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Lesson
1
Introduction
to CRE
Definition of CRE
and reasons for
studying CRE
By the end of the lesson, the
learner should be able to define
Christian Religious Education and
give reasons for studying CRE.
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
God’s People
· Student’s Book 1
pages 1–2
· Teacher’s Book 1
page 3
2
The Bible
· The Bible as the
Word of God
· The Bible as a
library
· Human authors
and major
divisions of the
Bible
By the end of the lesson, the
learner should be able to:
· discuss the Bible as the Word
of God.
· discuss the Bible as a library
· identify the major divisions
of the Bible and the human
authors of the Bible.
· Group discussions
· Bible reading
· Note taking
· Question and answer
sessions
· Bible: Hebrews God’s People
pages 3–5
· Teacher’s Book 1
pages 3–4
3
1
The Bible
The Bible
Bible translation
Effects of the
translation of the
Bible into African
languages
By the end of the lesson, the
learner should be able to describe
the translation of the Bible from
the original languages to the
present local languages and the
reasons for the translation.
By the end of the lesson, the
learner should be able to give the
effects of the translation of the
Bible into African languages.
· Class discussions
· Note taking
· Question and answer
sessions
· Class discussions
· Note taking
· Question and answer
sessions
· Bible
· Resource persons
· Different Bible
translations
· Resource persons
God’s People
· Student’s Book 1
pages 5–6
· Teacher’s Book 1
page 5
God’s People
· Student’s Book 1
page 6
· Teacher’s Book 1
page 5
2
The Bible
Versions of the
Bible
By the end of the lesson, the · Class discussions
learner should be able to list down · Note taking
the versions of the Bible used in · Question and answer
Kenya today. sessions
· Different versions of
the Bible
God’s People
· Student’s Book 1
page 6
· Teacher’s Book 1
page 5
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 1
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
Creation
and fall of
humankind
The biblical
accounts of
creation and their
meanings
· The first account
By the end of the lesson, the
learner should be able to give the
first account of creation.
· Bible reading
· Class discussions
· Note taking
· Question and answer
sessions
· Charts
God’s People
· Student’s Book 1
page 7
· Teacher’s Book 1
pages 5–6
1
Creation
and fall of
humankind
The biblical By the end of the lesson, the
account of creation learner should be able to give the
· The second second creation account.
account
· Bible reading
· Class discussions
· Note taking
· Bible
· Charts
God’s People
· Student’s Book 1
pages 7–8
· Teacher’s Book 1
page 6
2
3
Creation
and fall of
humankind
Creation
and fall of
humankind
The biblical
accounts of
creation
Attributes of God
from the biblical
accounts of
creation
By the end of the lesson, the
learner should be able to draw
similarities and differences
between the two accounts of
creation.
By the end of the lesson, the
learner should be able to identify
the attributes of God from the
biblical accounts of creation.
· Bible reading
· Class discussions
· Note taking
· Questions and answer
sessions
· Class discussions
· Note taking
· Question and answer
sessions
· Bible
· Charts
· Bible: Genesis 1 & 2
· Charts
God’s People
· Student’s Book 1
pages 7–8
· Teacher’s Book 1
page 6
God’s People
· Student’s Book 1
pages 9–10
· Teacher’s Book 1
page 6
1
2
Creation
and fall of
humankind
Creation
and fall of
humankind
Teachings from the By the end of the lesson, the
biblical accounts of learner should be able to discuss
creation the teachings from the biblical
accounts of creation.
Traditional African By the end of the lesson, the
view of creation learner should be able to
describe the traditional African
understanding of creation.
· Discussions
· Note taking
· Class discussions
· Note taking
· Question and answer
sessions
· Bible: Genesis 1 & 2
· Resource persons
God’s People
· Student’s Book 1
page 10
· Teacher’s Book 1
page 7
God’s People
· Student’s Book 1
pages 10– 11
· Teacher’s Book 1
pages 6–7
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 1
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
1
Creation
and fall of
humankind
Creation
and fall of
humankind
The biblical
teachings on the
origin of sin
The consequences
of sin
By the end of the lesson, the
learner should be able to explain
the origin of sin according to the
biblical accounts of creation.
