say how
Christians should use their wealth.
5. Organise them to role play the parable of the rich man and Lazarus and present
their play in class. This promotes creativity and imagination.
6. Guide them to compose a short poem on the parable of the rich man and Lazarus
and recite it with the class.
Activity 5
1. Guide learners to read what is shown on the flashcards. This promotes learning
to learn.
2. Guide them to identify how Christians can use their wealth well from the flashcards.
This promotes citizenship.
3. Guide learners to explain other ways in which Christians can use their wealth well.
This promotes critical thinking and problem solving.
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4. Guide learners to use digital devices to create posters with messages on how one can
live a responsible Christian life on earth. This promotes creativity and imagination.
5. Guide them to display the posters in class.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide the learners to discuss with their parents or guardians the lessons learnt from
the parable of the rich man and Lazarus.
3. Guide them to present their points in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide learners to identify the needy in the community and donate items to them
with the guidance of their parents or guardians. Guide them to write a report.
3. Guide them to present their reports in class during the next lesson.
Answers to Assessment 3.5
1. Assess to determine if they have narrated the parable of the rich man and Lazarus
correctly.
2. a) Lazarus, angels, heaven
b) Abraham, Lazarus, brothers
c) The rich man
d) Moses, prophets
3. God will judge all our actions when we die. There will be happiness in heaven for
good people. The people who have no regard to the word of God will go to hell.
God has given us wealth. It should be used wisely by sharing with the poor. It should
help us live better lives but should not be misused.
4. Assess to confirm if the essay captures how Christians should use their wealth.
5. Open ended.
6. Assess if the poem explains how Christians can live responsible lives on earth.
Suggested assessment methods
1. Written questions
2. Check lists
3. Question and answer
4. Oral questions
5. Observation schedule
6. Portfolio
7. Journals
8. Anecdotal notes
9. Project work
10. Assessment rubrics
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Assessment rubrics
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Analysing the
parable of the
rich man and
Lazarus.
Critically and
eectively
analyses the
parable of the
rich man and
Lazarus.
Clearly
analyses the
parable of the
rich man and
Lazarus.
Analyses to
some extent
the parable of
the rich man
and Lazarus.
Analyses with
challenges the
parable of the
rich man and
Lazarus.
Discussing
lessons learnt
from the parable
of the rich man
and Lazarus.
Correctly
and with ease
discusses the
parable of the
rich man and
Lazarus.
Correctly
discusses the
lessons from
the parable of
the rich man
and Lazarus.
Discusses
some lessons
of the parable
of the rich
man and
Lazarus.
Has diculty
discussing the
lessons learnt
from the story
the rich man and
Lazarus.
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The Church
Summary to the strand
is strand has ve sub strands namely: Apostles’ Creed, Christian suering,
Christian unity, good citizenship, and interpersonal relationships among
Christians. In Grade 5 learners studied the early church, the Lords Supper, the role
of the Holy Spirit and power of intercessory prayers. In Grade 6, the same will be
covered comprehensively.
In this rst sub strand, the Apostles’ Creed, the learners will explain the reasons for
the Apostles’ Creed in Christianity, analyse the teachings outlined in the Apostles’
Creed, discuss the importance of the Apostles’ Creed to Christians and distinguish the
three persons in the holy trinity.
In the second sub strand, Christian suering, the learners will explain the teachings of
Paul on Christian suering. ey will also identify the values learnt from the teachings
of Paul on Christian suering. ey will appreciate the importance of Christian suering
for spiritual development.
Church unity is the third sub strand. e learners will explain the meaning of church
unity in Christianity. ey will also discuss the teachings of the Bible on Christian
unity. ey will describe ways in which church unity fosters peaceful co-existence. ey
should also desire to work together with others for church unity.
In the fourth sub strand good citizenship, the learners will describe the role of good
citizens in promoting harmonious living. ey will also discuss the teachings of the
Bible on good citizenship. ey will explain how Christians can live godly lives on earth
and desire to live godly and moral lives on earth.
In the h sub strand, interpersonal relationships among Christians, the learners will
describe how the Christians should relate with one another for peaceful co-existence.
ey will analyse Peter’s teaching on the relationship among Christians. ey should
also explain the moral values that can promote good interpersonal relationships among
Christians and desire to live in harmony with others around them.
4
4
Learner’s Book pages 78–109
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The Chur ch
Attention to learners with special needs
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate one
another and work together despite
their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role-play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplied sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing a
wheelchair for a disabled learner.
e Apostles’ Creed
Learner’s Book pages 78–85
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the reasons for using Apostles’ Creed in Christianity.
(b) analyse the teachings outlined in the Apostles’ Creed.
(c) discuss the importance of Apostles’ Creed to Christians.
(d) distinguish the three persons in the holy trinity.
(e) recognise the value of the holy trinity.
Key inquiry questions
1. What is a creed?
2. Why is the Apostles’ Creed important to Christians?
Core-competencies to be developed
• Collaboration and communication will be enhanced while they discuss the
teaching of the Apostles’ Creed in groups and pairs.
• Imagination and creativity will be promoted as learners discuss the teachings of
the Apostles’ Creed.
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Link to values
• Unity is portrayed when learners live according to the teachings of the Apostles’
Creed.
• Responsibility is enhanced while learners commit themselves to live as God guides
them.
Link to other subjects
• English language: In both subjects, learners discuss and recite poems.
• Music: In both subjects, learners compose and sing songs.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
Reasons for using the Apostles’ Creed in Christianity
Suggested learning experiences
Activity 1
1. Organise the learners in pairs. Let the learners read the poster in the Learner’s Book.
This fosters learning to learn.
2. Guide them in identifying the values mentioned in the school creed. This enhances
self-efficacy.
3. Lead them in writing their school motto. This fosters creativity and imagination.
4. Guide them to create a classroom creed. Then they read it in class.
5. Guide learners to find out the meaning of a creed from digital devices. This promotes
digital literacy. Guide the learners to present their findings.
Activity 2
1. Organise the learners in groups. Guide them in reciting the Apostles’ Creed in turns.
This links to English language.
2. Guide them in answering questions after reciting the Apostles’ Creed. Let them
discuss what an Apostle’s Creed is.
3. Guide them to design posters with the meaning of the Apostles’ Creed. This fosters
creativity and imagination. Allow them to display the posters in class.
4. Guide the learners to use the internet to find reasons why Christians recite the
Apostles’ Creed. This enhances digital literacy.
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Activity 3
1. Organise the learners in groups. Guide them in reading the conversation in the
Learners’ Book. This will link to English language.
2. Guide them to identify the reasons from the Apostle’s Creed from the conversation.
3. Guide the learners in giving the reasons for the Apostles’ Creed in Christianity. This
will foster communication and collaboration.
4. Assess the essay that the learners have written. This promotes creativity and
imagination.
Home assignment
1. Guide the learners on how to carry out the take home assignment.
2. Guide them to recite the Apostle’s Creed with the help of their parents or
guardians.
3. Guide them to record themselves using digital devices as they recite the Apostles’
Creed.
4. Guide them to present their ndings in class.
Teachings outlined in the Apostles’ Creed
Activity 4
1. Organise the learners in pairs. Lead the learners in singing the song in the Learner’s
Book. This links to Music.
2. Guide the learners in discussing the beliefs in the Apostles’ Creed. This fosters
critical thinking and problem solving.
3. Guide the learners in designing posters with beliefs in the Apostle’s Creed. This
enhances creativity and imagination.
Activity 5
1. Organise learners in groups. Guide them in discussing the teachings of the statements
given. This fosters communication and collaboration. Assess their answers.
2. Guide the learners to narrate situations where they forgave someone. This fosters
self-efficacy.
3. Assess the answer they give on the meaning of the teaching of the Apostles’ Creed.
Activity 6
1. Guide the learners in reading the teachings of the Apostles’ Creed on the Learner’s
Book. This fosters English language.
2. Guide them to pick the teachings randomly as they explain the beliefs in the
Apostles’ Creed that contains the teachings. This fosters critical thinking and
problem solving.
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Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss the teachings of the Apostles’ Creed with the help of their
parents or guardians.
3. Guide them to present their report in class in the next lesson.
e importance of the Apostles’ Creed to Christians
Activity 7
1. Guide learners to recite the Apostles’ Creed to their friends.
2. Guide learners to identify the reasons for reciting the Apostles’ Creed.
3. Lead the learners to discuss the importance of the Apostles’ Creed. This promotes
critical thinking and problem solving.
4. Guide the learners to present their findings in class. This promotes self-efficacy.
Activity 8
1. Guide learners to recap the previous lesson. This promotes learning to learn.
2. Guide learners to identify the importance of the Apostles’ Creed from the picture.
3. Lead the learners to use their digital devices to research on importance of Apostles’
Creed. This promotes digital literacy. Allow them to share their finding in class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss the importance of the Apostle’s Creed with their parents or
guardians.
3. Guide them to present their report in class in the next lesson.
e three persons of the holy trinity
Activity 9
1. Recap with the previous lesson about Apostles’ Creed. Guide learners to recite the
Apostles’ Creed.
