KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRE PRIMARY SCHOOL CURRICULUM DESIGN

CHRISTIAN RELIGIOUS EDUCATION

PRE PRIMARY II
 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means,
electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

ii
TABLE OF CONTENTS

FOREWORD .................................................................................................................................................................................. Error! Bookmark not defined.

PREFACE ........................................................................................................................................................................................ Error! Bookmark not defined.
ACKNOWLEDGEMENT .......................................................................................................................................................... Error! Bookmark not defined.
TABLE OF CONTENTS .......................................................................................................................................................................................................................... iii
LESSON ALLOCATION FOR PRE-PRIMARY ............................................................................................................................................................................. iv
NATIONAL GOALS OF EDUCATION ............................................................................................................................................................................................... v
LEVEL LEARNING OUTCOMES FOR PRE PRIMARY EDUCATION ............................................................................................................................. vii
ESSENCE STATEMENT .......................................................................................................................................................................................................................viii
SUBJECT GENERAL LEARNING OUTCOMES ......................................................................................................................................................................... ix
STRAND: 1.0 CREATION ....................................................................................................................................................................................................................... 1
STRAND: 2.0 THE HOLY BIBLE ........................................................................................................................................................................................................ 6
STRAND: 3.0 THE LIFE OF JESUS CHRIST................................................................................................................................................................................ 12
STRAND: 4.0 CHRISTIAN VALUES................................................................................................................................................................................................ 17
STRAND: 5.0 THE CHURCH .............................................................................................................................................................................................................. 22
APPENDICES ............................................................................................................................................................................................................................................. 27
APPENDIX I: CSL AT EARLY YEARS EDUCATION (PP1&2 AND GRADE 1-3) ........................................................................................................ 27
APPENDIX II: SUGGESTED RESOURCES, ASSESSMENT METHODS, ASSESSMENT TOOLS AND NON FORMAL
PROGRAMMES ........................................................................................................................................................................................................................................ 29

iii
LESSON ALLOCATION FOR PRE-PRIMARY
S/No Activity Learning Area Number of Lessons per Week
1. Language Activities 5
2. Mathematical Activities 5
3. Creative Activities 6
4. Environmental Activities 5
5. Religious Activities 3
Pastoral Instruction Programme 1
Total 25

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

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

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

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

c) Technological and Industrial Needs

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

3. Promote individual development and self-fulfilment

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

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

5. Promote social equity and responsibility

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

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

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

8. Good health and environmental protection

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

vi
LEVEL LEARNING OUTCOMES FOR PRE PRIMARY EDUCATION

By end of Pre Primary Education, the learner should be able to:

a) Demonstrate basic literacy and numeracy skills for learning.
b) Apply creative and critical thinking skills in problem solving.
c) Practice appropriate etiquette for interpersonal relationships.
d) Explore the immediate environment for learning and enjoyment.
e) Demonstrate acquisition of physical, emotional, spiritual, aesthetic and moral development.
f) Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living.
g) Develop interests, talents and character for positive contribution to the society.

vii
ESSENCE STATEMENT
Christian Religious Education (CRE) at the Pre-primary level is an activity area that explores the concepts of God and the Christian
way of life, based on teachings from the Bible. The activity area emphasizes the acquisition of living values such as love, sharing,
honesty, respect, and responsibility, contributing to the development of balanced individuals and a humane society. This aligns
with the National Goal of Education No. 4, which aims to foster the development of sound moral values and the growth of self-
disciplined, self-reliant, and integrated citizens. Implementing CRE activities at the Pre-primary level utilizes the life approach
incorporating play-based learning and experiential learning. The competencies acquired in CRE at Pre-primary 2 will lay the
foundation for learning CRE in Grade 1.

viii
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Pre Primary education, the learner should be able to:
a) demonstrate God’s love through all creation in his or her life,
b) demonstrate understanding of the word of God through prayer, saying simple memory verses and singing Christian songs
for his or her spiritual growth,
c) demonstrate understanding of the person of Jesus Christ and emulate Him in his or her daily life,
d) apply Christian values in his or her interaction with others from diverse cultural backgrounds for harmonious co-
existence,
e) appreciate the church as a house of God for their spiritual nourishment.

