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Grade 3 CRE

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100% found this document useful (1 vote)
3K views51 pages

Grade 3 CRE

Uploaded by

billsonmike
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES

GRADE 1, 2 & 3
First Published in 2017

Revised 2024

All rights reserved. No part of this book 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 publisher.

ISBN: 978-9914-43-059-2

Published and printed by Kenya Institute of Curriculum Development

ii
FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS


CABINET SECRETARY,
MINISTRY OF EDUCATION

ŝŝŝ
PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS


PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

ŝǀ
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.


DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

ǀ
NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs


Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment


Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

vii
4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility


Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. 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.

viii
LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons Per Week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1*
Total 31

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION


By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living.

ix
CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES
GRADE 3

86
ESSENCE STATEMENT
Christian Religious Education is the study of God’s self- revelation to human beings through the Bible, the person of Jesus Christ
and the Holy Spirit. This learning area builds on the competencies introduced at pre-primary level. Christian Religious Education
aims to equip the learner with moral values, life skills and attitudes that assist them to overcome challenges in day-to-day life. This
is in line with the National Goal of Education number (IV) which states that education should promote sound moral and religious
values.
These values include obedience, sharing, responsibility, honesty and respect among others. The skills to be developed in this
activity area include, praying, reciting, interpreting scriptures, leadership skills, self-esteem, self-awareness, assertiveness, and
decision making.
The life approach method will be used to facilitate the learning of Christian Religious Education. This implies that the teacher
begins the lesson by exploring the experiences of the learner and guiding him or her to discover the religious significance of those
experiences in relation to the Christian faith. The concepts taught at this level will lay a strong moral, spiritual and intellectual
foundation for the learner as they transition to Upper Primary.

GENERAL LEARNING OUTCOMES


By the end of Lower Primary, the learner should be able to:
a) Demonstrate an awareness of the love of God as the sole creator and heavenly father.
b) Utilize the teachings of the Holy Bible in their interaction with others to form harmonious relationships.
c) Apply the teachings of Jesus Christ in their day-to-day lives to promote social equality and responsibility.
d) Utilise the moral values, life skills and attitudes acquired to overcome the challenges they face in day-to-day life.
e) Appreciate the Church as a place of serving God and instilling a sense of responsibility in the learner.

87
SUMMARY OF STRANDS AND SUB-STRANDS
Strand Sub strand Suggested number of lessons
1.0 Creation 1.1 Self awareness 5

1.2 My Family 3

1.3 Adam and Eve 4

2.0 The Bible 2.1 The Bible as the Word of God 4

2.2 Moses and the Burning Bush 4

2.3 The big fish swallows Jonah 4

2.4 Naaman is Healed 4

2.5 The Three Hebrew Men 4


2.6 Elisha and the Boys 4

3.0 The Life of Jesus Christ 3.1 The Birth of Jesus Christ 3

3.2 The Good Samaritan 5

3.3 The Little boy with five loaves and two fish 5

3.4 Jesus Christ Walks on Water 3

3.5 Raising of Jairus Daughter 5

3.6 Easter 4

88
4.0 Christian Values 4.1 Honesty 5
4.2 Thankfulness 3

4.3 Forgiveness 4

4.4 Trust 4

4.5 Responsibility 4

5.0 The Church 5.1 Prayer 5


5.2 The Holy Spirit 4

Total Number of lessons 90

NOTE:
The suggested number of lessons per sub-strand may be less or more depending on the context.

89
STRAND 1.0: CREATION
Strand Sub- Specific learning Suggested learning experiences Suggested Key
Strand outcomes Inquiry
Question(s)
1.0 1.1 Self- By the end of the sub- The learner is guided to: Why is it important
Creation Awareness strand, the learner • read Genesis 1:27 and state their gender, to appreciate your
should be able to: • list different activities done by boys and girls, gender?
(5 lessons) a) identify themselves • write Psalms 139:13 on flashcards and read
as male or female aloud,
according to • draw and colour faces depicting various
Genesis 1:27, emotions,
b) describe how they • in groups list good thoughts and feelings e.g.
cope with happy or loving others, loving God, having joy,
sad feelings, forgiving others,
c) make the right • sing a song ‘I’m happy today so happy in Jesus
choices guided by name I’m happy…,
the word of God, • avoid bad thoughts which can lead to bad
d) appreciate his or behaviour, such as fights, stealing, hating
her gender as others, abusing others, and talking about other
guided by the people behind their back,
scriptures. • list results of making bad choices and share in
class.

90
Core competencies to be developed:
Self-efficacy: the skill of knowing self is demonstrated as the learner appreciates and states their gender.
Link to PCIs:
Gender Awareness is reinforced as learners list activities done by boys and those done by girls.
Link to Values:
Integrity is demonstrated as learners choose to do the right thing by avoiding bad thoughts and feelings.
Links to other Activity Areas:
Creative Activities: learners sing, dance, draw, and colour faces depicting various emotions.

91
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
1.0 1.2 My By the end of the sub-strand, the learner The learner is guided to: Why should you
Creation Family should be able to: • name members of their respect family
a) name family members in the nuclear family, members?
(3 lessons) and extended family, • tell how they relate with
b) draw the family tree to understand family members,
family relationships, • draw and colour the family
c) desire to respect family members for tree,
harmonious living. • compose a poem to
appreciate members of their
families.
Core competencies to be developed:
• Self-efficacy: the skill of knowing their family is enhanced as learners name members of their family.
• Citizenship: the skill of active family life is developed as learners tell how they relate with family members.
Pertinent and Contemporary Issues:
Social Cohesion is enhanced as they learn how to relate with family members.
Link to Values:
Love is nurtured as they compose a poem to appreciate members of their families.
Links to other Learning Activity Areas:
Environmental Activities: learners draw the family tree to understand family relationships.