By the end of the lesson, the
learner should be able to explain
the consequences of sin.
· Bible reading
· Class discussions
· Note taking
· Bible reading
· Discussions
· Note taking
· Question and answer
sessions
· Bible: Genesis 3; 4:
6–9; 11
· Bible: Genesis 3; 4:
6–9; 11
God’s People
· Student’s Book 1
pages 11–13
· Teacher’s Book 1
page 7
God’s People
· Student’s Book 1
pages 11–13
· Teacher’s Book 1
page 7
2
Creation
and fall of
humankind
Traditional African By the end of the lesson, the
concept of evil and learner should be able to explain
consequences of evil the traditional African concept of
evil.
· Class discussions
· Note taking
· Question and answer
sessions
· Resource persons
God’s People
· Student’s Book 1
pages 13–14
· Teacher’s Book 1
pages 7–8
3
1
Creation
and fall of
humankind
Creation
and fall of
humankind
Similarities and
differences between
the traditional
African concept of
evil and the biblical
concept of sin
God’s plan of
salvation
By the end of the lesson, the
learner should be able to discuss
the similarities and differences
between the traditional African
concept of evil and the biblical
concept of sin.
By the end of the lesson, the
learner should be able to explain
God’s plan of salvation.
· Group discussions
· Note taking
· Class presentations
· Class discussions
· Note taking
· Question and answer
sessions
· Bible
· Resource persons
· Charts
· Bible
God’s People
· Student’s Book 1
pages 14–15
· Teacher’s Book 1
page 8
God’s People
· Student’s Book 1
page 15
· Teacher’s Book 1
page 8
2
Faith and
God’s
promises:
Abraham
Background to the By the end of the lesson, the
call of Abraham and learner should be able to outline
the call of Abraham the background to the call of
Abraham.
· Bible reading
· Class discussions
· Question and answer
sessions
· Note taking
· Dramatization
· Bible: Genesis
11:24–32; 12:1–9
God’s People
· Student’s Book 1
pages 17–18
· Teacher’s Book 1
page 9
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 1
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
1
Faith and
God’s
promises:
Abraham
Faith and
God’s
promises:
Abraham
Faith in God
· Definition of faith
· Abraham’s acts
of faith
· Abraham’s faith
is tested
Importance of faith
in Christian life
today
By the end of the lesson, the
learner should be able to define
the term ‘faith’ and explain how
Abraham demonstrated his faith
in God.
By the end of the lesson, the
learner should be able to explain
the importance of faith in
Christian life today.
· Bible reading
· Dramatization
· Note taking
· Class discussions
· Note taking
· Question and answer
sessions
· Map of the fertile
crescent in ancient
Mesopotamia
· Bible: Genesis 12:1–9;
15:1–6; 17:23–24;
21:1–7; 22:1–19
· Audio/visual aids
· Resource persons
God’s People
· Student’s Book 1
pages 18–19
· Teacher’s Book 1
pages 9–10
God’s People
· Student’s Book 1
page 20
· Teacher’s Book 1
page 10
2
3
1
Faith and
God’s
promises:
Abraham
Faith and
God’s
promises:
Abraham
Faith and
God’s
promises:
Abraham
God’s promises
to Abraham and
their relevance to
Christians
Covenant
· Meaning of
covenant
· God’s covenant
with Abraham
Importance of
God’s covenant
with Abraham
By the end of the lesson, the
learner should be able to state
the promises made by God to
Abraham and the relevance of the
promises to Christians today.
By the end of the lesson, the
learner should be able to define
the term ‘covenant’ and explain
God’s covenant with Abraham.
By the end of the lesson, the
learner should be able to explain
the importance of God’s covenant
with Abraham.
