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

Grade 2 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 2 Christian Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 2 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 2 Christian Religious Education in Term 1.

Class / Grade: Grade 2
Learning Area: Christian Religious Education
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 2 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.

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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	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)

Curriculum Design & Content

Grade 2 Christian Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 2 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

4 Sub-strands4 Lessons in Term 1

1.1 efficacy as they mention what they like about themselves

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 efficacy as they mention what they like about themselves.

Teaching Resources

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

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

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

Teaching Resources

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

1.3 gender awareness

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 gender awareness.

Teaching Resources

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

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

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

Teaching Resources

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

Strand 2.0

1.0 Creation

7 Sub-strands10 Lessons in Term 1

2.1 1.0

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.

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?

Learning Experiences

1.2 My
Family
4 lessons

Teaching Resources

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

2.2 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 Creation.

Teaching Resources

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

2.3 discuss how to relate with family members

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 discuss how to relate with family members.

Teaching Resources

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

2.4 Life-skills; assertiveness, decision making

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 Life-skills; assertiveness, decision making.

Teaching Resources

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

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

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

Teaching Resources

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

2.6 communicable diseases, Language Activities; new vocabulary

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 communicable diseases, Language Activities; new vocabulary.

Teaching Resources

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

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

4 Suggested LessonsTerm 1

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

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

Strand 3.0

2.0 The Holy Bible

5 Sub-strands18 Lessons in Term 1

3.1 2.1The Holy Bible as a guide in daily lives

3 Suggested LessonsTerm 1

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?

Learning Experiences

times they read the Bible as a family

Teaching Resources

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

3.2 2.2 Divisions of the Bible

4 Suggested LessonsTerm 1

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?

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

3.3 2.3 The Bible Story: The Call of Samuel

3 Suggested LessonsTerm 1

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?

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

3.4 2.4 Bible Story: Noah and the Ark

4 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 2.4 Bible Story: Noah and the Ark.

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

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

4 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 2 Christian Religious Education showing the term-by-term distribution of all 8 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 Early life of Jesus Christ
3.0 The life of Jesus Christ
4.0 Christian Values

Term 3View Term 3 →

4.0 Christian Values
5.0 The Church

Other Grade 2 Schemes of Work for Term 1

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

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 2 Christian Religious Education Term 1

What strands and sub-strands are covered in Grade 2 Christian Religious Education Term 1?

In Term 1, Grade 2 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 2 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 2 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.