WEEK | LESSON | TOPIC | SUB-TOPIC | LEARNING OBJECTIVES | TEACHING/LEARNINGACTIVITIES | TEACHING/LEARNINGRESOURCES | REFERENCES | REMARKS |
SCHEMES OF WORK CRE FORM ONE TERM I | ||||||||
FIVE
| 1 | Introduction to Christian Religious Education. Reasons for studying CRE | -Definition of CRE -Reasons for studying CRE | By the end of the lesson, the learner should be able to: · Explain the meaning of Christian Religious Education · Give reasons for studying Christian Religious Education | · Questions and Answers · Group discussion · Reporting and note taking · Explanations | · Bible (R.S.V) · Class Textbook · Magazines · Audio tapes(radio) | Living the Promise C.R.E · Student’s book 1 pages 1-7 · Teachers Book 1 pages 15-16 · Gateway Sec Rev page 14 |
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2 | The Bible | Introduction The Bible as: 1. The word of God 2. A library 3. Human authors and the major divisions of the Bible
| By the end of the lesson, the learner should be able to: · State at least five uses of the bible · Name at least five authors of the Bible | · Group exercises e.g naming Bible Versions, Books in the Old Testament, and new Testament · Note taking · Visiting Library · Assignment
| · Bible · Bible Commentaries · Resource persons (From B.S.K) · Teacher’s notes
| Living the Promise C.R.E · Student’s Book 1 pages 8-17 · Teacher’s Book 1 · Pages 17-18 · Gateway Sec Rev pages 15-19
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3 | The Bible | Bible Translation | By the end of the lesson, the leaner should be able to: · Describe the stages through which the bible was translated · Discuss the importance of continued Bible translations today | · Class discussion · Questions & Answers · An activity to find out the latest Bible translation in Kenya · Note taking · Use of examples | · Audio Visual programmes on the writing & translation of the Bible · Resource Person · Different Bible translations | Living the Promise C.R.E · Student’s Book 1 pages 18-19 · Teacher’s Book 1 · Page 19 · Gateway Sec Rev · Pages 15-19 | ||
SIX | 1 | The Bible | Results of the Bible Translations into African languages | By the end of the lesson, the learner should be able to: · Discuss the results of the Bible translations into African languages | · Class/Group discussion · Questions& Answers · Note taking · Use of examples | · Various types of Bible translations · Resource Persons e.g from B.S.K · Teacher’s note | Living the Promise C.R.E · Student’s Book 1 page 20 · Teacher’s Book 1 page 20 · Gateway Sec Rev pages 15-19
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2 | The Bible | Versions of the Bible | By the end of the lesson, the learner should be able to: · Name five versions of the Bible that are used by Christians today | · Questions & Answers · Text/Bible reading · Discussion · Note making | · Different types/versions of the Bible · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 page 19 · Teacher’s Book 1 page 19 · Gateway Sec Rev pages 20-27 | ||
3 | Creation and the Fall of Man | The Biblical Creation accounts and their meanings · The 1st Creation account | By the end of the lesson, the learner should be able to: · Describe the Creation Account as recorded in Genesis Chapter One and Two and explain its meaning | · Bible reading · Explanation · Viewing pictures from Class textbook 1 · Note taking | · Bible: Genesis 1:1:1-27;4 · Teacher’s notes · Bible commentary · charts | Living the Promise C.R.E · Student’s Book 1 page22 · Teacher’s book 1 page 21 · Gateway Sec Rev pages 20-27 | ||
SEVEN | 1 | Creation and the Fall of Man | The 2nd Creation in the Bible | By the end of the lesson, the learner should be able to: · Give differences between the first and second creation accounts in the bible | · Bible reading · Explanation · Viewing pictures from Class textbook 1 · Note taking | · Bible: Genesis 2:4-25 · Teacher’s notes · Bible :Genesis 1 & 2 · Charts | Living the Promise C.R.E · Student’s Book 1 pages 25 · Teacher’s Book 1 pages 22 · Gateway Sec Rev pages 20-27 |
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2 | Creation and the Fall of Man | Attributes of God from the Biblical Creation Accounts | By the end of the lesson, the learner should be able to: · Identify and explain the attributes of God as found in the creation story | · Questions & Answers · Bible reading · Explanations · Note taking | · Resource Person (Pastor) · Bible Commentary · Charts | Living the Promise C.R.E · Student’s Book 1 pages 27-29 · Teacher’s Book 1 pages 24 · Gateway Sec Rev pages 20-27 | ||
3 | Creation and the Fall of Man | Teachings from the Biblical Accounts of Creation | By the end of the lesson, the learner should be able to: · Discuss the teachings from the biblical accounts of Creation | · Group discussions · Questions & Answers · Songs/Music · Note taking | · Resource Person (priest) · Bible: Genesis 1&2 · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 pages 31 · Teacher’s Book 1 pages 25 · Gateway Sec Rev pages 20-27 | ||
EIGHT | 1 | Creation and the Fall of Humankind | Traditional African view of Creation | By the of the lesson, the learner should be able to · Explain the traditional African understanding of Creation | · Class discussions · Story telling · Sons/Music (Interdisciplinary approach) · Note taking | · Resource Person · Class textbook 1 · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 pages 29-31 · Teacher’s Book 1 pages 24 · Gateway Sec Rev pages 20-27 | |
2 | Creation and the Fall of Man | The Biblical Teachings on the origin of Sin | By the end of the lesson, the learner should be able to: · Describe the origin of sin according to the biblical accounts of creation | · Bible reading · Explanations · Questions and Answers · Note taking | · Audio-visual programmes on creation &fall of mankind · Bible: Genesis 3;4:6-9;11 | Living the Promise C.R.E · Student’s Book 1 pages 34-35 · Teacher’s Book 1 pages 25 · Gateway Sec Rev pages 20-27 | ||
3 | Creation and the Fall of Humankind | The Consequences of sin | By the end of the lesson the learner should be able to; · Explain the consequences of sin | · Questions & Answers · Use of examples · Narrating stories · Bible reading · Explanations · Note taking | Bible: Genesis 3: 4:6-9;11 Teacher’s note | Living the Promise C.R.E · Student’s Book 1 pages 35-36 · Teacher’s Book 1 pages 27 · Gateway Sec Rev pages 20-27 | ||
NINE | 1 | Creation and the Fall of Humankind | Traditional African concept of Evil and Consequences of Evil | By the end of the lesson, the learner should be able to: · Discuss the traditional African concept of Evil | · Group discussions · Visit a traditional elder · Reading class text · Note taking | · Resource person · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 pages 37-38 · Teacher’s Book 1 pages 25-27 · Gateway Sec Rev pages 20-27 | |
2 | Creation and the Fall of Humankind | Comparison between traditional African concept of evil and the biblical concept of sin
| By the end of the lesson, the learner should be able to: · Compare and contrast the Tradition African concept of evil and the biblical concept of sin | · Group discussions · Questions & Answers · Note making | · Resource Persons · Charts · Bible · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 pages 38-39 · Teacher’s Book 1 pages 28 · Gateway Sec Rev pages 20-27 | ||
3 | Creation and the Fall of Humankind | God’s Plan of Salvation | By the end of the lesson, the learner should be able to: · Support the idea that God had a plan to save humankind even after they had sinned against Him | · Bible reading · Explanation · Discussion · Questions& Answers · Note taking | · Bible: Gen 3:8-9; Genesis 3:18,21,23 · Resource Person · Teacher’s notes | Living the Promise C.R.E · Student’s Book 1 pages 37 · Teacher’s Book 1 pages 26 · Gateway Sec Rev pages 20-27 | ||
TEN | 1 | Faith and God’s Promises: Abraham | Introduction & Background to God’s Promises and the Call of Abraham | By the end of the lesson he learner should be able to: · Describe the background of Abraham before he was called by God · Give reasons why God called Abraham | · Bible reading · Explanation · Questions and Answers · Note taking · Drawing the map on page 42 from the class textbook | · Bible: Gen. 11:24-32; 12:1-9 · Map indication of the fertile crescent in Ancient Mesopotamia
| Living the Promise C.R.E · Student’s Book 1 pages 41-42 · Teacher’s Book 1 pages 30-31 · Gateway Sec Rev pages 20-27 | |
2 | Faith and God’s Promises: Abraham | Faith in God · Definition of faith · Abraham’s faith is tested · Abraham’s act of faith | By the end of the lesson, the learner should be able to: · Explain how Abraham demonstrated his faith in God | · Group discussion Dramatization · Bible reading · Note taking · Explanations | · Bible: Genesis 12:1-9; 15:1-6;17:23-24;21:1-7;22:1-19 · Picture on Page 45
| Living the Promise C.R.E · Student’s Book 1 pages 43-45 · Teacher’s Book 1 pages 31-32 Gateway Sec Rev pages 28-34 | ||
3 | Faith and God’s Promises: Abraham | Importance of faith in Christian life today | By the end of the lesson, the learner should be able to · Give reasons why Abraham is referred to as the ‘father of faith” · Define the term ‘faith’
| · Class discussion · Questions& Answers · Note taking | Teachers notes Resource Person (Pastor) | Living the Promise C.R.E · Student’s Book 1 pages 46 · Teacher’s Book 1 pages 32 Gateway Sec Rev pages 28-34 | ||
ELEVEN | 1 | Faith and God’s Promises: Abraham | God’s Promises to Abraham and their relevance’s to Christians | By the end of the lesson, the learner should be able to: · State the promises made by God to Abraham and explain their importance to Christians today | · Bible reading · Group discussions · Note taking · Questions & Answers · Explanation | · Bible: Genesis 12: 2-3; 15: 1-21; 17:23-24; 21:1-7;22:1-19 | Living the Promise C.R.E · Student’s Book 1 pages 47 · Teacher’s Book 1 pages 33-34 Gateway Sec Rev pages 28-34 | |
2 | Faith and God’s Promises: Abraham | Covenant · Definition of term ‘Covenant’ · Characteristics of a covenant · God’s covenant with Abraham | By the end of the lesson, the learner should be able to: · Define the term ‘covenant’ · Explain and appreciate the importance of God’s covenant with Abraham | · Bible reading · Note taking · Dramatization · Explanation · Questions & Answers | · Bible: Gen. 15:1-19 · Drawing on pg 50 from text book | Living the Promise C.R.E · Student’s Book 1 pages 48-50 · Teacher’s Book 1 pages 34-35 Gateway Sec Rev pages 28-34 | ||
3 | Faith and God’s Promises: Abraham | · Importance of God’s covenant with Abraham · Covenants in modern life | By the end of the lesson, the learner should be able to: · Explain the importance of God’s covenant with Abraham · Mention covenants in modern life and explain their importance | · Dramatization (Marriage/Baptism) · Bible reading · Note taking · Class discussion · Questions and Answers | · Bible: Gen.17:1-16 · Teacher’s notes · Photograph on pg 52 (Class textbook) | Living the Promise C.R.E · Student’s Book 1 pages 54 · Teacher’s Book 1 pages 35-36 Gateway Sec Rev pages 28-34 | ||
TWELVE | 1 | Faith and God’s Promises: Abraham | · Jewish Circumcision · The importance of circumcision to Abraham and his descendants | By the end of the lesson, the learner should be able to: · State the importance of circumcision to Abraham and his descendants | · Note making · Explanation · Bible reading · Questions and Answers
| Bible: Gen.17:1-16 Teacher’s note | Living the Promise C.R.E · Student’s Book 1 pages 54 · Teacher’s Book 1 pages 36-37 Gateway Sec Rev pages 28-34 | |
2 | Faith and God’s Promises: Abraham | Jewish and Africa circumcision | By the end of the lesson, the learner should be able to: · Compare the Jewish and African circumcision | · Group discussion · Debating · Note making · Questions & Answers | · Resource Person · Bible · Textbook pictures · Charts
| Living the Promise C.R.E · Student’s Book 1 pages 55-56 · Teacher’s Book 1 pages 36-37 Gateway Sec Rev pages 28-34 | ||
3 | The Sinai Covenant Moses | Introduction and the call of Moses | By the end of the lesson, the learner should be able to: · Describe the call of Moses | · Bible reading · Explanation · Note making Lecture (brief) · Dramatization | · Bible: Exodus 3:1-22 | Living the Promise C.R.E · Student’s Book 1 pages 58 · Teacher’s Book 1 pages 38-39 Gateway Sec Rev pages 28-34 | ||
THIRTEEN |
| REVISION | · Guiding learners on how to revise for the end term exams · Revising work covered in the term | |||||
REVISION | · Guiding learners on how to revise for the end term exams · Revising work covered in the term | |||||||
FOURTEEN |
| END OF TERM EXAMS | By The end of the term, the learner should be able to: · Answer questions correctly from all areas/topics covered in the course of the term | · Distributing questions papers · Writing the answers · Supervision and collection of papers | · Wall Clock · Chalk board · Examination Papers
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REVISION AND END OF TERM ONE EXAMINATIONS |
FORM ONE CRE SCHEMES OF WORK TERM II | ||||||||||||||||||||||||
ONE | 1 2 & 3 | Revision | By the end of each lesson, the learner should be able to: · Understand and answer all the questions from the previous term exams | · Questions and Answers · Group discussion · Looking for the answers from the text &Exercise Book | · Other past papers but with similar questions · Marking Schemes · Teacher’s Guide Book
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TWO | 1 | The Sinai Covenant: Moses | The Ten Plagues
Qualities of God learnt from the ten plagues | By the end of the lesson, the learner should be able to: · List down each plague and show the importance of each in relation to the exodus · Outline the attributes of God learnt from the ten plagues | · Bible reading · Note taking · Dramatization · Group/Class discussion · Explanation (short lectures) | · Bible: Exodus 7:14-11:1-10 · Audio-visual aids · Class textbook · Resource Person · Teacher’s notes | ||||||||||||||||||
2 | The Sinai Covenant: Moses | The Passover | By the end of the lesson, the learner should be able to: · Explain how Yahweh rescued his people from the rule of Pharaoh | · Dramatization · Explanation · Questions and Answers · Note taking · Bible reading | · Bible: Exodus 12: 1-31; Exodus 13:17-18 · Resource Person · Teacher’s notes · Charts | |||||||||||||||||||
3 | The Sinai Covenant: Moses | Importance of the Passover feast Comparison between Jewish and Christian Passover | By the end of the lesson, the learner should be able to: Compare and contrast the Jewish and Christian Passover | · Class Discussion · Note taking · Questions & Answers | · Resource Person · Bible · Charts | |||||||||||||||||||
THREE | 1 | The Sinai Covenant: Moses | The Exodus 1. Crossing the Red Sea 2. Provision of water 3. Provision of i. Manna ii. Quails 4. Defeating the enemies (Amalekites) | By the end of the lesson, the learner should be able to: · Show how God showed himself to his people during the exodus · Explain how God cared for his people during the exodus | · Note taking · Explanation · Group discussion · Text/Bible reading · Viewing textbook drawings · Questions & Answers | · Bible: Exodus 19; Exodus 24:1-8; Exodus 15:22-29; Exodus 14: 5-31; Exodus 17:1-6 · Film (The life of Moses) · Bible commentary · Teacher’s notes
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2 | The Sinai Covenant: Moses | · The making of Sinai Covenant · Importance of the Covenant | By the end of the lesson, the learner should be able to: · Describe how the Sinai Covenant was made | · Bible reading · Textbook reading · Explanation (Short lectures) · Questions and Answers · Note taking | · Bible: Exodus 32:1-35 · Film (The life of Moses) · Teacher’s notes
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3 | 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 made | · Bible reading · Note making · Questions & Answers · Dramatization | · Bible: Exodus 32: 1-35 · Resource Person · Teacher’s notes | |||||||||||||||||||
FOUR | 1 | The Sinai Covenant: Moses | The Renewal of Sinai Covenant | By the end of the lesson, the learner should be able to: · Describe how the Sinai Covenant was renewed | · Bible reading · Note taking · Short lectures (explanations) | · Bible: Exodus 34: 1-35 · Teacher’s notes | ||||||||||||||||||
2 | The Sinai Covenant: Moses | The Ten Commandments | By the end of the lesson, the learner should be able to: · Explain the ten commandments and show how they should be applied in a Christian’s daily life | · Explanation · Group discussion · Bible reading · Note taking | · Bible: Exodus 34: 1-35 · Teacher’s notes | |||||||||||||||||||
3 | The Sinai Covenant: Moses | · The worship of God by the Israelites in the wilderness · The Israelites new understanding of the nature of God | By the en of the lesson, the learner should be able to: · Describe how the Israelites worshipped God in their life in the wilderness · Explain the new understanding which Moses gave to his people about the nature of God | · Questions and Answers · Group discussion · Presentation by class members · Teacher’s Comments · Note taking | Resource Person Teacher’s notes | |||||||||||||||||||
FIVE | 1
| Leadership in Israel (David and Solomon) | · Introduction · Reasons for Kingship in Israel · Reasons against Kingship in Israel | By the end of the lesson, the learner should be able to: · Give reasons why the Israelites demanded for a king · Give reasons against Kingship in Israel | · Bible Reading · Note taking · Text reading · Group discussion · Explanation
| · Bible: Judges 3:12-14 1 Samuel 4:22 1 Samuel 13:19 1 Samuel 3:13-14 1 Samuel 8:10-20 · Resource Person | ||||||||||||||||||
2 | Leadership in Israel (David and Solomon) | 1. Failure of King Saul 2. Lessons learnt from King Saul’s failure | By the end of the lesson , the learner should be able to: · Show how King Saul failed as a leader of Israelites · Outline the lessons Christians learn from the failure of Saul | · Bible reading · Textbook reading · Note taking · Questions and Answers · Debating | · Bible: Judges 13:8-14 1 Samuel 15:7-25 1 Samuel 13:19 1 Samuel 13:8-14 1 Samuel 15:7-25 · Wall Charts | |||||||||||||||||||
3 | Leadership in Israel (David and Solomon) | King David’s achievements as King of Israel | By the end of the lesson, the learner should be able to: · List down the achievements of King David | · Note taking · Bible reading · Explanation · Discussions in groups · Questions & Answers | Bible I Samuel 16:1-23 II Samuel 6:1-15 | |||||||||||||||||||
SIX | 1 | Leadership in Israel (David and Solomon) | 1. David as the ancestor of Jesus Christ 2. Qualities of a good leader drawn from King David’s leadership | By the end of the lesson, the learner should be able to: · Discuss the importance of King David as the ancestor of Jesus Christ · List down the qualities of a good leader drawn from King David’s leadership | · Studying wall maps · Notes taking · Bible reading · Explanation · Group discussions · Questions & Answers
| A Map of Middle East Bible: II Samuel 7:1-29 Luke 1:26-33 Resource Person Video tapes