2. Pair the learners. Guide them to distinguish the three persons in the holy trinity
from the Apostles’ Creed. is promotes critical thinking and problem solving.
Activity 10
1. Group the learners. Guide them to read the instruction given in the Learner’s
Book. is promotes self-ecacy.
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2. Avail manila paper, scissors and other local materials for this activity.
3. Guide learners to follow instruction and make the images as asked. is enhances
imagination and creativity.
Activity 11
1. Guide the learners to sing the song in the Learner’s Book in their own tune. is
promotes imagination and creativity.
2. Guide them to identify the three person in the holy trinity from the song.
3. Guide them in explaining the values of each of the three persons in the holy trinity.
4. Guide the learners to compose the song on holy trinity and sing it in class. is
links to Music.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to distinguish the three persons in the holy trinity with the help of
their parents.
3. Guide them to present their report in class in the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community
service learning activity.
2. Guide them to design posters with the Apostles’ Creed using digital devices.
3. Guide them to display the posters at strategic places in the church and in the
community.
4. Guide them to use the posters to educate the youth on the truths of the Apostles’
Creed. Let them take photos of the posters and put them in their portfolio.
5. Guide them to present their photos in class.
Answers to Assessment 4.1
1. Assess the Learner’s ability to recite the Apostles’ Creed correctly.
2. - Believe in God-he is the sole creator, powerful and the father.
- Believe in resurrection of the body, there is life after death.
3. - Christians affirm their faith in God through the Apostle’s Creed.
- They are also able to declare their faith openly.
4. (a) God is powerful. (c) ere is life aer death.
(b) Jesus is the saviour. (d) We should forgive each
other.
5. It outlines the truths of Christian faith and it contains teachings that guide us in
the way we should live as Christians.
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6. God the Father, the Son and the Holy Spirit.
7. Assess to see if the poem captures the holy trinity.
Suggested assessment methods
1. Written questions 6. Journals
2. Check lists 7. Anecdotal notes
3. Oral questions 8. Project work
4. Observation schedule 9. Question and answer
5. Portfolio 10. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectations
Meeting
Expectations
Approaches
Expectations
Below
Expectations
Explaining the
reason for the
Apostle’s Creed
in Christianity.
With ease and
accurately
explains the
reasons for the
Apostle’s Creed
in Christianity.
Accurately
explains the
reasons for the
Apostle’s Creed
in Christianity
Examines
partly the
reasons for the
Apostle’s Creed
in Christianity.
Examines with
assistance the
reasons for the
Apostle’s Creed in
Christianity.
Analysing
the teachings
outlined in the
Apostle’s Creed.
Discussing
correctly and
with ease the
teachings
outlined in the
Apostle’s Creed.
Discusses
accurately
the teachings
outlined in the
Apostle’s Creed.
Discusses
some teachings
outlined in the
Apostle’s Creed.
Discusses much
support the
teachings outlined
in the Apostle’s
Creed
Discussing the
importance of
Apostle’s Creed
to Christians.
Correctly and
condently
discusses the
importance of
the Apostle’s
Creed to
Christians.
Correctly
discusses the
importance of
the Apostle’s
Creed to
Christians.
Discusses the
importance of
the Apostle’s
Creed to
Christians.
Discusses with
support the
importance of the
Apostle’s Creed to
Christians.
Distinguishing
the three
persons in the
holy trinity.
With ease
and correctly
distinguishes
the three
persons in the
holy trinity.
Correctly distin-
guishes the three
persons in the
holy trinity.
Distinguishes
only a few of
the three per-
sons in the holy
trinity.
Hardly
distinguishes the
three persons in
the holy trinity.
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Christian suering
Learner’s Book pages 85-90
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the teachings of Paul on Christian suering.
(b) identify the values learnt from the teachings of Paul on Christian suering.
(c) appreciate the importance of Christian suering for spiritual development.
Key inquiry questions
1. What is Christian suffering?
2. Why should Christians accept suffering?
3. How can you overcome suffering?
Core competences to be developed
• Communication and collaboration is enhanced when learner’s brainstorm and
explain dierent ways that people suer.
• Critical thinking and problem solving is promoted when the learners identify
ways of overcoming suering.
Link to Pertinent Contemporary Issues(PCIs)
• Assertiveness is promoted as learners stand rm in their faith using values learnt
about Christian suering.
• Decision-making is fostered when learners learn to make choices that require
sacrice in life.
Links to other subjects
• English language: In both subjects, learners discuss values learnt from the
teachings of Paul.
• Music: In both subject, as learners compose and sing songs.
Links to values
• Responsibility is exhibited when learners make their own decisions and follow
them.
• Integrity is portrayed when learners depend on God when faced with problems.
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Suggested learning resources
1. Learner’s Book 6. Newspapers
2. Pictures 7. Flash cards
3. Charts 8. Pealia
4. Digital devices 9. Resource person
5. Magazines 10. Word puzzle
Teachings of Paul on Christian suering
Suggested Learning experiences
Activity 1
1. Recap the previous lesson. Pair the learners. Let them look at the picture and say
what is happening. This promotes critical thinking and problem solving.
2. Lead the learners to read Taabu’s story in the Learner’s Book. This will promote
learning to learn.
3. Guide the learners to say the kind of suffering that Taabu was experiencing.
4. Guide the learners on explaining how he overcame the suffering. This will promote
critical thinking and problem solving.
5. Guide learners to use digital devices to find out the meaning of Christian suffering.
This promotes digital literacy.
Activity 2
1. Group the learners. Guide them to read 2 Corinthians 6:3-7 in turns. This will
promote learning to learn.
2. Guide the learners to discuss the suffering that Christians go through. This will
promote critical thinking and problem solving.
3. Lead the learners to outline the qualities of God’s servant according to Paul.
4. Guide the learners to discuss the lessons from the Bible on Christian suffering. This
promotes communication and collaboration.
5. Guide them to present their findings in class.
Activity 3
1. Pair the learners. Guide them look at the pictures in the Learner’s Book. Ask them
to read what the birds are saying. This promotes learning to learn.
2. Lead them to identify types of suffering that Christian go through according to the
parrot. This will promote citizenship.
3. Guide the learners to discuss how Christians overcome suffering. This fosters
communication and collaboration.
4. Guide them to present their finding in class.
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Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to go and discuss Paul’s teachings on Christian suffering with the help
of parents or guardians.
3. Guide them to present their report in class in the next lesson.
e values learnt from the teachings of Paul on Christian suering
Activity 4
1. Group the learners. Guide them to read 2 Corinthians 6:3-7. This activity will enhance
the competence of learning to learn. It will promote the value of responsibility. It
links to English language.
2. Guide the learners to discuss the teaching of this verse with the class. This will
enhance critical thinking and problem solving.
3. Guide the learners to explain how each of the value they have written helps Christians
to overcome suffering. This promotes imagination and creativity.
Activity 5
1. Guide learners to study the picture in the Learner’s Book. Lead them discuss what
is in the picture. This enhances communication and collaboration. It links to
English language.
2. Guide learners to fish out the values from the teachings of Paul on Christian suffering
from the fish pond. This will enhance critical thinking and problem solving.
3. Lead learners to explain what Christian learn from the teachings of Paul on Christian
suffering. This will promote citizenship.
Activity 6
1. Recap the previous lesson about Christian suffering. Guide learners to remind each
other about the Christian suffering.
2. Guide them recite the poem.
3. Lead the learners to identify the suffering that Christians go through from the poem.
This will enhances learning to learn.
4. Guide the learners to use their digital devices to find out the importance of Christian
suffering. This promotes digital literacy.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to go and discuss the importance of Christian suffering with the help
of their parents or guardians.
3. Guide them to present their report in class in the next lesson.
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Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Instruct them to visit a religious leader in the company of their parents or guardians.
3. Ask them to design posters of people who suffered because of their faith in the
society and how they overcome them. Let the hang the posters in strategic places
in the community to create awareness. Ask them to take photographs of the posters
and put them in their portfolio.
4. Give them time to present their photographs in class.
Answers to Assessment 4.2
1. Accept any correct definition.
2. By enduring suffering.
3. Hardships, beatings and imprisonment.
4. Assess to determine if the essay captures how Christians overcome suffering.
5. Respect, purity, love, kindness and endurance.
6. Assess to see if their posters capture the values learnt from the teachings of Paul
on Christian suffering.
7. Assess if the poem captures the importance of Christian suffering.
8. Endurance, hard work, understanding, patience, kindness, honesty and persistence.
Suggested assessment methods
1. Written questions 6. Portfolio
2. Check lists 7. Journals
3. Question and answer 8. Project work
4. Oral questions 9. Anecdotal notes
5. Observation schedule 10. Assessment rubric
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Assessment rubrics
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
the teachings
of Paul on
Christian
suering.
Correctly
and with ease
explains the
teachings
of Paul on
Christian
suering.
Correctly
explains the
teachings
of Paul on
Christian
suering.
Explains some
of the teachings
of Paul on
Christian
suering.
Has challenges
explaining
the teachings
of Paul on
Christian
suering.
Identifying
the values
learnt from
the teachings
of Paul on
Christian
suering.
Condently
and correctly
identies
the values
learnt from
the teachings
of Paul on
Christian
suering.
