CD 7 CRE

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
CHRISTIAN RELIGIOUS EDUCATION
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

2021
First Published in 2021
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by
any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the
publisher.
ISBN: …………………………………….
Published and printed by Kenya Institute of Curriculum Development

FOREWORD
Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in
meeting its core mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms
in the education sector. The reforms are based on rigorous research, monitoring and evaluation activities conducted on the
8-4-4 system of education to inform the Competency Based Curriculum through a phase-in phase-out model. The reforms
were informed by the Summative Evaluation Survey (2009), Needs Assessment Study (2016) and the Task Force Report
on Re-alignment of Education Sector (2012), 21 st century learning and approaches, the East Africa Protocol on
harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of
Kenya 2010, the Kenya Vision 2030 and the East African Protocol, among other policy requirements as documented by
the Sessional Paper No. 1of 2019 on ‘Reforming Education and Training in Kenya for Sustainable Development’. The
reforms adopted the Competency-Based Curriculum (CBC) to achieve development of requisite knowledge, skills, values
and attitudes that will drive the country’s future generations as documented by the Basic Education Curriculum Framework
(BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has successfully and
progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6
and Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for
progressive achievement of the curriculum vision which seeks to have engaged, empowered and ethical citizens.
PROF. GEORGE A. O. MAGOHA, MBS, EBS, CBS

CABINET SECRETARY
Property of the Government of Kenya Page | i Not for Sale

PREFACE
The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January,
2019 for Early Years Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation
progressed to Upper Primary (Grade 4, 5 and 6) based on the reorganization of the Basic Education structure. Grade 7
curriculum furthers implementation of the Competency-Based curriculum to Junior Secondary education level. This level
marks the zenith of Middle School education whose main feature is to offer a broad opportunity for the learner to explore
talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.
The Grade 7 curriculum designs for the respective learning areas will enable the development of twenty first century
competencies. Ultimately, this will lead to the realization of the vision and mission of the Competency-Based curriculum
as documented in the Basic Education Curriculum Framework (KICD, 2017).
It is my hope that all government agencies among other stakeholders in education will use the designs to guide effective
and efficient implementation of the learning activities as well as provide relevant feedback on various aspects of the
curriculum. Successful implementation of the Grade 7 curriculum will be a significant milestone towards realization of the
curriculum mission ‘Nurturing Every Learner’s Potential’.
JULIUS JWAN, MBS, (PhD)

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION
Property of the Government of Kenya

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to
develop curricula and curriculum support materials for basic and tertiary education and training, below the university. The
curriculum development process for any level involves thorough research, international benchmarking, and robust
stakeholder engagement. Through this systematic and consultative process, KICD conceptualised the Competency Based
Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF). The CBC responds to the demands
of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East African
Commission Protocol and the United Nations Sustainable Development Goals.
The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the
tenets of the CBC, key among them being the need to ensure that learners are provided with learning experiences that call
for higher order thinking, thereby ensuring they become engaged, empowered and ethical citizens as articulated in the
BECF Vision. The Grade 7 designs also provide opportunities for learners to develop the core competencies as well as
engage in Community Service Learning. The designs present assessment rubrics linked to sub strands in the individual
subjects. Teachers are encouraged to use varied assessment tools when assessing learners.
KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of
the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development
partners targeting specific programmes. The Grade 7 curriculum designs have been developed with the support of the World
Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) commissioned by the MoE. The
Institute is grateful for the support accorded to the process by the Government of Kenya, through the MoE and the
development partners for the policy, resource, and logistical support.
I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists,
in the development of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies

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(SAGAs) and representatives of various stakeholders for their various roles in the development of the Grade 7 curriculum
designs.
My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early
Learning and Basic Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer,
Kenya National Examinations Council (KNEC) for their support in the process. Finally, I am grateful to the KICD
Governing Council for their consistent guidance during the development of the curriculum designs. The Institute assures
all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the
CBC at Grade 7.
PROF. CHARLES O. ONG’ONDO

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS
FOREWORD ...........................................................................................................................................................................i
PREFACE .............................................................................................................................................................................. ii
ACKNOWLEDGEMENT .................................................................................................................................................... iii
TABLE OF CONTENTS ........................................................................................................................................................ v
TIME ALLOCATION ...........................................................................................................................................................vi
NATIONAL GOALS OF EDUCATION ............................................................................................................................ vii
MIDDLE SCHOOL LEARNING OUTCOMES.................................................................................................................... x
ESSENCE STATEMENT ...................................................................................................................................................... x
SUBJECT GENERAL LEARNING OUTCOMES...............................................................................................................xi
STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION ............................................................... 1
STRAND 2.0: CREATION .................................................................................................................................................... 4
COMMUNITY SERVICE LEARNING (CSL) PROJECT ................................................................................................. 13
STRAND 3.0: THE BIBLE .................................................................................................................................................. 17
STRAND 4.0: THE LIFE AND MINISTRY OF JESUS CHRIST...................................................................................... 28
STRAND 5.0: THE CHURCH ............................................................................................................................................. 37
STRAND 6.0: CHRISTIAN LIVING TODAY ................................................................................................................... 44
APPENDIX: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES......................................................................................................................................................................... 52

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TIME ALLOCATION
Subject Number of Lessons Per Week (40 minutes per lesson)

1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical and Pre-Career 5
7. Social Studies 3
8. Religious Education (CRE, HRE, IRE) 2
9. Business Studies (CRE/IRE/HRE) 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them.
They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire
this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable
them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the
nation.
ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in
need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development.
Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world.

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We can only be part of this development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.
iii) Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should
help children to develop their potential interests and abilities. A vital aspect of individual development is the
building of character.
iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition
of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place
in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.

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vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples
and nations. Education should therefore lead the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benefits that this membership entails.
viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities
that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development
and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

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MIDDLE SCHOOL LEARNING OUTCOMES
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7.Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Christian Religious Education (CRE) in Junior Secondary builds on concepts covered at primary level. The Christian
Religious Education is shaped by a vision of enabling and encouraging learners to grow all-round thus becoming informed,
caring and productive members of the society. This subject seeks to support the holistic aims of education by promoting
personal growth and facilitating spiritual development. It engages the learners in the human search for meaning and offers
them an opportunity to reflect, understand and interpret that experience in the light of our changing world. It also provides
learners with avenues to examine religious stories, and where appropriate, their own religious story, beliefs, faith and to
value their place within it now and in the future. It exposes them to a broad range of religious traditions and encourages
the promotion of mutual understanding and tolerance.
CRE has a broad aim of building the learner’s capacity to uphold values and support the contribution of Christianity
towards transformation and enhancement of the quality of human life and dignity. This subject is instrumental in

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determining and shaping a positive attitude of the learners towards God and the world at large. More importantly, CRE at
this level acknowledges the place, the role of family and faith as a primary influence on the young people’s lives as well
as the essence of inter-faith partnership and dialogue.
Christian Religious Education (CRE) is tailored to constructivists, multiple intelligences and cognitive development
learning theories which entail making links between a learner’s own experiences and connecting different learning styles.
As a result, engaging, participatory, interactive, collaborative and co-operative problem-solving activities have been
embedded into this design.
The six strands and several sub-strands are well aligned with contemporary issues to enable the learners acquire
knowledge, skills, values and attitudes needed for interpretation and effective application of Christian Religious Education
ideas. The facilitators are expected to adopt an effective, inclusive and supportive learning environment that accommodates
and recognises learner’s diverse needs, backgrounds, experiences and challenges.
SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary School, the learner should be able to:
1. Read and analyse Biblical teachings to acquire knowledge, skills, values and attitudes that enable them make
informed decisions and choices in their day to day lives.
2. Recognize God as the sole creator and sustainer of the universe by conserving the environment as stewards.
3. Develop a sense of social justice, encompassing equity, fairness, inclusivity and ability to distinguish between right
and wrong based on the teachings of the prophets and Jesus Christ.
4. Apply the teachings of Jesus Christ to build capacity for harmonious relationships.
5. Promote attitudes that build respect for one another and create positive interdependence among learners diverse
global society.
6. Effectively and efficiently use ICT learning resources to promote acquisition and application of knowledge, skills,
values and attitudes.

