Republic of Malawi

Syllabus for

Bible knowledge

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Bible knowledge

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for Bible knowledge:

Amicable C Banda - The Malawi National Examinations Board

(MANEB)
Samuel MJ Mandauka - Shire Highlands Education Division (SHED)
Lenata S Chawinga - Central West Education Division (CWED)
Godfrey Mkandawire - Malawi Council of Churches (MCC)
Naireti K Molande - Malawi Institute of Education (MIE)
Yohane L Mkwamba - Lilongwe Girls’ Secondary School
Charles J Kasunda - Likangala Secondary School
Chrissie P Khoropa - St Mary’s Secondary School
Joe EN Gumbala - Lakeview SDA Mission
Gabriel B Moyo - HHI Secondary School

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank George N Chawanda and Br H Murakho who helped in
the refining of the syllabus. Finally, thanks should also go to Peter Chilenje, M Ghobede and
Robert Mdoka for providing expert advice on the syllabus during its development.

Production team

Editing: Grames Chirwa

Typesetting and
layout: Mary Nguluwe
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements............................................................................................................ ...... iii
Foreword.............................................................................................................................. ...... v
The secondary school curriculum in Malawi........................................................................ vii
Developmental outcomes.................................................................................................. ...... viii
Rationale for Bible knowledge.......................................................................................... ...... xi
Scope and sequence chart for Forms 1 and 2.................................................................. ...... 1
Scope and sequence chart for Forms 3 and 4.................................................................. ...... 3
Teaching syllabus for Forms 1 and 2...................................................................................... 5
Appendix.............................................................................................................................. ...... 23
References............................................................................................................................... 26
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for Bible knowledge
Bible knowledge aims at equipping students with the appropriate knowledge, skills and
attitudes to enable them function as responsible and productive citizens in the society. The
knowledge, skills and attitudes gained help the students to deal with challenges such as
environmental degradation, moral decay, corruption, drug and substance abuse, HIV and
AIDS, STIs, violence and juvenile delinquency. The subject also helps students to develop
acceptable moral standards of conduct and sound judgement.

Biblical beliefs, skills and practices assist the students to live in harmony with the spiritual and
physical world. These also help the students to apply the biblical principles in handling life
experiences.

Core elements and their outcomes

The Bible and its divisions

The students will be able to demonstrate an understanding of the Bible and its literature.

God in the Old Testament

The students will be able to demonstrate an understanding of the interaction of God and His
people as recorded in the Old Testament.

The Life of Jesus Christ

The students will be able to demonstrate an understanding of how God worked in the New
Testament through the birth, teachings, death, resurrection and ascension of Jesus Christ.

The relationship between the Old and the New Testaments

The students will be able to demonstrate an understanding of how Jesus Christ fulfilled the Old
Testament concepts of Messiah, Lord and Servant.

Biblical beliefs and practices

The students will be able to demonstrate an understanding of Biblical beliefs and practices.

Christian approaches to contemporary issues

The students will be able to demonstrate an understanding of Christian approaches to
contemporary issues such as human rights and responsibilities, democracy, politics, gender,
corruption, HIV and AIDS, STIs, the environment, drug and substance abuse and vulnerable
people.

xi
xii
 Scope and sequence chart for Forms 1 and 2

Core element Form 1 Form 2

 meaning of the Bible
The Bible and its divisions  divisions of the Bible
- books in the Old Testament
- books in the New Testament
 types of literary forms of the Bible
God in the Old Testament  the Patriarchs
- Abraham
- Isaac
- Jacob
- Joseph
 the work of Moses
- miracles in Egypt
- crossing the Red Sea
- The Covenant at Mount Sinai
 entry into the Promised Land
 the Judges
- Deborah
- Gideon
- Samson
 the story of Ruth
 the story of Samuel
 the Monarchy
- King Saul
- King David
- King Solomon

1
Core element Form 1 Form 2
 the Prophets
- Elijah and Elisha (pre-
exillic)
- Amos (pre-exillic)
- Ezekiel (exillic)
- Haggai (post-exillic)
The life of Jesus Christ  the early life of Jesus Christ
 the ministry of Jesus Christ