Correctly
identies
the values
learnt from
the teachings
of Paul on
Christian
suering.
Identies
the values
learnt from
the teachings
of Paul on
Christian
suering.
Hardly
identies
the values
learnt from
the teachings
of Paul on
Christian
suering.
Church unity
Learner’s Book pages 91-95
Number of lessons: 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the meaning of church unity in Christianity.
(b) discuss the teachings of the Bible on Christian unity.
(c) describe ways in which church unity fosters peaceful co-existence.
(d) desire to work together with others for church unity.
Key inquiry questions
1. What is Christian unity?
2. How does different churches work together?
3. What does the Bible teach on Christian unity?
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Core competencies to be developed
• Creativity and imagination will be enhanced when learners compose and sing
songs.
• Communication and collaboration will be promoted when learners read and
discuss in groups.
• Digital literacy is developed when learners watch a video clip on church unity.
Link to pertinent and contemporary issues (PCIs)
• Assertiveness is enhanced when learners demonstrate ways in which church unity
is promoted.
• Decision making is promoted when learners live together with others at home,
school and in the community at.
Link to values
• Love is exhibited when learners care for one another.
• Unity is portrayed when learners live together in unity.
Link to other subjects
• English language: In both subjects, learners read, brainstorm and discuss in pairs
and in groups.
• Music: In both subjects, learners compose and sing songs.
• Science and Technology: Learners use digital devices in both subjects.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
Meaning of church unity in Christianity
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to study the pictures on the Learner’s Book. Lead
them to name the churches they attend. This promotes learning to learn.
2. Guide them identify the other churches that they are familiar with. This enhances
communication and collaboration.
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3. Guide the learners to take pictures of churches in their community. Lead them to
present their work in class.
4. Guide them to find the meaning of church, Christianity and church unity using
their digital devices. This links to English language.
Activity 2
1. Recap the previous lesson about church unity. Guide learners to remind each other
about the church unity.
2. Guide the learners to read the story in the Learner’s Book. This will promote
learning to learn.
3. Guide the learners to explain why churches came together.
4. Guide the learners in naming other occasions when the churches come together.
This will promote critical thinking and problem solving.
5. Guide learners to explain the meaning of church unity. This promotes imagination
and creativity.
6. Guide learners in using digital devices to design posters with the meaning of church
unity.
7. Guide them to display them in class.
Home assignment
1. Help learners to understand how to carry out the take home activity through
question and answer.
2. Ask them to find the meaning of church unity with the help of their parents or
guardians.
3. Guide them to present their report in class in the next lesson.
e teaching of the Bible on Christian unity
Activity 3
1. Guide learners to remind each other about the church unity.
2. Lead the learners to read the conversation between Alfred and Madam Victoria in
the Learner’s Book. This will promote learning to learn.
3. Guide the learners to identify how churches demonstrate unity from the conversation.
4. Guide the learners in explaining other ways in which churches demonstrate unity.
This will promote critical thinking and problem solving.
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5. Guide learners to discuss how Christian unity is demonstrated in school and in the
community. This promotes imagination and creativity.
6. Guide them to present their findings in class.
Activity 4
1. In group, guide learners to read Matthew 16:18, John 17:20-23 and Galatians 3:28
in turns. This will promote learning to learn.
2. Guide the learners to explain the words of Jesus to Peter about the Church. This
will promote critical thinking and problem solving.
3. Lead the learners to discuss the prayers Jesus made concerning church unity.
4. Guide the learners to outline the teachings of Paul on church unity.
5. Guide the learners to discuss the lessons that they learn from the Bible readings.
This promotes communication and collaboration. Allow them to share their
findings in class.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to read Matthew 16:18, John 17:20-23 and Galatians 3:28 with their
parents or guardians and discuss the teachings on Christian unity from the verses.
3. Guide them to present their findings in class in the next lesson.
Ways in which church unity fosters peaceful co-existence
Activity 5
1. Lead learners to study the pictures in the Learner’s Book. This promotes learning
to learn.
2. Guide the learners to explain how the activities shown in the picture promote unity.
This promotes self-efficacy.
3. Guide learners to discuss other activities that promote unity. Allow them to present
their finding in class.
4. Lead learners to explain how the unity of churches in their community promotes
peaceful co-existence. This will promote critical thinking and problem solving.
It enhances the value of responsibility.
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Activity 6
1. In groups of five, guide learners to explain activities that promote church unity.
This will promote learning to learn.
2. Lead them to discuss how church unity fosters peaceful co-existence. This promotes
critical thinking and problem solving.
3. Guide learners to role-play ways in which church unity promote peaceful co-
existence. Encourage them to actively participate in the role play and to be as creative
as possible. This promotes imagination and creativity.
4. Guide learners to write an essay on ways in which church unity promote peaceful
co-existence. This links to English language. Lead them to read their essay in class.
Activity 7
1. Guide learners to sing the song in the Learners’ Book.
2. Guide learners to identify the importance of the church unity according to the song.
3. Lead the learners to discuss how they will work with others to promote Christian
unity in school and in the community. This promotes critical thinking and problem
solving.
4. Guide the learners to compose a poem on the importance of church unity. This
promotes imagination and creativity.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss ways in which church unity fosters peaceful co-existence
with their parents and guardians.
3. Guide them to present their report in class in the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Ask them to design posters on how churches in the community foster unity and
hang them in strategic places in the community for awareness.
3. Ask them to take pictures of the posters and put them in their portfolio.
4. Allow them to present their photos in class.
Answers to Assessment 4.3
1. It is the coming together of Christians.
2. Jesus called Peter the Rock on to which he would build a church that no gates of hell
would overcome. Jesus made a prayer that the church would be one as he and the
Father in heaven are. Paul wrote to Galatians that we are all one in union with Christ.
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3. Sharing the word of God together, praying together and helping the needy.
4. Assess if the essay captures how unity of churches fosters peaceful co-existence.
5. Assess to see if they can design posters with the importance of church unity in
school and in the community.
6. Accept any appropriate answers.
7. Assess to see if the song captures Christian unity.
Good citizenship
Learner’s Book pages 96-103
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) describe the role of good citizen in promoting harmonious living.
b) discuss the Bible teachings on good citizenship.
c) explain how Christians can live godly lives on earth.
d) desire to live godly and moral lives on earth.
Key inquiry questions
1. What are the characteristics of a good citizen?
2. What is good citizenship?
3. How can Christians live godly lives?
4. Why should Christians obey rulers?
Core competences to be developed
• Creativity and imagination during debate.
• Communication and collaboration while learners read, brainstorm and discuss.
• Citizenship is fostered when learners brainstorm on roles of a good citizen.
Link to Pertinent and Contemporary Issues (PCIs)
• Eective communication is promoted while learners debate.
• Self-awareness is enhanced as learners describe how Christians can be good
citizens.
Link to values
• Responsibility is portrayed when learners live godly lives.
• Patriotism is exhibited while learners show roles of a good citizen.
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Link to other subjects
• English language: In both subjects, learners read, discus and compose a poem.
• Social Studies: In both subjects, learners learn about good citizenship.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
e role of good citizens in promoting harmonious living
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to read the story in the Learners’ Book. This promotes
learning to learn.
2. Lead them to identify qualities of a good citizen. This will promote citizenship.
3. Guide learners to explain how they promote good citizenship. This will promote
citizenship.
4. Guide learners to find out the meaning of good citizenship using the internet. This
promotes digital literacy. Guide them to present their finding in class.
5. Guide the learners to design posters showing qualities of a good citizen using a
digital device. This promotes creativity and imagination.
Activity 2
1. Group the learners. Lead them to study the pictures in the Learner’s Book. This
promotes learning to learn.
2. Guide them to explain how the people in the pictures are promoting good citizenship.
3. Guide them to discuss how the activities in the pictures promote harmonious living.
This promotes critical thinking and problem solving.
4. Lead the learners to explain the role of good citizens in promoting harmonious
living. This promotes imagination and creativity.
Activity 3
1. Pair the learners. Guide them to study the word tree in the Learner’s Book. is
promotes learning to learn.
2. Guide them to pick out the qualities of a good citizens from the tree.
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3. Guide them to write an essay on how good citizenship promotes harmonious
living. Lead them to read it in class. is enhances creativity and imagination and
communication.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to seek the help of their parents or guardians and nd out the qualities
and role of good citizenship in promoting harmonious living.
3. Guide them to present their report in class in the next lesson.
e Bible teaching on good citizenship
Activity 4
1. Lead learners to read what the animals are saying in the Learner’s Book. This
promotes learning to learn.
2. Guide the learners to explain what good citizens do according to the hare. This
promotes self-efficacy.
3. Lead learners to use digital devices to find out the meaning of authorities. This
promotes digital literacy. Guide them to present their findings in school.
4. Guide learners to explain how good citizens obey the laws of the country. Lead them
to present their finding in class. This promotes good citizenship.
Activity 5
1. Group the learners. Guide them to read 1 Peter 2:13-17 in turns. This will promote
learning to learn.
2. Guide the learners to explain the teachings of the verses. This will promote critical
thinking and problem solving.