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STRAND 1.0: INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Question(s)
1.0 1.1 Importance By the end of the sub Learners are guided to: 1. Why is
Introduction to of Studying strand, the learner should • brainstorm in small groups Christian
Christian Christian be able to: the meaning of Christian Religious
Religious Religious a) explain the meaning of Religious Education and Education
Education Education Christian Religious present to the class important?
Education to foster • Search for the meaning of 2. How do you
(3 Lessons) understanding of CRE. Christian Religious benefit by
b) analyse the importance Education using different learning
of learning Christian sources internet, textbooks Christian
Religious Education and library and present to Religious
for holistic growth. the class Education?
c) appreciate Christian • discuss in pairs the
Religious Education importance of studying
for sound moral and Christian Religious
religious values. Education as a subject and
present to the class
• debate on how Christian
Religious Education helps
the learners to relate with
one another.
• use charts/
posters/flashcards to write
messages and themes that

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promote sound moral and
religious values.
Core Competencies to be developed:
● Learning to learn: the learners brainstorm and share the meaning of Christian Religious Education
● Self-efficacy: the leaners debate on how Christian Religious Education helps the learners to relate with one another
● Digital literacy: the learners assess learning materials on the importance of Christian Religious Education and share
content through the digital platform.
Values:
● Respect for one another: the learners use charts or posters to write messages and themes that promote sound moral
and religious values.
• Responsibility: the learners carry online search on the meaning of Christian Religious Education and present to the
class using a power point.
Pertinent and Contemporary Issues (PCIs):
● Effective communication: the learners carry out online search on the importance of learning Christian Religious
Education and being able to share their findings in class.
Links to other Subjects:
● English language: the learners discuss in groups and debate
● Computer Science: the learners use digital devices to search for information on the meaning of Christian Religious
Education.

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Assessment Rubric
Indicator Exceeds Expectation Meets Approaches Below Expectation
Expectation Expectation
Ability to explain the Explicitly and correctly Correctly explains Explains to some Explains the meaning
meaning of Christian explains the meaning of the meaning of extent the meaning of of Christian Religious
Religious Education Christian Religious Christian Christian Religious Education with
to foster Education Religious Education assistance
understanding of Education
CRE
Ability to analyse the Correctly analyses the Correctly analyses Analyses some Requires assistance to
importance of importance of learning the importance of importance of analyse some
learning Christian Christian Religious learning Christian learning Christian importance of Christian
Religious Education Education for holistic Religious Religious Education Religious Education
to enhance holistic growth with relevant Education for
growth examples holistic growth

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STRAND 2.0: CREATION
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.0 2.1 By the end of the sub Learners are guided to: 1. What are the
Creation Accounts strand, the learner ● brainstorm the features of God’s attributes of God
of should be able to: creation in their surrounding from the biblical
Creation a) explain the biblical ● take a nature walk and explore God’s accounts of
accounts of creation creation in the school compound / the creation?
(6 to understand God’s surrounding area 2. How is the first
Lessons) great work ● read in groups Genesis 1 and 2 and account of
b) discuss the explain the biblical accounts of creation creation
similarities and ● summarise main points on the two different from
differences in the biblical accounts of creation on charts the second?
two biblical and display them in class 3. Why is it
accounts of creation ● use library materials to search for important to
c) explain the information on African stories of learn about
similarities and creation creation
difference between ● describe the similarities and difference accounts/stories?
the biblical accounts between the biblical accounts and
and African stories African stories of creation
of creation ● write a summary on the similarities and
d) appreciate God’s difference between the biblical accounts
creation work in the and African stories of creation
two biblical
accounts.

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● watch a video clip on biblical accounts
of creation and share what they have
observed.
Core- Competencies to be developed:
● Communication and collaboration: the learners’ debate on the “biblical accounts of creation are similar to African
stories of creation’’
● Creativity and imagination: the learners design posters /charts on the order of creation
● Digital literacy: using digital devices, the learners design posters /charts on the order of creation and share within
the class
● Learning to learn: the learners interact with a resource person on African stories of creation and pose relevant
questions
Values:
● Responsibility: the learners take care of God’s creation in the school compound
● Respect: the learners interact with a resource person, pose relevant questions and acquire more information on
African stories of creation.
• Love: the learners appreciate aspects of God’s creation.
● Gender mainstreaming: the learners recognize that God created human beings as male and female who complement
each other
● Environmental issues in education: the learners take a nature walk and explore aspects of creation around the
school.
Link to other Subjects:
● Social Studies: the learners interact with the environment during the nature walk
● English language: the learner’s debate on the “biblical accounts of creation are similar to African stories of
creation’ ’idea
● Performing Arts: the learners sing a song on creation

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● Computer Science: the learners conduct online search using digital devices on similarities and differences in the
biblical accounts of creation.
Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Ability to explain the Correctly and Correctly explains Explains partially the Explains an aspect of
biblical accounts of explicitly explains the biblical accounts biblical accounts of the biblical accounts
creation the biblical accounts of creation creation of creation with
of creation guidance
Ability to discuss the Accurately discusses Accurately discusses Discusses some of Hardly discusses any
similarities and with examples the the similarities and the similarities and similarity and
differences in the two similarities and differences in the two differences in the two difference in the two
biblical accounts of differences in the two biblical accounts of biblical accounts of biblical accounts of
creation biblical accounts of creation creation creation, needs
creation support
Ability to explain the Correctly explains Correctly explains Explains some of the Requires assistance
similarities and with examples, the the similarities and similarities and to explain a
differences between similarities and difference between difference between similarity and
the biblical accounts difference between the biblical accounts the biblical accounts difference between
and African stories the biblical accounts and African stories of and African stories of the biblical accounts
of creation and African stories creation creation and African stories
of creation of creation

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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 2.2 By the end of the sub strand, Learners are guided to: 1. Why should
Creation Responsibility the learner should be able to: ● read Genesis 2:15-20, James 3: Christians
over Animals, a) explain the biblical 7 discuss the responsibilities take care of
Fish and teaching on responsibilities given to human beings animals, fish
Birds given to human beings over ● identify ways through which and birds
(4 Lessons) animals, fish and birds to Christians apply the biblical 2. How do you
promote responsible living teaching to protect animals, take care of
b) discuss ways through fish and birds God’s
Christians apply the ● write sensitisation messages on creations.
biblical teaching to protect charts/posters on the
animals, fish and birds importance of good
c) appreciate importance of stewardship
good stewardship
• Critical thinking and problem solving: the learners identify different ways of taking care of animals, fish and birds.
• Learning to learn: the learners write sensitisation messages on charts/posters on the importance of good
stewardship
● Creativity and Imagination: identify ways through which Christians apply the biblical teaching to protect and
preserve animals, fish and birds
Values:

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● Responsibility: the leaners take care of the different animals, fish and birds
● Patriotism: the learners discuss strategies of protecting and conserving the environment
• Social justice: the learners advocate for animal, fish and birds’ welfare
● Animal rights and welfare issues in education: the learners visit nearest animal orphanage/ national park/observe
animals within their local environment and write a report on their rights
● Assertiveness: the learners commit themselves to taking care of domestic animals at home
● Environmental issues in education: the learners discuss different ways of taking care of animals, fish and birds to
enhance harmonious coexistence.
Links to other subjects:
● Integrated Science: the learners learn about the importance of living creatures on land and in the sea
● English language: the learners compose and recite poems on animal welfare and protection
● Computer Studies: the learners use online sources to search for information on different strategies of taking care of
animals, fish and birds
● Agriculture: the learners use different strategies in taking care of animals, fish and birds
Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Ability to explain the Explicitly and Correctly explains Explains some of the Requires guidance
biblical teaching on correctly explains the the biblical teachings biblical teachings on to explain any
responsibilities over biblical teachings on on responsibilities responsibilities over biblical teaching on
animals, fish and birds responsibilities over over animals, fish animals, fish and responsibilities over
to promote responsible animals, fish and birds and birds birds animals, fish and
living using relevant birds
examples