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2 | Leadership in Israel (David and Solomon) | Achievements of King Solomon | By the end of the lesson, the learner should be able to: · Outline the achievements of King Solomon | · Bible reading · Explanation · Note taking · Assignment (read more from class textbook) · Group discussion | · Bible: I Kings 3:16-18 I Kings 4:29-34 I Kings 4:1-6 I Kings 5:10 I Kings 9:22 | |||||||||||||||||||
3 | Leadership in Israel (David and Solomon) | Failure of King Solomon Importance of the Temple of Israel | By the end of the lesson, the learner should be able to: · Outline the failure of King Solomon · List down lessons which Christian leader can learn from the reign of King Solomon · Explain the importance of the temple to the Jews and give reasons why God didn’t want King David to build Him a temple | · Debating (Solomon was better than David · Bible reading · Group discussion · Note taking | Bible: I Kings 9:15-23 I Kings :4:27 I Kings 9:11 I Kings 7:1 I Kings:5-6 Learner’s text Resource Person Bible commentary
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SEVEN | 1 | Loyalty to God: Elijah | · Introduction · The spread of Idolatry · The local Canaanite Religion | By the end of the lesson, the learner should be able to: · Explain how idolatry took root in Israel | · Short lecture · Bible reading · Explanation · Class discussion · Note taking | Bible Resource Persons Teacher’s Notes Student’s text | ||||||||||||||||||
2 | Loyalty to God: Elijah | Schism between Judah and Israel | By the end of the lesson, the learner should be able to: · Explain the Schism between Judah and Israel | · Note taking · Explanation · Bible reading | · Bible: I Kings 12:25-33 · Map of Palestine · Teacher’s notes | |||||||||||||||||||
3 | Loyalty to God: Elijah | The effects of idolatry in Israel | By the end of the lesson, the learner should be able to: Discuss the effects of idolatry in Israel | · Note taking · Bible reading · Explanation · Discussions in groups | Student’s textbook Teacher’s notes Chart Bible
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EIGHT | 1 | Loyalty to God: Elijah | The evils that Elijah fought against (a) False Religion | By the end of the lesson, the learner should be able to: · Show how Elijah proved that the God of Israel is different from the Canaanite Baal god | · Dramatization · Note taking · Bible reading · Explanation (short Lectures) | · Bible: I Kings 21 · Resource Person | ||||||||||||||||||
2 | Loyalty to God: Elijah
| (b) Corruption | By the end of the lesson, the learner should be able to · Discuss and list examples of corruption | · Discussions in groups · Sharing the findings of each group · Note taking | · Bible: I Kings 21 · Resource Person | |||||||||||||||||||
3 | Loyalty to God: Elijah
| Life Skills that help to fight corruption: · Critical thinking · Creative thinking · Decision Making | By the end of the lesson the learner should be able to: · Understand the life skills which enable the Christians to fight Corruption | · Short Lectures · Questions & Answers · Note taking | Teachers notes Newspaper cuttings Resource Person Textbook | |||||||||||||||||||
NINE | 1 | Loyalty to God: Elijah
| Why Elijah faced danger and hostility | By the end of the lesson, the learner should be able to: · Explain why Elijah faced danger and hostility as a prophet of God | · Bible reading · Note taking · Explanation · Class presentations | Bible: I Kings 18:19-21 | ||||||||||||||||||
2 | Loyalty to God: Elijah
| Relevance of Elijah’s Prophetic mission to Christian today | By the end of the term, the learner should be able to: · Explain and appreciate the relevance of Elijah’s prophetic mission to Christians today | · Group discussions · Note taking · Questions and Answers | Students Textbook Resource Person Newspaper cuttings
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3 | C.A.T | Covered Areas | By the end of the lesson, the learner should be able to: Answer key questions from the topics covered | Can be in the form of: · Oral Questions · Study exercises · Short test · Written assignment | · Questions from class textbook (Study Exercises at the end of every topic) · Questions from the Teacher’s Guide | |||||||||||||||||||
TEN | 1 | Selected aspects in African Religious Heritage | Introduction African Concept of (i) God | By the end of the lesson, the learner should be able to: · Explain and appreciate the African concept of God | · Short lectures · Questions and Answers · Short stories · Note taking · Songs · Assignment | Resource Person Real objects Teacher’s notes | ||||||||||||||||||
2 | Selected aspects in African Religious Heritage | (ii) Spirits and Ancestors | By the end of the lesson, the learner should be able to: · Explain and appreciate the African concept of spirits and ancestors | · Questions and Answers · Group discussions · Dramatization · Note taking | Charts Teacher’s note Resource Persons | |||||||||||||||||||
3 | Selected aspects in African Religious Heritage | African Understanding of the Hierarchy of Beings | By the end of the lesson, the learner should be able to: · Explain the African understanding of hierarchy of beings | · Text reading · Drawing diagrams · Note taking · Class discussions · Short lectures | · Resource Person · Diagram in the Student’s textbook · Teacher’s notes | |||||||||||||||||||
ELEVEN | 1 | Selected aspects in African Religious Heritage | The Role of God, Spirits and Ancestors in Traditional African Communities | By the end of the lesson, the learner should be able to: · Describe the role of God, Spirits and ancestors in Traditional African Communities | · Group Discussions · Note taking · Short lectures · Questions & Answers | · Resource Person · Traditional Shrines · Teacher’s notes · Photos | ||||||||||||||||||
2 | Selected aspects in African Religious Heritage | The responsibility of the Living towards God | By the end of the lesson, the learner should be able to: · Show how the living demonstrated their responsibilities towards God | · Demonstrations · Note taking · Presentations · Group discussions | · Bible (R.S Version) · Magazines · Class text · Audio (Radio) | |||||||||||||||||||
3 | Selected aspects in African Religious Heritage | The responsibility of the living towards the Ancestors | By the end of the lesson, the learner should be able to: · Comment on the responsibilities of the living towards the spirits | · Questions and Answers · Note making · Role Play · Visit | · Resource Person · Films/Video · Tapes · Teacher’s notes · Photos · Regalia | |||||||||||||||||||
TWELVE | 1 | Selected aspects in African Religious Heritage
| The Responsibility of the living towards the Ancestors | By the end of the lesson, the learner should be able to: · Explain the responsibilities of the living towards the ancestors | · Singing · Assignment · Class discussion · Text reading · Note taking | · Regalia · Tapes · Photos · Resource Person · Film/video · Teacher’s note | ||||||||||||||||||
2 | Selected aspects in African Religious Heritage
| Traditional African Ways of Worshipping God | By the end of the lesson the learner should be able to: · Describe the traditional ways of worshipping God | Project work Role Play | · Photos of places, things · Artefacts · Teacher’s notes · Resource Person | |||||||||||||||||||
3 | Selected aspects in African Religious Heritage
| Traditional African ways of venerating and Communicating with Spirits and Ancestors | By the end of the lesson, the learner should be able to: · Discuss various traditional ways of venerating and communicating with spirits and ancestors | · Listening · Questions & Answers · Dramatization · Brief lectures | Resource Person Charts Teachers note Ragalia Photos (things related) | |||||||||||||||||||
THIRTEEN |
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| REVISION | By the end of the term, the learner should be able to: · Guide learners to revise work covered in Form 1 | ||||||||||||||||||||
REVISION | By the end of the term, the learner should be able to: · Guide learners to revise work covered in form 1 | |||||||||||||||||||||||
FOURTEEN | MID-TERM EXAMS | By the end of the term, the learner should be able to: · Answer questions correctly from all areas/topics covered in the course of the terms | ||||||||||||||||||||||
MID-TERM EXAMS | By the end of the term, the learner should be able to: · Answer questions correctly from all the areas/topics covered in the course of the terms | |||||||||||||||||||||||
FORM ONE CRE SCHEMES OF WORK TERM III | ||||||||||||||||||||||||
ONE | 1 | Revision | By the end of each lesson, the learner should be able to: · Understand and answer all the questions from the previous term exam correctly | · Questions and Answers · Look for the answers from the text & Exercise books · Group discussions | · Other past papers but with similar questions · Marking schemes · Teacher’s Guide Book
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2 | African Moral in African religious heritage | · Meaning of life & its wholeness in Traditional African Society · Introduction · Spiritual Life | By the end of the lesson, the learner should be able to: · Explain the meaning of life in the traditional African society | · Short lectures · Explanations · Assignment · Questions and Answers
| · Resource Person · Class text book · Teacher’s notes | |||||||||||||||||||
3 | African Moral in African religious heritage | · Communal life · Physical life · Phases in human life | By the end of the lesson, the learner should be able to: · Identify some of the threats to human life today | Group discussion Brief lectures Listening Note taking |
· Class text book · Resource Person (traditional Priest) | |||||||||||||||||||
TWO | 1 | African Moral in African religious heritage | · Ancestral Hand · Wholeness of Life | By the end of the lesson, the learner should be able to: · Explain and appreciate the meaning of life and its wholeness in the traditional African society | · Group discussion · Assignment · Questions & Answers · Note taking | · Class textbook · Teacher’s notes | ||||||||||||||||||
2 | African Moral in African religious heritage | The African concept of community | By the end of the lesson, the learner should be able to: · Explain the African concept of community | · Brief lectures · Explanation · Note taking | Resource Person Teacher’s notes Class textbook | |||||||||||||||||||
3 | African Morals and Cultural values | The African concept of system and importance of Kingship system: (i) By blood | By the end of the lesson, the learner should be able to: · Explain the importance of kinship ties | · Discussions · Assignments · Note taking · Questions and answers | · Resource Person · Teacher’s notes | |||||||||||||||||||
THREE | 1 | African Morals and Cultural values | (i) By marriage (ii) Absence relatives or Kins
| By the end of the lesson, the learner should be able to: · Explain the importance of Kinship ties | · Textbook · Note taking · Brief Lectures | · Class textbook · Resource Person · Teacher’s notes | ||||||||||||||||||
2 | African Morals and Cultural values | Factors contributing to harmony and mutual responsibility in the African communities | By the end of the lesson, the learner should be able to: · Define the term harmony · Outline factors which contribute to harmony in traditional African community | · Discussion · Note taking · Question and answers · Presentations | · Class textbook · Resource Person · Teacher’s notes | |||||||||||||||||||
3 | African Morals and Cultural values
| · Communal ownership of land · Belief in common ancestry or origin · Religious beliefs and practices | By the end of the lesson, the learner should be able to: · Discuss how religious beliefs and practices promoted harmony in the community | · Discussions · Presentations · Questions & Answers · Note taking | · Class textbook · Resource Person · Teacher’s notes | |||||||||||||||||||
FOUR | 1 | African Morals and Cultural values
| · Kinship ties · Observation of social norms · Participation communal work | By the end of the lesson, the learner should be able to: · Mention some of the traditional social norms which contributed to harmonious living | · Short lectures · Assignment · Note taking · | · Class textbook · Resource Person · Teachers notes | ||||||||||||||||||
2 | African Morals and Cultural values
| · Division of labour · Sharing of material possessions and food · Rites of passage | By the end of the lesson the learner should be able to: · Explain how division of labour, sharing of food and rites of passage contributed to community harmony | · Group discussion · Questions and Answers | ||||||||||||||||||||
3 | African Morals and Cultural values
| · Traditional education system · Leisure activities · Political organization | By the end of the lesson, the learner should be able to: · Describe various leisure activities in traditional African Community | · Class presentations · Teacher’s comments · Note taking · Assignment | Resource Person (Traditional elderly man or leader) Class textbook | |||||||||||||||||||
FIVE | 1 | African Morals and Cultural values
| Rites Of Passage | By the end of the lesson, the learner should be able to: · List down the traditional African rites of passage and give the importance of each | · Questions and Answers · Group discussion · Note taking | · Resource Person (Traditional elderly man or leader) · Class textbook | ||||||||||||||||||
2 | African Morals and Cultural values
| Birth and Naming · Pregnancy · Birth of a child · Naming of a child | By the end of the lesson, the learner should be able to: · Show how concern is shown for life during pregnancy · List down various naming methods used in traditional African community | · Group discussion · Brief lectures · Assignment · Role Play · Note taking | Resource Person (Traditional elderly or aged woman) · Class textbook · Teacher’s notes | |||||||||||||||||||
3 | African Morals and Cultural values
| The role of Birth and Naming rites in emaculating moral values | By the end of the lesson, the learner should be able to: · Identify different traditional African names and five the meaning of each name | Class activity (collect traditional African names of people and their meanings) Note taking | · Class textbook · Teachers notes · Charts of traditional names with their meanings | |||||||||||||||||||
SIX | 1 | African Morals and Cultural values
| Initiation rites | By the end of the lesson, the learner should be able to: · Explain the disadvantages of Female Genital Mutilation (FGM) | · Discussion · Questions and Answers · Note taking | · Class text · Newspaper cuttings · Resource Person (Church Priest) | ||||||||||||||||||
2 | African Morals and Cultural values
| · Marriage rites in Traditional African Community · Types of Traditional African Marriages | By the end of the lesson, the learner should be able to · Explain the advantages and disadvantages of polygamy · Name different types of tradition marriages | · Questions and Answers · Debate (Monogamous marriage is better than polygamous marriage) · Note taking | Class text Newspaper cuttings Resource person (Church Priest) | |||||||||||||||||||
3 | African Morals and Cultural values
| · Preparation in marriage in the Traditional African Community · Choosing a marriage partner | By the end of the lesson, the learner should be able to: · Compare the traditional African way of choosing marriage partner with the modern way of choosing marriage partner | · Assignment · Teacher’s comments · Debate · Discussions · Note taking
| · Class textbook · Teacher’s notes | |||||||||||||||||||
SEVEN | 1 | African Morals and Cultural values
| Bride wealth | By the end of the lesson, the learner should be able to: · Discuss the disadvantages and advantages of bride wealth | · Group discussions · Note taking · Reading · Teachers Comment | Resource Person Teacher’s notes Class textbook | ||||||||||||||||||
2 | African Morals and Cultural values
| · Traditional African Marriage ceremony · Role of African marriage rites in relation to morals | By the end of the lesson, the learner should be able to: · Write down moral values learnt from marriage as a traditional rite of passage | · Class presentations · Dramatization · Teacher’s comments · Note taking · Assignment · Watching video tapes | · Resource Person · Tapes on marriage | |||||||||||||||||||
3 |
African Morals and Cultural values
| Death rites · Mourning · Burial | By the end of the lesson, the learner should be able to: · Discuss death as a rite of passage and how it assisted in inculcating moral values in traditional African society | · Dramatization · Songs/singing · Teacher’s comments · Note taking | · Resource person ( Traditional elder or Priest) · Teacher’s notes · Class textbook | |||||||||||||||||||
EIGHT | 1 | African Morals and Cultural values
| · Role of Religious Specialists in the Traditional African Communities and their relevance today · Medicine Men · Medicine Women | By the end of the lesson, the learner should be able to : · Explain and appreciate the role of religious specialists in the African communities and evaluate their relevance in modern society | · Brief lectures · Questions and Answers · Note taking | · Resource Person · Video/Tapes · Films · Class textbook | ||||||||||||||||||
2 | African Morals and Cultural values
| · Mediums and Diviners · Rainmakers | By the end of the lesson, the learner should be able to: · Explain how the mediums diviners and rainmakers officiated their roles | · Presentations · Role play · Teacher’s comments · Note taking
| · Resource Person · Real objects | |||||||||||||||||||
3 | African Morals and Cultural values
| · Kings/Queens · Rulers/Elders | By the end of the lesson, the learner should be able to: · Explain the importance of traditional rules or elders | · Visiting Local elderly/aged ruler · Interviewing · Note making | Resource Person Teacher’s notes Class textbook | |||||||||||||||||||
NINE | 1 | African Morals and Cultural values
| Priest, seers and Prophets | By the end of the lesson, the learner should be able to: · Outline the functions of the priests and the prophets in traditional African Community | · Note taking · Class presentations · Discussions in groups · Assignment | · Resource Person · Class textbook · Teacher’s notes | ||||||||||||||||||
2 | African Morals and Cultural values
| · Traditional African Moral values: · Hospitality | By the end of the lesson, the learner should be able to: · Explain and appreciate the African moral values | · Brief lectures · Note taking · Questions and Answers | · Resource person · Teacher’s notes · Class textbook | |||||||||||||||||||
3 | African Morals and Cultural values
| · Tolerance & · Perseverance · Respect & · Courtesy | By the end of the lesson, the learner should be able to: · Explain and appreciate the African moral values | · Discussions in groups · Presentations · Note taking · Teacher’s comments | · Teacher’s notes · Class textbook | |||||||||||||||||||
TEN | 1 | African Morals and Cultural values
| · Loyalty and Responsibility | By the end of the lesson, the learner should be able to: · Explain how loyalty and responsibility contributed to harmony in the traditional community | · Assignment (reading and making notes) | · Class textbook · Other text | ||||||||||||||||||
2 | African Morals and Cultural values
| · Co-operation and unity · Love | By the end of the lesson, the learner should be able to: · Comment on how the following virtues assisted to harmonize community members: (i) Love (ii) Unity | · Brief lectures · Listening · Questions and Answers | · Teacher’s notes · Class textbook | |||||||||||||||||||