ix
STRAND: 1.0 CREATION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question
1.0 1.1 By the end of the The learner is guided to: Why did God
Creation God the sub strand, the  take a nature walk to observe the weather, plants and create the
Creator learner should be animals in their school environment, things in our
able to:  take pictures of things created by God in the environment?
(9 lessons) a) observe things environment,
created by God  manipulate ICT devices to watch a video on God’s
in the creation,
environment,  take turns talking about things created by God,
b) name the things  listen to the story of creation from the children’s Bible
created by God as portrayed in Genesis 1:3-25,
in the  share materials to draw and colour the sun, moon,
environment, stars, plants and animals as things created by God,
c) appreciate
 recite a memory verse Genesis 1:25,
things created
 model things created by God,
by God in our
environment.  sing songs on creation in groups,
 say simple prayers to God to thank Him for his
creation.
Core Competencies to be developed:
Digital literacy: The learner adopts new digital technology. Uses new digital technology to accomplish his or her tasks as he or
she manipulates ICT devices to watch a video on God’s creation.

1
Creativity and imagination: Communication and self-expression: The learner undertakes tasks that encourage the artistic
expression of ideas as he or she draws and colours the sun, moon, stars, plants and animals as things created by God.
Values:
Social justice: Cooperation: Share materials to draw and colour the sun, moon, stars, plants and animals as things created by
God.
Unity: Cooperation: The learner strives to achieve a common goal as he or she collaborates with other learners to take pictures
of things created by God in the environment.
Link to Pertinent Contemporary Issues (PCIs):
Environmental Education: Environmental Awareness: The learner identifies things in their environment that were created by
God.
Link to other Activity Areas:
Environmental activities: The concept of God as the creator of plants and animals relates to the concept of plants and animals
in Environmental activities.

2
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
1.0 1.2 By the end of the sub The learner is guided to: 1. Why
Creation Caring for strand, the learner  take turns talking about ways of caring for self and should
God’s should be able to: others, you take
Creation a) tell ways of  demonstrate how to care for plants, care of
caring for God’s  observe pictures on caring for animals, God’s
(9 lessons) creation in the  take turns talking about ways of caring for animals, creation?
environment,  take turns talking about safe ways of handling 2. How do
b) care for self and plants and animals, you take
others at home  demonstrate how to care for self by carrying out care of
and school, basic hygiene practices, self and
c) care for plants others?
 demonstrate how to care for others,
and animals at
 recite the Bible verse Genesis 2:15,
home and school,
d) desire to care for  manipulate ICT devices to watch videos of children
caring for one another,
God’s creation in
the environment.  sing songs on caring for God’s creation in groups,
 recite poems on caring for God’s creation in
groups.
Core Competencies to be developed:
Learning to learn: Learning independently: The learner recreates learning experiences as they demonstrate how to care for
self.
Communication and collaboration: Speaking engagingly: The learner can reason and show own opinion as he or she talks
about ways of caring for self and others.

3
Values:
Integrity: Accountability: The learner demonstrates care for self, others, plants and animals within his or her environment.
Love: Caring: The learner portrays a caring attitude as he or she demonstrates how to care for others.
Link to Pertinent Contemporary Issues (PCIs):
Environmental Issues: Environmental conservation: The learner acquires skills of taking care of plants and animals in his or
her environment.
Disaster Risk Reduction: Safety: The learner is made aware of safe ways to handle plants and animals in their environment.
Link to other Activity Areas:
Environmental activities:
The concept of caring for plants and animals as God’s creation relates to the concept of plants and animals in Environmental
activities.
The concept of caring for self as God’s creation relates to the concept of health practices in Environmental activities.

Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator
Ability to identify Visually observes and Visually observes and Visually observes and Visually observes or
things created by God identifies more than 5 identifies at least 5 identifies at least 3 identifies 1 or none of
in the environment. things created by God things created by God things created by God the things created by
in the environment. in the environment. in the environment. God in the
environment.
Ability to care for  Demonstrates self-  Demonstrates self-  Demonstrates some  Struggles to
God’s creation. care skills through care skills through basic hygiene demonstrate some
 Caring for self practices.

