RETOOLING OF JS TEACHERS ON CBC AND CBA

CHRISTIAN RELIGIOUS EDUCATION

December 2024
 Essence of Christian Religious Education
 Christian Religious Education endeavours to equip the learner with
knowledge, skills, values and attitudes for holistic development.
 The values include; love, chastity, kindness, generosity, obedience, respect,
responsibility, integrity, patience, and perseverance.
 CRE seeks to produce a competent learner with good Christian character,
able to cope with challenges in daily life.
 This is in line with the National Goal of Education number (IV) which states
that education should promote sound moral and religious values.
Strand
Strands and Sub strands for Grade 7
Sub Strands
1.0 Overview of Christian Religious Education 1.1 Importance of Learning CRE
2.0 Creation 2.1 Accounts of Creation
2.2 Responsibility over Animals, Fish and Birds
3. Responsibility over Plants
2.4 Use and Misuse of God’s Creation
3.0 The Bible 3.1 Functions of the Bible
2. Divisions of the Bible
2. Bible Translations
3.4 Leadership in the Bible: Moses
4.0 The Early Life of Jesus Christ 4.1 Background to the Birth of Jesus Christ
4.2 Annunciation of the Birth of John the Baptist
4.3 The Birth and Childhood of Jesus Christ
5.0 The church in Action 5.1 Selected Forms of Worship
5.2 Role of the Church in Education and Health
6. Christian 6.1 Human Sexuality
Living Today 6.2 Christian Marriage and Family
6.3 Alcohol, drugs and substance use
6.4 Gambling
6.5 Social Media
 Summary of Strands and Sub strands FOR GRADE 8

Strand Sub Strand

1.0 Creation 1.1 Origin and Consequences of Sin

1.2 God’s plan for Redemption

2.0 The Bible 2.1 Faith and God’s Promises

2.2 Abrahamic Covenant
2.3 Leadership in Israel (Saul)
3.0 Selected Miracles of Jesus 3.1 Healing of Blind Bartimaeus
Christ 3.2 Calming the Storm
3.3 Healing of the Paralytic
 Strands and Sub strands cont.…….

Strands Sub Strand

4.0 Teachings of Jesus 4.1 Teachings on Prayer
Christ 4.2 The Lost Sheep
5.0 The Church 5.1 The Holy Spirit
5.2 Acts of Compassion
6.0 Christian Living
Today 6.1 Family Relationships
6.2 Human Sexuality:
Responsible Sexual Behaviour
6.3 Sacredness of Life
6.4 Bullying
6.5 Work: Talents and Abilities
6.6 Leisure
 Strands and sub strands Grade 9
Strand Sub-Strands

1.0 Creation Christian Moral Values 1.1 work

2.0 The Bible 2.1 Christian Moral Values
2.2 Judge Deborah
2.3Kings David and Solomon

3.0 The Early Life of Jesus Christ 3.1 Raising the Widow’s Son
3.2 Healing the 10 Lepers
3.3 Parable on Prayer
3.4 Nicodemus Encounter with Jesus Christ
3.5 Jesus Ministry in Jerusalem
4.0 The church in Action 4.1 The Early Church
4.2 The Gifts of the Holy Spirit
5.0 Christian 5.1 Courtship and Marriage
Living Today 5.2 Responsible Parenthood
5.2 Leisure
5.3 Wealth Money and Poverty
 Transformative Learning Approaches
The main methodology in the teaching and learning of CRE is:
1. Life approach; this implies that, the teacher begins the lesson by exploring the
learner’s day-to-day experiences and guides them to discover the religious significance
of their experiences in relation to the Christian faith.
This resonates with Jesus’ Catechetical approach
Jesus’ model begins with what is known and proceeds to divine revelation and comes
back to practical implications. He used the following methods: Story telling, parables,
wise sayings, word pictures, experiential learning, questions and answers. The
audience/disciples responded through critical reflection and response. Jesus Christ is
the greatest Educator who ever lived.
 The Moral Construction Approach

Advocated by Piaget and Kohlberg that learners can derive morality by social
interaction and principled reasoning in a classroom situation.
 Blended Learning

• Blended learning is integrating traditional face-to-face

instruction with technology.
• The Blended learning environments extend the reach of the
instruction beyond the classroom using digital resources,
• Some portion of the learning occurs online, with the learner
being able to manage the pace at which they learn,
• The other portion of the learning is teacher-led, usually
conducted through webinars, allowing remote learners to
engage more easily.
• Blended learning is reportedly more effective than pure face-
to-face or pure online classes.
 Collaborative and Cooperative Learning
 Collaborative learning is based upon consensus building through
cooperation by learners working in groups, in contrast to
competition, where individuals compete with each other.