· Class discussions
· Bible reading
· Question and answer
sessions
· Note taking
· Dramatization
· Bible reading
· Question and answer
sessions
· Note taking
· Class discussions
· Note taking
· Bible: Genesis 12: 2–3; God’s People
15:1–21; 17:23–24; · Student’s Book 1
21:1–7; 22:1–19 pages 20–21
· Teacher’s Book 1
pages 10–11
· Bible: Genesis 15:1–19 God’s People
· Student’s Book 1
pages 21–23
· Teacher’s Book 1
page 11
· Bible: Genesis 17:1–16 God’s People
· Student’s Book 1
page 23
· Teacher’s Book 1
page 11
2
Faith and
God’s
promises:
Abraham
Covenants in
modern life and
their importance
By the end of the lesson, the
learner should be able to identify
covenants in modern life and
explain their importance.
· Class discussions
· Note taking
· Audio/visual aids
· Pictures e.g. of
weddings/baptism
and inaugurations
God’s People
· Student’s Book 1
pages 23–25
· Teacher’s Book 1
pages 11–12
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 1
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
1
2
3
Faith and
God’s
promises:
Abraham
Faith and
God’s
promises:
Abraham
The Sinai
Covenant:
Moses
The Sinai
covenant:
Moses
Jewish circumcision
· The importance
of circumcision
to Abraham and
his descendants
Jewish and African
circumcision
practices
The call of Moses
The ten plagues
By the end of the lesson, the
learner should be able to state the
importance of circumcision to
Abraham and his descendants.
By the end of the lesson, the
learner should be able to
compare the Jewish and African
circumcision.
By the end of the lesson, the
learner should be able to describe
the call of Moses.
By the end of the lesson, the
learner should be able to describe
the ten plagues and their
importance.
· Group discussions
· Class presentations
· Note taking
· Bible reading
· Class discussions
· Note taking
· Question and answer
sessions
· Dramatization
· Class discussions
· Note taking
· Bible reading
· Class discussions
· Bible reading
· Question and answer
sessions
· Note taking
· Bible: Genesis 17:1–
16
· Charts
· Bible
· Resource persons
· Bible: Exodus 3:1–22
· Bible: Exodus 7:14;
11:10
· Audio/visual aids
God’s People
· Student’s Book 1
pages 25–26
· Teacher’s Book 1
pages 11–12
God’s People
· Student’s Book 1
pages 26–27
· Teacher’s Book 1
pages 11–12
God’s People
· Student’s Book 1
pages 29–31
· Teacher’s Book 1
page 13
God’s People
· Student’s Book 1
pages 31–32
· Teacher’s Book 1
page 13
Exams
The learner should be able to
answer questions from the topics
covered.
NOT FOR SALE
Form 1 Schemes of Work Term 1
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
2
3
1
2
3
The Sinai
Covenant:
Moses
The Sinai
Covenant:
Moses
The Sinai
Covenant:
Moses
The Sinai
Covenant:
Moses
The Sinai
Covenant:
Moses
The Sinai
Covenant:
Moses
Attributes of God
learnt from the ten
plagues
The Passover
· The significance
of the feast of
Passover
· Comparison
of Jewish and
Christian
Passover
The Exodus
· Crossing of the
Red Sea
· Provision of
water
· Provision of
manna and quails
· Defeat of the
Amalekites
The making of the
Sinai Covenant
By the end of the lesson, the
learner should be able to discuss
the attributes of God learnt
from the ten plagues.
By the end of the lesson, the
learner should be able to explain
how God saved His people from
Egypt.
By the end of the lesson, the
learner should be able to explain
the significance of the feast
of the Passover and state the
similarities and differences
between the Jewish and the
Christian Passover.
By the end of the lesson, the
learner should be able to explain
how God cared for the Israelites
during the Exodus.
By the end of the lesson, the
learner should be able to explain
how God cared for the Israelites
during the Exodus.
By the end of the lesson, the
learner should be able to
describe how the Sinai Covenant
was made.
