WEEK



C.R.E. SCHEMES OF WORK

FORM FOUR 2014

TERM I

REFERENCES:

1. KLB BK 4

2. God’s People BK 4

3. Living the Promise BK 4

|WK |LSN |TOPIC |SUB-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS/REFERENCE |REMARKS |

|1 |REVISION OF LAST TERM’S EXAMS | |

| | | | | | | | |

|2 |2 |Christian approaches to |Sexually transmitted |By the end of the lesson, the learner should be able |Group discussion |Resource person (medical doctor) | |

| | |human sexuality, marriage |Infections (STIs) |to: |Case study |Audio-visual material | |

| | |and family | |Discuss the causes of STIs to the victims and the |Assignment (research more and record in book) | | |

| | | | |family at large | | | |

| | | | | | | | |

| |2 |Christian approaches to |Abortion |By the end of the lesson, the learner should be able |Bible reading |Bible (RVS) | |

| | |human sexuality, marriage |School drop out |to: |Explanation |Newspaper | |

| | |and family | |Define abortion |Group discussion |Magazine | |

| | | | |Show how irresponsible sexual behavior leads to |Reports of group discussion |Chalkboard | |

| | | | |school drop out |Recite poem |Posters, pictures | |

| | | | | |Note making |Diagram | |

| | | | | | | | |

| |3 |Christian approaches to |Separation and Divorce |By the end of the lesson, the learner should be able |Bible reading |Dictionary | |

| | |human sexuality, marriage |Death |to: |Questions and Answers |Magazine | |

| | |and family | |Explain how irresponsible sexual behavior can lead to|Explanations |Newspaper cuttings | |

| | | | |death, separation and divorce |More research |Bible (RVS) 1 Cor 7:11, 15-16 | |

| | | | | |Note making | | |

| | | | | | | | |

| |4 |Christian approaches to |Unplanned pregnancies |By the end of the lesson, the learner should be able |Group discussion (brainstorming on causes) |Bible | |

| | |human sexuality, marriage |Street children |to: |Points on chalkboard |Resource person | |

| | |and family | |Define unplanned pregnancy |Learners to review the points and express their|Written case study | |

| | | | |Explain why children live in the streets |views and make notes |Chalkboard | |

| | | | | | |Audio visual aids | |

|3 | | | | | | | |

| |1 |Christian approaches to |Psychological problems: |By the end of the lesson, the learner should be able |Stories from bible |African Religions & Philosophy | |

| | |human sexuality, marriage |Stress |to: |Check meaning |Charts/posters | |

| | |and family |& |Discuss the causes of stress and depression |Bible stories (Lot, Joseph and Potiphar’s wife)|Teacher’s notes | |

| | | |Depression | |Research more and make notes |Newspaper | |

| | | | | | |Chalkboard | |

| | | | | | |Dictionary | |

| | | | | | |Bible (RVS) | |

| | | | | | | | |

| |2 |Christian approaches to |Self-pity |By the end of the lesson, the learner should be able |Discussion |Dictionary | |

| | |human sexuality, marriage |& |to: |Questions and answers |Charts/posters | |

| | |and family |Withdrawal |Outline the solutions for self-pity and withdrawal |Note making |Chalkboard | |

| | | | | |Bible stories |Teacher’s notes | |

| | | | | |Mime self pity and withdrawal |Bible (RVS) | |

| | | | | | |Video tapes | |

| | | | | | | | |

| |3 |Christian approaches to |Aggressiveness |By the end of the lesson, the learner should be able |Brain storming |Picture showing violence | |

| | |human sexuality, marriage |& |to: |Dramatize violence |Magazines/newspaper | |

| | |and family |Violence |Distinguish between aggressiveness and violence |Questions and Answers |Class textbook | |

| | | | | |Assignment (learners to research more from | | |

| | | | | |class text and make notes | | |

| | | | | | | | |

| |4 |Christian approaches to |Traditional African |By the end of the lesson, the learner should be able |Talk from resource person |African Religions and philosophy | |

| | |human sexuality, marriage |understanding of marriage |to: |Questions and Answers |Chalkboard | |

