KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL CURRICULUM DESIGN

CHRISTIAN RELIGIOUS EDUCATION

GRADE 3
 First Published in 2017

Revised 2024

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

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TABLE OF CONTENTS

NATIONAL GOALS OF EDUCATION ............................................................................................................................................................iv

LESSON ALLOCATION AT LOWER PRIMARY ...........................................................................................................................................vi
LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION ............................................................................................................... vii
ESSENCE STATEMENT ................................................................................................................................................................................. viii
SUBJECT LEARNING OUTCOMES .............................................................................................................................................................. viii
GRADE 3 ............................................................................................................................................................................................................. 1
SERVICE LEARNING AT EARLY YEARS EDUCATION (GRADE 1-3) ................................................................................................... 32

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NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

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

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

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

c) Technological and Industrial Needs

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

3. Promote individual development and self-fulfilment

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

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

5. Promote social equity and responsibility

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

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

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

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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

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LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

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

SUBJECT LEARNING OUTCOMES

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

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GRADE 3
Strand Sub Specific learning Suggested learning experiences Key inquiry
strand outcomes question(s)
1.0
Creation 1.1 Self- By the end of the Sub The learner is guided to: How do you cope
Awareness strand, the learner  read Genesis 1:27 and state their gender, with emotions?
should be able to:  list different activities done by boys and girls,
6 lessons a) identify themselves  write Psalms 139:13 on flash cards and read
as male or female aloud,
according to  draw and colour faces depicting various
Genesis 1:27, emotions,
b) describe how they  in groups list good thoughts and feelings e.g.
cope with happy or loving others, loving God, having joy,
sad feelings, forgiving others,
c) make right choices  sing a song ‘I’m happy today so happy in Jesus
guided by the word name I’m happy……………,
of God,  avoid bad thoughts which can lead to bad
d) appreciate his or behaviour, such as, fights. stealing, hating
her gender as others, abusing others, talking about other
guided by the people behind their back,
scriptures.  list results of making bad choices and share in
class’.
Core Competencies to be developed:
Self-Efficacy: the skill of knowing self is demonstrated as the learner appreciate and state their gender.
Link to PCIs:
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Gender Awareness is reinforced as learners list activities done by boys and those done by girls.
Link to Values:
Integrity is demonstrated as learners choose to do the right thing by avoiding bad thoughts and feelings.
Links to other Activity Areas:
Creative Activities: learners sing, dance, draw and colour faces depicting various emotions.

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

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Links to other Learning Activity Areas :
Environmental activities as they draw the family tree to understand family relationships.

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

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ASSESSMENT RUBRIC
LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
INDICATOR
Ability to describe how Learner describes how Learner describes Learner briefly Learner describes
they cope with happy or they cope with happy how they cope with describes how they cope how they cope with
sad feelings or sad feelings with happy or sad feelings with happy or sad happy or sad feelings
illustrations feelings when prompted

Ability to make right Learner makes right Learner makes right Learner attempts to Learner makes right
choices guided by the choices guided by the choices guided by makes right choices choices guided by
word of God word of God and the word of God guided by the word of the word of God with
encourages peers to do God consistent guidance
so
Ability to name family Learner names family Learner names Learner names family Learner names
members in the nuclear members in the family members in members in the nuclear family members in
and extended family nuclear and extended the nuclear and and extended family the nuclear and
family and cites extended family when prompted extended family with
relevant examples assistance
Ability to recognise God Learner constantly Learner recognises Learner makes effort to Learner with prompts
as the creator of Adam recognises God as the God as the creator of recognises God as the recognises God as
and Eve creator of Adam and Adam and Eve creator of Adam and Eve the creator of Adam
Eve and Eve
Ability to state four Learner states four Learner states four Learner states three Learner states one
results of Adam’s results of Adam’s results of Adam’s results of Adam’s result of Adam’s
disobedience disobedience disobedience disobedience

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 disobedience and cites
relevant examples

