2026 KICD CBC Curriculum Design8 Strands · 31 Sub-strands82 Suggested Lessons

Grade 2 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 2 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 2 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 2 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 2
Major Strands: 8 Strands
Annual Lessons: 82 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 2 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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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	efficacy as they mention what they like about themselves	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	assertiveness, effective communication, Citizenship; Human Rights, ESD;	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	gender awareness	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	gender awareness	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	new vocabularies, Movement and Creative Activities as they role play	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	new vocabularies, Movement and Creative Activities as they role play	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Creation	1.0	-	1. By the end of the sub strand, the learner should be able to: a) identify members of the extended family to enhance a sense of belonging b) appreciate members of the extended family for harmonious living c) state items shared at home for family unity d) state items that should not be shared at home for healthy living?	- 2 My - Family - 4 lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Creation	1.0	-	1. By the end of the sub strand, the learner should be able to: a) identify members of the extended family to enhance a sense of belonging b) appreciate members of the extended family for harmonious living c) state items shared at home for family unity d) state items that should not be shared at home for healthy living?	- 2 My - Family - 4 lessons	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Creation	Creation	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Creation	Creation	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Creation	discuss how to relate with family members	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Creation	discuss how to relate with family members	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Creation	Life-skills; assertiveness, decision making	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Creation	Life-skills; assertiveness, decision making	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Creation	should not share, Environmental Activities; introduce the aspect of	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 2 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 2 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Main Strand

4 Sub-strands4 Lessons

1.1 efficacy as they mention what they like about themselves

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 efficacy as they mention what they like about themselves.

Teaching Resources

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

1.2 assertiveness, effective communication, Citizenship; Human Rights, ESD;

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 assertiveness, effective communication, Citizenship; Human Rights, ESD;.

Teaching Resources

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

1.3 gender awareness

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 gender awareness.

Teaching Resources

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

1.4 new vocabularies, Movement and Creative Activities as they role play

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 new vocabularies, Movement and Creative Activities as they role play.

Teaching Resources

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

Strand 2.0

1.0 Creation

7 Sub-strands10 Lessons

2.1 1.0

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.

Key Inquiry Questions (KIQs)

By the end of the sub strand, the learner should be able to: a) identify members of the extended family to enhance a sense of belonging b) appreciate members of the extended family for harmonious living c) state items shared at home for family unity d) state items that should not be shared at home for healthy living?

Suggested Experiences

1.2 My
Family
4 lessons

Teaching Resources

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

2.2 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 Creation.

Teaching Resources

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

2.3 discuss how to relate with family members

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 discuss how to relate with family members.

Teaching Resources

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

2.4 Life-skills; assertiveness, decision making

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 Life-skills; assertiveness, decision making.

Teaching Resources

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

2.5 should not share, Environmental Activities; introduce the aspect of

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 should not share, Environmental Activities; introduce the aspect of.

Teaching Resources

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

2.6 communicable diseases, Language Activities; new vocabulary

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 communicable diseases, Language Activities; new vocabulary.

Teaching Resources

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

2.7 1.3 Creation of the sky, sun, moon and stars

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Activities as they cut and mount picture of the sun, moon and
stars
Participate in movement and creative activities by drawing and
singing about the sun, moon and stars

Suggested Experiences

By the end of the Sub strand, the
learner should be able to:
a) recognise God as the creator
of the sky, sun, moon and stars
and revere Him
b) draw the sun, moon and stars
to appreciate God's creation

Teaching Resources

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

Strand 3.0

2.0 The Holy Bible

6 Sub-strands22 Lessons

3.1 2.1The Holy Bible as a guide in daily lives

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify reasons for reading the Bible to strengthen their faith in God
state how often they read the Bible as a family to seek God's guidance
appreciate the Bible as a guide to Christian living

Key Inquiry Questions (KIQs)

In groups, learners to list the importance of reading the Bible Learners to record the number of times they read the Bible as a family Learners to watch a video clip of children reading the Bible Learners to sing a song about the Bible, 'My Bible and I, ooh……….' Learners to read and recite Psalms 119:105?

Suggested Experiences

times they read the Bible as a family

Teaching Resources

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

3.2 2.2 Divisions of the Bible

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

state the number of books in the Old Testament and develop interest in reading the Bible
identify the first two books in the Old Testament to be familiar with the Bible
appreciate the Bible as the word of God by reading it always

Key Inquiry Questions (KIQs)

How many books are in the Old Testament?
Which are the first two Books in the Old Testament?

Suggested Experiences

Learners to state the number of books in the Old Testament
Learners to use flashcards and write the first two books of the Old Testament
Learners to compose a song on the first two books of the Old Testament
Learners to read and sing a common Psalms e.g. Psalms 100:4, 'I will enter His gates with thanksgiving in my heart…….."
In pairs, learners to play a game on the number of books in the Old Testament

Teaching Resources

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

3.3 2.3 The Bible Story: The Call of Samuel

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

describe the call of Samuel and relate it to their lives by obeying God
desire to respond appropriately to God by obeying His word

Key Inquiry Questions (KIQs)

Who called Samuel?
How many times did God call Samuel?
How did Samuel respond when he was called?