· Group discussions
· Question and answer
sessions
· Note taking
· Dramatization
· Question and answer
sessions
· Note taking
· Bible reading
· Group discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Bible reading
· Question and answer
sessions
· Note taking
· Class discussion
· Bible reading
· Note taking
· Group discussions
· Bible reading
· Note taking
· Bible
· Bible: Exodus 12:1–3
· Bible
· Charts
· Bible: Exodus 14:
5–31; 15:22–29;
17:1–6
· Bible: Exodus 16:
1–35; 17:8–16
· Bible: Exodus 32:
1–35
God’s People
· Student’s Book 1
pages 32–33
· Teacher’s Book 1
page 13
God’s People
· Student’s Book 1
pages 33–34
· Teacher’s Book 1
page 14
God’s People
· Student’s Book 1
pages 33–34
· Teacher’s Book 1
page 14
God’s People
· Student’s Book 1
pages 34–35
· Teacher’s Book 1
pages 14–15
God’s People
· Student’s Book 1
pages 35–36
· Teacher’s Book 1
pages 15–16
God’s People
· Student’s Book 1
pages 36–37
· Teacher’s Book 1
page 16
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 2
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
The Sinai
Covenant:
Moses
The breaking of the
Sinai Covenant
By the end of the lesson, the
learner should be able to describe
how the Sinai Covenant was
broken.
· Dramatization
· Bible reading
· Note taking
· Bible: Exodus 32:
1–35
God’s People
· Student’s Book 1
pages 37–38
· Teacher’s Book 1
page 17
2
The Sinai
Covenant:
Moses
The renewal of the
Sinai Covenant
By the end of the lesson, the
learner should be able to describe
how the Sinai Covenant was
renewed.
· Group discussions
· Class presentations
· Note taking
· Bible: Exodus 34:1–35 God’s People
· Student’s Book 1
page 38
· Teacher’s Book 1
pages 17–18
3
The Sinai
Covenant:
Moses
The worship
of God by the
Israelites in the
wilderness
By the end of the lesson, the
learner should be able to describe
how the Israelites worshipped
God in the wilderness.
· Group discussions
· Class presentations
· Note taking
· Resource persons
God’s People
· Student’s Book 1
pages 38–40
· Teacher’s Book 1
page 18
1
The Sinai
Covenant:
Moses
The Ten
Commandments
By the end of the lesson, the
learner should be able to state
the Ten Commandments and
explain how they should be
applied in a Christian’s life.
· Class discussions
· Bible reading
· Note taking
· Videotapes God’s People
· Bible: Exodus 20:1–17 · Student’s Book 1
pages 40–41
· Teacher’s Book 1
pages 18–19
2
3
The Sinai
Covenant:
Moses
Leadership
in Israel:
David and
Solomon
The Israelites’ new
understanding of
the nature of God
Reasons for
kingship in Israel
By the end of the lesson, the
learner should be able to explain
the new understanding that
Moses gave his people about the
nature of God.
By the end of the lesson, the
learner should be able to give
reasons for kingship in Israel.
· Group discussions
· Bible reading
· Note taking
· Group discussions
· Bible reading
· Note taking
· Resource persons
· Bible: 1 Samuel 8:1–9
God’s People
· Student’s Book 1
page 41
· Teacher’s Book 1
page 19
God’s People
· Student’s Book 1
page 43
· Teacher’s Book 1
page 20
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 2
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
2
3
1
2
3
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Reasons against
kingship in Israel
Failures of King
Saul
Lessons learnt
from King Saul’s
failures
King David’s
achievements as
king of Israel
David as the
ancestor of Jesus
Christ
Qualities of a
good leader drawn
from King David’s
leadership
By the end of the lesson, the
learner should be able to give
reasons against kingship in
Israel.
By the end of the lesson, the
learner should be able to state
King Saul’s failures.
By the end of the lesson, the
learner should be able to discuss
the lessons learnt from King
Saul’s failures.
