2026 KICD CBC Curriculum Design7 Strands · 33 Sub-strands80 Suggested Lessons

Grade 1 Christian Religious Education Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 1 Christian Religious Education. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 1
Major Strands: 7 Strands
Annual Lessons: 80 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 1 Christian Religious Education Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Main Strand	group and pair up as they mention their names and sing songs, imagination and creativity; draw and write their names	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	group and pair up as they mention their names and sing songs, imagination and creativity; draw and write their names	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	communication	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	communication	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	vocabulary, Movement and Creative Activities as they sing and draw	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	vocabulary, Movement and Creative Activities as they sing and draw	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	church ceremonies such as baptism, sing songs on their uniqueness	By the end of the sub strand, the learner should be able to; a) 2 My b) Family c) 6 lessons	1. By the end of the Sub strand, the? 2. learner should be able to:? 3. name members of their nuclear? 4. family for a sense of belonging? 5. pray with their family members to? 6. promote unity? 7. desire to participate in family? 8. prayers in order to grow in faith? 9. identify items they share at home to? 10. enhance togetherness? 11. appreciate the importance of? 12. sharing at home for family unity?	- By the end of the Sub strand, the - learner should be able to: - name members of their nuclear - family for a sense of belonging - pray with their family members to - promote unity - desire to participate in family - prayers in order to grow in faith - identify items they share at home to - enhance togetherness - appreciate the importance of - sharing at home for family unity	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	church ceremonies such as baptism, sing songs on their uniqueness	By the end of the sub strand, the learner should be able to; a) 2 My b) Family c) 6 lessons	1. By the end of the Sub strand, the? 2. learner should be able to:? 3. name members of their nuclear? 4. family for a sense of belonging? 5. pray with their family members to? 6. promote unity? 7. desire to participate in family? 8. prayers in order to grow in faith? 9. identify items they share at home to? 10. enhance togetherness? 11. appreciate the importance of? 12. sharing at home for family unity?	- By the end of the Sub strand, the - learner should be able to: - name members of their nuclear - family for a sense of belonging - pray with their family members to - promote unity - desire to participate in family - prayers in order to grow in faith - identify items they share at home to - enhance togetherness - appreciate the importance of - sharing at home for family unity	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	number of times they pray, Language Activities as they read the	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	number of times they pray, Language Activities as they read the	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	Bible	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	Bible	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Creation	1.0 Creation	-	-	- 3 Creation of Plants - and Animals - 6 lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Creation	1.0 Creation	-	-	- 3 Creation of Plants - and Animals - 6 lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Creation	surrounding, imagination and creativity; modelling and drawing animals and plants, communication and collaboration; nature walk	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 1 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Main Strand

6 Sub-strands6 Lessons

1.1 group and pair up as they mention their names and sing songs, imagination and creativity; draw and write their names

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in group and pair up as they mention their names and sing songs, imagination and creativity; draw and write their names.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 communication

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in communication.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 vocabulary, Movement and Creative Activities as they sing and draw

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in vocabulary, Movement and Creative Activities as they sing and draw.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 church ceremonies such as baptism, sing songs on their uniqueness

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

1.2 My
Family
6 lessons

Key Inquiry Questions (KIQs)

By the end of the Sub strand, the?
learner should be able to:?
a) name members of their nuclear?
family for a sense of belonging?
b) pray with their family members to?
promote unity?
c) desire to participate in family?
prayers in order to grow in faith?
d) identify items they share at home to?
enhance togetherness?
e) appreciate the importance of?
sharing at home for family unity?

Suggested Experiences

By the end of the Sub strand, the
learner should be able to:
a) name members of their nuclear
family for a sense of belonging
b) pray with their family members to
promote unity
c) desire to participate in family
prayers in order to grow in faith
d) identify items they share at home to
enhance togetherness
e) appreciate the importance of
sharing at home for family unity

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 number of times they pray, Language Activities as they read the

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in number of times they pray, Language Activities as they read the.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 Bible

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Bible.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

1.0 Creation

4 Sub-strands11 Lessons

2.1 1.0 Creation

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in 1.0 Creation.

Suggested Experiences

1.3 Creation of Plants
and Animals
6 lessons

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 surrounding, imagination and creativity; modelling and drawing animals and plants, communication and collaboration; nature walk

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in surrounding, imagination and creativity; modelling and drawing animals and plants, communication and collaboration; nature walk.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 take care of plants and animals

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in take care of plants and animals.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 2.1Physical Handling of the Holy Bible

Term 18 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify ways of handling the Holy Bible with respect as the word of God
recognise the Holy Bible as the word of God by naming the first two Gospel books
appreciate the Holy Bible by stating its two divisions that is, the Old and the New Testament

Suggested Experiences

Learners to state how to take care of the Holy Bible
Learners to list why they should respect the Holy Bible
Learners to role play; handling the Holy Bible with care and respect
Learners to name the first two Gospel books (Mathew and Mark)
In small groups learners to state the two divisions of the Holy Bible (Old and New Testament)
Learners to sing a song on 'My Bible and I……..'