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Ability to discuss ways Correctly discusses Correctly discusses Discusses partially Has difficulty
through Christians using examples, ways ways through ways through discussing a way
apply the biblical through Christians Christians apply the Christians apply the through Christians
teaching to protect apply the biblical biblical teaching to biblical teaching to apply the biblical
animals, fish and birds teaching to protect protect and preserve protect and preserve teaching to protect
animals, fish and birds animals, fish and animals, fish and and preserve
birds birds animals, fish and
birds

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2.0 Creation 2.3 By the end of the sub strand, Learners are guided to: 1. How do you
Responsibility the learner should be able to: • read in turns Genesis 1:29: ensure
over Plants a) describe the Genesis 2:15 and Psalm sustainability
(4 Lessons) responsibilities given to 104:14, summarize the of plants in
human beings over plants biblical teachings in charts your
by God to promote self and present them to the locality?
efficacy. class 2. What plants
b) identify how Christians • brainstorm on different in your
apply the biblical types of plants found in locality are
teachings on the care for the environment and how important to
plants to enhance they can care for them your family?
environmental • brainstorm how prudent 3. Which
conservation use of plants contribute to economic
c) discuss how prudent use economic growth and activity do
of plants contribute to make summary notes on you engage
economic growth this in at home or
d) appreciate plants as part • Interact with a resource school?
of God’s creation to person from an
promote a healthy agricultural research
ecosystem. institution on prudent
ways of using plants.

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• Learning to learn: the learners interact with a resource person from an agricultural research institution on prudent
ways of using plants
• Communication and collaboration: the learners discuss in groups how they can care for the plants in their locality
• Self-efficacy: the learner’s practise care and protection for plants.
Values:
• Responsibility: the learners apply biblical teachings in the care for plants to enhance environmental conservation
• Unity: the learners discuss in groups how they can care for different plants
• Social justice: the learners advocate for environmental conservation.
• Learner support programmes: the learners participate in environmental clubs
• Education for Sustainable Development (ESD): the learners explain different ways plants are cared for to enhance
responsibility
• Financial literacy: the learners discuss how prudent use of plants contribute to economic growth
• Social Studies: the learners identify ways of conserving the environment
• Computer Science: the learners conduct an online search on different plants found in different regions of Kenya
• Agriculture: the learners learn different ways of taking care of plants

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Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to describe Correctly describes Correctly describes Describes partly the Has challenges
the responsibilities with examples, the the responsibilities responsibilities given describing any of
given to human responsibilities given given to human to human beings over the responsibilities
beings over plants by to human beings over beings over plants by plants by God given to human
God to promote self- plants by God God beings over plants by
efficacy God
Ability to identify Accurately identifies Accurately identifies Identifies partly how Requires assistance to
how Christians apply and explains how how Christians apply Christians apply the identify how
the biblical teachings Christians apply the the biblical teachings biblical teachings on Christians apply the
on the care for plants biblical teachings on on the care for plants the care for plants to biblical teaching on
to enhance the care for plants to to enhance enhance the care for plants to
environmental enhance environmental environmental enhance
conservation environmental conservation conservation environmental
conservation conservation
Ability to discuss Explicitly discusses Explicitly discusses Discusses to some Requires guidance to
how prudent use of with relevant how prudent use of extent how prudent discuss how prudent
plants found in their examples how plants found in their use of plants found in use of plants found in
locality is essential to prudent use of plants locality is essential to their locality is their locality is
economic growth found in their locality economic growth essential to economic essential to economic
is essential to growth growth
economic growth

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COMMUNITY SERVICE LEARNING (CSL) PROJECT
Strand Sub -strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
2.0 2.4 By the end of the sub strand, Learners are guided to: 1. Why should
Creatio Responsibility the learner should be able to: • brainstorm on plants and animals you take
n over Plants a) identify the type of plants/ within the locality suitable for a responsibilit
and Animals animals within the locality project y over living
(3 lessons) and select one category • in groups, share different roles in creatures on
suitable for the project preparation for the project the land and
b) apply knowledge attained • as a class come up with simple waters?
from the biblical teaching plan that contains, project title, 2. How can
on responsibilities given objectives, stages, resources you involve
to human beings by required start and end of the the
sharing roles project (within a term, two terms community
c) develop a plan for when or a year) and expected results to use plants
the project starts and ends • interview any resource person wisely?
including number of with relevant on animals and
stages and resources to plants
promote responsible • in small groups identify either
behaviour plants, animals or other living
d) discus how the project creatures in the environment and
will benefit the align them with the project by
community and learner outlining what, how, where,
when, by who/ by what means

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e) Identify project successes, • use internet resources or
setbacks and areas of available textbooks to gather
improvement information on the project
f) Appreciate the strategies and inputs
responsibility over plants • as a class identify the project
and animals in their location
locality. • in groups identify ways of using
locally available materials such
as sacks or buckets to minimise
cost
• in groups, talk to the school
community about the project to
solicit support
• discuss in groups the benefits of
the project to the learners
themselves and community
• write a simple report on success,
setbacks, areas of improvement
and way forward for the project
• Learning to learn: the learners identify new plants that can be grown sustainably in their environment.
• Communication and collaboration: the learners work together to identify priority areas for the project, project title,
outcomes and purpose; relevant to solving the problem in the catchment area.
• Imagination and creativity: the learners devise a plan when the project starts and ends.
• Critical thinking and problem solving: the learners come up with simple proposals outlining steps and processes to
be undertaken.

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• Digital literacy: the learners use internet resources to gather more information on the project strategies and inputs.
Values:
• Responsibility: the learners liaise with the community on the project regarding sustainability of plants
• Unity: the learners devise a plan when the project starts and ends for example within a term, two terms or a year
• Love: the learners share how they will scale up the new practices at home o region or county
• Peace: the learners conduct oral interviews in the community to get feedback on the project.
• Environmental issues as learners are encouraged to take responsibility over plants, animals and other living
creatures for sustainable development
• Social studies: the earners make recommendations and conclusions regarding project success on plants grown in
the community
• English: the learners prepare report to disseminate to the stakeholders
• Computer science: the learners use internet resources to gather more information on the project strategies and
inputs
Assessment Rubric for CSL Project

Indicator Exceeds expectation Meets expectation Approaches Below expectations
expectations
Ability to establish Coherently and Comprehensively Establishes to some Requires assistance to
the nature and scope comprehensively establishes the nature extent the nature and establish the nature
of the project to be establishes the nature and scope of the scope of the project and scope of the
undertaken by the and scope of the project to be to be undertaken by project to be
class project to be undertaken by the the class undertaken by the
undertaken by the class class
class

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Ability to develop a Systematically and Adequately develops Develops part of a Requires assistance to
plan for the identified adequately develops a a plan for the plan for the identified develop a plan for the
project in the school plan for the identified identified project in project in the school identified project in
project in the school the school the school
Ability to implement Comprehensively Implements and takes Implements and takes Requires support to
and take part in the implements and part in the project part in some stages of implement and take
project by assigning actively takes part in the project part in the project
individual roles and the project
responsibilities
Ability to appraise Systematically and Comprehensively Appraises aspects of Requires assistance to
the project to comprehensively appraises the project the project to appraise the project
ascertain its relevance appraises the project to ascertain its ascertain its relevance and ascertain its
to the community and to ascertain its relevance to the to the community and relevance to the
the learner relevance to the community and the the learner community and the
community and the learner learner
learner
Ability to evaluate Systematically and Comprehensively Evaluates some of the Requires assistance to
the stages of the comprehensively evaluates the stages stages of the project evaluate the stages of
project to ascertain its evaluates the stages of the project to to ascertain its the project to
effectiveness of the project to ascertain its effectiveness ascertain its
ascertain its effectiveness effectiveness
effectiveness