4
 Caring for basic hygiene most of the basic  Requires occasional basic hygiene
others practices. hygiene practices. reminders to share practices.
 Caring for  Displays care for  displays care for with others, show  Resists sharing
Plants others by sharing, others by sharing, kindness and help with others, is
 Caring for showing kindness showing kindness others. hesitant to show
animals and being helpful and being helpful  Needs frequent kindness and helps
to others. to others. reminders to others when
 Provides for the  Provides for the provide for the prompted.
needs of different needs of different needs of different  Frequently forgets
animals and plants. animals and plants. animals and plants. to provide for the
Handles plants and Handles plants and May not always needs of different
animals safely and animals safely and show respect and animals and
gently. gently with little kindness towards plants.
 Always aware of assistance. animals and may  May show
the welfare of  Aware of the handle them disrespect and
animals and takes welfare of animals roughly. unkindness
the initiative to and takes the  Occasionally aware towards animals
seek help if initiative to seek of the welfare of and handle them
necessary. help if necessary. animals and seeks roughly.
help if necessary.  Rarely aware of
the welfare of
animals.

5
STRAND: 2.0 THE HOLY BIBLE
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
2.0 2.1 By the end of the The learner is guided to: 1. How
The Holy Bible as a sub strand, the  say the do’s and don’ts when handling the holy Bible, should
Bible Holy Book learner should be  share experiences on how the holy Bible is handled at you
able to: home and in the church, handle
(8 lessons) a) tell appropriate  demonstrate how to open the holy Bible from right to the Holy
ways of handling left, Bible?
the Bible as a  manipulate ICT devices to watch proper ways of 2. Why
holy book, handling the holy Bible, should
b) handle the Bible  recite simple Bible verses in groups, you
with care and  draw and colour the holy Bible, respect
respect, the holy
 tell areas where the holy Bible is kept at home and at
c) appreciate the Bible?
school,
Bible as a Holy
 identify proper ways and areas to keep the holy Bible,
book.
 demonstrate proper ways of keeping the holy Bible in
appropriate places at home and school.
Core Competencies to be developed:
 Communication and Collaboration: Speaking engagingly: The learner can reason and show his or her own opinion as he or
she shares experiences on how the holy Bible is handled at home and in the church.
 Creativity and Imagination: Communication and self-expression: The learner undertakes tasks that encourage the artistic
expression of ideas as he or she draws and colours the holy Bible.

6
Values:
 Responsibility: Accountability: The learner cares for his or her property and others' property by demonstrating how to
handle the Holy Bible.
 Respect: Acceptance: The learner appreciates diverse opinions as they share experiences on how the Holy Bible is handled
at home and in the Church.
Link to Pertinent Contemporary Issues (PCIs):
Citizenship: Integrity: The learner develops responsibility when he or she develops skills of handling the holy Bible
appropriately.
Link to other Activity Areas:
Language Activities: The concept of handling the Bible relates to the concept of book handling in Language activities.

7
Strand Sub Strand Specific Suggested Learning Experiences Suggested
Learning Key Inquiry
Outcomes Questions
2.0 2.2 By the end of the The learner is guided to: 1. How did
The Holy Bible Story lesson, the learner  share experiences on when he or she obeys his parents Noah
Bible (Noah and the should be able to: and teachers, obey
Ark) a) tell reasons he  take turns talking about why he or she should be God?
or she obeys obedient, 2. Why did
God,  picture-read the story of Noah and the Ark from Noah
(9 lessons) b) narrate the picture books, build the
story of Noah  listen to the story of Noah and Ark from the children’s Ark?
and the Ark, Bible as portrayed in Genesis 6:14-22,
c) show  retell the story of Noah and the Ark,
obedience to  name some of the animals that went into the Ark,
God in his or
 sing songs about Noah and the Ark in groups,
her life.
 match pictures of animals found in the environment,
 trace pictures of animals in their environment from
picture cut-outs.
Core Competencies to be developed:
Self-efficacy: Self-confidence: The demonstrates confidence in expressing self as he or she talks about obedience.
Critical thinking and Problem-solving: Active listening and communication skills: The learner follows simple instructions to
complete tasks as he or she Picture-reads the story of Noah and the Ark from picture books.
Value:
Peace: Responsibility: The learner has respect for self and others as he or she awaits turn when talking about why he or she
should be obedient.

8
Link to PCIs:
Environmental issues: Environmental education: The learner is familiarised with animals in their environment.
Link to other Activity Areas:
Language Activities: The concept of listening to Bible stories relates to the concept of storytelling in Language activities.

Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator

Ability to tell appropriate Tells more than 5 ways of Tells 5 ways of Tells 2 to 4 ways Tells 1 or none of
ways of handling the Holy handling the Bible handling the Bible of handling the the ways of handling
Bible. appropriately. appropriately. Bible the Bible
 Keep drinks and appropriately. appropriately.
food away from the
Bible.
 Open from right to
left.
 Turn pages of the
Bible gently.
 Use clean hands to
hold the Bible.
 Close the Bible after
reading.