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

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

Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
2.0 The 2.2 Bible By the end of the Sub The learner is guided to: How did Moses
Holy Story: strand, the learner  in turns read Exodus 3:1-6, express obedience
Bible Moses and should be able to:  watch a video clip of Moses and the burning to God?
the Burning a) retell the story of bush,
Bush Moses and the  role play the story of Moses and the burning
burning bush, bush,
b) mention three  in pairs state how Moses obeyed God,
4 lessons lessons learnt  mention three lessons learnt from the story of
from the story of Moses and the burning bush,
Moses and the  sing a song about Moses and the burning
burning, bush,
c) desire to obey  draw and colour Moses and the burning bush,
God in their day-  in pairs share experiences of how they obey
to-day lives. their parents.
Core Competences to be developed:
 Communication and Collaboration: the skill of self-expression is exhibited as learners role play the story.
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 Digital Literacy: the skill of interacting with digital devices is exhibited as learners a watch a video clip of Moses and the
burning bush.
Pertinent and Contemporary Issues:
Social cohesion: importance of having guiding values in life is portrayed as learners share experiences of how they obey their
parents.
Link to Values:
Unity is portrayed as learners work in pairs and groups and respect each other’s opinion.
Link to other Activity Areas:
Language activities: learners read fluently and express themselves confidently.
Creative Activities: learner’s draw and role play the story of Moses and the burning bush.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
2.0 The 2.3 Bible By the end of the Sub strand, The learner is guided to: How did Jonah
Holy Story; the learner should be able to:  read the story of Jonah 1: 1-4,15, 17; disobey God?
Bible The big fish a) narrate the story of Jonah 2:10,
Swallows and the big fish,  watch a video on the story of Jonah,
Jonah b) list the results of Jonah’s  draw and colour the big fish,
disobedience,  mention what happened to Jonah after
c) desire to obey God in day- he disobeyed God,
4 lessons to- day life.  state why they should be obedient to
God and others,
 sing a song, “The big fish swallows
Jonah……………….”.

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Core Competences to be developed:
Communication and collaboration: learner speak clearly and effectively as they state why they should be obedient to God
and others.
Link to Pertinent and Contemporary Issues:
Environmental awareness: learners draw and colour the big fish.
Link to Values:
Obedience is inculcated as they learn the importance of obeying instructions.
Link to other Activity Areas:
 Creative Activities as learners sing songs draw and colour,
 Language Activities as learners read and discuss reasons why they should be obedient to God and others.

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

Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
2.0 The 2.5 Bible By the end of the Sub The learner is guided to: How were the
Holy Story: strand, the learner should  picture read Daniel 3:15-16, 18, 23-30, three Hebrew
Bible The three be able to:  watch a video on the story, men rescued
Hebrew men a) narrate the story of the  tell why the three men were thrown into the from fire?
three Hebrew men, fire,
4 lessons b) list three lessons learnt  draw and colour the three Hebrew men and
from the story, the fourth person who rescued them,
c) desire to depend on  mention lessons learnt from the story,
God when faced with  dramatize the three Hebrew men being
challenges. rescued,
 sing a song on the story.
Core Competences to be developed:
 Digital Literacy: the skill of connecting with technology is enhanced as watch a video on the story.
 Imagination and Creativity: the skill of originality is enhanced as learners dramatize the three Hebrew men being
rescued.

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Link to Pertinent and Contemporary Issues:
Human Rights and responsibilities: freedom of worship, learners are aware of their right to worship.
Link to Values:
Responsibility: learners become responsible as they learn about patience in the face of difficulties.
Link to other Activity Areas:
 Language Activities: reading skills; learners read the story of the three Hebrew men.
 Creative Activities: learners dramatize and sing a song based on the story.

Strand Sub Specific learning outcomes Suggested learning experiences Key inquiry
strand question(s)
2.0 The 2.6 Bible By the end of the Sub strand, The learner is guided to: How did Elisha
Holy Story; the learner should be able to:  read 2 Kings 2: 23-24 and retell the respond to the boys
Bible Elisha and a) retell the story of Elisha story of Elisha and the boys, who insulted him?
the Boys and the boys,  mention the number of boys in the
b) mention four lessons learnt story,
4 lessons from the story of Elisha  draw ,colour and display pictures of
and the boys, the two bears,
c) desire to respect the elderly  in pair tell why they should respect the
in the community. elderly,
 in pars say why they should not follow
their friends do to mischief,
 role play the story of Elisha and the
boys,
 compose a poem on how to respect the
elderly in the society.

