Volume 3 Curriculum Designs Final Dec 2017 Min

REPUBLIC OF KENYA
LOWER PRIMARY LEVEL

CURRICULUM DESIGNS
VOLUME THREE
SUBJECTS:
CHRISTIAN RELIGIOUS EDUCATION, HINDU RELIGIOUS EDUCATION AND ISLAMIC

RELIGIOUS EDUCATION ACTIVITIES
KENYA INSTITUTE OF CURRICULUM EDUCATION
2017
First Published in 2017
All rights reserve. 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:978-9966-31-716-2
Published and printed by Kenya Institute of Curriculum Development
Property of the Government of Kenya

ii
FOREWARD
The Basic Education Curriculum Framework (BECF) outlines the vision and mission of Kenya’s curriculum reforms. The vision of the curriculum reforms is
to develop an engaged, empowered and ethical citizen. The mission is to nature the potential of every learner.
The framework adopts a Competency-based Curriculum and has identified seven core competencies, namely; communication and collaboration, critical thinking
and problem solving, creative and imagination, citizenship, digital literacy, learning to learn and self-efficacy. It provides a variety of opportunities for
identification and nurturing of a learner’s potentials and talents in preparation for life and the world of work. The framework is geared towards making learning
enjoyable.
Suitable curriculum designs have been developed to facilitate the implementation of the Basic Education Curriculum Framework. The designs contain the
National Goals of Education, outline of the Early Years Education (EYE) and general and specific learning outcomes of each subject. They also suggest a
variety of learning experiences, assessment and resources. The designs also link the topics to values, and Pertinent and Contemporary Issues (PCI).
It is my hope that all educators in Early Years Education Level will anchor their delivery of Basic and Teacher education on the curriculum designs.
FRED MATIANG’I, PHD, EGH,

CABINET SECRETARY,
MINISTRY OF EDUCATION
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PREFACE
Kenya values the education of its citizen. At the heart of this education is the school curriculum. The constitution and the Kenya Vision 2030 clearly outline the
role of education in the country. The dictates of the Constitution and the national aspirations of Vision 2030 triggered the curriculum reforms process. The
process began with a needs assessment that was meant to identify and address the development agenda of the country.
The Basic Education Curriculum Framework (BECF) is a first for this country. The Curriculum Reform Technical Team at the Kenya Institute of Curriculum
Development developed the framework. The team, led by experienced curriculum developers, benchmarked with various countries and developed a framework
that aptly resonates with national needs.
The BECF is the guide to all education stakeholders on the national curriculum. It outlines the vision and mission of the curriculum, the structure of education,
the levels of education, the learning areas for each level and the learning outcomes. It also stipulates the pillars that guide the reform process.
The learning areas are supported with curriculum designs that cover the educational content and guide the development of teachers’ guides and various formats
of curriculum support materials. The competency based curriculum in Kenya targets to develop globally competitive citizens who embrace 21st Century Skills.
DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY,
STATE DEPARTMENT OF BASIC EDUCATION

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ACKNOWLEDGMENT
This curriculum design has been developed to facilitate the implementation of the Competence Based Curriculum for lower Primary – Grades 1, 2, & 3. The
curriculum designs are organized in four volumes. Volume one contains Kiswahili, Literacy and Indigenous languages and English Activities. Volume two
contains Mathematics, Environmental, Hygiene and Nutrition Activities. Volume three contains Christian Religious Education, Hindu Religious Education and
Islamic Religious Education Activities. Volume four contains Movement and Creative Arts Activities.
The Curriculum designs for the Competence Based Curriculum for Early Years Education have been developed through a participatory approach embracing
the various stakeholders at different levels of development. My sincere gratitude goes to all officers of Kenya Institute of Curriculum Development who ably
guided the various panels. I am also grateful to all the panel members in the various learning areas for Early Years Education for their commitment, dedication
and diligence in accomplishing this task. I also wish to thank all the Development Partners who provided financial and technical support throughout the process.
My sincere thanks to the colleagues at the Ministry of Education for all their support.
It is my conviction that these designs will lay the foundation of the Competence Based Curriculum geared towards ensuring all our learners achieve their full
potential through the learning experiences and activities they will be engaged in.
JULIUS O. JWAN, PhD., MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWARD ................................................................................................................................................................................................................................. iii

PREFACE...................................................................................................................................................................................................................................... iv
ACKNOWLEDGMENT ............................................................................................................................................................................................................... v
INTRODUCTION....................................................................................................................................................................................................................... viii
LEARNING AREAS TIME ALLOCATION.............................................................................................................................................................................. x
NATIONAL GOALS OF EDUCATION .................................................................................................................................................................................... xi
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION ..................................................................................................................... xii
CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES ......................................................................................................................................................... 2
GRADE ONE .................................................................................................................................................................................................................................. 4
GRADE TWO ............................................................................................................................................................................................................................... 23
GRADE THREE ............................................................................................................................................................................................................................. 50
HINDU RELIGIOUS ACTIVITIES .......................................................................................................................................................................................... 76
GRADE ONE ................................................................................................................................................................................................................................ 77
GRADE TWO ............................................................................................................................................................................................................................... 90
GRADE THREE ........................................................................................................................................................................................................................... 102
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES .......................................................................................................................................................... 116
GRADE ONE .............................................................................................................................................................................................................................. 118
GRADE TWO ............................................................................................................................................................................................................................. 134
GRADE THREE ........................................................................................................................................................................................................................... 151
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INTRODUCTION
The Lower Primary designs are meant for learners in Grade 1 to 3. They have taken cognizance of the various aspects of development of learners of that age
cohort. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum.
The teacher must understand the learning outcomes and be able to use the Suggested Learning Experiences to achieve the outcomes. The teacher can also
design own learning experiences as long as they achieve the designed learning outcomes. A variety of learning experiences will ensure that learners are engaged
in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designs allow the teachers to use a variety of
assessment methods but in the end, they must evaluate the achievement of the learning outcomes.
The curriculum designs are very critical and teachers must make reference to them consistently.

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The Curriculum Designs for Lower Primary are in four volumes:
Volume One
• Kiswahili Activities
• Literacy Activities
• English Activities
Volume Two
• Mathematics Activities
• Environmental Activities
• Hygiene and Nutrition Activities
Volume Three
• Christian Religious Education
• Hindu Religious Education
• Islamic Religious Education
Volume Four
• Movement and Creative Activities
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LEARNING AREAS TIME ALLOCATION
Learning Area Lessons Per Week
1 Literacy Activities 5
2 Kiswahili Language Activities/Kenya Sign Language 3
3 English Language Activities 3
4 Mathematical Activities 5
5 Environmental Activities 5
6 Hygiene and Nutrition Activities 2
7 Religious Activities 3
8 Movement and Creative Activities 8 (*** 5 for PE)
9 Pastoral Programme of Instruction 1
Total Lesson Per Week 35

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the
learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instill 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-fulfillment

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.
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
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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 instill 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.
GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION

xii
By the end of early years’ education, the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living.
8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
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CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES

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Essence Statement
This learning area builds on the competencies introduced at pre-primary level concerning God’s self-revelation to man through Jesus Christ. The learners will
be equipped with moral values, life skills and attitudes that assist them to live with self and others peacefully. This will be guided by the greatest and the most
important commandment in Mathew 22:37, which states, ‘Love the Lord your God with all your heart, with all your soul, and with all your mind. The second
most important commandment in Mathew 22:39 states, ‘Love your neighbor as you love yourself.’
The learner will also acquire basic principles for Christian living through the Holy Bible. In line with constructivist theory, some of the essential principles
include making links between learners’ own experiences, needs, interests, questions and beliefs. The life approach method will be used. This implies that the
teacher begins the lesson by exploring the experiences of the learner and guiding him/her to discover the religious significance of his/her experiences in relation
to the Christian faith.
The curriculum will therefore, inculcate values and attitudes which the learner needs to uphold in daily life based on the teachings of theHoly Bible. These
values include obedience, sharing, responsibility, honesty and respect for self and others to mention but a few. These values will foster harmonious living and
formation of healthy relationships amongst the learners and their communities
General Learning Outcomes

By the end of Early Years Education, the learner should be able to:
a. demonstrate an awareness of the love of God as their sole creator and heavenly father
b. appreciate the Holy Bible as the word of God and apply it in their daily life for holistic living
c. appreciate the life of Jesus Christ by applying His teachings in their relationships with others
d. apply Christian values in their interaction with others from diverse backgrounds to form healthy relationships
e. appreciate the Church as a place of serving God and instilling a sense of responsibility in the learner.
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GRADE ONE
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question(s)
1.0 1.1 Self- By the end of the Sub strand, the learner ● Learners to read Genesis1:27 1. Who created you?
Creation Awareness should be able to: ● Learners to write their names on flash cards 2. What is your name?
a) recognize themselves as uniquely and display them 3. How important are
8 lessons created in the image and likeness of ● Learners to sing songs related to their names you before God?
God for His glory ● Learners to say why they are special before
b) mention their names for identification God
and self-awareness ● Learners to watch a clip of a palm of a hand
c) recognize that God knows them by with a name on it
their names as part of His creation ● Learners to draw the palm of their hand and
d) appreciate themselves as unique and write their names
special creation before God. ● Learners to read a verse in Isaiah 43:1
● Learners to recite Isaiah 49:16
Core-Competences to be developed: Self-efficacy; children will engage in activities involving appreciating themselves, communication and
collaboration; group and pair up as they mention their names and sing songs, imagination and creativity; draw and write their names
Link to PCIs : Life skills; Self-awareness, self-esteem and effective Link to Values: Cooperation and love
communication
Link to other learning activity areas Language Activities as they learn new Suggested Community Service Learning activities: Involve parents to
vocabulary, Movement and Creative Activities as they sing and draw affirm the learners in order to enhance their self –esteem
Suggested Non-formal activities to support learning: Children participate in Suggested assessment: Oral questions, portfolios, observation, written
church ceremonies such as baptism, songs on their uniqueness quizzes ,sorting and grouping, matching
Assessment Rubrics
Exceeding expectations Meeting expectations Approaching expectations Below expectations

Accurate understanding of self in terms of Good understanding of self in Fair understanding of self in terms Hardly understands self in terms of
name and uniqueness and consistently terms of name and of name and uniqueness and name and uniqueness and seldom
uniqueness and traces their sometimes traces their identity to

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traces their identity to God identity to God God traces their identity to God
1.0 1.2 My By the end of the Sub strand, the •
Learners to name members of their nuclear 1. Who are the members
Creation Family learner should be able to: family of your nuclear
6 lessons a) name members of their nuclear • Learners to mention the person who leads family?
family for a sense of belonging prayer at home 2. Who leads prayers at
b) pray with their family members to• Learners to demonstrate how they pray at home home?
promote unity • Learners to be given a task to record the number 3. When do you pray at
c) desire to participate in family of times they pray at home as a family home?
prayers in order to grow in faith
• In groups or pairs, learners to identify items 4. What do you share at
d) identify items they share at home they share at home. home?
to enhance togetherness • Learners to observe and discuss a
e) appreciate the importance of chart/picture/photograph of a family sharing a
sharing at home for family unity meal.
• Learners to sing the song, ’Read your Bible pray
every day’
Core-Competences to be developed: Communication and collaboration as they share meals, learning to learn as they read and recite the Bible
Link to PCIs :Life Skill; effective communication, Links to values: Sharing ,love, respect
Citizenship; cohesion
Link to other learning activity areas: Mathematical Activities; Suggested Community Service Activities: Learners count and record the number of
on number of times they pray, Language Activities as they read times they pray as they share meals in the family
the Bible
Suggested Non formal Activity to support learning: Singing Suggested assessment : Oral questions, portfolios, observation, written quizzes,
songs question and answer, listening, reciting, checklists ,project
Assessment Rubrics

Accurately and consistently identifies Accurately identifies members Can only identify a few members of the Hardly identifies members of the
members of the nuclear family, what of the nuclear family, what nuclear family, occasionally mention nuclear family neither mentions
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they share and always pray with them they share and pray with them what they share and sometimes pray what they share nor pray with them
with them
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
1.0 Creation 1.3 Creation of Plants By the end of the Sub strand, the ● Learners to name various plants and 1. Who created plants
and Animals learner should be able to: animals created by God. and animals?
a) mention some plants and ● Learners to be taken on a nature walk to 2. Why do you take
6 lessons animals that God created as identify different plants and animals care of plants?
part of the environment ● Learners to draw and colour some plants 3. Why do you take
b) care for plants and animals as that God created care of animals?
part of God’s creation. ● Learners to give reasons for taking care of
c) appreciate plants and animals plants and animals
as part of God’s creation ● Learners to model some animals
Core-Competences to be developed: Learning to learn: Learners will develop the desire to explore and discover more about plants and animals in the
surrounding, imagination and creativity: modelling and drawing animals and plants, communication and collaboration: nature walk
Link to PCIs : Animals welfare and animal safety Link to Values: Responsibility and respect
Link to other learning activity areas: Environmental Activities as they Suggested Community Service Learning activities: planting trees and
take care of plants and animals watering them
Non-formal activity to support learning: Take a nature walk to explore Suggested assessment: oral questions, portfolios, observation, written
plants and animals in the community quizzes, question and answer, listening, reciting, checklists and puzzles
Assessment Rubrics

Accurately describes creation of Describes creation of plants and Fairly describes creation of plants and Hardly describes creation of plants
plants and animals and consistently animals and takes care of them animals and sometimes takes care of and animals and barely takes care
takes care of them them of them

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question(s)
2.0The 2.1Physical By the end of the Sub strand, the ● Learners to state how to take care of the Holy Bible 1. Why should you
Holy Handling of learner should be able to: ● Learners to list why they should respect the Holy handle the Bible
Bible the Holy Bible with respect and
a) identify ways of handling the care?
Bible ● Learners to role play; handling the Holy Bible with
Holy Bible with respect as the 2. Which are the first
care and respect
8 lessons word of God two Gospel books?
b) recognise the Holy Bible as the ● Learners to name the first two Gospel books
3. What are the two
word of God by naming the first (Mathew and Mark)
divisions of the
two Gospel books ● In small groups learners to state the two divisions of Bible?
c) appreciate the Holy Bible by the Holy Bible (Old and New Testament)
stating its two divisions that is, ● Learners to sing a song on ‘My Bible and I’
the Old and the New Testament
Core Competences: Communication and collaboration as they discuss the major divisions of the Holy Bible, imagination and creativity as they sing,
learning to learn; how to handle the Holy Bible
Link to PCIs: Life skills; effective communication Link to Values: Cooperation ,respect , care
Link to other learning activity areas: Mathematical Activities through Suggested Community Service Learning activities: Attend Sunday school
the aspect of division and number of books in the Holy Bible, Movement in their churches so as to learn more about the Holy Bible
and Creative Activities as they role play
Non-formal activities to support learning: Singing, participate in Bible Suggested assessment: Oral questions, portfolios, observation, written
clubs, participate in Pastoral activities quizzes, question and answer, reciting, checklists, filling in blank spaces
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Assessment Rubrics
Exceeding expectation Meeting expectation Approaching expectation Below expectations
Perfectly and consistently handles the Accurately handles the Bible Fairly handles the Bible with care Hardly handles the Bible with care
HolyBible with care with care
Consistently identifies the divisions of the Correctly identifies the two Occasionally identifies the two hardly identifies the two divisions of
HolyBible and names the first two Gospel divisions of the Holy Bible and divisions of the Holy Bible but the Holy Bible
books accurately names the first two Gospel names only the first Gospel book
books
question(s)
2.0 The 2.2Bible Story: By the end of the Sub strand, the • Learners to read 1 Samuel 17:48-51 1. Who was David?
Holy learner should be able to: • Learners to watch a video on David and 2. How did David kill
David and Goliath Goliath Goliath?
Bible a) narrate the story of David and
Goliath and desire to depend on • Learners to sing a song about David and 3. Whom did David
God in their day to day lives Goliath depend on to kill
6 lessons b) appreciate the story of David and • Learners to draw, colour and share pictures of Goliath?
Goliath in their lives by having David and Goliath
faith in God • Learners to recite 1 Samuel 17:50
Core Competences: Imagination and creativity as they draw David and Goliath, communication and collaboration as they discuss and share their
drawings, learning to learn as they recite the verse, digital literacy as they watch the videos
Link to PCIs: Life skills: Self-esteem, assertiveness, creativity, decision Link to Values: loyalty, obedience, responsibility, trust, courage
making, Citizenship; leadership skills, patriotism
Link to other learning activity areas: Language Activities through Suggested Community Service Learning activities: Visit a senior citizen
reciting verses, Movement and Creative Activities as they draw and colour in the company of a parent or guardian who will enlighten them on the
consequences of fighting between communities
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Suggested Non-formal Activity to support learning: Learners engage in Suggested assessment: Oral questions, portfolios, observation, written
sports where a winner is declared quizzes, question and answer, listening, reciting, checklists
Assessment Rubrics
Appropriately and accurately narrates Appropriately narrates and Periodically narrates and applies Rarely narrates the Bible story nor
and applies values acquired from the applies values acquired from values acquired from the Bible story applies the values acquired in their day
Bible story in their lives the Bible story in their lives in their lives to day lives.
2.0 The 2.3The Bible By the end of the Sub strand, ● Learners to read Genesis 37:3-10 1. Who had a coat of many
Holy Story: the learner should be able to: ● Learners to watch a video about Joseph and his colours?
Bible brothers 2. Why did Joseph’s
Joseph and his Coat a) narrate the story of Joseph ● In groups, learners to list the qualities of Joseph brothers hate him?
of Many Colours and relate it to their daily ● In pairs, learners tosay why Joseph’s brothers 3. What did the brothers
lives hated him. say about Joseph’s
b) discuss Joseph’s brothers’ ● Learners to list in groups why they should love dreams?
reaction to his dreams and their brothers and sisters
6 lessons
desire to love their siblings ● Learners to watch a video clip on Joseph’s coat of
c) apply lessons learnt from many colours
the story of Joseph in their ● Learners to draw a coat and colour it
relationship with others ● Learners to role play what Joseph’s brothers said
when he told them about his dream
● Learners to sing a song about Joseph and his
brothers
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Core Competences to be developed : Digital literacy as they watch the video about Joseph and his brothers, communication andcollaboration as learners
discuss, sing and role play, imagination and creativity as learners sing and draw
Link to PCIs: Life skills; Effective communication, assertiveness, self-esteem, Link to Values: Love, respect,responsibility, tolerance
interpersonal relationship, Citizenship; leadership.
Link to other learning activity areas: Language Activities through Suggested Community Service Learning activities: Observe parents and
reading, Movement and Creative Activities through drawing and family members as they demonstrate love in the family
colouring, role play
Suggested Non formal Activity to support learning: dramatize Suggested assessment: Oral questions, portfolios, observation, written quizzes,
Joseph and his brothers question and answer, listening, reciting, checklists
Assessment Rubrics
Accurately and appropriately narrates Appropriately narrates the Periodically narrates and applies the Rarely narrates the story of Joseph
the story of Joseph and his coat of many story the story of Joseph and values acquired from the story the and his coat of many colours and
colours and applies the values acquired his coat of many colours and story of Joseph and his coat of many does not apply the values acquired in
in their daily interactions applies the values acquired in colours in their daily interactions their daily interactions
their daily interactions
2.0 The Holy 2.4 The Bible Story; By the end of the Sub strand, ● Learners to read 2 kings 2:11-12 1. What appeared
Bible the learner should be able to: ● Learners to list in pairs ways of pleasing God between Elijah and
Elijah and the chariot ● Learners to role play Elijah and Elisha walking Elisha as they were
of fire a) narrate the story of Elijah and talking until the chariot appeared walking and talking?
and the chariot and apply ● Learners to sing a song about Elijah being 2. What did Elisha say
it in their relationship taken up to heaven by a whirlwind. when he saw Elijah
with God ● Learners to recite 2 Kings 2:12 taken up to heaven?
b) appreciate the father-son ● Learners to watch a video clip on Elijah and
relationship between the chariot of fire
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3 lessons Elijah and Elisha and ● Learners to draw a chariot of fire
desire to honour their
parents
Core Competence to be developed: Imagination and creativity as they role play and sing, communication and collaboration as they discuss and read the
Bible verses.
Link to PCIs: Citizenship; mentorship, service learning and parental Link to Values: Holiness, unity, love
empowerment and engagement as shown by the father son relationship
between Elijah and Elisha
Life skills; effective communication, self –awareness, self esteem
Link to other learning activity areas: Language Activities as they learn Suggested Community Service Learning Activities: Learners go to church
the term chariot, Movement and Creative activities as the learners sing to be mentored by church leaders
Suggested Non formal Activity to support learning: Talks during Suggested assessment: Oral questions, portfolios, observation, written
school assemblies by teachers and peer educators to sensitize learners on quizzes, question and answer, listening, reciting, checklists
the importance of mentorship, participate in Bible club activities
Assessment Rubrics
Accurately and precisely describes the Accurately describes the Bible Periodically describes the Bible story Rarely describes the Bible story
Bible story and applies the values story and applies the values and sometimes applies the values nor applies the values acquired in
acquired in their day to day life acquired in their day to day life acquired in their day to day life their day to day life
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By the end of the Sub strand, the ● learners to read Matthew 2:1 1. In which city was
3.0The learner should be able to: ● learners to role play the birth of Jesus Christ Jesus Christ born?
early life 3.1 The ● learners to read Luke 2:15-18 2. What are the names
of Jesus birth of a) identify the city of Jesus’ Birth ● learners to listen to the recorded carol ‘Jingle bells” of the parents of Jesus
Christ Jesus Christ to develop a sense of belonging ● learners to sing a song related to Luke 2:13-14 Christ?
b) mention the parents of Jesus ● learners to observe pictures of Jesus Christ with His 3. How did the
Christ to identify with their parents and name each of them as they point at the shepherds express joy
own parents picture at the birth of Jesus
8 lessons
c) analyze the joy of the ● learners to observe pictures of shepherds worshipping Christ?
shepherds and relate it to baby Jesus 4. Which song did the
Christmas celebrations ● Learners to read Luke 2: 22-24 angels sing?
d) explain the naming and ● Learners to role play the dedication of baby Jesus 5. Which rituals were
dedication of Jesus Christ and ● Learners to sing the song the angels sang when Jesus performed after
relate it to their own life Christ was born Jesus’ birth?
experience
Core Competences to be developed: Communication and collaboration through group discussions and role play, imagination and creativity through role
play , digital literacy as they watch videos
Link to PCIs: : Citizenship; children’s rights to name and parental care ,patriotism, Link to Values: Humility and thanksgiving
Service learning and Parental empowerment and engagement, Life skills; Creative
thinking and decision making ,self-awareness and self esteem
Link to other learning activity areas: Movement and Creative Activities reinforced Suggested Community Service Learning activities: Attend
through singing and role play church dedication ceremonies and ask their parents when and
where they were born
Language Activities through reading the Bible
Suggested Non formal activity to support learning: Singing Christmas carols Suggested assessment: Oral questions, portfolios, observation,
written quizzes, question and answer, listening, reciting, checklists
Assessment Rubrics

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Very good understanding of the Birth of Good understanding of the Birth of Fair understanding of the birth of Minimal understanding of the
Jesus Christ and consistently relates it Jesus Christ and relates it to their Jesus Christ and sometimes relates it Birth of Jesus Christ and hardly
to their daily lives daily lives to their daily lives relates it to their daily lives
3.0 The Early 3.2 Jesus Christ By the end of the Sub strand, the ● Learners to read Luke 2: 42-49 1. Why did Jesus go to
Life of Jesus in the Temple learner should be able to: ● Learners to tell how Jesus Christ obeyed his the temple?
Christ parents 2. In which ways do you
a) emulate Jesus Christ’s example ● Learners to role play how Jesus Christ obey your parents?
by obeying parents in day to showed assertiveness when questioned by 3. How did Jesus respond
4 lessons day life His parents to His parent’s
b) desire to follow Jesus Christ’s ● Learners to sequentially arrange flash cards question?
example by accompanying on the events that took place when Jesus was
their parents to church left in the temple
● Learners to draw and colour a church
Core Competences to be developed: Imagination and creativity as they draw and role play, communication and collaboration as they discuss
Link to PCIs : Life skills; assertiveness, critical thinking, effective Link to Value: Respect, responsibility, obedience, love
communication, Parental empowerment; parents went to look for Jesus
Link to other learning activity areas: Movement and Creative Activities; Suggested Community Service Learning activities: Learners accompany
drawing, colouring and role play their parents to church
Suggested Non formal activity to support learning: Participating in Suggested assessment: Oral questions, portfolios, observation, written
Pastoral Programmes, Bible Clubs, Scripture Union quizzes, question and answer, listening, reciting, checklists
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Assessment Rubrics
Accurately and consistently describes Clearly describes events in Fairly describes events in the early Hardly describes events in the early life
events in the early life of Jesus Christ the early life of Jesus Christ life of Jesus Christ and occasionally of Jesus Christ and rarely relates them
and always relates them to their lives and relates them to their relates them to their lives to their lives.
lives
3.0 The ● Learners to mention incidences of baptism 1. In which place was

life of they may have witnessed in their churches Jesus Christ
3.3 Baptism of Jesus By the end of the Sub strand, the ● Learners to read Matthew 3: 13-15 about the baptized?
Jesus
Christ learner should be able to: baptism of Jesus 2. Who baptized
Christ
● Learners to watch a video clip on Jesus’ Jesus Christ?
a) name the place where Jesus
baptism 3. How did Jesus
Christ was baptized and relate
6 lessons ● Learners to mention the place where Jesus Christ express
it to their life
was baptized and the person who baptized humility?
b) identify the person who
Him
baptized Jesus Christ and
● Learners to role play the baptism of Jesus
appreciate their church leaders
Christ.
c) acquire the value of humility
● Learners to draw and colour Jesus being
for peaceful co-existence with
baptized
others
● Learners to sing baptismal songs
Core Competences: Communication and collaboration; expressed in role play and discussions whereby children interact and share, imagination and
creativity expressed in drawing, colouring and role play
Link to PCIs: Life skills ;negotiation, assertiveness, decision making Link to Values: Humility, obedience, respect
Citizenship; social cohesion
Link to other learning activity areas: Movement and Creative Suggested Community Service Learning activities: Learners attend church
14
Activities through singing and drawing baptism ceremonies.
Suggested Non formal activity to support learning: Learners sing Suggested assessment: Observation, written quizzes, question and answer,
baptismal songs listening, reciting.
Assessment Rubrics
Accurately and consistently describes the Accurately describes the baptism Fairly describes the baptism of Hardly describes events in the
baptism of Jesus Christ and always relates of Jesus Christ and relates it to Jesus Christ and sometimes relates baptism of Jesus Christ and barely
it to their own lives their lives it to their lives relates it to their lives.
question(s)
3.4 Wedding By the end of the Sub strand, the ● Learners to read John 2:1-10 1. What happened at
3.0 The ● Learners to watch a video on changing of water into the wedding in Cana
at Cana of learner should be able to:
life of wine of Galilee?
Galilee
Jesus a) narrate how Jesus changed ● Learners to tell the response of the servants to Jesus’ 2. How did the
Christ water into wine and depend on instructions John 2:7-8 servants respond to
God always ● Learners to role play the wedding at Cana Jesus’ instructions?
4 lessons b) discuss how the servants ● Learners to sing a song on how Jesus turned water into
obeyed Jesus’ instructions wine
and relate it to their daily life ● Learners to draw and colour the six jars of wine
Core Competences: Communication and collaboration achieved through role play , imagination and creativity achieved through drawing and colouring,
learning to learn as they read, digital literacy as they watch video
Link to PCIs: Learning to live together, Life skills; problem solving, critical Link to Values: Obedience, hope, cooperation, concern, faith
thinking, decision making ,negotiation skills,
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ESD; food security, Jesus provided wine to the guests,
Parental engagement, Jesus obeyed His mother
Link to other learning activity areas: Movement and Creative Activities Suggested Community Service Learning activities: Learners should
through singing, drawing and colouring, Mathematical Activities in counting attend weddings and observe how people celebrate. Learners should do
water jars, Language Activities through reading and acquisition of new various chores at home
vocabulary
Suggested Non formal Activity to support learning: Learners practice Suggested assessment: Oral questions, portfolios, observation, written
singing, wedding songs in the Music Club quizzes, question and answer, listening, reciting, checklists, drawing,
observation
Assessment Rubrics
Accurately describes the wedding at Clearly describes the To some extent describes the Barely describes the wedding at Cana
Cana and consistently depends on God in wedding at Cana and depends wedding at Cana and at times and never applies it to their lives
their daily lives on God in their daily lives depends on God in their daily lives
3.0 The life 3.5 Healing of By the end of the Sub strand, the ● Learners to read Matthew 8: 14-15 1. What happened when Jesus
of Jesus Simon Peter’s learner should be able to: ● Learners to role play how Jesus healed visited Simon Peter’s mother-
Simon’s mother- in- law in- law?
16
Christ mother- in- law a) narrate the healing of Simon ● Learners to draw and colour sad faces 2. How did Simon Peter’s
Peter’s mother-in-law and and happy faces mother- in- law express
3 lessons relate it to their daily lives ● Learners to discuss how Simon’s gratitude?
b) appreciate Simon Peter’s mother- in- law expressed gratitude
mother-in-law’s reaction by for being healed.
expressing gratitude for every ● Learners to sing thanksgiving songs to
good gift they receive express gratitude to God
Core Competences: Communication and collaboration through discussion and role play,
imagination and creativity through role play and drawing
PCIs Health :Non communicable diseases Link to Values: Thankfulness, hospitality, kindness, faith, love, responsibility
Life skills: Problem solving, friendship formation and maintenance
Link to other learning activity areas: Health and Nutritional Suggested Community Service Learning activities: Learners interact with
Activities in teaching types of diseases, Language Activities in teaching their parents and find out ways of managing common diseases.
new vocabulary and reading, Movement and Creative Activities through
drawing and colouring
Non formal Activity to support learning: Participate in activities that Suggested assessment: Oral questions, portfolios, observation, written quizzes,
promote healthy living question and answer, listening, reciting, checklist
Assessment Rubrics