3. Lead the learners to write down the lessons they have learnt from the Bible reading.
4. Guide the learners to discuss what the Bible teaches on good citizenship. This fosters
communication and collaboration. Allow them to share their findings in class.
5. Guide the learners to explain why they should obey those in authority. This promotes
responsibility.
6. Guide them in composing the poem. This enhances imagination and creativity.
Allow them to read the poem in class.
Activity 6
1. Guide them to research on the topic “citizens should be loyal to their country.”
2. Assign the learners their roles as opposers and proposers.
3. Guide learners to hold a debate. This will foster communication and collaboration.
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Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss the Biblical teachings on good citizenship with their parents
or guardians.
3. Guide them to present their report in class in the next lesson.
How Christians can live godly lives on earth
Activity 7
1. Pair the learners. Guide them to read the story in the Learners’ Book about
Treasure. is promotes learning to learn.
2. Lead them to explain how Treasure is living a godly life. is will promote
citizenship.
3. Guide learners to discuss how they live a godly life. is will promote citizenship.
4. Lead the learners in discussing how living a godly life is important. Guide them to
present their ndings in class.
Activity 8
1. Group the learners. Guide them to study the pictures in the Learner’s Book. is
promotes learning to learn. Let them discuss what is happenings in the pictures.
2. Guide them to explain how the activities in the pictures show ways in which
Christians can live godly lives on earth.
3. Guide the learners to discuss how Christians can live godly lives on earth. Allow
them to present their ndings in class.
4. Guide the learners in writing an essay on living a godly life on earth. is enhances
English language.
Activity 9
1. Guide learners to recite the poem on the Learners’ Book.
2. Guide learners to identify how Christians can live a godly life on earth according
to the poem.
3. Lead the learners to use digital devices to design posters with messages on how
one can live a godly life on earth. is promotes digital literacy. Allow them to
display the posters in class.
4. Guide the learners to write an essay on how they will live a godly and moral life.
is promotes imagination and creativity.
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Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide them to discuss with their parents or guardians how Christians can live a
godly life on earth.
3. Guide them to present their findings in class.
Community service learning
1. Discuss with the learners how they are expected to carry out the community ser vice
learning activity.
2. Guide them to take part in tree planting and environment cleaning in the community.
Guide them to take photos as they participate in tree planting and the planning of
the community and put them in their portfolio.
3. Give them time to present their photos in class.
Answers to Assessment 4.4
1. Accept any correct answer.
2. Assess the essay to determine if they captured the roles of a good citizen in promoting
harmonious living.
3. Honest, loving, respectful, peaceful, patriotic, responsible and hardworking.
4. Accept any appropriate answer.
5. Helping the needy, praying, respecting and loving others.
6. Listen to their songs to confirm if they captured living a godly life on earth.
Suggested assessment methods
1. Written questions 6. Portfolio
2. Check lists 7. Project work
3. Question and answer 8. Anecdotal notes
4. Oral questions 9. Journals
5. Observation schedule 10. Assessment rubrics
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Assessment rubrics
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Describing
the role of
good citizens
in promoting
harmonious
living.
Condently
and accurately
describes the
role of good
citizens in pro-
moting harmo-
nious living.
Correctly
describes the
role of good
citizens in
promoting
harmonious
living.
Describes partly
the role of good
citizens in pro-
moting harmo-
nious living.
Requires
support
describe the
role of good
citizens in
promoting
harmonious
living.
Discussing the
Bible teachings
on good
citizenship to
promote social
cohesion.
Accurately
and clearly
discusses the
Bible teaching
on good
citizenship.
Accurately
discusses the
Bible teaching
on good
citizenship.
Discusses the
Bible teaching
on good
citizenship.
Hardly
discusses the
Bible teaching
on good
citizenship with
assistance.
Explaining how
Christians can
live godly lives
on earth.
Correctly
and perfectly
explains how
Christians can
live godly lives.
Correctly
explains how
Christians can
live godly lives.
Explains how
Christians can
live godly lives.
Has diculty
explaining how
Christians can
live godly lives
with guidance.
Interpersonal relationships among Christians
Learner’s Book pages 103-109
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) describe how the Christians should relate with one another for peaceful
co-existence.
(b) analyse Peter’s teaching on the relationship among Christians.
(c) explain moral values that can promote good interpersonal relationships among
Christians.
(d) desire to live in harmony with others around them.
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Key inquiry questions
1. What is interpersonal relationship?
2. What is Peter’s teaching on interpersonal relationships?
3. How can Christians live together in harmony?
Core-competencies to be developed
• Communication and collaboration is promoted when the learners discuss and
read Peter’s teachings on interpersonal relationships.
• Critical thinking and problem solving will be enhanced when the learners
compose poems.
Link to Pertinent and Contemporary Issues (PCIs)
• Assertiveness is promoted when learners list the moral values that can promote
good inter-personal relationships.
• Decision making is enhanced as learners learn to live in harmony.
Link to values
• Responsibility is exhibited when learners learn to take care of one another.
• Love is shown when learners relate well with one another.
Link to other subjects
• English language: In both subjects, the learners discuss and compose poems.
• Creative arts: In both subjects, learners role-play.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
How Christians should relate with one another for peaceful co-existence
Suggested learning experiences
Activity 1
1. Organise learners in pairs. Guide them to study the picture in the Learner’s Book
and explain how the activities shown in the picture improve how they relate with
each other.
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2. Guide them to discuss how they relate with each others in school. Guide them to
share the experience. This fosters communication and collaboration.
3. Lead them to describe how they relate with others at home, school and in church
to promote peaceful co-existence. This enhances good citizenship.
Activity 2
1. Group the learners.
2. Guide them to discuss how Christians relate with one another in their church.
3. Guide the learners to discuss how Christians should relate with one another for
peaceful co-existence.
4. Guide the learners to use digital devices to design posters with messages on how
Christians should relate with one another for peaceful co-existence. This enhances
digital literacy.
Activity 3
1. Guide learners to find and circle the values that promote good interpersonal
relationship among Christians from the word puzzle.
2. Lead them to explain how they use the values they have found to promote good
interpersonal relationship among Christians.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Ask them to discuss with their parents or guardians how Christians should relate
with one another for peaceful co-existence.
3. Guide them to present their report in class in the next lesson.
Peter’s teaching on the relationship among Christians
Activity 4
1. Group the learners. Guide them to read 1 Peter 5:1-11 in turns. This will promote
learning to learn.
2. Lead the learners in narrating 1Peter 5:1-11.
3. Guide the learners to explain the teachings of the verses. This will promote critical
thinking and problem solving.
4. Guide the learners to explain what the elders should do according to Peter’s teaching.
5. Lead the learners to discuss the lessons they have learnt from the Bible reading.
This enhances communication and collaboration.
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Activity 5
1. Pair the learners. Guide them to read the beautiful cards in the Learner’s Book. This
fosters communication and collaboration.
2. Lead the learners in picking values that promote good relationship among Christians.
This promotes critical thinking and problem solving.
3. Guide the learners to explain how the values they have picked promote good
interpersonal relationship among Christians according to Peters teaching. This will
promote learning to learn. Allow them to present their findings in class in class
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide them to read 1 Peter 5:1-11with their parents or guardians and analyse Peter’s
teachings on relationship among Christians.
3. Guide them to present their report in class in the next lesson.
Moral values that can promote good interpersonal relationships
among Christians
Activity 6
1. Guide learners to recite the poem in the Learners’ Book.
2. Guide learners to identify the moral values that can promote good interpersonal
relationships among Christians from the poem.
3. Lead learners to write other moral values that can promote good interpersonal
relationships.
4. Guide the learners to explain the moral values that they need to promote good
interpersonal relationships with others. This promotes imagination and creativity.
Activity 7
1. Guide learners to discuss the moral values that can promote good interpersonal
relationships among themselves. This enhances communication and collaboration.
It links to English Language.
2. Guide the learners to discuss the moral values that can promote good interpersonal
relationships among Christians.
3. Guide learners to design posters with moral values that can promote good
interpersonal relationships among Christians. This promotes imagination and
creativity.
4. Lead the learners to discuss how Christians should live in harmony with others.
5. Guide the learners to compose a poem on good interpersonal relationship. This
promotes imagination and creativity. It links to English Language.
6. Guide learners to role play good interpersonal relationship.
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7. Encourage them to actively participate in the role play and to be as creative as
possible. This promotes imagination and creativity.
Activity 8
1. Guide learners to study the word tree in the Learner’s Book.
2. Lead the learners to pick out the fruits that can promote good interpersonal
relationships.
3. Guide the learners to explain how each of the moral values that they have picked
from the word tree promotes good interpersonal relationships. This promotes
critical thinking and problem solving.
4. Lead the learners to compose a poem on how to live in harmony with others. This
will promote creativity and imagination.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide them to discuss with their parents or guardians the moral values that can
promote good interpersonal relationships among Christians.
3. Guide them to present their findings in class in the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community
service learning activity.
2. Guide them to visit a religious leader and ask him or her to explain to them more
about interpersonal relationships. Guide them to design posters with values that
promote interpersonal relationships and display them in strategic places in the
community for awareness.