3 | African Morals and Cultural values
| Continuity and change in African understanding: · Community | By the of the term, the learner should be able to: · Comment on the changes and continuity in the African understanding of community | · Group discussions · Assignment · Note taking | · Teachers notes · Class textbook | |||||||||||||||||||
ELEVEN | 1 | African Morals and Cultural values
| · Land · Old age and the aged | By the end of the lesson, the learner should be able to: · State the importance of land in traditional African community | · Short lectures (on importance of traditional African land) · Teachers comment · Note taking | · Resource person (Elderly man with knowledge on land) | ||||||||||||||||||
2 | African Morals and Cultural values
| · Widows and Orphans | By the end of the lesson, the learner should be able to: · Discuss the continuity in the African understanding of: (i) Widows (ii) Orphans | · Discussions in groups · Teacher’s comments · Note taking · Assignment | · Class textbook · Resource Person | |||||||||||||||||||
3 | African Morals and Cultural values
| · Worship · Property/Wealth | By the end of the lesson, the, the learner should be able to: · Discuss the continuity and change in the African understanding of worship and property | · Visit to places · Questions and Answers · Note taking | · Traditional Shrines · Photos · Resource Person | |||||||||||||||||||
TWELVE | 1 | African Morals and Cultural values
| · Dressing · Dowry/Bride Wealth | By the end of the lesson, the learner should be able to: · Show the changes in the African understanding of (i) Dressing (ii) Dowry/bride wealth | · Project work (collect different traditional dresses and show who wore them and when) · Note taking | · Resource person · Traditional regalia · Films/Video tapes · Class textbook | ||||||||||||||||||
2 | African Morals and Cultural values
| · Medicine | By the end of the lesson, the learner should be able to: · Discuss the changes that have taken place in modern medicine and which have threatened the traditional African medicine | · Comments · Debate (Herbs are better than the modern medicine · Discussion · Note taking | Videos Photos Photos of plants (herbs) Resource person | |||||||||||||||||||
3 | African Morals and Cultural values
| · Leisure | By the end of the lesson, the learner should be able to: · Compare leisure activities in traditional African community with modern ones | · Role play · Discussions · Teacher’s Comments · Note taking | · Class textbook · Charts · Pictures | |||||||||||||||||||
FORM TWO CRE SCHEMES OF WORK TERM I | ||||||||||||||||||||||||
ONE
| 1 | Old Testament Prophecies about the Messiah and the concept of the Messiah in the New Testament | · Introduction · Role of Prophet · Old Testament Prophecies · The Messiah | By the end of the lesson, the learner should be able to: · List down roles of prophets in the Bible · Define the terms (i) Prophet (ii) Prophecy (iii) Messiah · Explain the Old testament prophecies concerning the Messiah | · Brief lectures · Bible reading · Assignment · Note making · Teacher’s Comment · Questions and Answers | · Class text · Resource person · Bible: 2 Sam7: 3-17; Isaiah 7:10-16; 9:1-7; 53;61:1-2; Jer 23:5-6 | ||||||||||||||||||
2 | Old Testament Prophecies about the Messiah and the Concept of the Messiah in the New Testament | The O.T Concept of the Messiah in the New Testament | By the end of the lesson the learner should be able to: · Discuss how Jesus fulfilled the Old Testament prophecies concerning the Messiah | · Class discussion · Questions and Brief explanations · Answers · Note taking
| Bible: Luke 1: 26-38; 2:1-23;23:1-35; 24:50-57 | |||||||||||||||||||
3 | O. Testament Prophecies about Messiah and the Concept of the Messiah in the New Testament | The Concept of Messiah in the Old Testament | By the end of the lesson, the learner should be able to: · Tell who is the new Israel · Give reasons why Jews rejected Jesus yet he fulfilled the O.T prophecies about the messiah | · Bible reading · Note taking · Group work (Discuss in groups how Jesus Fulfilled O.T concept of Messiah · Note taking | · Resource Person · Bible: 2Sam 7:3-17; Jer 23:1-5 | |||||||||||||||||||
TWO | 1 | Old Testament Prophecies about the Messiah and the Concept of the Messiah in the New Testament | The role of John The Baptist | By the end of the lesson, the learner should be able to · Show how John the Baptist prepared the way for the coming of Jesus · Tell how John the Baptist linksthe O.T and N.T
| · Introduction · Explanation · Discussion · Question and Answers · Bible reading
| · Bible: Luke 1:5-25 Luke 3:4-5 · View Picture on page 9 · Malachi 3:1;4:5-6 · Isaiah 40:3-5
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Features of John’s form of Baptism | · Explain how Christians today play the role of John the Baptist · Suggest ways of improving life in your school | · Assignment · Group discussion · Presentations · Teacher’s comment · Note taking | · Bible: Luke 1:5-25 · Class textbook 2 · Teacher’s notes | |||||||||||||||||||||
2 | The Infancy and Early Life of Jesus | The Birth of John the Baptist is foretold | By the end of the lesson, the learner should be able to: · Describe the annunciation of the birth of John | · Bible reading · Explanation · Note taking · Brief reading · Questions and Answers | Bible: Luke 1:5-25 Class textbook 2 Teacher’s notes | |||||||||||||||||||
3 | The Infancy and Early Life of Jesus | The Annunciation of the Birth of Jesus | By the end of the lesson, the learner should be able to · Describe the annunciation of the birth of Jesus
| · Short lectures · Assignment · Dramatization · Teacher’s comment · Bible reading · Note taking | · Map of Palestine · Teacher’s note · Bible: Luke 1:26-38
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THREE | 1 | The Infancy and Early Life of Jesus | The Birth of John the Baptist | By the end of the lesson, the learner should be able to: · Describe the Birth of John the Baptist | · Bible reading · Explanation · Signing · Narrating · Note making | · Bible: Lk 1: 57-80 · Pictures · Films · Class text | ||||||||||||||||||
2 | The Infancy and Early Life of Jesus | The Birth of Jesus & Celebrating the birth of Jesus | By the end of the lesson, the learner should be able to: · Describe the Birth of Jesus and the events which took place · Tell the importance of Jesus’ birth to Christians | · Dramatization · Bible reading · Explanation · Brief reading · Singing · Narrating
| Bible: Lk2: 1-20 Golden bells Hymn no. 114 Resource Person | |||||||||||||||||||
3 | The Infancy and Early Life of Jesus | Dedication of Jesus | By the end of the lesson, the learner should be able to: · Describe the dedication of Jesus | · Explanation · Narrating · Explanation · Note taking · Assignment | · Bible: Luke 2:21-40 · Resource person · Charts · Learner’s textbook · | |||||||||||||||||||
FOUR | 1 | The Infancy and Early Life of Jesus
| Jesus at the Temple | By the end of the lesson, the learner should be able to: · Describe the visit of Jesus to Jerusalem when he was twelve years old | · Bible reading · Explanation · Class activity (dramatization) | · Bible: Lk2:41-52 · Class textbook 2 · Chalkboard | ||||||||||||||||||
| 2 | The Galilean Ministry | The preaching of John The Baptist & The Relevance of John’s teaching to us | By the end of the lesson, the learner should be able to: · Explain the teaching of John the Baptist · State reasons why baptism is importance to Christians | · Explanation · Assignment · Dramatization · Note taking · Bible reading | · Class text · Bible Lk 3:1-20 · Resource Person (Teacher) | ||||||||||||||||||
3 | The Galilean Ministry | The Baptism of Jesus | By the end of the lesson, the learner should be able to: · Explain reasons why Jesus was baptized yet he was sinless | · Questions and Answers · Class activity · Bible reading · Explanation · Note taking | · Class text · Chalkboard · Bible Lk3:21-22 · Resource Person (Teacher) | |||||||||||||||||||
FIVE | 1 | The Galilean Ministry | The Temptation of Jesus | By the end of the lesson, the learner should be able to: · Mention various ways in which Jesus was put to test by Satan and how he responded to each temptation | · Assignment · Note taking · Explanation · Bible reading · Questions and Answers | · Audio-Visual aids · Class textbook · Bible commentaries · Chalkboard · Bible: Luke 4:1-13 | ||||||||||||||||||
The Galilean Ministry | Relevance of temptations to Christians today | · Discuss ways in which Christians fall into temptation and show why they accept temptations | · Teacher’s comment · Reading class text · Evaluation · Group discussion · Reporting · Note making | · Resource Person · Class text | ||||||||||||||||||||
2 | The Galilean Ministry | Jesus begins work in Galilee and is rejected at Nazareth | By the end of the lesson, the learner should be able to: · Discuss why many Christians reject the God News | · Note taking · Explanation · Group discussion · Bible reading · Teacher’s comments on student’s reports | Bible (RSV) Chalkboard Audio visual aids Class textbook 2 | |||||||||||||||||||
3 | The Galilean Ministry
| Jesus heals in Capernaum | By the end of the lesson, the learner should be able to: Describe Jesus’ work of healing Capernaum | · Teacher’s comments on student’s reports · Bible reading · Group discussion · Explanation | · Chalkboard · Audio-visual aids · Teacher’s notes · Bible: Lk 4:31-44 · Relevant Bible commentary
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SIX | 1 | The Galilean Ministry
| Jesus calls his first disciples | By the end of the lesson, the learner should be able to: · Explain various ways in which people are called today to serve as disciplines of Jesus Christ | · Signing · Questions and Answers · Explanation · Bible reading · Note making | · Bible: Luke 5:1-11 · Class textbook 2 · Chalkboard · Teacher’s notes | ||||||||||||||||||
2 | The Galilean Ministry
| Jesus faces opposition · Healing of a leper · Healing of paralyzed man | By the end of the lesson, the learner should be able to: · Explain the healing of the paralytic man · Appreciate Jesus’ authority to forgive sins | · Making some drawing/chart · Brief explanation · Bible reading · Questions and Answers · Note making | · Chalkboard · Bible: Luke 5:17-26 · Bible commentary · Teacher’s notes · Class textbook 2 | |||||||||||||||||||
3 | The Galilean Ministry
| · The Call of Levi · The question about fasting | By the end of the lesson, the learner should be able to: · Describe the call of Levi · Appreciate all people irrespective of their spiritual status | \ · Evaluation · Explanation · Bible reading · Questions and Answers · Note taking | · Newspaper cutting · Photos of people feasting together · Bible: Lk 5:27-31 | |||||||||||||||||||
SEVEN | 1 | The Galilean Ministry
| · The Parables of the Garment and the Wineskins · The question about the Sabbath | By the end of the lesson, the learner should be able to: · Explain why the disciples of Jesus were not fasting · Appreciate the characteristics of the new kingdom of God | · Bible reading · Evaluation (oral questions) · Questions and Answers · Explanation | · Pieces of cloth · Chalkboard · Bible: Lk 5:33-36 · Bible commentary | ||||||||||||||||||
2 | The Galilean Ministry
| A man with withered hand | By the end of the lesson, the learner should be able to: · Explain why Jesus and disciples plucked ears of corn and ate on a Sabbath · Appreciate Jesus as the Lord over Sabbath | · Bible reading · Discussion · Teacher’s comment · Assignment · Explanation · Note taking · | · Bible: Lk:6-11 · Bible commentary · Audio visual material · Chalkboard | |||||||||||||||||||
3 | The Galilean Ministry
| Choosing of the twelve disciples and Jesus’ teaching on true discipleship | By the end of the lesson, the learner should be able to: · Explain the choosing of the twelve disciples · Apply qualities of the true discipleship to their life | · Bible reading · Discussing · Note taking · Explanation · Questions and Answers
| · Bible: Lk6: 1-11 · Bible commentary · Audio visual material · Chalk visual
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EIGHT | 1 | The Galilean Ministry
| · The sermon on the plain · The Beatitudes · Blessings and sorrows | By the end of the lesson, the learner should be able to: · Explain the ways the teachings of Jesus on the sermon on the plain challenge modern living | · Questions and Answers · Assignment · Explanation · Bible reading · Note taking | · Audio visual material · Bible commentary · Bible: Lk6: 17-49 · Teachers notes | ||||||||||||||||||
2 | The Galilean Ministry
| · Loving one’s enemies | By the end of the lesson, the learner should be able to: · State the teachings of Jesus on love | · Evaluation · Discussions · Note taking · Bible reading · Explanation
| · Bible Lk 6:27-36 · Cutting from newspaper · Bible commentary
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3 | The Galilean Ministry
| · Judging others | By the end of the lesson, the learner should be able to: · State the teachings of Jesus on judgment | · Bible reading · Explanation · Assignment · Questions and Answers · Note making | Bible: Lk 6:37-42 Christian Magazines | |||||||||||||||||||
C.A.T | By The end of the lesson, the learner should be able to: · Understand and answer key questions from the topics covered | |||||||||||||||||||||||
2 | The Galilean Ministry
| Jesus’ works of compassion · The healing of Centurion’s servant | By the end of the lesson, the learner should be able to: · Describe the miracle of the healing of the Centurion’s servant and the lessons Christian can learn from it | · Note taking · Bible reading · Explanation · Questions and Answers · Note taking
| Chalkboard Class text Bible: Luke 7:11-17 Teacher’s notes Poster Chalkboard | |||||||||||||||||||
3 | The Galilean Ministry
| The raising of the widow of Nain | By the end of the lesson, the learner should be able to: · Describe the raising of the son of the widow of Nain · Give reason why Christians should have compassion towards the needy | · Explanation · Discussions · Questions and Answers · Note taking · Teacher’s note | · Bible commentary · Poster · Class text · Bible: Luke 7:11-17 · Chalkboard | |||||||||||||||||||
TEN | 1 | The Galilean Ministry
| Assurance to John the Baptist | By the end of the lesson, the learner should be able to: · Explain why John the Baptist needed an assurance from Jesus · Describe Jesus’ reaction to John’s question | · Explanation · Note taking · Oral Evaluation · Questions and Answers · Brief Lectures · Bible reading | · Class text · Bible commentary · Newspaper cutting · Bible: Luke 7:18-35 · Teacher’s notes | ||||||||||||||||||
2 | The Galilean Ministry
| Jesus’ compassion to women: (a) The sinful woman (b) The woman who accompanied Jesus | By the end of the lesson, the learner should be able to: · Describe how a sinful woman anointed Jesus · Explain why Simon and the other Pharisees criticized Jesus · | · Bible reading · Note taking · Assignment · Brief lectures · Questions and Answers | · Class text · Teacher’s notes · Pictures · Bible: Luke 7:36-38 · Audio visual material | |||||||||||||||||||
3 | The Teachings of Jesus
| The teachings of Jesus (the parables and their significance | By the end of the lesson, the learner should be able to: · Define what a parable is · Relate the significance of the parables to daily life · Give reasons why Jesus used parables | · Note taking · Questions and Answers · Assignment · Discussion | · Class text · Teacher’s Guide | |||||||||||||||||||
ELEVEN | 1 | The Teachings of Jesus
| The Parable of the Sower | By the end of the lesson, the learner should be able to: · Explain the parable of the sower | · Explanation · Questions and Answers · Note taking · Evaluation · Bible reading | · Teacher’s notes · Bible: Lk8:4-21 · Chalkboard | ||||||||||||||||||
2 | The Teachings of Jesus
| The parable of a lamp under a bowl | By the end of the lesson, the learner should be able to: · Explain the parable of the lamp under a bowl | · Bible reading · Note taking · Questions and Answers · Explanations | Bible:Lk:16-18 Teacher’s notes Class textbook 2 | |||||||||||||||||||
3 | The Teachings of Jesus
|
Significance of Jesus’ Parable | By the end of the lesson, the learner should be able to: · Explain the significance of Jesus’ parable | · Questions and Answers · Discussions · Reading class textbook 2 | · Teacher’s notes · Revision book · Class textbook 2 | |||||||||||||||||||
TWELVE | 1 | The Teachings of Jesus
| The Mighty works of Jesus: · The Calming of the Storm | By the end of the lesson, the learner should be able to: · Describe how Jesus calmed the storm · Explain why the disciples were afraid of the storm | · Bible reading · Reading text · Explanations · Questions and Answers · Note taking
| · Class textbook 2 · Audio-visual material · Bible commentary · Bible: Lk 8:22-25
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2 | The Teachings of Jesus
| The Mighty works: · The healing of a demon-possessed man | By the end of the lesson, the learner should be able to: · Define a legion · Describe the healing of a demon-possessed man | · Bible reading · Note taking · Reading text · Questions and Answers · Discussion · Dramatization | · Bible: Lk 8:26-39 · Bible commentary · Audio-visual material · Class textbook 2 · Teacher’s note | |||||||||||||||||||
3 | The Teachings of Jesus
| The Mighty works of Jesus: · Raising of Jairus’ daughter · Healing of the woman with blood flow | By the end of the lesson, the learner should be able to: · Explain the healing of Jairus daughter · Describe the healing of the woman who touched Jesus’ cloak | · Main points on chalkboard · Note taking · Bible reading · Explanation | · Bible commentaries · Chart/Audio visual material · Bible: Lk 8:40-42 49-56 · Teacher’s note | |||||||||||||||||||
THIRTEEN | END OF TERM EXAMS | By The end of the term, the learner should be able to: · Answer questions correctly from the areas/topics covered | ||||||||||||||||||||||
FORM TWO CRE SCHEMES OF WORK TERM II | ||||||||||||||||||||||||
ONE | 1
3
| Revision of the previous End of Term Exam |
| By the end of the lesson, the learner should be able to · Understand and answer questions asked from the areas covered previously | ||||||||||||||||||||
TWO | 1 | The Galilean Ministry | · Commissioning of the twelve disciples · Jesus and the twelve disciples | By the end of the lesson, the learner should be able to: · Describe the commissioning of the 12 disciples | · Explanation · Note making and taking · Questions and Answers · Bible reading | · Chalkboard · Audio-visual materials · Bible: Lk 9:10-17 · Chart · Class textbook 2 | ||||||||||||||||||
2 | The Galilean Ministry | Feeding of the 5000 People | By the end of the lesson, the learner should be able to: · Describe the feeding of the five thousand | · Explanation · Questions and Answers · Note making and taking · Bible reading | Bible Lk 9: 10-17 Chalkboard Audio-visual materials Chart Class textbook 2 | |||||||||||||||||||
3 | The Galilean Ministry | The Person of Jesus and his destiny | By the end of th lesson, the learner should be able to: · Describe the person of Jesus · Explain the destiny of Jesus | · Bible reading · Explanation · Questions and Answers · Note taking | · Resource person · Chalkboard · Class textbook 2 · Teacher’s notes · Bible: Lk 9:18-27 | |||||||||||||||||||