Excellently and correctly narrates the Correctly narrates the healing of Simon’s Fairly narrates the healing of Rarely narrates the healing of
healing of Simon’s mother-in -law and mother-in- law and expresses gratitude to Simon’s mother- in- law and Simon’s mother -in- law and
consistently expresses gratitude to God God periodically expresses gratitude seldom shows gratitude to God
to God
question(s)
4.0
4.1 Sharing By the end of the Sub strand, the learner should be able to: ● Learners to identify various 1. Which items do
Christian items that can be shared at home you share at
a) identify items shared at home to promote togetherness
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values 3 lessons b) share various items at home to enhance love and unity ● In pairs learners to list items home?
c) narrate the story of the little boy with two fish and fiveshared at home 2. Why is it
loaves and practice kindness in their day to day life ● Learners to read John 6: 1-14 important to
d) appreciate the importance of keeping the environment ● Learners to role play the story of share items with
clean by collecting litter the little boy with two fish and others?
five loaves 3. Why should you
● Learners to keep the collect litter?
environment clean
Core Competences: Citizenship as they share with others, collaboration and communication; learners interact in groups
Link to PC I’s :Citizenship; social cohesion Links to Values: Concern, responsibility, love, sharing, kindness, social justice ,faith
ESD: keeping the environment clean
Food security :do not throw food away
Link to other learning activity areas: Environmental Suggested Community Service Learning activities: Visit the elderly and share with
Activities collect leftovers them
Non formal activity to support learning: Sharing playing Suggested assessment: Oral questions, portfolios, observation, written quizzes,
materials, for example, balls, swings, bean bags, skipping ropes questions and answer, listening, reciting, checklists
Assessment Rubrics
Appropriately and consistently Appropriately shares with others Occasionally share with others at home Hardly shares with others and does
share with others at home and at home and relates well with and relates minimally with them not relate well with them
relates well with them them
question(s)
4.2 Obedience By the end of the Sub strand, the learner ● Learners to read Ephesians 6:1-2 1. Why should you
4.0 Christian 3 lessons should be able to: ● In groups, learners to list why they should obey parents?
values obey parents and siblings 2. What is the
a) describe the importance of ● Learners to say the benefits of obeying promise of obeying
18
obedience to promote peace and parents parents according
harmony at home ● Learners to role play obedience at home Ephesians 6:3?
b) demonstrate obedience by obeying ● Learners to recite Ephesians 6:2-3
parents and older siblings at home.
Core Competences to be develop: Learning to learn as they list importance of obedience, imagination and creativity as they role play, communication
and collaboration as they list in groups
Link to PCIs: Life skills; self- awareness, interpersonal relationship, Link to Values: Obedience, love, respect, unity, humility
Link to other learning activity areas: Movement and Creative Activities as Suggested Community Service Learning activities: Interact with the
they role play, Language Activities as the read the Holy Bible senior members of the society and learn about the importance of obedience
Suggested Non formal Activity to support learning: Obey the children’s Suggested assessment: Oral questions, portfolios, observation, written
government as they interact with them quizzes, questions and answers, reciting, checklists
Assessment Rubrics
Excellently demonstrates Demonstrates obedience to Sometimes demonstrates obedience to Rarely demonstrates obedience to
obedience to their parents and older parents and older siblings parents and older siblings parents and older siblings
siblings at home
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry questions(s)
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4.0 By the end of the Sub strand, the learner ● Learners to read Ephesians 4:25 1. Why is it good to always
Christian should be able to: ● Learners to state reasons for telling the truth tell the truth?
4.3 always. 2. Why is it wrong to take
values
Honesty a) state reasons for telling the truth and ● Learners to say why they should not steal or other peoples’ items?
apply it in their everyday life pick items that are not theirs 3. Why should you get to
b) avoid taking other people’s items ● Learners to role play situations of honesty while school on time?
4 Lessons without permission for peaceful co- dealing with other people’s items 4. Why should you get
existence ● Learners to mention reasons for getting home home on time after
c) demonstrate punctuality at school and school on time (punctuality) school?
and at home to be a responsible
citizen
Core Competences: Communication and collaboration as they read in groups, imagination and creativity as they role play , self-efficacy as they say
reasons for telling the truth, learning to learn as they mention reasons for telling the truth
Link to PCIs: Citizenship; integrity, social cohesion, Life skills; self- Link to Values: Honesty, love, respect, responsibility
awareness, assertiveness, decision making, effective communication
Link to other learning activity areas: Language Activities as they read Suggested Community Service Learning activities: Interact with members
the Holy Bible, Movement and Creative Activities as they role play of the community and learn more about good moral values and virtues
Suggested Non formal activity to support learning: Storytelling, Suggested assessment: Oral questions, portfolios, observation, written
participate in integrity club where values such as, honesty are emphasized quizzes, question and answer, listening, reciting, checklists
Assessment Rubric
Very good understanding of honesty Good understanding of honesty Fair understanding of honesty Hardly understands honesty

20
4.0 4.4 By the end of the Sub strand, the • Learners to read 1Thessalonians 5:18 1. Why should you
Christian Thankfulness learner should be able to: • Learners to say why they should thank their thank your parents?
values parents 2. When do you thank
3 lessons a) mention ways of expressing • Learners to state when to thank parents your parents?
gratitude to their parents. 3. In which ways do
• Learners to role play how to thank parents
b) thank their parents always to you thank your
• Learners to compose a poem on thanking their
promote good parent-child parents?
parents
relationship
• Learners to sing a song, praising God for the gift
of parents
Core-Competences to be developed: Imagination and creativity as they compose poems and role play, communication and collaboration as they discuss
Link to PCIs: Life skills; effective communication, interpersonal Link to Values: Thanksgiving, respect
relationships
Parental engagement; thankfulness to parents
Link to other learning activity areas: Language Activities as they Suggested Community Service Learning activities: Learners interact with
discuss, Movement and Creative Activities as they compose poems and their parents and thank them for care and love
role play
Suggested Non formal Activity to support learning: Appreciate parents Suggested assessment: Oral questions, portfolios, observation, written
in different occasions quizzes, question and answer, listening, reciting, checklists
Assessment Rubric
Very good understanding of Good understanding of thankfulness Fair understanding of Minimal understanding of
thankfulness thankfulness thankfulness
question(s)
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5.0 The By the end of the Sub strand, the learner ● Learners to read Psalms 100:4 1. Why should you
Church 5.1 Church as a should be able to: ● Learners to list in pairs how to respect the church respect the Church?
House of God as a place of worship 2. Why do you go to
a) recognise the Church as a place of ● Learners to state the benefits of going to church Church?
4lessons worship and respect it ● Learners to be given a task to record the number 3. How many times do
b) acquire a sense of responsibility by of times they go to church you attend Sunday
serving God in Church ● Learners to role play activities they do in church school?
c) desire to grow in faith by attending (e.g. praying, reading the Bible, singing,). 4. What do you do in
Sunday School ● Learners to sing songs they sing in Sunday Church?
school
Core Competences to be developed: Communication and collaboration as they discuss in groups, imagination and creativity as they role play
Link to PCIs: Life skill; effective communication, self-esteem and self-awareness, Link to Values: Responsibility, respect, faith, unity and
friendship formation and maintenance love
Link to other learning activity areas: Mathematical Activities on the Suggested Community Service Learning Activities: Learners mention
number of times they go to church and record how they serve God in church. Learners to record the number of
Movement and Creative Activities as they role play times they go to church with their parents
Suggested Non formal Activity to support learning: Participating in Bible Suggested assessment: Oral questions, portfolios, observation, written
club activities and Pastoral Instruction Programmes quizzes, question and answers, reciting, checklists, drawing, filling in blank
spaces ,puzzles
Assessment Rubrics
Actively and regularly participates in Actively participates in church Sometimes participates in church Seldom participates in church
church activities activities activities activities
5.0 The 5.2 Church as a By the end of the Sub strand, the learner ● Learners to read Mathew 21:13 1. What is prayer?
22
Church house of Prayer should be able to: ● Learners to compose simple prayers in groups 2. Why do you pray?
● learners to say simple prayers in turns 3. How do you say a
2 lessons a) say simple prayers to thank God for ● Learners to practice saying simple prayers simple payer?
His provision before and after taking meals and before they
b) appreciate prayer as a way of leave for home
communicating with God
Core Competences to be developed: Communication and collaboration as they say prayers in groups, imagination and creativity as they compose prayers
Link to PCIs: Life skills; assertiveness, self- awareness, self-esteem, Link to Values: Unity, love, faith, thankfulness, patience
effective communication, coping with emotions
Link to other learning activity areas: Language Activities through Suggested Community Service Learning activities: Learners to participate in
composing simple prayers, Mathematical Activities as they record the prayers at home and in church with the guidance of parents
number of times they pray at home
Suggested Non formal Activity to support learning: Conduct Suggested assessment: Oral questions, portfolios, observation, written quizzes,
prayers in school assemblies with the guidance of teachers, Participate questions and answers , reciting, checklists, drawing, filling in blank spaces,
in the Bible club activities puzzles
Assessment Rubrics
Perfectly and consistently says simple Perfectly says simple prayers Occasionally says simple prayers Hardly say simple prayers.
prayers
GRADE TWO
1.0 question(s)
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Creation 1.1 Self- 1. Why are you
Awareness By the end of the Sub strand, the ● Learners to recite Psalms 139:13 special before
learner should be able to: ● In pairs learners to mention what they like about God?
4 lessons themselves 2. What do you like
a) state what they like about about yourself?
● In pairs learners to observe and state in front of the
themselves as God’s creation 3. Which chores do
class their similarities and differences, Genesis
b) appreciate their physical you perform at
appearance as uniquely created 1:27
home?
by God ● Learners to be ordered from the shortest to the
c) state different chores they do tallest and play games that give an advantage to
at home as service to God both
d) appreciate their worth as part ● Learners to role play different chores they do at
of God’s creation home
● Learners to sing a song about their physical
appearance, ’Mwili wangu ni wa ajabu sana nani
aliyeniumba mimi nashangaa…………………..’
Core Competences to be developed :Learning to learn as they mention their different roles, imagination and creativity as they play games and sing, self-
efficacy as they mention what they like about themselves
Link to PCIs: Life skills; self-awareness, self-esteem, critical thinking, Link to Values: Responsibility, love, cooperation
assertiveness, effective communication, Citizenship; Human Rights,
ESD; gender awareness
Link to other learning activity areas: Language Activities as they learn Suggested Community Service Learning activities: Visit a senior citizen to
new vocabularies, Movement and Creative Activities as they role play talk about different gender roles in the community, participate in family
chores
Suggested Non formal Activity to support learning: Debate on gender Suggested assessment: Oral questions, portfolios, observation, written
roles, participate in health club activities quizzes, questions and answers, reciting, checklists, drawing, filling in blank
spaces, puzzles
Assessment Rubrics

24
Correctly and consistently appreciates Correctly appreciates self and others Occasionally respects self and others and hardly respects self or
self and others and participates in and participates in different chores sometimes participates in different chores others
different chores
question(s)
1.0 1.2 My By the end of the Sub strand, the learner 1. Who are your
Creation Family should be able to: ● Learners to read Acts 10:2 relatives?
● Learners to name members of their extended family 2. What should
4 lessons a) identify members of the extended family ● Learners to draw and colour members of their you share at
to enhance a sense of belonging extended family home?
b) appreciate members of the extended ● Learners to sort photographs of members of the 3. What should
family for harmonious living extended family you not share
c) state items shared at home for family ● Learners to discuss how to relate with members of at home?
unity the extended family
d) state items that should not be shared at ● Learners to mention items they share at home
home for healthy living ● Learners to list items that should not be shared at
home
Core competences to be developed : Imagination and creativity as they colour and draw, critical thinking as they sort pictures, learning to learn as they
discuss how to relate with family members
Link to PCIs: Health education; personal hygiene, Citizenship; Link to Values: Responsibility, respect, love
patriotism, Life-skills; assertiveness, decision making
Link to other learning activity areas: Health and Nutrition on things Suggested Community Service Learning Activities: The learners to
they should not share, Environmental Activities; introduce the aspect of participate in family gatherings, learners to enquire from their parents, names
communicable diseases, Language Activities; new vocabulary of members of their extended family
Suggested Non formal Activity to support learning: Participate in Suggested assessment: Oral questions, portfolios, observation, written
health club activities quizzes, reciting, drawing
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Assessment Rubrics
Accurately identifies relatives and Clearly identifies relatives and Identifies some relatives, and lists Rarely identifies relatives nor lists
consistently lists items they should not lists items they should not share some of the items they should not items they should not share
share share
question(s)
1.0 1.3 Creation of the By the end of the Sub strand, the 1. How does the sky
Creation sky, sun, moon learner should be able to: ●
Learners to read Genesis 1:14-19 look like?
and stars ●
Learners to observe the sky 2. How does the
a) recognise God as the creator ●
Learners to draw and colour the sun, moon and moon look like?
4 lessons of the sky, sun, moon and stars 3. How do the stars
stars and revere Him ● Learners to cut and mount pictures of the sun, look like?
b) draw the sun , moon and moon and stars on a chart 4. Who created the
stars to appreciate God’s ● Learners to sing about the sky, sun, moon and sky, sun, moon and
creation stars as God's creation, ‘Bwana Mungu stars?
nashangaa kabisa………..’
● Learners to recite Genesis 1:16
Core Competences to be developed : Learning to learn as they observe the sky, imagination and creativity by modeling, cutting and mounting
Link to PCIs: Life skills; critical thinking, self-awareness, Link to Values: Cooperation, sharing, responsibility, love,
ESD; environmental awareness
Link to other learning activity areas: Movement and Suggested Community Service Learning activities: Involve parents to help
Creative Activities as they cut and mount picture of the sun, learners observe the stars and the moon at night
moon and stars
Suggested Non formal Activity to support learning: Suggested assessment: Oral questions, portfolios, observation, written
Participate in movement and creative activities by drawing and quizzes, question and answer, reciting, checklists, drawing, filling in blank

26
singing about the sun, moon and stars spaces ,puzzles
Assessment Rubrics
Accurately and consistently understands Correctly understands that God created Minimal understanding that God Does not have any idea that God
that God created the sky, sun, moon and the sky, sun, moon and stars created the sky, sun, moon and created the sky, sun, moon and
stars stars stars
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question
(s)
2.0 The Holy 2.1The Holy By the end of the Sub strand, the learner ● In groups, learners to list the importance 1. Why do you read the
Bible Bible as a should be able to: of reading the Bible Bible?
guide in daily a) identify reasons for reading the Bible to ● Learners to record the number of times 2) How regularly do
lives strengthen their faith in God they read the Bible as a family you read the Bible?
b) state how often they read the Bible as a ● Learners to watch a video clip of children
family to seek God’s guidance reading the Bible
c) appreciate the Bible as a guide to ● Learners to sing a song about the Bible,
Christian ‘My Bible and I, ooh……….’
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3 lessons living ● Learners to read and recite Psalms
119:105
Core Competences to be developed: Communication and collaboration as they discuss importance of reading the Bible, learning to learn as they learn
about the Bible
Link to PCIs: Learner support programme; guidance Link to Values: Respect, responsibility
Life-skills; decision making, effective communication
Link to other learning activity areas: Mathematical Activities Suggested community Service Learning activities: With the help of parents, keep a
as they record the number of times they read the Bible, record of the number of times they read the Bible as a family
Movement and Creative Activities as they sing
Suggested Non formal Activity to support learning: Take Suggested assessment: Oral questions, portfolios, observation, written quizzes, question
part in Bible study Activities, sing songs and answer, reciting, checklists, drawing, filling in blank spaces, puzzles
Assessment Rubric
Effectively and regularly reads the Regularly reads the Bible Once in a while reads the Bible Hardly reads the Bible
Bible
question(s)
2.0 2.2 Divisions of the By the end of the Sub strand, the ● Learners to state the number of books in the Old 1. How many books
The Bible learner should be able to: Testament are in the Old
Holy ● Learners to use flashcards with the first two books Testament?
a) state the number of books in the in the Old Testament 2. Which are the
Bible
Old Testament and develop ● Learners to compose a song on the first two books in first two Books
4 lessons interest in reading the Bible the Old Testament in the Old
b) identify the first two books in the ● Learners to read and sing a common Psalms e.g. Testament?
Old Testament to be familiar with Psalms 100:4,‘I will enter His gates with
the Bible thanksgiving in my heart……..”
28
c) appreciate the Bible as the word of ● In pairs, learners to play a game on the number of
God by reading it always books in the Old Testament
Core Competencies: Learning to learn: as they state number of books in the Bible, Communication and collaboration as they play the game on
number of books in the Old Testament
Link to PCIs: : Life Skills: Assertiveness Link to Values: Respect ,love ,responsibility, faith
ESD: Security: avoiding radicalization
Links to other learning activity areas: Movement and Creative Suggested Community Service Learning activities: Visit a church leader
Activities as they compose songs for guidance on the number of books in the Old Testament
Mathematical Activities: as they count the books
Language Activities: as they read the Bible
Non formal Activity to support learning: Bible reading during Suggested assessment: Oral questions, portfolios, observation, written
assemblies, participate in memorization of Bible verses competition, quizzes, questions and answers, reciting, checklists, filling in blank spaces,
participate in a singing game on the number of books in the Old puzzles
Testament
Assessment Rubric
Exceeding expectations Meeting Expectations Approaching expectations Below expectations
Consistently states the number of States the number of books in the Sometimes states the number of Hardly states the number of books
books in the Old Testament and Old Testament and mentions the first books in the Old Testament and in the Old Testament and does not
mentions the first two books in the two books in the Old Testament mentions one book in the Old mention the first two books in the
Old Testament Testament Old Testament
question(s)
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2.0 The By the end of the Sub strand, 1. Who called Samuel?
Holy the learners should be able to: 2. How many times did
2.3 The Bible ●Learners to read 1Samuel 3:3-10 God call Samuel?
Bible
Story: a) describe the call of ●Learners to sing a simple song about the call of 3. How did Samuel
Samuel and relate it to Samuel, ‘Alisikia saut iikimwita Samueli respond when he
The Call of Samuel their lives by obeying God Samueli………..’ was called?
b) desire to respond ● Learners to watch a video on the call of Samuel
appropriately to God by ● Learners to role play in small groups the call of
3 lessons obeying His word Samuel
● Learners to recite 1Samuel 3:10
Core competencies: Communication and collaboration as they role play, imagination and creativity as they sing, self-efficacy as they make decisions,
digital literacy as they watch videos
Link to PCIs: Life skills; assertiveness and decision making, effective Link to Values: Obedience, respect, responsibility, love
communication, interpersonal relationships
Parental engagement and empowerment; guidance from parents
Citizenship; leadership, mentorship
Link to other learning activity areas: Language Activities as they read Suggested Community Service Learning activities: Visit a church elder and
the Bible, Movement and Creative Activities as they sing, Mathematical listen to the Bible story on the call of Samuel
Activities as they state the number of times Samuel was called
Non formal Activity to support learning: Take part in choosing the Suggested assessment: Oral questions, portfolios, observation, written quizzes,
class governor, role play the call of Samuel in Bible Club question and answer, listening, reciting, checklists, drawing, filling in blank
spaces ,puzzles
Assessment Rubrics
Accurately and consistently narrates the Accurately narrates the call of Occasionally narrates and applies the Barely narrates nor applies the
call of Samuel and applies the values Samuel and applies the values values acquired from the call of values acquired from the call of
acquired in their lives acquired in their lives Samuel in their lives Samuel in their lives
question(s)

30
2.0 The Holy By the end of the Sub strand, the ●
learners to read Gen 6: 9-10,11;7:1-5 1. Who built the Ark?
Bible learner should be able to: ●
Learners to discuss in groups why they 2. Why did God
2.4Bible Story: choose Noah to
should obey God
Noah and the Ark a) state the reasons why God chose build the Ark?
● Learners to discuss the importance of
Noah to build the Ark and live a 3. How did Noah
obeying parents
life that is pleasing to God respond to God?
b) narrate the story of Noah and the ● Learners to role play the story of Noah and
4 lessons Ark and relate it to their lives by the Ark
obeying God and their parents ● Learners to sing a song, “The animals went
c) desire to obey God and parents in two by two……………………”
in their daily lives ● Learners to draw and colour a boat floating
on water
Core Competences: Imagination and creativity as they role play, drawing and colouring, communication and collaboration as they discuss
Link to PCIs : Life skills; effective communication, decision making, self- Link to Values: Obedience, respect, responsibility, care, love
awareness, creative thinking, critical thinking ,problem solving, ESD;
environmental awareness care and sustainability, Animal welfare; care for
animals
Link to other learning activity areas: Language Activities as they read the Suggested Community Service Learning Activities: Visit a church
Bible, Movement and Creative Activities as they role play, draw and colour leader and learn more about Noah and the ark
Suggested Non formal activity to support learning: Sing a song on Noah and Suggested assessment: Oral questions, portfolios, observation, written
the ark, make boats using pieces of paper, rewarding well behaved learners quizzes, question and answer, listening, reciting, checklists, drawing,
filling in blank spaces ,puzzles
Assessment Rubrics
Accurately and sequentially narrates Accurately narrates and applies Occasionally narrates and applies the Hardly narrates nor applies the
and applies the values acquired from the the values acquired from the values acquired from the Bible story values acquired from the Bible
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Bible story in their daily lives Bible story in their daily lives. in their daily lives story in their daily lives.
question(s)
2.0 The By the end of the Sub strand, the learner • Learners to read the story of Daniel in 1. How many times
Holy Bible should be able to: the den of lions, Daniel 6:10-12, 19- did Daniel pray in a
2.5 The Bible Story: 22 day?
Daniel is rescued from a) mention the number of times Daniel • Learners to watch a video on the story 2. Why was Daniel
the den of lions prayed to God and relate it to their of Daniel in the den of lions thrown in the den
lives • Learners to role play Daniel in the den of lions?
b) acquire the skill of assertiveness by of lions and how he is rescued 3. Who rescued
emulating Daniel in their lives Daniel from the
4lessons • Learners to sing the song, ‘Trust and
c) appreciate God as the protector by den of lions?
obey for there is no other
trusting in Him
way………..’
Core Competences to be developed: Digital literacy as they watch a video, communication and collaboration as they role play
Link to PCIs: Life skill; assertiveness and decision making ,self-awareness and Link to Values: Faith ,Patience, courage, trust
self-esteem, effective communication
Link to other learning activity areas: Environmental activities as they view the Suggested Community Service Learning activities: Participate in
animals in nature or animal orphanage church activities that will strengthen their trust in God
Mathematical Activities as they record the number of times Daniel prayed
Language Activities as they read the Bible
Suggested Non formal Activity to support learning: Sing, model a lion, Suggested assessment: Oral questions, portfolios, observation,
participate in Bible clubs and read about the story written quizzes, question and answer, listening, reciting, checklists,
drawing, filling in blank spaces ,puzzles
Assessment Rubrics

32
Accurately and sequentially narrates the Accurately narrates the Bible Occasionally narrates the Bible Hardly narrates the Bible story nor
Bible story and applies the values story and applies the values story and sometimes applies the applies the values acquired in their daily
acquired in their daily lives acquired in their daily lives. values acquired in their daily lives lives.
2.0 The 2.6TheBibleStory: By the end of the Sub strand, the learner ● Learners to read 1 Kings 17:7-16 1. Why did Elijah go to
Holy should be able to: ● Learners to narrate the story of the widow Zarephath?
The Widow of of Zarephath 2. Who fed Elijah while at
Bible
Zarephath a) narrate the story of the widow of ● Learners to role play the story of Elijah Zarephath?
Zarephath and trust in God for their and the widow of Zarephath 3. How did the widow get
needs ● Learners to draw and colour bread enough flour and oil?
4 lessons b) appreciate God in the miracle of ● Learners to sing a song on trusting God
multiplication of flour and oil and
have faith in Himas the provider
Core Competences: Imagination and creativity as they draw, colour and role play, communication and collaboration as they role play, self-efficacy; the
widow expressed herself therefore they learn assertiveness
Link to PCIs : Life skills; effective communication, self-esteem, self- Link to Values: Sharing, faith, respect, concern, love
awareness ,problem solving, friendship formation, interpersonal
relationship, coping with emotions
ESD; food security
Health education; nutrition and hygiene
Link to other learning activity areas: Language Activities as they read, Suggested Community Service Learning activities :Visit families around
narrate and practice sharing their homes or school in the company of parents and share with the less
Movement and Creative Activities as they sing, draw and colour fortunate
Non formal Activity to support learning: Sing and dance, Share sports Suggested assessment: Oral questions, portfolios, observation, written
materials e.g. balls, swings, bean bags, participate in Pastoral quizzes, question and answer, listening, reciting, checklists, drawing, filling in
programmes blank spaces ,puzzles
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Assessment Rubrics
Accurately and consistently narrates Accurately narrates the story and Occasionally narrates and applies the Hardly narrates nor applies the
the Bible story and applies the applies the values acquired in their values acquired from the story in their values acquired from the Bible
values acquired in their daily lives daily lives lives story in their lives
3.0 The By the end of the Sub strand, ● Learners to read Mathew 2:11 1. What did the wise men
early Life the learner should be able to: ● Learners to name gifts that were brought to baby Jesus bring to baby Jesus?
3.1 Kindness by the three wise men. 2. What should you do
of Jesus
of the Wise a) list the gifts given to baby ● Learners to draw and colour gifts given to baby Jesus when your family
Christ
Men Jesus and develop the ● Learners to use flash cards to role play exchange of members bring gifts to
value of sharing gifts you?
b) acquire the skill of ● Learners to role play saying, ‘thank you’ after 3. What should you do
assertiveness by refusing receiving gifts from friends and family members when given gifts by
4 lessons
gifts from strangers ● Learners to avoid receiving gifts from strangers strangers?
c) appreciate Jesus as a gift 4. Who was given to you as
from God in their lives ● Learners to list in groups the negative results of a gift by God?
receiving gifts from strangers
● Learners to sing a gratitude song about Jesus love,
‘Jesus love is very very wonderful……………’
Core Competences to be developed: Citizenship; through sharing, learners develop concern for others which is essential for harmonious and peaceful co-
existence, imagination and creativity through role play
Link to PCIs: ESD; safety and security Link to Values: Sharing, responsibility, kindness, self-control, obedience,
faith, love ,unity
Life skill; assertiveness, self-esteem, decision making ,critical thinking
Link to other learning activity areas: Movement and Creative Suggested Community Service Learning activities: Participate in community
Activities as they role play and draw, Language Activities as they read activities e.g. Christmas where people give gifts to less fortunate and share

34
the Bible meals together
Non formal Activity to support learning: Role play, share, participate Suggested assessment: Oral questions, portfolios, observation, written quizzes,
in Bible clubs and Pastoral programmes question and answer, reciting, checklists, drawing, filling in blank spaces,
puzzles
Assessment Rubrics
Accurately lists the gifts brought by the Adequately lists the gifts brought by Sometimes lists gifts brought by Seldom lists gifts brought by
wise men to Baby Jesus the wise men to Baby Jesus the wise men to Baby Jesus the wise men to Baby Jesus
3.0 Early life 3.2 Jesus By the end of the Sub strand, the learner ● Learners to discuss the type of work
of Jesus Christ should be able to: Joseph, the father of Jesus did
● Learners to list in groups how Jesus 1. What type of work did
Christ worked
a) develop responsibility by doing simple helped His father Jesus’ father do?
chores at home , school and the church ● Learners to list the activities they doat 2. How did Jesus help
b) appreciate work by emulating Jesus home His father?
4 lessons Christ and assisting their parents at 3. What do you do
● Learners to write a poem on “Jesus
home worked’’ during the school
● Learners to keep their home, class and holidays?
compound clean
Core Competences to be developed: Learning to learn the learner will assist their parents with simple chores at home ,the community and the church,
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communication and collaboration through group discussions
Link to PCIs: Life skill; responsibility acquired through performing Link to Values: Trust , responsibility, love obedience, humility, respect
simple chores
Parental engagement; Jesus helped His parents
Citizenship; human rights and responsibility,
Leadership; mentorship
Link to other learning activity areas: Environmental Activities by Suggested Community Service Learning activities: Learner will
learning different types of work performed, keeping the compound clean participate in different activities or work in the community thus interacting
Language Activities as they write a poem on work and learning from the community.
Suggested on formal activity to support learning: Participate in cleaning Suggested assessment: Oral questions, portfolios, observation, written
the school, get involved in environmental club activities, for example, tree quizzes, question and answer, reciting, checklists, filling in blank spaces
planting ,puzzles, projects
Assessment Rubrics
Very good understanding of Jesus’ work Good understanding of Jesus’ Some understanding ofJesus’ work and Hardly understands Jesus’ work
and applies it in their daily lives by work and applies it in their daily sometimes applies it in their daily lives and seldom performs simple
performing simple chores at home lives by performing simple by performing simple chores at home chores at home
chores at home

36
question(s)
3.0 By the end of the Sub strand, the learner ● The learners to read Matthew 8:23-27 1. How did Jesus
Thelife of should be able to: ● Learners to watch a video on the miracle of calm the storm?
3.3 Jesus calms calming the storm 2. What should you
Jesus
the Storm a) narrate the miracle of calming the ● Learners to discuss in pairs what they do when do when you face
Christ
storm and relate it to their daily lives they face difficulties difficulties?
by having faith in God ● Learners to role play the miracle of calming the
3 lessons b) appreciate the miracle of calming the storm
storm by trusting God when faced ● Learners to draw and colour a boat
with challenges ● Learners to sing a song about calming the storm
Core Competences to be developed: Learning to learn as they read the Bible, digital literacy as they watch the video, imagination and creativity as they
role play, draw and colour the boat
Link to PCIs: Life skills; decision making Link to Values: Trust, faith ,obedience, care, responsibility,
coping with emotions, assertiveness, problem solving love
ESD; environmental awareness(Jesus calmed the storm), Safety and security learn; from
family members home safety measures
Link to other learning activity areas: Environmental Activities calming the storm Suggested Community Service learning activities: Learners
(weather) to pray with family members
Movement and Creative Activities as they sing, role play and draw
Suggested Non formal Activity to support learning: Participate in prayer during Bible Suggested assessment: Oral questions, portfolios,
club sessions observation, written quizzes, question and answer, reciting,
checklists, drawing, filling in blank spaces ,puzzles
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Assessment Rubrics
Excellent understanding of how Jesus Good understanding of how Jesus Some understanding of how Barely understands calming the
calmed the storm and always relates it to calmed the storm and is able to relate Jesus calmed the storm but storm neither relates it to their
their daily experiences it to their daily experiences cannot relate the event to their daily lives
daily experiences
question(s)
3.0 The life By the end of the Sub strand, the ● Learners to read Luke 5:3-9 1. How did Jesus
of Jesus learner should be able to: ● Learnersto watch a video on the miraculous help the
3.4 Miraculous catch catch of fish fishermen?
Christ
of Fish a) explain how Jesus solved the ● Learners to role play the miraculous catch of 2. What was the
problem of the fishermen and fish result of their
relate it to their lives by trusting in
● Learners to sing the song ‘I will make you obedience?
4 lessons God fishers of men………………….”
b) appreciate the response of the ● Learners to draw and colour a fish
fishermen by obeying God
Core Competences to be developed: Communication and collaboration through role playing the miraculous catch of fish, imagination and creativity as
they draw and colour the fish, learning to learn as they read the Bible, digital literacy as they watch the video
Link to PCIs: Life skills; Coping with emotions and stress ,decision Link to Values: Faith, obedience, hard work, cooperation ,responsibility,
making, effective communication, Citizenship; social cohesion love, trust
ESD; food security, environmental awareness
Health Education; nutrition and hygiene
Link to other learning activity areas: Environment Activities ; observe a Suggested Community Service Learning activities: Learners can take a
fish pond in the school compound nature walk and visit a fish pond in the company of parents/guardian
Movement and Creative Activities through role play and singing

38
Suggested Non formal Activity to support learning: Singing, initiate a Suggested assessment: Oral questions, portfolios, observation, written
project of a miniature fish pond at school, participate in environmental club quizzes, questions and answers, reciting, checklists, drawing, filling in
activities blank spaces ,puzzles
Assessment Rubric
Clearly and correctly explains the Correctly explains the miraculous Occasionally explains the Hardly explains the miraculous
miraculous catch of fish catch of fish miraculous catch of fish catch of fish
question(s)
3.0 The 3.5 Healing of the By the end of the Sub strand, the learner ●
Learners to read Matthew 12:9-13 1. Who healed the
life of Man with a should be able to: ●
Learners to draw in pairs a withered hand man with a
Jesus Withered Hand ●
learners to watch a video of healing the man withered hand?
a) describe the healing of the man with a with a withered hand 2. What do you
Christ
withered hand and relate it to their lives ● Learners to role play the healing of the man learn from this
by trusting God for healing with a withered hand work?
4 lessons b) appreciate Jesus’ compassion by ● Learners to write Mathew 12:13 on flash
expressing kindness to others cards and recite it aloud in front of the class
Core Competences to be developed: Communication and collaboration through role play, imagination and creativity through drawing, digital literacy by
watching a video
Link to PCIs: Life skills; critical thinking, self-awareness ,effective Links to Values: Compassion, love, faith, social justice, trust
communication, assertiveness ,problem solving, self esteem
Health Education; non-communicable diseases-healing of the withered hand
Link to other learning activity areas: Movement and Creative Activities through Suggested Community Service Learning activities: Visit the
role play physically challenged in the company of their parents, pray with
Language Activities through reading them and help them with household chores
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Suggested Non formal Activity to support learning: Assist learners who are sick Suggested assessment: Oral questions, portfolios, observation,
and the physically challenged written quizzes, questions and answers, reciting, checklists,
Assessment Rubrics
Clearly and adequately explains the Adequately explains the healing Sometimes explains the healing of the Hardly explains the healing of
healing of the man with a withered hand of the man with a withered hand man with a withered hand the man with a withered hand
Sub strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
Strand
3.6 Easter By the end of the Sub strand, the learner ● Learners to write I Cor 15:3-4 on flash cards and 1. Who died for your
should be able to: recite the verse in turns sins?
3 lessons ● Learners to mention what happened on Good 2. Why is Jesus’
3.0 The a) discuss the death of Jesus as a sign of Friday death important to
life of total love for humankind and desire to ● Learners to view a picture of Jesus nailed on Christians?
Jesus love others the cross 3. Which day did
Christ b) appreciate Jesus Christ death and ● Learners to mention what took place on Easter Jesus resurrect?
resurrection as the way to salvation Monday, as they read Mark 16:5-6
● Learners to view a picture of three women who
visited an empty grave
● Learners to be guided to draw an empty cross
Core Competences to be developed: Critical thinking and problem solving as they discuss, imagination and creativity as they sing and draw, digital
literacy as they watch a video
Link to PCIs: Life skills: problem solving, friendship formation Link to Values: Compassion, love, care, sharing, faith, social justice,
courage
Link to other learning activity areas: Language Activities as they recite Suggested Community Service Learning activities: Children accompany
Bible verses their parents to church for Good Friday and Easter festivities
Movement and Creative Activities through singing, role play and drawing
Suggested Non formal Activity to support learning: Singing, Suggested assessment: Oral questions, portfolios, observation, written
dramatization, Participate in Bible club activities, quizzes, question and answer, listening, reciting, checklists, drawing, filling

40
in blank spaces ,puzzles
Assessment Rubrics
Very clear understanding of Jesus’ Clear understanding of Jesus’ Some understanding of Jesus’ death Rarely understands Jesus’ death
death on the cross and relates it to their death on the cross and relates it to on the cross and sometimes relates it on the cross and does not relate it
lives by loving others their lives by loving others to their lives by loving others to their lives
question(s)
4.0 Christian 4.1 Sharing By the end of the Sub strand, the ● Learners to identify various items that can be
1. Which items can
Values learner should be able to: shared at school be shared at
● school?
In pairs, learners to list the importance of
a) identify items shared at school to sharing with others 2. Why is it
2 lessons promote harmonious living ● important to
In groups, learners to role play sharing in class
b) identify occasions when they ● Learners to sing a song on sharing share with
share to show kindness ● Learners to recite Hebrews 13:16 others?
3. Whom do you
share with?
Core Competences to be developed: Collaboration and communication as they discuss in groups, imagination and creativity as they role play and sing,
self-efficacy as they share with others
Link to PCIs: Citizenship: inclusion and equity Link to Values: Respect, responsibility, sharing, unity
Life skills: empathy, effective communication, interpersonal relationship,
friendship formation and maintenance, decision making
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Health Education; sharing
Link to other learning activity areas: Mathematical Activities as they Suggested Community Service Learning activities: Share with neighbours,
share, Language Activities as they read visit the sick and share with them ,invite others to celebrate their birthdays
Suggested Non formal Activity to support learning: Recite poems Suggested assessment: oral questions, portfolios, observation, written
related to sharing quizzes, question and answer, listening, reciting, checklists, drawing, filling in
blank spaces ,puzzles, sorting
Assessment Rubrics
Very good understanding of the value Good understanding of the value Some understanding of the value of Minimal understanding of the
of sharing and often share items with of sharing and share items with sharing and sometimes share items with value of sharing and rarely share
others others others items with others
4.0 By the end of the Sub strand, the ● Learners to read Hebrews 13:17 1. Why should you obey
Christian learner should be able to: ● Learners to discuss why they should obey teachers and leaders at
4.2 Obedience teachers and children’s government school?
Values
a) obey teachers and children’s ● Learners to compose a poem on the 2. What are the results of
government to promote harmony importance of obeying teachers and disobedience?
in the school children’s government
b) discuss reasons for obeying ● Learners to discuss how disobedience
3 lessons teachers and children’s affects them negatively
government ● Learners to sing a song on obedience “trust
and obey for there’s no other
way……………..’’

