2026 KICD CBC Curriculum Design7 Strands · 28 Sub-strands62 Suggested Lessons

Grade 3 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 3 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 3 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 3 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 3
Major Strands: 7 Strands
Annual Lessons: 62 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 3 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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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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	Core-Competencies to be developed: Self-efficacy as the learner appreciate herself / himself as created by God, imagination and creativity through drawing	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	Core-Competencies to be developed: Self-efficacy as the learner appreciate herself / himself as created by God, imagination and creativity through drawing	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	and colouring, communication and collaboration as they discuss in groups and role play	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	and colouring, communication and collaboration as they discuss in groups and role play	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	problem solving, effective communication, coping with emotions,	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	problem solving, effective communication, coping with emotions,	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	Activities as they sing, dance ,draw and colour	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	Activities as they sing, dance ,draw and colour	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	Languages Activities as they recite Bible verses	By the end of the sub strand, the learner should be able to; a) 2 My b) Family c) 3 lessons	1. By the end of the Sub strand, the learner should be able to:? 2. recognise the head of the family and respect them? 3. name family members in the nuclear and extended? 4. family for identification? 5. draw the family tree to understand relationships within? 6. the family?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	Languages Activities as they recite Bible verses	By the end of the sub strand, the learner should be able to; a) 2 My b) Family c) 3 lessons	1. By the end of the Sub strand, the learner should be able to:? 2. recognise the head of the family and respect them? 3. name family members in the nuclear and extended? 4. family for identification? 5. draw the family tree to understand relationships within? 6. the family?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	relationship, friendship formation, critical thinking, Citizenship: Social	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	relationship, friendship formation, critical thinking, Citizenship: Social	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	cohesion, patriotism	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	cohesion, patriotism	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	family to a tree	-	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 3 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 3 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Main Strand

9 Sub-strands9 Lessons

1.1 Core-Competencies to be developed: Self-efficacy as the learner appreciate herself / himself as created by God, imagination and creativity through drawing

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 Core-Competencies to be developed: Self-efficacy as the learner appreciate herself / himself as created by God, imagination and creativity through drawing.

Teaching Resources

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

1.2 and colouring, communication and collaboration as they discuss in groups and 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 and colouring, communication and collaboration as they discuss in groups and role play.

Teaching Resources

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

1.3 problem solving, effective communication, coping with emotions,

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 problem solving, effective communication, coping with emotions,.

Teaching Resources

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

1.4 Activities as they sing, dance ,draw and colour

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 Activities as they sing, dance ,draw and colour.

Teaching Resources

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

1.5 Languages Activities as they recite Bible verses

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

1.2 My
Family
3 lessons

Key Inquiry Questions (KIQs)

By the end of the Sub strand, the learner should be able to:?
a) recognise the head of the family and respect them?
b) name family members in the nuclear and extended?
family for identification?
c) draw the family tree to understand relationships within?
the family?

Teaching Resources

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

1.6 relationship, friendship formation, critical thinking, Citizenship: Social

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 relationship, friendship formation, critical thinking, Citizenship: Social.

Teaching Resources

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

1.7 cohesion, patriotism

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 cohesion, patriotism.

Teaching Resources

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

1.8 family to a tree

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 family to a tree.

Teaching Resources

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

1.9 singing

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 singing.

Teaching Resources

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

Strand 2.0

1.0 Creation

8 Sub-strands11 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.

Suggested Experiences

1.3.1 Adam and
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 Core-Competencies to be developed :Communication and collaboration as they narrate man's disobedience, learning to learn as they role play, imagination

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 Core-Competencies to be developed :Communication and collaboration as they narrate man's disobedience, learning to learn as they role play, imagination.

Teaching Resources

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

2.4 and creativity as they compose poems

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 and creativity as they compose poems.

Teaching Resources

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

2.5 and esteem, conflict resolution, coping with emotions and stress, Citizenship; good

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 and esteem, conflict resolution, coping with emotions and stress, Citizenship; good.

Teaching Resources

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

2.6 governance, social cohesion, loyalty, Parental engagement; obeying parents, 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 governance, social cohesion, loyalty, Parental engagement; obeying parents, ESD;.

Teaching Resources

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

2.7 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.

2.8 2.1 The Bible as the word of God

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

differentiate the Bible from other books as a Holy Book used by Christians
explain how the writing of the Bible was different from other books and respect it
state the number of books in the New testament and develop interest in reading it
name the four Gospel books in the New Testament and relate them to the teachings of Jesus Christ
Appreciate the Bible as a guide in their daily lives

Key Inquiry Questions (KIQs)

What is the Bible?
Who wrote the Bible?
How many books are in the New Testament?
What are the four Gospel books in the New Testament?
Why is the Bible important in your daily lives?