3. Guide them to take photographs of the posters and put them in their portfolio.
4. Guide them to present their posters in class in the next lesson.
Answers to Assessment 4.5
1. Helping one another, respecting, loving and caring for each other.
2. Christians should do their work not for pay but for a real desire to serve.
3. Love,respect,trust, loyalty, peace, obedience and humility.
4. Responsibility, integrity, patriotism, love, peace, respect, unity and social justice.
5. Assess the essay to determine if it captures values that promote good
interpersonal relationships.
6. Assess the composition.
7. Accept any appropriate answers.
8. Accept any appropriate answers.
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Suggested assessment methods
1. Written questions 6. Portfolio
2. Check lists 7. Journals
3. Question and answer 8. Project work
4. Oral questions 9. Anecdotal notes
5. Observation schedule 10. Assessment rubrics
Assessment rubrics
Indicator Exceeds
Expectations
Meeting
Expectations
Approaches
Expectations
Below
Expectations
Describing
how Christians
should relate
with one
another for
peaceful
co-existence.
Correctly and
condently
describes how
Christians
should relate
with one
another.
Correctly
describes how
Christians
should relate
with one
another.
Fairly describes
how Christians
should relate
with one
another.
Has diculty
describing
how Christians
should relate
with one
another.
Analysing
Peter’s teaching
on relationship
among
Christians
to promote
harmonious
living.
Correctly
and with ease
analyses Peter’s
teaching on
relationship
among
Christians.
Correctly
analyses Peter’s
teaching on
relationship
among
Christians.
Analyses some
of Peter’s
teaching on
relationship
among
Christians.
Is able to
mention
Peter’s
teaching on
relationship
among
Christians
with
assistance.
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Christian Living
Introduction
Summary of the strand
is strand has four sub strands. e rst sub strand is Friendship formation. is is
where learners will learn about the importance of godly friendships among Christians
and the teaching of Jesus on friendship.
In the second sub strand, Human sexuality, learners will learn: the importance
of learning about human sexuality; the teaching of the Bible on responsible and
irresponsible sexual behaviour; the causes of irresponsible sexual behaviour among
the youth and the appropriate skills required to overcome irresponsible sexual
behaviour.
e third sub strand is Sanctity of life. Learners will learn: the practices that violate
the right to life; the eects of violation of the right to life for human beings; Christian
teachings on the abuse of the right to life and virtues that young people can practise to
maintain sanctity of life.
e fourth sub strand is Alcohol and substance use. Learners will learn: Christian
teaching on dangers of alcohol and substance use; strategies used by Christians to
prevent alcohol, drugs and substance use and measures taken by government agencies
to ght drug tracking and use.
Attention to learners with special needs
Support for multi-ability learning Support for special needs learning
• Give both the time takers and
fast learners equal chances to
participate in class activities.
Ensure that they accommodate one
another and work together despite
their dierences.
• Encourage the time takers to
participate in class activities such as
discussions, role-play, reading Bible
verses, singing or reciting poems.
• Give fast learners extra activities to
avoid boredom and idling.
• Ensure that the learners are
positioned evenly in the class.
• Ensure the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• For visually impaired learners, avail braille
and tactile pictures.
• For those with hearing impairment, make
use of sign language or a sign language
interpreter. You may also avail headphones
with amplied sound or signed videos.
• Give support to physically challenged
learners by giving them tasks they can
handle. Ensure the other learners support
them too. For example, helping in pushing a
wheelchair for a disabled learner.
5
5
Learner’s Book pages 110 -134
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Friendship formation
Learner’s Book Pages 110 - 113
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) analyse the importance of godly friendships among Christians.
(b) explain the teaching of Jesus on friendship.
(c) appreciate the importance of maintaining true friendship as Christians.
Key inquiry questions
1. What should you do to maintain friends?
2. Why did Jesus call his disciples friends?
3. What is a godly friendship?
Links to PCIs
Learning to live together is promoted when the learners analyse the importance of
friendship.
Decision making is enhanced when the learners discuss the teachings of Jesus on
friendship.
Links to values
Responsibility is portrayed when they choose good and worthy friends.
Integrity is exhibited when learners commit to stand by their friends.
Love is shown when learners care for and nurture their friendship.
Link to other subject areas
English language: In both subjects, learners read and compose poems.
Social Studies: Learners learn how to relate with others in both subjects.
Science and Technology: Learners use digital devices in both subjects.
Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
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Importance of godly friendships among Christians
Suggested learning experiences
Activity 1
1. Pair the learners. Guide them to read the story in the Learner’s Book. This promotes
learning to learn.
2. Guide the learners to describe a good friend. This will promote citizenship. It also
enhances the value of love.
3. Guide learners to tell their friends the qualities that they like in a friend. This will
promote critical thinking and problem solving.
4. Guide learners to explain how they can maintain good friendship. This promotes
citizenship.
5. Lead the learners to find out the meaning of a godly friendship from a digital device.
This promotes digital literacy.
Activity 2
1. Group the learners. Guide them to read what the children are saying in the Learner’s
Book. This will promote learning to learn.
2. Guide learners to say why it is important to have godly friends according to the
children.
3. Guide learners to discuss other reasons why it is important to have godly friends.
This promotes imagination and creativity.
4. Lead learners to outline the importance of godly friendships among Christians.
Guide them to share their findings with the class.
5. Guide them to design posters with messages on the importance of godly friendships.
This promotes critical thinking and problem solving.
Activity 3
1. Guide learners to watch a video clip on godly friendships. This will promote digital literacy.
2. Guide the learners to explain the lessons they have learnt from the video. This
promotes critical thinking and problem solving.
3. Guide the learners to compose a poem about godly friendships. This promotes
imagination and creativity. Guide them to read their poems in class.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide the learners to discuss the importance of godly friendships with their parents
or guardians.
3. Guide them to present their findings in class during the next lesson.
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e teaching of Jesus on friendship
Activity 4
1. In groups of five, guide the learners to read John 15:13-15. This promotes learning
to learn.
2. Guide the learners to describe what is the greatest love a person can have for his
friends. This will promote imagination and creativity.
3. Guide the learners to state when they become Jesus’ friends. This promotes critical
thinking and problem solving.
4. Guide the learners to say why Jesus called his disciples friends. This will promote
learning to learn.
5. Lead the learners to explain the teaching of Jesus on friendship. This promotes
imagination and creativity.
6. Guide learners to discuss the lessons they have learnt from the teaching of Jesus on
friendship. This promotes self-efficacy. Allow them to report their findings in class.
Activity 5
1. Guide learners to write John 15:13 on a piece of manila paper. This promotes
imagination and creativity.
2. Guide the learners to display the manila paper at the CRE corner. Encourage them
to practise what John15:13 teaches.
Activity 6
1. Guide learners to pick out the qualities of a good friend from the basket. This will
promote self-efficacy.
2. Guide the learners to explain how each quality is important in maintaining good
friendship.
Home assignment
1. Guide learners to understand how to carry out the take home activity through
question and answer.
2. Guide learners to discuss the teachings of Jesus on friendship with their parents
and guardians.
3. Guide them to present their findings in class during the next lesson.
Community service learning
1. Discuss with the learners how they are expected to carry out the community service
learning activity.
2. Guide the learners to discuss with their church leaders the importance of godly
friendships. Let them design posters on the importance of godly friendships and
hang them in strategic places in the community.
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3. Guide them to take pictures of the posters and put them in their portfolio.
4. Guide them to present their findings in class during the next lesson.
Answers to Assessment 5.1
1. We maintain good friends by being honest, appreciative and trustworthy.
2. A godly friendship: Helps us to make good choices. Guides us when we fail to obey
God. Keeps us focused on Jesus Christ. Gives us godly advice.
3. Assess their essays.
4. The teaching of Jesus about friendship is that; friends should be there during happy
and sad times. Friends should be loyal. Friends should be open to each other.
5. Friends, life.
Suggested assessment methods
1. Written questions 6. Project work
2. Oral questions 7. Anecdotal notes
3. Observation schedule 8. Learner’s portfolio
4. Question and answer 9. Check list
5. Journals 10. Assessment rubrics
Assessment rubrics
Indicator Exceeds
Expectations
Meets
Expectation
Approaches
Expectations
Below
Expectations
Analysing the
importance
of godly
friendships
among
Christians.
Correctly and
condently
analyses the
importance
of Godly
friendships
among
Christians.
Correctly
analyses the
importance
of godly
friendships
among
Christians.
Analyses
inadequately
the importance
of godly
friendships
among
Christians.
Hardly
analyses the
importance
of godly
friendship
among
Christians.
Explaining
the teachings
of Jesus on
friendship.
Condently
and correctly
explains the
teachings
of Jesus on
friendship.
Correctly
explains the
teachings
of Jesus on
friendship.
Hardly explains
the teachings
of Jesus on
friendship.
Explains the
teachings
of Jesus on
friendship
with support.
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Human sexuality
Learner’s Book pages 114 – 121
Number of lessons: 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the importance of learning about human sexuality.
(b) analyse the teachings of the Bible on responsible and irresponsible sexual
behaviour.
(c) outline the causes of irresponsible sexual behaviour among the youth.