42
Core Competences to be developed: Communication and collaboration as they discuss in groups, creativity and imaginations they compose a poem,
learning to learn through obeying teachers and prefects
Link to PCIs: Learner support programmes; learning to live together, Link to Values: Obedience, respect, responsibility, love
Citizenship; obedience,
Parental engagement; Children to obey parents,
Life skills; critical thinking ,interpersonal relationship, effective
communication
Link to other learning activity areas: Language Activities as they recite Community Service learning activities: Visit a senior citizen and listen to
poems stories on importance of obedience and negative effects of disobedience
Movement and Creative Activities as they role play and sing
Suggested Non formal Activity to support learning: Sing songs of Suggested assessment: Oral questions, portfolios, observation, written
obedience in Bible clubs and school assemblies, participate in Pastoral quizzes, questions and answers, reciting, , drawing, filling in blank spaces
programmes ,puzzles
Assessment Rubrics

Very good understanding of the Good understanding of the value Some understanding of the value and Hardly obeys teachers and the
value and consistently obey teachers and obey teachers and the sometimes obey teachers and the children’s government
and the children’s government children `s government children’s government
By the end of the Sub strand, the learner ● Learners to read in groups Proverbs 12:17,19 1. Why should you tell the
4.0 should be able to: ● Learners to say why they should tell the truth truth?
Christian 4.3 Honesty always 2. Why should you be
Values a) explain reasons for telling the truth in ● In groups, learners to discuss why they should honest?
their interaction with others complete their homework on time 3. Why is it wrong to copy
43 NOT FOR SALE
4 lessons b) demonstrate responsibility by ● In pairs, learners to list the negative results of other learners work?
completing their homework copying other pupils work
c) demonstrate honesty by taking lost ● In pairs, learners to role play taking lost and
and found items to the teacher or found items to the teacher
parent ● Learners to recite Proverbs 12:19
d) desire to be honest by not copying
other pupils’ work
Core Competences to be developed: Communication and collaboration as learners discuss in groups, self-efficacy as they practice telling the truth
always, imagination and creativity as they role play
Link to PCIs: Life skills ; assertiveness, effective communication, Link to Values: Honesty, trust, responsibility, concern, care, Integrity,
decision making, self-awareness, self-esteem ,Parental engagement,
Citizenship
Link to other learning activity areas: Language Activities through Suggested Community Service Learning activities: Learners to be given a task
reading and recitation, Movement and Creative Activities through of collecting stories on honesty, learners help others in the community to tell the
composing poems and role play truth
Suggested non formal Activity to support learning: Practice honesty Suggested assessment: Oral questions, portfolios, observation, written quizzes,
at school and at home, sing songs on honesty question and answer, listening, reciting, checklists, filling in blank spaces
,puzzles
Assessment Rubrics

Correctly and habitually tells the truth and Correctly tells the truth and Sometimes tells the truth and Rarely speaks the truth and
completes homework on time completes homework on time occasionally completes homework on seldom completes homework
time on time

44
question(s)
4.0
By the end of the Sub strand, the ● Learners to list reasons for saying, ‘thank you’ to others 1. Why should you
Christian ● Learners to role play situations that require a, ‘thank thank people?
learner should be able to:
Values 4.4 you’ gesture 2. When do you say
a) identify reasons for thanking
Thankfulness people as a way of expressing ● Learners to exchange gifts in pairs and practice being ‘thank you’ to
gratitude thankful to each other others?
b) appreciate other people’s ● Learners to recite 1Thessalonians 5:18
3 lessons kindness by saying, ‘thank ● Learners to compose a poem with a theme, “thank you”
you’ to them to their parents
Core Competences to be developed: Communication and collaboration through group discussions , imagination and creativity through role play and
composing a poem
Link to PCIs: : Life skills; self-esteem, effective communication Link to Values :Kindness, humility, thankfulness ,love
,self-awareness, decision making
Learner Support Programmes; learning to live together
Parental engagement; children thank parents
Link to other learning activity areas: Suggested Community Service Learning activities: Practice thankfulness at
Language Activities; etiquette (saying thank you) home and to others in the society
Movement and Creative Activities through composing poems
Suggested Non formal Activity to support learning: Participate in Suggested assessment: Oral questions, portfolios, observation, written quizzes,
Bible club activities, be thankful to teachers and other learners questions and answers, reciting, checklists, filling in blank spaces ,puzzles
Assessment Rubrics
Excellent understanding of thankfulness Adequate understanding of Fair understanding of thankfulness and Minimal understanding of
and consistently appreciates others thankfulness and appreciates sometimes appreciates others thankfulness and hardly
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others appreciates others
4.0 Christian 4.5 By the end of the Sub strand, the learner ● Learners to read Luke 15:11-22 1. Why should you forgive
Values Forgiveness should be able to: ● Learners to watch a video on the others?
prodigal son 2. What do you do when
a) forgive others daily for peaceful co- ● Learners to dramatize the story of the someone annoys you?
existence prodigal son 3. How many times should
4 lessons b) appreciate the forgiveness of God ● Learners to recite Matthew 18:21-22 you forgive those who
and apply it in their interactions with ● Learners to avoid annoying others wrong you?
others ● Learners to sing a song on forgiveness
Core Competencies: Learning to learn as they learn new ideas, self-efficacy portrayed when the son realized his mistake and went back to his father,
communication and collaboration through dramatization
Link to PCIs: Citizenship; social cohesion ,peace and reconciliation Link to Values: Forgiveness, humility, love, tolerance, responsibility,
Life skills; self-esteem, self-awareness, conflict resolution ,effective unity
communication
Link to other learning activity areas:Language Activities as they read the Suggested Community Service Learning activities: Record occasions
Bible, Movement and Creative Activities through dramatization , they forgive members of the family and friends in a week and learn to
Mathematical Activities; forgive 70 x 7 times forgive always
Suggested Non formal Activity to support learning: Memorizing verses Suggested assessment: Oral questions, portfolios, observation, written
on forgiveness, singing songs on forgiveness quizzes, questions and answers, reciting, checklists, filling in blank spaces
,puzzles
Assessment Rubric

46
Excellent understanding of God’s Good understanding of God’s Some understanding of God’s Rarely understands God’s
forgiveness and forgives others always forgiveness and forgives forgiveness and sometimes forgives forgiveness and seldom forgives
others others others
4.6 By the end of the Sub strand,the ● Learners to read Colossians 3:23 1. Which items do you
Responsibility learner should be able to: ● Learners to display and count the items they carry carry to school?
4.0 to school 2. Why do you carry
Christian a) mention the items they carry to ● In pairs, learners to list the use of each item these items to school?
Values school to assist them in ● Learners to sing a song about items they carry to 3. What happens when
3 lessons learning school you forget items at
b) acquire the value of ● Learners to draw and colour items they carry to home?
responsibility by taking care of school
the items they use at school ● Learners to discuss why they should not forget
school items at home
Core Competence: Self-efficacy; ability to carry the items to school, imagination and creativity; singing the song and composing poems, communication
and collaboration; discussing in pairs
Link to PCIs: Parental empowerment and engagement; children should carry Link to Values: Responsibility, cooperation
items to use at school ,Citizenship; patriotism, good governance and
leadership, Learner support programmes; responsible pupils
Life skills; self-awareness and self-esteem, creative thinking
Link to other learning activity areas: Suggested Community Service Learning activities: Interact with
Mathematics Activities through counting, parents to provide what they should carry to school.
Movement and creative activities by composing songs
Suggested Non formal Activity to support learning: Taking care of school Suggested assessment: Oral questions, portfolios, observation, written
equipment ,for example, balls, textbooks quizzes, questions and answers, reciting, checklists, drawing, filling in
blank spaces, puzzles
Assessment Rubrics
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Very good understanding of Good understanding of responsibility Fair understanding of responsibility Minimal understanding of
responsibility and always carry and carry items to school and carries some items to school responsibility
items to use at school
5.0 The 5.1 Prayer By the end of the Sub strand, the learner ● Learners to read Matthew 6:9-10 1. Which are the first four
Church should be able to: ● Learners to recite the first 4 lines of Lord’s lines of the Lord’s
a) recite the first four lines of the prayer Mathew 6:9-10) Prayer?
4 Lessons Lord’s prayer as a way of ● Learners to sing a song on the Lord’s 2. How frequently do you
communicating to God prayer recite The Lord’s prayer?
b) narrate the story of a friend at ● Learners to read Luke 11:5-10 3. Why should we pray
midnight and apply it in their lives ● Learners to role play the story of a friend at always?
c) desire to pray regularly to develop a midnight 4. What happened to a
relationship with God ● Learners to discuss in groups the friend who visited at
importance of prayer midnight?
Core Competences to be developed: Self-efficacy; children will recite prayer and understand God as their Father in heaven ,communication and
collaboration as they discuss in groups, imagination and creativity as they role play
Link to PCIs: Life skills; effective communication, self- awareness ,coping Link to Values: Trust, humility, faith, hope
with emotions, decision making
Citizenship; singing the national anthem which is a prayer to God
Link to other learning activity areas: Movement and Creative Activities Suggested Community Service Learning activities: Participate in prayers
as they sing, Language Activities as they read, at home and Church and learn how their parents speak to God. They could
Mathematical Activities as they count and record the number of times they be given a task to record the number of times their parents and church
recite the Lord’s prayer community say the Lord’s prayer
prayers during school assemblies, participate in Bible club activities quizzes, question and answer, listening, reciting, checklists, filling in blank
spaces ,puzzles
Assessment Rubrics

48
Exceeding expectations Meeting Expectations Approaching expectations Below
expectations
Accurately and frequently talks to God by Accurately talks to God by Sometimes talks to God by saying the first two Hardly talks to God
saying the first four lines of the Lord’s prayer saying the first four lines of the lines of the Lord’s prayer. through the Lord’s
Lord’s prayer prayer
question(s)
5.0 The
5.2 The Holy By the end of the Sub strand, the •
Learners to mention examples of promises they 1. What did
Church Jesus promise
Spirit learner should be able to: have been given by their parents
• Learners to read Acts 1: 4 and Acts 2:3-4 His disciples?
a) state the promise Jesus gave to • Learners to discuss the work of the Holy Spirit 2. What is the
His disciples and desire to have (He strengthens-Luke 24:49,guides- Romans 8:14, work of the
5 lessons faith in God and unite Christians Ephesians- 4:3-4) Holy Spirit?
b) appreciate the work of the Holy
• Learners to be guided to write the work of the
Spirit in their day to day lives
Holy Spirit on flash cards and read them aloud in
pairs
• Learners to be guided to sing a song about the
work of the Holy Spirit
Core Competences to be developed: Communication and collaboration through discussion, learning to learn as they read the Bible
creativity and imagination as they sing a song
Link to PCIs: Life skills; decision making, coping with emotions ,self-awareness ands Link to Values: Hope, unity, courage, love
elf-esteem, Parental engagement and empowerment, Citizenship; leadership:
Link to other learning activity areas: Language Activities; Learn new vocabularies, Suggested Community Service Learning: Sing about the
Movement and Creative Activities; Sing and provide themes for song composition work of the Holy spirit
Suggested Non formal Activity to support learning: Recite verses on the work of the Suggested assessment: Oral questions, portfolios, observation,
Holy Spirit during Pastoral programmes written quizzes, question and answer, listening, reciting,
Assessment Rubrics
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Consistently and perfectly Consistently demonstrates the work of the Periodically demonstrates the Hardly demonstrates the work of
demonstrates the work of the Holy Holy Spirit in their lives by living in work of the Holy Spirit in the Holy Spirit in their lives
Spirit in their lives by living in harmony harmony with others their lives by living in
with others harmony with others.
GRADE THREE
1.0 By the end of the Sub strand, the learner ●

Learners to read Genesis 1:27 1. In whose image and
Creation 1.1 Self- should be able to: ●
Learners to recite Psalms 139:13 likeness are you
Awareness ●
Learners to list in groups good thoughts created?
a) appreciate himself/herself as created in 2. Who created every
and feelings e.g. loving others, sharing,
6 lessons the image and likeness of God for His part of you?
helping parents, having joy
glory 3. How do you control
● Learners to avoid bad behaviour e.g.
b) recognise God as the Creator of every your thoughts and
picking other peoples items without their
part of his/her body to glorify Him feelings?
permission 4. What are the effects of
c) control thoughts and feelings in daily
life ● Learners to draw and colour pictures of the choices you make?
d) make choices that are acceptable to faces depicting various emotions
God in their lives ● In pairs learners to list effects of choices
they make and present them before the
class
● Learners to sing a song ‘I’ m happy today
so happy in Jesus name I’m
happy……………’
Core-Competencies to be developed: Self-efficacy as the learner appreciate herself / himself as created by God, imagination and creativity through
drawing and colouring, communication and collaboration as they discuss in groups and role play
Link to PCIs: Life skills; self-esteem , assertiveness , decision making, Link to Values: Respect, responsibility, self-control
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problem solving, effective communication, coping with emotions,
Links to other Learning activity areas: Movement and Creative Suggested Community Service Learning activities: Learners to interact
Activities as they sing, dance ,draw and colour with parents and church elders to guide them on how to make desirable
Languages Activities as they recite Bible verses choices
Suggested Non formal Activity to support learning: Music and drama Suggested assessment: Oral questions, portfolios, written quizzes, reciting,
checklists, filling in blank spaces ,puzzles
Assessment Rubric
Exceeding Expectations Meeting expectations Approaching expectations Below expectations
Accurately and consistently understands that Clearly understands that they are Some understanding that they are Hardly understand that they
they are created in the image and likeness of created in the image and likeness of created in the image and likeness are created in the image
God God of God and likeness of God
Accurately and consistently makes Correctly makes appropriate choices Fairly makes appropriate choices in Rarely makes appropriate
appropriate choices in life in life life choices in life
question(s)
1.0 1.2 My By the end of the Sub strand, the learner should be able to: 1. Who is the
Creation Family • Learners to name the head of the head of the
a) recognise the head of the family and respect them family family?
3 lessons b) name family members in the nuclear and extended family 2. Who are your
for identification • Learners to name family members
• Learner to draw and colour the family
c) draw the family tree to understand relationships within members?
the family family tree
3. What is a
family tree?
Core competencies to be developed : Learning to learn as they name family members, imagination and creativity as they draw and colour the family tree
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Link to PCIs: Life skills ;self-esteem, self-awareness, ,interpersonal relationship, Link to Values: Love, respect, unity , responsibility humility
friendship formation, critical thinking, Citizenship: Social cohesion, patriotism ,fairness, equity
Links to other Learning activity areas: Environmental activities as they link family to a Suggested Community Service Learning activities:
tree Learners to interact with parents and senior members of the
Movement and Creative Activities as they draw the family tree family to understand the family tree
Language activities; naming family members
Suggested Non formal Activity to support learning: Model the family tree, singing Suggested assessment: Oral questions, portfolios,
observation, written quizzes, questions and answers, reciting,
Assessment Rubric

Accurately and consistently draws Correctly draws and labels the family Sometimes draws and labels the Hardly draws the family tree
and labels the family tree tree family tree
1.0 1.3.1 Adam and By the end of the Sub strand, the learner should ● Learners to read Genesis 2:7,21 1. Who created Adam
Creation Eve be able to: ● Learners to read Genesis 2:16-17 and Eve?
a) acknowledge God as the creator of Adam ● Learners to tell how man disobeyed 2. How did man
and Eve as our first parents on earth God in Genesis 3:6-7 disobey God?
4 lessons b) describe how Adam and Eve disobeyed God ● Learners to mention the result of 3. What was the result
and desire to obey God in their daily lives man’s disobedience; Genesis 3:23 of man’s
c) state the results of disobeying God’s disobedience?
● Learners to list the importance of
command to avoid sin 4. Why should you
d) explain the importance of obeying parents to obeying parents obey your parents?
live a harmonious family life ● Learners to recite Ephesians 6:2 5. Why should you
e) explain the importance of obeying teachers ● Learners to compose a poem on the obey teachers?
to promote good relationships at school importance of obeying teachers
Core-Competencies to be developed :Communication and collaboration as they narrate man’s disobedience, learning to learn as they role play,
52
imagination and creativity as they compose poems
Link to PCIs: Life skills ;decision making, effective communication ,self-awareness Link to Values: Obedience, respect, responsibility, loyalty
and esteem, conflict resolution, coping with emotions and stress, Citizenship; good
governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;
gender awareness
Link to other learning activity areas: Language Activities as they write poems Suggested Community Service Learning activities: Interaction
Movement and Creative Activities: singing and dancing between learners and elders in the community to enhance the value
of obedience
Suggested Non formal Activity to support learning: Simulation games, obeying Suggested assessment: Oral questions, portfolios, observation,
school authority and the children’s government written quizzes, questions and answers, reciting, checklists,
Assessment Rubrics
Accurately understands the importance Clearly understands the importance Some understanding of obedience Rarely obeys teachers and
of obedience to teachers and parents of obedience to teachers and parents to teachers and parents parents
2.0 The Holy By the end of the Sub strand, the learner ● Learners to sing the song “My Bible and 1. What is the Bible?
Bible should be able to: I…………………” 2. Who wrote the
2.1 The ● Learners to read 2 Timothy 3:16 and discuss Bible?
Bible as the a) differentiate the Bible from other why they should respect the Bible 3. How many books
word of God books as a Holy Book used by ● In pairs, learners to state the number of books are in the New
Christians in the New Testament Testament?
b) explain how the writing of the Bible ● In pairs, learners to name the four Gospel 4. What are the four
was different from other books and books Gospel books in the
respect it
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4 lessons c) state the number of books in the New ● Learners to discuss the importance of reading New Testament?
testament and develop interest in the Bible always 5. Why is the Bible
reading it ● The learners to recite Psalms 119:105 important in your
d) name the four Gospel books in the daily lives?
New Testament and relate them to the
teachings of Jesus Christ
e) Appreciate the Bible as a guide in their
daily lives
Core Competences: Communication and collaboration as they discuss in groups, learning to learn as they discuss how the Bible guides their lives.
Link to PCIs : Learner support programmes; guidance Link to Values: Cooperation, holiness, respect ,responsibility, love
Life-skill; decision making, interpersonal relationship, assertiveness, effective
communication
Citizenship; law and order, good governance
Link to other Learning activity areas: Language Activities through reading, Suggested Community Service Learning activities: Learners to
Movement and Creative Activities through singing interact with their parents and the community as they learn more about
the importance of the Bible,
Suggested Non formal Activity to support learning: Music and dance, Suggested assessment: Oral questions, portfolios, written quizzes,
guidance and counseling, skits, participate in Bible club activities questions and answers, reciting, checklists, drawing, filling in blank
spaces ,puzzles
Assessment Rubrics
Exceeding Expectation Meeting Expectation Approaching Expectation Below expectations
Accurately and consistently interacts with the Accurately interacts with the Occasionally interacts with the Holy Hardly interacts with the
Holy Bible as the word of God Holy Bible as the word of God Bible as the word of God Holy Bible as the word of
God
Accurately and consistently mentions the number Accurately mentions the Sometimes mentions the number of Rarely mentions the

54
of books in the New Testament and the four number of books in the New books in the New Testament and the number of books in the
gospel books Testament and names the four four gospel books New Testament
gospel books
2.0 The 2.2 The Bible By the end of the Sub strand, the ● Learners to read Exodus 3:1-6 1. What happened to
Holy Story: learner should be able to: ● Learners to watch a video of Moses and the Moses at Mt. Sinai?
Bible burning bush 2. What did Moses do
Moses and the a) narrate what happened in the story ● In groups, learners to role play the story of to show that the
Burning Bush of Moses and the burning bush and Moses and the burning bush place was holy?
relate it with the holy places of ● In pairs, learners to discuss the value of 3. How did Moses
worship obedience express obedience?
b) discuss how Moses expressed ● Learners to sing a song about Moses and the
obedience and apply it in their burning bush
4 lessons daily lives ● Learners to draw and colour Moses and the
burning bush
Core Competences to be developed: Communication and collaboration as learners discuss and role play the story, learning to learn as learners apply
acquired skills and values, imagination and creativity as learners role play, digital literacy as they watch a video
Link to PCIs :Life skills; decision Making, assertiveness, effective Link to Values: Obedience, holiness, humility, social justice, loyalty,
communication, interpersonal relationship, awareness, Citizenship; responsibility
leadership
Link to other learning activity areas: language activities as learners Suggested Community Service Learning activities: Learners interact with
read, Movement and Creative Activities as learner’s draw and role play senior citizens and church leaders to discuss the benefits of obedience
the story of Moses and the burning bush , Environmental Activities; a
burning bush
Suggested Non formal Activity to support learning: Participate in Suggested assessment: Oral questions, portfolios, observation, written quizzes,
election of children’s government, sing and dance, dramatize Learners questions and answers, reciting, checklists, drawing
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interact with senior citizens and church leaders to discuss the benefits of
obedience
Accurately and consistently narrates Consistently narrates the Bible Sometimes narrates and applies values Hardly narrates nor applies
the Bible story and applies the values story and applies the values acquired from the Bible story in their values acquired from the Bible
acquired in their lives acquired in their lives lives story in their lives.
question(s)
2.3Bible Story; By the end of the Sub strand, ● Learners to read the story of Jonah 1: 1-4,15, 17; 2:10
2.0 The the learner should be able to: ● Learners to watch a video on the story of Jonah
The big fish 1. How did Jonah
Holy Bible ● In pairs, learners to draw and colour the big fish
swallows Jonah a) narrate the story of Jonah disobey God?
● In groups, learners to state why they should be obedient
and be obedient to God 2. What was the
to God and others result of Jonah’s
b) explain results of Jonah’s
disobedience and desire to ● Learners to sing a song, “The big fish swallows disobedience?
4 lessons Jonah……………….”
obey God
Core Competences to be developed: Communication and collaboration as learners sing and discuss the story, imagination and creativity as learners draw
and colour the fish, digital literacy as they watch the video
Link to PCIs: Life skills; decision making, negotiation, effective Link to Values: Obedience, forgiveness, love, respect, responsibility,
communication, Citizenship; leadership, loyalty, ESD; safety and security social justice, fairness
Link to other learning activity areas: Movement and Creative Activities Suggested Community Service Learning activities: Learners to interact
as learners sing songs draw and colour with their parents and elderly members of the community and discuss effects
Language Activities as learners read and discuss reasons why they should of disobedience
be obedient to God and others
Pastoral programme activities, quizzes, question and answer, listening, reciting, checklists, drawing, filling
involve children’s government to guide the learners on obedience, nature in blank spaces ,puzzles

56
walk to a nearby fish pond or lake, make a mosaic of a big fish.
Assessment Rubric
Accurately and Consistently describes the Consistently describes the story Sometimes describes the story and Hardly describes the story
story and applies the values acquired in and applies the values acquired in applies the values acquired in their
their lives their lives daily lives
2.0 The 2.4 Bible By the end of the Sub strand, the ● Learners to read the story of Naaman in 2 Kings 1. Which disease was
Holy Story; learner should be able to: 5:1-14 Naaman suffering from?
Bible ● In groups, learners to list instructions given to 2. Which instructions were
Naaman is a) describe the healing of Naaman Naaman by prophet Elisha given to Naaman by
Healed and desire to have faith in God ● Learners to watch a video clip on Naaman’s Prophet Elisha?
b) appreciate God as the healer of healing 3. Who healed Naaman?
4 lessons all diseases ● Learners to dramatize the story of Naaman
Core Competences to be developed: Communication and collaboration as learners read and discuss the story of Naaman, imagination and creativity as
they dramatize healing of Naaman, learning to learn as the learners read the story
Link to PCls: Health Education; communicable diseases, Life skill; Link to Values: Humility, obedience, faith, persistence, social justice,
decision making, problem solving, negotiation, effective communication responsibility
,self-awareness and self-esteem, interpersonal relationship, Citizenship;
leadership
ESD; environmental awareness
Link to other learning activity areas: Language Activities as they read the Suggested Community Service Learning activities: Interact with parents
Bible, Movement and Creative Activities as learners dramatize the story, and elders in the community to discuss effects of communicable diseases
Health and Nutrition as learners mention the disease Naaman was suffering and how they can be prevented
from
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immunization and de-worming programmes, get involved in hand washing quizzes, questions and answers, reciting, checklists, filling in blank spaces,
programme. puzzles
Assessment Rubric
Accurately and consistently explains the Consistently explains the story and Sometimes explains the story and Hardly explains the story nor
story and applies values acquired in their applies the values acquired in their applies the values acquired in their applies the values acquired in
lives lives lives their lives
question(s)
2.0 The 2.5 Bible Story: By the end of the Sub strand, the ● Learners to read Daniel 3:15-16, 18, 23-30
Holy learner should be able to: ● Learners to watch a video on the story
The three ● Learners to tell why the three men were thrown 1. What happened
Bible
Hebrew men are a) narrate the story of the three into the fire to the three
rescued from Hebrew men to strengthen their ● Learners to draw and colour the three Hebrew men Hebrew men?
fire. relationship with God and the fourth person who rescued them 2. Who rescued the
b) trust God to cope with daily ● Learners to dramatize the three Hebrew men being three Hebrew
challenges rescued men from fire?
4 lessons ● Learners to sing a song on the story
Core Competences to be developed: Communication and collaboration as they read and tell the story, imagination and creativity as they dramatize, self -
efficacy as they express ways of dealing with peer pressure.
Link to PCls: Citizenship; human rights (freedom of worship), ESD; safety Link to Values: Trust, obedience, responsibility, courage, faith
and security, Life skills; decision Making, assertiveness(peer pressure
resistance), effective communication, self- awareness and self –esteem
Link to other learning activity areas: Language Activities in reading the Suggested Community Service Learning activities: Interact with their
story on the three Hebrew men are rescued, Movement and Creative parents and church leaders to learn more about ways of expressing
Activities as they dramatize assertiveness. Parents to sensitize the children on safety at home.
Suggested Non formal Activity to support learning: Participate in fire Suggested assessment: Oral questions, portfolios, observation, written

58
drills and other safety and security measures in school quizzes, questions and answers, reciting, checklists filling in blank spaces
,puzzles
Assessment Rubrics
Accurately and consistently describes the Consistently describes the story Sometimes describes and applies Hardly describes the story
story and applies values acquired from the and applies values acquired values acquired from the story in
story in their lives from the story in their lives their lives
2.0 The 2.6 Bible By the end of the Sub strand, the ● Learners to read 2 Kings 2: 23-24 1. Why was Elisha
Holy Story; learner should be able to: ● Learners to mention the number of boys in the annoyed with the
Bible story boys?
Elisha and a) explain the story of Elisha and the ● Learners to draw ,colour and display pictures of 2. What did Elisha say
the Boys boys and relate it to their day to two bears to the boys?
day life ● Learners to role play the story of Elisha and the 3. How many boys were
b) apply the story in their daily lives boys there?
by respecting the elderly at home, ● Learners to sing a simple song on Elisha and the 4. Why should you
4 lessons
church, school and the community boys respect the elderly?
Core Competences to be developed: Imagination and creativity through role play, drawing and singing, learning to learn as they acquire new ideas,
communication and collaboration as they share the picture
Link to PCIs :Life skills; effective Communication, self- Link to Values: Respect, love, responsibility, social justice
awareness, Parental Engagement and empowerment; parents should
guide children, Citizenship; good governance, obey elders, Learner
support programme; guidance
Link to other learning activity areas: Environmental Activities as Suggested Community Service Learning activities: Visit the senior citizens and
they draw the 2 bears ,Language Activities as they compose poem, learn more about the importance of respecting the elderly
recite and read
Movement and Creative Activities through singing, role play
Mathematical Activities as they list the number of boys and bears
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Suggested Non formal Activity to support learning: Participate Suggested assessment: Oral questions, portfolios, observation, written quizzes,
in guidance programmes in schools questions and answers, reciting, checklists, drawing, filling in blank spaces ,puzzles
Assessment Rubric
Accurately and consistently narrates the Accurately narrates the story and Sometimes narrates and applies the Hardly narrates the story nor
story and applies the values acquired in applies the values acquired in their values acquired from the story in applies the values acquired.
their lives lives their lives
question(s)
3.0 The 3.1 Wise men By the end of the Sub strand, the • Learners to read Matt 2:1-2 1. Who were the
Early Life guided by the learner should be able to: • Learners to role play, “wise men guided by the wise men?
of Jesus Star star’’ 2. What guided
a) identify the star that • Learners to draw stars and colour them the wise men?
Christ
guided the wise men and
• Learners to watch a video clip on the wise men
desire to be led by God in
3 lessons from the East
their daily lives
• Learners to sing a song about the stars
Core Competences to be developed: Communication and collaboration as they role play and sing, imagination and creativity as they view, draw and
colour the star, digital literacy as they watch the video clip, learning to learn as they read the Bible
Link to PCIs: Life Skills; decision making, self-awareness and self- Link to Values: Trust, love and obedience, unity, peace, responsibility, sharing
esteem, creative thinking, critical thinking, interpersonal relationship
ESD; environmental awareness, Safety and Security; guided by star,
Citizenship; integrity
Link to other learning activity areas: Movement and Creative Suggested Community Service learning activities: Parents to support the
Activities as they role play, Environmental Activities as they observe the learner to observe the stars at night
stars
Suggested Non formal Activity to support learning: Appreciate Suggested assessment: Oral questions, portfolios, observation, written quizzes,