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STRAND 3.0: THE BIBLE
3.0 3.1 By the end of the sub Learners are guided to: 1. Why is the
The Functions strand, the learner should ● brainstorm how the Bible is used in Bible
Bible of the Bible be able to; different occasions and places different
(3 Lessons) a) explain the importance ● debate and write main points on how from other
of the Bible and how it the Bible is used in the society books?
is used in the ● read in turns Timothy 3:16-17, Proverbs 2. How do
contemporary society 30:5-6, John 1:1-2 and explain the you apply
b) discuss the role of the teachings of the Bible texts the word of
Bible for holistic ● prepare in groups a PowerPoint God in
growth presentation on the importance of the your daily
c) explain how God’s Bible and how it is used in today’s life?
word inspires different society
services among ● write summary points on how the Bible
Christians used in spreading the Word of God
d) appreciate the Bible as ● discuss in groups how the Bible
the inspired Word of promotes spiritual, moral, social,
God

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emotional, physical and intellectual
growth of a person.
● discuss different types of service
Christians engage in their local
community in service to God and
humanity
● Prepare a TV or Radio lesson on how
God’s word inspires service among
Christians
● read the Bible in groups and report to
the class the meaning of passages read
• Creativity and imagination: the learners prepare a TV/Radio lesson on how God’s word inspires service among
Christians
• Critical thinking and problem solving: the learners investigate how God’s word inspires service among Christians
• Learning to learn: the learners discuss how the Bible promotes spiritual, moral, social, emotional, physical and
intellectual growth of a person
• Communication and collaboration: the learners read the Bible in groups and report to the class the meaning of
passages read
• Digital literacy: the learners search the internet on how the Bible is useful as a tool for holistic growth.
Values:
• Unity: the learners work in groups and prepare Power Point presentations
• Respect: the learners analyse the role of the Bible and read the Bible passages in turns
• Responsibility: the learners engage in Christian service in their local community.
• Effective communication: the learners use the Bible to share the Word of God, discuss in groups and role play

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• Peace Education: the learners put into practice the Word of God and live harmoniously
• Decision making: the learners read the Word of God and offer service to God in different ways.
● English Language: the learners read and discuss the Bible texts
● Computer Science: the learners use digital devices to carry out online search
● Performing Arts: the learner’s role- play on the use of the Bible in spreading the Word of God and record this on a
digital device.
Assessment Rubric
Expectation
Ability to explain the Accurately explains Accurately explains Explains partly Has challenges
importance of the using examples, the the importance of the the importance of explaining the
Bible and how it is importance of the Bible Bible and how it is the Bible and importance of the
used in the and how it is used in the used in the how it is used in Bible and how it is
contemporary society contemporary society contemporary society the contemporary used in the
society contemporary society
Ability to discuss the Correctly discusses and Correctly discusses Discusses Needs assistance to
role of the Bible for explains the role of the the role of the Bible partially the role discuss any of the role
holistic growth Bible of the Bible of the Bible
Ability to explain how Correctly explains with Correctly explains Explains partly Has difficulty
God’s word inspires relevant examples, how how God’s word how God’s word explaining how God’s
different services God’s word inspires inspires different inspires different word inspires
among Christians different services services among services among different services
among Christians Christians Christians among Christians

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Question(s)
3.0 1.2 Divisions By the end of the sub strand, Learners are guided to: 1. Why is it
The of the the learner should be able to: ● Name the books of the Old and important to
Bible Bible a) identify the books of the New Testament to enhance know the
(4 lessons) Old and New Testament understanding of the Word of books of the
to enhance understanding God Bible?
of the Word of God ● brainstorm in pairs because there
b) classify the books of the are two major divisions of the
Old and New Testament Bible
according to their ● identify and list the books of the
divisions Old and New Testament
c) appreciate the books of chronologically
the Old and New ● in groups sort out and design
Testament as she/he reads posters on categories of books of
the Bible. the Old and New Testament
according to divisions and
authorship.
• Learning to learn: the learners brainstorm in pairs why there are two major divisions of the Bible

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• Communication and collaboration: the learners sort out and design posters on the categories of books in the Old and
New Testament according to their divisions
• Digital literacy: the learners carry out an online inquiry on the books of the Bible and their categories and use a digital
device to present the findings
Values:
● Unity: the learners brainstorm in pairs because there are two major divisions of the Bible
● Responsibility: the learners read the Bible for moral and spiritual growth.
● Effective communication: the learners’ sort and design a poster on categories of books in the Old and New Testament
according to their divisions and authorship,
● English Language: the learners work in groups to design posters on categories of the books of the Old and New
Testament
● Mathematics: the learners’ sort and chronologically sequence books of the Old and New Testament
● Computer Science: the learners carry out an online inquiry on the books of the Bible.
Assessment Rubrics
Ability to identify the Correctly and Correctly Identifies some of the Needs assistance to
books of the Old and sequentially identifies identifies all the books of the Old and identify books of the
New Testament to all the books of the Old books of the Old New Testament Old and New
enhance application of and New Testament and New Testament
biblical knowledge Testament

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Ability to classify the Clearly and accurately Accurately Classifies some of the Needs assistance to
books of the Old and classifies the books of classifies the books of the Old and classify books of the
New Testament the Old and New books of the Old New Testament Old and New
according to their Testament and New Testament
divisions and Testament
authorship
3.0 The 3.3 Bible By the end of the sub Learners are guided to: 1. What skills does
Bible strand, the learner should ● brainstorm n how people have a Bible
Translation be able to: benefited from different translator
(4 lessons) a) discuss reasons for translations of the Bible require?
translation of the ● in groups discuss reasons that 2. Which
Bible to local led to the translation of the challenges do
languages. Bible into local languages and Bible translators
b) Identify different present their points to the class face?
translations and ● discuss in groups the different 3. Why is it
versions of the Bible translations and versions of the important to
used in Kenya Bible and write them on flash translate the
c) Examine the social cards Bible?
economic effects of ● interview a resource person on
translation of the the social economic effects of
Bible into local translation of the Bible into
languages local languages

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d) appreciate the work of ● Debate on the theme: “is Bible
Bible translation in translation still necessary in
Kenya to promote our society today?”
social cohesion
• Learning to learn: the learners share the benefits of Bible translation with their parents or guardians
• Digital literacy: the learners carry out online search on the benefits of Bible translation into local languages
• Critical thinking and problem solving: the learner’s debate on the theme: “Is Bible translation still necessary in our
society today?”
Values:
● Love: the learners learn that Bible translation embraces languages of all nations
● Unity and peace: the learners discuss how translation of the Bible into local languages has helped to promoted inter-
communal relations and peaceful co-existence
● Global citizenship: the learners learn the process of translating the Bible into different languages
● Digital citizenship: the learners learn the use of technology in translating the Bible into different languages.
● English language: the Learners debate on the theme: “Is Bible translation still necessary in our society today?”
● Performing and Visual Arts: the learners compose a poem, on the benefits of Bible translation
● Computer Science: the learners carry out an online inquiry on the benefits of translating the Bible into local languages
● Social Studies: the learners explain the benefits of Bible translation in their community.
Assessment Rubric

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Ability to discuss With relevant Correctly discusses Discusses some of With support,
reasons for translation illustrations, correctly the reasons for the reasons for discusses the reasons
of the Bible to enhance discusses the reasons translation of the translation of the for translation of the
understanding of the for translation of the Bible into local Bible into local Bible into local
Word of God Bible into local languages languages languages
languages
Ability to identify Correctly identifies Correctly identifies Identifies some Needs assistance to
different translations and explains different different different identify any
and versions of the translations and translations and translations and translation and version
Bible used in Kenya versions of the Bible versions of the versions of the of the Bible used in
used in Kenya Bible used in Bible used in Kenya Kenya
Kenya
Ability to examine the Accurately examines Correctly Examines some the Has challenges
social economic effects and identifies the examines the social economic examining the social
of translation of the social economic social economic effects of economic effects of
Bible into local effects of translation effects of translation of the translation of the
languages of the Bible into local translation of the Bible into local Bible into local
languages Bible into local languages languages, requires
languages assistance