The relationship between the Old and New Testaments  Jesus Christ and the Old Testament
Biblical beliefs and practices  beliefs about God
 beliefs about Jesus Christ
 Biblical practices
- naming of a child
- circumcision
- baptism
- Holy communion
- prayer
- fasting
- worship
Christian approaches to contemporary issues  Christian response to STI’s including HIV and
AIDs
 gender issues in the Bible
 drug and substance abuse

2
 Scope and sequence chart for Forms 3 and 4

Core element Form 3 Form 4

 the Bible as the inspired word of God
The Bible and its divisions  uses of the Bible
God in the Old Testament  the work of Prophet Isaiah
- First Isaiah
- Second Isaiah
- Third Isaiah
The life of Jesus Christ  the Gospels  authorship of the book of Acts
- meaning  the birth of the Church
- the Synoptic Gospel  the work of the Church
 infancy narratives - performing miracles
- John the Baptist - praying
- Jesus Christ - preaching
 the Ministry of Jesus Christ - sharing belongings
- teachings  Paul’s missionary journeys
- miracles  the nine themes in the book of Acts
- Passion
- resurrection
- ascension
 Jesus’ fulfillment of the Old
The relationship between the Old and New Testament concepts of:
Testaments - Messiah
- Servant
- Lord

3
Core element Form 3 Form 4
Biblical beliefs and practices  Biblical beliefs
- second coming
- salvation and judgment
- life after death
 Biblical practices
- baptism
- Holy communion
- marriage
Christian approaches to contemporary issues  Christian response towards
contemporary issues
- environmental degradation
- the church and state
- HIV and AIDS

4
 Teaching syllabus for Forms 1 and 2
Form 1
Core element: The Bible and its divisions
Outcome: The students will be able to demonstrate an understanding of the Bible and its literature

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the students are able to:
able to:
 demonstrate an 1 state the meaning Divisions of  brainstorming the meaning of  discussion  chalkboard
understanding of of the Bible the Bible the Bible  group work  textbooks
the meaning of the  discussing the meaning of the  question and  computers
Bible and its Bible answer  chart paper
divisions  written exercises  Good News Bibles
2 identify divisions  listing books of the Bible  peer assessment
of the Bible  classifying the books of the Bible  self evaluation
into Old and New Testaments  pair work

3 identify the  identifying the divisions of the

divisions of the books of the Bible in the Old
books in the Old Testament
Testament -Pentateuch books
-Historical books
-Wisdom books
-Prophetic books
 giving examples of books for
each division of the Old
Testament

5
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment methods resources
4 name the  identifying the divisions of
divisions of the books in the New Testament
books in the - gospels
New - letters
Testament - history
- apocalyptic
 giving examples of books for
each division

5 describe types  identifying the types of literary

of literary forms forms of the Bible
of the Bible - narratives
- poetry
- songs
- oracles
- parables
 discussing types of literary
forms of the Bible

6
 Core element: God in the Old Testament
Outcome: The students will be able to demonstrate an understanding of the interaction of God and His people as recorded in
the Old Testament

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
assessment learning
methods resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 explain the The Patriarchs  brainstorming the meaning of the term  discussion  overhead
understanding meaning of the ‘patriarch’  group work projectors
of the term ‘Patriarch’  researching on the meaning of the term  demonstration  pictures
interaction of ‘patriarch’  question and  television
God and the  discussing the meaning of the term answer screens
Patriarchs ‘patriarch’  written exercises  textbooks
2 describe  peer assessment  chart paper
important events  identifying the patriarchs  self evaluation  computers
in the lives of the  discussing the important events in the lives  role-play  maps of lands of
patriarchs of the patriarchs  enter-educate the Bible
 role-playing some important events in the  pair work  Bible
lives of the patriarchs commentaries
3 discuss the  Bible
Hebrews’  discussing the Hebrews’ slavery in Egypt dictionaries
slavery in Egypt  relating the Hebrews’ slavery in Egypt  English
 role playing the Hebrews’ slavery in Egypt dictionaries
 encyclopaedias
 Good News
Bibles