| | |and family | |Explain the traditional African understanding of |Research and note making |Class textbook | |

| | | | |marriage | |Resource Person | |

| | | | | | | | |

|4 |1 |Christian approaches to |Christian Teaching on |By the end of the lesson, the learner should be able |Review of previous lesson |Bible (RVS) | |

| | |human sexuality, marriage |marriage |to: |Bible reading |Chalk board | |

| | |and family | |Explain Christian teaching on Marriage |Explanation |Audio visual aids | |

| | | | | |Questions and Answers |Class textbook | |

| | | | | |Note taking | | |

| | | | | | | | |

| |2 |Christian approaches to |Preparation for marriage in |By the end of the lesson, the learner should be able |Brief talk from Resource person |African Religion and Philosophy | |

| | |human sexuality, marriage |Traditional African Society |to: |Questions and Answers |Resource person | |

| | |and family | |Describe the traditional approaches to marriage |Assignment (read more from text and make notes)|Chalkboard | |

| | | | |preparation | |Class textbook | |

| | | | | | | | |

| |3 |Christian approaches to |Christian teachings on |By the end of the lesson, the learner should be able |Talk from marriage counselor |Guest speaker | |

| | |human sexuality, marriage |preparation for marriage |to: |Bible reading |Bible (RVS) | |

| | |and family | |Describe Christian approaches to marriage preparation|Explanation |Chart | |

| | | | | |Questions and Answers |Chalkboard | |

| | | | | |Making and taking notes |Church and marriage by Okullu | |

| | | | | | | | |

| |4 |Christian approaches to |Celibacy as an alternative to|By the end of the lesson, the learner should be able |Talk from Catholic priest or nun |Dictionary | |

| | |human sexuality, marriage |marriage |to: |Watching a video |Resource person (Catholic priest/nun) | |

| | |and family | |Define celibacy |Bible reading |Teacher’s notes | |

| | | | |Explain the Christian teaching on celibacy |Explanation |Video tape | |

| | | | | |Note taking | | |

| | | | | | | | |

|5 |1 |Christian approaches to |Traditional African |By the end of the lesson, the learner should be able |Questions and Answers |African Religion & Philosophy | |

| | |human sexuality, marriage |understanding of the family |to: |Group discussion |Chart | |

| | |and family | |Describe the traditional African understanding of the|Assignment (read more and make notes from class|Chalkboard | |

| | | | |family |text) |Teacher’s notes | |

| | | | | | | | |

| |2 |Christian approaches to |Christian understanding of |By the end of the lesson, the learner should be able |Teacher reviews previous lesson |Bible (RVS) | |

| | |human sexuality, marriage |the family |to: |Bible reading |Chalkboard | |

| | |and family | |Appreciate the Christian understanding of the family |Debate |Class textbook | |

| | | | | |Summary in point form | | |

| | | | | |Note making | | |

| | | | | | | | |

| |3 |Christian approaches to |Value of responsible |By the end of the lesson ,the learner should be able |Teacher to give a case study |Bible(RVS) | |

| | |human sexuality, marriage |parenthood |to: |Questions and Answers |Chalkboard | |

| | |and family | |Explain the values of responsible parenthood |Group discussions |Magazines | |

| | | | | |Assignment (read class textbook and make notes |Newspaper | |

| | | | | | |Written case studies | |

| | | | | | | | |

| |4 |Christian approaches to |Problems related to family |By the end of the lesson, the learner should be able |Brainstorming |Class text CRE Bk 3 | |

| | |human sexuality, marriage |life today |to: |Questions and Answers |Newspaper cuttings | |

| | |and family | |Identify problems related to family life today |Discussing the case study |Magazines | |

| | | | |Discuss problems related to single family life |Views from students |Written case studies | |

| | | | | |Assignment (Further research & report | | |

| | | | | |preparation) | | |

| | | |Traditional African | | | | |

|6 |1 |Christian approaches to |approaches to problems |By the end of the lesson, the learner should be able |Brief talk from resource person |African Religion & philosophy | |

| | |human sexuality, marriage |related to family life today |to: |Dramatisation (wife beating) |Chalkboard | |