THREE | 1 | The Galilean Ministry | The Transfiguration | By the end of the lesson, the learner should be able to: · Explain why transfiguration took place · Appreciate God’s presence during the transfiguration | · Reading the bible · Explanation · Questions and Answers · Note taking · Assignment | · Bible: Lk 9:28-36 · Chalkboard · Audio-visual materials · Teacher’s notes | ||||||||||||||||||
2 | The Galilean Ministry | Jesus’ teaching on faith and humility | By the end of the lesson, the learner should be able to: · Explain Jesus’ teachings on faith and humility | · Note taking · Questions and Answets · Bible reading · Explanation · Group discussion | · Bible :Luke 9:51-62 · Chalkboard · Charts · Teacher’s notes | |||||||||||||||||||
3 | The Journey to Jerusalem | Duties and privileges of the disciples | By end of the lesson, the learner should be able to: · Comment on the Jesus’ teaching on duties and privileges of disciples | · Bible reading · Explanation · Group discussion · Questions and Answers · Note taking | · Bible Luke9:51-62 · Charts · Chalkboard · Teacher’s notes | |||||||||||||||||||
FOUR | 1 | The Journey to Jerusalem | The mission of the seventy two | By the end of the lesson, the learner should be able to: · List down the instructions Jesus gave to his seventy two disciples | · Reading the textbook · Bible reading · Explanation · Note taking | · Bible: Luke 10:1-24 · Audio-visual aids · Chalkboard · Teacher’s notes · Class textbook 2 | ||||||||||||||||||
2 | The Journey to Jerusalem | A committed follower of Jesus (parable of Good Samaritan) | By the end of the lesson, the learner should be able to: · Describe the parable of the Good Samaritan · Explain who is a neighbor | · Narrating · Questions and Answers · Teacher’s comments · Note taking · Bible reading | · Bible: Lk 10:38-42 · Chalk board · Class textbook | |||||||||||||||||||
3 | The Journey to Jerusalem
| Mary and Martha (Importance of love, compassion and mercy) | By the end of the lesson, the learner should be able to: · State what Jesus meant by saying that Mary had taken the better part? | · Bible reading · Dramatizing · Note taking · explanation | · Bible: Luke 11: 1-13 · Resource person · Chart (lord’s Prayer · Class textbook | |||||||||||||||||||
FIVE | 1 | The Journey to Jerusalem | Jesus’ teaching on prayer | By the end of the lesson, the learner should be able to: · State the teachings of Jesus on prayer · Give reason’s why Christians pray | · Role play (Friend at mid-night) · Explanation · Reciting · Note making · Bible reading | · Bible: Luke 11:1-13 · Resource Person · Class textbook · Chart (Lord’s Prayer) | ||||||||||||||||||
2 | The Journey to Jerusalem | Use of God’s power to overcome evil (the Beel-zebul dispute) | By the end of the lesson, the learner should be able to: · Explain the teachings of Jesus on God’s power in overcoming evil from the story of Beel-zebul | · Explanation · Questions and Answers · Discussion · Bible reading · Note taking | · Bible: Lk 11:14-36 · Resource Person · Film · Chalkboard | |||||||||||||||||||
3 | The Journey to Jerusalem | Fearless confession without hypocrisy | By the end of the lesson, the learner should be able to: · Define the terms confessions, honesty and hypocrisy | · Signing · Explanation · Bible reading · Telling of story · Questions and Answers | · Bible Luke 11:37; Luke 12:1-2 · Dictionary · Chalkboard · Teacher’s note | |||||||||||||||||||
SIX | 1 | The Journey to Jerusalem | Material Possession (Parable of the rich farmer) | By the end of the lesson, the learner should be able to: · State the teachings of Jesus on material possession from the parable of the rich fool | · Questions and Answers · Singing · Explanation · Bible reading · Note taking | · Tape (song) · Bible: Luke 12:13-34 · Pictures/photos · Teaching notes · Chalkboard | ||||||||||||||||||
2 | The Journey to Jerusalem | Watchfulness and readiness | By the end of the lesson, the learner should be able to: · Relate Jesus’ teachings on watchfulness and readiness to Christian life today | · Bible reading · Explanation · Note making · Illustrating using photos, pictures, newspaper cuttings | · Bible: Luke 12: 35-59 · Pictures/photos · Newspaper cutting | |||||||||||||||||||
3 | The Journey to Jerusalem | The Growth of the Kingdom(The parable of the fig tree) | By the end of the lesson, the learner should be able to: · State the teaching of Jesus on the need for repentance and on God’s judgment | · Reading the story and writing · Notes on the fig tree | · Bible · Chalkboard · Pictures · Class text book · Pictures | |||||||||||||||||||
SEVEN | 1 | The Journey to Jerusalem | The Growth of the Kingdom (healing on the Sabbath) | By the end of the lesson, the learner should be able to: · Narrate the story of the healing of the crippled woman | · Bible reading · Note taking · Role play · Explanation · Questions and answers | · CRE Text bk 2 · Chalk board · Bible · Teacher’s notes | ||||||||||||||||||
2 | The Journey to Jerusalem |
The Growth of the Kingdom(Mustard seed and yeast Narrow door) | By the end of the lesson the learner should be able to · Explain the spiritual teaching in the parable of the mustard seed and yeast | · Assignment(making notes) · Bible reading · Explanation | Bible: Luke 13: 18-21: 13:22-35 Real objects (seeds) Pictures/photos | |||||||||||||||||||
3 | The Journey to Jerusalem | A Great feast for all who are prepared (invite Guest) | By the end of the lesson, the learner should be able to: · Explain the spiritual message of the parable of the great feasts | · Explanation · Questions and Answers · Assignment (making notes) · Bible reading | · Bible: Luke 14:1-35 · Chalkboard · Newspaper cutting · Photographs | |||||||||||||||||||
EIGHT | 1 | The Journey to Jerusalem | The Parable of the Great Feast | By the end of the lesson, the learner should be able to: · State and evaluate the characteristics of a true disciple of Jesus from the Parable of the Great feast | · Bible reading · Assignment · Explanation · Dramatization | · Bible: Luke 14:15-24 · Photographs on wedding · Newspaper cuttings · Videos of ceremony | ||||||||||||||||||
2 | The Journey to Jerusalem | The cost of Discipleship | By the end of the lesson, the learner should be able to: · List down the conditions which Jesus set for his disciples | · Assignment(let learners get them from textbook) · Questions and answers · Discussion | · Class textbook 2 · Bible: Luke 14: 25-30 | |||||||||||||||||||
3 | The Journey to Jerusalem | Retrieving the Lost · Parable of the Lost sheep · Parable of the Lost coin | By the end of the lesson the leaner should be able to: · Narrate the parable of the lost son | · Narrating the parable · Questions and Answers · Assignment (read textbook and make notes) | · Real objects (coins) · Pictures and photos of sheep/pigs · Class textbook | |||||||||||||||||||
NINE | 1 | The Journey to Jerusalem | The parable of the Lost son | By the end of the lesson, the learner should be able to: · Explain the teachings of the parable of the lost son | · Role play · Brief visits of the pig farm · Assignment(read from class textbook and make notes) | · Bible: Luke 15:11-32 · Pictures and photos of ship/pigs · Class textbook · Chalk board | ||||||||||||||||||
2 | The Journey to Jerusalem | Wealth and Poverty · Parable of the Shrewd Manager | By the end of the lesson, the learner should be able to: · Describe the parable of the dishonest steward | · Questions and Answers · Bible reading · Note taking · Explanation | · Bible: Luke 16:1-32 · Class textbook 2 · Chalkboard · Teacher’s notes | |||||||||||||||||||
3 | The Journey to Jerusalem | The Rich man and Lazarus | By the end of the lesson, the learner should be able to: · Narrate the parable of the rich man and Lazarus | · Singing · Drawing messages from sons and sing · Assignment | · Photos · Chalkboard · Newspaper cuttings · Bible Lk: 16:19-31 · Class textbook 2 | |||||||||||||||||||
TEN | 1 | The Journey to Jerusalem | The power of Faith (a) The ten leapers | By the end of the lesson, the learner should be able to: · Define the term faith · Identify the teachings of Jesus on the power of faith | · Bible reading · Explanation · Assignment (note making) · Group discussions
| · Bible Lk 17:1-37 Lk 17:11-19 · Cutting from newspaper · Chalkboard | ||||||||||||||||||
2 | The Journey to Jerusalem | (b) The coming of the Kingdom | By the end of the lesson, the learner should be able to: · Explain the importance of faith in Christian life | · Explanation · Bible reading · Group discussions · Assignment (Note making)
| · Bible: Lk 17:20-37 · Class textbook 2 · Resource person | |||||||||||||||||||
3 | The Journey to Jerusalem | Persistence in prayer-Parable of the widow and the unjust judge | By the end of the lesson, the learner should be able to: · Understand and answer key questions from the topics covered | · Bible reading · Explanation · Recite a prayer · Questions and Answers · Assignment | · Bible:Lk 18:1-8 · Picture of people/ a person praying · Chalkboard | |||||||||||||||||||
ELEVEN | 1 | The Journey to Jerusalem | Parable of the Pharisees & the tax collector | By the end of the lesson, the learner should be able to: · Explain the teachings of Jesus from the parable of the Pharisees and the tax collector | · Assignment (reading the Bible and class text and making notes · Role play | · Bible: Luke 18:9-14 · Picture of a person praying · Chalkboard | ||||||||||||||||||
2 | The Journey to Jerusalem | · The way to salvation · Jesus blesses little children · Rich young ruler | By the end of the lesson, the learner should be able to: · Explain Jesus’ teachings on the way to salvation | · Bible reading · Explanation · Note making (assignment · Questions and Answers | · Bible · Class textbook 2 · Chalk board · Pictures of little children | |||||||||||||||||||
3 | The Journey to Jerusalem | Jesus prophesied about his death for the third time | By the end of the lesson, the learner should be able to: · Discuss the suffering of Jesus in his effort to bring salvation
| · Bible reading · Note taking · Explanation · Class discussion | · Class textbook 2 · Bible · Teacher’s notes · Chalk board | |||||||||||||||||||
TWELVE | 1 | The Journey to Jerusalem | Healing of the blind beggar | By the end of the lesson the learner should be able to: · Explain the teachings of Jesus on the way to salvation found in the healing of the blind beggar | · Explanation · Assignment (Reading the text and making notes · Bible reading | · Song · Chalkboard · Teacher’s notes · Bible · Class textbook 2 | ||||||||||||||||||
2 | The Journey to Jerusalem | Jesus and Zacchaeus | By the end of the lesson, the learner should be able to: · Explain the teachings of Jesus on the way to salvation as found in the story of Zacchaeus | · Explanation · Role play · Questions and Answers · Assignment (making notes · Bible reading | · Bible: Lk 19:1-2 · Drawings or illustration · Teacher’s notes · Chalkboard | |||||||||||||||||||
3 | The Journey to Jerusalem | The Parable of Gold coins (Ten Pounds) | By the end of the lesson, the learner should be able to: · Describe the parable of the gold coins (ten Pounds) | · Questions and Answers · Role play · Explanation · Assignment (making notes · Bible reading | Bible: Lk 19:11-27 Real objects | |||||||||||||||||||
THIRTEEN |
| MID-YEAR EXAMS | By The end of the lesson, the learner should be able to: · Answer questions from the topics or all areas covered in the course of the term | |||||||||||||||||||||
FORM TWO CRE SCHEMES OF WORK TERM III | ||||||||||||||||||||||||
ONE | 1-3 | Revision of the previous end of term exam |
| By the end of the lesson, the learner should be able to: · Understand and answer questions asked from the areas covered previously |
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TWO | 1 | The Ministry in Jerusalem | Jesus’ triumphant entry to Jerusalem | By the end of the lesson, the learner should be able to: · Describe the triumphant entry of Jerusalem | · Note taking · Singing · Bible reading · Explanations · Questions & Answers | · Teacher’s notes · Song (Tape) · Bible: Lk 19:28-40 · Chalk board | ||||||||||||||||||
2 | The Ministry in Jerusalem | Cleansing of the temple | By the end of the lesson, the learner should be able to: · Explain the importance of cleansing of the temple | · Dramatization · Note taking · Class discussion · Bible reading · Questions and Answers | · Pictures · Class textbook · Bible: Lk 19:45-48 · Chalk board | |||||||||||||||||||
3 | The Ministry in Jerusalem | Conflict between Jesus and Jewish leaders · Jesus’ authority Is questioned by priests/teachers | By the end of the lesson the learner should be able to: · Give reasons why Jesus had conflicts with high priest and the teachers of the law | · Questions and Answers · Explaining Bible readings (verses) · Note taking | Bible: Lk: 20:21-25 Class textbook Resource person Teacher’s notes | |||||||||||||||||||
THREE | 1 | The Ministry in Jerusalem | Jesus with Sadducees · Question about marriage and resurrection | By the end of the lesson, the learner should be able to: · Give reasons why Jesus had conflicts with Jewish leaders on issues of resurrection and marriage | Teacher’s comments Note taking Assignment Group discussion | · Bible (RSV) · Class textbook CRE | ||||||||||||||||||
2 | Jesus’ Ministry in Jerusalem | Paying of taxes | By the end of the lesson, the learner should be able to: · Give reasons why Christians should pay taxes to the government | · Points on chalkboard · Discussion · Teacher’s comments · Note making and taking | · Learner’s textbook 2 · Newspaper cuttings · Teacher’ | |||||||||||||||||||
3 | Jesus’ Ministry in Jerusalem | Question about the Messiah and the teachers of the law · Hypocrisy | By the end of the lesson, the learner should be able to: · Explain the conflict between Jesus and the Jewish leaders on the question about the Messiah | · Bible reading · Assignment · Questions and Answers · Note taking · Explanation | · Bible · Teacher’s notes · Resource person | |||||||||||||||||||
FOUR | 1 | Jesus’ Ministry in Jerusalem
| Eschatology · Signs · Start of troubles · Coming of the son of man | By the end of the lesson, the learner should be able to: · Explain Jesus’ teaching on eschatology | · Explanation · Questions and Answers · Bible reading · Assignment · Note taking | · Bible · Resource Person · Teacher’s notes | ||||||||||||||||||
2 | Jesus’ Ministry in Jerusalem
| Importance of eschatology to the Christian today | By the end of the lesson, the learner should be able to: · Discuss the lessons Christians learn from the eschatology | · Class discussion · Songs · Note making · Questions and Answers | · Tape · Teacher’s notes · Chalk board · Class textbook 2 | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection | Introduction: Plans of Judas to betray Jesus | By the end of the lesson, the learner should be able to: · State the meaning of the last supper · Explain the reasons which made Judas to betray Jesus | · Teachers’ questioning · Teacher’s explanation · Students answering · Note taking · Assignment · Discussion · Bible reading | Bible Lk: 22:1-38 Films Class text Teacher’s notes | |||||||||||||||||||
FIVE | 1 | Jesus’ Passion Death and Resurrection | Preparation for the Lord’s supper | By the end of the lesson, the learner should be able to: · Outline the preparations that Jesus and his disciples made for the last supper | · Questions and Answers · Note making · Explanation · Bible reading · Assignment | · Resource person · Drawing · Chalkboard · Bible Lk:22: 7-13 | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection | Preparations for the Lord’s Supper | By the end of the lesson, the learner should be able to: · Outline the preparations that Jesus and his disciples made for the last supper
| · Bible reading · Explanation · Assignment · Note taking · Assignment · Questions and Answers | · Resource person · Drawing · Chalkboard · Bible Lk:22: 7-13 | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| The Lord’s Supper | By the end of the lesson, the learner should be able to: · Give the meaning to the actions of Jesus during the Last Supper | · Oral; evaluation · Read from class text · Note making · Class discussion · Teachers’ comment | · The bible · Teacher’s notes · Chalk board · Film | |||||||||||||||||||
SIX | 1 | Jesus’ Passion Death and Resurrection
| Importance of the Lord’s Supper to Jesus’ disciples | By the end of the lesson, the learner should be able to: · Show the importance of the Lord’s Supper to his own disciples | · Note taking · Discussion · Questions and Answers | · Resource person | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection
| Importance of the Lord’s Supper to Christians today | By the end of the lesson, the learner should be able to: · Discuss the meaning of the last supper of Jesus to Christians today | · Class discussions · Note making and taking · Questions and Answers | · Resource person · Chalkboard · Class textbook 2 | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| Prayer on the Mount Olives | By the end of the lesson, the learner should be able to · Narrate what took place at the Mount of Olives | · Dramatization · Note taking · Bible reading · Questions and Answers | · Bible: Lk 22:39-46 · Resource person · Chalkboard · Class textbook | |||||||||||||||||||
SEVEN | 1 | Jesus’ Passion Death and Resurrection
| Importance of prayers to the Christians today | By the end of the lesson, the learner should be able to: · Give reasons why Christians should pray | · Note taking · Questions and Answers · Class discussion | · Chalkboard · Class textbook 2 · Resource person · Teacher’s notes | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection
| Jesus’ betrayal and arrest | By the end of the lesson, the learner should be able to: · Describe how Jesus was betrayed and finally arrested | · Assignment · Note taking · Bible reading · Explanation | · Bible:Lk 22:47-53 · Resource person · Chalkboard · Film | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| The denial by peter | By the end of the lesson, the learner should be able to: · Give reason why Peter denied Jesus | · Bible reading · Explanation · Note taking · Assignment | · Bible: LK 22:54; 23:23 · Video tapes · Chalkboard · Teacher’s notes | |||||||||||||||||||
EIGHT | 1 | Jesus’ Passion Death and Resurrection
| · Jesus before the High priest | By the end of the lesson, the learner should be able to · Comment on Jesus’ response during his trial before the High Priest | · Bible reading · Dramatization · Questions and Answers · Note taking | · Bible: Lk 22: 54;23:23 · Video tapes · Chalkboard · Teacher’s notes | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection
| Jesus before the Council (Sanhedrin) | By the end of the lesson, the learner should be able to: · Define what is Sanhedrin and show how it handled Jesus trial | · Students take notes · Teacher’s brief lecture · Role play · Questions and Answers | · Class textbook · Chalkboard · Resource person · Teacher’s notes | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| Trial before Pilate, 1st time | By the end of the lesson, the learner should be able to: · Comment on the behavior of Pilate during the first trial of Jesus | · Bible reading · Explanation · Dramatization | Bible (RVS) Resource person Class textbook 2 Teacher’s notes Chalkboard | |||||||||||||||||||