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3.0 The 3..4 By the end of the sub Learners are guided to: 1. Why did
Leadership in strand, the learner should ● discuss characteristics of a good God preserve
Bible the Bible: be able to: leader the life of
Moses a) describe how God ● read Exodus 2:11-13, 3:1-2, 11, and Moses?
prepared Moses for 6:12, and state ways that God 2. Which
(4 Lessons) leadership prepared Moses for leadership qualities of a
b) identify the roles ● read Exodus 14:13-16, 21, 15:22- good leader
played by Moses 25, 18:7-10, 18:17-24; 18:24, would you
during the Exodus Deuteronomy 4:1-3, 5,6, and like to
c) discuss the qualities discuss roles performed by Moses emulate?
of Moses which during the Exodus 3. Why is good
Christians can ● discuss in groups, qualities of leadership
emulate Moses which Christians can important?
emulate

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d) emulate the leadership ● Debate the advantages of choosing
qualities in Moses and good leaders in society
apply them in day to
day living.
• Self-efficacy: the learners emulate the leadership qualities in Moses
• Citizenship: the learners explore how Moses effectively carried out his responsibilities
• Digital literacy: the learners watch a video clip on how God prepared Moses for leadership and make TV presentation
in class
• Imagination and creativity: the learners compose and sing a relevant song on Moses as a leader
• Critical thinking and problem solving: the learners analyse qualities of a good leader
Values:
● Responsibility: the learners identify leadership roles played by Moses during the Exodus
● Love: the learners observe how Moses interceded for the Israelites when they committed sin
● Social justice: the learners learn why Moses led the Israelites from bondage in Egypt.
● Human rights: the learners learn how Moses stood up for the rights of the Israelites
● Good governance: the learners learn how Moses led the Israelites from Egypt
● Decision making: the learners discuss in groups, the qualities to consider when choosing leaders in school
● Effective communication: the learners make presentations in class.
● Computer Science: the leaners browse the internet on how God prepared Moses for leadership and present their
points using a PowerPoint presentation
Assessment Rubric

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Expectation
Ability to describe Explicitly and Accurately explains Explains some ways Requires assistance to
how God prepared accurately explains how God prepared in which God explain how God
Moses for leadership how God prepared Moses for leadership prepared Moses for prepared Moses for
to develop their Moses for leadership leadership leadership
leadership skills
Ability to identify the Correctly describes Correctly describes Describes some l Requires assistance to
roles played by and explains the roles the roles played by roles played by describe any role
Moses during the played by Moses Moses during the Moses during the played by Moses
Exodus during the Exodus Exodus Exodus during the Exodus
Ability to discuss Clearly discusses and Clearly discusses Partly discusses Needs assistance to
qualities of Moses explains qualities of qualities of Moses qualities of Moses discuss any quality
which Christians can Moses which which Christians can which Christians can of Moses which
emulate Christians can emulate emulate Christians can
emulate emulate

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STRAND 4.0: THE LIFE AND MINISTRY OF JESUS CHRIST
4.0 The Life 4.1 Background By the end of the sub Learners are guided to: 1. What
and to the Birth strand, the learner should ● brainstorm in groups, the roles are
Ministry of of Jesus be able to: meaning of prophecy played by
Jesus Christ a) identify and sequence ● read in turns Isaiah 9:6-7 and prophets?
Christ the prophecies about Jeremiah 23:5-6, and discuss 2. Why did
(5 Lessons) the coming of Jesus in groups the prophecies Mary visit
Christ to promote about the coming of Jesus Elizabeth?
7 critical thinking Christ 3. Why was
b) explain how Old the birth
Testament prophecies of John

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about the Messiah were ● do an online search on the the Baptist
fulfilled by the coming prophecies about the coming important?
of Jesus Christ of Jesus Christ and present
c) describe the the points to the class
annunciation and birth ● prepare flash cards with
of John the Baptist to Bible texts about prophecies
enhance background regarding the coming of
knowledge Jesus Christ
d) relate the birth of John ● read in turns Matthew 1:18-
the Baptist to the 23 and state how Jesus Christ
coming of Jesus Christ fulfilled the Old Testament
to deepen prophecies
understanding ● summarize on charts how
e) analyse how Christians Jesus Christ fulfilled the Old
apply the message of Testament prophecies
John the Baptist in ● read in turns Luke 1:5-25;
their lives today explain the text and
f) appreciate the summarize main points on
fulfilment of the charts
prophecies about the ● role play the annunciation
coming of Jesus Christ and birth of John the Baptist
and record it using a digital
device
● read in turns Luke 3:16 and
John 1:29-30; and discuss
what they learn from the text

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● compose a poem on how the
birth of John the Baptist
relates to the coming of Jesus
Christ
● read in turns Luke 3:7-15
and discuss in pairs the
message of John the Baptist
● identify how Christians
apply the message of John
the Baptist in their lives
today
● brainstorm the skills which
Christians need to avoid
evils condemned by John the
Baptist
● Prepare a radio lesson on the
message of John the Baptist
• Digital literacy: the learners carry out searches online for the prophecies about the coming of Jesus Christ
• Imagination and creativity: the learners compose a poem on how the birth of John the Baptist relates to the coming
of Jesus Christ
• Critical thinking: the learners discuss the relevance of the message of John the Baptist to Christians today
• Citizenship: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist
• Communication and collaboration: the learners role-play the annunciation and birth of John the Baptist and record
this using a digital device.
Values:

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● Love: the learners practice the teachings of John the Baptist through sharing with the needy
● Unity and cooperation: the learners work in groups
● Social justice: the learners brainstorm how they can apply the message of John the Baptist in their daily lives.
● Social cohesion: the learners brainstorm how to avoid evils condemned by John the Baptist
● Decision making: the learners apply the message of John the Baptist in their lives by practising empathy and social
justice in their interactions with others
● Human rights: the learners brainstorm the skills which Christians need to avoid evils condemned by John the Baptist.
● English language: the learners read Bible texts and brainstorm the meaning of prophecy, in groups
● Computer Science: the learners watch a video clip or listen to an audio on the annunciation and birth of John the
Baptist
● Social Studies: the learners read in turns Luke 3:7-15 and discuss the message of John the Baptist and its relevance
to their daily lives.
Assessment Rubric
Expectation
Ability to outline the Correctly outlines the Correctly outlines the Outlines some Has difficulty in
prophecies about the prophecies about the prophecies about the prophecies about the outlining the
coming of Jesus coming of Jesus coming of Jesus coming of Jesus prophecies about the
Christ to promote Christ and quotes Christ Christ coming of Jesus
critical thinking relevant Bible texts Christ

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Ability to explain With relevant Accurately explains Explains how some With guidance,
how Old Testament examples, accurately how Old Testament of the Old Testament explains how some of
prophecies about the explains how Old prophecies about the prophecies about the the Old Testament
Messiah were Testament prophecies Messiah were Messiah were prophecies about the
fulfilled by Jesus about the Messiah fulfilled by Jesus fulfilled by Jesus Messiah were
Christ were fulfilled by Christ Christ fulfilled by Jesus
Jesus Christ Christ
Ability to describe Correctly describes Correctly describes Describes to some Has difficulty
the annunciation and the annunciation and the annunciation and extent the describing the
birth of John the birth of John the birth of John the annunciation and annunciation and
Baptist as a precursor Baptist and gives Baptist birth of John the birth of John the
of Jesus Christ relevant Bible texts Baptist Baptist
Ability to relate the Appropriately relates Appropriately relates Relates some aspects Has difficulties
birth of John the the birth of John the the birth of John the of the birth of John relating the birth of
Baptist to the coming Baptist to the coming Baptist to the coming the Baptist to the John the Baptist to
of the Messiah of the Messiah with of the Messiah coming of the the coming of the
ease Messiah Messiah
Ability to analyse Correctly analyses Correctly analyses Analyses to some Requires support to
how Christians apply with relevant how Christians apply extent how Christians analyse how
the message of John examples how the message of John apply the message of Christians apply the
the Baptist in their Christians apply the the Baptist in their John the Baptist in message of John the
lives today message of John the lives today their lives today Baptist in their lives
Baptist today.