92
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
1.0 1.3 Adam and By the end of the sub-strand, the The learner is guided to: 1. How did
Creation Eve learner should be able to: • picture-read Genesis 2:7, 21, Adam and Eve
a) recognise God as the creator • picture-read Genesis 2:16-17, disobey God?
(4 lessons) of Adam and Eve, • tell how man disobeyed God in 2. Why should
b) describe how Adam and Eve Genesis 3:6-7, you obey your
disobeyed God, • mention the result of man’s parents?
c) state four results of Adam’s disobedience; Genesis 3:17, 19
disobedience, & 23,
d) desire to exercise obedience • compose a poem on the
in day-to-day life. importance of obeying parents.
Core Competencies to be developed:
Imagination and Creativity: the skill of originality is exhibited as learners compose a poem on the importance of obeying
parents.
Link to Pertinent and Contemporary Issues:
Social Cohesion is enhanced as learners compose a poem on the importance of obeying parents.
Link to Values:
Patriotism is developed as learners obey laws and regulations while performing different tasks in class.
Link to other Activity Areas:
• Language Activities: learners speak clearly and effectively as they read and recite poems,
• Creative Activities: learners sing, dance, and compose poems.

93
SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeding Meeting Approaching Below Expectations
INDICATOR Expectations Expectations Expectations
Ability to describe how Learner describes how Learner describes Learner describes how Learner describes
they cope with happy or they cope with happy how they cope with they cope with happy or how they cope with
sad feelings. or sad feelings in happy or sad sad feelings but omit happy or sad feelings
details. feelings. minor details. but omit major
details.
Ability to make the right Learner makes the Learner makes the Learner attempts to make Learner makes the
choices guided by the right choices guided right choices guided the right choices guided right choices guided
word of God. by the word of God by the word of God. by the word of God. by the word of God
and encourages peers with consistent
to do so. guidance.
Ability to name family Learner names family Learner names Learner names some Learner names
members in the nuclear members in the family members in family members in the family members in
and extended family. nuclear and extended the nuclear and nuclear and extended the nuclear and
family exhaustively. extended family. family. extended family with
assistance.
Ability to recognise God Learner constantly Learner recognises Learner makes effort to Learner with prompts
as the creator of Adam recognises God as the God as the creator of recognise God as the recognises God as
and Eve. creator of Adam and Adam and Eve. creator of Adam and the creator of Adam
Eve. Eve. and Eve.
Ability to state four Learner states four Learner states four Learner states three Learner states one to
results of Adam’s results of Adam’s results of Adam’s results of Adam’s two results of
disobedience. disobedience and cites disobedience. disobedience. Adam’s
relevant examples. disobedience.

94
STRAND 2.0: THE HOLY BIBLE
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
2.0 The 2.1 The By the end of the sub-strand, The learner is guided to: Why is the Bible a
Holy Bible Bible as the the learner should be able to: • in pairs, tell the difference between Holy book?
Word of a) differentiate the Bible the Bible and other books,
God from other books as • in groups, draw and colour the
guided in 2 Timothy Holy Bible,
(4 lessons) 3:16A, • sing the song “My Bible and
b) state the number of I…………………”,
books in the New • in groups read 2 Timothy 3:16A
Testament, and say why they should respect
c) name the four Gospel the Holy Bible,
books in the New • state the number of books in the
Testament, New Testament,
d) appreciate the Bible as a • name the four Gospel books,
guide in their daily life. • tell the importance of reading the
Bible always
• recite Psalms 119:105.
Core competencies to be developed:
• Imagination and Creativity: the skill of communicating ideas with confidence is portrayed as learners tell the difference
between the Bible and other Books.
• Learning to Learn: the skill of creating learning experiences is developed as learners discuss the importance of reading the
Bible always.

95
Link to PCIs:
Social Cohesion is nurtured as learners respect diversity and sing songs using different languages.
Link to Values:
Unity is nurtured as learners work in groups to sing, dance, draw, and colour the Bible.
Link to other Activity Areas:
• Mathematical Activities: learners count the number of books in the New Testament.
• Language Activities: learners read the Bible fluently and express ideas confidently.

96
Strand Sub-Strand Specific learning Suggested learning experiences Suggested Key
outcomes Inquiry
Question(s)
2.0 The 2.2 Bible By the end of the The learner is guided to: How did Moses
Holy Story: sub-strand, the • in turns read Exodus 3:1-6, express obedience
Bible Moses and learner should be able • watch a video clip of Moses and the burning to God?
the Burning to: bush,
Bush a) retell the story of • in pairs state how Moses obeyed God,
Moses and the • mention three lessons learnt from the story of
burning bush, Moses and the burning bush,
(4 lessons) b) mention three • sing a song about Moses and the burning bush,
lessons learnt • draw and colour Moses and the burning bush,
from the story, • in pairs share experiences of how they obey
c) desire to obey their parents.
God in their day-
to-day lives.
Core Competencies to be developed:
• Communication and Collaboration: the skill of self-expression is exhibited as learners’ role-play the story of Moses and
the burning bush.
• Digital Literacy: the skill of interacting with digital devices is exhibited as learners watch a video clip on Moses and the
burning bush.

97
Pertinent and Contemporary Issues:
Social Cohesion: the importance of having guiding values in life is portrayed as learners share experiences of how they obey
their parents.
Link to Values:
Unity is portrayed as learners work in pairs and groups and respect each other’s opinions.
Link to other Activity Areas:
Language Activities: learners read fluently and express themselves confidently.
Creative Activities: learners draw and role-play the story of Moses and the burning bush.