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Core Competencies to be developed:
 Imagination and Creativity: the skill of decision making is developed as learners role play, draw and colour the two
bears,
 Learning to Learn: the skill of developing relationships is enhanced as they compose a poem on how to respect the
elderly in the society.
Pertinent and Contemporary Issues:
Social cohesion is enhanced as they learn the guiding principles on relationships; such as respecting others.
Values:
Respect is enhanced as learners display positive regard for self and others by respecting the elderly.
Link to other activity areas:
 Language Activities: learners compose a poem, recite it and read the Bible fluently,
 Creative Activities: learners role play, draw, colour and display pictures of the two bears,
 Mathematical Activities: learners list the number of boys and bears in the story.

ASSESSMENT RUBRIC
LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
INDICATOR
Ability to differentiate Learner differentiates Learner differentiates Learner makes effort to Learner with support
the Bible from other the Bible from other the Bible from other differentiates the Bible differentiates the
books as guided in 2 books as guided in 2 books as guided in 2 from other books as Bible from other
Timothy 3:16A Timothy 3:16A and Timothy 3:16A guided in 2 Timothy books as guided in 2
gives relevant 3:16A Timothy 3:16A
examples

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Ability to state the Learner states the Learner states the Learner makes effort to Learner with
number of books in the number of books in the number of books in the state the number of assistance states the
New testament New testament with New testament books in the New number of books in
illustrations testament the New testament
Ability to name the four Learner sequentially Learner names the four Learner names three Learner names only
Gospel books in the names the four Gospel Gospel books in the Gospel books in the one Gospel book in
New Testament books in the New New Testament New Testament the New Testament
Testament
Ability to retell Bible Learner retells Bible Learner retells Bible Learner retells Bible Learner retells Bible
stories as guided by the stories in details as stories as guided by stories as guided by the stories as guided by
scriptures guided by the the scriptures scriptures but omits the scriptures with
scriptures some details consistent guidance
Ability to outline the Learner outlines moral Learner outlines moral Learner makes effort to Learner outlines
moral lessons learnt lessons learnt from the lessons learnt from the outline moral lessons moral lessons learnt
from the Bible stories Bible stories Bible stories learnt from the Bible from the Bible
illustratively stories stories with prompts
Ability to apply moral Learner applies moral Learner applies moral Learner makes effort to Learner apply moral
lessons learnt from the lessons learnt from the lessons learnt from the apply moral lessons lessons learnt from
Bible stories in daily Bible stories in daily Bible stories in daily learnt from the Bible the Bible stories in
life life and encourages life stories in daily life daily life with
peers to do so guidance

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Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
3.0 The 3.1 The By the end of the Sub The learner is guided to: Who were the
Early Birth of strand, the learner  in pairs read Matt 2:1-2, wise men?
Life of Jesus Christ should be able to:  watch a video clip on the wise men from the
Jesus a) retell the story of East,
Christ 3 lessons the wise men,  in groups role play the story of the wise men,
b) name the home  draw stars and colour them,
town of Jesus  mention where they come from,
Christ,  say what they like about their home town,
c) desire to be led by  name the town where Jesus grew up Luke 2: 39-
God in their daily 40,
lives.  compose a poem about their home town of Jesus.
Core Competencies to be developed:
 Communication and Collaboration: the skill of team work is enhanced as learners retell the story of the wise men.
 Digital Literacy: the skill of interacting with digital devices is enhanced as learners watch the video clip on the wise men.
Link to Pertinent and Contemporary Issues:
Social Cohesion: nation hood and nationalism are developed as learners say what they like about their home town.
Values:
Unity is demonstrated as learners work together in groups and role play the story of the wise men.
Link to other Activity Areas:
Creative Activities: learners draw stars and colour them.