NINE | 1 | Jesus’ Passion Death and Resurrection
| Trial before Pilate, 2nd time | By the end of the lesson, the learner should be able to: · Comment on Pilate’s response during the second trial of Jesus | · Bible reading · Dramatization · Explanation | · Bible (RVS) · Resource person · Teacher’s notes · Chalkboard · Class textbook 2 | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection
| The Crucifixion and Death of Jesus | By the end of the lesson, the learner should be able to: Explain the relevance of the suffering and death of Jesus to Christians | · Assignment · Group discussion · Points on Chalkboard · Teacher’s comment · Reading text and notes | · Bible: Lk 23: 26-43 · Class textbook · Chalkboard | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| The death and burial of Jesus | By the end of the lesson, the learner should be able to: · Show how Jesus prepared himself for his death | · Bible reading · Explanation · Questions and Answers · assignment | · Bible: Lk23:44-56 · Class text book 2 · Film | |||||||||||||||||||
TEN | 1 | Jesus’ Passion Death and Resurrection
| The resurrection · Testimony of the holy women | By the end of the lesson, the learner should · describe the behavior of the holy woman during Jesus’ arrest, trial and crucifixion | · Discussion · Questions and Answers · Explanation · Bible reading · Singing | · Bible: Lk 24:1-12 · Tapes · Chalkboard · Class textbook | ||||||||||||||||||
2 | Jesus’ Passion Death and Resurrection
| Disciples on the road to Emmaus
| By the end of the lesson, the learner should be able to: · Show how Jesus revealed himself to the disciples on the road to Emmaus | · Bible reading · Explanation · Dramatization · Questions and Answers | · Bible: Lk24:13-32 · Teacher’s notes · Chalkboard · Class textbook | |||||||||||||||||||
3 | Jesus’ Passion Death and Resurrection
| Appearance of the disciples | By the end of the lesson, the learner should be able to: · Describe how Jesus appeared to his disciples | · Bible reading · Explanation · Note making · Questions and answers · Dramatization | · Bible: Lk 24:33-49 · Teacher’s notes · Chalk board | |||||||||||||||||||
ELEVEN | 1
| Jesus’ Passion Death and Resurrection
| The Ascension of Jesus | By the end of the lesson the learner should be able to: · Narrate how Jesus ascended to heaven | · Bible reading · Explanation · Questions and Answers · Note making | · Bible: Lk:50-53 · Teacher’s notes · Chalkboard | ||||||||||||||||||
2-3 | Jesus’ Passion Death and Resurrection
| Importance of the passion, death and resurrection of Jesus | By the end of the term, the learner should be able to: · Describe the resurrection of Jesus Christ · State the importance of the resurrection of Jesus to Christians | · Bible reading · Explanations · Class discussions · Note taking | · Resource Person · Chalkboard · Class textbook | |||||||||||||||||||
TWELVE |
| END OF THE YEAR EXAM | By the end of the year, the learner should be able to: · Answer questions from the areas covered in the Form 2 syllabus correctly | |||||||||||||||||||||
FORM THREE CRE SCHEMES OF WORK TERM I | ||||||||||||||||||||||||
ONE | 1& 2 | The Gift of the Holy Spirit | Introduction · Peter’s message on the day of the Pentecost | By the end of each lesson, the learner should be able to: · Discuss the importance of the outpouring of the Holy Spirit on the (a) Day of Pentecost (b) Church today | · Bible reading · Explanation · Dramatization · Questions and Answers · Brief lecture | · Bible Acts 2: 1-40 · Class textbook · Chalkboard · Teacher’s notes | ||||||||||||||||||
3 | The Gift of the Holy Spirit | · Peter’s message · The teaching of Jesus on the role of the Holy Spirit | By the end of the lesson, the learner should be able to: · Relate Peter’s message on the day of Pentecost · Explain the teachings of Jesus on the role of the holy spirit | · Role Play · Summary on the Chalkboard · Note taking · Bible reading · Discussions | · Bible: john 14:15-26; 16:5-15 Acts 1:7-8 · Class textbook · Chalkboard | |||||||||||||||||||
4-1 | The Gift of the Holy Spirit | The gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: · Identify the gifts of the Holy spirit · Appreciate love as the greatest of all spiritual gifts | · Role Play · Explanations · Discussion · Assignment · Note taking · Reviewing previous lesson · Questions and Answers | · Bible:1Cor. 12,13,14 · Class textbook · Bible commentaries · Dictionary · Chart/chalkboard · Audio-visual aids | |||||||||||||||||||
TWO | 2 | The Gift of the Holy Spirit
| The criteria for discerning the gifts of the Holy Spirit | By the end of the lesson, the learner should be able to: · Explain the Criteria for discerning the gifts of the Holy Spirit | · Brief exercise in class · Questions & Answers · Brief discussion · Assignment · Reading text and making notes | · Bible: I Cor. 12:1-3; Matthew 7:15-20 · Chalkboard · Audio-visual aids | ||||||||||||||||||
3 | The Gift of the Holy Spirit
| Manifestations of the gifts of the Holy Spirit in the church today | By the end of the lesson, the learner should be able to: · Discuss the manifestations of the Holy Spirit in the church today · Appreciate the gifts of the Holy spirit | · Learners to discuss the gifts of the Holy Spirit · Summary & assignment · Bible reading · Writing down | · Bible: Gal.5:16-26 · Newspaper cuttings · Chalkboard | |||||||||||||||||||
4 | The Gift of the Holy Spirit
| The Fruits of the Holy Spirit | By the end of the lesson, the learner should be able to: · Identify the fruits of the holy spirit · Seek the fruit of the Holy Spirit | · Group discussion · Question and Answers · Explanations · Bible reading · Assignment (Compose a song on the same) | · Bible: Gal.5: 6-26 · Chalkboard · Tape · Charts | |||||||||||||||||||
THREE | 1 | The Unity of Believers | Introduction | By the end of the lesson, the learner should be able to: · Define what is unity · Explain the factors that promote unity in Kenya | · Group discussion · Brief lecture · Points on Chalkboard · Note taking | · Bible: 1Peter2:9-10 (RSV) · Class textbook · Symbols of the national unity · Newspaper cutting · Chalkboard · Teacher’s notes · Bible commentary | ||||||||||||||||||
2 | The Unity of Believers | The People of God | By the end of the lesson, the learner should be able to: · Explain the unity of believers as the people of God | · Discussion (Hot spot-pg19) · Explanations · Bible reading · Summarize main points on the chalkboard · Note making | · Bible: 1pet2: 9-10 (RSV) · Class textbook · Symbols of national unity · Newspaper cutting · Chalkboard · Teacher’s notes · Bible commentary | |||||||||||||||||||
3 | The Unity of Believers | The Body of Christ | By the end of the lesson, the learner should be able to: · Explain the New Testament teaching on the Body of Christ · Strive for unity | · Display on the chart · Explanations · Questions and Answers · Note making · Bible reading | · Bible (RSV) 1Cor. 12:12-27 Eph.4:1-12 · Bible commentary · Diagram on a chart Pg. 10; story pg 20 | |||||||||||||||||||
4 | The Unity of Believers | The vine and the Branches | By the end of the lesson, the learner should be able to: · Explain the teaching on the vine and the branches · Strive to be fruitful Christians | · Bible reading · Display on the chart · Explanation · Question and Answers · Note making
| · Bible reading (RSV) John 15:1-1- Bible commentary · Picture of a vine with grape fruit · Chalkboard | |||||||||||||||||||
FOUR | 1 | The Unity of Believers
| The Church | By the end of the lesson, the learner should be able to: · Explain the unity of believers as a church · Appreciate the unity of believers as the church | · Explanation and examples · Discussion · Relevant assignment · | · Bible (RSV) Ephesians 5:1-10 · Teacher’s notes · Chalkboard | ||||||||||||||||||
2 |
The Unity of Believers | The Bride | By the end of the lesson, the learner should be able to: · Explain the unity of believers as the bride of Christ | · Bible reading · Explanation · Questions and Answers · Display of pictures
| · Bible (RSV) Rev. 21:1-12; 2cor.11:2 · Picture of bride and bridegroom · Teacher’s notes | |||||||||||||||||||
3 | The Unity of Believers | The causes of disunity in the early church & solutions offered | By the end of the lesson, the learner should be able to: · Identify causes of disunity in the early church · Explain the solutions offered by Paul to the problems in the early church | · Give suggestions · Read the Bible · Ask questions · Note making · Answer Questions | · Bible (RVS) Rev.21:1-12; 2 Cor.11:2 · Teachers note | |||||||||||||||||||
4 | Selected O.T Prophets and their Teachings | Introduction · Definition of terms · Categories of Prophets | By the end of the lesson, the learner should be able to: · Define the term ‘prophets | · Review of studied prophets (Moses, Elijah, Samuel, etc) · Questions and Answers · Bible reading · Short lectures
| Bible(RSV) Bible commentary Bible dictionary Chalkboard Teacher’s notes | |||||||||||||||||||
FIVE | 1 | Selected O.T Prophets and their Teachings
| Importance of Prophets in Israel | By the end of the lesson, the learner should be able to · Explain the importance of prophets in Israel · Appreciate the role of Prophets today | · Discussions · Giving examples · Learners to dramatise the role of prophets · Note making | · Bible (RVS) · Bible commentary · Bible dictionary · Chalkboard · Teacher’s notes | ||||||||||||||||||
2-4 | Selected O.T Prophets and their Teachings
| · The characteristics of prophets And · The writing of prophetic messages | By the end of the lesson, the learner should be able to: · Describe the characteristics of prophets in Israel · Explain how prophetic messages were written · Desire to preserve God’s written word | · Questions and Answers · Explanation · Referring to class textbook · Assignment (making notes) · Bible reading | · Bible (RSV) · Bible commentary · Learner’s textbook · Teacher’s notes · Chalkboard | |||||||||||||||||||
SIX | 1 | Selected O.T Prophets and their Teachings
| Relationship between the O.T prophecies and the New Testament | By the end of the lesson, the learner should be able to: · Explain the relationship between the O.T prophecies and the New Testament | · Assignment (students to carry out a research) · Questions and Answers · Note making | · Bible (RSV) · Bible commentary · Learner’s textbook · Teacher’s notes · Chalkboard | ||||||||||||||||||
2 | Selected O.T Prophets and their Teachings
| Similarities between the African Traditional prophets and the Old Testament prophets | By the end of the lesson, the learner should be able to: · Draw parallels between the African traditional prophets and the Old Testament prophets | · Review of Prophetic role in Israel · Questions & Answers · Explanations · Summary | · Bible Commentary · Ref: Book: African Religions and philosophy by J.S.Mbiti · Chalkboard · Bible (RSV) | |||||||||||||||||||
3 | Selected O.T Prophets and their Teachings
| Differences between the African Traditional prophets and the Old Testament | By the end of the lesson, the learner should be able to: · Draw parallels between the African traditional prophets and the Old Testament prophets | · Assignment (Reading the class textbook and making note) | · Bible (RSV) · Chalkboard · Bible commentary · Ref: Book: African Religions and philosophy by J.S. Mbiti | |||||||||||||||||||
4 | Selected O.T Prophets and their Teachings
| Relevance of prophets to Christians today | By the end of the lesson, the learner should be able to: · Explain the relevance of prophets to Christians today | · Bible reading · Explanation · Discussion in small groups · Note taking · Assignment | · Bible commentary · Chalkboard · Bible (RVS) · Audio-visual material on prophets
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SEVEN | 1 | Prophet Amos | Introduction Background to Amos (a) Political | By the end of the lesson, the leaner should be able to: · Describe the historical background to Amos under the following titles: (i) Political background | · Brief lecture · Explanations · Questions and Answers · Assignment (Learners to read more and make notes · Bible reading | · Bible(RVS) Amos1: 1;7:14-15 · Teacher’s notes · Learner’s notes · Chalkboard | ||||||||||||||||||
2 | Prophet Amos | (b) Social | (ii) Social and religious background | · Bible reading · Explanations · Questions and Answers · Assignment (learners to read more and make notes) · Brief lecture | Teacher’s note Learner’s textbook Chalkboard Bible commentary Bible (RVS) | |||||||||||||||||||
3 | Prophet Amos | The Call of Amos | By the end of the lesson, the learner should be able to: · Describe the call of Amos · Emulate the obedience of Amos at the time of his call | · Bible reading · Teacher to give summary of the call of Amos · Explanations | · Bible RVS) · Chalkboard · Audio-visual · Bible commentary | |||||||||||||||||||
4 | Prophet Amos | The Visions of Amos · A great swarm of locusts | By the end of the lesson, the learner should be able to: · Describe the visions of Amos | · Discussion · Note making · Explanations · Bible reading | · Bible (RVS) · Bible commentary · Chalkboard | |||||||||||||||||||
EIGHT | 2 | Prophet Amos | Prophet Amos | · Vision of great fire · Vision of crooked wall · Vision of a basket of ripe fruit | · Dramatizing the visions · Drawing diagrams of the visions · Identification · Reading more from text and making notes | · Teacher’s notes · Diagram of the vision · Drawings · Class text · Bible (RSV) | ||||||||||||||||||
2 | Prophet Amos | · Vision of the destruction of the altar | By the end of the lesson, the learner should be able to: · Explain the importance of the five visions of Amos | · Reading more from text and making notes · Identification · Drawing diagrams of visions · Dramatising the Visions |
· Bible (RSV) · Teacher’s nptes · Diagram of the vision · Drawings · Class text | |||||||||||||||||||
3 | Prophet Amos Teachings
| The Teachings of Prophet Amos-Social Justice and responsibility (i) Oppression of the poor | By the end of the lesson, the learner should be able to: · Explain the teachings of Amos on social justice and responsibility | · Group discussions · Explanation · Points on Chalkboard · Bible reading | · Newspaper cuttings on social justices and responsibility · Bible (RSV) | |||||||||||||||||||
4 | Prophet Amos Teachings | (2) Corruption and bribery (3) Dishonesty | By the end of the lesson, the learner should be able to · State some of the social injustices in a modern society | · Questions and Answers · Suggestions · Assignment (read more and make notes from class text) · Teacher reviews the lesson | · Articles on crimes · Chalkboard | |||||||||||||||||||
NINE
| 1 | Prophet Amos Teachings
| (4) Sexual immorality (5) Drunkenness | By the end of the lesson, the learner should be able to: · Discuss the effects of social injustice and irresponsibility | · Assignment (read more and make notes from class text) · Teacher reviews the lesson · Questions and answers | · Articles on crimes · Chalkboard | ||||||||||||||||||
2 | Prophet Amos Teachings | (6) Profaning the Name of God (7) Pride in material possession | By the end of the lesson, the learner should be able to: Suggest solution to profaning the name of God | · Suggestions by learners · Summary (Teacher) · Note taking (Students · Class discussion | · Resource person · Class textbook | |||||||||||||||||||
3 | Amos: Hypocritical religion in Israel | · Insincere Worship · Empty sacrifices | By the end of the lesson, the learner should be able to: · Define the following (i) Hypocrisy (ii) Syncretism (iii) Idolatry | · Bible reading · Explanation · Note making · Group discussions | · Bible (RSV) · Teacher’s notes · Dictionary · Newspaper cutting · Chalkboard · Resource person | |||||||||||||||||||
4 | Amos: Hypocritical religion in Israel | · Syncretism · Idolatry | By the end of the lesson, the learner should be able · Summarize the teachings of Amos on (i) Syncretism (ii) Idolatry
| · Discussions · Questions and Answers · Assignment (things worshipped as idols) | · Bible Commentary · Newspaper cutting · Resource person · Chalkboard · Dictionary · Bible(RSV) · Teacher’s notes | |||||||||||||||||||
TEN | 1 | Amos Judgment against Israel and other nations | Punishment and repentance · Damascus · Gaza · Tyre · Edom Moab | By the end of the lesson, he learner should be able to: · Explain the teachings of Amos on Punishment and judgment | · Listing nations to be punished · Questions and answers · Defining the terms · Bible reading | Bible (RVS) Dictionary Bible commentary Newspaper cuttings | ||||||||||||||||||
2 | Amos Judgment against Israel and other nations | · Israel | By the end of the lesson, the learner should be able to: · Explain the teachings of Amos on punishment and judgment | · Listing nations to be punished · Questions and answers · Defining terms · Bible reading | · Bible (RVS) · Dictionary · Bible commentary · Newspaper cuttings | |||||||||||||||||||
3 | Amos | Israel’s election | By the end of the lesson, the learner should be able to: · Describe the teachings of Amos on Israel’s election | · Explanation (Teacher) · Discussion · Bible reading (Students) · Making notes (Students) | · Bible (RVS) · Class textbook · Audio-visual materials · Teacher’s notes · Chalkboard | |||||||||||||||||||
4 | Amos | The day of the Lord | By the end of the lesson, the learner should be able to: · Explain Amos’ teachings on the day of the Lord | · Questions and Answers · Reading class textbook and making notes | · Bible (RVS) · Class textbook · Audio-visual materials · Teacher’s notes · Chalkboard | |||||||||||||||||||
ELEVEN | 1 | Amos | The Remnant and Restoration | · By the end of the lesson, the learner should be able to: · Appreciate God’s mercy and love for those who are faithful | · Learners to ask questions · Resource person to answer · Making notes (students) | · Bible Amos 9:8-15) · Resource person (pastor) · Teacher’s notes | ||||||||||||||||||
2 | Amos’ teachings and their relevance to Christians today | · Universality of God · Hypocrisy · Justice | By the end of the lesson, the learner should be able to: · Explain Amos’ teachings and their relevance to Christians today | · Class discussion · Questions and Answers · Note making | · Bible (RVS) · Bible commentary · Class textbook | |||||||||||||||||||
3 | Amos’ teachings and their relevance to Christians today | · Self indulgence · Bribery · Punishment | By the end of the lesson, the learner should be able to: · Strive to live a life acceptable to God | · Class discussion · Note making · Questions and Answers | · Audio-visual materials | |||||||||||||||||||
4 | Amos | · Wealth · Obedience · Judgment day | By the end of the lesson, the learner should be able to: · Relate Amos’ teaching on wealth, obedience and judgment to Christian understanding of the same | · Group discussions · Points on chalkboard · Comments by teacher · Note making | · Bible (RSV) · Class textbook 3 · Bible commentary | |||||||||||||||||||
TWELVE | 1 | Amos | · Drunkenness · Salvation | By the end of the lesson, the learner should be able to: · Strive to live a life acceptance to God | · Assignment(learners to read from class textbook and notes) | · Audio-visual material · Resource person | ||||||||||||||||||