98
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
2.0 The 2.3 Bible By the end of the sub-strand, The learner is guided to: Why is it
Holy Bible Story; the learner should be able to: • read the story of Jonah 1:1-4,15,17; important to obey
The big fish a) narrate the story of 2:10, God?
Swallows Jonah and the big fish, • watch a video on the story of Jonah,
Jonah b) list the results of Jonah’s • draw and colour the big fish,
disobedience, • mention what happened to Jonah after
c) desire to obey God in he disobeyed God,
(4 lessons) day-to-day life. • state why they should be obedient to
God and others,
• sing a song, “The big fish swallows
Jonah……………….”.
Core Competencies to be developed:
Communication and Collaboration: learners speak clearly and effectively as they state why they should be obedient to God
and others.
Link to Pertinent and Contemporary Issues:
Environmental Awareness: learners draw and colour the big fish.
Link to Values:
Obedience is inculcated as they learn the importance of obeying instructions.
Link to other Activity Areas:
• Creative Activities: learners sing songs, they also draw and colour the big fish
• Language Activities: learners read and discuss reasons why they should be obedient to God and others.

99
Strand Sub- Specific learning outcomes Suggested learning experiences Suggested Key
Strand Inquiry Question(s)

2.0 2.4 Bible By the end of the sub-strand, The learner is guided to: How was Naaman
The Story; the learner should be able to: • know what is leprosy and how it is healed?
Holy Naaman is a) retell the healing of spread from one person to the other,
Bible Healed Naaman the Syrian • picture-read the healing of Naaman
commander, in 2 Kings 5:1-14,
(4 lessons) b) mention three lessons • watch a video clip on Naaman’s
learnt from the story of healing,
Naaman, • dramatise the story of Naaman,
c) appreciate God as the • list three lessons learnt from the
healer of all diseases. healing of Naaman,
Core Competencies to be developed:
• Communication and Collaboration: the skill of communicating clearly and effectively is enhanced as learners retell the
story of Naaman,
• Imagination and Creativity: the skill of exchanging new ideas and creative thinking is exhibited as learners dramatise the
story of Naaman.
Link to Pertinent and Contemporary Issues:
Health Education: communicable diseases; learners are taught the meaning of leprosy and how it is spread.
Link to Values
Respect: learners take turns reading the Bible texts and respect each other’s opinions as they share their ideas.
Link to other learning activity areas:
• Creative Activities: learners dramatise the story of Naaman.
• Environmental Activities: learners mention the disease Naaman was suffering from.

100
Strand Sub-Strand Specific learning Suggested learning experiences Suggested Key
outcomes Inquiry
Question(s)
2.0 The 2.5 Bible By the end of the sub- The learner is guided to: How were the
Holy Story: strand, the learner should • picture-read Daniel 3:15-16, 18, 23-30, three Hebrew
Bible The three be able to: • watch a video on the story, men rescued
Hebrew men a) narrate the story of the • tell why the three men were thrown into the from the fire?
three Hebrew men, fire,
(4 lessons) b) list three lessons learnt • draw and colour the three Hebrew men and
from the story, the fourth person who rescued them,
c) desire to depend on • mention lessons learnt from the story,
God when faced with • dramatise how the three Hebrew men were
challenges. rescued,
• sing a song based on the story.
Core Competencies to be developed:
• Digital Literacy: the skill of connecting with technology is enhanced as learners watch a video on the story.
• Imagination and Creativity: the skill of originality is enhanced as learners dramatise the three Hebrew men being rescued.
Link to Pertinent and Contemporary Issues:
Human Rights and Responsibilities: freedom of worship, learners are aware of their right to worship.
Link to Values:
Responsibility: learners become responsible as they learn about patience in the face of difficulties.
Link to other Activity Areas:
• Language Activities: reading skills; learners read the story of the three Hebrew men.
• Creative Activities: learners dramatise and sing a song based on the story.

101
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry Question(s)
2.0 The 2.6 Bible By the end of the sub- The learner is guided to: How did Elisha
Holy Story; strand, the learner should be • read 2 Kings 2: 23-24 and retell the respond to the boys
Bible Elisha and able to: story of Elisha and the boys, who insulted him?
the Boys a) retell the story of Elisha • mention the number of boys in the
and the boys, story,
(4 lessons) b) mention four lessons • draw, colour, and display pictures of the
learnt from the story of two bears,
Elisha and the boys, • in pairs tell why they should respect the
c) desire to respect the elderly,
elderly in the • say why they should not join their
community. friends to do mischief,
• role-play the story of Elisha and the
boys,
• compose a poem on how to respect the
elderly in society.
Core Competencies to be developed:
• Imagination and Creativity: the skill of coming up with new ideas is developed as learners role play, draw, and colour the
two bears.
• Learning to Learn: the skill of developing relationships is enhanced as learners compose a poem on how to respect the
elderly in the society.

102
Pertinent and Contemporary Issues:
Social Cohesion is enhanced as they learn the guiding principles of relationships; such as respecting others.
Values:
Respect is enhanced as learners display positive regard for self and others by respecting the elderly.
Link to other activity areas:
• Language Activities: learners compose a poem, recite it, and read the Bible fluently.
• Creative Activities: learners role-play, draw, colour, and display pictures of the two bears.
• Mathematical Activities: learners list the number of boys and bears in the story.