| | |and family | |Evaluate traditional African approaches to family |Note making and taking |Learner’s textbook 4 | |

| | | | |life problems | |Resource person | |

| | | | | | |Magazine | |

| | | | | | |Audio visual aids | |

| | | | | | | | |

| |2 |Christian approaches to |Christian approaches to |By the end of the lesson, the learner should be able |Bible reading |Bible (RVS) | |

| | |human sexuality, marriage |problems related to family |to: |Case study presentation |Written case study | |

| | |and family |life today |Outline the various Christian approaches to family |Questions and Answers |Newspaper cuttings | |

| | | | |life related problems today |Watching videos |Magazine | |

| | | | | |Assignment (note making |Audio-visual aids | |

| | | | | | | | |

| |3 |Christian approaches to |Introduction |By the end of the lesson, the learner should be able |Making notes |Photos | |

| | |human sexuality, marriage |Definition of terms ‘work’ & |to: |Class discussion |Chalkboard | |

| | |and family |vocation’ |Define the terms ‘work’ and ‘vocation’ |Points on chalkboard |Dictionary | |

| | | | |Explain the traditional African attitude to work |Checking meaning |Teacher’s notes | |

| | | | | | |Bible (RVS) | |

| | | | | | |CRE learner’s BK 4 | |

| | | | | | |Newspaper cuttings | |

| | |Christian approaches to | | | | | |

| |4 |human sexuality, marriage |Christian teachings on work |By the end of the lesson, the learner should be able |Bible reading |Bible(RVS) | |

| | |and family | |to: |Questions and Answers |Chalkboard | |

| | | | |State the Christian teaching on work |Explanation |Teacher’s notes | |

| | | | | |Note making | | |

| | | | | | | | |

|7 |1 |Christian Approaches to |Roles of professional ethos, |By the end of the lesson, the learner should be able |Checking meanings from dictionary |Dictionary | |

| | |work |ethics and codes in society |to: |Listing common professions |Class textbook BK4 | |

| | | | |Explain the role of professional ethos, ethics and |Discussions |Bible (RVS) | |

| | | | |codes in society |Note making |T.S.C code of regulation | |

| | | | | | |Teacher’s notes | |

| | | | | | |Resource person | |

| | | | | | | | |

| |2 |Christian Approaches to |Virtues related to various |By the end of the lesson, the learner should be able |Check the meaning from the dictionary |Dictionary | |

| | |work |types of work: |to |Discussing importance of each virtue |Class text Bk | |

| | | |Diligence |Desire to acquire virtues related to work | |Resource person | |

| | | |Honesty/integrity | | |Bible (RVS) | |

| | | | | | |T.S.C code of regulation | |

| | | | | | |Teacher’s notes | |

| | | | | | | | |

| |3 |Christian Approaches to |Faithfulness |By the end of the lesson the learner should be ale |Discussion in Groups & presenting points on |Resource Person | |

| | |work |Responsibility |to: |chalkboard |Bible (RSV) | |

| | | | |Outline the benefits of an employee being faithful |Note making |T.S.C code of regulation | |

| | | | |and responsible to his/her employer | |Class text Bk 4 | |

| | | | | | |Dictionary | |

| | |Christian Approaches to | | | | | |

| |4 |work |Loyalty & Tolerance |By the end of the lesson, the learner should be able |Discussion in groups & presenting points on |Dictionary | |

| | | | |to: |chalkboard |Resource person | |

| | | | |Define loyalty and tolerance in relation to work |Note making |Bible(RSV) | |

| | | | |ethics | |T.S.C code of regulation | |

| | | | | | |Teacher’s notes | |

| | | | | | |Class textbook 4 | |

| | | | | | | | |

|8 |1 |Christian Approaches to |Moral duties and |By the end of the lesson, the learner should be able |Review previous lesson |Bible (RSV) | |

| | |work |responsibilities of employers|to: |Questions an d Answers |Group presentations | |

| | | |and employees |Explain the moral duties and responsibilities of |Points on chalkboard |Chalkboard | |

| | | | |employers |Presentations |Teacher’s notes | |

| | | | | |Assignment (writing an essay on same topic |TSC code of regulations | |