2 | Amos | · Sacrifice · Repentance · Remnant | By the end of the lesson, the learner should be able to: · Strive to live a life acceptable to God | · Assignment (learners to read from class textbook and make notes | · Audio visual-material · Resource person | |||||||||||||||||||
3 & 4 | REVISION AND END TERM EXAM | By the end of the lesson, the learner should be able to: · Discuss various topics covered · Answer adequately questions from the topics covered | ||||||||||||||||||||||
FORM THREE CRE SCHEMES OF WORK TERM II | ||||||||||||||||||||||||
ONE | 1-4 | REVISION WORK | By the end of the lesson, the learner should be able to: · Answer all the revision questions correctly | |||||||||||||||||||||
TWO | 1 | Prophet Jeremiah | · Introduction · Political Background · Kinds: · (Josiah) 640-609BC) · Jehoahaz (609 BC) | By the end of the lesson, the learner should be able to: · Describe the political background of Prophet Jeremiah | · Brief lectures · View of map · Bible reading · Explanations | Learners textbook Map Chalkboard Teacher’s notes The Bible (RVS) | ||||||||||||||||||
2 | Prophet Jeremiah | (iii) Jehoiakim (609-597 BC) (iv) Jehoiachin (597BC) (v) Zedekiah (597-587) | By the end of the lesson, the learner should be able to: · Appreciate God’s self-revelation in historical events | · Questions and Answers · Assignment (read and make notes) · Summary on chalkboard | · Map · Chalkboard · Teacher’s note · Learner’s CRE Bk 3 | |||||||||||||||||||
3 | Prophet Jeremiah | · Social Background | By the end of the lesson, the learner should be able to: · Describe the social background of Prophet Jeremiah | · Review previous lesson · Identification by social classes (students) · Group discussion (how different people of different classes relate | · Chalkboard · Teacher’s notes · Bible commentary · Learner’s CRE Bk 3 · Bible (RSV)
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4 | Prophet Jeremiah | · Religious Background | By the end of the lesson, the learner should be able to: · Describe the religious background of Prophet Jeremiah | · Discussions · Note making (assignment) · Questions and Answers | · Bible commentary · Teacher’s notes · Chalkboard · Bible (RVS) | |||||||||||||||||||
THREE | 1 | Prophet Jeremiah | Persona life of Jeremiah | By the end of the lesson, the learner should be able to: · Describe the personal life of Jeremiah and state lessons learnt from Jeremiah’s example | · Explanations · Note making · Narrating(students) · Questions and Answers · Bible reading | Chalkboard Audio-visual aids Teacher’s notes Bible (RVS) | ||||||||||||||||||
2 | Prophet Jeremiah | · The call of Jeremiah · Lesson from his call | By the end of the lesson, the learner should be able to: · Describe the call of Jeremiah | · Bible reading · Questions and Answers · Dramatization · Assignment(read and make notes) | Bible (RVS) Bible commentary Teacher’s notes Chalkboard Learner’s BK 3 CRE | |||||||||||||||||||
3 | Prophet Jeremiah | · Christian responsibilities | By the end of the lesson, the learner should be able to: · Take up responsibilities at home, church and school | · Guided discussion on issues of responsibility (from Jeremiah) | · Bible (RVS) · Bible commentary · Teacher’s notes · Chalkboard · Learner’s Bk 3 CRE | |||||||||||||||||||
4 | Evils addressed by Prophet Jeremiah | (a) Necromancy | By the end of the lesson, the learner should be able to: · Define the term necromancy · Explain why Jeremiah condemned necromancy | · Checking meaning of word (students) · Reading text · Class discussion · Summary (teacher) · Note making | Dictionary Learner’s Bk 3 CRE Teacher’s notes Bible(RSV) Real objects (stones, beads) | |||||||||||||||||||
FOUR | 1 | Evils addressed by Prophet Jeremiah | (b) Dishonesty or Deception | By the end of the lesson, the learner should be able to: · Define the terms ‘dishonesty’ and ‘deception’ · Explain why Jeremiah condemned dishonesty | · Checking meaning of words · Folktale · Role play (cheating in an exam · Examples from bible · Note making | · Bible (RSV) · Dictionary · Newspaper cutting · Class textbook · Chalkboard | ||||||||||||||||||
2 | Evils addressed by Prophet Jeremiah | (c) False prophesy (Hannanaih) · Jeremiah’s encounter with Hannanaiah | By the end of the lesson, the learner should be able to: · Explain Jeremiah’s teachings on false prophesy | · Bible reading · Explanations · Questions and Answers · Dramatize/role play (encounter of the two) · Note making
| Newspaper cutting on false prophets Teachers notes Chalkboard Bible commentary | |||||||||||||||||||
3 | Evils addressed by Prophet Jeremiah | (d) Human Sacrifice | By the end of the lesson, the learner should be able to: · Explain Jeremiah’s teachings on human sacrifices | · Drawing examples from the Bible and the society · Discussion by learners · Oral questions · Note taking | · Bible (TSV) · Newspaper cuttings on ritual killings · Pictures (on human sacrifice) · Resource person | |||||||||||||||||||
4 | Evils addressed by Prophet Jeremiah | (e) Idolatry | By the end of the lesson the learner should be able to: · Define the term idolatry · Explain the relevance of Jeremiah’s teachings on idolatry to Christian life today | · Questions and Answers · Bible reading · Explanation class discussion · Assignment on relevance of Jeremiah’s teachings to Christians | · Bible (RVS) · Bible commentary · Pictures · Chalkboard · Teacher’s notes · Audio visual material | |||||||||||||||||||
FIVE | 1 | Jeremiah’s Temple Sermon | · False belief about the temple · Hypocrisy | By the end of the lesson, the learner should be able to: · Explain Jeremiah’s Temple sermon and identify the evils he condemned | · Questions and Answers · Bible reading · Class discussion · Assignment on relevance of Jeremiah teachings to Christians | · The bible · A chart · Jeremiah’s picture · Bible commentary · Chalkboard · Teacher’s notes | ||||||||||||||||||
2 | Jeremiah’s Temple Sermon | · Defilement of the temple · Idolatry · Human sacrifice | By the end lesson, the learner should be able to: · Show how people misuse the churches today | · Questions and Answers · Note making · Discussions | · The bible · A chart · Jeremiah’s picture · Chalkboard · Teachers notes | |||||||||||||||||||
3 | Jeremiah’s Temple Sermon | · Dishonesty · Stubbornness and rebellion · Social injustice | By the end of the lesson, the learner should be able to: · List evils addressed by Jeremiah and show their effects to the society | · Listing of evils addressed · Class discussion (on effects) · Note taking | · Learner’s text book · Resource person | |||||||||||||||||||
4 | Jeremiah’s Temple Sermon | Relevance of the teachings of Jeremiah on evils and false Prophecy to Christians | By the end of the lesson, the learner should be able to: · Explain the relevance of Jeremiah’s teachings on evil and false prophets to Christians today
| · Class discussion · Questions and Answers · Reviewing previous lesson | Bible(RSV) Learner’s textbook Guiding questions from the teacher Chalkboard | |||||||||||||||||||
SIX | 1 | Jeremiah’s Temple Sermon | Relevance of the teachings of Jeremiah on evils and false Prophecy to Christians | By the end of the lesson, the learner should be able to: · Appreciate the need to live a righteous life | · Assignment (use class textbook and Bible to make notes | · Learner’s textbook · Guiding questions from the teacher · Bible (RVS) · Chalkboard | ||||||||||||||||||
2 | Jeremiah’s Teaching on Judgment and Punishment | · God is a just judge · God judges people by looking at their hearts | By the end of the lesson, the learner should be able to: · Analyse Jeremiah’s teachings on judgment and punishment | · Questions &Answers · Explanations · Bible reading | · Bible commentary · Bible (RVS) · Chalkboard | |||||||||||||||||||
3 | Jeremiah’s Teaching on Judgment and Punishment
| · Judgment would befall Judah’s people as a group | By the end of the lesson, the learner should b able to: · Strive to live a righteous life | · Assignment (Reading the class textbook and making notes) | · Bible commentary · Chalkboard · Bible (RSV) | |||||||||||||||||||
SEVEN | 1-2
| Jeremiah’s Teaching on Judgment and Punishment
| · Judgment by means of political historical event · Divine punishment in form of natural disaster · Unavoidable God’s punishment | By the end of the lesson, the learner should be able to: · Discuss the teachings of prophet Jeremiah on God’s judgment and punishment | · Bible reading · Explanation · Group discussion · Listing disasters in society today | · Learner’s textbook · Bible (RVS) · Chalkboard · Manila paper | ||||||||||||||||||
3-4 | Jeremiah’s Teaching on Judgment and Punishment
| · God’s Judgment meant for correction · Chance for repentance before punishment · God’s judgment is universal | By the end of the lesson, the learner should be able to: · State the purpose of God’s judgment on the Israel | · Researching and reporting · Questions and Answers · Reviewing lesson and summarizing the main points | · Teachers notes · Chalkboard | |||||||||||||||||||
EIGHT | 1 | Jeremiah’s Teaching on Judgment and Punishment
| · Suffering as a punishment from God · God’s judgment is real | By the end of the lesson, the learner should be able to: · Write down Christian teaching about God’s judgment | · Bible reading · Explanations · Note taking | · Chalkboard · Bible (RVS) · Learner’s Bk 3 | ||||||||||||||||||
2 | Jeremiah’s Symbolic Acts related to Judgement and Punishment | · Linen waistcloth | By the end of the lesson, the learner should be albe to: · Relate the symbolic act of the wearing of a linen waistcloth | · Bible reading · Dramatization · Listing all Jeremiah’s symbolic action | · Bible (RVS) · Audio-visual materials · Teacher’s notes | |||||||||||||||||||
3 | Jeremiah’s Symbolic Acts related to Judgment and Punishment | · Jeremiah’s personal life as a symbol · His visit to the Potter’s house | By the end of the lesson, the learner should be able to: · State the importance of Jeremiah’s life of celibacy and solitude | · Explanation · Role play · Note making · Bible reading | · Regalia · Teacher’s note · Chalkboard · Class text | |||||||||||||||||||
4 | Jeremiah’s Symbolic Acts related to Judgment and Punishment | · Broken Clay flask · Two baskets of figs | By the end of the lesson, the learner should be able to: Narrate Jeremiah’s visit to a Potter | · Bible reading · Note taking · Dramatization · Questions and Answers · Explanation | · Regalia · Chalkboard · Teacher’s note · Class text | |||||||||||||||||||
NINE | 1 | Jeremiah’s Symbolic Acts related to Judgment and Punishment | · Wearing of the yoke | By the end of the lesson, the learner should be able to: · Narrate Jeremiah’s wearing of the yoke | · Suggestions · Reading both bible and class text to make notes · Questions and Answers | · Chalkboard · Bible (RVS) · Teacher’s notes · Regalia | ||||||||||||||||||
2 | Jeremiah’s Suffering and Lamentation | Rejection by his own family and relatives | By the end of the term, the learner should be able to: · Explain the rejection of Jeremiah by his family and relatives | · Bible reading · Teachers comments · Note making and taking · Discussions · Bible reading | · Bible (RVS) · Audio visual material · Bible commentary · Teacher’s notes | |||||||||||||||||||
3 | Jeremiah’s Suffering and Lamentation
| · Jeremiah is accused falsely · Jeremiah received death threats | By the end of the lesson, the learner should be able to Identify the false accusations made against Jeremiah | · Bible reading · Explanation · Reading more and making notes | · Bible (RVS) · Class textbook · Bible commentary · Chalkboard | |||||||||||||||||||
4 | Jeremiah’s Suffering and Lamentation
| Jeremiah suffered loneliness and solitude | By the end of the lesson, the learner should be able to: · Explain the trials of faith that Jeremiah experienced | · Chalkboard · Bible reading · Class discussion
| · Teacher’s notes · Chalkboard · Class textbook · Bible (RSV) | |||||||||||||||||||
TEN | 1 &2 |
Jeremiah’s Suffering and Lamentation
| · Jeremiah inner personal struggle · His spiritual | By the end of the lesson, the learner should be able to: · Strive to overcome temptations | · Bible reading · Explanation · Questions and Answers · Note taking | · Class textbook · Chalkboard · Teacher’s notes · Bible (RVS) | ||||||||||||||||||
3 & 4 | Jeremiah’s Suffering and Lamentation
| · Jeremiah suffered physical assault and imprisonment · Relevance of Jeremiah’s suffering and lamentations to Christians today | By the end of the lesson, the learner should be able to: · Describe the physical assault of Jeremiah and the death threats he received | · Role Play · Bible reading · Explanations · Note making | Audio visual material Chalkboard Bible commentary Teacher’s notes Bible (RVS) | |||||||||||||||||||
ELEVEN | 1&2 | Jeremiah | The New Covenant
| By the end of the lesson, the learner should be able to: · Explain Jeremiah’s teaching on the New Covenant | · Bible reading · Checking the meaning · Group discussion · Note making | · Bible/Dictionary · Class textbook · Dictionary · Teacher’s notes | ||||||||||||||||||
3 & 4 | Jeremiah | Symbolic acts to hope and restoration | By the end of the lesson, the learner should be able to: · Explain the symbolic act of the buying of land and its importance | · Review previous lesson · Class discussion · Questions and Answers · Note making after reading text | · Bible · Bible commentary · A title deed | |||||||||||||||||||
TWELVE |
| REVISION WORK | By THE end of the term, the learner should be able to: · Answer all the questions from all the areas (topics) covered | · Group discussions · Assignments | · Class textbook exercise duties · Group work · Note book · Past papers · Schemes of marking | |||||||||||||||||||
THIRTEEN | END OF TERM TWO EXAM | |||||||||||||||||||||||
FORM THREE CRE SCHEMES OF WORK TERM III | ||||||||||||||||||||||||
ONE | 1-4 | Revision for the previous term’s exam | By the end of each lesson, the learner should be able to: · Understand what was required as correct answers in the previous exam | · Group presentations · Questions and Answers · Discussions · Explanations | · Question paper · Teacher’s marking scheme · Student’s notes · Class textbook · Teacher’s guide | |||||||||||||||||||
TWO | 1 | (Continuation) Prophet Jeremiah | The fall of Jerusalem and the exile of the Israelites | By the end of the lesson, the learner should be able to: · Describe the fall of Jerusalem | · Bible reading · Displaying map · Questions and Answers · Explanations · Note making | Bible (RVS): Jer 39 Picture of Zedekiah Map showing location of Jerusalem Chalkboard Teacher’s notes | ||||||||||||||||||
2 | Prophet Jeremiah | Relationship between Jeremiah’s teachings to the N.T and Christian life today. · His personal life as a teaching | By the end of the lesson, the learner should be able to: · Relate the personal life, suffering and lamentations of Jeremiah to the N.T and Christian life today | · Bible reading · Reviewing(Teacher) · Explanation (Teacher) · Questions and Answers · Assignment(read text and make notes) | · Bible (RVS): 39 · Picture of Zedekiah · Map showing location of Jerusalem · Chalkboard · Teacher’s notes | |||||||||||||||||||
FOUR | 1 | Nehemiah | · Social and religious background | By the end of the end of the lesson, the learner should be able to: · Describe the social and religious background to Nehemiah | · Learners to describe in their notebooks.. | · Bible (RVS) · Bible commentary · Teachers notes · Chalkboard · Map showing Babylon | ||||||||||||||||||
2-4 | Nehemiah | Occasions when Nehemiah prayed | By the end of the lesson, the learner should be able to: · Identify and explain occasions when Nehemiah prayed | · Brief lectures · Reading Bible · Explanation · Questions and Answers · Reading text and making notes (assignment) | · Resource person · Class textbook · Chalkboard | |||||||||||||||||||
FIVE | 1 | Nehemiah
| Importance oF prayer in Christian Life | By the end of the lesson, the learner should be able to · Explain the importance of prayer in Christian life | · Reviewing occasions when Nehemiah prayed · Preparation of sample prayers · Explanations · Note making | · Bible (RSV) · Samples of prayers | ||||||||||||||||||
2 | Nehemiah
| Good leadership qualities in Nehemiah · Trust in God · Being prayerful | By the end of the lesson, the learner should be able to: · Describe how Nehemiah demonstrated good leadership qualities | · Class text reading · Bible reading · Group work to identify from Bible and class text boo · Presenting in class | · Bible (RSV) · Newspaper cuttings · Class textbook | |||||||||||||||||||
3 | Nehemiah | · Courage · Hard work & Commitment · Team Spirit | By the end of the lesson, the learner should be able to: · Develop good leadership qualities | · Points on Chalkboard in outlined form · Assignment (learners to refer to points chalkboard and make notes) | · Chalkboard · Resource person | |||||||||||||||||||
4 | Nehemiah | · Planning & Organizational skills · Compassion · Patriotism | By the end of the lesson, the learner should be able to · Strive to acquire good leadership qualities | · Class text reading · Bible reading · Group work to identify from Bible and Class textbook | · Newspaper cuttings · Class textbook · Resource person · Chalkboard · Bible (RVS) | |||||||||||||||||||
SIX | 1 | Nehemiah | · Wisdom & Decisiveness · Role model · honesty | By the end of the lesson the learner should be able to · Strive to acquire good leadership qualities | · Presenting in class · Points on chalkboard in outlined form | · Bible (RVS) · Newspaper cuttings · Class textbook · Chalkboard · Resource person | ||||||||||||||||||
2 | Nehemiah | Relevance of Nehemiah’s Leadership to Christians today | By the end of the lesson, the learner should be able to: · Explain what Christians today can learn from Nehemiah’s leadership | · Class discussion · Learners to identify · Points on chalkboard · Writing in groups | · Class notes · Class texts · Chalkboard · Bible (RVS) | |||||||||||||||||||
3 | Nehemiah’s | Problems faced by Nehemiah · Lack of co-operation | By the end of the lesson the learner should be able to: · Describe the problems faced by Nehemiah during his mission | · Text reading · Bible reading · Questions and Answers · Role play on Nehemiah’s problems | · Chalkboard · Learners textbook · Picture from class textbook pg 158 · Teacher’s notes · Resource person · Bible:Neh.5:1-18 | |||||||||||||||||||
4 | Nehemiah | · Opposition from enemies · Oppression from the poor | By the end of the lesson, the learner should be able to: · List down the enemies who opposed Nehemiah | · Debate (How leaders today face opposition) | · Bible (RVS) · Nehemiah 5:1-18 · Learner’s textbook · Chalkboard · Picture from class textbook page 158 · Teacher’s notes · Resource person | |||||||||||||||||||
SEVEN | 1 | Nehemiah | · Misuse of the temple and the offerings · Violation of the Sabbath | By the end of the lesson, the learner should be able to: · show ways in which the Jews were breaking the Sabbath law
| · Class discussions · Explanation · Note taking · Dramatise how Jews were influenced by foreigners | · Bible (RVS) Neh 13:4-13, 15-22 · Learners textbook · Chalkboard · Picture from class textbook pg 158 · Resource person | ||||||||||||||||||