103
SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeding Meeting Expectations Approaching Below Expectations
INDICATOR Expectations Expectations
Ability to state the Learner states the Learner states the Learner makes an effort Learner with
number of books in the number of books in the number of books in the to state the number of assistance states the
New Testament. New Testament with New Testament. books in the New number of books in
ease. Testament. the New Testament.
Ability to name the four Learner sequentially Learner names the four Learner names three Learner names one to
Gospel books in the names the four Gospel Gospel books in the Gospel books in the two Gospel books in
New Testament. books in the New New Testament. New Testament. the New Testament.
Testament.
Ability to retell Bible Learner retells Bible Learner retells Bible Learner retells Bible Learner retells Bible
stories as guided by the stories in details as stories as guided by stories as guided by the stories as guided by
scriptures. guided by the the scriptures. scriptures but omits the scriptures but
scriptures. minor details. omits major details.
Ability to outline the Learner outlines moral Learner outlines moral Learner outlines moral Learner outlines
moral lessons learnt lessons learnt from the lessons learnt from the lessons learnt from the moral lessons learnt
from the Bible stories. Bible stories in details. Bible stories. Bible stories but omits from the Bible
minor details. stories but omits
major details.
Ability to apply moral Learner applies moral Learner applies moral Learner makes an effort Learner applies
lessons learnt from the lessons learnt from the lessons learnt from the to apply moral lessons moral lessons learnt
Bible stories in daily Bible stories in daily Bible stories in daily learnt from the Bible from the Bible
life. life and encourages life. stories in daily life. stories in daily life
peers to do so. with guidance.

104
STRAND 3.0: THE EARLY LIFE OF JESUS CHRIST
Strand Sub-Strand Specific learning Suggested learning experiences Suggested
outcomes Key Inquiry
Question(s)
3.0 The 3.1 The By the end of the sub- The learner is guided to: Why is the
Early Birth of strand, the learner • in pairs read Matt 2:1-2, birth of Jesus
Life of Jesus Christ should be able to: • watch a video clip on the wise men from the Christ
Jesus a) retell the story of East, important to
Christ (3 lessons) the wise men, • in groups role-play the story of the wise men, us?
b) name the • draw stars and colour them,
hometown of Jesus • in pairs mention their home towns,
Christ, • say what they like about their hometowns,
c) desire to be led by • name the town where Jesus grew up; Luke 2: 39-
God in day-to-day 40,
life. • compose simple poems about their hometowns.
Core Competencies to be developed:
• Communication and Collaboration: the skill of teamwork is enhanced as learners retell the story of the wise men.
• Digital Literacy: the skill of interacting with digital devices is enhanced as learners watch a video clip about the wise men.
Link to Pertinent and Contemporary Issues:
Social Cohesion: nationhood and nationalism are developed as learners say what they like about their hometown.
Values:
Unity is demonstrated as learners work together in groups and role-play the story of the wise men.
Link to other Activity Areas:
Creative Activities: learners draw stars and colour them.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
3.0 3.2 The By the end of the sub-strand, The learner is guided to: How did the Good
The Good the learner should be able to: • read Luke 10:30-37 in turns, Samaritan show
life of Samaritan a) narrate the story of the • watch a video on the story of the Good kindness?
Jesus Good Samaritan, Samaritan,
Christ (5 lessons) b) list four lessons learnt • role-play the story of the Good
from the story of the Samaritan,
Good Samaritan, • mention lessons learnt from the story of
c) desire to show kindness the Good Samaritan,
to people in need. • tell how they help people in need,
• sing a song about the Good Samaritan.
Core Competencies to be developed:
• Learning to Learn: the skill of reflection on own learning is portrayed as learners tell how they help people in need.
• Digital Literacy: the skill of interacting with digital technology is enhanced as learners watch a video on the story of the
Good Samaritan.
Link to Pertinent and Contemporary Issues:
Health Education is enhanced as learners learn how the Good Samaritan applied treatment and managed the injuries of the
man who was attacked by robbers.
Link to Values:
• Love is nurtured as they learn how the Good Samaritan took care of the injured man.
• Social Justice is developed as they learn to help other people without discrimination.
Link to other activity areas:
• Creative Activities: creative skills are nurtured as learners sing a song about the Good Samaritan.
• Language Activities: learners learn new words.
• Environmental Activities: the Good Samaritan applied oil on the wounds of the injured man.

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Strand Sub-Strand Specific learning Suggested learning experiences Suggested Key
outcomes Inquiry Question(s)
3.0 The 3.3 The Little By the end of the sub- The learner is guided to: Why is the story of
Life of Boy with five strand, the learner • picture-read John 6:1-14, the little boy
Jesus loaves and should be able to: • watch a video of the little boy with five important to
Christ two fish a) retell the miracle of loaves and two fish, Christians today?
the five loaves and • narrate the story of the little boy with
(5 lessons) two fish, five loaves and two fish,
b) state lessons learnt • role-play the miracle,
from the miracle of • tell how they keep the environment
five loaves and two clean,
fish, • share experiences; on how they show
c) desire to show kindness to others,
kindness to those in • tell how many baskets remained after
need. feeding the people,
• draw the two fish and five loaves of
bread,
• compose a poem on how to avoid food
wastage,
• sing a song about the five loaves and two
fish.