| | |Christian Approaches to | | | | | |

| |2 |work |Christian approaches to |By the end of the lesson, the learner should be able |Review previous lesson |Bible (RVS) | |

| | | |issues related to employment |to: |Bible reading |Pictures | |

| | | |Wages/industrial action |State the biblical teachings on wages |Explanation |Chalkboard | |

| | | | |Identify the conditions that should be fulfilled to |Case study |Teacher’s notes | |

| | | | |make a strike morally justified |Assignment (Research on industrial action) |Newspaper cuttings (on strikes) | |

| | | | | | | | |

| | | | | | | | |

| |3 |Christian Approaches to |Child labour |By the end of the lesson, the learner should be able |Group discussion guided by teacher |Bible (RVS) | |

| | |work | |to: |Presentations of findings |Pictures | |

| | | | |State the causes of child labour in Kenya |Points on chalkboard |Chalkboard | |

| | | | |Explain why child labour is against Christian |Assignment (write down rights of children) |Teacher’s notes | |

| | | | |teachings | |Newspaper cuttings | |

| | | | | | |Placards | |

| | | | | | |Resource person | |

| | |Christian Approaches to | | | | | |

| |4 |work |Unemployment and |By the end of the lesson, the learner should be able |Brainstorming |Bible (RVS) | |

| | | |self-employment |to: |Questions and Answers |Chalkboard | |

| | | | |Identify the causes of unemployment in Kenya |Group discussion |Learner’s Bk 4 | |

| | | | |Appreciate work |More research and note making |Newspaper cuttings or photos | |

| | | | | | |Dictionary | |

|9-12 | |TOPICAL EXAMS | |

|13-15 | | | |

| | |END OF TERM ONE EXAM | |

C.R.E. SCHEMES OF WORK

FORM FOUR 2014

TERM II

REFERENCES:

1. KLB BK 4

2. God’s People BK 4

3. Living the Promise BK 4

|WK |LSN |TOPIC |SUB-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS/REFERENCE |REMARKS |

|1 |1-4 |REPORTING AND REVISION OF LAST TERM’S EXAMS | |

| | | | | | | | |

|2 |1 |Christian approaches to |Introduction |By the end of the lesson, the learner should be able |Questions and Answers |Bible (RVS) | |

| | |leisure |Definition of leisure |to: |Looking for meaning |Class textbook | |

| | | |Types of leisure |State the meaning of leisure |Listing |Chalkboard | |

| | | | |Appreciate the importance of leisure |Comparing |Dictionary | |

| | | | |Identify the different types of leisure | |Pictures | |

| | | | | | | | |

| |2 |Christian approaches to |Traditional African |By the end of the lesson, the learner should be able |Reviewing |Class textbook 4 | |

| | |leisure |understanding of leisure |to: |Class discussion |Resource person | |

| | | | |Explain the Traditional African understanding of |Singing |Chalkboard | |

| | | | |leisure |Reciting poems on work |Drawings/pictures | |

| | | | | |Listing T.A leisure | | |

| | | | | |Note making | | |

| | |Christian approaches to | | | | | |

| |3 |leisure |Christian teaching on leisure|By the end of the lesson, the learner should be able |Bible reading |Collected stories | |

| | | | |to: |Explanation |Articles | |

| | | | |State the Christian teaching on leisure |Brief visit to church |Newspaper cuttings | |

| | | | | |Observe church activities |Bible (RVS) | |

| | | | | |Assignment from text book | | |

| | | | | | | | |

| |4 |Christian approaches to |Importance of Leisure |By the end of the lesson, the learner should be able |Text reading |Bible(RVS) | |

| | |leisure | |to: |Class discussion |Pictures | |

| | | | |Explain the importance of leisure | |Resource person | |

| | | | |Appreciate the importance of leisure | |Class textbook 4 | |

| | | | | | | | |

|3 | | | | | | | |

| |1 |Christian approaches to |Various forms and uses of |By the end of the lesson, the learner should be able |Listings/outlining |Bible (RVS) | |

| | |leisure |leisure |to: |Definitions |Chalkboard | |

| | | | |outline various forms of leisure |Questions and Answers |Audiovisual aids | |