60
God’s creation by taking a nature walk in the environment question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
Assessment Rubric
Accurately describes how the wise Correctly describes how the wise To some extent describes how the Hardly describes how the wise men
men were guided by the star men were guided by the star wise men were guided by the star were guided by the star
question(s)
3.2 Home town of By the end of the Sub strand, the ● Learners to mention where they come from 1. Where do
3.0 The early life ● Learners to say what they like about their home town you come
Jesus Christ learner should be able to:
of Jesus Christ ● Learners to name the town where Jesus grew up Luke from?
a) name the home town of 2: 39-40 2. Where did
Jesus Christ and their own ● Learners to compose a poem about the home town of Jesus grow
2 lessons home towns to promote a Jesus up?
sense of belonging
Core Competences to be developed: Communication and collaboration through role play, imagination and creativity as they compose a poem, self-
efficacy as they identify with their place of origin
Link to PCIs: Citizenship; patriotism, social cohesion Link to Values: Love, respect responsibility, patriotism, unity
Parental engagement and empowerment,
Life skill; self-awareness, self-esteem, decision making, interpersonal
relationship, friendship formation and maintenance
Link to other learning activity areas: Environmental Activities as they Suggested Community Service learning activities: Visit relatives in the
identify their home towns company of parents and learn more about their identity
Language Activities as they compose poems
Suggested Non formal Activity to support learning: Sing songs, Suggested assessment: Oral questions, portfolios, observation, written quizzes,
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compose poems about their family, story telling question and answer, listening, reciting, checklists, drawing, filling in blank
spaces ,puzzles
Assessment Rubric
Accurately and consistently mentions the Accurately mentions the home Occasionally mentions the home Neither mentions the home town
home town of Jesus and their own home town of Jesus and their own home town of Jesus and their own home of Jesus nor their own home town
town town town
3.0 The 3.3 The good By the end of the Sub strand, the learner ● Learners to read Luke 10:30-37 1. Who was the Good
life of Samaritan should be able to: ● Learners to watch a video on the story of the good Samaritan?
Jesus a) narrate the story of the good Samaritan 2. What did he do?
Christ 6 lessons Samaritan and relate it to their daily ● Learners to list qualities of the good Samaritan 3. In which ways can
lives ● Learners to role play the story of the good you be a good
b) appreciate the acts of the good Samaritan neighbour?
Samaritan by being kind to people in ● Learners to tell how they help people in need
need ● Learners to sing and dance about the good
Samaritan
Core Competences to be developed: Imagination and creativity as they role play, communication and collaboration as they narrate the story, self-efficacy
as they apply the story in their lives, learning to learn as they embrace new knowledge
Link to PCIs :Citizenship; social cohesion, peace and reconciliation, Health Link to Values: Love, responsibility, compassion, kindness,
education; non-communicable diseases empathy, social justice
ESD: DRR; Safety and security, environmental awareness-being aware of unsafe
places
Life Skills; problem solving, self-awareness, self-esteem, empathy, interpersonal
relationship and decision making,
Link to other learning activity areas: Movement and Creative Activities as they Suggested Community Service learning activities: Participating in
sing and dance, Language Activities as they learn new vocabulary, Environmental charity walks, helping the sick at home and the community under

62
Activities as they visit others, Health and Nutrition the good Samaritan applied oil parental guidance
on the wounds
Suggested Non formal Activity to support learning: Suggested assessment: Oral questions, portfolios, observation,
Visit special units in the school to share items and empathize, participate in first written quizzes, questions and answers, reciting, checklists, drawing,
aid activities filling in blank spaces ,puzzles
Assessment Rubric
Accurately and consistently narrates the Accurately narrates the story of the Sometimes narrates the story of Hardly narrates the story of the
story of the good Samaritan and applies it good Samaritan and applies it in their the good Samaritan but does not good Samaritan
in their daily life daily life apply it in their daily life.
question(s)
3.4 The little By the end of the Sub strand, the learner should ● Learners to read John 6:1-14 1. Where did Jesus
3.0 The boy with five be able to: ● Learners to watch a video of the little boy with Christ get food
Life of loaves and two five loaves and two fish to feed the
a) explain the miracle of the five loaves and ● Learners to narrate the story of the little boy with people?
Jesus fish
two fish and practice kindness to others five loaves and two fish 2. How many
Christ b) state the number of baskets that remained ● In groups learners to draw the two fish and five baskets
after feeding the people and relate it to loaves of bread remained after
6 lessons keeping the environment clean ● Learners to role play the miracle feeding the
c) appreciate the miracle of the five loaves and ● Learners to sing a song about the five loaves and people?
two fish by sharing with others two fish
Core Competences to be developed: Communication and collaboration as they role play, digital literacy as they watch videos, learning to learn as they
read the Bible
Link to PCIs: ESD; food Security, environmental awareness, Citizenship; Link to Values: Sharing, compassion, kindness, faith, love,
integrity, human rights, social cohesion, responsibility, generosity
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Life Skills ; creative thinking, decision making critical thinking, problem
solving, interpersonal relationship, friendship formation,
Link to other learning activity areas: Environmental Activities by keeping Suggested Community Service :Visit orphanages in the company of
the environment clean, Mathematical Activities as they count the baskets left their parents and take food to the less fortunate
after feeding the 5,000, Language Activities as they read the Bible, Health and
Nutrition Jesus fed the hungry
Non formal Activities Activity to support learning: Practice sharing, Suggested assessment: Oral questions, portfolios, observation, written
participate in charity walks quizzes, questions and answers, reciting, checklists, drawing, filling in
blank spaces ,puzzles
Assessment Rubrics
Precisely and systematically describes the Precisely describes the miracle of Sometimes describes the miracle Rarely describes the miracle of
miracle of the five loaves and two fish the five loaves and two fish of the five loaves and two fish the five loaves and two fish
question(s)
3.0 The 3.5 Jesus Christ By the end of the Sub strand, the learner● Learners to read Mathew 14:22-33 1. Who walked on
Life of walks on water should be able to: ● Learners to mention who walked on water water?
Jesus ● Learners to discuss in pairs why the disciples 2. Why were the
a) describe the miracle of Jesus Christ were frightened, Mathew 14:26 disciples frightened
Christ
walking on water and have faith in ● learners to watch a video on Jesus walking on at the sea?
3 lessons God water
b) appreciate Jesus’ power in their lives ● learners to sing a song on Jesus walking on
to overcome daily challenges water
Core Competences to be developed: Imagination and creativity as they sing, learning to learn as they discover new knowledge, digital literacy as they

64
watch the video
Link to PCIs: ESD; safety and security, environmental awareness Link to Values: Faith, responsibility, love, compassion, courage
Life Skills; decision making, self-awareness, self-esteem, problem solving,
Link to other learning activity areas: Language Activities as they learn Suggested Community Service learning activities: learners attend church
new words e.g. miracle and learn more about the works of Jesus
Environmental Activities, Jesus walked on water
Suggested Non formal Activity to support learning: Sing songs about the Suggested assessment: Oral questions, portfolios, observation,
works of Jesus, participate in Bible club activities and Pastoral Programmes written quizzes, questions and answers, reciting, checklists, filling in
blank spaces ,puzzles
Assessment Rubrics
Accurately and sequentially Accurately narrates the miracle of Jesus Occasionally narrates the miracle of Hardly narrates the miracle of
narrates the miracle of Jesus walking on water and applies it in their Jesus walking on water and applies it in Jesus walking on water
walking on water and applies it lives their lives
in their lives
question(s)
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3.0 The life 3.6Raising of By the end of the Sub strand, the learner ● Learners to read Mark 5:35-43 1. What happened
of Jesus Jairus’ should be able to: ● Learners to narrate the story of raising Jairus’ at Jairus house?
Christ Daughter daughter 2. Whose daughter
a) analyze the miracle of raising Jairus’ ● Learners to watch a video on raising Jairus’ did Jesus Christ
daughter and have faith in God daughter raise from death?
b) appreciate the power of Jesus Christ ● learners to recite Mark 5:41
5 lessons over death ● Learners to sing a song on raising Jairus’
daughter
Core Competences: Digital literacy as they watch videos, learning to learn as they read the verses, communication and collaboration as they sing and
recite
Link to PCls: Health Education; healing, food and nutrition ,Parental Link to Values: Co-operation, responsibility, compassion, love, care, faith,
engagement and empowerment, Citizenship; integrity, Life skills; concern, empathy
assertiveness, creative thinking , problem solving, effective communication,
coping with emotions, interpersonal relationship
Link to other learning activity areas: Language Activities through Suggested Community Service learning activities: Visit and pray for
reading, Movement and Creative Activities through singing, Environmental neighbours who are unwell and bereaved in the company of parents
Activities as they visit neighbours
Suggested Non formal Activity to support learning: Empathize with the Suggested assessment: Oral questions, portfolios, observation, written
sick quizzes, question and answer, listening, reciting, checklists, filling in blank
spaces ,puzzles
Assessment Rubrics
Perfectly and clearly describes the Clearly describes the raising of Jairus’ Sometimes describes the raising of Rarely describes the
raising of Jairus’ daughter and daughter and demonstrates faith in God Jairus’ daughter and occasionally raising of Jairus’
demonstrates faith in God demonstrate faith in God daughter.
Strand Sub- Specific learning outcomes Suggested learning experiences Key inquiry question(s)
Strand
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3.0 The 3.7 Easter By the end of the Sub strand, the learner ● Learners to read Mathew 28:1-6
Life of should be able to: ● Learners to list the activities that take place during
Easter celebrations 1. Why do we celebrate
Jesus
a) mention the importance of Easter in ● Learners to list in groups the importance of Easter?
Christ 4 Lessons the life of a Christian celebrating Easter 2. Which activities take
b) identify the events that take place ● Learners to role play the resurrection of Jesus in place during Easter?
during Easter celebrations Mathew 28:1-6 3. Why is Easter
c) appreciate the resurrection of Jesus ● Learners to recite Mathew 28:6 important to us?
Christ by taking part in Easter ● Learners to sing songs about Jesus resurrection
celebrations
Core Competences to be developed: Learning to learn as they read the Bible, communication and collaboration as they discuss in groups, imagination and
creativity as they role play
Link to PCIs: ESD; safety and security, Citizenship; leadership, Life Link to Values: Kindness, love, faith, unity, cooperation, perseverance,
skills; self-awareness, interpersonal relationship, self-esteem, friendship humility, tolerance, responsibility
formation, decision making, coping with emotions, coping with stress
Link to other learning activity areas: Language Activities as they read Suggested Community Service Learning activities: Learners go to Church
and recite Bible verses in the company of parents to celebrate Easter and share meals with others
during Easter celebrations
Movement and Creative Activities as they discuss, role play and sing
Mathematical Activities as they list activities that take place during Easter
celebrations
Suggested Non formal Activity to support learning: Sing songs about Suggested assessment: Oral questions, portfolios, observation, written
Easter, memorize Bible verses quizzes, question and answer, listening, reciting, checklist, filling in blank
spaces, puzzles
Assessment Rubric
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Excellently describes Easter celebrations Accurately describes Easter celebrations Sometimes describes and Hardly participates in
and participates by going to Church and participates by going to Church participates in Easter celebrations Easter celebrations
Strand Sub strand Specific learning outcomes Suggested learning experiences Key inquiry question (s)
4.0 By the end of the Sub strand, the ● Learners to read the story of Ananias and Sapphira 1. What did Ananias
Christian learner should be able to: in Acts 5:1-11 and Sapphira do
4.1Honesty ● Learners to discuss in groups the lessons learnt against God?
Values
a) narrate the story of Ananias and from the story of Ananias and Sapphira. 2. Why should you be
Sapphira and desire to be honest ● Learners to role play the story of Ananias and honest with church
6 lessons in their lives Sapphira offering?
b) practise honesty by taking ● Learners to discuss the importance of being honest 3. What do you do
offerings to church with church offerings. when you find lost
c) explain the importance of ● Learners to role play ways of respecting other items?
respecting other peoples items for people’s items.
harmonious living
Core Competences to be developed: Communication and collaboration as they discuss in groups, imagination and creativity as they role play, self-
efficacy in developing self-awareness and integrity
Link to PCls: Citizenship; integrity, sharing, social cohesion Link to Values: Honesty, love, respect, responsibility, faith, respect,
Parental engagement and empowerment, Life skills; decision making, self- sharing, trust
awareness, assertiveness, self-esteem,
Link to other learning activity areas: Movement and Creative Activities as Suggested Community Service Learning to support learning: Visit a
they role play and sing, Language Activities as they read and narrate. local church and participate in giving offerings, visit a church leader to talk
about honesty in relation to church offering
Suggested Non formal Activity to support learning: Singing and dancing, Suggested assessment: Oral questions, portfolios, observation, written
dramatization, storytelling quizzes, questions and answers, reciting, checklists, filling in blank spaces
,puzzles
Assessment Rubrics

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Accurately narrates the story of Correctly narrates the story of Sometimes narrates the story of Ananias Hardly narrates the story of
Ananias and Sapphira and always Ananias and Sapphira and practice and Sapphira and occasionally practice Ananias and Sapphira
practice honesty honesty honesty
question(s)
4.0 4.2 Thankfulness By the end of the Sub strand, the learner ● Learners to recite Psalms 136:1 1. How do you thank
Christian should be able to: ● Learners to write on flash cards some of God as your creator?
Values the reasons for thanking God, family, 2. Why should you
a) describe ways of thanking God for friends and teachers thank God for your
3 lessons creating them ● Learners to say a simple,’ Thank you’ family, friends and
b) thank God for their family, friends and prayer to God teachers?
teachers and appreciate them all the ● Learners to sing a thanksgiving song
time
Core Competences to be developed: Learning to learn as they read the Bible, communication and collaboration through group discussions, imagination
and creativity through singing ,self-efficacy as they make decisions
Link to PCIs : Citizenship; patriotism, social cohesion, Link to Values: Kindness, humility, trust, humility, social cohesion,
Parental engagement and empowerment, thankfulness, responsibility
Life-Skills; self- esteem, self-awareness, effective communication,
decision making, interpersonal relationship, friendship formation and
maintenance,
Link to other learning activity areas: Language Activities as they write Suggested Community Service Learning activities: Visit a local church
on flashcards and observe thanksgiving activities, inquire from parents reasons for thanking
Movement and Creative Activities as they sing God
Suggested Non formal Activity to support learning: Sing thanks giving Suggested assessment: Oral questions, portfolios, observation, written
songs, memorization of Bible verses, participate in thanksgiving service quizzes, question and answer, listening, reciting, checklists, drawing, filling
in blank spaces ,puzzles
Assessment Rubrics
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Excellently understands the importance Correctly understands the Sometimes thank God for their Hardly thank God for their
of thanking God for their family, importance of thanking God for family, friends and teachers family, friends and teachers
friends and teachers their family, friends and teachers
4.0 4.3 By the end of the Sub strand, the learner ● Learners to read the story of the unforgiving 1. What do we learn from
Christian Forgiveness should be able to: servant in Matthew 18:21-35 the story of the
Values ● Learners to watch a video on the unforgiving unforgiving servant?
a) describe the story of the unforgiving servant 2. What happens when
servant and relate it to their ● Learners to role play the Bible story of the you do not forgive
4 lessons interaction with others unforgiving servant others?
b) desire to forgive others in their day ● Learners to always say, ‘Sorry’ when they
to day lives wrong others
● Learners to write on flash cards the verse from
Colossians 3:13 and recite it aloud in turns
Core Competences to be developed: Communication and collaboration as they role play, self-efficacy forgiving others is a decision, learning to learn as
they read the story and practise saying sorry, digital literacy as they watch videos
Link to PCIs: Citizenship; social cohesion; peace and reconciliation Link to Values: Forgiveness, love, humility, tolerance, kindness, unity,
Life-skills; self-esteem, assertiveness, decision making, coping with emotions, social justice, responsibility
interpersonal relationships, problem solving, self-awareness, critical thinking,
friendship formation and maintenance,
Link to other learning activity areas: Language Activities as they read the Suggested Community Service Learning activities: Interact with
Bible, Movement and Creative Activities as they role play community elders to observe situations of forgiveness.
Suggested Non formal Activity to support learning: Sing songs about Suggested assessment: Oral questions, portfolios, observation, written
forgiveness, simulate two people forgiving each other quizzes, questions and answers, reciting, checklists, filling in blank
spaces, puzzles
Assessment Rubrics

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Perfectly understands the value of Clearly understands the value of Sometimes understands the value Hardly understands the value of
forgiveness and forgives others forgiveness and forgives others of forgiving others forgiveness
question(s)
4.0 4.4 Trust By the end of the Sub strand, the learner ● Learners to read Proverbs 11:13 1. Whom do you trust?
Christian should be able to: ● Learners to identify people they can trust
Values 4lessons a) identify people they can trust for their ● Learners to mention the people to report to in 2. Who do you report
own safety cases of danger for appropriate action to be to in case of danger?
b) mention the people to report to in case taken 3. How do you feel
of danger for appropriate action to be ● In groups or pairs, learners to role play,’ How when people talk
taken to behave when confronted by a stranger’ about you?
c) discuss the effects of talking about ● Learners to discuss effects of talking about 4. Why is it wrong to
others for harmonious living others talk about others?
● Learners to sing the song, “Trust and
obey………….”
Core Competences to be developed: Critical thinking and problem solving as they discuss how to report danger, self-efficacy as they say, “No” to
strangers, imagination and creativity as they role play
Link to PCIs: Citizenship; integrity, social cohesion Link to Values: Trust, integrity, responsibility, love, respect, unity,
Life skills; critical thinking, self -awareness, assertiveness, effective peace
communication, friendship formation, interpersonal relationship, empathy, self
esteem
Link to other learning activity areas: Language Activities as they read and Suggested Community Service Learning activities: Involve parents to
recite, Movement and Creative Activities as they sing, Environmental discuss with their children about people they should trust
Activities; trust enhances relationships in the society
Suggested Non formal Activity to support learning: Invite a resource person Suggested assessment: Oral questions, portfolios, observation, written
to give a talk on trust quizzes, questions and answers, reciting, checklists, filling in blank
spaces, puzzles
Assessment Rubrics
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Perfect and reliable knowledge of Perfect knowledge of people to be Fair knowledge of people to be trusted Barely has knowledge of
people to be trusted trusted people to be trusted
4.0 4.5 Responsibility By the end of the Sub strand, the learner ● Learners to list the importance of 1. Why should you always
Christian should be able to: personal cleanliness observe personal cleanliness?
4 lessons ● Learners to report students who 2. What should you do if
Values a) discuss the importance of personal
hygiene for healthy living play mischief your brother or sister is not
b) acquire the value of responsibility by ● Learners to role play doing doing the right thing?
correcting those in the wrong household chores without expecting 3. Why should you not
c) develop responsibility by not rewards from parents expect rewards after doing
expecting a reward when they do ● Learners to recite Philippians 2:4 household chores?
chores at home
Core Competences to be developed: Citizenship by being your brother’s keeper, communication and collaboration as they discuss, self-efficacy through
practicing personal hygiene
Link to PCIs: Citizenship; good governance, human rights and responsibility, Link to Values: Responsibility, concern, empathy, honesty, unity, hard-work,
Health Education; nutrition and hygiene social justice, trust, love
Life skills; self-esteem, self-awareness, self-esteem ,problem solving decision
making ,creative thinking
Link to other learning activity areas: Movement and Creative Activities as Suggested Community Service Learning activities: Assign simple chores to
they sing, Language Activities as they recite verses from the Bible, Health and learners at school, home and church
Nutrition; personal hygiene and cleanliness, Environmental Activities as they
keep the environment clean
Suggested Non formal Activity to support learning: Practice brotherly Suggested assessment: Oral questions, portfolios, observation, written
concern in their interactions at school, collect litter around the school quizzes, questions and answers, reciting, checklists, filling in blank spaces
compound and take care of school property ,puzzles
Assessment Rubrics

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Accurately and consistently Accurately performs chores without Occasionally performs chores Rarely performs chores
performs chores without expecting expecting rewards without expecting rewards
rewards
question(s)
5.0 The 5.1 Prayer By the end of the Sub strand, the learner ● Learners to recite the Lord’s prayer Mathew 1. Which prayer did
Church should be able to: 6:9-13 Jesus Christ teach
● Learners to read the Lord’s prayer from a His disciples?
a) recite the Lord’s prayer and apply it in chart displayed in class 2. How can you
5 lessons their daily lives ● Learners to role play ways of showing show respect to
b) show respect to God during prayer by respect to God during prayers. God during
adopting different postures of prayer ● Learners to sing the Lord’s Prayer. prayer?
Core Competences to be Developed: Communication and collaboration as they discuss, sing and recite, imagination and creativity as they role play, learning
to learn as the they recite the Lord’s prayer
Link to PCIs: Life skills; creative thinking, self-awareness and self-esteem as Link to Values: Respect, humility, responsibility, love ,faith, trust
they role play, assertiveness, critical thinking, effective communication,
Patriotism; sing the National Anthem which is a prayer to God
Links to other learning activity areas: Movement and Creative Activities as Suggested Community Service Learning Activities: Learners to attend
the learners sing church services to learn more about respecting God during prayers.
Suggested Non formal Activity to support learning: Pray during school Suggested assessment: Oral questions, portfolios, observation, written
assemblies, Pastoral programmes, in class and when taking meals quizzes, questions and answers, reciting, checklists, filling in blank spaces,
puzzles
Assessment Rubrics
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Exceeding expectation Meeting expectations Approaching expectations Below expectations
Accurately and frequently says the Lord’s Accurately says the Lord’s Prayer Sometimes says the Lord’s Hardly says the Lord’s Prayer
Prayer and shows respect to God during and shows respect to God during Prayer and shows respect to God
prayer prayer during prayer
question(s)
5.0 The 5.2 The By the end of the Sub strand, the learner ● Learners to read Acts 2:1-4 1. What happened on
Church Holy Spirit should be able to: ● Learners to watch a video clip on the coming of the day of
a) discuss the coming of the Holy Spirit on the Holy Spirit Pentecost?
6 lessons the day of Pentecost and relate it to their ● Learners to read Galatians 5:22 2. Which are some of
lives ● Learners to draw a tree and attach labels of the the fruits of the
b) identify the work of the Holy spirit in fruits of the Holy Spirit (love, joy, peace and Holy Spirit?
the life of a Christian kindness) 3. What is the work of
c) appreciate the fruit of the Holy Spirit by ● In groups, learners to model and label four fruits the Holy Spirit in
living harmoniously with others of the Holy Spirit (love, joy, peace and the life of a
d) desire to be led by the Holy spirit as they kindness) Christians?
make decisions in life ● Learners to sing songs on the coming of the
Holy Spirit
Core Competences to be developed: Communication and collaboration achieved through group work, imagination and creativity achieved through
modelling, singing and drawing the family tree, digital literacy as they watch the video clip, learning to learn as they read the Bible
Link to PCIs: Life Skills; decision making, critical thinking, self- awareness and Link to Values: Love, sharing, unity, cooperation, courage, integrity
self -esteem, interpersonal relationship, Citizenship; social cohesion, Leadership;
empowerment by the Holy Spirit, mentorship
Link to other learning activity areas: Movement and Creative Activities; singing Suggested Community Service Learning Activities: Attend church
and modelling and learn more about the work of the Holy Spirit
Language Activities; development of new vocabulary (Pentecost)
Suggested Non formal Activity to support learning: Learners sing songs on the Suggested assessment: Oral questions, portfolios, observation,
fruits of the Holy Spirit, modelling the fruits of the Holy Spirit written quizzes, reciting, checklists, drawing, filling in blank spaces
,puzzles
Assessment Rubric

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Exceeding Expectations Meeting Expectations Approaching Expectations Below Expectations
Habitually and faultlessly exhibits the Habitually exhibits the fruit of Occasionally exhibits some fruits of Seldom exhibits the fruit of the Holy
fruit of the Holy Spirit by expressing the Holy Spirit by expressing the Holy Spirit in their interactions Spirit as they interact with others
love, joy, peace and kindness as they love, joy, peace and kindness as with others
interact with others they interact with others
SUGGESTED RESOURCES
The Holy Bible, the Children’s Bible, Bible story books, flash cards, pictures, videos, charts, posters, photographs, hymnbooks, resource persons, community
resources, realia, newspaper cuttings, crayons, plasticine, audio player, dolls, picture cards, pencils, prayer books ,models, clay, drawings, relevant texts and
documents, learners tablets, projectors, radio, TV, camera
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HINDU RELIGIOUS ACTIVITIES

76
GRADE ONE
Essence Statement
Hindu Religious Education (HRE) offers an opportunity to learn the Hindu religion and its aspects. Hindu Religion is a way of life and its teaching starts in
early childhood.
HRE in the schools is a continuation of the knowledge acquired at home in early childhood. HRE is an integration of four faiths: Hinduism, Sikhism, Buddhism
and Jainism.
The teaching of HRE in Grade one level aims at nurturing faith in Paramatma and recognising self-awareness and understanding social obligations and
responsibility to the immediate environment. HRE thus, enables learners to enjoy learning and living through play. It provides an opportunity to instil in children
good social habits and moral values for effective living as righteous individuals and useful members of the community, Nation and as responsible global citizens.
The HRE curriculum, therefore, provides avenues for holistic physical mental, emotional and spiritual growth for learners. It enables them to develop personal
beliefs while appreciating the beliefs of others. HRE also covers pertinent and contemporary issues in society such as children’s rights, life skills and community
service.
The learners acquire requisite competencies such as Communication and Collaboration, Imagination and Creativity, Digital Literacy, Critical Thinking and
Problem solving, Learning to Learn and Self-efficacy.

a) appreciate and thank Paramatma for His Creation in relation to our existence,
b) develop faith in Paramatma’s Love and provision to enhance self-efficacy,
c) demonstrate the Omnipresence of Paramatma through prayer, saying and singing bhajans/stavans/shabad/mantras for their spiritual growth,
d) demonstrate the understanding that all Scriptures are Holy and that one should handle them carefully and with respect ,
e) demonstrate their awareness of festivals and participating in them to enhance cohesion and co-existence,
f) perform simple rhythmic Yoga exercises to become healthy Citizens,
g) acquire a sound foundation to develop into an ideal, ethical and moral human being.
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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Questions
1.0 Creation 1.1 Myself By the end of this sub strand, the • Learner be guided through short 1. Do you know your
[6 lessons] learner should be able to:- stories the role of neighbours in neighbours by their names?
a) interact and familiarize well their lives. 2. What do neighbours do for
with neighbours for harmonious • Learner be trained to observe the each other?
co-existence, appropriate or inappropriate 3. Name some of the
b) report to parents about the behaviour in his/her behaviours of neighbours
behaviour of the neighbours neighbourhood. that upset you.
towards him/her for his/her self • Learner to shown safety and
confidence, security in the neighbourhood
c) appreciate neighbours as part of through videos and guided
God’s creation. supervision.
1.2 The Panch a) mention the importance of heat • The learner be guided to identify 1. What are the uses of fire in
Mahabhoot energy from the Sun (Surya Agni(fire) as a source of heat daily life?
Devta ) for sustenance of life, energy in different forms using 2. What do you see when a
[6 lessons] b) identify the various forms of fire realia. candle is lit?
for improvement in the quality • The learner to be guided to 3. What could happen if you
of life, understand that heat is a form of touch the flame of the
c) appreciate the importance of sun fire from the sun. candle?
(Surya Devta) as a source of • The learner be encouraged to
heat and light for life. demonstrate the importance of fire
in daily life through activities.
Core Competences to be developed: Communication and Collaboration, Critical thinking, Learning to learn
Link to PCIs: Life Skills: - Skills of knowing and living with oneself-Self Link to Values: Love, Peace, Social justice
Awareness,
Skills of knowing and living with others- Effective Communication- listening
attentively
Education for Sustainable Development (ESD): Environmental Education-
Safety and security-understanding individual safety and security, Caring for
Paramatma’s creation, Keeping the Environment clean.

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Links to other learning activity areas: Suggested Community Service Learning activities: The learner be
Environmental Studies: sun and energy encouraged to participate in a get together with neighbours for social
Language Activities: Language for instruction and translation of technical terms cohesion and harmony.
used in vocabulary of this strand
Mathematics: concept of ratio one to many
Suggested non-formal activity to support learning: Suggested assessment: Oral questions, portfolio, observation
The learner could prepare a simple project (importance of sunlight in
photosynthesis) that reflected the importance of Surya Devta (Sun) for
sustenance of life.
Suggested Learning Resources: Realias for heat, media, charts, models
Assessment Rubric
Exceeds expectation Meets expectation Approaches expectation Below expectation
Brilliant in making interpersonal Very good in making interpersonal At times, good in making interpersonal Sometimes unable in making
relations at home and with relations at home and with relations at home and with neighbours interpersonal relations at home
neighbours at the same time vigilant neighbours at the same time vigilant and good enough to notice any unusual and with neighbours.
enough to notice appropriate/ enough to notice any unusual thing thing happening at
inappropriate behaviour of happening at home/neighbourhood. home/neighbourhood.
neighbours/elders at home.
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
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2.0 Worship 2.1 Basic Prayers By the end of this sub strand, • Learner be encouraged to develop 1. What are Bhajans and
the learner should be able to:- interests in Shabads?
a) mention the basic prayers - Bhajan 2. When do we perform
performed for, - Shabad Stavans and Buddh
(6 lessons) enhancement of faith - Stavan Mantra?
b) sing basic prayers for - Buddh mantra 3. Why do we sing basic
spiritual growth, - using audio-visual aid. prayers?
c) appreciate the qualities of • The learner be encouraged to
Paramatma through basic participate in singing activities in
prayers. groups/pairs.
2.2 Places of worship a) identify and recognize the • The learner to be taken to visit 1. Do you know places of
(3 lessons) places of worship of the different places of worship to worship?
four faiths. observe the features outside the 2. Can you Name the
b) recognize the features places of worship like Dhwaj(flag), places of worship?
outside/inside a place of Dome, Steps, Shoe rack and wash 3. What features do you
worship for basin etc.. see outside a place of
familiarization. • The learner to be taken to visit worship?
different places of worship to 4. What features do you
observe the features inside the places see inside a place of
of worship like Deities, Bell, Deepak, worship?
flowers etc.
Core Competences to be developed: Citizenship, Digital literacy, Self-efficacy
Link to PCIs: Life skills: Skills of knowing and living with oneself- Self- Link to Values: Peace, Respect, Responsibility, Love, Unity.
awareness, Self-esteem, Coping with emotions. Assertiveness
Skills of knowing and living with others- Effective Communication,
Interpersonal relationship,
Decision making skills- Decision making, Problem solving
Parental Empowerment and Engagement: General guidance.
Links to other learning activity areas: 1 language activities: when learning Suggested Community Service Learning activities:
new vocabulary Learners to be advised to visit/participate in their places of worship.