7
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
assessment learning
methods resources

4 narrate the call  discussing the call of Moses

of Moses  narrating the call of Moses
 role-playing the call of Moses

5 describe the  discussing the work of Moses

work of Moses  dramatising the work of Moses

8
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment methods resources
We will know this The students must
when the students are be able to:
able to:
 demonstrate an 1 define a covenant The Covenant  brainstorming the meaning of  discussion  overhead projectors
understanding of the the term ‘covenant’  group work  pictures
covenant between  discussing the meaning of the  demonstration  television screens
God and the term ‘covenant’  question and answer  textbooks
Israelites  written exercises  chart paper
2 explain the  discussing the Ten  peer assessment  computers
importance of Commandments  self evaluation  maps of lands of
the Covenant at  discussing the importance of  role-play the Bible
Mount Sinai the Covenant at Mount Sinai  enter-educate  Bible commentaries
 pair work  Bible dictionaries
3 discuss the death  relating the death of Moses  English dictionaries
of Moses  discussing the death of Moses  encyclopaedias
 discussing the transition of  Good News Bibles
leadership after the death of
Moses

4 describe Israel’s  discussing preparation for

entry into the entry into Canaan
Promised Land  discussing the entry into the
under Joshua Promised Land under Joshua
 role-playing entry into the
Promised Land under Joshua

9
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and assessment and learning
methods resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 describe the role The Judges  identifying the judges in the  discussion  overhead projectors
understanding of of the judges Bible  group work  pictures
the work of the  discussing the work of the  demonstration  television screens
Judges judges  question and answer  textbooks
 role-playing the work of the  written exercises  chart paper
judges  peer assessment  computers
 self evaluation  maps of Palestine
2 relate the birth of  discussing the birth of Samuel  role-play  Bible commentaries
Samuel  role-playing the birth of  enter-educate  Bible dictionaries
Samuel  pair work  English dictionaries
 encyclopaedias
3 narrate the call  discussing the call of Samuel  Good News Bibles
of Samuel  role-playing the call of Samuel

4 narrate the story  discussing the story of Ruth

of Ruth  describing the importance of
the story of Ruth

10
Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested
standards teaching, teaching and
learning and learning resources
assessment
methods
We will know The students must
this when the be able to:
students are able
to: 1 state the reasons The Monarchy  researching on the reasons for the rise of the  discussions  overhead
 demonstrate an for the rise of the monarchy  group work projectors
understanding monarchy  discussing the rise of the monarchy  demonstration  pictures
of the monarchy  question and  television screens
2 describe the reigns  describing the reigns of Kings Saul, David and answer  chalkboard
of Kings Saul, Solomon  written  textbooks
David and  discussing the achievements of Kings Saul, David exercises  chart paper
Solomon and Solomon  peer  computers
assessment  map of Palestine
3 identify the  self evaluation  Bible
strengths and  researching on the strengths and weaknesses of  role-play commentaries
weaknesses of the the kings (Saul, David and Solomon)  enter-educate  Bible dictionaries
Kings Saul, David  discussing the strengths and weaknesses of the  pair work  English
and Solomon kings (Saul, David and Solomon) dictionaries
 analysing the reigns of the Kings (Saul, David and  encyclopaedias
Solomon)  Good News
Bibles
4 explain events that  discussing the events that led to the division of the
led to the division kingdom
of the kingdom  relating the stories connected to the events that led
to the division of the kingdom