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Core Competencies to be developed:
• Citizenship: learners acquire the skill of information and communication as they tell how to keep the environment clean.
• Learning to Learn: the skill of managing waste responsibly is developed as learners avoid wastage.
Link to Pertinent and Contemporary Issues:
Environmental awareness is developed as they learn how to manage waste responsibly.
Values:
Unity: is exhibited as they learn how to share resources amicably.
Link to other Activity Areas:
• Environmental Activities: learners keep the environment clean.
• Mathematical Activities: learners count the baskets left after feeding the people.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
3.0 The 3.4 Jesus By the end of the sub-strand, The learner is guided to: How does this
Life of Christ walks the learner should be able to: • picture-read Mathew 14:22-33, miracle portray
Jesus on water a) narrate the miracle of • discuss why the disciples were God’s Power over
Christ Jesus Christ walking on frightened (Mathew 14:26) in groups, nature?
(3 lessons) water, • watch a video on Jesus walking on
b) list lessons learnt from the water,
miracle, • draw a picture of Jesus walking on
c) appreciate Jesus’ power water in groups,
over nature. • sing a song about Jesus walking on
water.
Core Competencies to be developed:
Communication and Collaboration: the skill of communicating clearly and effectively is enhanced as learners work in pairs.
Link to PCIs:
Social Cohesion is exhibited as learners show cooperation by working in groups.
Link to Values:
Unity is portrayed as learners respect each other’s ideas and take turns to air their views during group discussions.
Link to other Activity Areas:
Creative Activities: learners sing a song about Jesus walking on water.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested
Key Inquiry
Question(s)
3.0 The 3.5 Raising By the end of the sub-strand, the Learners are guided to: How did Jairus
life of of Jairus’ learner should be able to: • read Mark 5:35-43 in turns, portray faith in
Jesus Daughter a) retell the miracle of raising • retell the story of raising Jairus’ God?
Christ Jairus’ daughter, daughter,
(5 lessons) b) list four lessons learnt from • write Mark 5:41on a speech bubble
the miracle of healing and display it in the CRE learning
Jairus’ daughter, corner,
c) recognise Jesus Christ’s • watch a video clip on the raising of
power over life and death. Jairus’ daughter,
• sing a song on the raising of Jairus’
daughter.
Core competencies to be developed:
• Digital Literacy: the skill of interacting with digital devices is enhanced as learners watch a video clip on raising Jairus’
daughter.
• Learning to Learn: the skill of working collaboratively is demonstrated as learners work in groups.
Link to Pertinent and Contemporary Issues:
Social Cohesion: is nurtured as they learn the importance of living together by showing love, care, concern, and praying for
each other.
Link to Values:
Love is nurtured as they learn to have a caring attitude towards others.
Link to other Activity Areas:
• Language Activities: reading skills are applied as learners read the Bible.
• Creative Activities skills are reinforced as they sing and compose a poem.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
3.0 3.6 Easter By the end of the sub-strand, The learner is guided to: Why do Christians
The the learner should be able to: • share experiences of how they celebrate celebrate Easter?
Life of (4 lessons) a) mention the importance Easter,
Jesus of celebrating Easter, • list in groups the importance of
Christ b) identify the events that celebrating Easter,
take place during Easter • list the activities that take place during
celebrations, Easter celebrations,
c) appreciate Jesus Christ’s • picture-read Mathew 28:1-6 in pairs,
resurrection by taking • write Matthew 28:6 on flashcards and
part in Easter read aloud,
celebrations. • sing songs about the resurrection of Jesus
Christ.
Core Competencies to be developed:
• Learning to Learn: the skill of developing relationships is enhanced as learners participate in Easter celebrations.
• Communication and collaboration: the skill of teamwork is nurtured as learners work together in groups.
Link to Pertinent and Contemporary Issues:
Social Cohesion is exhibited as learners sing songs in different languages.
Link to Values:
Responsibility is portrayed as learners take part in Easter Celebrations.
Link to other activity areas:
Language Activities: learners read and recite Bible verses.

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SUGGESTED ASSESSMENT RUBRIC
LEVEL Exceeding Meeting Expectations Approaching Below Expectations
INDICATOR Expectations Expectations
Ability to retell the story Learner retells the Learner retells the story Learner retells the story Learner retells the
of the wise men. story of the wise men of the wise men. of the wise men but story of the wise
in details. omits minor details. men but omits major
details.
Ability to narrate the Learner illustratively Learner narrates the Learner partly narrates Learner makes an
story of the good narrates the story of story of the good the story of the good effort to narrate the
Samaritan. the good Samaritan. Samaritan. Samaritan. story of the good
Samaritan.
Ability to list four Learner lists four Learner lists four Learner lists three Learner lists one to
lessons learnt from the lessons learnt from the lessons learnt from the lessons learnt from the two lessons learnt
story of the good story of the good story of the good story of the good from the story of the
Samaritan. Samaritan and cites Samaritan. Samaritan. good Samaritan.
relevant examples.
Ability to retell the Learner retells the Learner retells the Learner retells the Learner retells the
miracles of Jesus Christ. miracles of Jesus miracles of Jesus miracle of Jesus Christ miracle of Jesus
Christ in details. Christ. but omits minor details. Christ but omits
major details.

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Ability to state lessons Learner states lessons Learner states lessons Learner states some Learner attempts to
learnt from the miracles learnt from the learnt from the miracles lessons learnt from the state some lessons
of Jesus Christ. miracles of Jesus of Jesus Christ. miracles of Jesus learnt from the
Christ and cites Christ. miracles of Jesus
relevant examples. Christ.
Ability to mention the Learner mentions the Learner mentions the Learner partially Learner mentions the
importance of Easter in importance of Easter importance of Easter in mentions the importance of Easter
the life of a Christian. in the life of a the life of a Christian. importance of Easter in in the life of a
Christian the life of a Christian. Christian with
illustratively. support.
Ability to identify the Learner sequentially Learner identifies the Learner identifies Learner identifies
events that take place identifies the events events that take place events that take place the events that take
during Easter that take place during during Easter during Easter place during Easter
celebrations. Easter celebrations. celebrations. celebrations but leaves celebrations but
out a few steps. leaves out many
steps.