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2 Psychomotor and creative activities: creative thinking through collage making
Suggested non-formal activity to support learning: The learner will Suggested assessment: Oral questions, portfolio, observation, project.
organize Bhajan, Shabads and Stavans to be held in the school assembly
Parents to assist learner to take photographs of inside/outside features in the
places of worship and paste in the scrap book.
Assessment Rubric
Identify the differences in bhajan, Identify the differences in bhajan, Identify the differences in bhajan, Rarely identifies the
shabads and stavans, sing the qualities shabads and stavans, sing the qualities shabads and stavans, sing the qualities differences in bhajan,
of Paramatma through simple of Paramatma through simple of Paramatma through simple shabads and stavans hardly
bhajans,shabads and stavans correctly bhajans,shabads and stavans correctly. bhajans,shabads and stavans at times. can sing any of them.
and consistently. Inspire other peers.
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 Manifestations 3.1 Qualities Of By the end of this sub • Learner be introduced to the qualities of 1. Whom do you pray
Enlightened Beings strand, the learner should - Shri Ram, to?
be able to:- - Shri Krishna, 2. Who tells you
(6 lessons) a) recognise the names of - Guru Nanak Dev Ji, about Paramatma at
the Enlightened - Lord Buddha home?
Beings for - Lord Mahavir
familiarization, • Learner be told names of Paramatma like
b) identify the names of Allah and God from other faiths.
the Enlightened
Beings from the • The learner to share their knowledge on
Pictures to build Shabad Guru,
confidence, Parvati Mata,
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c) appreciate the qualities Lakshmi Mata
3.2 Belief in of the Enlightened Durga Mata
paramatma Beings as loving and in groups.
caring, • Learner be shown Images/animated stories
(4 lessons) d) state short stories of depicting the qualities of the Enlightened
the Enlightened Beings.
Beings to strengthen • The learner be encouraged to sing religious
the belief in songs to glorify Paramatma.
Paramatma.
Core Competences to be developed: Communication and collaboration, creativity and Imagination, learning to learn
Link to PCIs: Life skills: Skills of knowing and living with oneself- Self- Link to Values: Respect, Love, Unity, Peace, Responsibility.
awareness, Self-efficacy
Skills of knowing and living with others- Effective communication,
Interpersonal relationship, Collaboration,
Citizenship-Social cohesion
Parental Empowerment and Engagement: General guidance.
Links to other learning activity areas: Language Activities: New names Suggested Community Service Learning activities: The learners to be
Music- singing bhajans involved in prayer meetings and to sing songs praising Paramatma at the
place of worship
Suggested non-formal activity to support learning: Teacher could give Suggested assessment: Oral questions, portfolio, observation
assignment to color the images of the Enlightened Beings.
Suggested Learning Resources Resource person, Audio aids, Posters, charts
Assessment Rubric
Confidently and correctly Confidently and correctly Confidently and correctly States and recognises the
State and recognises the names of Paramatma State and recognises the names of State and recognises the names names of Paramatma from his

82
in Hinduism and other faiths and has basic Paramatma in Hinduism and has of Paramatma in Hinduism and faith alone.
knowledge about manifestations of basic knowledge about knows very little about
Paramatma. manifestations of Paramatma. manifestations of Paramatma.
States confidently the qualities of Paramatma State confidently the qualities of At times state the qualities of Sometimes states the qualities
as Loving, caring, Kind, Protector and the Paramatma as Loving, caring, Kind, Paramatma as Loving, caring, of Paramatma as Loving,
creator. Knows simple stories about qualities Protector and the creator. Kind, Protector and the creator. caring, Kind, Protector and the
of Paramatma. creator.
4.0 Scriptures 4.1 Ramayan and Sri • The learner be shown pictures of
By the end of this sub strand, the 1. Do you remember
Guru Granth Sahib learner should be able to:- - Ramayan. Ramayan and Sri Guru
ji a) recognise Ramayan and Sri - Sri Guru Granth Sahib ji. Granth Sahib ji?
Guru Granth Sahib ji as a • The Learner be guided on how to 2. How do we handle the
(4 lessons) source of divine knowledge, handle and open the Scriptures with scriptures?
b) handle the Scriptures with the help of a resource person. 3. Who handles the
care as Holy books, • Encourage learner to listen and Scriptures at the place
c) appreciate the importance of participate in of worship?
scriptures and for Ram chanting
strengthening faith. Waheguru chanting
using audio visual aids.
Core Competences to be developed: Communication and collaboration, Learning to learn, Digital literacy
Link to PCIs: Life Skills: Skills of knowing and living with oneself- Self- Link to Values: Respect, Responsibility, Peace, Unity, Love.
Skills of knowing and living with others- Effective communication, Interpersonal
relationship, Collaboration,
Parental Empowerment and Engagement: General guidance
Links to other learning activity areas:1 language: New vocabulary Suggested Community Service Learning activities:
Hygiene in keeping oneself clean while handling the Scriptures
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Parents to visit the temple with their children to learn about the scriptures and
handling respectfully
Suggested Learning Resources: Resource person
Assessment Rubric
Confidently and correctly state Confidently and correctly state Confidently and correctly state Sometimes states correctly
introduction of Ramayan and Sri introduction of Ramayan and Sri introduction of Ramayan and Sri Guru introduction of Ramayan and Sri
Guru Granth Sahib ji as a source of Guru Granth Sahib ji as a source of Granth Sahib ji as a source of divine Guru Granth Sahib ji as a source
divine knowledge with similarities divine knowledge. knowledge at times. of divine knowledge.
in their teachings.
Correctly states the ways in handling Correctly states the ways in handling Correctly states the ways in handling Sometimes states correctly the
both Scriptures appropriately as both Scriptures appropriately as both Scriptures appropriately as shown ways in handling both Scriptures
shown by the teacher through audio- shown by the teacher through audio- by the teacher through audio-visual aid appropriately as shown by the
visual aid. Imply similar respectful visual aid. Imply similar respectful at times. teacher through audio-visual aid.
handling for Scriptures from other handling for Scriptures at home.
faiths.
5.0 Yoga 5.1 Pranayam By the end of this sub strand, the • Learner be shown 1. What is “Pranayama”?
(Good Health) (Breathing Exercises) learner should be able to:- Anulom - Vilom, 2. Which are the correct
a) demonstrate the correct Kapaal Bhaati postures for
(6 lessons) posture while performing through charts/digital literacy performing breathing
simple breathing exercises displaying simple breathing exercises?
for good health, exercises.

84
b) perform simple breathing • Learner be encouraged to get
exercises to become information about breathing
spiritually and physically fit, exercises from parents, guardians and
c) appreciate breathing priests.
exercises as a way of coping • Learner be guided to practice
with emotions. Pranaayam as a group activity.
a) demonstrate appropriate • Through digital literacy/Resource 1. What are “Asanas”?
1.2 Asanas body postures for physical person/charts the learner can observe2. Have you ever seen
(Body Postures) wellbeing • Pranaam Asana (prayer pose) people perform
b) practice of Pranaam asana, • Hasta utthaan asana (raised arms asanas?
(6 lessons) Hasta utthaan asana pose) 3. Do you perform
correctly for physical • Learner can practice Yoga in groups asanas?
wellbeing or pairs with correct attire/timing
c) appreciate asanas for self- under the teacher’s guidance.
discipline and focus.
Core Competences to be developed: Self-efficacy, Citizenship, Digital Literacy, Learning to learn
Link to PCIs: Life skills-Skills of knowing and living with oneself- Link to Values: Peace, respect, responsibility.
Self-efficacy, Coping with emotions
Links to other learning activity areas: Suggested Community Service Learning activities:
Mathematics activity: counting breaths and postures
Psychomotor activity: body movements in Yoga
Language activity: Language for instruction and translation of technical terms
used in Yoga
ICT: Audio Visual Display of Yoga exercise for Learners
Get information from parents/guardians to practice Yoga. Visit to a Yoga Centre
for continuous practice and perfection in performing Yoga.
Suggested Learning Resources Audio visual aid, Books, Yoga mats, Appropriate Attire made of natural fibre, Posters and charts
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Assessment Rubric
Consistently and correctly perform Learner can always perform both Learner can at times do breathing Learner is sometimes able to
breathing exercises and postures in breathing exercises, postures of exercises and posters in correct demonstrate the correct posture
correct attire/timing and also guiding Yoga with correct attire/timing. manner. during Yoga.
fellow students in doing it in correct
way.
6.0 Sadachaar 6.1 General By the end of this sub strand, the • The learner to practice courtesy 1. How do you greet
Etiquette: learner should be able to:- through role play depicting elders. elders?
a) say appropriate spoken words • The learner be guided to address 2. How do you address
(6 lessons) that are courteous while his/her agemates by their names in your agemate?
interacting with elders, a polite manner. This can be 3. Why do we need
b) use proper language while demonstrated through audio- politeness in
interacting with their age visual aid. interaction?
mates for harmonious co- • The learner be encouraged to 4. What can you share
existence, address all others who come in with your friend in
c) appreciate the importance of contact with them in a polite school?
courteous and humble words manner everyday through role
to all they come in contact play.
with for peaceful co-existence.
6.2 Sewa a) demonstrate sharing things at • Learner be encouraged to practice 1. What can you share
(selfless service) school and at home for good sharing at school and at home with your friend in
relationships, through short stories / related school?
(6 Lessons) circumstances.

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b) demonstrate the act of sharing •
Learner be shown through 2. In what ways can we
at the places of worship for pictures and videos of people help at the places of
harmonious interaction, sharing and helping the needy. worship?
c) appreciate the importance of • Learner be taken for visits to
sharing. children’s home for selfless
service.
Core Competences to be developed: Communication and collaboration, self-efficacy and digital literacy.
Skills of knowing and living with others- Effective communication, Interpersonal
relationship, Collaboration,
Links to other learning activity areas: Language: Language for instruction and Suggested Community Service Learning activities: Learner be
translation of technical terms used in this strand. encouraged to participate in on the spot extempore to speak about
Psychomotor the Sewa they would like to do.
The learner could visit an elderly person and interact with them appropriately.
Suggested Learning Resources Audio-visual aids
Assessment Rubric
Consistently courteous with Demonstrates sophistication with Courteous with selection of phrases Sometimes courteous with right
excellent selection of phrases while appropriate selection of phrases while interacting with elders and peers phrases while interacting with
interacting with elders and peers. A while interacting with elders and at times. elders and peers.
role model for peers. peers.
Always ready to help the needy by Always ready to help the needy by Ready to help the needy by sharing Reluctant to help the needy by
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sharing different things at school sharing different things at school different things at school and at home sharing different things at school
and at home willingly with love and and at home willingly with love and when told by teachers and elders and at home.
care. care.
Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
7.0 Utsav 7.1 Religious By the end of this sub strand, • Learner to participate in the celebration of 1. Which festival do
(Festivals) Festivals: the learner should be able to:- the festivals like Navratri you celebrate?
a) name different religious Dusshera 2. Why do you
festivals celebrated for Diwali, celebrate
(6 lessons) preservation of religious Bandhi Chhor Diwas Dusshera?
faith, Ganesh Chaturthi 3. Why do you
b) use appropriate greeting at various places of worship. celebrate Diwali?
on different festivals to • The learner be shown pictures and videos on 4. What is the
promote love and peace, religious festivals. importance of
c) appreciate and enjoy the • Learner to be told stories on the significance Bandi Chhor
festivals with family and of the festivals and taught relevant songs. diwas?
friends for social • Learner be guided in group activities such as:
interaction and cohesion. Rangoli, card making, diya decoration etc.
Core Competences to be developed: Communication and collaboration, digital literacy, Learning to learn
Skills of knowing and living with others- Effective communication,
Interpersonal relationship, Collaboration,
Links to other learning activity areas: Language Activities: (use of Suggested Community Service Learning activities: Learner could be
vocabulary) encouraged to visit children’s home with special needs to donate food,
Psychomotor - Singing clothes etc.
Creative Arts Decoration

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Suggested non-formal activity to support learning: Learner to accompany Suggested assessment: Oral questions, portfolio, observation
parents to the places of festivals to learn and actively participate in them.
Suggested Learning Resources Resource person; Audio/Visual aids; Pictures
Assessment Rubric
Through observations: Through observations: Through observations: Through observations:

Enthusiastically participate in different Enthusiastically participate in different At times participate in religious Sometimes participate in
religious festivals Eagerness to learn religious festivals Eagerness to learn festivals activities to learn different religious festivals.
different cultures by celebrating festivals about cultural activities by celebrating cultures.
from all faiths. festivals.
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GRADE TWO
Essence Statement
early childhood.
HRE in the schools is a continuation of the knowledge acquired at home in early childhood. HRE is an integration of four faiths: Hinduism, Sikhism, Buddhism
and Jainism.
The teaching of HRE in Grade two level aims at nurturing faith in Paramatma and recognising self-awareness and understanding social obligations and
service.

d) demonstrate the understanding that all Scriptures are Holy and that one should handle them carefully and with respect,

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1.0 Creation 1.1 Myself By the end of this sub strand the • The learner be introduced to 1. What is the location of
learner should be able to:- the school staff by the teacher your school?
(3 lessons) a) name the people he/she interacts and encouraged to show 2. How do you relate to
with at school, respect to them. people in school?
b) report incidents to the authorities • Learner be encouraged to 3. What will you do if
in school for attention, respect themselves and others something happens to you
c) appreciate everyone in school as in the school. in school?
God’s creation. • Learner be encouraged to
report any unpleasant incident
by anybody within the school.
1.2 Pancha a) acknowledge the Prithvi (earth) • The learner be guided to do 1. Where do insects live?
Mahabhoot as Paramatma’s given home for projects that show the 2. Where do plants grow?
(Elements of all creation, importance of Prithvi (earth). 3. How can we take care of
Nature): b) identify plants, animals and • The learner be encouraged to the environment?
insects as Paramatma’s creation, take care of the environment.
(6 lessons) c) appreciate plants and animals on
Earth as God’s creation.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy, learning to learn-
Link to PCIs: Life Skills: Skills of knowing and living with oneself - Self Link to Values: Love, Responsibility, Respect, Peace, Unity.
Awareness, Self-esteem,
Skills of knowing and living with others Interpersonal relationships (with parents,
grandparents and Creator), Effective Communication,
Education for Sustainable Development (ESD): Environmental Education - Caring
for Paramatma’s creation, Keeping the Environment clean
Links to other learning activity areas: Environmental activities: Earth Suggested Community Service Learning activities:
Language Activities: Language for instruction and translation of technical terms
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used while teaching this strand.
Mathematical Activities: concept of ratio one to many
Suggested non-formal activity to support learning: The teacher helps the Suggested assessment: Oral questions, portfolio, observation
learners to collect different kinds of leaves for scrap book activity.
Suggested Learning Resources Visual aids, pictures, charts.
Assessment Rubrics
Confidently aware of people and Fairly aware of people and can Aware of people and their names at Hardly aware of very few people
their names at school. Knows mention their names at school. school. At times report the matter to and their names at school. Knows
exactly where to report in case of Knows exactly where to report in right authorities in school sometimes where to report in case of
emergency in school and is guiding case of emergency in school. emergency in school.
and encouraging peers the same.
Identify and enthusiastically Identify and fairly suggests ways to At times suggests ways to look after Rarely suggests ways to look after
suggests ways to look after flora and look after flora and fauna in the flora and fauna in the immediate flora and fauna in the immediate
fauna in the immediate environment. immediate environment environment environment
2.0. Worship 2.1 Specific By the end of this sub-strand • A resource person be invited to 1. Which prayer do you recite in
morning Prayers learner should be able to: guide learners in recitation of the morning?
a) mention the specific prayers and explain the 2. Which rituals do you observe
morning prayers used for importance of prayers in worship. at the places of worship?
(6 lessons) worship, • The learner be shown videos on
b) recite the specific morning Pratahkaal Sandhya
prayers of the four faiths for Japji Sahib
spiritual nourishment, Samayik
Om Meditation.
c) appreciate the prayers as a • The learner be encouraged to
way of communication with recite prayers in groups.
Paramatma.

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2.2 Basic Religious a) identify the basic religious • The learner be taken to places of 1. Have you ever seen a flag at
Symbols symbols for familiarization. worship to familiarise him/her your place of worship?
(4 lessons) with symbols from the four faiths. 2. Which religious symbol do
• The learner be encouraged to you see at your place of
draw and colour the religious worship?
symbols of the four faiths.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy, learning to learn-
Link to PCIs: Life Skills: Skills of knowing and living with oneself - Self Link to Values: Love, Responsibility, Respect, Peace, Unity.
Skills of knowing and living with others Interpersonal relationships (with parents,
Links to other learning activity areas: Language activities: learning names of Suggested Community Service Learning activities: The learner
rituals can be encouraged to help in age appropriate chores at their
Mathematical activity: telling the number of rituals they know. community center on a holiday.
Psychomotor and creative activity: Singing in groups.
Suggested non-formal activity to support learning: Resource persons to be invited Suggested assessment: Oral questions, portfolio, observation
to conduct prayer meetings where they will demonstrate simple rituals for worship.
Suggested Learning Resources Visual aids, pictures, charts.
Assessment Rubric
Criterion Exceeding expectations Meeting expectations Approaching expectations Below expectations
Specific morning Confidently and consistently Confidently and consistently Confidently and consistently Confidently and consistently
Prayers recite the specific morning recite the specific morning recite the specific morning recite the specific morning
prayers from all four faiths. prayers from his/her faith and prayers from his/her faith and prayers from his/her faith alone.
two from other faiths. one from other faiths.
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
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3.0 Manifestations 3.1 Qualities of By the end of this sub- • The learner be taught the qualities of 1. Which names of the
Enlightened Beings strand, the learner should Rishabhdev (First Tirthankar), Hanumaan ji, Enlightened beings
be able to mention the Guru Angad Dev ji (Second Guru), do you know?
qualities of the Enlightened Lord Buddha 2. What are the
(6 lessons) beings for familiarization. through stories, audio-visual aids. qualities of an
• Learner be encouraged to share the Enlightened Being?
knowledge in pairs/groups.
3.2 Qualities of a) mention the qualities • The learner be told stories about 1. Who created the
Paramatma of Paramatma for Brahma(Creator), world?
(6 lessons) familiarization • Vishnu (Sustainer) 2. Do you know who
b) appreciate the • Shiva (Liberator) takes care of the
manifestation of • The learner be shown pictures/ audio-visual world?
Paramatma through aids that show the qualities of Paramatma 3. Who out of the three
His qualities. (Brahma, Vishnu,
Shiva) is the
liberator?
Core Competences to be developed: Communication and collaboration, digital literacy.
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Love, Unity, Peace,
Skills of knowing and living with others Interpersonal relationships,
Effective Communication
Parental Empowerment and Engagement: Guidance.
Links to other learning activity areas: Language Activities: New names Suggested Community Service Learning activities: visiting senior
Psychomotor and creative activity - singing bhajans citizens to get more knowledge on the qualities of the Enlightened Beings.
Digital Literacy – through audio visual aids
Suggested non-formal activity to support learning: The learner be guided Suggested assessment: Oral questions, portfolio, observation
in a clay modelling activity to create any Paramatma’s creation.
Suggested Learning Resources Resource person, audio visual aids. Pictorial books
Assessment Rubric

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Consistently and correctly states the qualities of Consistently and correctly states At times states the qualities of Inconsistently states the qualities
Paramatma as Creator, sustainer and liberator. the qualities of Paramatma as Paramatma as Creator, of Paramatma as Creator,
Confidently tell stories about qualities of Creator, sustainer and liberator. sustainer and liberator sustainer and liberator sometimes.
Paramatma. correctly.
4.0 Scriptures 4.1 Kalpasutra and By the end of this sub strand the • Learner could be shown 1. What do you know about
Dhammapada learner should be able to:- pictures of the Scriptures Kalpasutra and
a) acknowledge Kalpasutra and Kalpasutra Dhammapada?
(4 lessons) Dhammapada as a source of Dhammapada. 2. Why are scriptures
divine knowledge, • Learner to be given the basic important?
b) appreciate the importance of information about the
Kalpasutra and Dhammapada Scriptures.
as holy Scriptures.
4.2Introduction to a) appreciate compilation of Sri • Learner be taught about the 1. Which holy Scripture is the
Sri Guru Granth Guru Granth Sahib ji for compilation of Sri Guru Granth Living Guru Ji?
Sahib Ji spiritual growth, Sahib Ji.
(4 lessons) b) understand the concept of • Learner be familiarised with
installation of Sri Guru the first installation of Sri Guru
Granth Sahib ji as the Living Granth Sahib ji.
Guru.
4.3 Handling of a) handle the Scriptures • The learner be guided on how 1. How are the holy books
Scriptures appropriately as Holy books, to handle the scriptures through handled?
(3 Lessons) b) appreciate the importance of videos and visits to places of 2. Who handles the Scriptures
scriptures for strengthening worship. at the place of worship?
faith.
Core Competences to be developed: Communication and collaboration, learning to learn, Digital literacy
Link to PCIs: Life Skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Love, Unity, Responsibility, Peace
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Skills of knowing and living with others Interpersonal relationships, Effective
Communication
Parental Empowerment and Engagement: Guidance,
Links to other learning activity areas: Language Activity: New vocabulary Suggested Community Service Learning activities:
Environmental activity: Hygiene
Suggested non-formal activity to support learning: Parents to visit the places Suggested assessment: Oral questions, portfolio, observation
of worship with their children to learn about the Scriptures.
Suggested Learning Resources: Resource person
Assessment Rubric
Confidently and correctly states Confidently and correctly state Confidently and correctly state Sometimes states correctly
introduction of Kalpasutra and introduction of Kalpasutra and introduction of Kalpasutra and introduction of Kalpasutra and
Dhammapada as a source of divine Dhammapada as a source of divine Dhammapada as a source of Dhammapada as a source of divine
knowledge and similarities in their knowledge. divine knowledge at times. knowledge.
teachings.
Correctly state the difference in Correctly states the ways in Correctly states the ways in Sometimes states correctly the ways
handling both Scriptures appropriately handling both Scriptures handling both Scriptures in handling both Scriptures
as shown by the teacher through audio- appropriately as shown by the appropriately as shown by the appropriately as shown by the teacher
visual aid. Apply similar respectful teacher through audio-visual aid. teacher through audio-visual aid through audio-visual aid.
handling for Scriptures from other Imply similar respectful handling of at times.
faiths. Scriptures at home.
Question(s)

96
5.0 Yoga 5.1 Pranayam By the end of this sub strand, the • Learner be shown age appropriate 1. Which breathing
(Exercises for (Breathing exercises) learner should be able to:- pranayams: exercise do you
Good health) (4 lessons) a) demonstrate the correct Sheetali Pranayaam(cooling breath), perform?
posture of performing simple Sheet kari Paranayaam (hissing 2. How do you feel
breathing exercises for breath) after performing the
physical wellbeing, through audio-visual aids /charts/ breathing exercises?
b) practice exercises for physical Resource person/teacher.
development, • Learners to be engaged in group
c) appreciate pranayam as a way activity to practice pranayam.
of coping with emotions.
5.2 Asanas (Body a) demonstrate simple body •Learner to be shown videos/ pictures 1. What are asanas?
Postures) postures, of people Practicing simple asanas: 2. Do you exercise?
( 6 lessons) b) practice simple asanas to - Padahastasana (hand to foot 3. Why do you
improve physical health, pose) exercise?
c) develop self-control ( to sit - Ashwa sanchala asan
quietly for few minutes) to (equestrian pose)
promote good discipline. - Parvat aasan (Mountain pose)
• Learners to be encouraged to practice
simple asanas in appropriate attire in
groups or pairs.
Core Competences to be developed: Communication and collaboration, digital literacy, Self-efficacy, Citizenship, Learning to learn
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Peace, Respect, Responsibility.
Skills of knowing and living with others Interpersonal relationships, Effective
Communication
Parental Empowerment and Engagement: Guidance and coaching,
Links to other learning activity areas: Mathematics activity: counting breaths Suggested Community Service Learning activities:
and postures
Psychomotor and Creative Activity: body movements in Yoga
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Language Activity: Language for instruction and translation of technical terms
used in Yoga
Environmental Activity: Nutritional food appropriate for Yoga practise
Digital Literacy: Audio Visual Display of Yoga exercise for Learners
Suggested non-formal activity to support learning: Parents to help in creating Suggested assessment: Oral questions, portfolio, observation
awareness of Yoga in other local schools through a resource person.
Suggested Learning Resources Resource person, Audio visual aid, Books, Yoga mats, Appropriate Attire made of natural fibre, Posters and charts
Assessment Rubric
Consistently and correctly perform Consistently and correctly perform Perform correct postures for simple Performs postures for simple
postures for simple rhythmic postures for simple rhythmic rhythmic breathing exercises at times. rhythmic breathing exercises some
breathing exercises. Coping with breathing exercises. Coping with times.
emotions and regular practice. emotions.
Perform simple body postures in Perform simple body postures in Perform simple body postures in Perform simple body postures in
coordination with breath ( In /Out ) coordination with breath ( In /Out ) coordination with breath ( In /Out ) coordination with breath ( In /Out
consistently and correctly. Role consistently and correctly. correctly at times. ) sometimes correctly.
model for peers, physically and Physically and emotionally stable.
emotionally stable.
Strand Sub strand Specific learning outcome Suggested Learning Experiences Key Inquiry Question(s)

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6.0 Sadachar 6.1 General Etiquette By the end of this sub- • The learner be shown in groups on how 1. How do you welcome
strand, the learner should to welcome visitors at home and school visitors at
(3 lessons) be able to recognise the to practice Hospitality. home/school?
words of welcome and 2. Which are some of the
farewell as a sign of good words you can use for
behaviour good behaviour?
6.2 Sewa (selfless a) demonstrate • The learner be encouraged to collect litter 1. What kind of Sewa do
service) willingness to do lying in their immediate surrounding as you do at your
(6 lessons) community service for an act of community service. community centre?
social welfare, • The learners be shown pictures/charts/
b) appreciate the use of videos on hospitality/community service.
polite words while • The learner be encouraged to participate
doing community in charity walk as part of community
service. service.
Core Competences to be developed: Communication and Collaboration, Learning to Learn, Digital Literacy
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Love, Unity, Peace, Responsibility.
Parental Empowerment and Engagement: Guidance
Links to other learning activity areas: Language activities: Language for Suggested Community Service Learning activities: The learner should
instruction and translation of technical terms used in visit elderly and learn and practise hospitality in community
Environmental Activity: Clearance of litter
Suggested non-formal activity to support learning: The learner could be Suggested assessment: Oral questions, portfolio, observation
motivated to hold a small “help the needy” camp and distribute old clothes
and toys etc.
Suggested Learning Resources Audio-visual aid, Resource person.
Assessment Rubric
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Consistently and correctly uses words Consistently and correctly uses At times uses correct words of Rarely uses words of welcome,
of welcome, offer comfort, bid farewell words of welcome, offer comfort, welcome, offer comfort, bid farewell to offer comfort, bid farewell to
to visitors at school. Practice same at bid farewell to visitors at school. visitors at school. Practice rarely at visitors at school. Does not
home as per feedback from Practice same at home as per home as per feedback from practice at home as per feedback
parents/guardian. Courteous behaviour feedback from parents/guardian. parents/guardians from parents/guardian.
for elders and peers.
Always enthusiastic and ready to do Very enthusiastic and ready to At times willing to do community Sometimes does the community
community service. Encourages peers do community service service service
to do community service
Strand Sub strand Specific learning outcome Suggested Learning Experiences Key Inquiry Question(s)
7.0 Utsav 7.1 Religious • Learners to participate in the
By the end of this sub strand, 1. When do you celebrate
(Festivals) Festivals the learner should be able celebration of: your birthday?
(12 lessons) to:- Mahavir Jayanti, 2. What do you do to
a) mention religious Ram Navmi, celebrate your birthday?
festival in celebrating Janamashtami, 3. Why do we celebrate
Birthdays of Enlightened Buddha Jayanti Janamashtami?
beings for community Prakash Utsav (Gurpurabs)
bonding, • The learners be shown pictures / videos
b) use appropriate on the religious festivals.
greetings while • Learners to listen and sing appropriate
interacting with people Stavans, Shabads and bhajans in
during festivals, groups related to festivals.
c) appreciate festivals for• Learner to share and learn from each
their role in promoting other about celebration of their
peace and friendship. festivals.
Core Competences to be developed: Communication and collaboration, Learning to learn
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Love, Unity, Peace, Responsibility.

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Parental Empowerment and Engagement: Guidance
Links to other learning activity areas: Language Activities: New Suggested Community Service Learning activities: The learner be
vocabulary motivated to help in charitable activities and decoration and other activities
Psychomotor and Creative Arts-decoration during the celebration of festivals.
Digital Literacy-Visual aids
Suggested non-formal activity to support learning: The teacher could Suggested assessment: Oral questions, portfolio, observation
organise short skits from the life histories of the enlightened Beings.
Suggested Learning Resources Pictorial books, Audio-visual aids
Assessment Rubric
Through observations: Through observations: Through observations: Through observations:
Enthusiastically participate in different religious Enthusiastically participate in At times participate in Sometimes participate in
festivals. Confidentally states different ways of different religious festivals Eagerness religious festivals activities to religious festivals.
celebrating cultural and national festivals, taps to learn about cultural and National learn different cultures.
more avenues for social interaction. activities by celebrating festivals.
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GRADE THREE
Essence Statement
early childhood.
HRE in the schools is a continuation of the knowledge acquired at home in early childhood. HRE is an integration of four faiths: Hinduism, Sikhism, Buddhism and Jainism.
The teaching of HRE in Grade three level aims at nurturing faith in Paramatma and recognising self-awareness and understanding social obligations and
service.

d) demonstrate the understanding that all Scriptures are Holy and that one should handle them carefully and with respect,
Question(s)
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1.0 Creation 1.1 Self-awareness By the end of this sub strand, the learner • Learner be guided in 1. Do you have
should be able to:- pairs/groups to demonstrate friends?
(3 lessons) a) acknowledge oneself and others as how to relate to one another in a 2. What are some of
part of Paramatma’s creation, responsible manner. the things you do
b) demonstrate love and care for self • Learner be set in pairs/ groups when you are with
and others for peaceful co-existence, to practice acceptance of each your friends?
c) appreciate his/her body as a temple other as brothers, sisters and
of Paramatma. part of God’s creation.
1.2 Panch a) name the celestial bodies in • The learner be guided to 1. What do you see in
Mahabhoot Akash(sky) as part of Paramatma’s mention the name of the the sky during the
(Elements of Nature): creation, celestial bodies in Akash(sky). day?
b) identify the celestial bodies in • The learner be shown video/ 2. What do you see in
Akash(sky in accordance to day and pictures of celestial bodies. the sky at night?
night, • The learner be encouraged to 3. What else can you
(5 lesson) c) appreciate the celestial bodies in participate in drawing the see in the sky?
Akash(sky) as part of Paramatma’s celestial bodies.
creation.
Core Competences to be developed: Communication and collaboration, critical thinking and problem solving, digital literacy, learning to learn.
Link to PCIs: Life Skills: Skills of knowing and living with oneself - Self Awareness, Link to Values: Respect, Responsibility, Love.
Self-esteem,
Skills of knowing and living with others - Interpersonal relationships (with parents,
Education for Sustainable Development (ESD): Environmental Education - Caring for
Paramatma’s creation, Keeping the Environment clean
Citizenship – Social cohesion, Learning to Live together
Parental Empowerment and Engagement: General Guidance.
Links to other learning activity areas: Environmental activity: sun and energy Suggested Community Service Learning activities:
Language Activities: Language for instruction and translation of technical terms used
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while teaching the strand
Mathematic activity: concept of ratio one to many
Suggested non-formal activity to support learning: The Teacher to plan a visit to Suggested assessment: Oral questions, portfolio, observation
Planetarium or observatory for a telescopic view.
Suggested Learning Resources: to be selected according to the sub-strand from the list at the end of this document.
Assessment Rubric
Through observation: Through observation Through observation Through observation

Consistently takes care of ones’ body as a gift Fairly takes care of ones’ body as Takes care of ones’ body as a gift Hardly takes care of ones’
from Paramatma (following the daily chores a gift from Paramatma following from Paramatma following some body as a gift from
starting with prayers, keeping body clean, fit with the daily chores starting with of the daily chores. Paramatma
regular check-ups etc.) Also, respecting peers in a prayers, keeping body clean, fit
responsible manner. with regular check-ups etc.
Fluently and confidently mentions the celestial Fairly mentions the celestial Rarely mentions the celestial Has limited ability to mention
bodies according to time in the sky. bodies according to time in the bodies according to time in the the celestial bodies according
sky. sky. to time in the sky.