Suggested Experiences

Learners to read 1Samuel 3:3-10
Learners to sing a simple song about the call of Samuel, 'Alisikia saut iikimwita Samueli Samueli………..'
Learners to watch a video on the call of Samuel
Learners to role play in small groups the call of Samuel
Learners to recite 1Samuel 3:10

Teaching Resources

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

3.4 2.4 Bible Story: Noah and the Ark

Term 14 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 2.4 Bible Story: Noah and the Ark.

Suggested Experiences

By the end of the Sub strand, the
learner should be able to:
a) state the reasons why God chose
Noah to build the Ark and live a
life that is pleasing to God
b) narrate the story of Noah and the
Ark and relate it to their lives by
obeying God and their parents
c) desire to obey God and parents in

Teaching Resources

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

3.5 2.5 The Bible Story: Daniel is rescued from the den of lions

Term 1 Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

mention the number of times Daniel prayed to God and relate it to their lives
acquire the skill of assertiveness by emulating Daniel in their lives

Key Inquiry Questions (KIQs)

How many times did Daniel pray in a day?
Why was Daniel thrown in the den of lions?
Who rescued Daniel from the den of?

Suggested Experiences

Learners to read the story of Daniel in the den of lions, Daniel 6:10-12, 19-22
Learners to watch a video on the story of Daniel in the den of lions
Learners to role play Daniel in the den of lions and how he is rescued
Learners to sing the song, 'Trust and

Teaching Resources

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

3.6 2.6 The Bible Story: The Widow of Zarephath

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the story of the widow of Zarephath and trust in God for their needs
appreciate God in the miracle of multiplication of flour and oil and

Key Inquiry Questions (KIQs)

Why did Elijah go to Zarephath?
Who fed Elijah while at Zarephath?
How did the widow get enough flour?

Suggested Experiences

Learners to read 1 Kings 17:7-16
Learners to narrate the story of the widow of Zarephath
Learners to role play the story of Elijah and the widow of Zarephath
Learners to draw and colour bread
Learners to sing a song on trusting God

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 3.1 Kindness of the Wise Men

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

list the gifts given to baby Jesus and develop the value of sharing

Key Inquiry Questions (KIQs)

What did the wise men bring to baby Jesus?
What should you do when your family members bring gifts to you?

Suggested Experiences

Learners to read Mathew 2:11
Learners to name gifts that were brought to baby Jesus by the three wise men.
Learners to draw and colour gifts given to baby Jesus
Learners to use flash cards to role play exchange of

Teaching Resources

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

Strand 5.0

3.0 Early life of Jesus Christ

1 Sub-strand4 Lessons

5.1 3.2 Jesus Christ worked

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

develop responsibility by doing simple chores at home , school and the church
appreciate work by emulating Jesus Christ and assisting their parents at home

Key Inquiry Questions (KIQs)

by performing simple chores at home?

Suggested Experiences

Learners to discuss the type of work Joseph, the father of Jesus did
Learners to list in groups how Jesus helped His father
Learners to list the activities they do at home
Learners to write a poem on "Jesus worked''
Learners to keep their home, class and compound clean
daily lives by performing
simple chores at home

Teaching Resources

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

Strand 6.0

3.0 The life of Jesus Christ

4 Sub-strands14 Lessons

6.1 3.3 Jesus calms the Storm

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the miracle of calming the storm and relate it to their daily lives by having faith in God
appreciate the miracle of calming the storm by trusting God when faced with challenges

Teaching Resources

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

6.2 3.4 Miraculous catch of Fish

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God
appreciate the response of the fishermen by obeying God

Key Inquiry Questions (KIQs)

Learners to read Luke 5:3-9 Learners to watch a video on the miraculous catch of fish Learners to role play the miraculous catch of fish Learners to sing the song 'I will make you fishers of men…………………." Learners to draw and colour a fish?

Suggested Experiences

nature walk and visit a fish pond in the company of parents/guardian

Teaching Resources

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

6.3 3.5 Healing of the Man with a Withered Hand

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

describe the healing of the man with a withered hand and relate it to their lives by trusting God for healing
appreciate Jesus' compassion by expressing kindness to others

Suggested Experiences

Learners to read Matthew 12:9-13
Learners to draw in pairs a withered hand
learners to watch a video of healing the man with a withered hand
Learners to role play the healing of the man with a withered hand
Learners to write Mathew 12:13 on flash cards and recite it aloud in front of the class

Teaching Resources

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

6.4 3.6 Easter

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the death of Jesus as a sign of total love for humankind and desire to love others
appreciate Jesus Christ death and resurrection as the way to salvation

Key Inquiry Questions (KIQs)

Who died for your sins?
Why is Jesus' death important to Christians?
Which day did Jesus resurrect?