11
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standards activities teaching, learning teaching and
and assessment learning
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an
understanding of 1 state the meaning The Prophets  brainstorming the meaning of the term  discussion  overhead
the prophets in of the term ‘prophet’  group work projectors
Israel ‘prophet’  discussing the meaning of the term ‘prophet’  demonstration  pictures
 discussing the roles of prophets  question and  television
- foretelling future events answer screens
- advising  written exercises  chalkboard
- teaching the word of God  peer assessment  textbooks
-mediation  self evaluation  chart paper
 role-play  computers
2 analyse the work of  narrating stories about Elijah and Elisha  enter-educate  map of
prophets Elijah and  discussing the works of Elijah and Elisha  pair work Palestine
Elisha  comparing and contrasting the works of  Bible
Elijah and Elisha commentaries
 Bible
3 analyse the works  discussing the messages of the prophets dictionaries
of prophets Amos, Amos, Ezekiel and Haggai  English
Ezekiel and Haggai  comparing and contrasting the works of the dictionaries
prophets, Amos (pre-exilic period), Ezekiel  encyclopaedias
(exilic period) and Haggai (post-exilic  Good News
period) Bibles

12
Core element: The life of Jesus Christ
Outcome: The students will be able to demonstrate an understanding of how God worked in the New Testament through the birth,
teachings, death, resurrection and ascension of Jesus Christ

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching and
standards activities teaching, learning learning resources
and assessment
methods
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 define the The life of  brainstorming the meaning of the  discussions  overhead projectors
understanding of term ’Gospel’ Jesus Christ term ‘Gospel’  group work  pictures
the life and work  discussing the meaning of the term  demonstration  television screens
of Jesus Christ as ‘Gospel’  question and  textbooks
recorded in the  identifying the Gospels answer  computers
Gospels 2 describe the  written exercises  chart paper
early life of  narrating the birth of Jesus Christ  peer assessment  Bible commentaries
Jesus Christ  role-playing the birth of Jesus Christ  self evaluation  Good News Bibles
 describing the baptism of Jesus  role-play
Christ  enter-educate
 discussing the significance of the  pair work
baptism of Jesus Christ
 describing the temptations of Jesus
Christ
 role-playing the temptations of Jesus
Christ
 discussing the significance of the
temptations of Jesus Christ

13
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

3 describe how  researching on how Jesus Christ

Jesus began His began His ministry
ministry  discussing the beginning of
Jesus’ ministry
 discussing the rejection of Jesus
at Nazareth

4 describe the  discussing the work of Jesus

ministry of Jesus Christ
Christ  role-playing the events in the
ministry of Jesus Christ

14
Form 2
Core element: The relationship between the Old and the New Testaments
Outcome: The students will be able to demonstrate an understanding of how Jesus Christ fulfilled the Old
Testament concepts of Messiah, Lord and Servant

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
assessment methods learning
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 illustrate how the Jesus Christ  identifying biblical passages showing  discussion  pictures
understanding of scriptures show and the Old the link between the Old and New  group work  textbooks
Jesus’ fulfilment the link between Testament Testaments  demonstration  chart paper
of the Old the Old and the  discussing how the Old Testament  question and  Good News
Testament New Testaments links with the New Testament answer Bibles
 written exercises
2 describe the  peer assessment
relationship  brainstorming the relationship  self evaluation
between Jesus’ between Jesus’ teachings and the Old  pair work
teaching and the Testament
Old Testament  discussing the relationship between
Jesus’ teachings and the Old
Testament
 discussing how Jesus Christ fulfills the
Old Testament concepts of Servant,
Lord and Messiah (the anointed one)

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Core element: Biblical beliefs and practices
Outcome: The students will be able to demonstrate an understanding of biblical beliefs and practices

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
assessment methods learning resources

16
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 describe biblical Biblical beliefs  brainstorming biblical beliefs about God  discussions  pictures
understanding beliefs about  discussing biblical beliefs about God  group work  textbook
of biblical God - Spirit  question and  computer
beliefs - Creator answer  chart paper
- Saviour  written exercises  Good News Bible
- Judge  peer assessment
- Father  self evaluation
- Provider  pair work
 role-playing
2 describe biblical  researching on biblical beliefs about  resource person
beliefs about Jesus Christ  story telling
Jesus Christ - Incarnation  enter-educate
- Messiah
- Saviour
- King
- Resurrection
- Ascension
 discussing the biblical beliefs about
Jesus Christ

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment methods learning resources