By the end of the lesson, the
learner should be able to state
the achievements of King David.
By the end of the lesson, the
learner should be able to explain
the importance of David as the
ancestor of Jesus Christ.
By the end of the lesson, the
learner should be able to state
the qualities of a good leader
drawn from King David’s
leadership.
· Class discussions
· Bible reading
· Note taking
· Bible reading
· Class discussions
· Note taking
· Question and answer
sessions
· Group discussions
· Note taking
· Question and answer
sessions
· Group discussions
· Bible reading
· Note taking
· Class discussions
· Bible reading
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Bible: 1 Samuel 8:
10–20
· Videotapes
· Bible
· Bible: 1 Samuel 13:8–
14; 15:7–25
· Charts
· Bible: 1 Samuel 16:1–
23, 2 Samuel 6:1–15
· Map of Middle East
· Bible: 2 Samuel 7:1–
29, Luke 1:26–33
· Videotapes
· Resource persons
God’s People
· Student’s Book 1
pages 43–44
· Teacher’s Book 1
page 20
God’s People
· Student’s Book 1
pages 44–45
· Teacher’s Book 1
page 21
God’s People
· Student’s Book 1
page 45
· Teacher’s Book 1
page 21
God’s People
· Student’s Book 1
pages 45–47
· Teacher’s Book 1
pages 21–22
God’s People
· Student’s Book 1
pages 47–48
· Teacher’s Book 1
page 22
God’s People
· Student’s Book 1
pages 48–49
· Teacher’s Book 1
page 22
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 2
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
2
3
1
2
3
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Leadership
in Israel:
David and
Solomon
Loyalty to
God: Elijah
Loyalty to
God: Elijah
Loyalty to
God: Elijah
King Solomon’s
achievements
Failures of King
Solomon
Importance of the
temple in Israel
(Jerusalem)
The spread of
idolatry in Israel
· The Canaanite
religion
Schism between
Judah and Israel
· Elijah’s fight
against false
religion in Israel
By the end of the lesson, the
learner should be able to explain
the achievements of King
Solomon.
By the end of the lesson, the
learner should be able to state the
failures of King Solomon.
By the end of the lesson, the
learner should be able to explain
the importance of the temple in
Israel.
By the end of the lesson, the
learner should be able to explain
how and why idolatry became
widespread among the Israelites.
By the end of the lesson, the
learner should be able to explain
the schism between Judah and
Israel.
By the end of the lesson, the
learner should be able to describe
how Elijah fought against false
religion in Israel.
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Class presentations
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Bible reading
· Note taking
· Dramatization
· Group discussions
· Bible reading
· Note taking
· Dramatization
· Bible reading
· Note taking
· Bible: 1 Kings 3–12
· Bible: 1 Kings 3–12
· Videotapes
· Resource persons
· Bible
· Resource persons
· Map of Palestine
· Bible: 1 Kings 12:
25–33
· Map of Palestine
· Bible: 1 King 18:
17–46
God’s People
· Student’s Book 1
pages 49–50
· Teacher’s Book 1
pages 22–23
God’s People
· Student’s Book 1
pages 50–51
· Teacher’s Book 1
pages 22–23
God’s People
· Student’s Book 1
pages 51–52
· Teacher’s Book 1
page 23
God’s People
· Student’s Book 1
pages 53–54
· Teacher’s Book 1
page 24
God’s People
· Student’s Book 1
pages 54–55
· Teacher’s Book 1
pages 24–25
God’s People
· Student’s Book 1
pages 55–57
· Teacher’s Book 1
page 26
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 2
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
2
3
1 & 2
3
1
Loyalty to
God: Elijah
Loyalty to
God: Elijah
Loyalty to
God: Elijah
Loyalty to
God: Elijah
Loyalty to
God: Elijah
Selected
aspects in
African
religious
heritage
The effects of
idolatry in Israel
Elijah’s fight
against corruption
in Israel
Life skills that help
fight corruption
· Critical thinking
· Creative thinking
· Decision-making
Why Elijah faced
danger and
hostility
Relevance of
Elijah’s prophetic
mission to
Christians today
African concept
of God, spirits and
ancestors
By the end of the lesson, the
learner should be able to explain
the effects of idolatry in Israel.