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STRAND 4.0: CHRISTIAN VALUES
Strand Sub- Specific learning outcomes Suggested learning experiences Suggested Key
Strand Inquiry
Question(s)
4.0 4.1 By the end of the sub-strand, The learner is guided to: 1. Why should
Christian Honesty the learner should be able to: • picture-read the story of Ananias and you practise
Values a) narrate the story of Sapphira in Acts 5:1-11, honesty as a
(5 lessons) Ananias and Sapphira, • watch a video clip about Ananias and Christian?
b) practise honesty by taking Sapphira, 2. Why should
offerings given by parents • mention lessons learnt from the story of you respect
to church, Ananias and Sapphira, other people’s
c) explain the importance of • in groups sing a song on honesty, property?
respecting other people’s • say why they should not use church
property, offerings for other purposes,
d) desire to exercise honesty • in groups, role-play ways of respecting
in day-to-day life. other people’s properties.
Core Competencies to be developed:
• Communication and Collaboration: the skill of teamwork is exhibited as learners discuss in groups and pairs.
• Citizenship: the skill of showing integrity is nurtured as learners say why they should not use church offerings for other
purposes.
Pertinent and Contemporary Issues:
Social Cohesion the importance of having guiding principles in life is exhibited as learners practise honesty in day-to-day life.
Link to Values:
Integrity is inculcated as learners say why they should not use church offerings for other purposes.
Link to other Activity Areas:
Creative Activities: learners sing and role-play ways of respecting other people’s property in groups.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
4.0 4.2 By the end of the sub- The learner is guided to: Why should you
Christian Thankfulness strand, the learner should be • write Psalms 136:1 on flashcards and thank God for
Values able to: read it aloud in class, your family,
(3 lessons) a) list ways they thank God • in pairs tell why they should thank God, friends and
in day-to-day life, • write on flashcards reasons for thanking teachers?
b) state five reasons for God, family, friends, and teachers,
thanking God for their • make cards to thank God and mount
family, friends, and them at the CRE learning corner,
teachers, • role-play in groups various ways of
c) desire to thank God in thanking God for family, friends, and
day-to-day life. teachers,
• participate in singing games with a
theme, ‘thank you God’,
• say a simple, ‘Thank you’ prayer to
God.
Core Competencies to be developed:
Imagination and Creativity: the skill of originality is nurtured as learners make cards with messages to thank God.
Link to PCIs:
Social Cohesion is nurtured as learners write reasons for thanking God, friends, teachers, and family members on flashcards.
Values:
Unity is inculcated as learners role-play and sing in groups.
Link to other Activity Areas:
Creative Activities: learners sing, dance, and role play.

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Strand Sub-Strand Specific learning Suggested learning experiences Suggested Key
outcomes Inquiry Question(s)
4.0 4.3 By the end of the sub- The learner is guided to: Why should you
Christian Forgiveness strand, the learner • observe and read pictures of the forgive others?
Values should be able to: unforgiving servant (Matthew 18:21-31),
(4 lessons) a) retell the story of • watch a video on the unforgiving servant,
the unforgiving • role-play the story of the unforgiving
servant, servant,
b) dramatise the story • always say, ‘Sorry’ when they wrong
of the unforgiving others,
servant, • write Colossians 3:13 on flashcards and
c) desire to forgive read aloud in turns,
others in their day- • say what to do when wronged by others;
to-day lives. Colossians 3:13,
• play a game on forgiveness.
Core Competencies to be developed:
• Digital Literacy: the skill of interacting with digital devices is enhanced as learners watch a video on the unforgiving
servant.
• Learning to Learn: the skill of self-discipline is nurtured as learners learn how to forgive others.
Pertinent and Contemporary Issues:
Peace Education: reconciliation and forgiveness is nurtured as they learn to always say, ‘Sorry’ when they wrong others.
Values:
Love is inculcated as learners forgive others when wronged.
Link to other Activity Areas:
Creative Activities: learners role-play the story of the unforgiving servant.

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Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
4.0 4.4 Trust By the end of the sub-strand, The learner is guided to: How do you
Christian the learner should be able to: • list people they can trust for their own ensure personal
Values (4 lessons) a) identify people they can safety, safety?
trust for their own safety, • mention the people to report to in case
b) mention three people to they are molested or touched
report to when molested or inappropriately,
touched inappropriately, • role-play how to behave when confronted
c) stay safe by reporting by a stranger,
people who molest them. • sing the song, “Trust and
obey………….”,
• read and recite Proverbs 11:13.
Core Competencies to be developed:
• Self-efficacy: the skill of saying their needs to get help is inculcated as learners mention the people to report to in case
they are molested or touched inappropriately.
• Communication and Collaboration: the skill of speaking clearly and effectively is enhanced as learners list people they can
trust for their own safety.
Link to Pertinent and Contemporary Issues:
Safety and Security: situation awareness; the safety of learners is enhanced as they know whom to trust and where to report
cases of molestation.
Values:
Responsibility: learners observe safety precautions by knowing whom to trust and how to behave when confronted by a
stranger.
Link to
Environmental Activities: learners mention the people to report to, in case they are molested or touched inappropriately.

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Strand Sub-Strand Specific learning outcomes Suggested learning Suggested Key
experiences Inquiry Question(s)
4.0 4.5 By the end of the sub-strand, the The learner is guided to: 1. Why is personal
Christian Responsibility learner should be able to: • mention the importance hygiene important?
Values a) practise cleanliness at home of personal hygiene and 2. How do show
(4 lessons) and school, good grooming, responsibility at
b) demonstrate responsibility • report students who play home?
by correcting those in the mischief,
wrong, • mention chores they do at
c) carry out chores at home home,
without expecting a reward, • say why they should not
d) desire to be responsible in expect rewards after
day-to-day life. doing chores at home,
• recite Philippians 2:4.
Core Competencies to be developed:
• Citizenship: the skill of active family life is exhibited as learners participate in family activities by doing chores at home.
• Self-efficacy: the skill of knowing who I ‘am is developed as learners practise good grooming and cleanliness.
Link to Pertinent and Contemporary Issues:
Health Promotion is inculcated as learners talk about personal hygiene and good grooming.
Values:
Responsibility is enhanced as learners engage in chores at home and ensure that they maintain personal hygiene and practise
good grooming.
Link to other Activity Areas:
Environmental Activities: learners observe personal hygiene and cleanliness.