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4.0 The 4.2 The Birth and By the end of the sub Learners are guided to: 1. Which events
Life Childhood of strand, the learner should ● read in turns Luke 1:26-38 take place
and Jesus Christ be able to: and Luke 2:1-20 during
(5 Lessons) a) analyse the events ● in pairs explain the events dedication of a
Ministry that took place that took place during the child?
of Jesus during the annunciation and birth of 2. What activities
Christ Jesus write the points on do you

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annunciation and the charts and present to the participate in
birth of Jesus class. the Church?
b) describe the ● brainstorm how children are 3. Why do
dedication of Jesus dedicated in the churches Christians
Christ in the Temple today read in turns Luke celebrate the
for spiritual growth 2:22-38 and in groups, birth of Jesus
c) discuss the story of discuss the importance of Christ?
Jesus in the Temple the dedication of Jesus
with elders to Christ in the Temple
understand His ● read Luke 2:41-52 and
mission explain the story of Jesus at
d) examine values the Temple with elders
which Christians ● watch a video clip on the
learn from the birth story of Jesus with the
and childhood of elders in the Temple
Jesus Christ ● discuss in groups values
e) appreciate the which Christians learn from
dedication of Jesus the birth and childhood of
Christ and relate it to Jesus Christ
similar practises in ● prepare flash cards on the
the churches today values which Christians
learn from the birth and
childhood of Jesus Christ
and display them in class
and display them in the
class.

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● Digital Literacy: the learners prepare a PowerPoint presentation on the events that took place during the birth of Jesus
● Critical thinking and problem solving: the learners watch a video clip and make observations on the story of Jesus in
the Temple with elders
● Learning to learn: the learners discuss the mission of Jesus from his interaction with elders in the Temple
● Communication and collaboration: the learners share personal experiences during church services.
Values:
● Love: the learners learn that the reason for the birth of Jesus Christ is a demonstration of God’s love for humankind
● Responsibility: the learners learn why parents should be concerned with their children.
● Child rights and protection: the learners learn that Jesus' parents were concerned with the welfare of Jesus when he
got lost in the Temple
● Effective Communication: the learners brainstorm how children are dedicated in the churches today
● Learner Support Programmes -Parental engagement: the learners learn that Jesus’ parents were concerned with His
welfare
● English language: the learners compose and sing a song about the story of Jesus in the Temple and record it using
available digital devices
● Computer Science: the learners use digital devices to compose and sing a song about the story of Jesus in the Temple.
● Social Studies: the learners learn that the parents of Jesus were concerned with the welfare of Jesus
● Music: the learners sing songs about Jesus in the Temple.
Assessment Rubric
Expectation

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Ability to analyse the Explicitly analyses Explicitly analyses Analyses some of With guidance,
events that took place and explains the the events that took the events that took analyses the events
during the events that took place place during the place during the that took place during
annunciation and the during the annunciation and annunciation and the annunciation and
birth of Jesus annunciation and birth of Jesus birth of Jesus birth of Jesus
birth of Jesus
Ability to describe Correctly describes Correctly describes Describes to some Has difficulty
the dedication of and explains the the dedication of extent the dedication describing any of the
Jesus Christ in the dedication of Jesus Jesus Christ in the of Jesus Christ in the events that took place
Temple for spiritual Christ in the Temple Temple Temple during the birth of
growth with textual evidence Jesus
Ability to discuss the Correctly discusses Correctly discusses Discusses some With assistance,
story of Jesus in the and explains the story the story of Jesus in aspects of the story of discusses an aspect of
Temple with elders to of Jesus in the the Temple with Jesus in the Temple the story of Jesus in
understand His Temple with elders elders with elders the Temple with
mission with ease elders
Ability to examine Correctly examines Correctly examines Examines some Requires support to
values Christians the values Christians values Christians values Christians examine values
learn from the birth learn from the birth learn from the birth learn from the birth Christians learn from
and childhood of and childhood of and childhood of and childhood of the birth and
Jesus Christ Jesus Christ with Jesus Christ Jesus Christ childhood of Jesus
relevant examples Christ

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STRAND 5.0: THE CHURCH
Question(s)
5.0 The 5.1 Selected By the end of the sub strand, the Learners are guided to: 1. Why is worship
Church Forms of learner should be able to: ● In pairs, discuss the meaning of important to
Worship a) explain the biblical teachings “worship” Christians in
(4Lessons) on selected forms of worship ● read in turns Exodus 15:20, Psalm their day- to -
b) discuss the importance of 30:11; 96:1-2, 150:1-5, Ephesians day lives?
prayer and fasting to 5:19; and discuss the Bible texts on 2. Why is prayer
Christians form of worship and fasting
c) identify the circumstances ● brainstorm, in groups, why prayer important in the
under which Christians apply and fasting are an important form of life of a
the teachings of Jesus Christ worship Christian?
on prayer and fasting ● describe in groups the importance of
d) appreciate different forms of prayer and fasting to Christians use
worship as a way of building a a digital device or a poster to
strong relationship with God summarise points on the importance
discuss prayer and fasting to
Christians
● create a poster on Psalm 150:1-5 and
display it on the noticeboard
● in groups, state the circumstances
under which Christians apply the
teachings of Jesus Christ on prayer
and fasting

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● compose a song in groups on the
Lord's prayer and sing it
Core competencies to be developed:
• Creativity and imagination: the learners compose a song on the Lord's prayer, in groups
• Learning to learn: the learners learn discuss the importance of prayer and fasting to Christians
• Self-efficacy: the learners in groups state the circumstances under which Christians apply the teachings
• Critical thinking: the learners identify ways in which they apply the teaching of Jesus on prayer and fasting in their daily lives.
Values:
• Respect: the learners brainstorm because prayer and fasting are important aspects of worship.
• Unity: the learners work in groups searching the internet for information on prayer and fasting.
• Self-esteem: the learners communicate to God through prayer
• Effective communication: the learners state examples of how they apply the teaching of Jesus Christ on prayer and fasting in
their daily lives
• Performing Arts as learners compose a song in groups on the Lord's prayer and sing it
• Computer Studies as they conduct online research on the importance of prayer, fasting and music and present to the class using
digital devices
• Visual Arts as learners create a poster on Psalm 150:1-5 and recite or read the words aloud in class.

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Assessment Rubric
Indicator Exceeds Meets Expectation Approaches Below
Expectation Expectation Expectation
Ability to explain the Correctly explains Correctly explains the Explains some of Hardly explains
Biblical teachings on and identifies the Biblical teachings on the Biblical any Biblical
selected forms of Biblical teachings on selected forms of worship teachings on teaching on
worship to promote selected forms of selected forms of selected forms of
spiritual growth worship worship worship with
guidance
Ability to discuss the Correctly discusses Correctly discusses the Discusses partly the Hardly discusses
importance of prayer and explains the importance of prayer and importance of the importance of
and fasting to importance of prayer fasting to Christians prayer and fasting prayer and fasting
Christians and fasting to to Christians to Christians and
Christians requires assistance
Ability to identify Correctly identifies Correctly identifies the Partly identifies the Needs support to
the circumstances and lists the circumstances under which circumstances under identify any the
under which circumstances under Christians apply the which Christians circumstance under
Christians apply the which Christians teachings of Jesus Christ on apply the teachings which Christians
teachings of Jesus apply the teachings prayer and fasting of Jesus Christ on apply the teachings
Christ on prayer and of Jesus Christ on prayer and fasting of Jesus Christ on
fasting prayer and fasting prayer and fasting