By the end of the lesson, the
learner should be able to
describe how Elijah fought
against corruption in Israel.
By the end of the lesson, the
learner should be able to explain
the various life skills that help
fight corruption.
By the end of the lesson, the
learner should be able to explain
why Elijah faced danger and
hostility.
By the end of the lesson, the
learner should be able to
explain the relevance of Elijah’s
prophetic mission to Christians
today.
By the end of the lesson, the
learner should be able to discuss
the African concept of God,
spirits and ancestors
· Group discussions
· Bible reading
· Note taking
· Class discussions
· Bible reading
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Bible reading
· Class presentations
· Question and answer
sessions
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Class presentations
· Charts
· Bible: 1 Kings 21
· Resource persons
· Bible: 1 King 18:
19–21
· Resource persons
· Resource persons
· Real objects
God’s People
· Student’s Book 1
pages 57–58
· Teacher’s Book 1
page 25
God’s People
· Student’s Book 1
page 58
· Teacher’s Book 1
page 26
God’s People
· Student’s Book 1
pages 58–60
· Teacher’s Book 1
page 26
God’s People
· Student’s Book 1
page 60
· Teacher’s Book 1
page 27
God’s People
· Student’s Book 1
pages 60–61
· Teacher’s Book 1
page 27
God’s People
· Student’s Book 1
pages 62–66
· Teacher’s Book 1
page 28
CRE Form 1
Schemes of Work
Term 2
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
2
3
1
2 & 3
Selected
aspects in
African
religious
heritage
Selected
aspects in
African
religious
heritage
Selected
aspects in
African
religious
heritage
Selected
aspects in
African
religious
heritage
African
understanding of
the hierarchy of
beings
The role of
God, spirits and
ancestors in
traditional African
communities
The responsibility
of the living
towards God
Responsibility of
the living towards
spirits and
ancestors
By the end of the lesson, the
learner should be able to explain
the African understanding of the
hierarchy of beings.
By the end of the lesson, the
learner should be able to describe
the role of God, spirits and
ancestors in traditional African
communities.
By the end of the lesson, the
learner should be able to explain
the responsibility of the living
towards God.
By the end of the lesson, the
learner should be able to explain
the responsibilities of the living
towards spirits and ancestors.
· Group discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
· Resource persons
· Resource persons
· Resource persons
God’s People
· Student’s Book 1
pages 66–67
· Teacher’s Book 1
page 28
God’s People
· Student’s Book 1
pages 67–69
· Teacher’s Book 1
pages 28–29
God’s People
· Student’s Book 1
pages 69–70
· Teacher’s Book 1
page 29
God’s People
· Student’s Book 1
page 70
· Teacher’s Book 1
page 29
Exams
The learner should be able to
answer questions from the topics
covered.
NOT FOR SALE
Term 3
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1 – 3
1
2 & 3
1 & 2
3
1
Selected
aspects in
African
religious
heritage
Selected
aspects in
African
religious
heritage
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
Traditional
African ways of
worshipping God
Traditional
African ways of
venerating and
communicating
with spirits and
ancestors
Meaning of life
and its wholeness
in traditional
African society
The African
concept of
community
The African
concept of kinship
system and
importance of the
kinship system
Factors
contributing
to harmony
and mutual
responsibility
in African
communities
By the end of the lesson, the
learner should be able to
describe the traditional ways of
worshipping God.
By the end of the lesson, the
learner should be able to
describe the traditional ways of
venerating and communicating
with spirits and ancestors.
By the end of the lesson, the
learner should be able to explain
the meaning of life and its
wholeness in the traditional
African society.
By the end of the lesson, the
learner should be able to
explain the African concept of
community.