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LEVEL Exceeding Meeting Approaching Below Expectations
INDICATOR Expectations Expectations Expectations
Ability to narrate the Learner narrates the Learner narrates the Learner narrates the Learner narrates the
story of Ananias and story of Ananias and story of Ananias and story of Ananias and story of Ananias and
Sapphira. Sapphira in details. Sapphira. Sapphira but omits Sapphira but omits
minor details. major details.
Ability to practise Learner constantly Learner practises Learner sometimes Learner practises
honesty by taking practises honesty by honesty by taking practise honesty by honesty by taking
offerings given by taking offerings given offerings given by taking offerings given offerings given by
parents to church. by parents to church. parents to church. by parents to church. parents to church with
constant guidance.
Ability to explain the Learner explains the Learner explains the Learner makes an Learner explains the
importance of importance of respecting importance of effort to explain the importance of
respecting other other people’s property respecting other importance of respecting other
people’s property. citing relevant people’s property. respecting other people’s property with
examples. people’s property. support.
Ability to state five Learner states five Learner states five Learner states three to Learner states one to
reasons for thanking reasons for thanking reasons for thanking four reasons for two reasons for
God for their family, God for their family, God for their family, thanking God for their thanking God for their
friends, and teachers. friends, and teachers friends, and teachers. family, friends, and family, friends, and
citing relevant teachers. teachers.
examples.
Ability to dramatise Learner creatively Learner dramatises the Learner makes effort Learner dramatises the
the story of the dramatises the story of story of the to dramatise the story story of the unforgiving
unforgiving servant. the unforgiving servant. unforgiving servant of the unforgiving servant with guidance.
servant.

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Ability to identify Leaners identifies Learner identifies Learner makes an Learner identifies
people they can trust people they can trust for people they can trust effort to identify people they can trust
for their own safety. their safety and cites for their safety. people they can trust for their safety with
relevant examples. for their safety. guidance.
Ability to mention Learner constantly Learner mentions Learner mentions two Learner mentions only
three people to report mentions three people to three people to report people to report to one person to report to
to when molested or report to when molested to when molested or when molested or when molested or
touched or touched touched touched touched
inappropriately. inappropriately. inappropriately. inappropriately. inappropriately.

Ability to practise Learner practises Learner practises Learner practises Learner practises
cleanliness at home cleanliness at home and cleanliness at home cleanliness at home cleanliness at home and
and school. school and encourages and school. and school when school with consistent
peers to do so. prompted. guidance.

Ability to demonstrate Learner constantly Learner demonstrates Learner partly Learner demonstrates
responsibility by demonstrates responsibility by demonstrates responsibility by
correcting those in the responsibility by correcting those in the responsibility by correcting those in the
wrong. correcting those in the wrong. correcting those in the wrong with prompts.
wrong. wrong.
Ability to perform Learner performs chores Learner performs Learner makes an Learner performs
chores at home at home without chores at home effort to perform chores at home without
without expecting a expecting a reward and without expecting a chores at home expecting a reward
reward. encourages peers to do reward. without expecting a with continuous
so. reward. guidance.

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STRAND 5.0: THE CHURCH
Strand Sub-Strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
5.0 The 5.1 Prayer By the end of the sub- The learner is guided to: 1. Why is it
Church strand, the learner should be • recite the Lord’s prayer, Matthew 6:9-13, important to
(5 lessons) able to: • read the Lord’s prayer from a chart pray?
a) recite the Lord’s prayer displayed in class, 2. How do you
in Mathew 6:9-13, • role-play ways of showing respect to God show respect
b) use appropriate postures during prayers, to God during
during prayer, • say the Lord’s prayer at home or in prayer?
c) desire to show respect to church,
God when praying. • sing songs related to the Lord’s prayer.
Core Competencies to be developed:
• Communication and Collaboration: the skill of speaking clearly and effectively is exhibited as learners recite the Lord’s
Prayer.
• Learning to Learn: the skill of recreating learning experiences outside the class is nurtured as learners pray at home and in
church.
Link to Pertinent and Contemporary Issues:
Social Cohesion is developed as learners pray at school, home, and church thus promoting harmonious living.
Link to Values:
Respect is nurtured as learners role-play ways of showing respect to God during prayers.
Links to other Activity Areas:
Creative Activities: learners engage in singing and role-playing.

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Strand Sub-strand Specific learning outcomes Suggested learning experiences Suggested Key
Inquiry
Question(s)
5.0 The 5.2 The By the end of the sub-strand, The learner is guided to: Why is the Holy
Church Holy Spirit the learner should be able to: • read Acts 2:1-4 in turns, Spirit important
a) retell the coming of the • watch a video clip on the coming of the in the life of a
(4 lessons) Holy Spirit on the day of Holy Spirit, Christian?
Pentecost, • mention the work of the Holy Spirit in
b) identify the work of the pairs,
Holy Spirit in the life of a • read Galatians 5:22 and list the fruit of the
Christian, Holy Spirit,
c) identify five fruit of the • draw a tree and write the fruit of the Holy
Holy Spirit, Spirit (love, joy, peace, patience, and
d) desire to be led by the kindness),
Holy Spirit as they make • learners to model and label five fruit of the
decisions in life. Holy Spirit (love, joy, peace, patience, and
kindness),
• sing songs about the fruit of Holy Spirit.