9
  Keep the Bible at the
appropriate place.
Ability to handle the Holy Displays a lot of care and Displays care and Displays minimal Displays little to no
Bible. respect when handling the respect when care and respect care and respect
Bible; always holds the handling the Bible; when handling the when handling the
Bible gently with clean usually holds the Bible; sometimes Bible; May throw
hands and uses both hands Bible gently with holds the book too the Bible, rip the
to turn the pages. clean hands and uses tightly or turns the pages, or treat it like
Keeps the Holy Bible in both hands to turn pages too quickly. any other book.
appropriate areas at home the pages. Occasionally Hardly keeps the
and school at all times. Keeps the Holy Bible keeps the Holy Holy Bible in
in appropriate areas Bible in appropriate areas at
at home and school appropriate areas home and school
most of the time. at home and and requires
school. frequent reminders
to do so.
Ability to interact with the Observes and relates all Observes and relates Observes and Observes and relates
Bible. pictures with the Bible all pictures with the relates some some pictures with
 Bible story story with ease. Listens Bible story. Listens pictures with the the Bible story with
 Bible verses attentively to the Bible attentively to the Bible story. prompts. Inattentive
story and contributes to the Bible story. Narrates Pays little to the Bible story.
story. Narrates the Bible the Bible story; attention when Struggles to narrate
story eloquently; provides provides details and listening to the the Bible story;
vivid details and demonstrates Bible story. provides sketchy
demonstrates creativity in creativity in his or Narrates the Bible details with little
his or her narration. her narration. story with evidence of

10
Recites the Bible verses Recites the Bible moderate level of creativity in his or
with a high level of verses coherently. fluency; provides her narration.
coherence. Tells multiple Tells lessons learnt some details and Recites the Bible
lessons learnt from the from the Bible story. demonstrates verse incoherently.
Bible story. some creativity in Unable to tell
his or her lessons learnt from
narration. Recites the Bible story.
the Bible verse
with a moderate
level of
coherence. Tells a
few lessons learnt
from the Bible
story.

11
STRAND: 3.0 THE LIFE OF JESUS CHRIST
Strand Sub Specific Suggested Learning Experiences Suggested
Strand Learning Key Inquiry
Outcomes Questions
3.0 3.1 By the end of the The learner is guided to: 1. Why is the
The Life Birth of lesson, the learner  take turns talking about events that happen in his or her birth of
of Jesus Jesus should be able to: community when a baby is born, Jesus
Christ Christ a) narrate the  listen to the story of the birth of Jesus from the children’s important
story of the bible as portrayed in Luke 2: 1-7, to you?
(9 lessons) birth of Jesus,  take turns narrating the story of the birth of Jesus. 2. What took
b) tell the  sing songs about the birth of Jesus in groups, place
importance of  role-play the events that took place during the birth of during the
the birth of Jesus in groups, birth of
Jesus in his or  look at pictures showing the birth of Jesus, Jesus?
her life,
 take turns talking about why the birth of Jesus is important
c) appreciate the
to him or her.
birth of Jesus
 manipulate ICT devices to watch a video on the birth of
as the son of
Jesus.
God.
 share materials to draw and colour pictures showing the
birth of Jesus.
Core Competencies to be developed:
Citizenship: Information and Communication skills: The learner brings together information as he or she shares information
on what takes place in his or her community when a baby is born.
Creativity and imagination: Self-expression: The learner undertakes tasks that encourage artistic expression of ideas as they
draw and colour pictures showing the birth of Jesus.

12
Value:
Unity: Cooperation: The learner shares materials with others amicably to draw and colour pictures showing the birth of Jesus.
Link to Pertinent Contemporary Issues (PCIs):
Citizenship: Integrity: The learner demonstrates integrity by sharing materials with other learners to draw and colour pictures
showing the birth of Jesus.
Link to other Activity Areas:
Environmental Activities: The concept of the birth of Jesus relates to the concept of family in Environmental activities.