17
 3 explain the  brainstorming the significance
significance of of the biblical beliefs about Jesus
the Biblical Christ
beliefs about  discussing the significance of the
Jesus Christ Biblical beliefs about Jesus
Christ

Core element: Biblical beliefs and practices

Outcome: The students will be able to demonstrate an understanding of biblical beliefs and practices

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching

18
standards activities teaching, learning and learning
and assessment resources
methods
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 identify biblical Biblical practices  brainstorming biblical practices  discussions  textbooks
understanding practices  discussing biblical practices  group work  computers
of biblical - naming  demonstration  chart paper
practices - circumcision  question and  English
- baptism answer dictionaries
- Holy Communion  written exercises  Bible commentaries
 peer assessment  pictures
2 explain the  brainstorming the importance of  self evaluation  Good News Bibles
importance of biblical practices  role-play
biblical  discussing the importance of biblical  pair work
practices practices

3 describe the  narrating the Lord’s supper

Lord’s supper  discussing the Lord’s supper
 role-playing the Lord’s supper

4 explain the  brainstorming the meaning of prayer

meaning of the  discussing the meaning of prayer
term ’prayer’

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
assessment methods learning

19
 resources

5 explain the meaning of  brainstorming the meaning of fasting

the term ‘fasting’  discussing the importance of fasting as an
aspect of prayer

6 identify aspects of prayer  discussing the key points of prayer

 analysing the Lord’s prayer
- thanksgiving
- asking for the will of God
- request for provisions
- forgiveness of sins
- protection from temptations
- glorifying God

7 give reasons why  brainstorming why people pray today

people pray today  discussing why people pray today

8 define worship  brainstorming the meaning of worship

 discussing the meaning of worship

9 identify ways of worship  discussing ways of worship

 demonstrating ways of worship
10 explain why people
worship  brainstorming why people worship
 discussing why people worship

Core element: Christian approaches to contemporary issues

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Outcome: The students will be able to demonstrate an understanding of Christian approaches to contemporary issues such as human rights
and responsibilities, democracy, politics, gender, corruption, HIV and AIDS, STIS, the environment, drug and substance abuse
and vulnerable people

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching
standards activities teaching, learning and learning
and assessment resources
methods
We will know this The students
when students are must be able to:
able to:
 demonstrate an 1 discuss how Christianity  brainstorming ways of contracting HIV  discussion  textbooks
understanding of people contract and and AIDS and STIs  group work  computers
HIV and AIDS, HIV and AIDS contemporary  discussing ways of contracting HIV and  demonstration  chart paper
gender and drug and STIs issues AIDS and STIs  question and  Good News Bibles
and substance answer  posters
abuse from a  written exercises
Christian 2 explain  researching on Christian ways of  peer assessment
perspective Christian ways preventing HIV and AIDS and STIs  self evaluation
of preventing  discussing Christian ways of preventing  story telling
HIV and AIDS HIV and AIDS and STIs  debate
and STIs - abstinence  singing
- self-control  pair work
- love  resource persons
- faithfulness
 role playing Christian ways of
preventing HIV and AIDS and STIs

Assessment Success criteria Theme/topic Suggested teaching and learning activities Suggested Suggested

21
standards teaching, learning teaching and
and assessment learning
methods resources

3 suggest  researching on Christian response to STIs including

Christian HIV and AIDS towards the infected and the affected
response  discussing Christian response to STIs including HIV
towards people and AIDS towards the infected and the affected
infected and  role playing Christian response to HIV and AIDS
affected by STIs and STIs towards the infected and the affected
including HIV people
and AIDS

4 identify gender  researching on gender issues in the Bible

issues in the  discussing gender issues in the Bible
Bible - discipleship
- fellowship
- leadership

5 analyse the role  identifying the place of men and women in the Bible
of men and  discussing the place of men and women in the Bible
women in the - men and women were created as equals
Bible - God blessed men and women
- both men and women were given authority over
God’s creation
- Jesus appeared first to a woman after
resurrection