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2.0 Worship 2.1 Evening Prayer By the end of this sub strand, • Learner be encouraged to recite 1. Do you perform evening
the learner should be able to:- -Evening Sandhya prayers?
a) perform evening prayers -Rehras, 2. What time do you perform
(6 lessons) to express love and -Aarti & Divo, evening prayers at home?
devotion for Paramatma, -Om Mani Padme Hum. 3. What are the items required
b) name the items required • The learner be shown items for your evening prayer?
for the various evening required for the evening prayers.
prayers, • The learner be guided on
c) appreciate the evening performance of prayer using
prayers for peace of audio-visual aid.
mind.
Core Competences to be developed: Communication and collaboration, digital literacy, Citizenship
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Responsibility, Love, Peace.
Skills of knowing and living with others - Interpersonal relationships
Effective Communication,
Education for Sustainable Development (ESD): Environmental Education -
Caring for Paramatma’s creation, Keeping the Environment clean
Links to other learning activity areas: 1 mathematic activity, Suggested Community Service Learning activities: A visit to different
2 Language activity places of worship to observe and participate in Evening prayers.
3. movement and creative activity.
Suggested non-formal activity to support learning: Parents to accompany Suggested assessment: Oral questions, portfolio, observation
learner to the places of worship to participate in the Evening prayers.
Suggested Learning Resources: To be selected according to the sub-strand from the list at the end of this document.
Assessment Rubric
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Devotionally express love for Devotionally express love for Devotionally express love for Devotionally express love for
Paramatma by performing Evening Paramatma by performing Evening Paramatma by performing Evening Paramatma by performing
Prayer. Dedicatedly prepares and Prayer. Diligently prepares and Prayer. At times states the things Evening Prayer. Rarely prepares
states the things required for states the things required for required for performing Evening things required for performing
performing Evening Prayer and performing Evening Prayer and Prayer and greets appropriately at the Evening Prayer.
greets appropriately at the place of greets appropriately at the place of place of worship.
worship. worship.
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
3.0 Manifestations 3.1 The Enlightened Beings By the end of this sub strand, • The learner be shown 1. What are the qualities
Introductory stories the learner should be able to:- pictures/flash cards/videos to of the Enlightened
(6 lessons) a) mention qualities of familiarize him/herself with: Beings?
Enlightened Beings for - Ajitnath (Second Tirthankar),
divine knowledge, - Lord Buddha,
b) appreciate the qualities of - Adi Shankracharya
Enlightened Beings to - Guru Amar Das ji (third
strengthen faith in Guru).
Paramatma. • The learner be told stories from
the lives of above mentioned
Enlightened Beings.
3.2 Religious Symbols a) identify Religious • The learner be shown videos 1. What is the
(6 lessons) symbols to relate to a /charts/pictures of significance of a
particular faith, - Hindu Aum and Swastika, religious symbol?
b) appreciate the - Jain- Aum and Swastika,
significance of religious - Ik-onkar and Khanda,
symbols in religious life. - Wheel of life

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• The learner be taught the
significance of the above
mentioned religious symbols.
• The learner be guided to draw
and color religious symbols.
Core Competences to be developed: Communication and collaboration, digital literacy, Creativity and Imagination
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Awareness, Link to Values: Respect, Love, Peace, Unity.
Self-esteem,
Links to other learning activity areas: Language Activities: new vocabulary Suggested Community Service Learning activities:
movement and creative activity.
Digital Literacy-Audio-visual aid
The teacher could organise on the spot drawing competition to draw and color
religious symbols.
Assessment Rubric
Consistently and correctly states the Consistently and correctly Consistently and correctly states the Consistently and correctly states
qualities of the Enlightened Beings states the qualities of the qualities of the Enlightened Beings(2 the qualities of the Enlightened
Enlightened Beings(3 out of 4) out of 4) Beings(1 out of 4)
Recognise from the Pictures Religious Identify and draw religious Learner can at times identify religious Learner sometimes able to
symbols and their significance. symbols and can state symbols, identify different religious
Confidently and correctly draw the symbols.
religious symbols.
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4.0 Scriptures 4.1 Bhagwat Gita By the end of this sub strand, the • The learner be familiarised 1. What is Bhagwat Gita?
learner should be able to:- with Bhagwat Gita through 2. How should one handle
(4 lessons) a) acknowledge Bhagwat Gita as a audio-visual aids depicting the the holy books?
source of divine knowledge, basic teachings. 3. Who handles the
b) handle the Scriptures • The teacher to guide the Scriptures at the place of
appropriately, learners on how to handle and worship?
c) appreciate the importance of open the scriptures.
Bhagwat Gita as a Scripture.
4.2 Introduction to a) acquire basic knowledge about • The learner be told the basic 1. What is Kalpasutra?
Kalpasutra Kalpasutra for spiritual growth, knowledge of Kalpasutra 2. Who wrote Kalpasutra?
(4 lessons) b) handle the Scriptures through stories/audio-
appropriately, visual/resource person.
c) appreciate the importance of • The teacher to guide the
Kalpasutra as a Scripture. learners on how to handle and
open the scriptures.
Core Competences to be developed: Communication and collaboration, Learning to learn
Link to PCIs: Life Skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Responsibility, love, Integrity, Peace.
Education for Sustainable Development (ESD): Environmental Education - Caring
for Paramatma’s creation, Keeping the Environment clean
Links to other learning activity areas: Language activity: New vocabulary Suggested Community Service Learning activities:
Digital Literacy-Audio-visual aid Parents to visit the places of worship with their children to learn
about the Scriptures
Suggested Non-Formal Activity to support learning: Learner could be guided to Suggested assessment: Oral questions, portfolio, observation
make and decorate cut outs of Lord Krishna’s Mor Pankh.
Assessment Rubric
Confidently and correctly state Confidently and correctly state Confidently and correctly state Sometimes states correctly
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introduction of Bhagwat Puraan and introduction of Bhagwat Puraan and introduction of Bhagwat Puraan and introduction of Bhagwat Puraan
Bhagwat Gita as a source of divine Bhagwat Gita as a source of divine Bhagwat Gita as a source of divine and Bhagwat Gita as a source of
knowledge. Accurately state the knowledge. knowledge at times. divine knowledge.
similarities of both the Scriptures.
Correctly state the difference in Correctly states the ways in handling Correctly states the ways in handling Sometimes states correctly the
handling both Scriptures both Scriptures appropriately as both Scriptures appropriately as shown ways in handling both Scriptures
appropriately as shown by the shown by the teacher through audio- by the teacher through audio-visual aid appropriately as shown by the
teacher through audio-visual aid. visual aid. Imply similar respectful at times. teacher through audio-visual aid.
Apply similar respectful handling handling for Scriptures at home.
for Scriptures from other faiths.
5.0 Yoga 5.1 Pranayam By the end of this sub strand, • Learner be shown appropriate 1. Do you perform
(Exercises for Good (Breathing exercises) the learner should be able to:- pranayam: Bhramari (humming bee Pranayam?
health) a) demonstrate correct breath), 2. Which part of the body
(6 Lessons) breathing technique for Bhastrika (rapid breathing ) using do we use to perform
good health, audio-visual aid/charts/ Resource Pranayam?
b) practice correct breathing person/teacher.
to enhance concentration, • Learner be set into group activity to
c) appreciate the importance practice Pranayam.
of correct breathing • The Learner be guided to perform the
technique. specific breathing exercises correctly.
5.2 Body Postures a) mention the importance of • Learner be shown through videos/ 1. What type of food is
(Asanas) balanced diet in Yoga for pictures/demonstration of the recommended for yoga
good health, coordination between body and breath practice?
(6 Lessons) b) practice stretch applied for 2. How does Yoga help in
movements with correct Surya namaskaar, ( twelve postures in coping with emotions?
breathing to improve the salutation to the direction of the
Sun).
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blood circulation in the • Learner be encouraged to practice 3. How many postures are
body, yoga in appropriate attire in groups or there in Surya
c) appreciate the asanaas for pairs. Namaskar?
gaining flexibility for • The learner be guided to perform the 4. How does one perform
healthy physical growth. stretching movements with ease and Surya Namaskar ?
perfection.
Core Competences to be developed: Communication and collaboration, digital literacy, Self-efficacy, Citizenship, learning to learn
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Respect, Responsibility, peace, Unity.
Skills of knowing and living with others - Interpersonal relationships (with
parents, grandparents and Creator), Effective Communication,
Health Education: Good health (Practising), Food Nutrition
Links to other learning activity areas: Mathematics activity: counting breaths Suggested Community Service Learning activities:
and postures With the help of a resource person create awareness on Yoga within
Physical Education: body movements in Yoga underprivileged communities
Language: Language for instruction and translation of technical terms used in
Yoga
Hygiene and Nutrition: Nutritional food appropriate for Yoga practise
Digital Literacy: Audio Visual Display of Yoga exercise for Learners
Suggested non-formal activity to support learning: Participate in the Suggested assessment: Oral questions, portfolio, observation
International Yoga day and other Yoga camps.
Suggested Learning Resources: Suggested Learning Resources Resource person, Audio-visual aid, paints, Charts, pictures, Books, Yoga mats,
Appropriate Attire made of natural fibre, Posters.
Assessment Rubric
Consistently and correctly exhibit Consistently and correctly exhibit Learner can exhibit correct postures Sometimes exhibit correct
posture with accurate alignment and posture with accurate alignment and with correct breathing or alignment at postures, breathing and
correct breathing. A role model of correct breathing. times. alignment.
inspiration for peers.

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6.0 Sadachar 6.1 General Etiquette By the end of this sub strand, the• The learner be shown how to 1. When do you
learner should be able to:- apologize and forgive through role apologise?
(3 lessons) a) say polite words used in play. 2. Name the words you
asking for forgiveness, • Learner be encouraged to learn from can use while
b) learn words and manner of the talking walls/quotes words of apologising.
apology and forgiveness as a Apology and forgiveness. 3. What do you say
sign of repentence and good • The learner be guided to practise in while forgiving?
behavior while relating with pairs the skills of apologising and
others. forgiving one another always.
6.2 Selfless service a) desire to offer selfless • Learner be guided to recite National 1. Can you recite the
service to the nation as a Anthem and patriotic songs to National Anthem?
(6 lessons) good citizen, enhance nationalism. 2. Which patriotic song
b) demonstrate selfless service • Learner be encouraged to participate are you aware of?
to the nation to foster in tree planting/charity walk/shows
patriotism. to raise funds towards any calamity
in the nation as selfless service.
Core Competences to be developed: Communication and collaboration, Learning to Learn, Citizenship
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Peace, Respect, Responsibility, Integrity, love,
Awareness, Self-esteem, Patriotism.
Links to other learning activity areas: Language Activity: for instruction and Suggested Community Service Learning activities: visiting older
translation of technical terms used citizens to practise general etiquettes and entertain them.
Environmental Activity: Tree planting
The learner can be taken for a flag hoisting ceremony on National Days and
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festivals.
Suggested Learning Resources to be selected according to the sub-strand from the list at the end of this document.
Assessment Rubric
Very polite Using appropriate words Very polite Using appropriate words Considerably polite Using appropriate Rarely polite Using appropriate
for apologies and forgiveness from for apologies and forgiveness from words for apologies and forgiveness words for apologies and
others consistently. A role model for others consistently. from others. forgiveness from others.
peers.
Always keen to participate in Consistently keen to participate in At times participate in National Sometimes participate in National
National festival celebration National festival celebration festival celebration activities. festival celebration activities.
activities and encourage peers. activities.
Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
7.0 Utsav (Festivals) 7.1 Social festivals By the end of this sub • Learner be guided to participate in the 1. Do you celebrate
(6 lessons) strand, the learner should be celebration of the festivals?
able to:- Uttarayan, 2. Which is the festival
a) name different festivals Raksha Bandhan, of colors?
celebrated for social Holi, 3. Why do we celebrate
cohesion, Holla Mohalla(sports day). Raksha Bandhan?

112
b) use appropriate • Learner be encouraged to observe simple
greetings while religious ritual at places of worship.
interacting with • Learner be guided through short stories about
different people during the significance of the social festivals.
festivals.
7.2 National a) name different national • Learner be encouraged to actively participate 1. When do we
festivals festivals celebrated in in the celebration of Madaraka Day celebrate Madaraka
(6 lessons) the country for national Jamhuri Day day and Jamhuri day?
unity, Mashujaa Day. 2. Why do we celebrate
b) appreciate the • Learner be shown pictures/charts/ videos on Mashujaa Day?
importance of how National festivals are celebrated across
celebrating national the country.
festivals to promote • Learner be told the significance of the
patriotism. national festivals.
Core Competences to be developed: Communication and collaboration, digital literacy, Learning to learn, Self-efficacy, Citizenship
Link to PCIs: Life skills: Skills of knowing and living with oneself - Self Link to Values: Love, Respect, Unity, Peace, Patriotism.
Education for Sustainable Development (ESD): Environmental Education
- Caring for Paramatma’s creation, Keeping the Environment clean
Links to other learning activity areas: Language Activities: New Suggested Community Service Learning activities: visiting senior citizens
vocabulary on National days to celebrate with them.
Movement and creative activity-singing
Psychomotor and Creative Arts-decoration
Suggested non-formal activity to support learning: Visiting National Suggested assessment: Oral questions, portfolio, observation
museum to know the history of Kenya. Painting competition of Heroes of
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Kenya, Kenyan flag.
Assessment Rubric
Enthusiastically participate in different Enthusiastically participate in different Enthusiastically participate in different Sometimes
religious festivals. Confidentally states religious festivals. Confidentally states religious festivals. Confidentally states participate in
different ways of celebrating cultural and different ways of celebrating cultural different ways of celebrating cultural religious festivals.
national festivals. Tapping avenues for and national festivals. Tapping avenues and national festivals at times. States ways of
social interaction. for social interaction. celebrating cultural
and national festivals.
Demonstrates Patriotism by enthusiastically Demonstrates Patriotism by Demonstrates Patriotism by Sometimes
participating in celebration of national enthusiastically participates in enthusiastically participates in participates in
festivals. Confidentally states the historical celebration of national festivals. Knows celebration of national festivals at times. celebration of
background. historical background. national festivals.

114
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ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

116
Essence Statement
Kenya is a state where people subscribe to various religions. The constitution advocates for development of values. Religious Education is one of the ways to
inculcate these values in learners.
Islamic Religious education activities aim at equipping the learner with knowledge, skills, values and psychosocial competences that assist them grow up
socially, emotionally and spiritually as balanced persons. It helps the learner acquire the values of sharing, care, respect, love, obedience, empathy, kindness,
being considerate, being social, helping those in need and the ability to distinguish between right and wrong.

a) recite, read and write selected Surah/chapter of the Qur’an
b) demonstrate love, appreciation and awareness of Allah (SWT) and His creation
c) demonstrate love and appreciation for the Prophet Muhammad (S.A.W)
d) practice Islamic etiquettes for social relations
e) perform acts of worship correctly
f) apply creativity and critical thinking skills in problem solving
g) explore the immediate environment while observing Islamic teachings
h) Co-exist harmoniously with people of other faith and of different cultural backgrounds.
i) Practice hygiene and observe nutrition and safety, guided by Islamic principles.
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GRADE ONE
TERM ONE
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
1.1 Arabic Alphabet By the end of the sub strand • Learners listen to pronunciation of 1. Why do we learn the Arabic
1.0 QUR’AN the learner should be able Arabic letter sounds. Alphabet?
to:- • Learners practice the pronunciation of 2. How do you pronounce?
(10 lessons) a) pronounce the Arabic Arabic letter sounds. ‫ب ب‬
ِ ‫ب‬
َ
sounds correctly for • Learners pick Arabic letters from a 3. How do you read?
proper recitation of the pool of flash cards for identification. ‫ي ْو ِم‬
َ ، ‫ب‬ ِ ِّ ‫ب َر‬ ِ
Qur’an, • Learners are introduced to simple 4. Which letters are in?
b) identify alphabet for Arabic words. ،‫ يَ ْو ِم‬،‫ب‬ ِ ِّ ‫بِ َر‬
reading readiness, • Organize learners in groups or pairs
c) read simple Arabic to form and read simple Arabic
words for readiness in words.
reciting the Qur’an, • Learners group Arabic letters
d) write Arabic letters for according to their shapes.
writing readiness from
• Learners are guided on how to
right to left,
arrange Arabic alphabet in sequence.
e) appreciate proper
• Learners practice to write Arabic
articulation of Qur’an
alphabet.
recitation.
Core Competences to be developed:
Communication and collaboration
Critical thinking and problem solving
Citizenship
Learning to learn
Imagination and creativity
Link to PCIs: life skills: Skills of knowing and living with others; effective Link to values: love, unity
communication - respond to simple verbal and non-verbal instructions promptly.

118
Links to other subjects : Languages, Literacy, Mathematical activities Suggested community service learning activities: singing the
alphabet aloud with siblings and other children.
Suggested non formal activity to support learning: attending madrasa after Suggested assessment: Oral questions, portfolio, and observation
school to learn alphabet.
Suggested Learning Resources: Flash cards, Juzuu, pocket boards and Cds
Assessment Rubrics
Consistently and correctly identifies Correctly identifies Arabic Identifies Arabic alphabet with Identifies some Arabic alphabet
Arabic alphabet alphabet difficulties
Consistently and correctly, pronounces Correctly pronounces Arabic Pronounces Arabic sounds with Pronounces some Arabic sounds
Arabic sounds sounds difficulties with difficulties
Consistently and correctly reads simple correctly reads simple Arabic Reads simple Arabic words with Reads some simple Arabic
Arabic words words difficulties words with difficulties
Consistently and correctly writes simple correctly writes simple Arabic writes simple Arabic words with writes some simple Arabic
Arabic words from right to left words from right to left difficulties from right to left words with difficulties from
right to left
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
1.2 Selected Surah By the end of the sub strand the • Share copies of the Qur’an with the 1. When is surah Al-
• Al-Fatiha learner should be able to:- learners. Fatiha recited?
• An-Nas a) recite the selected surah • Discuss with the learners manners 2. When is surah An- Nas
correctly for spiritual of handling the Qur’an. recited?
nourishment, • Learners through Audio Visual 3. Why is the Qur’an
(16 lessons) b) use the selected surah in materials listen and recite verses recited?
swalah, from surah Al-Fatiha and An-Nas. 4. Where is the Qur’an
c) handle the Qur’an with care • Learners as a class, groups, pairs, or kept?
and respect, individual recite the selected surah.
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d) appreciate the importance of • Learners observe and count verses
reciting the selected surah to of surah Al- Fatiha and An-Nas
get blessings from Allah. displayed on a chart.
Core-Competences to be developed: Communication and collaboration, Imagination and creativity, Digital literacy, Learning to learn.
Link to PCIs: life skills: Skills of knowing and living with others; effective Link to values: Love, Respect, Peace
communication - respond to simple verbal and non-verbal instructions promptly.
Links to other subjects : Language Activities; Mathematical Activities; Literacy Suggested Community Service Learning activities: Recite Surah
Al-Fatiha and Surah An-Nas to elder siblings for confirmation and
memorization.
Suggested Non formal Activity to support learning: Participate in Qur’an Suggested assessment: Oral questions, observation
recitation competition, attend madrasa after school to learn Qur’an
Suggested Learning Resources: Flash cards, Cds, Juzuu
Assessment Rubrics
Consistently and correctly recites the Correctly recites the selected surah Recites part of the selected surah Recites the selected surah with
selected surah. difficulties.
Always handles the Qur’an carefully and Handles the Qur’an carefully and Sometimes handles the Qur’an Rarely handles the Qur’an
respectfully respectfully respectfully respectfully
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
2.0 PILLARS OF By the end of the sub • Learners name the pillars of Iman. 1. Who created you?
IMAN 2.1.1 Belief in strand the learner should be • Learners are engaged in discussion on the 2. What else has
Allah able to:- belief in Allah and His Angels. Allah (SWT)
Al-Khaaliq a) identify Allah’s • Learners observe and feel the creation of created?
Ar-Razaq creation in the Allah outside the classroom. 3. How do you
2.1.2 Belief in immediate • Learners are shown pictures/videos of benefit from
Angels Allah’s creation. Allah’s creation?

120
(8 Lessons) environment to • Learners discuss in pairs or small groups
strengthen their Iman, about Allah’s creation.
b) Appreciate the use of • Learners sing or listen to songs, poems and
Allah ’s creation in qasida related to Allah’s creation.
life, • Learners draw and colour Allah’s creation in
c) Appreciate the the immediate environment.
existence of Angels as • Learners name some angels.
part of Allah’s
creation.
Core Competences to be developed: Communication and collaboration; Creativity and Imagination; Learning to learn; Digital literacy, Movement and
creativity.
Link to PCIs: Citizenship; Social Cohesion. Link to Values: Respect, Love, Responsibility.
Links to other subjects: Language activities; movement and creative activities; Suggested Community Service Learning activities: participation in
environmental Activities. environmental conservation activities e.g. watering flowers, cleaning
the home compound.
Suggested Non formal Activity to support learning: Tree planting in school and Suggested assessment: Oral questions, portfolio, and observation.
community as a means of taking care of Allah’s creation.
Suggested Learning Resources: plants, animals, crayons, papers, paint, brushes, water and pictures.
Assessment Rubrics
Consistently and correctly identifies Allah’s Correctly identifies Allah’s Sometimes identifies Allah’s Difficulties in identifying
creation creation creation Allah’s creation
Consistently and correctly names the pillars Correctly names the pillars of Names the pillars of Iman. Names some of the pillars of
of Iman in sequence. Iman. Iman.
Consistently and correctly names angels. Correctly names angels. Names angels. Names some angels.
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SECOND TERM
Outcomes
3.0 SIIRAH (Life of 3.1 Birth of Prophet By the end of the sub •
Learners are guided to name the date, 1. When was the prophet
Prophet S.A.W) Muhammad (S.A.W) strand the learner month and year of birth of the Prophet born?
should be able to:- (SAW). 2. Where was the Prophet
a) narrate the event • Learners are guided to name the place (S.A.W.) born?
of the birth of the of birth of the Prophet (SAW). 3. What name was the
( 8 Lessons) Prophet (S.A.W), • Learners listen to the story about the Prophet (S.A.W.) given
b) identify the name events of the Amul fiil (the elephant at birth?
given to the year). 4. What events took place
Prophet (S.A.W) • Learners are guided to draw and colour during the birth of the
at birth, the Kaaba, elephant and birds. Prophet (S.A.W)?
c) Appreciate • Learners pick out the name of the
Makka, the birth Prophet (S.A.W) from a set of flash
place of the cards containing other names.
Prophet as the • Learners in small groups or class sing
holy city of qasida or recite poems on the Prophet
Muslims. (S.A.W).
• Learners to name the Prophet’s
parents.
Core-Competences to be developed: Communication and collaboration, Imagination and creativity
Link to PCIs: life skills, self awareness, inter personal relationship in Link to values: love, honesty, unity, integrity.
activities
Links to other subjects: Language activities; Movement and creative Suggested community service learning activities: Singing qasida in
activities praise of the Prophet during ceremonies

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Suggested Non formal Activity to support learning: Narrating the event Suggested assessment: Oral questions, portfolio, and observation
of the birth of the Prophet (S.A.W) to other siblings and family members
Suggested Learning Resources: Flash cards.
Assessment Rubrics
Correctly and confidently names the date, Correctly names the date, month, Names the date, year and place Names the year and place of birth
month, year and place of birth of the Prophet year and place of birth of the of birth of the Prophet (S.A.W) of the Prophet (S.A.W)
(S.A.W) Prophet (S.A.W)
Consistently and correctly identifies the Correctly identifies the name of Identifies the name of the Identifies the name of the prophet
name of the prophet from a pool of flash the prophet from a pool of flash prophet from a pool of flash from a pool of flash cards with
cards cards cards difficulties.
Logically narrates the events of the Amul fiil Narrates the events of the Amul fiil Narrates some of the events of Has difficulty in narrating the
the Amul fiil events of the Amul fiil
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry

4.0 HADITH 4.1 Hadith on obedience By the end of the sub • Learners listen to different stories on 1. What is
(5 Lessons) strand the learner should obedience. obedience?
be able to:- • Learners are guided to give instances where 2. What do you do to
a) Recite the selected obedience is practiced in their daily life. please Allah?
Hadith to show • Learners as a class, groups, pairs, or 3. How do you show
obedience to parents, individuals recite the Hadith on obedience obedience to
b) Practice obedience in ‘Allah’s pleasure is in parents’ pleasure and different people
their day to day life to Allah anger is in parents’ anger’’. (peers, teachers,
follow the orders of • Organize learners in groups or pairs to name parents, elders
Allah, activities that show obedience. etc)?
c) Appreciate the
importance of the
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Hadith in shaping the • Learners read Hadith on obedience displayed
life of an individual. for practice.
• Learners role play the virtue of obedience.
Core Competences to be developed: Communication and collaboration; Creativity and imagination; Learning to learn
Link to PCIs: Life skills: inter personal relationship, Citizenship, social cohesion, Link to values: love, unity, respect
Learner support programmes, peer education and learning to live together.
Links to other subjects : Language and environment activities Suggested community service learning activities: Learners to
carry out light household chores and help the parents.
Suggested non formal activity to support learning: Learners to discuss with Suggested assessment: Oral questions, portfolio, and observation
parents and other siblings the meaning/teachings of the Hadith
Suggested Learning Resources: Charts, hadith book.
Assessment Rubrics
Assessment Rubrics
Confidently and correctly recites the Correctly recites the selected Occasionally recites the selected Rarely recites the selected
selected hadith. hadith. hadith. hadith.
Always demonstrates obedience in and out Demonstrates obedience in and out Demonstrates obedience in given Rarely demonstrates obedience.
of the class. of the class. situations.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
4.2 Hadith on cleanliness By the end of the sub strand the • Learners are guided to discuss 1. How do you
(5 Lessons) learner should be able to:- cleanliness and its importance (body, maintain
a) Recite the selected Hadith clothes, environment). cleanliness?
on cleanliness as an act of • Learners as a class, groups, pairs, or 2. When do we wash
worship, individuals recite the Hadith on our hands?
b) Maintain personal hygiene cleanliness ‘Cleanliness is part of 3. Why do you clean
for healthy living, faith…” your school

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c) Practice cleanliness in their • Organise learners in class, groups or compound
day to day life as an act of pairs, to discuss the teachings of the everyday.
ibadah, Hadith.
d) Appreciate the importance • Learners to read the Hadith on
of cleanliness as part of cleanliness displayed on chart for
faith. practice.
• Learners are engaged in cleaning
activities such as cleaning the school
compound, washing hands.
Core Competences to be developed: Communication and collaboration; Digital Literacy, Creativity and imagination; Learning to learn
Link to PCIs: Health education: personal hygiene, Link to Values: responsibility, unity
Links to other subjects : Language activities, hygiene and nutrition activities, Suggested Community Service Learning activities: Learners to
environmental activities perform light cleanliness activities at home
Suggested Non formal Activity to support learning: Learners to collect rubbish Suggested assessment: Oral questions, portfolio, and observation
in the school compound
Suggested Learning Resources: Charts, soap, water, dustbin0
Assessment Rubrics
Confidently and correctly recites the Correctly recites the selected Occasionally recites the selected Rarely recites the selected
selected hadith. hadith. hadith. hadith.
Always maintains personal hygiene Maintains personal hygiene Sometimes maintains personal Rarely maintains personal
hygiene hygiene
Confidently and correctly practices the Correctly practices the teachings Sometimes practices the teachings rarely practices the teachings of
teachings of the Hadith on cleanliness of the Hadith on cleanliness of the Hadith on cleanliness. the Hadith on cleanliness.
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Question(s)
5.1Pillars of Islam By the end of the sub strand the • Learners to name the five pillars of 1. What are the five
5.0 DEVOTIONAL learner should be able to:- Islam in sequence. pillars of Islam?
ACTS • Shahada a) Recite the five pillars of • Learners to sing songs or poems on the 2. How do you
Islam to strengthen their pillars of Islam/shahada. pronounce the
( 5 Lessons) faith, • Learners to arrange pillars of Islam on shahada?
b) Pronounce the Shahadah flash cards in their sequence. 3. When do we say
as an act of ibadah, • Learners in pairs or groups to recite the the shahada?
c) Appreciate the importance shahada.
of Shahadah as a basic • Learners to give occasions when the
principle of Islam. Shahada is said.
Core Competences to be developed: Communication and collaboration; Creativity and imagination; Learning to learn
Link to PCIs: life skills: self-awareness, inter personal relationship Link to values: Love, respect, obedience, unity
Citizenship, ethnic and racial relations
Links to other subjects : Language activities, Mathematical activities Suggested community service learning activities: Learners to recite
the Shahada to other siblings.
Suggested Non formal Activity to support learning: attend the madrasa after Suggested assessment: Oral questions, portfolio, and observation
school to learn Shahada.
Suggested Learning Resources: Flash cards, chart.
Assessment Rubrics
Consistently and correctly names the five Correctly names the five pillars of Names five pillars of Islam Names some pillars of Islam
pillars of Islam in their sequence Islam in their sequence