| | | | |Explain the uses of leisure |Note making |Pictures | |

| | | | | | |Resource person | |

| | | | | | | | |

| |2 |Christian approaches to |Misuse of leisure today |By the end of the lesson, the learner should be able |Group discussion |Pictures | |

| | |leisure | |to: |Essay writing |Class textbook | |

| | | | |Explain how leisure activities are misused in society|Presentations |Newspaper cuttings | |

| | | | |today |Assignment(note making |Bible (RVS) | |

| | | | | | | | |

| |3 | |Misuse/abuse of drugs |By the end of the lesson, the learner should be able |Role play |Resource person | |

| | | | |to: |Assignment (bible reading and note making) |Pictures | |

| | |Christian approaches to | |Discuss the causes and effects of drug abuse |Questions and Answers |Newspaper cuttings | |

| | |leisure | | |Brief lecture |Bible (RVS) | |

| | | | | | | | |

| |4 |Christian approaches to |Abuse of alcohol |By the end of the lesson, the learner should be able |Bible reading |Chalkboard | |

| | |leisure | |to: |Teacher’s comment |Resource person | |

| | | | |Explain the causes of alcohol abuse |Talk from resource person |Newspaper cuttings | |

| | | | |Strive to discourage alcohol abuse in the community |Role play |Bible (RVS) | |

| | | | | |Assignment (note making) | | |

| | | | | | | | |

|4 |1 |Christian approaches to |Effects of drug abuse |By the end of the lesson, the learner should be able |Group discussion |Bible (RVS) | |

| | |leisure | |to: |Points on chalkboard |Newspaper cuttings | |

| | | | |Discuss the effects of drug abuse |Questions and Answers |Resource person | |

| | | | |Strive to live a productive life |Role play |Chalkboard | |

| | | | | |Note making | | |

| | | | | | | | |

| |2 |Christian approaches to |Remedies of drug abuse |By the end of the lesson, the learner should be able |Draw examples from society and Bible |Bible (RVS) | |

| | |leisure | |to |Sharing with a resource person |Class text CRE Bk 4 | |

| | | | |Discuss what Christians can do in order to curb the |Assignment |Resource person | |

| | | | |abuse of drugs |Making notes | | |

| | | | |Strive to live a productive life | | | |

| | | | | | | | |

| |3 |Christian approaches to |Christian criteria for |By the end of the lesson, the learner should be able |Bible reading |Bible (RVS) | |

| | |leisure |evaluating the use of leisure|to: |Explanation |Class text CRE BK 4 | |

| | | | |Explain the Christian criteria for evaluating the use|Group discussion |Resource person | |

| | | | |of leisure |Points on chalkboard |Chalkboard | |

| | | | | |Highlighting main points (teacher) | | |

| | | | | |Note making | | |

| | | | | | | | |

| |4 |Christian approaches to |Introduction |By the end of the lesson, the learner should be able |Short lecture |CRE Bk 4 | |

| | |money, wealth and poverty |Definitions |to: |Questions /Answers |English dictionary | |

| | | |Wealth\ |Define the concept wealth money and poverty |Checking meaning |Realia (money) | |

| | | |Money |Appreciate wealth as a blessing from God |Note making |Audio Visuals | |

| | | |Poverty | | |Chalkboard | |

| | | | | | | | |

|5 |1 | |Traditional African |By the end of the lesson, the learner should be able |Talk from resource person |Modern Christian living pg 138 | |

| | |Christian approaches to |understanding of wealth and |to: |Explanation |Introduction to African Religions by | |

| | |money, wealth and poverty |poverty |Explain the tradition of African understanding of |Question and Answers |Mbithi | |

| | | | |wealth and poverty |Views from student |Audio-visual material | |

| | | | | |Summary & note making |Resource person | |

| | | | | | | | |

| |2 | |Impact of money economy in |By the end of the lesson, the learner should be able |Group discussion |Regalia | |

| | |Christian approaches to |Traditional African Society |to: |Points on Chalkboard |Teacher’s notes | |