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
5.0 5.2 By the end of the sub-strand Learners are guided to: 1. Why did
The Role of the the learner should be able to: ● Identify missionaries’ contribution the early
Church Church in a) discuss the contribution towards education and health in Christian
Education and of Christian missionaries Kenya, compile a brief report and missionari
Health towards education and present to the class. es
health in Kenya ● use google map to identify in groups establish
(4 Lessons) b) examine strategies schools and health care facilities schools
employed by the Church established by Christian and health
today to promote missionaries in Kenya facilities?
education and health ● brainstorm on the role of the church 2. How do
c) identify barriers to in education and health in their financial
effective missionary communities problems
work in the world today ● carry out an online search on the affect
d) explain ways through role of the church in education and missionary
which Christians are health and present findings in class work?
promoting missionary ● in groups discuss and summarise on
work in Kenya a chart barrier to effective
e) appreciate the missionary work in the world today
contribution of the ● In groups identify ways through
Church in education and which Christians are promoting
health. missionary work in Kenya
● Interact with a resource person to
find out more on church sponsorship

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in health or education institution in
their locality
● Brainstorm on youth activities they
engage in their different churches
and report in the class.
• Digital literacy: the learners carry out an online search on the role of the church in education and health and use
google map to identify, schools and health care facilities established by Christian missionaries in Kenya
• Communication and collaboration: the learners brainstorm on youth activities they engage in their different churches
and report in the class
• Critical thinking and problem solving: the learners explain the remedies for promoting of missionary work
• Citizenship: the learners identify and summarise on a chart barrier to effective missionary work in the world today.
Values:
● Love and responsibility: the learners visit and offer voluntary work to the church sponsored health facilities or
education institution in their locality
● Social justice: the learners examine strategies employed by the Church today to promote education and health.
● Health issues in education: the learners examine strategies employed by the Church today to promote education and
health
● Human rights: the learners learn about the contribution of the Church in education and health.
● English langue: the learners’ debate on the role of the Church in the provision of chaplaincy, pastoral care and
psychosocial support in health and education institutions
● Social Studies: the learners discuss the contribution of the Christian missionaries towards education and health in
Kenya

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● Computer Studies: the learners carry out an online search on the role of the church in education and health and use
google map to identify, the schools and health care facilities established by Christian missionaries in Kenya
● Health Education: the learners examine strategies employed by the Church today to promote education and health.
Assessment Rubric
Expectation
Ability to discuss Exhaustively and Accurately discusses Discusses some Requires assistance to
the contribution of accurately discusses the contribution of contribution of discuss the
Christian the contribution of Christian Christian contribution of
missionaries Christian missionaries missionaries towards missionaries towards Christian missionaries
towards education towards education and education and health education and health towards education and
and health in Kenya health health
Ability to examine Systematically and Accurately examines Examines some Requires assistance to
strategies employed accurately examines strategies employed strategies employed examine strategies
by the Church today strategies employed by by the Church today by the Church today employed by the
to promote the Church today to to promote education to promote education Church today to
education and promote education and and health and health promote education and
health health health
Ability to identify Clearly and correctly Correctly identifies Partly identifies Requires assistance to
barriers to effective identifies barriers to barriers to effective barriers to effective identify a barrier to
missionary work in effective missionary missionary work in missionary work in effective missionary
the world today work in the world the world today the world today work in the world
today today

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Ability to explain Correctly explains and Correctly explains Explains some of the Hardly explains any of
ways through which outlines ways through ways through which ways through which the ways through
Christians are which Christians are Christians are Christians are which Christians are
promoting promoting missionary promoting missionary promoting promoting missionary
missionary work in work in Kenya work in Kenya missionary work in work in Kenya, needs
Kenya Kenya guidance

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STRAND 6.0: CHRISTIAN LIVING TODAY
Strand Sub strand Specific Learning Learning Experiences Key Inquiry
6.0 Christian 6.1 Christian By the end of the-sub Learners are guided to: 1. What are the
and strand, the learner ● brainstorm in pairs different types common
Living Marriage should be able to: of families practices of
Family a) discuss the biblical ● read in turns Genesis 2:23-24; Christian
Today (5 teachings on Songs of Solomon 8:6-7; Isaiah marriage?
Lessons) marriage and 54:5; Ephesians 5:25-33; and 2. What is the
family to develop summarize the biblical teachings difference
positive attitudes on marriage between
b) explain ways ● read in turns Exodus 20:12; marriage and
through which Psalm 127:3-5; Colossians 3:21; family?
Christians to Ephesians 6:4, and summarize the 3. Why is it
promote virtues biblical teachings on family important for
among young ● interact with a religious leaders or families and
people before resource person to find out ways marriages to
marriage through which Christians to have
c) identify the skills promote virtues among young harmonious
required to sustain people before marriage relationships?
and support stable ● in groups, prepare a summary
families in the using charts, on ways through
society which Christians to promote
d) appreciate the virtues among young people
importance of before marriage
marriages and

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families as sacred ● carry out an online search on the
institutions. skills required to sustain and
support stable families in the
societies and write their points on
charts
● write key messages on the skills
required to sustain and support
stable families in the society
● compose and recite poems on
‘God is the centre, for stable
families’
Core Competencies:
• Critical thinking and problem solving: the learners write key messages on the skills required to sustain and support
stable families in the society
• Citizenship: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
● Learning to learn: the learners interact with a religious leader or resource person to find out strategies used by
Christians to promote virtues among young people before marriage
• Digital literacy: the learners carry out an online search on the skills required to sustain and support stable families in
the society
• Creativity and imagination: the learners compose and recite poems on ‘God is the centre, for stable families.
Values:
• Unity: the learners discuss the biblical teachings on marriage and family to develop positive attitudes
● Love: the learners appreciate the importance of marriages and families as sacred institutions
● Responsibility: the learners interact with a religious leaders or resource person to find out strategies used by
Christians to promote virtues among young people before marriage.

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• Self-esteem: the learners evaluate the skills required to sustain and support stable families in the society
● Decision making: the learners write key messages on the skills required to sustain and support stable families in the
society
● Social cohesion: the learners in groups, prepare a presentation on strategies used by Christians to promote virtues
among young people before marriage.

● Social Studies: the learners learn about marriage and families as social institutions
● English Language: the learners compose and recite poems on ‘God is the centre, for stable families’
● Computer Studies: the learners carry out an online search on the skills required to sustain and support stable families
in the society.
Assessment Rubric
Indicator Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Ability to discuss the Appropriately Appropriately Discusses some of Requires assistance to
biblical teachings on discusses and discusses the biblical the biblical teachings discuss the biblical
marriage and family explains the biblical teachings on marriage on marriage and teachings on marriage
to develop positive teachings on marriage and family family and family
attitudes and family
Ability to explain Correctly explains Correctly explains Partly explains ways Requires support to
ways through which and lists ways ways through which through which explain any of the
Christians to promote through which Christians to promote Christians to promote ways through which
virtues among young Christians to promote virtues among young virtues among young Christians to promote
people before virtues among young people before people before virtues among young
marriage marriage marriage

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people before people before
marriage marriage
Ability to identify the Accurately outlines Accurately identifies Identifies some skills Requires guidance to
skills required to and identifies the the skills required to required to sustain identify any of the
sustain and support skills required to sustain and support and support stable skills required to
stable families in the sustain and support stable families families sustain and support
society stable families stable families

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Strand Sub strand Specific Learning Learning Experiences Key Inquiry
6.0 6.2 By the end of the sub Learners are guided to: 1. What are the
Christian Gambling strand, the learner should ● brainstorm in pairs the meaning and disadvantages
Living as a form be able to: types of addiction of gambling?
Today of a) identify the biblical ● read in turns 1Timothy 6:9; 2. Why do people
addiction teachings on dangers Proverbs 13:11 and 28:20-22 and engage in
(4 Lessons) of gambling for ones summarize the points on biblical gambling?
well being teachings on charts and present to 3. Which skills
b) discuss the causes of the class. can help a
gambling in society ● in groups use digital devices /read person to avoid
today to enhance relevant textbooks to identify on the gambling?
understanding causes of gambling and share in
c) examine the negative class
effects of gambling on ● Role play the negative effects of
individuals and family gambling on individual and family
to promote consumer and present to the class using a
awareness digital device
d) explore measures ● listen to a resource person give a
taken by Christians talk/speech on negative effects of
and the government to gambling on individuals and
help young people families
overcome gambling ● read in turns Proverbs 13:11; 1st
e) desire to live an Timothy 6:10; Hebrew 13:5 on the
addiction free life to teachings of the Bible on
overcoming gambling

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promote psycho- ● debate on measures taken by
social support Christians and the government to
help young people overcome
gambling
● share success stories or case studies
on measures taken by Christians
and the government to help young
people overcome gambling
● brainstorm on the value of
addiction free life
• Learning to learn: the learners summarize the points on biblical teachings on charts and present to the class.
• Communication and collaboration: the learners’ debate on measures taken by Christians and the government to help
young people overcome gambling
• Critical thinking and problem solving: the learners role play the negative effects of gambling on individual and family
Values:
● Responsibility: the learners make the right decisions to avoid addictions
● Respect for self and others: the learners avoid situations that can lead to addiction
● Love: the learners help their peers to overcome their addictions.
Pertinent Contemporary Issues (PCIs)
● Assertiveness: the learners say no to all forms of addiction
● Self-: the learners recognize the causes and effects of addiction
● Decision making: the learners make right decisions not to involve themselves in gambling
● Learner support programmes: guidance and counselling: the learners listen to a resource person on effects of gambling
● Health issues: the learners advocate for human wellness.