126
Correctly recites shahada and occasions Recites the shahada and occasions Correctly recites the shahada Recites the shahada
when it is said when it is said.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
6.1 Islamic etiquettes By the end of the sub strand • Learners recite the Islamic greetings. 1. What do you do when
6.0 MORAL 6.1.1 Greetings the learner should be able to:- • Learners are guided in pairs or small you meet your friend?
TEACHINGS (Manners of a) use the Islamic greetings groups to listen to the manners of 2. What is the Islamic
greetings ) in their daily lives to Islamic greetings from a CD. way of greeting
inculcate the spirit of • Learners in pairs , small groups or as people?
love, a whole class practice Islamic 3. Why should we use
(4 Lessons) b) identify Islamic etiquettes greetings. Islamic gretings?
on greetings to inculcate • Learners to read words of Islamic
the culture of greeting in greetings displayed on a chart.
Islam, • Learners to salute and respond to
c) appreciate the use of greetings through role play.
Islamic greetings to attain
rewards.
Core Competences to be developed: Communication and collaboration ; learning to learn; Creativity and imagination
Link to PCIs: life skills: self-awareness, inter personal relationship Link to Values: Love, respect, unity, peace
Citizenship, peace, Social cohesion
Links to other subjects : Language activities, Environmental activities Suggested Community Service Learning activities: Demonstrate a
habit of greeting members of the society using the correct Islamic
greetings.
Suggested Non formal Activity to support learning: Learner greeting all those Suggested assessment: Oral questions and observation
they meet outside the school compound.
Suggested Learning Resources: charts, pocket boards, Cds
Assessment Rubrics
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Fluently and confidently says the Islamic fluently says the Islamic Says the Islamic greetings Says the Islamic greetings with
greetings greetings difficulty
Always uses the correct manners of Islamic Always uses the correct Sometimes uses the correct manners Rarely uses the correct manners
greetings. manners of Islamic greetings. of Islamic greetings. of Islamic greetings.
Question(s)
6.1.2 Manners of By the end of the sub strand the learner •
Learners to be guided to view 1. What do you do
eating should be able to:- Islamic manners of eating through before eating?
a) recite the prescribed dua before pictures or audio visual materials. 2. Which hand do
( 10 Lessons) eating, to seek the blessings of Allah
• Learners to be guided to practice you use when
and after eating to thank Allah, Islamic manners of eating eating?
b) practise Islamic manners of eating as (washing hands, Say Bismillah, use 3. What do you do
per the teachings of the Prophet of right, eating what is before you during eating?
(S.A.W), and say Alhamdullillahi after eating). 4. What do you do
c) appreciate the use of Islamic manners
• Learners to demonstrate manners of after eating?
of eating as an act of ibadah. eating through role play.
Core competences to be developed: Communication and collaboration, Learning to learn, Citizenship.
Link to PCIs: health education: personal hygiene; life skills: self-awareness, Link to values: Responsibility, Love, unity
interpersonal relationship
Links to other activity areas: Hygiene and nutrition and Environmental activities Suggested community service learning activities Exhibit good
eating manners at home and in other Islamic gatherings
Suggested non formal activity to support learning: Practise Islamic eating Suggested assessment: Oral questions and observation
manners during meals at home with siblings.
Suggested Learning Resources: charts, pictures, audio visual materials, utensils,
Assessment Rubrics
Always says dua before and after eating. Says dua before and after eating. Sometimes says dua before and after Rarely says dua before eating
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eating
Always demonstrates Islamic eating Demonstrates Islamic eating Sometimes demonstrates Islamic eating Rarely demonstrates Islamic
manners. manners. manners. teaching manners.
THIRD TERM
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
6.1.3 Islamic By the end of the sub strand the • Engage the learners in 1. What do you say when
phrases learner should be able to:- pronouncing the selected phrases. someone helps you with
a) identify situations when the • Learners in pairs, small groups or a pen?
(4 Lessons) selected Islamic phrases are as a whole class practice Islamic 2. When do you use this
used, phrases .(Jazakallah khayr, Ma Islamic phrase? , Ma sha
b) use the selected Islamic sha llah Allah and In sha Allah). Allah
phrases correctly in their daily • Learners to read Islamic phrases 3. What do you say when
lives, projected on the wall. you want to do
c) appreciate the importance of • Learners practice Islamic phrases something in future.
using the selected Islamic through role play.
phrases in their daily lives.
Core Competences to be developed: Communication and collaboration, Creativity and imagination, learning to learn.
Link to PCIs: life skills: self-awareness, self esteem, effective communication Link to Values: Love, respect, unity
Links to other activity areas: Language activities, Suggested Community Service Learning activities: Practise Islamic
phrases while interacting with other members of the society
Suggested Non formal Activity to support learning: Use Islamic phrases Suggested assessment: Oral questions and observation
appropriately at their free time.
Suggested Learning Resources: charts, computer, projector, flashcards.
Assessment Rubrics
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Correctly recites and uses the given Islamic Correctly recites and uses the Recites and uses the given Islamic Recites the given Islamic
phrases appropriately. given Islamic phrases. phrases. phrases.
Strand Sub-strand Specific Learning Suggested Learning Experiences Key Inquiry Question(s)
Outcomes
6.2 Relationship By the end of the sub strand •
Learners are organized in pairs, 1. What are the bounties of
the learner should be able small groups or class to name Allah bestowed upon
6.2.1 Love for Allah to:- some favours of Allah on them. you?
a) identify the bounties of
• Learners carry out simple 2. Which creations of Allah
(4 Lessons) Allah in the immediate activities using their hands, legs are found around you?
environment to enhance and eyes to reflect on the 3. How do you utilize
love for Allah, bounties of the body parts. Allah’s bounties
b) utilize the bounties of
• Learners listen/sing qasida and appropriately?
Allah appropriately to recite poems on Allah’s 4. Why do you take care of
earn His blessings, favours. Allah’s creation?
c) appreciate the bounties
• Learners draw and colour, trees,
of Allah as a sign of love
animals as part of creation of
to mankind. Allah from the immediate
environment.
Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination , Learning to learn and innovation and
creativity
Link to PCIs: ESD: environmental education. Link to Values: Responsibility, Integrity,love
Links to other activity areas: Environmental activities, Movement and creative Suggested Community Service Learning activities: Planting and
activities watering the trees at home.
Suggested Non formal Activity to support learning: Planting and taking care of Suggested assessment: Oral questions, portfolio and observation

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trees in the school compound.
Suggested Learning Resources: Animals, Trees, colours, crayons, tape recorder.
Assessment Rubrics
correctly identifies Allah’s bounties and Identifies Allah’s bounties and Correctly Identifies Allah’s Identifies Allah’s bounties.
utilizes them appropriately. utilizes them appropriately. bounties.
Outcomes
6.2.2 Love for parents By the end of the sub strand • Learners name their parents/ 1. Who do you stay with at
(3 Lessons) the learner should be able guardian. home?
to:- • Organise the learners in pairs, 2. What do your
a) outline ways on how to small groups and as a class to parents/guardians do for
show love to their discuss what the parents/ you?
parents, guardians do for them. 3. How do you show love
b) demonstrate ways • Learners draw and colour to your parents?
through which respect pictures of a family.
can be accorded to • Learners role play parents and
parents, children exchanging gifts
c) appreciate the role of • Learners recite dua for their
parents in their day to parents.
day life.
Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination , Critical thinking, Learning to learn
Link to PCIs: life skills: empathy, self awareness, respect. Link to Values: love, peace, responsibility, respect, unity.
Citizenship: Child right, care and protection.
Links to other activity areas: Environmental activities Suggested Community Service Learning activities:
Make dua for their parents
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Suggested Non formal Activity to support learning: Participate in activities and Suggested assessment: Oral questions and observation
simple tasks assigned to them by parents
Suggested Learning Resources: charts, colours, empty boxes
Assessment Rubrics
Show love and respect to their parents at Show love and respect to their Show love to their parents at all Show love to their parents
all times parents times
Assessment Rubrics
Always mentions the importance of and Maintains cleanliness. Sometimes maintains cleanliness. Rarely maintains cleanliness
maintains cleanliness
6.3 Environment By the end of the sub strand the • Engage the learners in a 1. What makes our
School cleanliness learner should be able to:- discussion on how to clean the school dirty?
( 4 Lessons) a) outline ways of maintaining school. 2. Why should we keep
cleanliness in the school for • Organise learners in small our school compound
healthy living, groups and as a class to clean clean?
b) practice cleanliness of school their school compound and 3. When do we clean
compound and classroom to classroom. our classroom?
facilitate healthy learning, • Learners recite the Hadith on 4. What items do we
c) appreciate the importance of cleanliness. “ Cleanliness is part use to clean the
learning in a clean of faith….” school?
compound/environment as a • Learners discuss the items used
Muslim in cleaning the school compound
and classroom.
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Core Competences to be developed: Communication and collaboration , Citizenship, Critical thinking, Learning to learn
Link to PCIs: life skills: Interpersonalrelation Link to Values: Unity and responsibility.
ESD: environment education, DRR, Safety and security.
Links to other activity areas: Environmental activities, Hygiene and nutrition, Suggested community service learning activities: Clean their
home compound
Suggested Non formal Activity to support learning: Collect litter in the school Suggested assessment: Oral questions Portfolio and observation
compound
Suggested Learning Resources: water, brooms, dustbins, rake
Assessment Rubrics
Always maintains cleanliness in school maintains cleanliness in school Always maintains cleanliness in maintains cleanliness in
compound and classroom. compound and classroom. classroom. classroom.
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
7.0 ISLAMIC 7.1 Jum’ah By the end of the sub strand the • Organize the learners in 1. Which day of the week is
FESTIVALS learner should be able to:- pairs, small groups or class considered Eid for the
( 4 Lessons) a) name sunnah acts to be to discuss activities done by Muslims?
observed in, Muslims before Jum’ah 2. What activities are done
b) perform the sunnah acts of prayers. before and during the
jum’ah in order to attain • Learners role play the Jum’ah prayer?
preparation for Jum’ah activities of Jum’ah. 3. How do you dress when
prayers, rewards from Allah, • Learners draw and colour a going for Jum’ah prayers?
c) appreciate Jum’ah as the Eid mosque. 4. Who leads the Jum’ah
of the week. • Learners watch a video of prayers?
muslims performing Jum’ah
prayer.
Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination, Learning to learn
Link to PCIs: life skills: Interpersonal relation, Self-Awareness. Link to Values: Love, unity.
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Links to other activity areas: Creative activities, Environmental activities, Hygiene Suggested community service learning activities: Participate
and nutrition. cleaning of the masjid.
Suggested Non formal activity to support learning: Participating in Suggested assessment: Oral questions Portfolio and observation
congregational Jum’ah prayers
Suggested Learning Resources: Colour, crayons, manila papers,brooms,water
Assessment Rubrics
Consistently and correctly names and correctly names and performs Consistently and correctly names Correctly names sunnah acts
performs sunnah acts of Jum’ah prayer sunnah acts of Jum’ah prayer sunnah acts of Jum’ah prayer. of Jum’ah prayers
GRADE TWO
FIRST TERM
Strand Sub-strand Specific Learning Outcomes Suggested Learning Key Inquiry Question(s)
Experiences
1.0 QUR’AN 1.1 Arabic alphabet By the end of the sub strand the • Learners read simple Arabic 1. How do you pronounce
(12 lessons) learner should be able to:- words from flash cards. ‫ق‬ ٍ ‫أًعوذ – َحا ِس ٍد – غ‬
‫س‬ ِ ‫َا‬
a) read arabic alphabet with • Learners listen to Arabic 2. How do you spell
vowels in readiness for sounds from a Cd / resource ٍ ِ ‫أًعوذ – َحا ِس ٍد – غ‬
‫ق‬ ‫س‬ ‫َا‬
reading the Qur’an, person/teacher. 3. How many letters are in
b) pronounce Arabic sounds in • Learners in pairs or groups, ‫ق‬ٍ ‫أًعوذ – َحا ِس ٍد – غَا ِس‬
simple Arabic words, pick simple Arabic words 4. Which alphabet and vowels
c) appreciate the importance from the selected surah and are in
of correct pronunciation of read them. ‫ق‬ ٍ ‫أًعوذ – َحا ِس ٍد – غَا ِس‬
the four letter words for • Learners in pairs or groups
proper recitation of the sort and group words written
Qur’an. on flash cards and
pronounce them.
Core Competences to be developed: Communication and collaboration, Digital literacy, Learning to learn, self-efficacy
Link to PCIs: life skills: self awareness, interpersonal relationship, effective Link to Values: unity, peace
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communication
Links to other activity areas: Language activities, Literacy. Suggested Community Service Learning activities: Teach younger
siblings how to form and pronounce simple Arabic words.
Suggested Non formal Activity to support learning: Attend madrasa sessions and Suggested assessment: Oral questions, Portfolio and observation
learn to pronounce appropriately variety of words from the Qur’an
Suggested Learning Resources: flash card, Cds, Juzuu
Assessment Rubrics
Reads and pronounces confidently Reads and pronounces Arabic Reads and pronounces some Reads and pronounces few Arabic
Arabic sounds in the selected surah. sounds in the selected surah. Arabic sounds in the selected sounds in the selected surah.
surah.
Outcomes
1.2 Selected Surah By the end of the sub • Learners as a class, groups, pairs, 1. Who can recite Surah Al-
• Al-Falaq strand the learner should be or individuals read the selected Falaq?
• Al-Ikhlas able to:- Surah. 2. How many verses are there
(12 lessons) a) recite the selected • Learners form groups to use cards to in Surah Al-Falaq?
surah correctly, fill gaps to complete verses in the 3. Which Surah do Muslims
b) use the selected surah selected Surah. recite before sleeping?
in swalah, • Learners sort and arrange the verses
c) appreciate the of the selected surah from pocket
significance of Qur’an boards.
recitation for spiritual
nourishment.
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• Learners role play a congregation
prayer while reciting the selected
Surah.
Core Competences to be developed: Communication and collaboration, Learning to learn, self-efficacy

Link to PCIs: life skills: effective communication, self esteem. Citizenship: social Link to Values: Responsibility, integrity, unity.
cohesion.
Links to other activity areas: Language activities, Literacy, Mathematical Suggested Community Service Learning activities: Participate in
activities. Qur’an competition at Madrasa.
Suggested Non formal Activity to support learning: Recite Qur’an to elder, Suggested assessment: Oral questions, Portfolio and observation
siblings for confirmation and memorization.
Suggested Learning Resources: flash card,Juzuu, Pocket Boards.
Assessment Rubrics
Fluently and confidently recites the selected confidently recites the selected Recites the selected Surah and uses Recites the selected Surah and
Surah and uses them appropriately in Surah and uses them appropriately them appropriately in prayers. uses them appropriately in
prayers. in prayers. prayers.
Outcomes

136
By the end of the sub strand •
Learners identify the holy 1. How many books were
2.0 PILLARS OF 2.1 Belief in His Books the learner should be able to:-Qur’an from assorted books. revealed by Allah to
IMAN a) name the four revealed • Learners sing qasida or recite mankind?
2.2 Belief in His Prophets scriptures from Allah and poems on the Pillars of Iman. 2. What is the name of the
the prophets on whom • Learners pick the names of the Book revealed to
they were revealed, Prophets who were given divine Prophet Muhammad
(6 Lessons) b) identify the reasons why books from a Pocket Board or S.A.W.
the prophets were sent by flashcards. 3. Why did Allah send
Allah to mankind, • Learners in groups match the books and prophets to
c) appreciate the Prophets Books and the Prophets to mankind?
and the holy Books as whom they were revealed.
sources of guidance to• Learners draw and colour the
mankind. holy Qur’an.
• Learners name some prophets.
Core Competences to be developed: Communication and collaboration, Imagination and creativity, Learning to learn
Link to PCIs: life skills: self awareness, interpersonal relationship; Learner Link to Values: Respect, love, integrity and responsibility.
support programmes: guidance services, learning to live together.
Links to other activity areas: Language activities, Literacy, Mathematical Suggested Community Service Learning activities: Discuss the
activities. revelation of Qur’an and other books with siblings at home
Suggested Non formal Activity to support learning: Listen to the stories of the Suggested assessment: Oral questions, Portfolio and observation
Prophets from elder siblings and friends out of school.
Suggested Learning Resources: flash cards, Juzuu, Pocket Boards
Assessment Rubrics
Consistently names and matches correctly Correctly names and matches the Names the prophets and Names some of the prophets and
the prophets to their revealed books prophets to their revealed books revealed books. revealed books.
Correctly mentions some prophets and Mentions some prophets and Correctly mentions some Mentions some prophets.
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identifies reasons why they were sent to identifies reasons why they were prophets.
mankind. sent to mankind.
SECOND TERM
Strand Sub-strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
By the end of the sub strand the • Learners to name the foster mother, 1. Who took care of
3.0 SIIRAH (life of 3.1.1 Guardians of learner should be able to:- (Halima As-Saadiyya) and the guardians, the prophet after the
the prophet) the prophet a) name the foster mother of (AbdulMutwalib and Abu Twalib) of the death of his mother?
the prophet (S.A.W), Prophet (S.A.W). 2. What was the name
b) identify the role played by • Learners to be engaged in the discussion of the foster mother
(8 lessons) the guardians of the prophet on the childhood of the prophet. of the prophet?
(S.A.W) after the death of • Learners listen to the story of the prophet 3. What was the role
his parents, S.A.W) under the care of Halima As- played by Abu
c) appreciate the role played Saadiyya. Twalib in the
by the prophet’s guardians • Learners listen to a narration of the story upbringing of the
in the upbringing of the of the Prophet (S.A.W) under the care of Prophet S.A.W.
prophet (S.A.W). his grandfather and uncle from an audio
CD.
Core Competences to be developed: Communication and collaboration, Imagination and creativity, Learning to learn, Citizenship
Link to PCIs: life skills: skills of knowing and living with others – effective Link to Values: love, respect, responsibility.
communication : give and respond to simple verbal and non-verbal
instructions
Links to other activity areas: Language activities, environmental activities. Suggested Community Service Learning activities: Take care of the
orphans and disabled in the neighbourhood.
Suggested Non formal Activity to support learning: Interact with the imam Suggested assessment: Oral questions, Portfolio and observation
and other believers to learn more about the Prophet.
Suggested Learning Resources: flash cards, charts and colours

138
Assessment Rubrics
Correctly and confidently names the Correctly names the foster mother Names the foster mother of the Names the foster mother of the
foster mother of the Prophet (S.A.W) of the Prophet (S.A.W) and Prophet (S.A.W) and identifies the Prophet (S.A.W) and has
and identifies the role played by the identifies the role played by the role played by the Prophet’s difficulties in identifying the role
Prophet’s guardians. Prophet’s guardians. guardians. played by the Prophet’s guardians.
4.0 HADITH 4.1 Hadith on swalah By the end of the sub strand the •
Learners in groups, pairs, or individual 1. Where do you go for
( 4 lessons) learner should be able to:- recite the Hadith on swalah. ‘’The best prayers?
a) mention times of the five deed is to perform swalah on time” 2. What are the five daily
obligatory prayers, • Learners to read the Hadith on swalah prayers?
b) perform the five daily displayed on a chart/screen. 3. Which prayer is
prayers on their prescribed
• Learners to complete the Hadith by performed before
time, picking and arranging words from a breakfast?
c) appreciate the importance pocket board or drag and drop using 4. Which prayer is
of performing the five ICT. performed during lunch
daily prayers on time to • Learners are guided on the importance time?
earn rewards from Allah. of praying on time.
Core Competence to be developed: Communication and collaboration, Learning to learn, Digital literacy
Link to PCIs: life skills: self-esteem, self-awareness; Health education: Link to Values: Unity, responsibility.
personal hygiene
Links to other activity areas: Language activities, hygiene and nutrition. Suggested Community Service Learning activities: Participate
Movement and creative activities. in Jama’a prayers.
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Suggested Non formal Activity to support learning: Attend Madrassa after Suggested assessment: Checklist, Oral questions, Portfolio and
school and during the holidays. observation
Suggested Learning Resources: Pocket board, ICT, charts and Clock.
Assessment Rubrics
Correctly identifies times for the five Identifies times for the five daily Identifies times for the five daily Identifies times for the five daily
daily prayers and performs them on time. prayers and performs them on time. prayers and performs them. prayers and performs some of
them.
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

4.2 Hadith on Iman By the end of the sub strand • Learners as a class, groups, pairs, or individuals, 1. Who can read
(Faith) the learner should be able recite the selected Hadith; the hadith on
(4 lesson) to:- ‘’…..While we were one day sitting with prophet generousity?
a) memorize the selected (S.A.W) appeared before us a man dressed in 2. What can you
Hadith for spiritual extremely white clothes………” do to show
nourishment, • Learners in groups or pairs, to sort and arrange generousity to
b) outline ways through flashcards with words from the pocket board / drag your neighbor in
which a Muslim can and drop words using ICT to complete the Hadith. class?
show generosity to his • Learners to read repeatedly the Hadith on neighbours
neighbor, displayed on a chart to help in memorization.
c) appreciate the virtue of • Learners in groups or pairs mention things Muslim
generosity as a means of should do to show generousity to neighbours.
social cohesion. • Learners share learning items to enhance generousity
amongst them.
Core Competences to be developed: Communication and collaboration, Learning to learn, Digital literacy
Link to PCIs: life skills: Skills of knowing and living with others – assertiveness. Link to Values: love, unity,social justice
Links to other activity areas: Language activities, environmental activities. Suggested Community Service Learning activities: Assist
the poor neighbours and orphans
Suggested Non formal Activity to support learning: attend madrasa after school to Suggested assessment: Oral questions, Portfolio and
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learn and memorise hadith. observation
Suggested Learning Resources: ICT, charts, flashcards
Assessment Rubrics
Consistently and correctly reads and memorises Correctly reads and memorises the Correctly reads the Hadith Reads the Hadith with
the Hadith. Hadith. difficulties.
Willingly shares with other learners Shares with other learners Sometimes shares with other Hesitant to share with other
learners learners

4.3 Hadith on Love By the end of the sub strand • Learners as a class, groups, pairs, or individuals, recite 1. How do you
the learner should be able the Hadith on love show love to
( 3 lesson) to:- ‘’None of you can be a true believer unless he loves for your friends?
a) memorize the selected his brother what he loves for himself’. 2. Whom do you
Hadith to enhance the • Learners in groups or pairs, fill gaps to complete the share with your
virtue of love, Hadith from a pool of flashcards. food?
b) outline ways through • Learners to read repeatedly the Hadith on love 3. What do you
which a muslim can displayed on a chart to help in memorization. share in class?
show love to others, • Learners in groups or pairs mention things Muslim
c) appreciate the virtue of should do to promote the spirit of love.
love as a way of • Learners guided to share learning materials to enhance
promoting brotherhood. love for each other.
Core Competences to be developed: Communication and collaboration, Learning to learn, Citizenship.

Link to PCIs: Citizenship: social cohesion – being kind and friendly to Link to Values: love, unity, social justice.
others.
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Life skills: Skills of knowing and living with others – empathy, caring for
others.
Links to other activity areas: Language activities, environmental activities. Suggested Community Service Learning activities: Participate in
distribution of sadaqah.
Suggested Non formal Activity to support learning: Practice sharing with Suggested assessment: Oral questions, Portfolio and observation
peers in the school.
Suggested Learning Resources: Charts, food, water, pencil, rubber
Assessment Rubrics
Consistently and correctly reads and memorises Correctly reads and memorises Correctly reads the Hadith Reads the Hadith with
the Hadith. correctly the Hadith. difficulties.
Willingly shares with other learners Shares with other learners Sometimes shares with other Hesitant to share with other
learners learners
Outcomes
5.0 DEVOTIONAL 5.1 Pillars of Islam By the end of the sub • Learners are guided on the Fardh acts 1. What do you do before you
ACTS 5.1.1 Swalah strand the learner should of Wudhu. (washing the face, washing pray.
be able to:- the two arms, wiping the head, 2. Which body parts are
• Wudhu a) perform Wudhu washing the two feet). washed during wudhu?
• Five daily prayers systematically as a • Organize learners to watch a video/clip 3. Which are the five daily
prerequisite for showing the correct steps in the prayers?
( 8 lessons) performance of performance of Wudhu.
prayers, • Learners to perform Wudhu practically
b) name the five daily and in order.
prayers, • Organize to take learners to a nearby
c) appreciate Wudhu as mosque to observe the performance of
a purification Wudhu by muslims.

142
requirement before • Learners mention the five daily
performing swalah. prayers.
• Learners through ICT drag and drop
the fardh prayers in sequence.
Core Competences to be developed: Communication and collaboration, Imagination and creativity, Critical thinking and problem solving, Learning to
learn. Digital literacy.
Link to PCIs: Life skills: Skills of knowing and living with oneself – self Link to Values: love, respect, responsibility.
awareness and self esteem- parts of my body.
Links to other activity areas: Language activities, Hygiene and nutrition, Suggested Community Service Learning activities: Attend Jama’a
Mathematical activities prayers in a mosque.
Suggested Non formal Activity to support learning: perform wudhu and Suggested assessment: Check list, Oral questions, Portfolio and
prayer at home and in the mosque. observation
Suggested Learning Resources: Flash cards, photographs, video/clips
Assessment Rubrics
Always performs wudhu correctly and identifies Always performs wudhu correctly Sometimes performs wudhu Rarely performs wudhu
the fardh parts of wudhu correctly correctly.
Correctly and consistently names the five daily Correctly names the five daily Names the five daily prayers. Names some daily prayers.
prayers. prayers.
Question(s)
6.0 MORAL 6.1 Islamic etiquettes: By the end of the sub strand the • Learners are guided on the manners of 1. How do you enter
TEACHINGS learner should be able to:- entering the toilet ; Reading the Dua and leave the toilet?
6.1.1 Manners of toileting a) outline the manners of before entering ( Bismillah Audhu Billah 2. What do you say
6.1.2 Dua for entering and entering and leaving the minal khubuth wal khabaith), entering when entering the
leaving the toilet with the left foot first. toilet?
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toilet as per the Islamic • Learners are guided on the manners of 3. What do you say
(6 lessons) teachings, leaving the toilet; leaving with the right when you leave the
b) read the dua before foot first, reading the Dua for leaving toilet?
entering and leaving the (ghufranak). 4. What do you use
toilet as taught by the • Learners are guided on (istinja), proper when toileting?
Prophet, self cleaning during toileting and washing
c) Appreciate the Islamic the hands after toileting.
etiquette in toileting as part• Learners to read the dua (supplication) for
of character formation. toileting displayed /written on the board.
Core Competences to be developed: Communication and collaboration, Imagination and creativity, Critical thinking and problem solving, Learning to
learn.
Link to PCIs: Life skills: Skills of knowing and living with oneself-coping with Link to Values: Responsibility, Respect, Integrity.
emotions-identifying feelings.
Links to other activity areas: Language activities, Hygiene and nutrition, Suggested Community Service Learning activities: Ensure there is
Environmental activities. water for istinja in the toilet.
Suggested Non formal Activity to support learning: Hang a water container Suggested assessment: Oral questions, Portfolio and observation
for washing hands after toilet visitation.
Suggested Learning Resources: Water, pebbles for istinja, toilet paper.
Assessment Rubrics
Always demonstrates correctly the Demonstrates correctly the manners Sometimes demonstrates correctly Rarely demonstrates the
manners and says dua for toileting and says dua for toileting the manners and says dua for manners and dua for toileting
toileting

144
THIRD TERM
6.1.3 Dua before and By the end of the sub strand the • Learners recite in groups or individuals 1. What do you do
after waking up. learner should be able to:- the Dua for sleeping; (Bismika before sleeping?
a) read the dua before sleeping and Allahumma amut wa ahaya”. 2. What do you say after
(6 Lessons) the dua after waking up as per • Learners in pairs, small groups or as a waking up?
the Sunnah, class, recite the dua for waking up; ( 3. Why do you recite a
b) memorise the dua said before Alhamdulillah alladhy ahyana baada dua before sleeping
sleeping and after waking up, ma amatana wa ilaihi nnushur). and after waking up?
c) appreciate the recitation of the• Learners repeatedly recite the Duas to
dua before sleeping for Allah’s help in memorization.
protection and dua after waking• Learners complete the dua by picking
up to thank Him. words of the Dua from flashcards.
Core Competences to be developed: Communication and collaboration, Self-efficacy, Learning to learn, Critical thinking.
Link to PCIs: Life skills: Skills of knowing and living with oneself – coping Link to Values: Responsibility, integrity, social justice.
with emotions- identifying feelings.
Links to other activity areas: Language activities, Environmental activities. Suggested Community Service Learning activities: Discuss with
siblings on manners and dua on sleeping and waking up
Suggested Non formal Activity to support learning: attend madrasa after Suggested assessment: Oral questions, Portfolio and observation
school to learn Duas.
Suggested Learning Resources: Chart, flashcards
Assessment Rubrics
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Correctly recites and memorises the Dua Recites and memorises the Dua for Correctly recites the Dua for Recites and the Dua for
for sleeping and waking up. sleeping and waking up. sleeping and waking up. sleeping and waking up.
6.2 Relationship By the end of the sub strand the • Learners in pairs, small groups or 1. Who is a neighbour?
learner should be able to:- as a class, identify their 2. Who are some of your
6.2.1 Love and care for a) outline the obligations towards neghbours in class. neighbours in class and
neighbours neighbours according to • Learners in pairs, small groups or at home?
( 4 Lessons) Islamic teachings, as a class, discuss their 3. How do you help your
b) identify ways through which obligations towards their neighbour?
love and care can be extended neighbours. 4. What assistance/ help
to neighbours, • Learners listen to qasida (songs) have you ever received
c) demonstrate love and care for and poems with themes on good from your neighbour?
the neighbours for harmonious relations with neighbours from an
co-existence, audio CD.
d) appreciate the love and care for • Learners act short skits
neighbours as an act of ibadah. demonstrating good relations
with neighbours.
• Learners guided to role play on
how to love and care for their
neighbours.
Core Competences to be developed: Communication and collaboration, Learning to learn, Citizenship, Critical thinking.
Link to PCIs: Life skills: Skills of knowing and living with others – assertiveness- an Link to Values: Love, Responsibility, Social justice, Integrity.
important, you are important; Empathy- caring for others.
Service learning and parental empowerment and engagement: avenue for community
involvement- sharing and caring in the community.
Citizenship: Common humanity

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Links to other activity areas: Language activities, Hygiene and nutrition, Movement Suggested Community Service Learning activities: assisting
and creative activities, Environmental activities. in community activities within the neighbourhood.
Suggested Non formal Activity to support learning: join the neighbours in cleaning Suggested assessment: Check list, homework, Oral questions,
the environment. Profiling and observation
Suggested Learning Resources: Charts, ICT.
Assessment Rubrics
Outlines confidently and correctly Outlines correctly obligations Outlines obligations towards Outlines a few obligations
obligations towards neighbours towards neighbours neighbours towards neighbours
Question(s)
By the end of the sub strand the • Learners in pairs, small groups or as a class, 1. Who are people
6.2.2 Love and care learner should be able to:- discuss their obligations towards people with with special
for people with special a) outline the obligations special needs. needs?
needs towards people with special • Learners are guided on how to help a blind 2. What assistance
(3lessons) needs according to Islamic person to cross the road. can you offer to
teachings, • Learners to be guided on how to interact with people with
b) identify ways through which people with special needs to avoid special needs?
love and care can be stigmatization.
extended to people with • Learners draw and colour wheel chair,
special needs, crutches.
c) demonstrate love and care • Learners dramatise how to take care of
for people with special people with special needs.
needs.
Core Competences to be developed: Communication and collaboration, Learning to learn, Citizenship, Critical thinking and problem solving.
Link to PCIs: Life skills: Skills of knowing and living with others – assertiveness- am Link to Values: Love, Responsibility, Social justice, Integrity.
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important as you are important; Empathy- caring for others.
Service learning and parental empowerment and engagement: avenue for community
involvement- sharing and caring in the community.
Citizenship: Common humanity
Links to other activity areas: Hygiene and nutrition, Movement and creative activities, Suggested Community Service Learning activities: Learners
Environmental activities. to collect items from home with parents guidance put them
together and distribute to people with special needs in the
community
Suggested Non formal Activity to support learning: learners help people with Suggested assessment: Check list, Rubrics, homework, Oral
disability outside school. questions, Profiling and observation
Suggested Learning Resources: Charts, crutches, wheel chair
Assessment Rubrics
Confidently and correctly outlines Correctly outlines obligations Outlines obligations towards Outlines some obligations towards
obligations towards people with special towards people with special needs people with special needs and people with special needs and
needs and identifies ways on how to and identifies ways on how to identifies ways on how to identifies ways on how to extend
extend love and care to them. extend love and care to them. extend love and care to them. love and care to them.
Question(s)
6.3 Environment By the end of the sub strand the • Learners in pairs , small groups and as a class 1. Which animals
6.3.1 Care for learner should be able to:- name domestic animals in their locality. are found in your
domestic animals a) mention the types of care care • Learners draw and colour domestic animals from locality?
(5 lesson) accorded to domestic animals their locality. 2. What are
as per the teachings of Islam, • Learners list the types of care accorded to animals; domestic
b) care for domestic animals in feeding, protection from harm, providing water, animals?
their environment according to treating them when they fall sick. 3. How do you care
the values of Islam, • Learners sing qasida (songs) and poems on care for for domestic
domestic animals. animals?