2 | Nehemiah | · Foreign influence | By the end of the lesson, the learner should be able to: · Explain how the Jews were influenced by foreigners negatively | Dramatise how Jews were influenced by foreigners | Bible (RVS) Learner’s textbook Chalkboard Picture from class textbook page 158 Teacher’s notes Resource person | |||||||||||||||||||
3 | Nehemiah | Relevance if Nehemiah’s experiences to Christians today | By the end of the lesson, the learner should be able to: · Explain what Christians today can learn from Nehemiah’s experiences | · Review previous lesson · Identify problems · Listing · Suggestions · Assignment (learner to make notes | Bible (RVS) Learner’s textbook Chalkboard Audio-visual aids Newspaper cuttings | |||||||||||||||||||
EIGHT | 4&1 | Nehemiah | Renewal of the covenant | By the end of the lesson, the learner should be able to: · Discuss how the covenant was renewed | · Questions and Answers · Dramatisation · Dictating and explaining notes | · Bible (RVS) · Learner’s textbook · Chalkboard · Newspaper cuttings · Audio-visual aids | ||||||||||||||||||
2&3 | Nehemiah | Dedication of the wall of Jerusalem
| By the end of the lesson, the learner should be able to:
| · Bible reading · Explanation · Questions and Answers · Summarize · Assignment(Learner to make note | · Bible (RVS) · Models of musical instruments | |||||||||||||||||||
NINE | 4-2 | Nehemiah
| Nehemiah’s final reforms | By the end of the lesson, the learner should be able to · Explain Nehemiah’s final reforms | · Mime reforms · Explanations · Note making · Dramatisation of reforms · Bible reading | · Bible (RVS) · Learner’s textbook · Chalkboard · Bible commentary | ||||||||||||||||||
3 | Nehemiah | Relating Nehemiah’s good life to Luke’s gospel | By the end of the lesson, the learner should be able to: · Relate the teachings from Nehemiah’s exemplary life to St. Luke’s gospel | · Review and revise notes · Questions and Answers · Getting examples from Luke’s gospel · Note making | · Bible (RVS) · Learners Bk 3 · Chalkboard | |||||||||||||||||||
4 | Nehemiah | Relating Nehemiah’s good to Christians life today | By the end of the lesson, the learner should be able to: · Relate the teachings from Nehemiah’s exemplary life to Christian life today | · Reviewing and revising · Discussing · Carry out a survey · Comparing · Note making | · Bible (RVS) · Learner’s textbook 3 · Chalkboard | |||||||||||||||||||
TEN & ELEVEN | 1-4 | Revising Sample Test Papers | Class textbook 3 Gateway Secondary Revision C.R.E | |||||||||||||||||||||
TWELVE | END OF TERM EXAM | |||||||||||||||||||||||
FORM FOUR CRE SCHEMES OF WORK TERM I | ||||||||||||||||||||||||
ONE | 1 | Introduction to Christian ethics | Definition of Christian ethics | By the end of the lesson, the learner should be able to: · State the meaning of Christian ethics | · Brief lecture · Case study on moral judgement · Note taking | · Bible (RVS) · Class textbook 4 · Chalk board · Teacher’s notes | ||||||||||||||||||
2 | Introduction to Christian ethics | Basis of Christian ethics | By the end of the lesson, the learner should be able to: · Explain the basis of Christian ethics | · Questions and Answers · Reading text · Note making · Group discussions | · Bible (RVS) · Cl;ass textbook 4 · Chalkboard · Teacher’s notes | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | Definition of terms (i) Human sexuality (ii) Marriage (iii) Family | By the end of the lesson, the learner should be able to: · Give the meaning of the following terms: (i) Human sexuality (ii) Marriage (iii) Family | · Questions and Answers · Reporting group findings · Note making · Assignment | · Class textbook 4 · English dictionary · Chalkboard · Audio-visual aids · Diagram of male/female | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | Traditional African understanding of human sexuality | By the end of the lesson, the learner should be able to: · Explain the traditional African understanding of human sexuality | · Class project (Read from class text and African Religions and Philosophy and make notes · Summary by teacher · Class discussions | · Class textbook 4 · African Rel. & Philosophy by Mbiti · Resource person · Chalkboard | |||||||||||||||||||
TWO | 1 | Christian approaches to human sexuality, marriage and family | Christian teaching on human sexuality | By the end of the lesson, the learner should be able to : · Explain Christianity teachings on human sexuality | · Reviewing definitions · Reading the bible · Explanations · Other information’s sources | · Bible (RVS) · Chalkboard · Resource person (Pastor) · Other related materials | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family
| Traditional African practices related to male-female relationship during (i) Childhood (ii) Adolescent | By the end of the lesson, the learner should be able to: · Describe Traditional African practice related to male-female relationships at: (i) Childhood (ii) Adolescent | · Group discussion · Questions and Answers · Note taking | · Chalkboard · Resource person · Teacher’s notes · Learner’s notes · African Religions & Philosophy | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | (iii) Marriage (iv) Old age | By the end of the lesson, the learner should be able to: Describe Traditional African practice related to male-female relationships at (iii) Marriage (iv) Old age | · Group discussion · Questions and Answers · Note taking · Reading test | · Chalkboard · Learner’s textbook 4 · Resource person · Bible (RVS) · African Religions & Philosophy | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | Christian teaching on male-female relationship at various levels | By the end of the lesson, the learner should be able to: · Explain \Christian teachings on male-female relationship at various levels | · Bible reading · Explanations · Discussion · Listening/watching audio visual aids | · Bible (RVS) · Class textbook 4 · Audio visual aids · Chalkboard | |||||||||||||||||||
THREE | 1 | Christian approaches to human sexuality, marriage and family | Christian teaching on responsible sexual behaviour | By the end of the l lesson, the learner should be able to: · Explain Christian teachings on responsible sexual behaviour | · Explanation · Role play · Assignment · Note making · Summarise points on chalkboard
| · Bible (RVS) · Class textbook 4 · Audio visual aids · Chalkboard | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family | Christian teaching on irresponsible sexual behaviour · Incest | By the end of the lesson, the learner should be able to · Identify different forms of irresponsible sexual behaviour | · Identifying cases from Bible · Group discussion · Bible reading · Explanation | · Written case study (ies) · Newspaper cuttings · Dictionary · Chalkboard · Bible (RVS) | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family
| Rape | By the end of the lesson, the learner should be able to: · Explain what the causes of rape are in the society | · Bible reading · Group discussion · Points of chalkboard · Note making | · Written case studies · Dictionary · Chalkboard · Resource Person · Class textbook · Bible (RVS) | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | Fornication | By the end of the lesson, the learner should be able to: · Discuss factors which lead people to fornication | · Bible reading · Explanation · Outlining the teachings · Suggesting solutions · Note making | · Dictionary · Resource person · Bible(RVS) · Chalkboard · Newspaper cuttings · Written case studies | |||||||||||||||||||
FOUR | 1 | Christian approaches to human sexuality, marriage and family
| Adultery | By the end of the lesson, the learner should be able to: · Outline the bible teaching on adultery and show causes of this evil in our society | · Group discussion · Outlining the causes and effects · Questions and Answers · Bible reading · Explanation · Assignment (make notes) | · Bible (RVS) · Resource person (pastor) | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family | Homosexuality | By the end of the lesson, the learner should be able to: · Define homosexuality · List down the bible teachings on homosexuality and suggest solution to this evil | · Explanation · Bible reading · Questions and Answers · Assignment (make notes) · Outlining the causes and effects | Bible (RVS) Gen 1:28: Rom 1:26-29 Newspaper cuttings Dictionary Teacher’s notes | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | Prostitution | By the end of the lesson, the learner should be able to: Show why some people engage in prostitution today | · Class discussion · Bible reading · Teacher’s comments · Questions and Answers · Note making | · Bible (RVS) Gal5:19-21 Luke 7:36-59 · Newspaper cuttings | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family
| Christian teachings on effects of irresponsible sexual behaviour · HIV & AIDS | By The end of the lesson the learner should be able to: · Define HIV and STDs · Explain the effects of irresponsible sexual behaviour with reference to HIV and AIDS and STIs | · Reading relevant bible verses · Listing down STIs · Brief talk from guest speaker | · Bible (RVS) · HIV and AIDS manual for facilitators · Doom or Bloom, your choice · Audio visual aids · Chart/guest · Newspaper cuttings
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FIVE | 2 | Christian approaches to human sexuality, marriage and family | · Sexually transmitted Infections (STIs) | By the end of the lesson, the learner should be able to: · Discuss the causes of STIs to the victims and the family at large | · Group discussion · Case study · Assignment (research more and record in book)
| · Resource person (medical doctor) · Audio-visual material | ||||||||||||||||||
| 2 | Christian approaches to human sexuality, marriage and family | · Abortion · School drop out | By the end of the lesson, the learner should be able to: · Define abortion · Show how irresponsible sexual behavior leads to school drop out | · Bible reading · Explanation · Group discussion · Reports of group discussion · Recite poem · Note making | · Bible (RVS) · Newspaper · Magazine · Chalkboard · Posters, pictures · Diagram | ||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | · Separation and Divorce · Death | By the end of the lesson, the learner should be able to: · Explain how irresponsible sexual behavior can lead to death, separation and divorce | · Bible reading · Questions and Answers · Explanations · More research · Note making | · Dictionary · Magazine · Newspaper cuttings · Bible (RVS) 1 Cor 7:11, 15-16 | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | · Unplanned pregnancies · Street children | By the end of the lesson, the learner should be able to: · Define unplanned pregnancy · Explain why children live in the streets | · Group discussion (brainstorming on causes) · Points on chalkboard · Learners to review the points and express their views and make notes | · Bible · Resource person · Written case study · Chalkboard · Audio visual aids | |||||||||||||||||||
SIX | 1 | Christian approaches to human sexuality, marriage and family | Psychological problems: · Stress & Depression | By the end of the lesson, the learner should be able to: · Discuss the causes of stress and depression | · Stories from bible · Check meaning · Bible stories (Lot, Joseph and Potiphar’s wife) · Research more and make notes | · African Religions & Philosophy · Charts/posters · Teacher’s notes · Newspaper · Chalkboard · Dictionary · Bible (RVS) | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family | · Self-pity & · Withdrawal | By the end of the lesson, the learner should be able to: · Outline the solutions for self-pity and withdrawal | · Discussion · Questions and answers · Note making · Bible stories · Mime self pity and withdrawal | · Dictionary · Charts/posters · Chalkboard · Teacher’s notes · Bible (RVS) · Video tapes · | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | · Aggressiveness & · Violence | By the end of the lesson, the learner should be able to: · Distinguish between aggressiveness and violence | · Brain storming · Dramatise violence · Questions and Answers · Assignment (learners to research more from class text and make notes | · Picture showing violence · Magazines/newspaper · Class textbook | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | Traditional African understanding of marriage | By the end of the lesson, the learner should be able to: · Explain the traditional African understanding of marriage | · Talk from resource person · Questions and Answers · Research and note making | · African Religions and philosophy · Chalkboard · Class textbook · Resource Person | |||||||||||||||||||
SEVEN | 1 | Christian approaches to human sexuality, marriage and family
| Christian Teaching on marriage | By the end of the lesson, the learner should be able to: · Explain Christian teaching on Marriage | · Review of previous lesson · Bible reading · Explanation · Questions and Answers · Note taking | · Bible (RVS) · Chalk board · Audio visual aids · Class textbook | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family | Preparation for marriage in Traditional African Society | By the end of the lesson, the learner should be able to: · Describe the traditional approaches to marriage preparation | · Brief talk from Resource person · Questions and Answers · Assignment (read more from text and make notes) | · African Religion and Philosophy · Resource person · Chalkboard · Class textbook | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family | Christian teachings on preparation for marriage | By the end of the lesson, the learner should be able to: · Describe Christian approaches to marriage preparation | · Talk from marriage counselor · Bible reading · Explanation · Questions and Answers · Making and taking notes | · Guest speaker · Bible (RVS) · Chart · Chalkboard · Church and marriage by Okullu | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family | Celibacy as an alternative to marriage | By the end of the lesson, the learner should be able to: · Define celibacy · Explain the Christian teaching on celibacy | · Talk from Catholic priest or nun · Watching a video · Bible reading · Explanation · Note taking | · Dictionary · Resource person (Catholic priest/nun) · Teacher’s notes · Video tape | |||||||||||||||||||
EIGHT | 1 | Christian approaches to human sexuality, marriage and family | Traditional African understanding of the family | By the end of the lesson, the learner should be able to: · Describe the traditional African understanding of the family | · Questions and Answers · Group discussion · Assignment (read more and make notes from class text) | · African Religion & Philosophy · Chart · Chalkboard · Teacher’s notes | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family
| Christian understanding of the family | By the end of the lesson, the learner should be able to: · Appreciate the Christian understanding of the family | · Teacher reviews previous lesson · Bible reading · Debate · Summary in point form · Note making | · Bible (RVS) · Chalkboard · Class textbook | |||||||||||||||||||
| 3 | Christian approaches to human sexuality, marriage and family
| Value of responsible parenthood | By the end of the lesson ,the learner should be able to: · Explain the values of responsible parenthood | · Teacher to give a case study · Questions and Answers · Group discussions · Assignment (read class textbook and make notes | · Bible(RVS) · Chalkboard · Magazines · Newspaper · Written case studies | ||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family
| Problems related to family life today | By the end of the lesson, the learner should be able to: · Identify problems related to family life today · Discuss problems related to single family life | · Brainstorming · Questions and Answers · Discussing the case study · Views from students · Assignment (Further research & report preparation) | · Class text CRE Bk 3 · Newspaper cuttings · Magazines · Written case studies | |||||||||||||||||||
NINE | 1 | Christian approaches to human sexuality, marriage and family
| Traditional African approaches to problems related to family life today | By the end of the lesson, the learner should be able to: · Evaluate traditional African approaches to family life problems | · Brief talk from resource person · Dramatisation (wife beating) · Note making and taking | · African Religion & philosophy · Chalkboard · Learner’s textbook 4 · Resource person · Magazine · Audio visual aids | ||||||||||||||||||
2 | Christian approaches to human sexuality, marriage and family
| Christian approaches to problems related to family life today | By the end of the lesson, the learner should be able to: · Outline the various Christian approaches to family life related problems today | · Bible reading · Case study presentation · Questions and Answers · Watching videos · Assignment (note making | · Bible (RVS) · Written case study · Newspaper cuttings · Magazine · Audio-visual aids | |||||||||||||||||||
3 | Christian approaches to human sexuality, marriage and family
| · Introduction · Definition of terms ‘work’ & vocation’ | By the end of the lesson, the learner should be able to: · Define the terms ‘work’ and ‘vocation’ · Explain the traditional African attitude to work | · Making notes · Class discussion · Points on chalkboard · Checking meaning | · Photos · Chalkboard · Dictionary · Teacher’s notes · Bible (RVS) · CRE learner’s BK 4 · Newspaper cuttings | |||||||||||||||||||
4 | Christian approaches to human sexuality, marriage and family
| Christian teachings on work | By the end of the lesson, the learner should be able to: · State the Christian teaching on work | Bible reading Questions and Answers Explanation Note making | · Bible(RVS) · Chalkboard · Teacher’s notes | |||||||||||||||||||
TEN | 1 | Christian Approaches to work | Roles of professional ethos, ethics and codes in society | By the end of the lesson, the learner should be able to: · Explain the role of professional ethos, ethics and codes in society | · Checking meanings from dictionary · Listing common professions · Discussions · Note making
| · Dictionary · Class textbook BK4 · Bible (RVS) · T.S.C code of regulation · Teacher’s notes · Resource person | ||||||||||||||||||
2 | Christian Approaches to work | Virtues related to various types of work: · Diligence · Honesty/integrity | By the end of the lesson, the learner should be able to · Desire to acquire virtues related to work | · Check the meaning from the dictionary · Discussing importance of each virtue | · Dictionary · Class text Bk · Resource person · Bible (RVS) · T.S.C code of regulation · Teacher’s notes | |||||||||||||||||||
| 3 | Christian Approaches to work | · Faithfulness · Responsibility | By the end of the lesson the learner should be ale to: · Outline the benefits of an employee being faithful and responsible to his/her employer | · Discussion in Groups & presenting points on chalkboard · Note making | · Resource Person · Bible (RSV) · T.S.C code of regulation · Class text Bk 4 · Dictionary · | ||||||||||||||||||
4 | Christian Approaches to work
| Loyalty & Tolerance | By the end of the lesson, the learner should be able to: · Define loyalty and tolerance in relation to work ethics | · Discussion in groups & presenting points on chalkboard · Note making | · Dictionary · Resource person · Bible(RSV) · T.S.C code of regulation · Teacher’s notes · Class textbook 4 | |||||||||||||||||||
