2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 1 Christian Religious Education Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Christian Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Christian Religious Education Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 Christian Religious Education in Term 1.

Class / Grade: Grade 1
Learning Area: Christian Religious Education
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 1 Christian Religious Education Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

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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)

Curriculum Design & Content

Grade 1 Christian Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 1 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Main Strand

6 Sub-strands6 Lessons in Term 1

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

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.2 communication

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in communication.

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

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

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in vocabulary, Movement and Creative Activities as they sing and draw.

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

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

1 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

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

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Bible

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in Bible.

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

1.0 Creation

4 Sub-strands11 Lessons in Term 1

2.1 1.0 Creation

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in 1.0 Creation.

Learning Experiences

1.3 Creation of Plants
and Animals
6 lessons

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

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

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.3 take care of plants and animals

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in take care of plants and animals.

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.4 2.1Physical Handling of the Holy Bible

8 Suggested LessonsTerm 1

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

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 3.0

2.0 The Holy Bible

2 Sub-strands12 Lessons in Term 1

3.1 2.2Bible Story: David and Goliath

6 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

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

6 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 1 Christian Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 Christian Religious Education showing the term-by-term distribution of all 7 strands.

Term 1Current

1.0 Main Strand
1.0 Creation
2.0 The Holy Bible

Term 2View Term 2 →

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

Term 3View Term 3 →

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

Other Grade 1 Schemes of Work for Term 1

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

Kiswahili Activities (Term 1)Literacy Activities (Term 1)English Activities (Term 1)Mathematics Activities (Term 1)Environmental Activities (Term 1)Hygiene and Nutrition Activities (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

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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: Grade 1 Christian Religious Education Term 1

What strands and sub-strands are covered in Grade 1 Christian Religious Education Term 1?

In Term 1, Grade 1 Christian Religious Education covers the following main strands: 1.0 Main Strand, 1.0 Creation, 2.0 The Holy Bible. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 1 Christian Religious Education in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 1 Christian Religious Education Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.