 Collaborative learning is more learner cantered in that working

together results in greater understanding than if one had worked
independently.

 Cooperative Learning is very similar to Collaborative learning

except that it introduces a more structured setting with the teacher
guiding the learning environment.

 Cooperative learning is thus defined by a set of processes which

help learners interact together in order to accomplish a specific
 Communities of Practice

 Questioning
 Exploring alternatives
 Application
 Reintegrating and grounding of new perspectives
 learners engage in interactive conversations that draw on
personal experiences and religious traditions. They read the Bible
and other relevant resources and listen to each person’s
perspectives, questions, issues and insights and propose
responses, this becomes a learning community of practice geared
towards critical inquiry
 Problem-Based Learning (PBL)

 Problem-based learning (PBL) is a student-centred approach where learners

learn about a subject by working in groups to solve open-ended problems.
 The problem is what drives the motivation and the learning.
 PBL is thus an instructional method that initiates learning by creating a need
to solve authentic tasks.
 This method is applicable in CRE as learners discuss, brainstorm, share
experiences and conduct debates in pairs or groups to solve challenges they
face in daily life.
 Differentiated Learning
 Differentiation means tailoring instruction to meet individual needs of
learners.
 The learning environment, use of continuous assessment and flexible
grouping makes differentiated learning a successful approach to
instruction.
 Teachers can differentiate at least four classroom elements based on
learner’s readiness, interest, or learning needs: These are;
1. Content – what the learner needs to learn or how the learner will get
access to the information;
2. Process – activities in which the learner engages in order to make
sense of or master the content;
3. Products – culminating projects that ask the learner to rehearse,
apply, and extend what he or she has learned in a unit; and
4. Learning environment – the way the classroom works and feels.
 Inquiry Based Learning
 Inquiry Based learning involves providing learners with experiences that enable
them to develop understanding about aspects of the world around them.
 It is based on constructivist learning theories where learners construct knowledge
and meaning from their experiences through the development and use of
investigative skills.
 It incorporates a process of exploring the world, which leads to:
a) Asking questions
b) Making discoveries
c) Conducting research/experiments
 IBL is rooted in the famous Chines proverb
“Tell Me and I Forget; Teach Me and I May Remember; Involve Me and I Learn”
 IBL Cont.…

It involves:
 Field-work
 Case studies
 Investigations
 Individual and group projects
 Research projects is an innovative approach to learning where learners drive
their own learning through inquiry, as they work collaboratively to research
and create projects that reflect their innate potential and talents.
 SKILLS TO BE DEVELOPED
Sub Strands The learners are expected to develop the following skills

1.1 Origin and Consequences of Decision making skills

Sin

1.2 God’s plan for Redemption Problem solving skills

2.1 Faith and God’s Promises Assertiveness

2.2 Abrahamic Covenant Narrating., reflecting/meditating on scriptures

2.3 Leadership in Israel (Saul Leadership skills
3.1 Healing of Blind Bartimaeus Interpreting Scriptures

3.2 Calming the Storm Narrating , interpreting scriptures

3.3 Healing of the Paralytic Interpreting scriptures, Reflecting/meditating on scriptures

 Skills to be developed in CRE
Leadership skills, praying, reciting, meditating on
scriptures, Personal reflection, narrating Bible stories,
interpreting scriptures, assertiveness, peer pressure
resistance, problem solving and decision making.
 Suggested Resources

Good News Bible, Bible Story Books, Bible Atlas, Bible Dictionary, Bible
concordance, Bible Encyclopaedia, Reputable Bible Commentaries, Posters,
Models, Manilla papers, Pictures and photographs Newspaper cuttings, CRE
Course Books, online resources e.g. the Kenya Education Cloud, Flashcards,
Charts, Audio-visual resources and Resource Persons.
Assessment Tools
Oral/Aural Questions, Written Assignments, Authentic tasks, Observation
Schedule, Check lists, Rubrics, Rating Scales, Portfolio, peer assessments,
Journals, Anecdotal Records, projects.
 Schemes of Work