ELEVEN | 1 | Christian Approaches to work | Moral duties and responsibilities of employers and employees | By the end of the lesson, the learner should be able to: · Explain the moral duties and responsibilities of employers | · Review previous lesson · Questions an d Answers · Points on chalkboard · Presentations · Assignment (writing an essay on same topic | · Bible (RSV) · Group presentations · Chalkboard · Teacher’s notes · TSC code of regulations | ||||||||||||||||||
2 | Christian Approaches to work
| Christian approaches to issues related to employment · Wages/industrial action | By the end of the lesson, the learner should be able to: · State the biblical teachings on wages · Identify the conditions that should be fulfilled to make a strike morally justified | · Review previous lesson · Bible reading · Explanation · Case study · Assignment (Research on industrial action) | · Bible (RVS) · Pictures · Chalkboard · Teacher’s notes · Newspaper cuttings (on strikes) | |||||||||||||||||||
3 | Christian Approaches to work
| Child labour | By the end of the lesson, the learner should be able to: · State the causes of child labour in Kenya · Explain why child labour is against Christian teachings | · Group discussion guided by teacher · Presentations of findings · Points on chalkboard · Assignment (write down rights of children) | · Bible (RVS) · Pictures · Chalkboard · Teacher’s notes · Newspaper cuttings · Placards · Resource person | |||||||||||||||||||
4 | Christian Approaches to work
| Unemployment and self-employment | By the end of the lesson, the learner should be able to: · Identify the causes of unemployment in Kenya · Appreciate work | · Brainstorming · Questions and Answers · Group discussion · More research and note making | · Bible (RVS) · Chalkboard · Learner’s Bk 4 · Newspaper cuttings or photos · Dictionary | |||||||||||||||||||
TWELVE | REVISION FOR EXAMS | By the end of the lesson, the learner should be able to: Answer questions from all covered areas adequately | · Bible (RVS) · Class textbook · Learners notes | |||||||||||||||||||||
THIRTEEN | END OF TERM ONE EXAM | |||||||||||||||||||||||
FORM FOUR CRE SCHEMES OF WORK TERM II | ||||||||||||||||||||||||
ONE | 1-4 | Revision of the previous Term’s exam | By the end of the lesson, the learner should be able to: · Understand what was required as correct in the previous exam | · Discussing in groups · Presenting answers · Explaining answers | ||||||||||||||||||||
TWO | 1 | Christian approaches to leisure | · Introduction · Definition of leisure · Types of leisure | By the end of the lesson, the learner should be able to: · State the meaning of leisure · Appreciate the importance of leisure · Identify the different types of leisure | · Questions and Answers · Looking for meaning · Listing · Comparing | · Bible (RVS) · Class textbook · Chalkboard · Dictionary · Pictures | ||||||||||||||||||
2 | Christian approaches to leisure | Traditional African understanding of leisure | By the end of the lesson, the learner should be able to: · Explain the Traditional African understanding of leisure | · Reviewing · Class discussion · Singing · Reciting poems on work · Listing T.A leisure · Note making | · Class textbook 4 · Resource person · Chalkboard · Drawings/pictures | |||||||||||||||||||
3 | Christian approaches to leisure
| Christian teaching on leisure | By the end of the lesson, the learner should be able to: · State the Christian teaching on leisure | · Bible reading · Explanation · Brief visit to church · Observe church activities · Assignment from text book | · Collected stories · Articles · Newspaper cuttings · Bible (RVS) | |||||||||||||||||||
4 | Christian approaches to leisure
| Importance of Leisure | By the end of the lesson, the learner should be able to: · Explain the importance of leisure · Appreciate the importance of leisure
| · Text reading · Class discussion | · Bible(RVS) · Pictures · Resource person · Class textbook 4 | |||||||||||||||||||
THREE | 1 | Christian approaches to leisure
| Various forms and uses of leisure | By the end of the lesson, the learner should be able to: · outline various forms of leisure · Explain the uses of leisure | · Listings/outlining · Definitions · Questions and Answers · Note making | · Bible (RVS) · Chalkboard · Audiovisual aids · Pictures · Resource person | ||||||||||||||||||
2 | Christian approaches to leisure
| Misuse of leisure today | By the end of the lesson, the learner should be able to: · Explain how leisure activities are misused in society today | · Group discussion · Essay writing · Presentations · Assignment(note making | · Pictures · Class textbook · Newspaper cuttings · Bible (RVS) | |||||||||||||||||||
3 |
Christian approaches to leisure
| Misuse/abuse of drugs | By the end of the lesson, the learner should be able to: · Discuss the causes and effects of drug abuse | · Role play · Assignment (bible reading and note making) · Questions and Answers · Brief lecture | · Resource person · Pictures · Newspaper cuttings · Bible (RVS) | |||||||||||||||||||
4 | Christian approaches to leisure
| Abuse of alcohol | By the end of the lesson, the learner should be able to: · Explain the causes of alcohol abuse · Strive to discourage alcohol abuse in the community | · Bible reading · Teacher’s comment · Talk from resource person · Role play · Assignment (note making) | · Chalkboard · Resource person · Newspaper cuttings · Bible (RVS) | |||||||||||||||||||
FOUR | 1
| Christian approaches to leisure
| Effects of drug abuse | By the end of the lesson, the learner should be able to: · Discuss the effects of drug abuse · Strive to live a productive life | · Group discussion · Points on chalkboard · Questions and Answers · Role play · Note making | · Bible (RVS) · Newspaper cuttings · Resource person · Chalkboard | ||||||||||||||||||
2 | Christian approaches to leisure
| Remedies of drug abuse | By the end of the lesson, the learner should be able to · Discuss what Christians can do in order to curb the abuse of drugs · Strive to live a productive life | · Draw examples from society and Bible · Sharing with a resource person · Assignment · Making notes | Bible (RVS) Class text CRE Bk 4 Resource person | |||||||||||||||||||
3 | Christian approaches to leisure
| Christian criteria for evaluating the use of leisure | By the end of the lesson, the learner should be able to: · Explain the Christian criteria for evaluating the use of leisure | · Bible reading · Explanation · Group discussion · Points on chalkboard · Highlighting main points (teacher) · Note making | · Bible (RVS) · Class text CRE BK 4 · Resource person · Chalkboard | |||||||||||||||||||
4 | Christian approaches to money, wealth and poverty | · Introduction · Definitions ü Wealth\ ü Money ü Poverty | By the end of the lesson, the learner should be able to: · Define the concept wealth money and poverty · Appreciate wealth as a blessing from God | · Short lecture · Questions /Answers · Checking meaning · Note making | · CRE Bk 4 · English dictionary · Realia (money) · Audio Visuals · Chalkboard | |||||||||||||||||||
FIVE | 1 |
Christian approaches to money, wealth and poverty | Traditional African understanding of wealth and poverty | By the end of the lesson, the learner should be able to: · Explain the tradition of African understanding of wealth and poverty | · Talk from resource person · Explanation · Question and Answers · Views from student · Summary & note making | · Modern Christian living pg 138 · Introduction to African Religions by Mbithi · Audio-visual material · Resource person | ||||||||||||||||||
2 |
Christian approaches to money, wealth and poverty | Impact of money economy in Traditional African Society | By the end of the lesson, the learner should be albe to: · Describe the impact of the introduction of money economy on traditional African society | · Group discussion · Points on Chalkboard · Summarise explanations (teacher) · Assignment (essay writing on same topic) | · Regalia · Teacher’s notes · Chalkboard · Audio-visual material | |||||||||||||||||||
3 | Christian approaches to money, wealth and poverty | Christian teachings on money, wealth and poverty (i) money | By the end of the lesson, the learner should be able to: · Explain Christian teachings on money and wealth | · Bible reading · Explanations · Group discussions · Questions and Answers · Note taking | · Modern Christian living · Chalkboard · Audio-visual materials · Bible (RVS) | |||||||||||||||||||
4 | Christian approaches to money, wealth and poverty
| (ii) Wealth | By the end of the lesson, the learner should be able to: · Appreciate the Christian teachings on money and wealth | · Reading more from class textbook · Making notes | · Bible (RVS) · Audio-visual material · Chalkboard · Modern Christian living | |||||||||||||||||||
SIX | 1 | Christian approaches to money, wealth and poverty
| (iii) Poverty | By the end of the lesson, the learner should be able to: · Define poverty · Explain Christian teachings on poverty | · Checking meaning · Bible reading · Explanation · Group discussion · Song presentation · Note making | · Dictionary · Audio-visual material · Chalkboard, posters, songs | ||||||||||||||||||
2 & 3 | Christian approaches to money, wealth and poverty
| Christian approaches to issues related to wealth · Fair distribution · Bribery/corruption | By the end of the lesson, the learner should be able to: · Discuss Christian approaches to fair distribution of wealth · Desire to lead a life free of bribery and corruption | · Check meaning · Class discussion · Explanations/Answers · Assignment project | · Photographs · Dictionary · Posters · Teacher’s notes · Bible (RVS) · Chalkboard | |||||||||||||||||||
4 | Christian approaches to money, wealth and poverty
| Life skills · Decision making · Critical thing · Creative thinking · Self-esteem · Assertiveness | By the end of the lesson, the learner should be able to: · Discuss the importance of the following life skills: · Decision making · Creative thinking · Assertiveness | · Brief lecture · Questions & Answers · Explanation to the steps · Assignment: read more and make notes | · Chalkboard · English dictionary · Audio-visual materials · Teacher’s notes | |||||||||||||||||||
SEVEN | 1
| Christian approaches to money, wealth and poverty
| Christian Values | By the end of the lesson, the learner should be able to: · Uphold Christian values of love and honesty in acquisition and use of wealth | · Finding meaning of terms · Bile reading · Explanation · Questions/answers · Note making | · Bible (RVS) · Teacher’s notes · Audio-visual material · Chalkboard | ||||||||||||||||||
2 | Christian approaches to money, wealth and poverty
| · Introduction · Definitions of terms: -Law Order -Justice | By the end of the lesson, the learner should be able to: · Define the term ‘law’, ‘order’ and ‘justice’ · Show the relationship between law, order and justice | · Check meaning · Explanation · Questions and Answers · Reading textbook · Making notes | · Bible (RVS) · Dictionary · A set of school rules/regulations · Chalkboard | |||||||||||||||||||
3 | Christian approaches to money, wealth and poverty
| Traditional African practices that promote law, order and justice | By the end of the lesson, the learner should be able to: · Describe the traditional African practices that promote law, order and justice | Review of past lesson Question & Answers Talk from resource person Note taking | · Chalkboard · Teacher’s notes · Resource person | |||||||||||||||||||
4 | Christian approaches to money, wealth and poverty
| Biblical teachings on law, order and justice | By the end of the lesson, the learner should be able to: · Explain the biblical teachings on law order and justice | · Bible reading · Explanation · Question & Answers · Note making | · Bible (RVS) · Class textbook · Teacher’s notes · Modern Christian living | |||||||||||||||||||
EIGHT | 1
| Christian approaches to money, wealth and poverty
| The need for law, order and justice in the society | By the end of the lesson, the learner should be able to: · Give reasons for law, order and justice in the society | · Bible reading · Explanation · Group discussion · Question & Answers · Note making | · Class textbook · Bible (RVS) · Pictures, chalkboard · Teacher’s notes | ||||||||||||||||||
2 | Christian approaches to money, wealth and poverty
| Rights and duties of citizens | By the end of the lesson, the learner should be able to: · Explain the rights of citizens · Strive to be obedient citizens | · Questions and answers · Bible reading · Explanation · Note making | · A chart · Bible (RVS) · Dictionary · Chalkboard · Class textbook | |||||||||||||||||||
3 | Christian approaches to money, wealth and poverty
| Causes of Social disorder | By the end of the lesson, the learner should be able to: · Discuss the causes of social disorder · Shun discrimination | · Group discussion · Points on chalkboard · Questions and Answers · Note making | · Bible (RSV) · Dictionary · Chalkboard · Newspaper/magazine · Teacher’s notes | |||||||||||||||||||
4 | Christian approaches to money, wealth and poverty
| Remedies to social disorders | By the end of the lesson, the learner should be able to: · Strive to promote law, order and justice | · Bible reading · Explanation · Questions and Answers · Resource person’s talk · Note making |
· Bible (RSV) · Pictures · Dictionary · Teacher’s notes | |||||||||||||||||||
NINE | 1 | Christian approaches to money, wealth and poverty
| Christian participation in the (i) Society (ii) Economic life | By the end of the lesson, the learner should be able to: · Evaluate the role of Christian society | · Class discussion · Question and answers · Points on chalkboard · Read bible references | · Bible (RVS) · Newspaper cuttings · Chalkboard · Teachers’ notes | ||||||||||||||||||
| 2 | Christian approaches to money, wealth and poverty
| (iii) Political Life | By the end of the lesson, the learner should be able to: · Identify the role of Christians in transforming the economic and political life of the society | · Explanation · Reading text CRE bk 4 · Note making | · Bible (RVS) · Newspaper cuttings · Chalkboard · Teacher’s notes | ||||||||||||||||||
3 & 4 | Christian approaches to money, wealth and poverty
| The Church and the State relationship | By the end of the lesson, the leaner should be able to: · Discuss church-state relationship | · Group discussion · Bible reading · Explanation · Highlight main ideas · Note making | · Bible (RVS) · Church and politics in Kenya by Okullu · Newspaper cutting · Chalkboard | |||||||||||||||||||
TEN ELEVEN TWELVE THIRTEEN |
| REVISION & MOCK EXAMS | ||||||||||||||||||||||
FORM FOUR CRE SCHEMES OF WORK TERM III | ||||||||||||||||||||||||
ONE | 1
–
4 | Revision of End of Term II Mock Exam | By the end of the lesson, the learner should be able to: · Understand what was required as the correct answers in the Mock Exams | · Group discussions · Questions and Answers | ||||||||||||||||||||
TWO | 1 | Christian approaches to issues related to modern science, technology & Environment | · Introduction · Definition of (i) Science (ii) Technology (iii) Environment Euthanasia | By the end of the lesson, the learner should be able to: · Define the terms (i) Science (ii) Technology (iii) Environment · Explain the Christian views on euthanasia | · General overview · Bible reading · Questions and answers · Explanations · Group discussions · Summarize · Assignment (learners to make notes) | · Class textbook 4 · Bible (Gen 1:1-31) · Chalkboard · Dictionary · Newspaper cutting · Teachers notes | ||||||||||||||||||
2 | Christian approaches to issues related to modern science, technology & Environment
| · Blood transfusion | By the end of the lesson the learner should be able to: · Define blood transfusion · Explain the Christian view on blood transfusion · Appreciate the sanctity of life | · Define terms · Questions and answers · Resource person (nurse) to give talk on the issue · Listing dangers of blood transfusion · Note making | · Resource person · Dictionary · Saline solution, Ringer’s solution · Class text book 4 · Bible (RVS) | |||||||||||||||||||
3 | Christian approaches to issues related to modern science, technology & Environment | · Organ transplant | By the end of the lesson, the learner should be able to: · Define organ transplant · Make morally upright decisions on the issue of organ transplant | · Check meaning · Group discussion · Mentioning organs · Listing on chalkboard · Bible reading · Explanation · Note making | · Documentary · Bible (RVS) · Chalkboard · Dictionary · Newspaper cuttings · Teacher’s notes | |||||||||||||||||||
4 | Christian approaches to issues related to modern science, technology & Environment | · Genetic Engineering | By the end of the lesson, the learner should be able to: · Define genetic engineering · Make moral decisions on the issue of genetic engineering | · Check meaning · Sharing in groups · Presentations and discussion · Note making | · Types of genetically engineered foods · Pictures · Resource person · Class textbook 4 · Chalkboard · Teacher’s notes | |||||||||||||||||||
THREE | 1 | Christian approaches to issues related to modern science, technology & Environment | Plastic surgery | By the end of the lesson, the learners should be able to: · Define plastic surgery · Explain the Christian view on plastic surgery | · Bible reading · Explanation · Mentioning ways of improving a person’s appearance · Debate · Note making · | · Resource person · Audio-visual aids · Pictures · Bible (RVS) · Chalkboard | ||||||||||||||||||
2 | Christian approaches to issues related to modern science, technology & Environment
| · The Christian views on the effect of Science and Technology on the environment | By the end of the lesson, the learner should be able to · Define pollution and desertification · Appreciation our environment
| · Check meaning
· Bible reading
· Explanation
· Question and answers
· Note making | · Bible (RVS) · Newspaper cutting · Class textbook · Pictures | |||||||||||||||||||
3-4 | Christian approaches to issues related to modern science, technology & Environment
| Pollution & the environment | By the end of the lesson, the learner should be able to: · Identify the types of pollution · State the effects of pollution on our environment | · Brief visit (Field trip) · Discussing the role of a Christian in keeping the environment clean · Assignment (more research and report writing | · Bible (RVS) · Newspaper cuttings · Resource person · Pictures | |||||||||||||||||||
FOUR | 1-2 | Christian approaches to issues related to modern science, technology & Environment
| Desertification | By The end of the lesson, the learner should be able to: · List causes of desertification · State the effects of desertification on the environment | · Brief visit (field trip) · Discussing the effects of desertification on the environment · Assignment (more research and report writing | · Bible · Newspaper cuttings · Resource person · Chalkboard | ||||||||||||||||||
3-4 | Sample Examination Papers | |||||||||||||||||||||||
FIVE | 1-4 | REVISION FOR NATIONAL EXAMS | ||||||||||||||||||||||
NATIONAL EXAMS | ||||||||||||||||||||||||