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Strand Sub Specific learning outcomes Suggested learning experiences Key inquiry
strand question(s)
3.0 3.2 The By the end of the Sub strand, The learner is guided to: How did the Good
The good the learner should be able to:  read Luke 10:30-37 in turns, Samaritan show
life of Samaritan a) narrate the story of the  watch a video on the story of the Good kindness?
Jesus Good Samaritan, Samaritan,
Christ 6 lessons b) list four lessons learnt  role play the story of the Good Samaritan,
from the story of the Good  mention lessons learnt from the story of
Samaritan, the Good Samaritan,
c) desire to show kindness to  tell how they help people in need,
people in need.  sing a song about the Good Samaritan.
Core Competencies to be developed:
 Learning to Learn: the skill of reflection on their own learning is portrayed as learners tell how they help people in need.
 Digital Literacy: the skill of interacting with digital technology is enhanced as learners watch a video on the story of the
Good Samaritan.
Link to Pertinent and Contemporary Issues:
Health education is enhanced as learners learn how the Good Samaritan applied treatment and managed the injuries of the
man who was attacked by robbers.
Link to Values:
 Love is nurtured as they learn how the Good Samaritan took care of the injured man.
 Social justice is developed as they learn to help other people without discrimination.
Link to other activity areas:
 Creative Activities: creative skills are nurtured as learners sing and dance a song about the Good Samaritan.
 Language Activities: learners learn new words.
 Environmental Activities: the Good Samaritan applied oil on the wounds of the injured man.

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Strand Sub strand Specific learning Suggested learning experiences Key inquiry
outcomes question(s)
3.0
The 3.3 The By the end of the The learner is guided to: Why is the story
Life of Little Boy Sub strand, the  picture read John 6:1-14, of the little Boy
Jesus with five learner should be  watch a video of the little boy with five loaves and important to
Christ loaves and able to: two fish, Christians
two fish a) retell the miracle  narrate the story of the little boy with five loaves and today?
of the five loaves two fish,
6 lessons and two fish,  role play the miracle,
b) state lessons  tell how they keep the environment clean,
learnt from the  share experiences on how they show kindness to
miracle of five others,
loaves and two  tell how many baskets remained after feeding the
fish, people,
c) desire to show  draw the two fish and five loaves of bread,
kindness to those  compose a poem on how to avoid food wastage,
in need.  sing a song about the five loaves and two fish.
Core Competencies to be developed:
 Citizenship: learners acquire the skill of information and communication as they tell how to keep the environment clean.
 Learning to Learn: the skill of managing waste responsibly is developed as learners avoid wastage.
Link to Pertinent and Contemporary Issues:
Environmental awareness is developed as they learn how to manage waste responsibly.
Values:
Unity: is exhibited as they learn how to share resources amicably.

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Link to other Activity Areas:
 Environmental Activities: learners keep the environment clean.
 Mathematical Activities: learners count the baskets left after feeding the people.

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

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

17
Strand Sub- Specific learning outcomes Suggested learning experiences Key inquiry
Strand question(s)
3.0 3.6 By the end of the Sub strand, the The learner is guided to: Why do Christians
The Easter learner should be able to:  list in groups the importance of celebrate Easter?
Life of a) mention the importance of celebrating Easter,
Jesus 4 Easter to Christians today,  list the activities that take place during
Christ Lessons b) identify the events that take Easter celebrations,
place during Easter  share experiences of how they celebrate
celebrations, Easter,
c) appreciate Jesus resurrection  picture read Mathew 28:1-6 in pairs,
by taking part in Easter  write Matthew 28:6 on flash cards and
celebrations. read aloud,
 sing songs about Jesus resurrection.
Core Competencies to be developed:
 Learning to learn: the skill of developing relationships is enhanced as learners participate in Easter celebrations.
 Communication and collaboration: the skill of team work is nurtured as learners work together in groups and recognise
and value each other’s ideas.
Link to Pertinent and Contemporary Issues:
Social Cohesion is exhibited as learners sing songs in different languages.
Link to Values:
Responsibility is portrayed as learners take part in Easter Celebrations.
Link to other activity areas:
Language Activities: learners read and recite Bible verses.

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ASSESSMENT RUBRIC
LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
INDICATOR
Ability to retell the story Learner exhaustively Learner retells the story Learner partially retells Learner with
of the wise men retells the story of the of the wise men the story of the wise guidance retells the
wise men men story of the wise
men
Ability to narrate the Learner illustratively Learner narrates the Learner partly narrates Learner narrates the
story of the good narrates the story of story of the good the story of the good story of the good
Samaritan the good Samaritan Samaritan Samaritan Samaritan with
guidance
Ability to list four Learner skillfully lists Learner lists four Learner lists three Learner lists only
lessons learnt from the four lessons learnt lessons learnt from the lessons learnt from the one lesson learnt
story of the good from the story of the story of the good story of the good from the story of the
Samaritan good Samaritan Samaritan Samaritan good Samaritan