By the end of the lesson, the
learner should be able to explain
the African concept of kinship.
By the end of the lesson, the
learner should be able to
outline and explain factors
contributing to harmony and
mutual responsibility in African
communities.
· Group discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Note taking
· Question and answer
sessions
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Class discussions
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
· Real objects
· Resource persons
· Real objects
· Resource persons
· Resource persons
· Resource persons
· Resource persons
God’s People
· Student’s Book 1
pages 70–72
· Teacher’s Book 1
page 29
God’s People
· Student’s Book 1
page 73
· Teacher’s Book 1
page 29
God’s People
· Student’s Book 1
pages 75–76
· Teacher’s Book 1
page 31
God’s People
· Student’s Book 1
pages 76–77
· Teacher’s Book 1
page 31
God’s People
· Student’s Book 1
pages 77–78
· Teacher’s Book 1
page 31
God’s People
· Student’s Book 1
pages 78–79
· Teacher’s Book 1
page 31
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 3
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
2 & 3
1
2 & 3
1 & 2
3
1 & 2
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
Rites of passage
· Birth and
naming
· Birth and
naming
· Initiation
· Marriage
· Marriage
· Death
By the end of the lesson, the
learner should be able to describe
the rites of birth and naming.
By the end of the lesson, the
learner should be able to describe
the rites of birth and naming.
By the end of the lesson, the
learner should be able to describe
the rite of initiation.
By the end of the lesson, the
learner should be able to describe
the rite of marriage.
By the end of the lesson, the
learner should be able to describe
the rite of marriage.
By the end of the lesson, the
learner should be able to describe
the rite of death.
· Group discussions
· Class presentations
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Class presentations
· Note taking
· Group discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
· Resource persons
· Resource persons
· Resource persons
· Resource persons
· Resource persons
God’s People
· Student’s Book 1
pages 79–82
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 79–82
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 82–83
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 83–85
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 83–85
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 85–86
· Teacher’s Book 1
pages 31–32
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 3
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
1
2
3
1 & 2
3
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
The role of rites
of passage in
inculcating moral
values
The role of
religious specialists
in African
communities and
their relevance
today
· Medicine people
· Mediums
· Diviners
· Priests
· Rainmakers
· Prophets and
seers
· Blacksmiths
· Elders
African moral
values
· Hospitality
· Courtesy
· Chastity
· Responsibility
· Cooperation
· Honesty
By the end of the lesson, the
learner should be able to discuss
the role of rites of passage in
inculcating moral values in the
traditional African communities.
By the end of the lesson, the
learner should be able to explain
the role of religious specialists
in the African communities and
their relevance today.
By the end of the lesson, the
learner should be able to explain
the role of specialists in the
African communities and their
relevance.
By the end of the lesson, the
learner should be able explain
the role of specialists in the
African communities and their
relevance.
By the end of the lesson, the
learner should be able to explain
the African moral values.
By the end of the lesson, the
learner should be able to explain
the African moral values.
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Class presentations
· Note taking
· Group discussions
· Class discussions
· Note taking
· Group discussions
· Class presentations
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
· Resource persons
· Real objects
· Resource persons
· Real objects
· Resource persons
· Real objects
· Resource persons
· Resource persons
God’s People
· Student’s Book 1
pages 86–87
· Teacher’s Book 1
pages 31–32
God’s People
· Student’s Book 1
pages 87–88
· Teacher’s Book 1
page 32
God’s People
· Student’s Book 1
pages 88–90
· Teacher’s Book 1
page 32
God’s People
· Student’s Book 1
pages 90–91
· Teacher’s Book 1
page 32
God’s People
· Student’s Book 1
pages 91–92
· Teacher’s Book 1
page 32
God’s People
· Student’s Book 1
page 93
· Teacher’s Book 1
page 32
SALE
CRE Form 1
Schemes of Work
Term 3
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
1
2
3
1
2
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
African
moral and
cultural
values
· Loyalty
· Respect
· Love
· Integrity
· Unity
Continuity
and change
in the African
understanding of
various issues
· Community
land
· Property and
wealth
· Worship
· Medicine
· Leisure
By the end of the lesson, the
learner should be able to explain
the African moral values.