13
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
3.0 3.2 By the end of the sub The learner is guided to: 1. How was
The Life Celebrating strand, the learner  take turns talking about how he or she should the birth of
of Jesus the Birth of should be able to: celebrate the birth of Jesus, Jesus
Christ Jesus a) tell ways he or  observe pictures of the events of celebrating the celebrated
she celebrates the birth of Jesus, in the
(9 lessons) birth of Jesus,  Take turns talking about the events that marked the Bible?
b) identify the celebration of the birth of Jesus. 2. How should
events that  share experiences on how he or she celebrates his you
marked the or her own birthday and others' birthdays, celebrate
celebration of the  create improvised cards with Bible messages on the birth of
birth of Jesus, the birth of Jesus to be displayed to other learners, Jesus?
c) create messages teachers and parents,
on the birth of  sing songs about celebrating the birth of Jesus in
Jesus, groups,
d) appreciate the
 share materials to colour pictures of wise men
birth of Jesus in giving gifts to Jesus,
his or her life as a
 video record each other reciting a poem about
Christian.
celebrating the birth of Jesus.
Core Competence to be developed:
Communication and Collaboration: Teamwork: The learner recognizes the value of others' ideas and contributes to group tasks
as he or she participates in talking about how the birth of Jesus should be celebrated.

14
Value:
Responsibility: Self-drive: The learner engages in assigned duties as he or she creates improvised cards and bookmarks with
Bible messages on the birth of Jesus.
Link to Pertinent Contemporary Issues (PCIs):
Education for Sustainable Development (ESD): Digital literacy: The learner digital literacy skills necessary to shape a
sustainable future as they video record each other reciting a poem about celebrating the birth of Jesus.
Link to other Activity Areas:
Environmental Activities: The concept of celebrating the birth of Jesus relates to the concept of family in Environmental
activities.

Assessment Rubric
Level Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Indicator

Ability of the learner to Narrates the story of Narrates the story of the Narrates the story of Struggles to narrate the
demonstrate knowledge the birth of Jesus birth of Jesus; provides the birth of Jesus with story of the birth of
of the birth of Jesus. eloquently; provides details and a moderate level of Jesus; provides sketchy
vivid details and demonstrates creativity fluency; provides details with little
demonstrates in his or her narration. some details and evidence of creativity in
creativity in his or Tells the importance of demonstrates some his or her narration.
her narration. the birth of Jesus in his creativity in his or her Attempts but fails to tell
Tells the importance or her life. narration. the importance of the
of the birth of Jesus Tells the importance birth of Jesus in his or
in his or her life of the birth of Jesus in

15
 giving many details his or her life with a her life or provides
and with ease. few prompts. incorrect information.
Ability of the learner to Tells all the three Tells all the three events Tells two of the events Tells one or none of the
tell the events during events that marked that marked the that marked the events that marked the
the celebration of the the celebration of the celebration of the birth celebration of the birth celebration of the birth of
Birth of Jesus. birth of Jesus with all of Jesus with all of Jesus with few Jesus with little to no
 The joy of the the accurate details accurate details. accurate details. accuracy.
shepherds and provides
 Angels’ song additional
 The wise men information for each.
Ability to create Displays complex Displays simple creative Struggles to follow Attempts but is unable to
messages on the birth creative skills in skills in creating instructions to produce follow instructions.
of Jesus. creating the messages. Follows the well-designed cards Needs a lot of support
messages. Follows instructions and and may need support and guidance to produce
the instructions produces well-designed and guidance to do so. well-designed cards.
accurately and cards.
produces well-
designed cards.

16
STRAND: 4.0 CHRISTIAN VALUES
Strand Sub Specific Learning Suggested Learning Experiences Suggested
Strand Outcomes Key Inquiry
Questions
4.0 4.1 By the end of the sub The learner is guided to: 1. Who
Christian Respect strand, the learner should  identify people that he or she should respect at should
Values for Self be able to: home and school, you
and a) identify ways of  demonstrate ways of showing respect to self and respect?
Others respecting self and others such as using polite words, greeting 2. Why
others at home and elders, showing acceptable behaviour and should
(9 lessons) school, obeying rules at home and school, you
b) recite a memory  recite a Bible verse on respecting parents, respect
verse on respecting Ephesians 6: 1-2 in groups, parents
parents,  sing songs about respect in groups, and
c) show respect to  role play on basic rules of respect, teachers?
people at home and  manipulate ICT devices to watch videos of
school. children showing respect to teachers and parents,
 take turns talking about why he or she should
respect parents and teachers.
Core Competencies to be developed:
Citizenship: Values for self and others: The learner demonstrates ways of showing respect to self and others.
Communication and Collaboration: Teamwork: Contributes to the group by participating actively in role-playing on basic
rules of respect.
Value:
Respect: Etiquette: The learner displays positive regard for self and others by demonstrating ways of showing respect to self
and others.