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● Health Education: the learners learn the effects of addiction
● Performing Arts: the learners compose a song on the effects of gambling
● Computer Studies: the learners conduct an online inquiry on the causes and effects of addiction and present findings
in class using digital devices.
Assessment Rubric
Expectation
Ability to identify the Accurately identifies Accurately identifies Identifies partially the Requires assistance to
biblical teachings on and explains the the biblical teachings biblical teachings on identify the biblical
gambling for ones biblical teachings on on gambling gambling teachings on
well being gambling gambling
Ability to discuss the Correctly discusses Correctly discusses Discusses some of Requires support to
causes of gambling in the causes of the causes of the causes of discuss the causes of
Kenya today to gambling in Kenya gambling in Kenya gambling in Kenya gambling in Kenya
enhance today using relevant today today today
understanding examples
Ability to examine Outlines and Appropriately Examines some of Requires assistance to
the effects of explicitly examines examines the effects the effects of examine the effects
gambling on the effects of of gambling on gambling on of gambling on
individuals and gambling on individuals and individuals and individuals and
families to promote individuals and families families families
healthy living families
Ability to explore Correctly identifies Correctly explores Explores some Has difficulty
measures taken by and explores measures taken by measures taken by exploring measures
Christians and the measures taken by Christians and the Christians and the taken by Christians
government to help Christians and the government to help government to help and the government

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young people to government to help young people young people to help young people
overcome gambling young people overcome gambling overcome gambling overcome gambling
overcome gambling

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APPENDIX: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Strand Sub Strand Assessment Methods Suggested Learning Non-Formal Learning

Suggested Resources activities
Introduction Importance of • Oral questions • Good News Bible Debating clubs to

to CRE Learning CRE in • Interrogating • CRE Course Books understand further
Junior secondary resource persons • Flash cards benefits of learning CRE
and writing • Charts
summary points • realia
• Digital Course Books-
www.kec. ac.ke
Creation 2.1 Accounts • Reading and • Good News Bible Interviewing a resource
of explaining biblical • CRE Course Books person for more
Creation teachings • Digital Course Books- information on African
• Aural recording www.kec. creation stories
• Observations
• Interviewing
2.2 • Reading and • Good News Bible Environmental
Responsibility explaining biblical • Digital Course Books- clubs/Junior clubs
over Animals, Fish teachings www.kec.
Interviewing resource
and Birds • Course book for Grade 7
• Pictures and photographs person

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• Flash cards Sensitization messages
• Charts on posters/charts/litter
bins
2.3 Responsibility • Observations • Good News Bible Environmental
over Plants • Interviewing • Digital Course Books- clubs/Junior clubs
• Reading and www.kec.
explaining biblical • Course books
teachings • Digital Course Books- person
www.kec. ac.ke Sensitization messages
• Pictures and photographs on posters/charts litter /
bins
2.4 CSL Project • Oral questions • Project plan Interviewing resource
Responsibility Observations • Workbooks person
over Plants • Interviewing • Manilla papers
Sensitization messages
and Animals • Making • Pictures and photographs
presentations • Songs on posters/charts
• Think and pair • Pictures and photographs
Assessment • Video clips
• Project report • Audio-visual resources
The Bible 3.1 • Reading and • CRE Course Books Debating clubs
Functions explaining biblical • Good News Bible
of the Bible teachings • Posters
• Aural recording • Charts
• Observations

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• Interviewing • Digital Course Books-
www.kec.
www.kec. ac.ke
• Flash cards
• Charts
• Video clips
• Audio-visual resources
1.3 Divisions • Reading and • Good News Bible Discussion groups
of the Bible explaining biblical • Workbooks
teachings • Manilla papers
• Pictures and photographs
3.3 Bible • Reading and • Good News Bible Sensitization messages of
Translation explaining biblical • Course Book socio economic effects of
teachings • Charts Bible translation
• Aural recording • Posters
• Observations
• Interviewing
3.4 Leadership in • Reading and • Good News Bible
the Bible: explaining biblical • CRE Course Books
Moses teachings
• Making
presentations
• peer assessments

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4.0 The 4.1Background to • Aural recording • Good News Bible • Interviewing
Life the Birth of Jesus • Observations • Posters resource person
and Ministry Christ • Interviewing • Models
of Jesus • Reading and • Workbooks • Sensitization
Christ explaining biblical • Manilla papers messages on
teachings • Pictures and photographs posters/charts
• CRE Course Books
www.kec. ac.ke
• Flash cards
• Charts
• Video clips
4.2 The Birth and • Aural recording • Good News Bible • Interviewing
Childhood of • Observations • Posters resource person
Jesus Christ • Reading and • Manilla papers
explaining biblical • Pictures and photographs • Composing songs
teachings • Newspaper Cuttings
• Interviewing • CRE Course Books
www.kec. ac.ke
• Songs
• Charts
• Video clips

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The church 5.1 Selected Forms • Reading and • Good News Bible Composing poems
in Action of Worship explaining biblical • Posters
teachings • Pictures and photographs
• Making • Newspaper Cuttings
presentations • CRE Course Books
• Self- • Digital Course Books-
assessment/peer www.kec. ac.ke
assessments • Songs
Role of the • Reading and • Good News Bible Christian union/YCS
Church explaining biblical • Posters Clubs
education and teachings • Pictures and photographs
• Interviewing resource
Health Making • Newspaper Cuttings
person
presentations • CRE Course Books
• Self-assessment/ • Songs
• peer assessments • Pictures and photographs
6.0 Christian 6.1 Christian • Aural recording • Good News Bible Christian union/YCS
and • Observations • Posters Clubs
Living Marriage • Interviewing • Models
Family • Reading and • Charts
Today (7 Lessons) person
explaining biblical • Manilla papers
teachings • Pictures and photographs
• Newspaper Cuttings

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• CRE Course Books
www.kec. ac.ke
• Flash cards
• Charts
• Video clips
• TV/radio lessons
6.2 • Reading and • Good News Bible Christian union/YCS
Gambling as a explaining biblical • Flash cards Clubs
form of Addiction teachings • Charts
• Interviewing resource
Brainstorming • Posters
person
www.kec. ac.ke
• Video clips

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REPUBLIC OF KENYA

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Published and printed by Kenya Institute of Curriculum Development

PROF. GEORGE A. O. MAGOHA, MBS, EBS, CBS

Property of the Government of Kenya Page | i Not for Sale

JULIUS JWAN, MBS, (PhD)

Property of the Government of Kenya

Property of the Government of Kenya

PROF. CHARLES O. ONG’ONDO

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Subject Number of Lessons Per Week (40 minutes per lesson)

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Property of the Government of Kenya

v) Promote social equality and responsibility.

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Property of the Government of Kenya

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SUBJECT GENERAL LEARNING OUTCOMES

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Assessment Rubric for CSL Project

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Property of the Government of Kenya

Property of the Government of Kenya