Ability to retell the Learner exhaustively Learner retells the Learner retells the Learner retells the
miracles of Jesus Christ retells the miracles of miracles of Jesus Christ miracle of Jesus Christ miracle of Jesus
Jesus Christ but omits some details Christ
with assistance
Ability to state lessons Learner states lessons Learner states lessons Learner attempts to Learner states
learnt from the miracles learnt from the learnt from the miracles state lessons learnt lessons learnt from
of Jesus Christ miracles of Jesus of Jesus Christ from the miracle of the miracle of Jesus
Christ and cites Jesus Christ Christ with guidance
relevant examples

19
Ability to mention the Learner mentions the Learner mentions the Learner partially Learner mentions the
importance of Easter in importance of Easter importance of Easter in mentions the importance of Easter
the life of a Christian in the life of a the life of a Christian importance of Easter in in the life of a
Christian illustratively the life of a Christian Christian with
support
Ability to identify the Learner sequentially Learner identifies the Learner makes effort to Learner identifies
events that take place identifies the events events that take place identify the events that the events that take
during Easter that take place during during Easter take place during Easter place during Easter
celebrations Easter celebrations celebrations celebrations celebrations with
guidance

Strand Sub Specific learning outcomes Suggested learning experiences Key inquiry
strand question (s)
4.0 4.1 By the end of the Sub strand, The learner is guided to: 1. Why should
Christian Honesty the learner should be able to:  picture read the story of Ananias and you practise
Values a) narrate the story of Sapphira in Acts 5:1-11, honesty as a
6 lessons Ananias and Sapphira,  watch a video clip about Ananias and Christian?
b) practise honesty by taking Saphira, 2. Why should
offerings given by parents  mention lessons learnt from the story of you respect
to Church, Ananias and Sapphira, other people’s
c) explain the importance of  in groups sing a song on honesty, property?
respecting other people’s  say why they should not use church
property, offerings for other purposes,
d) desire to exercise honesty  in groups role play ways of respecting
in day-to-day life. other people’s properties.

20
Core Competences to be developed:
 Communication and collaboration: the skill of team work is exhibited as learners discuss in groups and pairs.
 Citizenship: the skill of showing integrity is nurtured as learners say why they should not use church offerings for other
purposes.
Pertinent and Contemporary Issues:
Social cohesion the importance of having guiding principles is exhibited as learners practise honesty in day-to -day life.
Link to Values:
Integrity is inculcated as learners say why they should not use church offerings for other purposes.
Link to other Activity Areas:
Creative Activities: learners sing and role play ways of respecting other people’s property in groups.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
4.0 4.2 By the end of the Sub The learner is guided to: Why should you
Christian Thankfulness strand, the learner should be  write Psalms 136:1 on flash cards and thank God for
Values able to: read it aloud in class, your family,
3 lessons a) list ways they thank God  in pairs tell why they should thank God, friends and
in day-to -day- life,  write on flash cards reasons for thanking teachers?
b) state reasons for God, family, friends and teachers,
thanking God for their  make cards to thank God and mount
family, friends and them at the CRE corner,
teachers,  sing songs of thanking God through
c) desire to thank God in singing games,
day-to-day life.  role play in groups various ways of
thanking God for family, friends and
teachers,

21
  say a simple, ‘Thank you’ prayer to
God.
Core Competences to be developed:
Imagination and creativity: the skill of originality is nurtured as learners make cards with messages to thank God.
Link to PCIs :
Social Cohesion is nurtured as leaners write on flash cards reasons for thanking God, family, friends and teachers.
Values:
Unity is inculcated as learners role play and sing in groups.
Link to other Activity Areas:
Creative Activities: learners sing, dance and role play.

Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
4.0 4.3 By the end of the Sub strand, the The learners is guided to: Why should you
Christian Forgiveness learner should be able to:  observe and read pictures of forgive others?
Values a) retell story of the unforgiving the unforgiving servant
4 lessons servant, (Matthew 18:21-31),
b) dramatize the story of  watch a video on the
unforgiving servant, unforgiving servant,
c) desire to forgive others in  role play the story of the
their day- to- day lives. unforgiving servant,
 always say, ‘Sorry’ when they
wrong others,
 write Colossians 3:13 on flash
cards and read aloud in turns,
 say what to do when wronged

22
 by others (Colossians 3:13),
 play a game on forgiveness.
Core Competences to be developed:
 Digital literacy: the skill of interacting with digital devices is enhanced as learners watch a video on the unforgiving
servant.
 Learning to Learn: the skill of self-discipline is nurtured as learners learn how to forgive others.
Pertinent and Contemporary Issues:
Peace Education: reconciliation and forgiveness is nurtured as they learn to always say, ‘Sorry’ when they wrong others.
Values:
Love is inculcated as learners forgive others when wronged.
Link to other Activity Areas:
Creative Activities: learners play a game on forgiveness.

Strand Sub Specific learning outcomes Suggested learning experiences Key inquiry
strand question(s)

4.0 4.4 Trust By the end of the Sub strand, the The learner is guided to: How do you
Christian learner should be able to:  list people they can trust for their own ensure personal
Values 4 lessons a) identify people they can trust safety, safety?
for their own safety,  mention the people to report to in case
b) mention the people to report they are molested or touched
to when molested or touched inappropriately,
inappropriately,  learners to role play, ‘How to behave
c) desire to stay safe by when confronted by a strangers,
reporting people who molest  sing the song, “Trust and
them. obey………….”,

23
  read and recite Proverbs 11:13.
Core Competences to be developed:
 Self-efficacy: the skill of saying their needs to get help is inculcated as learners mention the people to report to in case
they are molested or touched inappropriately.
 Communication and collaboration: the skill of speaking clearly and effectively is enhanced as learners list people
they can trust for their own safety.
Link to Pertinent and Contemporary Issues:
Safety and Security: situation awareness; the safety of learners is enhanced as they know whom to trust and where to report
cases of molestation.
Values:
Responsibility: learners observe safety precaution by knowing whom to trust and how to behave when confronted by a
stranger or people they do not trust.
Link to
Environmental Activities: learners mention the people to report to, in case they are molested or touched inappropriately.

Strand Sub strand Specific learning outcomes Suggested learning Key inquiry question(s)
experiences
4.0 4.5 By the end of the Sub strand, the The learner is guided to: 1. Why is personal
Christia Responsibility learner should be able to:  mention the importance of hygiene important?
n Values 4 lessons a) practise cleanliness at home personal hygiene and good 2. How do show
and school, grooming, responsibility at
b) demonstrate responsibility by  report students who play home?
correcting those in the mischief,
wrong,  mention chores they do at
c) carry out chores at home home,
without expecting a reward,  say why they should not

24
 d) desire to be responsible in expect rewards after doing
day-to-day life. chores at home,
 recite Philippians 2:4.
Core Competencies to be developed:
 Citizenship: the skill of active family life skills are exhibited as learners participate in family activities by doing chores at
home.
 Self-efficacy: the skill of knowing who I ‘am is developed as learners practise good grooming and cleanliness.
Link to Pertinent and Contemporary Issues:
Health Promotion is inculcated as learners talk about personal hygiene and good grooming.
Values:
Responsibility is enhanced as learners engage in chores at home and ensure that they maintain personal hygiene and practise good
grooming.
Link to other Activity Areas:
Environmental Activities: learners observe personal hygiene and cleanliness.

LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
INDICATOR
Ability to narrate the story Learner narrates the Learner narrates the Learner narrates the Learner narrates the
of Ananias and Sapphira story of Ananias and story of Ananias and story of Ananias and story of Ananias and
Sapphira in details Sapphira Sapphira but omits Sapphira with
important details continuous assistance
Ability to practise honesty Learner constantly Learner practise Learner sometimes Learner practise
by taking offerings given practise honesty by honesty by taking practise honesty by honesty by taking
by parents to Church taking offerings given offerings given by taking offerings offerings given by
by parents to Church parents to Church
25
 given by parents to parents to Church
Church with guidance
Ability to explain the Learner explains the Learner explains the Learner makes effort Learner explains the
importance of respecting importance of importance of to explain the importance of
other people’s property respecting other respecting other importance of respecting other
people’s property people’s property respecting other people’s property
citing relevant people’s property with support
examples
Ability to state reasons for Learner states reasons Learner states Learner partly states Learner states
thanking God for their for thanking God for reasons for thanking reasons for thanking reasons for thanking
family, friends and their family, friends God for their family, God for their family, God for their family,
teachers and teachers citing friends and teachers friends and teachers friends and teachers
relevant examples with continuous
guidance
Ability to dramatize the Learner skillfully Learner dramatizes Learner makes effort Learner dramatizes
story of the unforgiving dramatizes the story of the story of the to dramatize the the story of the
servant the unforgiving servant unforgiving servant story of the unforgiving servant
unforgiving servant with guidance
Ability to forgive others as Leaner forgives others Leaner forgives Learner makes effort Learner forgives
guided by the Bible as guided by the Bible others as guided by to forgive others as others as guided by
and encourages peers the Bible guided by the Bible the Bible with
to do so consistent guidance
Ability to identify people Leaners identifies Learner identifies Learner makes effort Learner identifies
they can trust for their people they can trust people they can trust to identify people people they can trust
own safety for their own safety for their own safety they can trust for for their own safety
their own safety when prompted

26
 and cites relevant
examples
Learner constantly Learner mentions the Learner attempts to Learner mentions the
Ability to mention people mentions the people to people to report to mention the people to people to report to
to report to when molested report to when when molested or report to when when molested or
or touched inappropriately molested or touched touched molested or touched touched
inappropriately inappropriately inappropriately inappropriately with
consistent guidance
Ability to practise Learner practice Learner practice Learner practice Learner practice
cleanliness at home and cleanliness at home cleanliness at home cleanliness at home cleanliness at home
school and school and and school and school when and school with
encourages peers to do prompted consistent guidance
so
Ability to demonstrate Learner constantly Learner demonstrates Learner demonstrate Learner demonstrates
responsibility by demonstrate responsibility by responsibility by responsibility by
correcting those in the responsibility by correcting those in correcting those in correcting those in
wrong correcting those in the the wrong the wrong with the wrong with
wrong prompts assistance
Ability to perform chores Learner performs Learner performs Learner makes effort Learner performs
at home without chores at home without chores at home to perform chores at chores at home
expecting a reward expecting a reward without expecting a home without without expecting a
and encourages peers reward expecting a reward reward with
to do so continuous guidance

27
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
5.0 The 5.1 Prayer By the end of the Sub strand, the The learner is guided to: 1. Why is it
Church learner should be able to:  recite the Lord’s prayer (Mathew important
5 lessons a) recite the Lord’s prayer 6:9-13), to pray?
according to Mathew 6:9-13,  read the Lord’s prayer from a chart 2. How do
b) use appropriate postures during displayed in class, you show
prayer,  role play ways of showing respect respect to
c) desire to show respect to God to God during prayers, God
when praying.  say the Lord’s prayer at home or in during
church, prayer?
 sing songs related to the Lord’s
prayer.
Core Competencies to be developed:
 Communication and Collaboration: the skill of speaking clearly and effectively is exhibited as learners recite the Lord’s
Prayer.
 Learning to Learn: the skill of recreating learning experiences outside the class is nurtured as learners pray at home and in
church.
Link to Pertinent and Contemporary Issues:
Social Cohesion is developed as learners pray at school, home and church thus promoting harmonious living.
Link to Values:
Respect is nurtured as learners role play ways of showing respect to God during prayers.
Links to other Activity Areas:
Creative Activities: learners engage in singing and role playing.

28
Strand Sub Specific learning outcomes Suggested learning experiences Key inquiry
strand question(s)
5.0 The 5.2 The By the end of the Sub strand, The learner is guided to: Why is the Holy
Church Holy the learner should be able to:  read Acts 2:1-4 in turns, Spirit important
Spirit a) retell the coming of the  watch a video clip on the coming of the in the life of a
Holy Spirit on the day of Holy Spirit, Christian?
6 lessons Pentecost,  mention the work of the Holy Spirit in
b) identify the work of the pairs,
Holy spirit in the life of a  read Galatians 5:22 and list the fruit of the
Christian, Holy Spirit,
c) identify five fruit of the  draw a tree and write the fruit of the Holy
Holy as guided by the Spirit (love, joy, peace, patience and
scriptures, kindness),
d) desire to be led by the Holy  learners to model and label five fruits of
spirit as they make the Holy Spirit (love, joy, peace, patience
decisions in life. and kindness),
 sing songs about the Holy Spirit.
Core Competencies to be developed:
 Communication and Collaboration: the skill of team work is developed as learners work in pairs and groups.
 Imagination and Creativity: the skill of connecting new ideas is exhibited as learners draw a tree and write the fruit of
the Holy Spirit.
Link to Pertinent and Contemporary Issues:
Social cohesion is nurtured as they learn about having guiding values in life based on the fruit of the Holy Spirit.
Values:
Unity is displayed as learners work in pairs and groups.