17
Link to Pertinent Contemporary Issues (PCIs):
Citizenship: Social Cohesion: The learner enhances positive behaviour guided by values as he or she roles play on basic rules
of respect.
Link to other Activity Areas:
Environmental Activities: The concept of respect for parents and teachers relates to the concept of proper behaviour at home
and school in Environmental activities.

18
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
4.0 4.2 By the end of the sub The learner is guided to: 1. What do
Christian Responsibility strand, the learner  take turns talking about activities given by your
Values to Self and should be able to: parents and teachers that he or she does at home parents
Others a) tell his or her and school, ask you
responsibilities at  demonstrate activities given by parents and to do at
(9 lessons) home and school, teachers that he or she does at home and school, home?
b) carry out  recite the Bible verse Ephesians 6:1-2 in 2. Why
activities groups, should
responsibly at  recite poems on responsibility in groups, you obey
home and school,  manipulate ICT devices to watch videos of your
c) show children carrying out different activities at parents
responsibility at home and school, and
home and school.  sing songs about responsibility in groups, teachers?
 take part in school activities such as collecting
litter, sweeping and watering plants,
 organise books in class and arrange tables and
chairs,
 recite a poem on responsibility to self and
others in groups.
Core Competencies to be developed:
Citizenship: Active community/family life skills: The learner shows responsibility to family and the school community as he
or she demonstrates activities given by parents and teachers at home and at school.

19
Value:
Patriotism: Dedication: The learner is aware of own responsibilities at home and school as he or she demonstrates activities
given by parents and teachers.
Link to Pertinent Contemporary Issues (PCIs):
Citizenship: Human Rights and Responsibilities: Responsibility: The learner works for the cohesion of the family as he or she
carries out assigned responsibilities at home and school.
Link to other Activity Areas:
Environmental activities: The concept of responsibility to self and others relates to the concept of responsibilities at home and
school in Environmental activities.

Assessment Rubric
Level Exceeds Meets Approaches Below Expectations
Expectations Expectations Expectations

Indicator
Ability to recite Bible verses on Recites Bible verses Recites Bible Recites Bible verses Recites Bible verses
Christian values. on Christian values verses on on Christian values on Christian values
eloquently. Christian with few errors or with significant
values. hesitations. errors or hesitations.
Ability to apply Christian values in Demonstrates the Demonstrates Demonstrates the Demonstrates the
daily life. criteria consistently the criteria in criteria in some criteria in some
 Self-respect: The learner talks and independently various situations and situations and
positively about self and avoids in various situations situations and contexts. contexts only when
conflicts. and contexts. contexts. prompted.

20
 Respect for others: The learner
displays appropriate behaviour,
takes turns, respects opinions, uses
appropriate language and
cooperates with others.
 Responsibility - The learner takes
care of their own and others'
belongings, follows rules and
routines, and completes tasks as an
individual and in groups.

21
STRAND: 5.0 THE CHURCH
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
5.0 5.1 By the end of the sub In pairs or groups, learners are guided to: 1. Why is
The Church The Church strand, the learner  observe pictures of churches, the
as a House of should be able to:  name the days he or she goes to church, church a
God a) identify the church  take turns talking about appropriate ways to Holy
as a house of God, behave in church, place?
(9 lessons) b) recite a simple Bible  manipulate ICT devices to watch videos 2. How do
verse about the showing appropriate behaviour in Church, you show
church,  demonstrate the appropriate behaviours to be respect in
c) display appropriate displayed when in church. the
behaviour when in  recite Matthew 21:13a. “My house shall be church?
church, called a house of prayer.” in groups,
d) show reverence for
 sing songs about the church in groups,
the church as a
 recite poems about the church in groups,
house of God.
 share materials to draw and colour the church,
 model a church.
Core Competencies to be developed:
Digital Literacy: The learner adopts new digital technology. Uses new digital technology to accomplish own tasks as he or she
manipulates ICT devices to watch videos showing appropriate behaviour in church.
Creativity and Imagination: Exploration: The learner demonstrates imagination and originality as he or she draws, colours and
models the church.