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Core Competencies to be developed:
• Communication and Collaboration: the skill of teamwork is developed as learners work in pairs and groups.
• Imagination and Creativity: the skill of connecting new ideas is exhibited as learners draw a tree and write the fruit of the
Holy Spirit.
Link to Pertinent and Contemporary Issues:
Social Cohesion is nurtured as they learn about having guiding values in life based on the fruit of the Holy Spirit.
Values:
Unity is displayed as learners work in pairs and groups.
Link to other Activity Areas:
• Creative Activities: learners sing and model five fruit of the Holy Spirit.
• Language Activities: learning of a new vocabulary (Pentecost).

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LEVEL Exceeding Meeting Expectations Approaching Below Expectations
INDICATOR Expectations Expectations
Ability to recite the Learner sequentially Learner recites the Learner recites the Learner recites the
Lord’s prayer according recites the Lord’s Lord’s prayer according Lord’s prayer according Lord’s prayer
to Mathew 6:9-13. prayer according to to Mathew 6:9-13. to Mathew 6:9-13 but according to Mathew
Mathew 6:9-13. omits minor parts. 6:9-13 but omits
major parts.
Ability to use Learner constantly Learner uses Learner sometimes uses Learner uses
appropriate postures uses appropriate appropriate postures appropriate postures appropriate postures
during prayer. postures during prayer. during prayer. during prayer. during prayer with
guidance.
Ability to retell the Learner exhaustively Learner retells the Learner briefly retells Learner attempts to
coming of the Holy retells the coming of coming of the Holy the coming of the Holy retell the coming of
Spirit on the day of the Holy Spirit on the Spirit on the day of Spirit on the day of the Holy Spirit on
Pentecost. day of Pentecost. Pentecost. Pentecost. the day of Pentecost.

Ability to identify the Learner identifies the Learner identifies the Learner attempts to Learner identifies the
work of the Holy Spirit work of the Holy work of the Holy Spirit identify the work of the work of the Holy
in the life of a Spirit and cites in the life of a Christian. Holy Spirit in the life of Spirit in the life of a
Christian. relevant examples. a Christian. Christian with
assistance.
Ability to identify five Learner identifies Learner identifies five Learner identifies three Learner identifies
fruit of the Holy Spirit. more than five fruit of fruit of the Holy Spirit. to four fruit of the Holy one to two fruit of
the Holy Spirit. Spirit. the Holy Spirit.

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APPENDIX 1: COMMUNITY SERVICE LEARNING AT LOWER PRIMARY
At this sub-level, the goal of the CSL activity is to provide links between concepts learnt in the various Learning Activities and
real-life experiences. Learners begin to make connections between what they learn and the relevance to their daily lives. CSL is
hosted in the Environmental Activities learning area. The class teacher is expected to:
• identify and guide learners to undertake age-appropriate, whole-class integrated CSL activities within the school, and
• consider learner safety when selecting the activity.

The following steps for the integrated CSL activity should be staggered across the school terms:
Steps in carrying out the integrated CSL activity

1) Preparation
• Determine the activity for the learners.
• Map out the targeted core competencies, values, and specific learning areas skills for the CSL activity.
• Identify resources required for the activity (focusing on locally available materials).
• Stagger the activities across the term (set dates and times).
• Communicate with learners, parents/caregivers/guardians, school administration, teachers, and other relevant
stakeholders in the school community.
• Identify and develop assessment tools.

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2) Implementation of CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (assess learner’s work from the beginning
to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity


Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why?
● what did not go well and why?
● what can be done differently next time?
● what they have learnt?

There will be one integrated CSL activity conducted annually. The thematic areas for this activity will be derived from the broader
categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to vary the themes yearly to allow
learners to address different PCIs within their contexts. There should be a link between the skills from the learning areas and the
chosen themes.

The integrated CSL activity utilises a Whole School Approach (WSA), involving the entire school community (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are crucial stakeholders in the
planning and execution of the CSL activity. While the teacher leads the planning and integration, learners will be expected to
actively participate throughout the process.

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The CSL activity provides an opportunity to develop of core competencies and nurture various values. The teacher will vary the
emphasised core competencies and values each year.

Assessment of the CSL Activity


Assessment of the integrated CSL activity will focus on three components namely:
• skills from various learning areas applied in carrying out the activity,
• core competencies developed, and
• values nurtured.

Assessment should focus on both the process and the end product of the CSL activity. The teacher will assess learners in groups
using various tools such as an observation schedule, checklist, rating scale, or any other appropriate assessment tool.

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APPENDIX 2: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Strand Suggested Assessment Methods Suggested Learning Resources Suggested Non –Formal
Activities
1.0 Creation Observation Schedules, The Children’s Bible, Good Take a nature walk in the
• Written Quizzes News Bible, Flash cards, school neighbourhood to
• Checklists, Pictures, Songs, Digital appreciate God’s creation
• Oral questions devices Charts, poems
The Holy Bible • Word search/ puzzle, The Children’s Bible, Good News Participate in Bible Trivia
• Checklists, Bible ,Flash cards, hymn books, competitions and quizzes
• Oral questions resource persons, digital devices
• Written questions
The Early Life of • Oral Questions, The Children’s Bible, Good News Role play the miracles of Jesus
Jesus Christ • Portfolio Bible, hymn books, resource Christ in clubs and societies
• Observation schedules persons, digital devices, poems
• Written Quizzes
• Question and Answer
Christian Values • Anecdotal Notes The Children’s Bible, Good News Visit the sick or the elderly in
• Authentic Tests Bible, hymn books, resource the company of parents or
• Word Search/ Puzzle persons, digital devices, poems guardians
• Projects
The Church • Oral Questions, The Children’s Bible, Good News Participate in Sunday
• Portfolio Bible, hymn books, resource School/Sabbath School
• Observation schedules persons, digital devices, poems activities and share their
• Written Quizzes experiences with others

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