(d) discuss the appropriate skills required to overcome irresponsible sexual
behaviour.
(e) appreciate his or her body as the temple of God of the Holy Spirit.
Key inquiry questions
1. What is human sexuality?
2. What are the causes of irresponsible sexual behaviour?
3. What does the Bible teach about irresponsible sexual behaviour?
4. How can you overcome irresponsible sexual behaviour?
Links to PCIs
Self-awareness is enhanced when learners identify examples and causes of irresponsible
sexual behaviour.
Assertiveness is acquired when learners say no to irresponsible sexual behaviour.
Common communicable and chronic diseases is promoted when learners learn
about the health consequences of irresponsible sexual behaviour.
Decision making is promoted when they resolve to appreciate their bodies by
shunning irresponsible actions.
Links to values
Responsibility is demonstrated when learners take charge of their lives and sexuality.
Integrity is exhibited when they care for their bodies.
Love is portrayed when learners care for and nurture their friendship.
Link to other subject areas
English language: In both subjects, learners read and discuss in groups.
Science and Technology: Learners use digital devices in both subjects.
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Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
Importance of learning about human sexuality
Activity 1
1. Pair the learners. Guide the learners to talk about the bodily changes in boys and
girls during adolescence. This promotes self-efficacy.
2. Guide the learners to write down the emotional changes in boys and girls during
adolescence.
3. Guide the learners to find out the meaning of human sexuality using a digital device.
This promotes digital literacy.
4. Guide the learners to present their findings in class.
Activity 2
1. Group the learners. Guide them to read the conversation in the Learner’s Book.
This promotes learning to learn.
2. Guide the learners to identify the importance of learning human sexuality from the
conversation. This promotes critical thinking and problem solving.
3. Guide learners to say other reasons why it is important to learn human sexuality.
This promotes imagination and creativity.
4. Guide the learners to discuss the importance of learning human sexuality. This
enhances citizenship.
5. Guide learners to design posters with messages on the importance of learning human
sexuality. Allow them to display their posters in class.
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide the learners to discuss the importance of learning human sexuality with their
parents and guardians.
3. Guide them to present their findings in class during the next lesson.
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e teaching of the Bible on responsible and irresponsible sexual
behaviour
Activity 3
1. Organise learners in pairs. Guide them to study the pictures in the Learner’s Book.
This promotes learning to learn.
2. Guide learners to identify irresponsible sexual behaviour from the picture.
3. Guide learners to discuss with their friend how they can avoid irresponsible sexual
behaviour. This promotes communication and collaboration.
4. Guide learners to design posters with messages discouraging irresponsible sexual
behaviours.
Activity 4
1. Organise learners to work in groups.
2. Guide them to read; Genesis 1:27, 1 Corinthians 6:18-20, 2 Timothy 2:22 and James
1:14-15 in turns. This promotes learning to learn.
3. Lead the learners to explain the teaching of Genesis 1:27 to their classmates. Guide
them to share their findings in class.
4. Guide the learners to describe the teachings of 1 Corinthians 6:18-20 to their
classmates.
5. Guide them to present their findings in class. This promotes self-efficacy.
6. Guide the learners to discuss the Bible teaching on responsible and irresponsible
sexual behaviour. This promotes communication and collaboration.
Activity 5
1. Pair the learners. Guide them to mention some irresponsible sexual behaviours.
This will promote critical thinking and problem solving.
2. Guide the learners to match the irresponsible sexual behaviour with its meaning.
This promotes self-efficacy.
3. Assess their work and award accordingly.
Expected responses
Irresponsible
sexual behaviour
Meaning
Fornication is is sexual intercourse between unmarried people.
Rape e act of forcing another person to have sexual intercourse
without his or her consent.
Adultery is is having sex outside marriage with a person to whom one is
not married to.
Prostitution e practice of giving sexual pleasure for money or other material
benets.
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Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide learners to discuss with their parents or guardians the teachings of the Bible
on responsible and irresponsible sexual behaviour.
3. Guide them to present their report in class during the next lesson.
Causes of irresponsible sexual behaviour among the youth
Activity 6
1. Guide learners to read the poem in the Learner’s Book. This promotes learning
to learn.
2. Guide the learners to identify the causes of irresponsible sexual behaviour from the
poem. This promotes self-efficacy.
3. Guide learners to discuss other causes of irresponsible sexual behaviour.
This promotes imagination and creativity.
4. Guide them to present their findings in class. This promotes self-efficacy.
Activity 7
1. Organise learners to work in groups.
2. Guide them to search from the internet the causes of irresponsible sexual behaviour
using a digital device. This promotes digital literacy.
3. Guide them to present their findings in class. This promotes self-efficacy.
Home assignment
1. Discuss with learners how they are expected to carry out the home assignment
through question and answer.
2. Guide the learners to discuss the causes of irresponsible sexual behaviour among
the youth with their parents or guardians.
3. Guide them to present their findings in class during the next lesson.
Appropriate skills required to overcome irresponsible sexual
behaviour
Activity 8
1. Pair the learners. Guide them to read the story in the Learner’s Book. This will
promote learning to learn.
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2. Guide learners to write down the skills on the poster on how to overcome
irresponsible sexual behaviour. This will promote citizenship.
3. Guide learners to share with their friends how they can overcome irresponsible
sexual behaviour. This promotes critical thinking and problem solving.
4. Guide learners to discuss the appropriate skills required to overcome sexual
behaviour. This promotes communication and collaboration.
5. Guide them to present their findings in class. Conclude the activity by guiding the
learners to use the appropriate skills to overcome irresponsible sexual behaviour
in case they are faced with this challenge.
Activity 9
1. Organise learners to work in groups.
2. Guide them to pick out a skill that is required to overcome irresponsible sexual
behaviour. This promotes self-efficacy.
3. Guide the learners to explain how they can use the skill they have picked out to
overcome irresponsible sexual behaviour. This promotes communication and
collaboration.
Activity 10
1. Guide learners through the word puzzle activity.
2. Explain to them how they are expected to fill in the puzzle.
3. Guide them on how to complete the puzzle on their own.
4. Assess their work and award accordingly.
Expected responses
Across
1. CRITICAL THINKING
2. SELF-AWARENESS
3. ASSERTIVENESS
Down
1. CREATIVE THINKING
2. DECISION MAKING
3. NEGOTIATION
Home assignment
1. Guide learners to understand how to carry out the take home assignment through
question and answer.
2. Guide learners to discuss the appropriate skills required to overcome irresponsible
sexual behaviours with their parents or guardians.
3. Guide them to present their report in class during the next lesson.
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Community service learning
1. Discuss with the learners how they are expected to carry out the community service-
learning activity.
2. Guide learners to participate in a debate about the causes of irresponsible sexual
behaviour with the help of a church leader. Guide them write the points on the
charts and hang them in strategic places in the community for awareness.
3. Guide them to take pictures of the charts and put them in their portfolio.
4. Guide them to present their photos in class during the next lesson.
Answers to Assessment 5.2
1. Human sexuality is the way people experience and express themselves as sexual
beings.
2. Bodily changes, also called physical changes in boys during adolescence are; voice
deepens, changes in body shape and height, wet dreams and growth in pubic hair.
Bodily changes (physical changes) in girls during adolescence are; onset of monthly
periods, breast development, changes in body and height and growth of pubic hair.
Emotional changes in boys and girls during adolescence are; feeling confused, scared
and angry than usual, feeling alone, stress and anxiety.
3. Assess the poem to ascertain if the importance of human sexuality has been
addressed.
4. God created human beings, both male and female.
Young people should strive for righteousness.
Our bodies are the temples of the Holy Spirit and we should therefore avoid sexual
immorality.
Irresponsible sexual behaviours such as adultery are condemned.
God created human beings to be like himself. Therefore, irresponsible sexual
behaviour is against the will of God.
5. Causes of irresponsible sexual behaviour among the youth may include; poverty,
alcohol and substance use, lack of self-control, watching and reading pornographic
material and peer pressure.
6. The appropriate skills required to overcome irresponsible sexual behaviour are;
self-awareness, critical thinking, assertiveness, creative thinking, interpersonal
relationships, decision making and effective communication when coping with
emotions.
7. Assess if the essay captures the teaching of the Bible on irresponsible and responsible
sexual behaviours among the youth.
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Suggested learning methods
1. Question and answer 6. Portfolio
2. Written questions 7. Journals
3. Check lists 8. project work
4. Oral questions 9. Anecdotal notes
5. Observation schedule 10. Assessment rubrics
Assessment rubrics
Indicator
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Explaining
the
importance
of learning
about
human
sexuality.
With ease,
accurately
explains
the
importance
of learning
about
human
sexuality.
Accurately
explains the
importance
of learning
about human
sexuality.
Partly
explains
the
importance
of learning
about
human
sexuality.
Hardly
explains the
importance
of learning
about
human
sexuality.
Explaining
the teaching
of the Bible on
responsible
and
irresponsible
sexual
behaviour.
Correctly and
consistently
explains the
teaching of
the Bible on
responsible
and
irresponsible
sexual
behaviour.
Correctly
explains the
teaching of
the Bible on
irresponsible
sexual
behaviour.