| | |money, wealth and poverty | |Describe the impact of the introduction of money |Summarize explanations (teacher) |Chalkboard | |

| | | | |economy on traditional African society |Assignment (essay writing on same topic) |Audio-visual material | |

| | | | | | | | |

| | | | | | | | |

| |3 |Christian approaches to |Christian teachings on money,|By the end of the lesson, the learner should be able |Bible reading |Modern Christian living | |

| | |money, wealth and poverty |wealth and poverty |to: |Explanations |Chalkboard | |

| | | |money |Explain Christian teachings on money and wealth |Group discussions |Audio-visual materials | |

| | | | | |Questions and Answers |Bible (RVS) | |

| | | | | |Note taking | | |

| | |Christian approaches to | | | | | |

| |4 |money, wealth and poverty |Wealth |By the end of the lesson, the learner should be able |Reading more from class textbook |Bible (RVS) | |

| | | | |to: |Making notes |Audio-visual material | |

| | | | |Appreciate the Christian teachings on money and | |Chalkboard | |

| | | | |wealth | |Modern Christian living | |

| | | | | | | | |

|6 |1 |Christian approaches to |Poverty |By the end of the lesson, the learner should be able |Checking meaning |Dictionary | |

| | |money, wealth and poverty | |to: |Bible reading |Audio-visual material | |

| | | | |Define poverty |Explanation |Chalkboard, posters, songs | |

| | | | |Explain Christian teachings on poverty |Group discussion | | |

| | | | | |Song presentation | | |

| | | | | |Note making | | |

| | | | | | | | |

| |2 & 3 |Christian approaches to |Christian approaches to |By the end of the lesson, the learner should be able |Check meaning |Photographs | |

| | |money, wealth and poverty |issues related to wealth |to: |Class discussion |Dictionary | |

| | | |Fair distribution |Discuss Christian approaches to fair distribution of |Explanations/Answers |Posters | |

| | | |Bribery/corruption |wealth |Assignment project |Teacher’s notes | |

| | | | |Desire to lead a life free of bribery and corruption | |Bible (RVS) | |

| | | | | | |Chalkboard | |

| | | | | | | | |

| |4 |Christian approaches to |Life skills |By the end of the lesson, the learner should be able |Brief lecture |Chalkboard | |

| | |money, wealth and poverty |Decision making |to: |Questions & Answers |English dictionary | |

| | | |Critical thing |Discuss the importance of the following life skills: |Explanation to the steps |Audio-visual materials | |

| | | |Creative thinking |Decision making |Assignment: read more and make notes |Teacher’s notes | |

| | | |Self-esteem |Creative thinking | |© Education Plus Agencies | |

| | | |Assertiveness |Assertiveness | | | |

| | | | | | | | |

| | | | | | | | |

|7 |1 |Christian approaches to |Christian Values |By the end of the lesson, the learner should be able |Finding meaning of terms |Bible (RVS) | |

| | |money, wealth and poverty | |to: |Bile reading |Teacher’s notes | |

| | | | |Uphold Christian values of love and honesty in |Explanation |Audio-visual material | |

| | | | |acquisition and use of wealth |Questions/answers |Chalkboard | |

| | | | | |Note making | | |

| | | | | | | | |

| |2 |Christian approaches to |Introduction |By the end of the lesson, the learner should be able |Check meaning |Bible (RVS) | |

| | |money, wealth and poverty |Definitions of terms: |to: |Explanation |Dictionary | |

| | | |-Law |Define the term ‘law’, ‘order’ and ‘justice’ |Questions and Answers |A set of school rules/regulations | |

| | | |Order |Show the relationship between law, order and justice |Reading textbook |Chalkboard | |

| | | |-Justice | |Making notes | | |

| | | | | | | | |

| |3 |Christian approaches to |Traditional African practices|By the end of the lesson, the learner should be able |Review of past lesson |Chalkboard | |

| | |money, wealth and poverty |that promote law, order and |to: |Question & Answers |Teacher’s notes | |

| | | |justice |Describe the traditional African practices that |Talk from resource person |Resource person | |

| | | | |promote law, order and justice |Note taking | | |

| | | | | | | | |

| |4 |Christian approaches to |Biblical teachings on law, |By the end of the lesson, the learner should be able |Bible reading |Bible (RVS) | |