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching

22
standards learning activities learning and and learning
assessment methods resources
6 discuss the  brainstorming the effects of
effects of drug drug and substance abuse
and substance  story telling on the effects of
abuse drug and substance abuse
 dramatising the effects of drug
and substance abuse

7 discuss the  brainstorming ways of

prevention of preventing drug and substance
drug and abuse from a Christian
substance abuse perspective
from a Christian
perspective  discussing ways of preventing
drug and substance abuse
from a Christian perspective

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Appendix

Bible reference
The Patriarchs
The call of Abram Genesis 12:1-9
Birth of Ishmael Gen: 16:1-16
Covenant and its sign Gen 17:1-27
Birth of Isaac Gen 21:1-21
Sacrifice of Isaac Gen: 22:1-9
A wife for Isaac Gen 24:1-67
Birth of Esau and Jacob Gen 25:19-34
Isaac Blesses Jacob Gen 27:1-45
Jacobs’ dream at Bethel Gen 28:10-22
Children born to Jacob Gen. 29:31-35,30:1-24
Joseph and his brothers Gen 37:1-36
Joseph interpretes the king’s dreams Gen 41:1-36
Joseph made governor over Egypt Gen 41: 37-57
Joseph’s brothers go to Egypt Exodus 42:1-24
Hebrew slavery in Egypt Exodus 1:8-22
The birth of Moses Exodus 2: 1-10
The call of Moses Exodus 3: 1-22
The work of Moses Exodus 7: 8-12, 51
Crossing the Red Sea Exodus 14: 1-31
Manna and the quails Exodus 16: 1-36
Water from the rock Exodus 17:1-7
Israelites at Mount Sinai Exodus 19:1-25
The Ten Commandments Exodus 20:1-17
Death of Moses and leardership transition Deutronomy 34:1-12
Joshua sends spies into Jericho Joshua 2:1-24
Israel’s entry into the Promised Land Joshua 3:1-17, 4:1-24
The fall of Jericho Joshua 6:1-27

The Judges
Deborah Judges 4:1-24
Gideon Judges 6:1-40, 7:1-25
Samson Judges 13:1-25, 16:4-31
The story of Ruth Ruth 1-4
Birth of Samuel 1 Samuel 3:1-21
The call of Samuel 1 Samuel 8:1-22

Kings of Israel
Reasons for the rise of the Monarchy 1 Samuel 8:1-22
Saul meets Samuel 1 Samuel 9:1-27
Samuel anoints Saul 1 Samuel 10:1-16
War against the Amalekites 1 Samuel 15:1-9
Saul is rejected king 1 Samuel 15: 10 -35
David is anointed king Samuel 16:1-13
David becomes king of Israel and Judah 2 Samuel 5:1-10
Solomon is made king 1Kings 1:11-53

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Strengths of the kings
Solomon asks for wisdom 1 Kings 3 : 1-28
Saul defeats the Ammonites 1 Samuel 11: 1-15
David defeats Goliath 1 Samuel 7:1-58
David’s desire to build the Temple 2 Samuel 7:1-17

Weaknesses of the kings

Saul’s disobedience 1 Samuel 15:10-16
David and Bethsheba 2 Samuel 11: 1-27
Solomon turns away from God 1 Kings 11:1-13
Division of the Kingdom 1 Kings 12: 1-33

The prophets
Elijah and the drought 1 Kings 17:1-24
Elijah and the prophets of Baal 1 Kings 18:1-40
Elijah on Mount Sinai 1 Kings 19: 1-18
The call of Elisha 1 Kings 19 : 19-21
Elijah is taken up to heaven 2kings 2: 1- 18
Elisha cures Namaan 2 Kings 5:1 -27
The prophecy of exile Amos 7:10 -17
The vision of the valley of dry bones Ezekiel 37 : 1- 28
The Lord’s command to rebuild the Temple Hagga 1 : 1 - 15
The Glory of the New Temple Haggai 2: 1-23