29
Link to other Activity Areas:
 Creative Activities: learners sing and model five fruits of the Holy Spirit.
 Language Activities: learning of new vocabulary (Pentecost).

LEVEL Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
INDICATOR
Ability to recite the Learner recites the Learner recites the Learner makes effort to Learner recites the
Lord’s prayer according Lord’s prayer Lord’s prayer according recite the Lord’s prayer Lord’s prayer
to Mathew 6:9-13 according to Mathew to Mathew 6:9-13 according to Mathew according to Mathew
6:9-13, articulately 6:9-13 6:9-13 with prompts
Ability to use Learner constantly use Learner uses Learner sometimes use Learner use
appropriate postures appropriate postures appropriate postures appropriate postures appropriate postures
during prayer during prayer during prayer during prayer during prayer with
guidance
Ability to retell the Learner exhaustively Learner retells the Learner briefly retells Learner retells the
coming of the Holy retells the coming of coming of the Holy the coming of the Holy coming of the Holy
Spirit on the day of the Holy Spirit on the Spirit on the day of Spirit on the day of Spirit on the day of
Pentecost day of Pentecost Pentecost Pentecost Pentecost with
consistent guidance
Ability to identify the Learner identifies the Learner identifies the Learner attempts to Learner identifies the
work of the Holy spirit work of the Holy spirit work of the Holy spirit identify the work of the work of the Holy
in the life of a Christian and cites relevant in the life of a Christian Holy spirit in the life of spirit in the life of a
examples a Christian Christian with
assistance

30
Ability to identify five Learner sequentially Learner identifies the Learner identifies three Learner identifies
fruit of the Holy as identifies the five fruit five fruit of the Holy fruit of the Holy only one fruit of the
guided by the scriptures of the Holy Holy

31
SERVICE LEARNING AT EARLY YEARS EDUCATION (GRADE 1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and the
real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL is
hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to undertake age-
appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken into account
when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the school terms:

Steps in carrying out the integrated CSL activity

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

2) Implementation of CSL Activity

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

32
 3) Reflection on the CSL Activity
Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will
be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.
The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning
and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity,
learners will be expected to participate actively in the whole process.
The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.

APPENDIX 1: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL

ACTIVITIES
Strand Suggested Assessment Methods Suggested Learning Resources Suggested Non –Formal
Activities
1.0 Creation Observation Schedules , The Children’s Bible, Good Take a nature walk in the
 Written Quizzes News Bible, Flash cards, school neighbourhood to
 Checklists, Pictures, Songs, Digital appreciate God’s creation
 Oral questions devices Charts, poems
33
The Holy Bible  Word search/ puzzle, The Children’s Bible, Good News Participate in Bible Trivia
 Checklists, Bible ,Flash cards, hymn books, competitions and quizzes
 Oral questions resource persons, digital devices
 Written questions
The Early Life of  Oral Questions, The Children’s Bible, Good News Role play the miracles of Jesus
Jesus Christ  Portfolio Bible, hymn books, resource Christ in clubs and societies
 Observation schedules persons, digital devices, poems
 Written Quizzes
 Question and Answer
Christian Values  Anecdotal Notes The Children’s Bible, Good News Visit the sick or the elderly in
 Authentic Tests Bible, hymn books, resource the company of parents or
 Word Search/ Puzzle persons, digital devices, poems guardians
 Projects
The Church  Oral Questions, The Children’s Bible, Good News Participate in Sunday
 Portfolio Bible, hymn books, resource School/Sabbath School
 Observation schedules persons, digital devices, poems activities and share their
 Written Quizzes experiences with others

34