Administrative Details
School Maono Junior School
Year 2024
Term 1
Subject/Learning Area Christian Religious Education
Grade 8
Teacher’s Details Name: M/S Wisdom TSC No: 3540 Gender: Female
w L strand Sub LLO LE KIQ LR ASSSESSMNET REFLECT
k S strands ION
N
1 Christian Work: By the end of the The learner is 1. How is • Curriculu  Questions
0 1 Living Talents lesson, the learner guided to: the m design and Answers
Today and should be able to:  brainstorm on parable strand  Rating
Abilities a) describe the what they enjoy of the 6.0 sub Scales
parable of the doing while at talents strand  Observation
talents home, school applicabl 6.5 Schedules
according to and in the e in your  The  Journals
Matthew community, life? Good  Checklists
chapter 25 vs  share 2. How do News  Anecdotal
14-30 experiences of you Bible Records
b) demonstrate the talents, gifts nurture  Charts//  Project Work
activities and unique your God flash card
which nurture abilities they given  pictures
their God possess talents,
given talents,  sing a song gifts and
gifts and about the abilities?
abilities parable of the
c) appreciate talent
their God  read Matthew
given gifts, 25:14-30 and
talents and retell the parable
abilities to of the talents
serve  retell the parable
humanity of the talents
according to
Matthew 25:14-
30
 role play the
parable of the
Assessing Self-efficacy
Curriculum From the sample scheme of work
given above. Identify the
learning outcome(s) that can address
Self-efficacy.
Assessmen From the learning experiences, develop
t task tasks that address Self-efficacy.

Assessmen Develop the assessment tool to be used

t tool during retell and role play the parable of
the talent
Performance Engage the learners in the task and
collect
the information on the learner’s
performance.
 Lesson Plan

Administrative Details
School: Maono Junior School Date: 27/3/2024
Subject: Christian Religious Education Time: 11:00 – 11:40
Year : 2024 am
Term: 1 Grade: 8
Roll Boys:40 Girls:30
Teacher’s Details Total: 70
Name: M/S Wisdom Gender: Female
TSC No: 3540
 Lesson Plan cont..

Strand: Christian Living Today

Sub strand: Work: Talents and Abilities

Lesson Learning Outcomes:

By the end of the lesson, the learner should be able to:
a) describe the parable of the talents according to Matthew 25:14-30
b) demonstrate activities which nurture their God given talents, gifts and abilities
c) appreciate their God given talents, gifts and abilities to serve humanity

Key Inquiry Questions:

1. How is the parable of the talents applicable in your life?
2. How do you nurture your God given talents, gifts and abilities in daily life?
 Lesson Plan cont.…
Learning Resources: The Good News Bible(Matthew 25:14-30), Pictures showing the
activities of the servants, chart showing three servants and the master and flash cards
showing talents five,two and one.
Organization of Learning: learners will work in groups, learning will take place
in class.
Introduction: Learners share about the talents, gifts and abilities that they
possess, they can also sing a song about the parable of the talents
Lesson Development
Step 1: Guide learners to keep trying and stay positive when mention activities
they participate in to nurture their gifts, talents and abilities.
Self-efficacy will be developed as learners mention activities they participate in to
nurture their talents, gifts and abilities.
 Lesson plan Cont.…
Step 2: learners read Matthew 25:14-30 and guide them to use appropriate tone,
expressions and gestures when retell the parable of the talents.
Assess learners using a checklist. PCI-Effective Communication will be portrayed as
learners retell the parable.

Step 3 Guide learners to share roles and available resources amicably when role
playing the parable of the talents. Learners take turns in activities which nurture their God
given talents, gifts and abilities.The value of unity will be shown as learners share
roles and resources.

Extended Activities: learners to participate in activities that nurture their talents and
write a report to be presented in the next lesson
.
Conclusion: Ask questions based on the parable of the talents.
Learners join in to give the responses on key points learnt.

Reflection on the Lesson: Most of them participated actively during

role play on the parable of the talents. However, when retelling the
parable some learners were not able to use appropriate gestures and
expressions. More opportunities to be given to the learners to
conceptualise the parable before retell.
 Checklist
a) Learning Activity/Task. retell the parable of the talents according to
Matthew 25:14-30
Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)
Retells with precision Maintains eye Use Listens without Positively work with Teacher’s
No. Name and accuracy contact appropriate interrupting others others during role comment
tone, playing
expressions
and
gestures

YES NO YES NO YES NO YES NO YES NO

Remind to Listen without
Kelly √ √ √ √ interrupting others
1. Rotich √
Mary
2. Ogle
Teacher’s signature mwalimo Date 5/7/2024
 Record of Work

Administrative Details
School Maono
Grade 8
Learning Area Christian Religious Education
Year 2024
Term 1
Teacher’s Details M/s Wisdom
 Record of Work Cont.…

Date Strand Sub Strand Lesson Skill(s) Work Done Reflection Signature
27/3/2024 Christian Living Talents and • Narrating the -Share about the Most of them .
Today Abilities parable of the talents, gifts and participated
talent abilities that they actively during
• describing the possess role play the
parable of the -manipulate and parable of the
talents watch a video talents.
according to clip However, when
Matthew -Read scriptures retelling the
25:14-30 on the parable of parable some
• demonstrating the talents and learners were
activities narrated the not able to use
which nurture parablelearners appropriate
their God -Role play the gestures and
given talents, parable of the expressions.
gifts and talents More
abilities opportunities to
be given to the
 THE END

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