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c) appreciate the domestic • Learners name the products of domestic animals 4. What do we get
animals as part of creations of that benefit human beings. from domestic
Allah. animals?
Core Competences to be developed: Communication and collaboration, Learning to learn, Creativity and imagination, Critical thinking and problem
solving.
Link to PCIs: Life skills: ESD: Animal welfare Education-domestic animals found at Link to Values: Love, Responsibility.
home
Links to other activity areas: Language activities, Hygiene and nutrition, Movement Suggested Community Service Learning activities: Discuss
and creative activities, Environmental activities. with parents on the importance of caring for animals
Suggested Non formal Activity to support learning: Taking photographs of domestic Suggested assessment: Check list, homework, Oral questions
animals and observation.
Suggested Learning Resources: Pencils, crayons, camera, plasticine, Charts, pictures of animals.
Assessment Rubrics
Always demonstrates care and concern for Demonstrates care and concern for Sometimes demonstrates care and Rarely demonstrates care for
domestic animals domestic animals concern for domestic animals domestic animals
7.1 Milad un-Nabi By the end of the sub strand the • Learners sing qaswidas in 1. When was the
7. 0 ISLAMIC learner should be able to:- praise of the Prophet (S.A.W). Prophet (S.A.W)
FESTIVALS 7.2 Aqiqah a) outline the activities that take • Learners are guided to name born?
place during the Milad un-Nabi the attributes of the Prophet 2. What do you do when
( 6 Lessons) ceremony for remembrance of (S.A.W), AS sadiq, Al Amin. you attend a milad
the Prophet (S.A.W)’s life, • Learners to draw and colour un-Nabi celebration
b) mention the activities that take the animals slaughtered during
place during Aqiqah ceremony Aqiqah ceremony.
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as taught by the Prophet • Learners are guided to 3. What are the
(S.A.W). mention in pairs or in groups activities carried out
c) appreciate Milad un-Nabi the activities of Aqiqah. when a baby is born?
celebrations as a way of 4. How many animals
learning the life history of the are slaughtered for
Prophet (S.A.W.), Aqiqah?
d) appreciate Aqiqah as an Islamic
ritual for all children.
Core Competences to be developed: Communication and collaboration, Learning to learn, Creativity and imagination, Critical thinking and problem
solving.
Link to PCIs: Life skills: ESD: Animal welfare Education-domestic animals found Link to Values: Respect, Love, unity, Responsibility.
around the home.
Links to other activity areas: Language activities, Health and nutrition, Movement and Suggested Community Service Learning activities:
creative activities, Environmental activities. Participate in Milad un-Nabi and Aqiqah ceremonies to learn
more about these festivals
Suggested Non formal Activity to support learning: Sing qaswidas at home with Suggested assessment: Check list, homework, Oral questions
other siblings. and observation.
Suggested Learning Resources: Pencils, crayons, camera, pictures of animals.
Assessment Rubrics
Confidently and correctly narrates events Correctly narrates events during the Narrates events during the Narrates events during the birth of
during the birth of the prophet and birth of the prophet and activities of birth of the prophet and the prophet and activities of Aqiqah
activities of Aqiqah celebrations. Aqiqah celebrations. activities of Aqiqah celebrations with difficulty.
celebrations.

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GRADE THREE
FIRST TERM
Outcomes
1.1 Selected surah By the end of the sub strand • Learners in class, groups, pairs, or individuals, 1. Who can recite surah
• Masad the learner should be able read the selected surah. Nasr
• Nasr to:- • Organize learners in class, groups, pairs, or as
• Kafirun a) recite the selected surah individuals, to read the selected Surah
(12 lessons) correctly, repeatedly for memorisation.
b) memorize the selected • Learners use electronic device to listen to
1.0 surah for spiritual recitations of the selected surah.
QUR’AN nourishment, • Learners use flashcards and a pocket board to
c) use the selected surah in sort and arrange the verses of the selected
Swalah, Surah.
d) handle the Qur’an with • Learners fill in the gaps to complete the Surah.
respect as it is the word • Learners are guided on taking ablution before
of Allah. handling the Qur’an.
Core-Competences to be developed: communication digital literacy, critical thinking and problem solving ,self efficacy
Link to PCIs: life skills: effective communication, self esteem. Citizenship: Link to Values: love, unity, responsibility
social cohesion
Links to other subject(s):, ,language activities, literacy Suggested Community Service Learning: recite the selected Surah
to elder siblings for confirmation and memorization
Suggested Non-Formal Activity to support learning: participate in Qur’an Suggested assessment: oral question and observation, portfolio.
recitation competition
Suggested Learning Resources: CDs, flash cards, pocket board, Qur’an,
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Assessment Rubric
Consistently and correctly recites Correctly recites and reads the Recites and reads the selected Recites and reads the selected Surah with
the selected Surah and handles the selected Surah and handles the Surah and handles the Qur’an with difficulties and handles the Qur’an with
Qur’an with care. Qur’an with care. care. care.

2.1 Believe in the By the end of the sub strand •
Learners are guided on the names of the Last 1. Who created
Last Day the learner should be able Day; Yaumul Qiyama, Yaumul Hisab, Yaumul you?
2.2 Believe in His to:- Jazaa, Yaumul Baath. 2. What activities
power (Qadar) a) mention names of the • Lead the learners to discuss events of the Last will take place on
( 6 lessons) Last Day, Day, ressurection, Judgement, reward or the Last Day?
b) state the meaning of punishment. 3. Why do we
Qadar, • Learners are guided on the meaning of Qadar; observe the
c) appreciate the - Belief that Allah knows all things. creation of
2.0 PILLARS OF
importance of the Last - Belief that Allah has written everything in Allah?
IMAN
Day by abiding to the Lauhul Mahfudh.
teachings of Islam, - Belief that whatever happens only happens
d) recognize the power of by the will of Allah.
Allah over everything as- Belief that all things that happen are
a pillar of Iman. created by Allah.
• Learners observe Allah’s creation in the
environment so as to appreciate the powers of
Allah.
Core-Competences to be developed: communication and collaboration, imagination and creativity
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Link to PCIs): citizenship-social cohesion, life skills-interpersonal relation Link to Values: love, unity, integrity.
Links to other subject(s): Environmental activities Suggested Community Service Learning: discuss the
different punishments for different crimes with friends
Suggested Non-Formal Activity to support learning : attend madrasa to learn about pillars Suggested assessment: oral question, observation
of Iman
Suggested Learning Resources Cards, charts
Assessment Rubric
Can consistently narrates the Narrates the events of last day Fairly narrates the events of last Has difficulties to narrate the events of last
events of last day and powers of and powers of Allah. day and powers of Allah. day and powers of Allah.
Allah.
Question(s)
3.1 Early life of the By the end of the sub strand the • The learners are guided to 1. What did the
prophet (S.A.W) learner should be able to:- mention activities that were Prophet do during
a) mention the activities that were carried out by the prophet in his his early life?
(9lessons) carried out by the prophet early life; shephered, merchant. 2. Who travelled with
(S.A.W)during the early stages • Organize the learners to listen to the Prophet S.A.W
3.0 SIIRAH (life of of his life, a narration of the story of the to Syria?
the prophet) b) identify qualities of the Prophet prophet’s journey with his uncle
(S.A.W) (S.A.W) that can be learnt from to Syria for trade.
his early life, • Learners are guided to list the
c) appreciate the the importance of qualities of the prophet derived
the qualities of the Prophet from his early life; hardworking,
(S.A.W) in shaping the life of a trustworthy, humble, obedient,
Muslim. patient.
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•
Learners draw and colour
domestic animals.
• Learners draw their family
members and colour them.
• Learners are guided to take up
roles in school and at home to
emulate the character of the
Prophet S.A.W.
• Learners retell the story of the
prophets early life to enhace
understanding.
Core-Competences to be developed: communication and collaboration, imagination and creativity, learning to learn
Link to PCIs: life skills: self awareness, inter personal relationship Link to Values: obedience, love,
responsibility, honesty
Links to other learning activity areas: Language activities Suggested Community Service Learning :
Environmental activities learners to take care of domestic animals at
home.
Suggested Non-Formal Activity to support learning: Visit madarasa to learn more about the siira of the Suggested assessment: oral questions,
Prophet. observation, portfolio
Suggested Learning Resources: flash cards, pictures of family members and charts
Assessment Rubrics
Consistently and correctly Correctly mentions the activities Mentions the activities undertaken Mentions the activities undertaken by the
mentions the activities undertaken undertaken by the Prophet by the Prophet (S.A.W) and Prophet (S.A.W) and identifies his
by the Prophet (S.A.W) and (S.A.W) and identifies his identifies his qualities. qualities with difficulties.
identifies his qualities. qualities.
Question(s)
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4.1 Hadith on Ihsaan By the end of the sub strand • Learners are guided to read the selected Hadith, 1. What is
4.0 HADITH the learner should be able to:- “…..To worship Allah as if you see Him for if you Ihsaan?
(Traditions of (3 lessons) a) read the selected Hadith don’t see Him He sees you…” 2. Why do you
the Prophet for spiritual nourishment, • Learners listen to a story depicting ihsan and worship
Muhammad b) outline the teachings of Allah’s attribute, The All seeing “Al basiir”. Allah?
S.A.W) the Hadith to strengthen • Learners in class, groups, or pairs, give
one’s consciousness of experiences where they have practiced Ihsaan.
Allah(SWT), • Organize learners in class, groups, or pairs, to
c) appreciate the teachings discuss the importance of Ihsaan in their daily
of the Hadith in nurturing lives.
the piousness of a • Learners are guided to recite repeatedly the Hadith
Muslim. on Ihsaan individually or in small groups to
facilitate memorization.
Core-Competences to be developed: Communication and Collaboration
Critical Thinking and Problem Solving
Link to PCIs: life skills: self awareness, inter personal relationship, effective communication Link to Values : Responsibility, unity:
Suggested Learning Resources: charts
Assessment Rubric
Correctly and consistently recites Correctly recites the Hadith and Recites the Hadith and outlines its Recites the Hadith and outlines its
the Hadith and outlines its outlines its teachings. teachings. teachings with difficulties.
teachings.
SECOND TERM
Strand sub-strand Specific Learning Suggested Learning Experiences Key Inquiry
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4.2 Hadith on Honesty By the end of the sub • Learners are guided to read the selected Hadith, 1. What is honesty?
strand the learner should ‘Speak the truth even if it is bitter’. 2. When do you
(3 lessons) be able to:- • Learners listen to a story on the virtue of practice honesty?
a) read the selected honesty. 3. What would you do
Hadith correctly, • Learners are guided through problems on issues when you collect
b) apply the teachings of related to honesty and provide solutions to the your friend’s pen in
the Hadith in problems. class?
nurturing piety, • Organize learners in class, groups, or pairs, to
c) appreciate the discuss the importance of honesty.
teachings of the • Learners read hadith on honesty displayed
Hadith to inculcate /written on the board for practice.
the virtue. • Learners to sing qaswida(songs) on honesty
• Learners to tell a story on honesty.
Core-Competences to be developed:
Learning to learn
Citizenship
Link to PCIs: life skills: life skills; self awareness, interpersonal relations Link to Values: responsibility, unity, love
Links to other subject(s):Language activities, Suggested Community Service Learning : Tell a story on
Environmental activities honesty to others at home
Suggested Non-Formal Activity to support learning: share stories on honesty with Suggested assessment: oral question and observation, portfolio
siblings at home.
Assessment Rubric
Correctly and consistently recites Correctly recites the Hadith and Recites the Hadith and applies its Recites the Hadith and applies its teachings
the Hadith and applies its applies its teachings. teachings. with difficulties.
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teachings.
Question(s)
4.3 Hadith on By the end of the sub strand the • Learners in class, groups, pairs, or 1. What is respect?
Respect learner should be able to:- individuals, recite Hadith on respect 2. How do you show
(3 lessons) a) recite the selected hadith ‘He is not among us he who does not respect to parents?
correctly, show mercy to our young ones and 3. What will happen
b) outline ways of showing respect does not respect the elders’. if you fail to obey
to the elders as per the teachings • Organize learners in class, groups, or your elders?
of the Hadith, pairs, to give situations when they
c) appreciate the importance of the accord respect to elders.
virtue of respect as a way of • Learners read repeatedly the hadith on
abiding by the teachings of respect displayed /written on the
Hadith of the Prophet (S.A.W) board for memorization.
• Learners listen to stories about the
consequences of disobeying elders.
Learning to learn
Link to PCIs: life skills; self awareness Link to Values: respect
Links to other subject(s):Language activities, Suggested Community Service Learning : Tell a
Environmental activities story on respect to elders
Suggested Non-Formal Activity to support learning: share stories on respect to elders with Suggested assessment: oral question and observation,
siblings at home.
Suggested Learning Resources: charts.
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Assessment Rubric
Consistently and correctly recites Correctly recites the Hadith and lists Recites the Hadith and lists the ways of Recites the Hadith and lists the
the Hadith and lists the ways of the ways of showing respect to the showing respect to the elders as per the ways of showing respect to the
showing respect to the elders as elders as per the teachings Hadith teachings Hadith elders as per the teachings Hadith
per the teachings Hadith with difficulties.
Question(s)
4.4 Hadith on By the end of the sub strand the • Learners in groups, pairs, or individuals, recite 1. What is
responsibility learner should be able to:- the Hadith on responsibility “Every one of you responsibility?
(3 lessons) a) recite the selected Hadith is a shepherded and is responsible for his 2. How can you be
correctly, flock”. responsible in
b) identify responsible ways of • Learners listen to a story about the virtue of school?
taking care of the facilities in responsibility. 3. Why should you be
school, • Organize learners in class, groups, or pairs, to responsible?
c) appreciate the teachings of discuss the importance of being responsible.
the selected Hadith in • Learners read the hadith on responsibility
nurturing a responsible displayed /written on the board for practice.
person. • Learners listen to a talk on responsibility given
by a resource person such as an Imam.
Core-Competences to be developed: Communication and collaboration
Learning to learn
Citizenship-group work
Link to PCIs: life skills: self awareness, empathy, effective communication Link to Values: respect, unity, integrity,
Links to other subject(s): Language activities, Environmental activities. Suggested Community Service Learning : Visit the aged
members of the society and help with light duties

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Suggested Non-Formal Activity to support learning: provide learners with Suggested Assessment: oral question and observation,
responsibilities in class. For example class leader of the day: to issue the other learners portfolio
with learning materials
Assessment Rubrics
Consistently and correctly recites Correctly recites the Hadith and recites the Hadith and states its recites the Hadith and states its teachings
the Hadith and states its teachings states its teachings on teachings on responsibility. on responsibility with some difficulties.
on responsibility. responsibility.
Always cares for self, belongings Cares for self, belongings and Cares for self belongings sometimes Cares for self and belongings
and others others

5.0 Outcomes Question(s)
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DEVOTIONAL 5.1Pillars of By the end of the sub • Learners name the five pillars of Islam. 1. Why do we pray?
ACTS Islam strand the learner should • Learners are guided in naming the five daily 2. How many times do
be able to:- prayers. you pray in a day?
• Swalah a) name the five daily • Learners watch a video of a congregational prayer. 3. Which are the
prayers performed by • Learners are shown photographs of the postures of postures of Swala.?
(6 lessons/) Muslims as a pillar of Swala, (qiyam,rukuu, itdal,sujud and jalsa) 4. How do you dress
Islam, • Learners match, draw or colour different types of when you go for
b) demonstrate the clothes worn by male and female during the prayers?
correct postures for prayers.
validity of Swalah, • Learners role play the different postures of
c) appreciate swalah as a Swalah.
form of thanking
• Visit a Masjid to observe people praying.
Allah.
Learning to learn
Citizenship-group work
Link to PCIs: life skills; inter personal relationship Link to Values: respect, unity, Love
Citizenship: social cohesion
Links to other subject(s): mathematics activities Suggested Community Service Learning : Practice Swala at home with other
psychomotor activities and creative arts siblings.
Suggested Non-Formal Activity to support learning: visit a nearby Suggested assessment: Oral questions, Observation
mosque and perform Swala in congregation.
Suggested Learning Resources: charts ,mart, video, photographs. Suggested Assessment: Oral questions, observation
Assessment Rubric
Accurately states the sequence of States the sequence of postures of Fairly states the sequence of Hardly states the sequence of postures of
postures of Swalah and its Swalah and its proper dress postures of Swalah and its Swalah and its proper dress code.
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proper dress code. code. proper dress code.
Question(s)
6.1 Islamic By the end of the sub strand the • Learners are guided on the importance of a mosque in the 1. What is a
etiquettes learner should be able to:- life of a Muslim. Masjid?
6.0 MORAL a) state the manners of • Learners watch a video of the different parts of the mosque; 2. How do you
TEACHINGS 6.1.1Masjid entering and leaving the mihrab mimbar, praying hall, dome. enter and
(3 lessons) mosque as a sign of • Learners are guided on manners of entering and leaving the leave the
respect for the Masjid, Masjid, ( reciting the dua for entering the mosque Masjid?
b) use appropriate manners and (Allahumma ftah ly abwaba rahmatik), entering on your right 3. Which dua
dua (supplication)when foot first, observe silence while in the mosque, leave the do you
entering and leaving the mosque on your left foot first, recite the dua for leaving the recite when
Masjid to receive blessings mosque, ( Allahumma inna nas aluka min fadhlik). entering and
from Allah, • Organise the learners pairs, small groups or as individuals to leaving the
c) appreciate the use of practise Islamic manners of entering and leaving the Masjid Masjid?
appropriate Islamic manners through role play. 4. What do
and dua when entering and • Learners recite dua for entering and leaving the Masjid in you do
leaving the masjid as an act pairs or groups. while in the
of ibadah. • Learners to visit a Masjid for practice. Masjid?
Core-Competencies to be developed:
Communication and collaboration Citizenship Self efficacy
Link to PCIs : life skills: Links to other subject(s): Language activities,
Citizenship- Social cohesion Environmental Activities
Life skills- interpersonal relations,
Values: love, unity, respect.
Suggested Community Service Learning: participate in the Non-Formal Activity to support learning:
jamaah (congregation) prayers in a masjid Going to the Masjid to learn appropriate manners and ways of
entering and leaving the Masjid
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Suggested Resources: Masjid, pictures, Audio visual materials. Suggested Assessment: Oral questions, observation
Assessment Rubrics
Consistently states and applies the states and applies the manners of Fairly states and applies the Have difficulties to state and applies the
manners of entering and leaving entering and leaving the mosque manners of entering and leaving manners of entering and leaving the
the mosque and recites duas and recites duas correctly. the mosque and recites duas mosque and recites duas correctly.
correctly. correctly.
Question(s)
By the end of the sub strand the learner should be • Learners are guided to recite the the Dua 1. What do you
6.1.2 Sneezing able to:- said when someone sneezes, “ do when
(3 lessons) a) name the manners to be observed by Muslims Alhamdulillah”. sneezing?
in the event one sneezes, • Learners in groups or as a class are guided 2. What do you
b) apply the manners of sneezing in day to day on how to respond to the Dua for say after
life to promote good personal hygiene, sneezing, (Yarhamukallah)”. sneezing?
c) recite the appropriate dua related to sneezing • Learners are guided on what to say after 3. What do you
as per the teachings of the prophet (SAW), the second Dua for sneezing, “ say when
d) appreciate the virtue of praying for one yahdikumullah wa Yuslih balakum.”. someone
another to seek Allah’s mercy. • Learners role play the manners of sneezes?
sneezing.
• Learners read the displayed dua of
sneezing displayed on a chart.
Citizenship
Learning to learn
Link to PCIs: Links to other subject(s): Language activities,

162
Citizenship- social cohesion Environmental activities
Life skills- etiquette Hygiene and nutrition activities
Values: love, responsibility, unity, respect
Suggested Community Service Learning: discuss with siblings and peer on manners and dua on sneezing
Non-Formal Activity to support learning through application: visit Madrasa and Masjid to learn more about manners and dua for sneezing
Suggested Resources: handkerchief, charts, flashcards, Suggested Assessment: Oral questions, observation
Assessment Rubrics
Always demonstrates manners of Demonstrates manners of sneezing Sometimes demonstrates Rarely demonstrates manners of
sneezing manners of sneezing sneezing
Always says dua after sneezing for Says dua after sneezing for self and Says dua after sneezing for Sometimes says dua after sneezing for
self and others others self self

By the end of the sub strand • Learners are organised in pairs, small groups and 1. When do you say
6.1.3 Islamic the learner should be able as a class, to recite the selected Islamic phrases, Hasbunallah wa
phrases to:- (Hasbunallah wa ni’imal wakil) ni’imal wakil?
a) read the selected Islamic (La haula wa La 2. When do you say La
(5 lessons) phrases correctly to build Quwwata haula wa La
reliance on Allah, illa billahi) quwwata illa Billah?
b) give the circumstances • Learners are guided to give the situations when it’s
under which the selected appropriate to use the selected Islamic phrases.
Islamic phrases are said, • Learners repeatedly read the Islamic phrases
c) appreciate the use of the displayed for memorization and practice.
selected Islamic phrases • Learners are guided to complete the phrases using
flashcards.
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in their day to day
experiences.
Core-Competences to be developed;
Communication and collaboration ,
Citizenship
Link to PCIs: Links to other subject(s): Language activities, Environmental activities,
life skills- interpersonal relationship, etiquettes hygiene and nutrition.
Citizenship- Social cohesion
Values: Love, Unity
Suggested Community Service Learning: Recite the selected phrases with Non-Formal Activity to support learning through application:
siblings. Share the Islamic phrases with siblings and parents.
Suggested Resources: ICT, charts, Flashcards. Suggested Assessment: Oral questions, observation
Assessment Rubric
Consistently and correctly recites Correctly recites the Islamic Recites the Islamic phrases and Recites the Islamic phrases and gives
the Islamic phrases and gives phrases and gives circumstances gives circumstances when they are circumstances when they are said with
circumstances when they are said. when they are said. said. difficulties.
Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry

Question(s)
6.2.Relationship By the end of the sub strand the • Learners are guided to recite the Dua for 1. What do you do for
6.2.1 care and dua learner should be able to:- the Sick. La ba’asa alaika tuhurun the sick?
for the sick a) recite the dua to comfort the inshallah. 2. Which dua do you
(3 lessons) sick and seek Allah’s help for • Learners are guided on the ways of recite when you
recovery, showing care for the sick, visit the sick?
164
b) identify ways of showing care Visit them
for the sick to enhance the spirit pray for them
of brotherhood, assist them.
c) appreciate the importance of • Learners to role play ways of helping the
visiting the sick as per the sick.
Islamic teachings. • Learners to visit the sick.
Core-Competences to be developed
Communication and collaboration, Citizenship, Learning to learn
Link to PCIs: life skills- interpersonal relations, Values: love, responsibility, unity
Citizenship- social cohesion
Links to other subject(s): Language activities, Environmental activities
Suggested Community Service Learning: Visiting the sick and praying for them.
Suggested Non-Formal Activity to support learning : Visiting a sick person and make dua
Suggested Resources: charts, boards, card, plain papers. Suggested assessment: Oral questions and observation
Assessment Rubric
Always shows concern for the sick Shows concern for the sick Sometimes shows concern for the Rarely shows concern for the sick
sick
Consistently recites the dua for the Recites the dua for the sick Sometimes recites the dua for the Rarely recites the dua for the sick
sick sick
By the end of the sub strand the • Learners identify different places 1. What symbols represent
learner should be able to:- of worship. various places of
6.2.2 places of a) name the places of worship to • Learners are guided to identify the worship?
worship acknowledge religious symbols of the different places of 2. What activities take place
diversity, worship. in the places of worship?
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(3 lessons) b) identify the symbols for the • Learners are guided to mention the 3. Which religious groups
differentiate places of worship, different religious groups that use use the following places
c) respect the other places of the Mosque, church and the of worship?
worship to enhance peaceful co- temple. - Mosque
existence. • Learners to draw and colour a Church
places of worship. Temple
Core-Competences to be developed; Communication and collaboration, Citizenship, Critical thinking, Learning to learn
Link to PCIs: Links to other subject(s): Language
Life skills: Interpersonal relations activities.
Citizenship: Ethnic and Social relations, Human rights and Responsibilities, Social cohesion
Values: love, responsibility, unity, respect,
Suggested Community Service Learning: participate in community Suggested Non-Formal Activity to support learning
activities ivolving people of different faith. Visit the neighbouring places of worship and learn more about places of
worship
Suggested Resources; charts, crayons, colours Suggested assessment : Oral questions and observations
Assessment Rubric
names correctly the places of names the places of worship and names correctly the places of names the places of worship.
worship and Identifies their Identifies their symbols. worship.
symbols.
THIRD TERM
Question(s)
6.3 Environment By the end of the sub strand the learner • Learners in pairs, small groups and 1. What do you do
6.3.1 cleanliness of should be able to:- as a class, clean their school and whe your
the environment a) state the importance of living in a clean neighbourhood. environment is
(3 lessons) environment as stated in Islamic • Learners identify the items needed dirty?
teachings, in cleaning.
166
b) identify the activities that can be • Learners draw and colour items 2. What are the items
carried out to keep the environment used in cleaning. needed for
clean, • Learners are guided on the cleaning?
c) appreciate the importance of importance of keeping the 3. Why do we keep
cleanliness within the neighbourhood environment clean. our environment
for healthy living. clean?
Core-Competences to be developed: Communication and collaboration, Critical thinking and problem solving, Citizenship, Learning to learn
Link to PCIs: life skills-interpersonal relations, life skills education Links to other subject(s): Language activities, environmental
Health Education- personal hygiene activities
Citizenship- ethical and social relations, patriotism Hygiene and nutrition activities
Values: responsibility, unity
Suggested Community Service Learning: Participate in cleaning up activities in Non-Formal Activity to support learning: Discuss with their
the environment. siblings and parents to learn more about the importance of living in a
clean environment.
Suggested Resources: wheelbarrows, rake, slashers and brooms. Suggested assessment: Oral questions and observation
Assessment Rubric
Consistently and correctly States Correctly states the importance of Occasionally states the importance Rarely states the importance of living in a
the importance of living in a clean living in a clean environment of living in a clean environment clean environment
environment
Always maintains cleanliness Maintains cleanliness Sometimes maintains cleanliness Not keen in maintaining cleanliness
Question(s)
6.3.2 care for plants By the end of the sub strand the learner • Learners to observe plants in their 1. What plants are
(3 lessons) should be able to:- immediate environment. found in your
a) mention plants that are found in their • Learners to name some plants in the school
locality for conservation, locality. compound?
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b) identify ways of caring for the plants •
Learners draw and colour some plants 2. How do you
as per the teachings of Islam, within their school environment. care for plants?
c) appreciate the need to care for plants
• Learners are guided on ways of
in their immediate environment to conserving the environment like planting
earn thawab. trees, watering, and fencing among
others.
Core-Competences to be developed: Communication and collaboration, Critical thinking and problem solving, Citizenship, Learning
to learn.
Link to PCIs: life skills- interpersonal relationship Links to other subject(s):
Citizenship; Social cohesion, Human rights and Responsibility Language activities,
Health Education; preventive health Environmental activities
Values: love, responsibility, unity, patriotism Hygiene and nutrition activities
Suggested Community Service Learning: Planting trees and Suggested Non-Formal Activity to support learning: Learners
caring for them to visit tree nursery centres within their environment and learn
more about importance and care for plants
Suggested Resources: colours, charts. Seedlings, water Suggested Assessment: Oral questions, observation
Assessment Rubric
Correctly identifies and names some plants in Correctly identifies plants in Identifies some plants in the Rarely identifies plants in the
the immediate environment the immediate environment immediate environment immediate environment
Identifies ways of caring and always cares for Identifies ways of caring and Identifies ways of caring and Identifies ways of caring for plants.
plants cares for plants rarely cares for plants
Question(s)
7.1 Eid By the end of the sub strand the • Learners are guided to name the Islamic 1. Which month do we
learner should be able to:- months when Eid is celebrated, Shawwal celebrate Eid –ul -
7.0 ISLAMIC
( 6 lessons) a) name the Islamic Months ans Dhulhijja. Fitr?
FESTIVALS
where the two major Eids • Learners discuss the activities that take
fall, place during the Eid celebrations.
168
b) identify the two Eid • Learners to narrate the activities that take 2. When do we
festivals in the Islamic place before and during the Eid festival. celebrate Eid-ul-
calendar, • Learners recite the takbir for Eid to glorify Adh’ha
c) appreciate the Eid Allah. 3. How do you prepare
celebrations as a way of • Learners are guided and encouraged to for Idd celebrations?
enhancing brotherhood and exchange gift during Eid. 4. What is recited
unity. during the Eid
celebrations?
Core-Competences to be developed: Communication and collaboration, Critical thinking and problem solving, Citizenship, Learning to learn.
Link to PCIs: Life skills- interpersonal relationship. Morals, Values: love, unity, responsibility
Citizenship: Social Cohesion,
Links to other subject(s):
Environmental activities , Hygiene and Nutrition Activities, Mathematical Activities
Suggested Non-Formal Activity to support learning:
Suggested Community Service Learning:
Participate in Eid prayers and celebration to learn more about the Eid
Assist in the preparations of Eid Festivals
activities.
Suggested Resources: Islamic Calendar, charts, Greetings cards, Suggested assessment: oral questions and observation
Assessment Rubric
Consistently and correctly names Correctly names the months in Names the months in which the Names the months in which the two Eids
the months in which the two Eids which the two Eids fall0 two Eids fall. fall with difficulties.
fall0
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Volume 3 Curriculum Designs Final Dec 2017 Min

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REPUBLIC OF KENYA

LOWER PRIMARY LEVEL

CHRISTIAN RELIGIOUS EDUCATION, HINDU RELIGIOUS EDUCATION AND ISLAMIC

KENYA INSTITUTE OF CURRICULUM EDUCATION

Published and printed by Kenya Institute of Curriculum Development

Property of the Government of Kenya

FRED MATIANG’I, PHD, EGH,

iii NOT FOR SALE

DR. BELIO R. KIPSANG, CBS

Property of the Government of Kenya

JULIUS O. JWAN, PhD., MBS

v NOT FOR SALE

FOREWARD ................................................................................................................................................................................................................................. iii

vii NOT FOR SALE

Property of the Government of Kenya

ix NOT FOR SALE

Learning Area Lessons Per Week

2 Kiswahili Language Activities/Kenya Sign Language 3

3 English Language Activities 3

6 Hygiene and Nutrition Activities 2

8 Movement and Creative Activities 8 (*** 5 for PE)

9 Pastoral Programme of Instruction 1

Total Lesson Per Week 35

Property of the Government of Kenya

1. Foster nationalism, patriotism, and promote national unity

c) Technological and Industrial Needs

3. Promote individual development and self-fulfillment

4 Promote sound moral and religious values

5. Promote social equity and responsibility

xi NOT FOR SALE

8. Good health and environmental protection

GENERAL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION

Property of the Government of Kenya

xiii NOT FOR SALE

Property of the Government of Kenya

General Learning Outcomes

3 NOT FOR SALE

Exceeding expectations Meeting expectations Approaching expectations Below expectations

Property of the Government of Kenya

Exceeding expectations Meeting expectations Approaching expectations Below expectations

5 NOT FOR SALE

Exceeding expectations Meeting expectations Approaching expectations Below expectations

Property of the Government of Kenya

7 NOT FOR SALE

Exceeding expectation Meeting expectation Approaching expectation Below expectations

Exceeding expectations Meeting expectations Approaching expectations Below expectations

9 NOT FOR SALE

Exceeding expectations Meeting expectations Approaching expectations Below expectations

Exceeding expectations Meeting expectations Approaching expectations Below expectations

11 NOT FOR SALE

Property of the Government of Kenya

13 NOT FOR SALE

Exceeding expectations Meeting expectations Approaching expectations Below expectations

3.0 The ● Learners to mention incidences of baptism 1. In which place was

Exceeding expectations Meeting expectations Approaching expectations Below expectations

15 NOT FOR SALE

Exceeding expectations Meeting expectations Approaching expectations Below expectations

Exceeding expectations Meeting expectations Approaching expectations Below expectations

Exceeding expectations Meeting expectations Approaching expectations Below expectations