Suggested Experiences

Learners to write I Cor 15:3-4 on flash cards and recite the verse in turns
Learners to mention what happened on Good Friday
Learners to view a picture of Jesus nailed on the cross
Learners to mention what took place on Easter Monday, as they read Mark 16:5-6
Learners to view a picture of three women who visited an empty grave
Learners to be guided to draw an empty cross
their parents to church for Good Friday and Easter festivities

Teaching Resources

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

Strand 7.0

4.0 Christian Values

6 Sub-strands19 Lessons

7.1 4.1 Sharing

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify items shared at school to promote harmonious living
identify occasions when they share to show kindness

Key Inquiry Questions (KIQs)

Learners to identify various items that can be shared at school In pairs, learners to list the importance of sharing with others In groups, learners to role play sharing in class Learners to sing a song on sharing Learners to recite Hebrews 13:16?

Suggested Experiences

visit the sick and share with them, invite others to celebrate their birthdays

Teaching Resources

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

7.2 4.2 Obedience

Term 2 Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

obey teachers and children's government to promote harmony in the school
discuss reasons for obeying teachers and children's government

Key Inquiry Questions (KIQs)

Community Service learning activities: Visit a senior citizen and listen to stories on importance of obedience and negative effects of disobedience?

Suggested Experiences

Learners to read Hebrews 13:17
Learners to discuss why they should obey teachers and children's government
Learners to compose a poem on the importance of obeying teachers and children's government
Learners to discuss how disobedience affects them negatively
Learners to sing a song on obedience "trust and obey for there's no other way……………..''

Teaching Resources

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

7.3 4.3 Honesty

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

explain reasons for telling the truth in their interaction with others
demonstrate responsibility by completing their homework
demonstrate honesty by taking lost and found items to the teacher or parent
desire to be honest by not copying other pupils' work

Key Inquiry Questions (KIQs)

Why should you tell the truth?
Why should you be honest?
Why is it wrong to copy other learners work?

Suggested Experiences

Learners to read in groups Proverbs 12:17,19
Learners to say why they should tell the truth always
In groups, learners to discuss why they should complete their homework on time
In pairs, learners to list the negative results of copying other pupils work
In pairs, learners to role play taking lost and found items to the teacher
Learners to recite Proverbs 12:19

Teaching Resources

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

7.4 4.4 Thankfulness

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

identify reasons for thanking people as a way of expressing gratitude
appreciate other people's kindness by saying, 'thank you' to them

Key Inquiry Questions (KIQs)

Why should you thank people?
When do you say 'thank you' to others?

Suggested Experiences

Learners to list reasons for saying, 'thank you' to others
Learners to role play situations that require a, 'thank you' gesture
Learners to exchange gifts in pairs and practice being thankful to each other
Learners to recite 1Thessalonians 5:18
Learners to compose a poem with a theme, "thank you" to their parents

Teaching Resources

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

7.5 4.5 Forgiveness

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

forgive others daily for peaceful co- existence
appreciate the forgiveness of God and apply it in their interactions with others

Key Inquiry Questions (KIQs)

Why should you forgive others?
What do you do when someone annoys you?
How many times should you forgive those who wrong you?

Suggested Experiences

Learners to read Luke 15:11-22
Learners to watch a video on the prodigal son
Learners to dramatize the story of the prodigal son
Learners to recite Matthew 18:21-22
Learners to avoid annoying others
Learners to sing a song on forgiveness

Teaching Resources

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

7.6 4.6 Responsibility

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

mention the items they carry to school to assist them in learning
acquire the value of responsibility by taking care of the items they use at school

Key Inquiry Questions (KIQs)

Which items do you carry to school?
Why do you carry these items to school?
What happens when you forget items at home?

Suggested Experiences

Learners to read Colossians 3:23
Learners to display and count the items they carry to school
In pairs, learners to list the use of each item
Learners to sing a song about items they carry to school
Learners to draw and colour items they carry to school
Learners to discuss why they should not forget school items at home

Teaching Resources

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

Strand 8.0

5.0 The Church

2 Sub-strands5 Lessons

8.1 5.1 Prayer

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

recite the first four lines of the Lord's prayer as a way of communicating to God
narrate the story of a friend at midnight

Key Inquiry Questions (KIQs)

Which are the first four lines of the Lord's Prayer?
How frequently do you recite The Lord's prayer?
Why should we pray?

Suggested Experiences

Learners to read Matthew 6:9-10
Learners to recite the first 4 lines of Lord's prayer Mathew 6:9-10)
Learners to sing a song on the Lord's prayer
Learners to read Luke 11:5-10
Learners to role play the story of a friend at

Teaching Resources

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

8.2 5.2 The Holy Spirit

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

state the promise Jesus gave to

Key Inquiry Questions (KIQs)

What did Jesus promise His disciples?

Suggested Experiences

Learners to mention examples of promises they have been given by their parents
Learners to read Acts 1: 4 and Acts 2:3-4

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 2 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 Early life of Jesus Christ
3.0 The life of Jesus Christ
4.0 Christian Values

View Term 2

Term 3 Scheme9 Weeks

4.0 Christian Values
5.0 The Church

View Term 3

Other Grade 2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 2.

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 1 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 2 Christian Religious Education?

The official KICD strands for Grade 2 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 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 2 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 2 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 2 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.