| | |money, wealth and poverty |order and justice |to: |Explanation |Class textbook | |

| | | | |Explain the biblical teachings on law order and |Question & Answers |Teacher’s notes | |

| | | | |justice |Note making |Modern Christian living | |

| | | | | | | | |

|8 |1 |Christian approaches to |The need for law, order and |By the end of the lesson, the learner should be able |Bible reading |Class textbook | |

| | |money, wealth and poverty |justice in the society |to: |Explanation |Bible (RVS) | |

| | | | |Give reasons for law, order and justice in the |Group discussion |Pictures, chalkboard | |

| | | | |society |Question & Answers |Teacher’s notes | |

| | | | | |Note making | | |

| | | | | | | | |

| |2 |Christian approaches to |Rights and duties of citizens|By the end of the lesson, the learner should be able |Questions and answers |A chart | |

| | |money, wealth and poverty | |to: |Bible reading |Bible (RVS) | |

| | | | |Explain the rights of citizens |Explanation |Dictionary | |

| | | | |Strive to be obedient citizens |Note making |Chalkboard | |

| | | | | | |Class textbook | |

| | | | | | | | |

| |3 |Christian approaches to |Causes of Social disorder |By the end of the lesson, the learner should be able |Group discussion |Bible (RSV) | |

| | |money, wealth and poverty | |to: |Points on chalkboard |Dictionary | |

| | | | |Discuss the causes of social disorder |Questions and Answers |Chalkboard | |

| | | | |Shun discrimination |Note making |Newspaper/magazine | |

| | | | | | |Teacher’s notes | |

| | | | | | | | |

| |4 |Christian approaches to |Remedies to social disorders |By the end of the lesson, the learner should be able |Bible reading | | |

| | |money, wealth and poverty | |to: |Explanation |Bible (RSV) | |

| | | | |Strive to promote law, order and justice |Questions and Answers |Pictures | |

| | | | | |Resource person’s talk |Dictionary | |

| | | | | |Note making |Teacher’s notes | |

| | |Christian approaches to | | | | | |

|9 |1 |money, wealth and poverty |Christian participation in |By the end of the lesson, the learner should be able |Class discussion |Bible (RVS) | |

| | | |the |to: |Question and answers |Newspaper cuttings | |

| | | |Society |Evaluate the role of Christian society |Points on chalkboard |Chalkboard | |

| | | |Economic life | |Read bible references |Teachers’ notes | |

| | |Christian approaches to | | | | | |

| |2 |money, wealth and poverty |Political Life |By the end of the lesson, the learner should be able |Explanation |Bible (RVS) | |

| | | | |to: |Reading text CRE bk 4 |Newspaper cuttings | |

| | | | |Identify the role of Christians in transforming the |Note making |Chalkboard | |

| | | | |economic and political life of the society | |Teacher’s notes | |

| | |Christian approaches to | | | | | |

| |3 & 4 |money, wealth and poverty |The Church and the State |By the end of the lesson, the leaner should be able |Group discussion |Bible (RVS) | |

| | | |relationship |to: |Bible reading |Church and politics in Kenya by Okullu| |

| | | | |Discuss church-state relationship |Explanation |Newspaper cutting | |

| | | | | |Highlight main ideas |Chalkboard | |

| | | | | |Note making | | |

|10-13 | |REVISION AND MOCK EXAMS | |

C.R.E. SCHEMES OF WORK

FORM FOUR 2014

TERM III

REFERENCES:

1. KLB BK 4

2. God’s People BK 4

3. Living the Promise BK 4

|WK |LSN |TOPIC |SUB-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS/REFERENCE |REMARKS |

|1 |1-4 |REPORTING AND REVISION OF LAST TERM’S EXAMS | |

| | | | | | | | |

|2 |1 |Christian approaches to |Introduction |By the end of the lesson, the learner should be able |General overview |Class textbook 4 | |

| | |issues related to modern |Definition of |to: |Bible reading |Bible (Gen 1:1-31) | |

| | |science, technology & |Science |Define the terms |Questions and answers |Chalkboard | |

| | |Environment |Technology |Science |Explanations |Dictionary | |

| | | |Environment Euthanasia |Technology |Group discussions |Newspaper cutting | |

| | | | |Environment |Summarize |Teachers notes | |

| | | | |Explain the Christian views on euthanasia |Assignment (learners to make notes) | | |

| | |Christian approaches to | | | | | |

| |2 |issues related to modern |Blood transfusion |By the end of the lesson the learner should be able |Define terms |Resource person | |

| | |science, technology & | |to: |Questions and answers |Dictionary | |

| | |Environment | |Define blood transfusion |Resource person (nurse) to give talk on the |Saline solution, Ringer’s solution | |

| | | | |Explain the Christian view on blood transfusion |issue |Class text book 4 | |

| | | | |Appreciate the sanctity of life |Listing dangers of blood transfusion |Bible (RVS) | |

| | | | | |Note making | | |

| | |Christian approaches to | | | | | |

| |3 |issues related to modern |Organ transplant |By the end of the lesson, the learner should be able |Check meaning |Documentary | |

| | |science, technology & | |to: |Group discussion |Bible (RVS) | |

| | |Environment | |Define organ transplant |Mentioning organs |Chalkboard | |

| | | | |Make morally upright decisions on the issue of organ |Listing on chalkboard |Dictionary | |

| | | | |transplant |Bible reading |Newspaper cuttings | |

| | | | | |Explanation |Teacher’s notes | |

| | | | | |Note making | | |

| | | | | | | | |

| |4 |Christian approaches to |Genetic Engineering |By the end of the lesson, the learner should be able |Check meaning |Types of genetically engineered foods | |

| | |issues related to modern | |to: |Sharing in groups |Pictures | |

| | |science, technology & | |Define genetic engineering |Presentations and discussion |Resource person | |

| | |Environment | |Make moral decisions on the issue of genetic |Note making |Class textbook 4 | |

| | | | |engineering | |Chalkboard | |

| | | | | | |Teacher’s notes | |

| | | | | |Bible reading | | |

|3 |1 |Christian approaches to |Plastic surgery |By the end of the lesson, the learners should be able|Explanation |Resource person | |

| | |issues related to modern | |to: |Mentioning ways of improving a person’s |Audio-visual aids | |

| | |science, technology & | |Define plastic surgery |appearance |Pictures | |

| | |Environment | |Explain the Christian view on plastic surgery |Debate |Bible (RVS) | |

| | | | | |Note making |Chalkboard | |

| | |Christian approaches to | | |Check meaning | | |

| |2 |issues related to modern |The Christian views on the |By the end of the lesson, the learner should be able |Bible reading |Bible (RVS) | |

| | |science, technology & |effect of Science and |to |Explanation |Newspaper cutting | |

| | |Environment |Technology on the environment|Define pollution and desertification |Question and answers |Class textbook | |

| | | | |Appreciation our environment |Note making |ictures | |

| | | | | | | | |

| |3-4 |Christian approaches to |Pollution & the environment |By the end of the lesson, the learner should be able |Brief visit (Field trip) |Bible (RVS) | |

| | |issues related to modern | |to: |Discussing the role of a Christian in keeping |Newspaper cuttings | |

| | |science, technology & | |Identify the types of pollution |the environment clean |Resource person | |

| | |Environment | |State the effects of pollution on our environment |Assignment (more research and report writing |Pictures | |

| | | | |By The end of the lesson, the learner should be able | | | |

|4 |1-2 |Christian approaches to |Desertification |to: |Brief visit (field trip) |Bible | |

| | |issues related to modern | |List causes of desertification |Discussing the effects of desertification on |Newspaper cuttings | |

| | |science, technology & | |State the effects of desertification on the |the environment |Resource person | |

| | |Environment | |environment |Assignment (more research and report writing |Chalkboard | |

| |3-4 |Sample Examination Papers | | | | | |

|5 |1-4 |TOPICAL EXAMS | |

|6-7 | |REVISION AND PREPARATION FOR KCSE EXAM | |

|8 | |KCSE EXAMINATIONS | |

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