Explains some
of the Bible
teachings on
responsible
and
irresponsible
sexual
behaviour.
Hardly
explains the
teaching of
the Bible on
responsible and
irresponsible
sexual
behaviour with
assistance.
Discussing the
appropriate
skills required
to overcome
irresponsible
sexual
behaviour.
Correctly
and
condently
discusses
skills
required to
overcome
irresponsible
sexual
behaviour.
Correctly
discusses
skills
required to
overcome
irresponsible
sexual
irresponsible
sexual
behaviour.
Discusses
partly skills
required to
overcome
irresponsible
sexual
behaviour.
Has diculty
discussing
skills required
to overcome
irresponsible
sexual
behaviour.
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Sanctity of life
Learner’s Book pages 122 – 128
Number of lessons: 4
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify practices that violate the right to life for a human being.
(b) outline the eects of violation of the right to life for a human being.
(c) analyse Christian teachings on the abuse of the right to life.
(d) examine virtues that young people can practise to maintain sanctity of life.
(e) appreciate life as a gi from God.
Key inquiry questions
(a) What is the meaning of sanctity of life?
(b) What does the Bible teach about the right to life?
(c) How can you uphold the gi of life?
Links to PCIs
Self-awareness is promoted when they recognise that life is a gi from God.
Assertiveness is enhanced when learners decide to uphold the sanctity of life.
Links to Values
Respect is demonstrated when the learners care for their lives.
Responsibility is exhibited when learners uphold the gi of life.
Love is portrayed when learners honour God’s commandment to respect life.
Link to other subject areas
English language: In both subjects, learners compose poems, discuss and read in
groups.
Social Studies: In both subjects, learners learn about right to life.
Science and Technology: Learners watch video clips and handle digital devices in both
subjects.
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Suggested learning resources
1. Pictures 6. Flashcards
2. Charts 7. Realia
3. Digital devices 8. Resource person
4. Magazines 9. Word puzzles
5. Newspapers
Practices that violate the right to life for a human being
Suggested learning experiences
Activity 1
1. Start by asking learners to discuss in pairs about rights. This enhances self-efficacy
as they learn to value their lives. Social studies will be linked to as they learn about
right to life.
2. Guide learners to identify the practices that violate the right to life on human life
from the poster.
3. Guide learners to discuss other practices that violates the rights to life for human
beings. This promotes communication and collaboration.
4. Guide learners to use digital devices to find out the meaning of sanctity of life. This
will promote digital literacy.
Activity 2
1. Organise learners to work in pairs.
2. Guide them to use digital devices to find out how to design posters with practices
that violate the right to life for human beings. This promotes digital literacy.
3. Guide learners to display their posters in class.
Home assignment
1. Discuss with learners how they are expected to carry out the take home assignment.
2. Guide learners to discuss the practices that violate the right to life for a human being
with their parents or guardians.
3. Guide them to present their report in class during the next lesson.
Eects of violation of the right to life for a human being
Activity 3
1. Guide learners to recite the poem in the Learner’s Book. This promotes learning
to learn.
2. Guide the learners to identify the effects of violating the right to life from the poem.
This promotes self-efficacy.
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3. Guide learners to discuss other effects of violating the right to life. This promotes
imagination and creativity.
4. Guide the learners to use a digital device to design posters on effects of violating
the right to life. This promotes digital literacy.
5. Guide them to present their findings in class. This promotes self-efficacy.
Activity 4
1. Organise learners to work in groups.
2. Guide them to watch a video clip on different ways the right to life is violated. This
promotes digital literacy.
3. Guide them to identify ways in which the right to life is violated from the video.
4. Lead a class discussion as you explain to them the effects of the practices they have
identified.
5. Guide the learners to write a composition on the effects of violation of the right to
life for a human being.
Activity 5
1. Group the learners to debate on the effects of violating the right to life and what
happens when the right to life is violated. Correct learners as they debate.
2. Assess learner’s ability to participate actively in debating and giving accurate
information.
3. Guide them to write down the points from both sides. This promotes learning to
learn.
4. Guide them to present their findings in class. This promotes self-efficacy.
Home assignment
1. Discuss with learners how they are expected to carry out the take home assignment.
2. Ask learners to discuss the effects of violation of the right of human life with their
parents or guardians.
3. Guide them to present their report in class during the next lesson.
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Christian teachings on the abuse of the right to life
Activity 6
1. Organise learners to work in groups.
2. Guide them to read; Exodus 20:13. This promotes learning to learn.
3. Guide them to write the verses on flashcards.
4. Guide them to read Matthew 5:2–26 in turns.
5. Guide the learners to describe the teachings of the Bible about the right to life
according to Matthew 5:21–26.
6. Guide them to explain what the Bible teaches about the abuse of right to life.
7. Guide them to state ways in which the Bible warn against the abuse of the right to life.
8. Explain to learners the teachings of the Bible on the right to life. Allow them to
present their findings in class. This promotes self-efficacy.
9. Guide the learners to discuss the Christian teaching on upholding sanctity of life.
This promotes communication and collaboration.
Activity 7
1. Pair the learners. Guide them to study the picture in the Learner’s Book. This
promotes learning to learn.
2. Guide learners to explain why it is important to ask for forgiveness when we do
something wrong.
3. Guide them to explain what the Bible teaches about reconciliation.
4. Guide the learners to discuss how reconciliation upholds the rights to life. This
enhances communication and collaboration.
5. Guide learners to use digital devices to design posters on Christian teachings on
the abuse of the right to life. This promotes digital literacy.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home activity.
2. Guide the learners to discuss the Christian teachings on the abuse of the right to
life with their parents or guardians.
3. Guide them to present their report in class during the next lesson.
Virtues that young people can practise to maintain sanctity of life
Activity 8
1. Pair the learners. Guide them to read the conversation in the Learner’s Book. This
promotes learning to learn.
2. Guide the learners to identify the virtues that young people can practise to maintain
sanctity of life.
3. Guide learners to explain to their friends the virtues young people can practise to
maintain sanctity of life. This promotes critical thinking and problem solving.
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4. Guide learners to use digital devices to find out the meaning of virtues.
5. Guide learners to design posters with virtues that young people can practise to
maintain sanctity of life.
Activity 9
1. In group of five, guide learners to read Matthew 5:21-26. This promotes learning
to learn.
2. Guide the learners to identify the virtues that can be practised to maintain sanctity
of life from the Bible reading. This will promote imagination and creativity.
3. Guide the learners to find out how they can uphold the gift of life. This promotes
critical thinking and problem solving.
4. Guide the learners to pick out the virtues that young people can practise to maintain
sanctity of life from the box provided in the Learner’s Book.
5. Guide the learners to explain how the virtue they have picked can be used to maintain
sanctity of life. This promotes imagination and creativity.
6. Guide the learners to present their findings in class. This promotes self-efficacy.
Activity 10
1. Guide learners to compose a poem thanking God for the gift of life using digital
devices. This promotes digital literacy.
2. Guide them to recite the poem to the class. This promotes learning to learn.
Community service learning
1. Guide learners through the community service learning provided in the Learner’s Book.
2. Guide learners to design posters with messages about the right to life and how to
uphold it. Let them display the posters in strategic places in the community for
awareness.
3. Guide them to take pictures of the posters and put them in their portfolio.
4. Guide them to present their photographs in class during the next lesson.
Answers to Assessment 5.3
1. Sanctity of life is the idea that life is precious and sacred.
2. Killing, abortion and terrorism.
3. Death, conflicts suffering and stress.
4. The Bible teaches Christians to value and respect human life. God gives life and it
should be respected. It teaches that whoever commits murder will be brought to
trial. Committing murder is a serious abuse of the right to life.
5. Respect, responsibility, love, tolerance, unity and peace and humility.
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Suggested assessment methods
1. Question and answer 6. Portfolio
2. Written questions 7. Journals
3. Check lists 8. Project work
4. Oral questions 9. Anecdotal notes
5. Observation schedule 10. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Identifying
practices
that violate
the right
to life for
a human
being.
Skillfully
and correctly
identies
and gives
relevant
examples of
practices that
violate the
right to life.
Correctly
identies
as practices
that violate
the right to
life.
Identies
some
practices that
violate the
right to life.
Hardly
identies any
of the practices
that violate the
right to life.
Outlining
the eects of
violating the
right to life
for a human
being.
Correctly
and with
ease outlines
the eects of
violation the
right to life.
Correctly
outlines the
eects of
violation the
right to life.
Outlines some
of the eects of
violation of the
right to life.
Hardly
outlines
the eects
of the
violation
of the right
to life with
assistance.
Analysing
Christian
teachings on
abuse of the
ght to life.
Skillfully and
accurately
analyses
Christian
teaching on
the abuse of
the right to
life.
Appropriately
analyses the
Christian
teaching
on the
abuse of
the right
to life.
Analyses
some
Christian
teaching
on the
abuse of
the rights
to life.
Has diculty
in analysing
Christian
teachings the
on abuse of the
right to life.
Listing
virtues
required
for one to
maintain
the
sanctity
of life.
With ease,
accurately lists
and examines
virtues
required
for one to
maintain the
sanctity of life.