22
Value:
Social justice: Cooperation: The learner shares resources equitably with others as he or she shares materials to draw and colour
the church.
Link to Pertinent Contemporary Issues (PCIs):
Citizenship: Social cohesion: The learner demonstrates tolerance of diversity as he or she acknowledges the different days
others go to church when naming the days he or she goes to church.
Link to other Activity Areas:
Environmental Activities: The concept of appropriate behaviour in the church as a house of God relates to the concept of
proper behaviour at home and school in Environmental activities.

23
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
5.0 The 5.2 Church By the end of the sub The learner is guided to: 1. What do
Church Activities strand, the learner  take turns talking about activities that take you do in
should be able to: place in the church, church?
(10 lessons) a) tell activities that  look at pictures in a gallery walk on 2. Why do
take place in the different activities carried out in church, you take
church,  demonstrate activities carried out in part in
b) demonstrate service church, Church
to the church by  visit the church in their community and activities?
taking part in the participate in church activities,
church,  manipulates ICT devices to watch videos
c) appreciate activities on the activities carried out in the church,
that take place in the  sing songs using musical instruments, on
church. the activities done in the church in groups,
 recite a poem on activities done in the
church in groups,
 take turns talking about why he or she
should take part in Church activities.
Core Competencies to be developed:
Communication and Collaboration: Teamwork: the learner recognises the value of others’ ideas as he or she awaits turn to talk
about activities that take place in the Church.
Self-efficacy: Self-Drive: The learner takes initiative and displays confidence as he or she demonstrates activities carried out
in the Church

24
Value:
Unity: Cooperation: The learner strives to achieve a common goal with others as they sing songs on activities done in the
Church.
Link to Pertinent Contemporary Issues (PCIs):
Community Service Learning (CSL): The learner is provided opportunities to observe activities taking place in his or her
community as he or she is guided to visit a church in their community to observe and take part in church activities.
Link to other Activity Areas:
Creative Activities: The concept of activities done in church such as singing and dancing relates to the concept of performing
music in Creative activities.

Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator
Display appropriate Consistently displays Mostly displays Displays some Displays little to no
behaviour when in appropriate behavior in appropriate behavior in appropriate behavior in appropriate behavior in
Church. church. Actively church. Participates in church, but not church. Frequently
participates in the the service, follows consistently. May disrupt the service, do
service, follows the most of the instructions struggle to participate not follow instructions,
instructions given, and given and shows in the service, follow and show a lack of
shows respect for God, respect for God, the instructions, or show respect for God, the
the church, and others. church, and others. Can respect for God, the church, and others.
Able to sit still and sit still and quietly for church, and others. Unable to sit still and
quietly for an most of the time and May have difficulty quietly for an appropriate
appropriate period and engages in age- sitting still and quietly period and may require

25
 engage in age- appropriate activities for an appropriate constant supervision to
appropriate activities without disturbing period and may need engage in age-
without disturbing others. frequent reminders to appropriate activities
others. engage in age- without disturbing others.
appropriate activities
without disturbing
others.
Take part in Church Takes part in a variety Takes part in Church Takes part in some Demonstrates little to no
activities. of Church activities activities willingly. Church activities with willingness to take part in
willingly. frequent reminders. Church activities or may
actively resist doing so.

26
APPENDICES

APPENDIX I: CSL AT EARLY YEARS EDUCATION (PP1&2 AND GRADE 1-3)

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

Steps in carrying out the integrated CSL activity

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

27
 2) Implementation of CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

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

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will
be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning
and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity,
learners will be expected to participate actively in the whole process.

28
The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The teacher is
expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the process
and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule,
checklist, rating scale or any other appropriate assessment tool.

APPENDIX II: SUGGESTED RESOURCES, ASSESSMENT METHODS, ASSESSMENT TOOLS AND NON
FORMAL PROGRAMMES
Suggested Resources Suggested Suggested Assessment Non-Formal
Assessment Tools Programmes
Methods to Support
Learning
 Good News Bible  Oral questions  Checklists Pastoral
 Children’s Bible  Observations  Observation Programmes of
 ICT devices  Portfolios schedules Instruction
 Flashcards  Anecdotal records (PPI).
 Picture cut-outs  Portfolio
 Picture books
 Modelling materials (clay, dough, plasticine)
 Colouring materials (Coloured pencils/chalk/crayons)
 Wallcharts
 Musical instruments (e.g. shakers, drums etc)
 Improvised costumes and materials for role-play

29
30