The ministry of Jesus Christ

Birth of Jesus Christ Matthew 1:18-25
Visitors from the East Matthew 2: 1- 12
The role of John the Baptist Mark 1 -8
Baptism of Jesus Mark 1: 9-11
Temptations of Jesus Christ Matthew 4: 1-11
The call of the disciples Mark 1:14 - 20
Healing miracles Mark 1: 29 -45
Healing of the paralysed man Mark 2: 1-12
Healing on the Sabbath Mark 3: 1-6
Choosing of the Twelve Apostles Mark 3: 13-19
Teaching in parables Mark 4:1-20
Calming the storm Mark 4 :35-41
Healing a man with evil spirits Mark 5: 1-20
Jairus’ daughter and the woman who touched Jesus cloak Mark 5:21-43
Visit to Nazareth Mark 6:1-6
The mission of the 12 disciples Mark 6: 7-13
Feeding of the five thousand Mark 6: 30-44
Walking on the water Mark 6: 45 -52
Awoman’s faith Mark 7: 24-30
Healing of the blindman Mark 8: 22-26
Peter’s declaration about Jesus Christ Mark 8:27-38, 9:1
The Transfiguration Mark 9: 2- 13
The journey to Jerusalem Mark 10: 32-34
Request of James and John Mark 10: 35 -45

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The Triumphant entry into Jerusalem Mark 11:1-11
Cleansing of the Temple Mark 11:15-19
Plot to kill Jesus Mark 14:1-11
The Lord’s Supper Mark 14:12-31
The arrest of Jesus Mark 14-32-52
Jesus’ trial Mark 14-53-72, 15:1-15
Crucifixion Mark 15:16-41
Resurrection and appearance of Jesus Mark 16: 1-20
The Ascension Luke 24:50 -55

Relationship between the Old and the New Testament

Micah 5:2 Versus Matthew 2:6, Isaiah 6:9-10 Versus Mark 4:11-12 Isaiah 61:1-2
Versus Luke 4:18-21, Isaiah 42:1-4 Versus Matthew 12:17-21

Beliefs about God

Father Luke 11:2
Provider Exodus 16:4-5, Genesis 22: 13-14,
Incarnation Matthew 1:23, Matthew 16:16, John 1:14
Messiah Luke 9:20
Spirit John 4:24
Creator Genesis 1:1, John 1:3
Judge Matthew 3: 9-10
Saviour Exodus 14:28 -29, Isaiah 43: 3
King John 1:49
Resurrection Luke 24: 1-8
Ascension Mark 16:19, Acts 1: 6-10

Biblical practices
Holy communion Exodus 12:1-28, Mark 14:22-26
Baptism Matthew 3:1-7
Naming and circumcision Luke 2:21
Lords’ prayer Luke 11:1-4, Matthew 6:9-13

Reasons for prayer

Thanksgiving Phillipians 4:6, Psalm 118:1
Adoration Psalm 117:1-2
Protection Genesis- 32:9-12
Wisdom 1 Kings 3:4-9
Guidance- Acts 1:24-26
Worship Isaiah 1:11-16, Psalm 95:1-6, Proverbs 3:9

Contemporary issues
HIV and AIDS Proverbs 7:1-27, Proverbs 6:20-35, 1 Thessalonians 4:3-8 Matthew
22:34-40, Galatians 6:2, James 5:13-16, Luke 10:25-37
Place of men and women in the Bible Genesis 1:26-27, Genesis 5:2
Drug and substance abuse Genesis 19:30-38, Isaiah 55:2, Ephesians 5:18, Proverbs
31:4-7, Proverbs 1:10-19, 1 Corinthians 15:33, Psalms 1:1-2 Exodus 23:2

Gender Luke 8:1-3, Acts 1:12 – 14, Judges 4: 4 – 24, Luke 2: 25 -38

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References
Anderson BW (1978). The living world of the Old Testament. (3rd ed.), London:
Longman
Bright J, (1980). A history of Israel.London: Westminister Press.
Good News Bible, (1994). American Bible Society.
Brown RF, (1968). Jerome Biblical commentary (edited).
Walton RC (ed), (1968). A source book of the Bible for teachers. London: SCM
Press.

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