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

2.0 The Holy Bible

4 Sub-strands23 Lessons

3.1 2.2Bible Story: David and Goliath

Term 16 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

narrate the story of David and Goliath and desire to depend on God in their day to day lives
appreciate the story of David and Goliath in their lives by having faith in God

Key Inquiry Questions (KIQs)

Who was David?
How did David kill Goliath?
Whom did David depend on to kill Goliath?

Suggested Experiences

Learners to read 1 Samuel 17:48-51
Learners to watch a video on David and Goliath
Learners to sing a song about David and Goliath
Learners to draw, colour and share pictures of David and Goliath
Learners to recite 1 Samuel 17:50

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 2.3 The Bible Story: Joseph and his Coat of Many Colours

Term 16 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

narrate the story of Joseph and relate it to their daily lives
discuss Joseph's brothers' reaction to his dreams and desire to love their siblings
apply lessons learnt from the story of Joseph in their relationship with others

Key Inquiry Questions (KIQs)

Who had a coat of many colours?
Why did Joseph's brothers hate him?
What did the brothers say about Joseph's dreams?

Suggested Experiences

Learners to read Genesis 37:3-10
Learners to watch a video about Joseph and his brothers
In groups, learners to list the qualities of Joseph
In pairs, learners to say why Joseph's brothers hated him.
Learners to list in groups why they should love their brothers and sisters
Learners to watch a video clip on Joseph's coat of many colours
Learners to draw a coat and colour it

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 2.4 The Bible Story; Elijah and the chariot of fire

Term 23 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

narrate the story of Elijah and the chariot and apply it in their relationship

Key Inquiry Questions (KIQs)

What appeared between Elijah and Elisha as they were walking and talking?

Suggested Experiences

Learners to read 2 kings 2:11-12
Learners to list in pairs ways of pleasing God
Learners to role play Elijah and Elisha walking and talking until the chariot appeared

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 3.1 The birth of Jesus Christ

Term 28 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the city of Jesus' Birth to develop a sense of belonging
mention the parents of Jesus Christ to identify with their own parents
analyze the joy of the shepherds and relate it to Christmas celebrations
explain the naming and dedication of Jesus Christ and relate it to their own life experience

Suggested Experiences

Learners to read Matthew 2:1
Learners to role play the birth of Jesus Christ
Learners to read Luke 2:15-18
Learners to listen to the recorded carol 'Jingle bells"
Learners to sing a song related to Luke 2:13-14
Learners to observe pictures of Jesus Christ with His parents and name each of them as they point at the picture
Learners to observe pictures of shepherds worshipping baby Jesus
Learners to read Luke 2: 22-24
Learners to role play the dedication of baby Jesus
Learners to sing the song the angels sang when Jesus Christ was born

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

3.0 The Early Life of Jesus Christ

1 Sub-strand4 Lessons

4.1 3.2 Jesus Christ in the Temple

Term 24 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

emulate Jesus Christ's example by obeying parents in day to day life
desire to follow Jesus Christ's example by accompanying their parents to church

Suggested Experiences

Learners to read Luke 2: 42-49
Learners to tell how Jesus Christ obeyed his parents
Learners to role play how Jesus Christ showed assertiveness when questioned by His parents
Learners to sequentially arrange flash cards on the events that took place when Jesus was left in the temple
Learners to draw and colour a church

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

3.0 The life of Jesus Christ

5 Sub-strands19 Lessons

5.1 3.3 Baptism of Jesus Christ

Term 26 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

name the place where Jesus Christ was baptized and relate it to their life
identify the person who baptized Jesus Christ and appreciate their church leaders
acquire the value of humility for peaceful co-existence with others

Key Inquiry Questions (KIQs)

In which place was Jesus Christ baptized?
Who baptized Jesus Christ?
How did Jesus Christ express humility?

Suggested Experiences

Learners to mention incidences of baptism they may have witnessed in their churches
Learners to read Matthew 3: 13-15 about the baptism of Jesus
Learners to watch a video clip on Jesus' baptism
Learners to mention the place where Jesus was baptized and the person who baptized Him
Learners to role play the baptism of Jesus Christ.
Learners to draw and colour Jesus being baptized
Learners to sing baptismal songs
baptism ceremonies.
listening, reciting

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 3.4 Wedding at Cana of Galilee

Term 24 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

narrate how Jesus changed water into wine and depend on God always
discuss how the servants obeyed Jesus' instructions and relate it to their daily life

Suggested Experiences

Learners to read John 2:1-10
Learners to watch a video on changing of water into wine
Learners to tell the response of the servants to Jesus' instructions John 2:7-8
Learners to role play the wedding at Cana
Learners to sing a song on how Jesus turned water into wine
Learners to draw and colour the six jars of wine

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 3.5 Healing of Simon Peter's mother- in- law

Term 23 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

narrate the healing of Simon Peter's mother-in-law and relate it to their daily lives
appreciate Simon Peter's mother-in-law's reaction by expressing gratitude for every good gift they receive

Key Inquiry Questions (KIQs)

What happened when Jesus visited Simon Peter's mother- in- law?
How did she express gratitude?