Explicitly
examines
virtues
required
for one to
maintain
sanctity of
life.
Examines
some virtues
required
for one to
maintain the
sanctity of
life.
Hardly
lists any of
the virtues
required for
one to maintain
the sanctity
or life with
assistance.
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Drugs and substance use
Learner’s Book pages 128 – 134
Number of lessons: 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the Christian teachings on dangers of drugs and substance use.
(b) outline strategies used by Christians to prevent drugs and substance use.
(c) analyse the measures taken by government agencies to ght drug tracking and
abuse.
(d) desire to respect his or her body as the temple of the Holy Spirit.
Key inquiry questions
1. What are the commonly abused drugs and substances?
2. How can you avoid drugs and substance use?
3. Why do young people abuse alcohol and drugs?
Links to PCIs
Assertiveness is promoted when learners take a stand not to use drugs and substance
such as alcohol and tobacco.
Decision making is enhanced when learners change their attitudes on the use of drugs
and substance.
Safety issues will promoted when they avoid harmful substances and maintain good
health.
Self-discipline is fostered when learners avoid peer pressure.
Links to Values
Responsibility is portrayed when learners say no to drugs and substance use.
Integrity is exhibited when learners stand rm against the use of drugs and substance.
Respect is shown when learners care for their bodies by avoiding harmful substances.
Link to other subject areas
English language: In both subjects, learners discuss in groups.
Social Studies: Learners learn about human rights in both subjects.
Science and Technology: In both subjects, learners use digital devices.
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Home Science: In both subjects, learners learn about drugs and substance use.
Suggested learning resources
1. Pictures 6. Resource person
2. Charts 7. Word puzzles
3. Digital devices 8. Magazines
4. Flash cards 9. News papers
5. Realia
Christian teachings on dangers of drugs and substance use
Suggested learning experiences
Activity 1
1. Discuss with learners what they learnt in Grades 4 & 5 about drugs and substance
use. Guide them to explain the meaning t of a drug.
2. Group learners to study the picture and discuss the questions given in activity 1.
Encourage them to list their answers and share with the class. Home Science will
be enhanced as they learn about drugs and substance use.
3. Guide learners to talk about the tricks used to trap young people into drugs and
substance use.
4. Guide them to write down the commonly abused drugs and substance. Let them
discuss their effects.
5. Guide learners to write an essay on why young people abuse drugs. This promotes
imagination and creativity.
6. Using digital devices, guide learners in finding out the dangers of drugs and
substance use. This promotes digital literacy.
7. Guide learners to present their findings in class. This promotes self-efficacy.
Activity 2
1. Pair learners to read Ephesians 5:18 and Hosea 4:11.
2. Guide them to discuss the Christian teachings on dangers of drugs and substance
use. The value of integrity will be promoted as they stand firm against the use of
drugs and substance.
3. Guide learners in designing posters with dangers of drugs and substance use. This
promotes imagination and creativity.
4. Guide learners to display their posters in class. This enhances self-efficacy.
Activity 3
1. Guide learners to pick drugs randomly from the basket.
2. Guide them to explain the dangers of the drugs they have picked. Let them present
their findings to the class. This promotes self-efficacy.
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3. Guide the learners to compose a poem on the dangers of drugs and substance use.
Have them write some of the poems on a manilla paper and display them to create
awareness in class and at school. This will further promote the value of respect as
they care for their bodies by avoiding harmful substances.
4. Guide learners to read through the learning points and explain accordingly.
Home assignment
1. Discuss with the learners how they are expected to carry out the take home
assignment.
2. Guide learners to discuss the Christian teachings on dangers of drugs and substance
use with their parents or guardians.
3. Guide them to present their report in class during the next lesson.
Strategies used by Christians to prevent drugs and substance use
Activity 4
1. Pair the learners. Guide them to read the story in the Learner’s Book. This promotes
learning to learn.
2. Guide the learners to explain why they think the church organised the seminar for
the youths. This will promote critical thinking and problem solving.
3. Guide learners to discuss with their classmates the strategies the church uses
to prevent drugs and substance use. This will promote communication and
collaboration.
4. Guide learners to share their findings with the rest of the class.
Activity 5
1. Organise learners to work in groups.
2. Guide them to look at the pictures provided in the Learner’s Book.
3. Guide them to identify the strategies used by the Christians to prevent drugs and
substance use from the posters.
4. Guide them to discuss other strategies Christians use to prevent drugs and substance
use. This enhances communication and collaboration.
5. Guide learners to use digital devices to find out strategies used by Christians to
prevent drugs and substance use. This promotes digital literacy.
6. Guide learners to present their findings in class. This promotes self-efficacy.
Activity 6
1. Guide learners to watch a video clip on drugs and substance free life. This will
enhance Science and Technology as well.
2. Guide learners to discuss in groups skills required to eliminate drugs and substance
use in schools and in the community.
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Home assignment
1. Discuss with learners how they are expected to carry out the take home assignment.
2. Guide them to present their findings in class during the next lesson.
3. Guide the learners to discuss the strategies used by Christians to prevent drugs and
substance use with their parents or guardians.
Measures taken by government agencies to ght drug tracking and
use
Activity 7
1. Pair learners to read the message on the poster and discuss the activity questions.
2. Guide them to discuss the measures taken by the school to fight drug trafficking
and use.
3. Guide them to present their findings in class.
Activity 8
1. Organise learners to work in groups.
2. Guide learners to discuss measures taken by the government agencies to fight drug
trafficking and use. Decision-making will be enhanced as they change their attitudes
on the use of drugs and substance.
3. Guide them to present the skills required to eliminate drugs and substance use in
the community.
4. Guide them to write an essay on measures the government is undertaking to fight
drugs and substance use.
5. Guide learners to read their essay in class.
6. Guide them to compose a poem about the body as the temple of the Holy Spirit.
Home assignment
1. Discuss with learners how they are expected to carry out the take home assignment.
2. Guide the learners to discuss the measures taken by the government agencies to
fight drug trafficking and abuse with their parents and guardians.
3. Guide them to present their findings in class during the next lesson.
Community service learning
1. Encourage learners to take up the suggested community service learning. This will
enhance learning to learn.
2. Guide them to create posters with dangers of drugs and substance use and use them
to create awareness in the community. Let them take pictures of the posters and
put them in their portfolio.
3. Guide them to present their photographs in class.
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Answers to Assessment 5.4
1. Alcohol, glue, tobacco, cocaine, opium, miraa and bhang.
2. Peer pressure, idleness and poverty.
3. Assess to confirm if the composition captures ways in which one can avoid alcohol
and substance use.
4. The Bible teaches us not to be drunk with wine but instead be filled with the spirit.
It also teaches us that wine will ruin us.
5.
Drugs Dangers
(a) Alcohol - Liver disease
- Heart disease
(b) Miraa/Khat - Insomnia
- Paranoia
- Dehydration
(c) Bhang - Hallucination
- Disorganised thinking and speech
- Lung cancer
(d) Tobacco - Lung cancer
- Asthma
- Acute bronchitis
(e) Glue - Irregular heartbeat
- Heart failure
(f) Cocaine - Convulsion and seizures
- Heart disease
- Stroke
- Mood problems
6. Educating young people using church programs on dangers of alcohol, drug and
substance use. Helping the addicts to overcome alcohol, drugs and substance use
through prayer and counselling.
7. Giving stiff penalties to drug traffickers and restricting supply of drugs. Creating
awareness using campaigns, social media, radio and television on the effects of
alcohol, drug and substance use. Encouraging people to say no to alcohol, drug
and substance use.
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Suggested assessment methods
1. Question and answer 6. Journals
2. Written questions 7. Check list
3. Oral questions 8. Project work
4. Observation schedule 9. Anecdotal notes
5. Learner’s portfolio 10. Assessment rubrics
Assessment Rubric
Indicator Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Explains the
Christian
teachings on
dangers of
drugs and sub-
stance use.
With ease, accu-
rately identies
and explains the
Christian
teachings on
dangers of drugs
and substance use.
Accurately ex-
plains Chris-
tian teachings
on dangers
of drugs and
substance use.
Explains some
of the Christian
teachings on
dangers of drugs
and substance
use.
Needs guidance,
to explain
Christian
teaching on
dangers of drugs
and substance
use.
Outlining
strategies used
by Christians to
prevent drugs
and substance
use.
Skillfully and
accurately
outlines
strategies used
by Christians to
prevent drugs
and substance
use.
Correctly
outlines
strategies used
by Christians
to prevent
drugs and
substance use.
Outlines some
strategies used
by Christians to
prevent drugs
and substance
use.
Outlines a
strategy used
by Christians to
prevent drugs
and substance
abuse.
Analysing the
measures taken
by government
agencies to ght
drug tracking
and abuse.
Condently
and accurately
analyses the
measures taken
by government
agencies to
ght drug
tracking and
abuse.
Analyses mea-
sures taken by
government
agencies to
ght drug
tracking and
abuse.
Analyses
some of the
measures taken
by government
agencies to ght
drug tracking
and abuse.
Analyses with
diculty,
a measure
taken by
government
agencies to
ght drug
tracking
and abuse.
Below
Below
Expectations