By the end of the lesson, the
learner should be able to explain
the African moral values.
By the end of the lesson, the
learner should be able to discuss
the continuity and change in the
African understanding of various
issues.
By the end of the lesson, the
learner should be able to discuss
the continuity and change in the
African understanding of various
issues.
By the end of the lesson, the
learner should be able to discuss
the continuity and change in the
African understanding of various
issues.
· Class discussions
· Question and answer
sessions
· Note taking
· Class discussions
· Question and answer
sessions
· Note taking
· Group discussions
· Class presentations
· Note taking
· Group discussions
· Class presentations
· Note taking
· Group discussions
· Class presentations
· Note taking
· Resource persons
· Resource persons
· Resource persons
· Resource persons
· Resource persons
God’s People
· Student’s Book 1
pages 93–94
· Teacher’s Book 1
pages 32–33
God’s People
· Student’s Book 1
page 94
· Teacher’s Book 1
pages 32–33
God’s People
· Student’s Book 1
pages 94–95
· Teacher’s Book 1
pages 32–33
God’s People
· Student’s Book 1
pages 95–96
· Teacher’s Book 1
pages 32–33
God’s People
· Student’s Book 1
page 97
· Teacher’s Book 1
pages 32–33
NOT FOR SALE
CRE Form 1
Schemes of Work
Term 3
LESSON
TOPIC
SUB-TOPIC
ACTIVITIES
LEARNING/TEACHING
RESOURCES
REFERENCES
REMARKS
3
African
moral and
cultural
values
· Old age and the
aged
· Widows and
orphans
· Bride price
By the end of the lesson, the
learner should be able to discuss
the continuity and change in the
African understanding of various
issues.
· Class discussions
· Question and answer
sessions
· Note taking
· Resource persons
God’s People
· Student’s Book 1
pages 98–99
· Teacher’s Book 1
pages 32–33
Exams
The learner should be able to
answer questions from the topics
covered.
NOT FOR SALE
-----------------------
WEEK 5
WEEK 6
Form 1 CRE scheme of work Term 1
OBJECTIVES LEARNING/TEACHING
1:1–2, 2 Timothy 3:16, · Student’s Book 1
Revelation 22:18, 2
Peter 1:20–21
WEEK 6
WEEK 7
WEEK 8
OBJECTIVES LEARNING/TEACHING
WEEK 8
WEEK 9
WEEK 10
OBJECTIVES LEARNING/TEACHING
WEEK 10
WEEK 11
WEEK 12
OBJECTIVES LEARNING/TEACHING
WEEK 12
WEEK 13
WEEK 14
OBJECTIVES LEARNING/TEACHING
WEEK 1
WEEK 2
CRE
OBJECTIVES LEARNING/TEACHING
WEEK 3
WEEK 4
OBJECTIVES LEARNING/TEACHING
WEEK 5
WEEK 6
OBJECTIVES LEARNING/TEACHING
WEEK 7
WEEK 8
OBJECTIVES LEARNING/TEACHING
WEEK 9
WEEK 10
WEEK 11
OBJECTIVES LEARNING/TEACHING
WEEK 11
WEEK 12
WEEK 13
OBJECTIVES LEARNING/TEACHING
WEEK 1
WEEK 2
WEEK 3
WEEK 4
CRE Form
OBJECTIVES LEARNING/TEACHING
WEEK 4
WEEK 5
WEEK 6
WEEK 7
OBJECTIVES LEARNING/TEACHING
WEEK 7
WEEK 8
WEEK 9
OBJECTIVES LEARNING/TEACHING
WEEK 10
WEEK 11
OBJECTIVES LEARNING/TEACHING
WEEK 12
WEEK 11
OBJECTIVES LEARNING/TEACHING
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