Suggested Experiences

Learners to read Matthew 8: 14-15
Learners to role play how Jesus healed Simon's mother- in- law
Learners to draw and colour sad faces and happy faces
Learners to discuss how Simon's mother- in- law expressed gratitude for being healed.
Learners to sing thanksgiving songs to express gratitude to God
parents and find out ways of managing common diseases.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.4 4.1 Sharing

Term 23 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify items shared at home to promote togetherness
share various items at home to enhance love and unity
narrate the story of the little boy with two fish and five loaves and practice kindness in their day to day life
appreciate the importance of keeping the environment clean by collecting litter

Key Inquiry Questions (KIQs)

Learners to identify various items that can be shared at home In pairs learners to list items shared at home Learners to read John 6: 1-14 Learners to role play the story of the little boy with two fish and five loaves Learners to keep the environment clean?

Suggested Experiences

,faith

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.5 4.2 Obedience

Term 33 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

describe the importance of obedience to promote peace and harmony at home
demonstrate obedience by obeying parents and older siblings at home.

Key Inquiry Questions (KIQs)

Why should you obey parents?
What is the promise of obeying parents according Ephesians 6:3?

Suggested Experiences

Learners to read Ephesians 6:1-2
In groups, learners to list why they should obey parents and siblings
Learners to say the benefits of obeying parents
Learners to role play obedience at home
Learners to recite Ephesians 6:2-3
senior members of the society and learn about the importance of obedience

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 6.0

4.0 Christian values

7 Sub-strands10 Lessons

6.1 4.3 Honesty

Term 34 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

state reasons for telling the truth and apply it in their everyday life
avoid taking other people's items without permission for peaceful co- existence
demonstrate punctuality at school and at home to be a responsible citizen

Suggested Experiences

Learners to read Ephesians 4:25
Learners to state reasons for telling the truth always.
Learners to say why they should not steal or pick items that don't belong to them
Learners to role play situations of honesty while dealing with other people's items
Learners to mention reasons for getting home and school on time (punctuality)

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.2 4.0

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in 4.0.

Key Inquiry Questions (KIQs)

By the end of the Sub strand, the learner should be able to: a) mention ways of expressing gratitude to their parents. b) thank their parents always to promote good parent-child relationship?

Suggested Experiences

Thankfulness
3 lessons

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.3 Christian

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Christian.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.4 values

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in values.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.5 relationships

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in relationships.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.6 Parental engagement; thankfulness to parents

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Parental engagement; thankfulness to parents.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.7 in different occasions

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in in different occasions.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 7.0

5.0 The Church

6 Sub-strands7 Lessons

7.1 5.0 The

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in 5.0 The.

Suggested Experiences

5.1 Church as a
House of God
4 lessons

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7.2 Church

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Church.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7.3 formation and maintenance

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in formation and maintenance.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7.4 number of times they go to church

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in number of times they go to church.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7.5 Bible club activities and Pastoral Instruction Programmes

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Bible club activities and Pastoral Instruction Programmes.

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7.6 5.2 Church as a house of Prayer

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

say simple prayers to thank God for His provision
appreciate prayer as a way of communicating with God

Key Inquiry Questions (KIQs)

Learners to read Mathew 21:13 Learners to compose simple prayers in groups learners to say simple prayers in turns Learners to practice saying simple prayers before and after taking meals and before they leave for home?

Suggested Experiences

prayers at home and in church with the guidance of parents
questions and answers , reciting, checklists, drawing, filling in blank spaces,
puzzles

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 1 Christian Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Christian Religious Education.

Term 1 Scheme13 Weeks

1.0 Main Strand
1.0 Creation
2.0 The Holy Bible

View Term 1

Term 2 Scheme14 Weeks

2.0 The Holy Bible
3.0 The Early Life of Jesus Christ
3.0 The life of Jesus Christ

View Term 2

Term 3 Scheme9 Weeks

3.0 The life of Jesus Christ
4.0 Christian values
5.0 The Church

View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities Hub Literacy Activities Hub English Activities Hub Mathematics Activities Hub Environmental Activities Hub Hygiene and Nutrition Activities Hub Hindu Religious Activities Hub Islamic Religious Education Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 1 Christian Religious Education?

The official KICD strands for Grade 1 Christian Religious Education are: 1.0 Main Strand, 1.0 Creation, 2.0 The Holy Bible, 3.0 The Early Life of Jesus Christ, 3.0 The life of Jesus Christ, 4.0 Christian values, 5.0 The Church. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 1 Christian Religious Education?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 1 Christian Religious Education schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 1 Christian Religious Education?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.