Suggested Experiences

Learners to sing the song "My Bible and I…………………"
Learners to read 2 Timothy 3:16 and discuss why they should respect the Bible
In pairs, learners to state the number of books in the New Testament
In pairs, learners to name the four Gospel books
Learners to discuss the importance of reading the Bible always
The learners to recite Psalms 119:105

Teaching Resources

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

Strand 3.0

2.0 The Holy Bible

5 Sub-strands17 Lessons

3.1 2.2 The Bible Story: Moses and the Burning Bush

Term 1 Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship
discuss how Moses expressed obedience and apply it in their daily lives

Key Inquiry Questions (KIQs)

What happened to Moses at Mt. Sinai?
What did Moses do to show that the place was holy?
How did Moses express obedience?

Suggested Experiences

Learners to read Exodus 3:1-6
Learners to watch a video of Moses and the burning bush
In groups, learners to role play the story of Moses and the burning bush
In pairs, learners to discuss the value of obedience
Learners to sing a song about Moses and the burning bush

Teaching Resources

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

3.2 2.3 Bible Story; The big fish swallows Jonah

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the story of Jonah and be obedient to God
explain results of Jonah's disobedience and desire to obey God

Key Inquiry Questions (KIQs)

How did Jonah disobey God?
What was the result of Jonah's disobedience?

Suggested Experiences

Learners to read the story of Jonah 1: 1- 4,15, 17; 2:10
Learners to watch a video on the story of Jonah
In pairs, learners to draw and colour the big fish
In groups, learners to state why they should be obedient to God and others
Learners to sing a song, "The big fish swallows Jonah………………."

Teaching Resources

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

3.3 2.4 Bible Story; Naaman is Healed

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

describe the healing of Naaman and desire to have faith in God
appreciate God as the healer of all diseases

Key Inquiry Questions (KIQs)

Which disease was Naaman suffering from?
Which instructions were given to Naaman byProphetElisha?
Who healed Naaman?

Suggested Experiences

Learners to read the story of Naaman in 2 Kings 5:1-14
In groups, learners to list instructions given to Naaman by prophet Elisha
Learners to watch a video clip on Naaman's healing
Learners to dramatize the story of Naaman

Teaching Resources

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

3.4 2.5 Bible Story: The three Hebrew men are rescued from fire.

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 three Hebrew men and strengthen their relationship with God
trust God to cope with daily challenges

Key Inquiry Questions (KIQs)

What happened to the three Hebrew men?

Suggested Experiences

Learners to read Daniel 3:15-16, 18, 23-30
Learners to watch a video on the story
Learners to tell why the three men were thrown into the fire
Learners to draw and colour the three Hebrew men and the fourth person who rescued them

Teaching Resources

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

3.5 2.6 Bible Story; Elisha and the Boys

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

explain the story of Elisha and the boys and relate it to their day to day lives

Key Inquiry Questions (KIQs)

Why was Elisha annoyed with the boys?
What did Elisha say to the boys?

Suggested Experiences

Learners to read 2 Kings 2: 23-24
Learners to mention the number of boys in the story
Learners to draw ,colour and display pictures of two bears

Teaching Resources

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

Strand 4.0

3.0 The Early Life of Jesus Christ

2 Sub-strands5 Lessons

4.1 3.1 Wise men guided by the Star

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify the star that guided the wise men and desire to be led by God in their daily lives

Key Inquiry Questions (KIQs)

Learners to read Matt 2:1-2 Learners to role play, "wise men guided by the star'' Learners to draw stars and colour them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars?

Suggested Experiences

question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles

Teaching Resources

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

4.2 3.2 Home town of Jesus Christ

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

name the home town of Jesus Christ and their own home towns to promote a sense of belonging

Key Inquiry Questions (KIQs)

Learners to mention where they come from Learners to say what they like about their home town Learners to name the town where Jesus grew up Luke 2: 39-40 Learners to compose a poem about the home town of Jesus?

Suggested Experiences

company of parents and learn more about their identity
question and answer, listening, reciting, checklists, drawing, filling in blank
spaces ,puzzles

Teaching Resources

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

Strand 5.0

3.0 The life of Jesus Christ

2 Sub-strands12 Lessons

5.1 3.3 The good Samaritan

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the story of the good Samaritan and relate it to their daily lives
appreciate the acts of the good Samaritan by being kind to people in need

Suggested Experiences

Learners to read Luke 10:30-37
Learners to watch a video on the story of the good Samaritan
Learners to list qualities of the good Samaritan
Learners to role play the story of the good Samaritan
Learners to tell how they help people in need
Learners to sing and dance about the good Samaritan

Teaching Resources

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

5.2 3.4 The little boy with five loaves and two fish

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

explain the miracle of the five loaves and two fish and practice kindness to others
state the number of baskets that remained after feeding the people and relate it to keeping the environment clean
appreciate the miracle of the five loaves and two fish by sharing with others

Suggested Experiences

Learners to read John 6:1-14
Learners to watch a video of the little boy with five loaves and two fish
Learners to narrate the story of the little boy with five loaves and two fish
In groups learners to draw the two fish and five loaves of bread
Learners to role play the miracle
Learners to sing a song about the five loaves and two fish

Teaching Resources

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

Strand 6.0

3.0 The Life of Jesus Christ

1 Sub-strand3 Lessons

6.1 3.5 Jesus Christ walks on water

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

describe the miracle of Jesus Christ walking on water and have faith in God
appreciate Jesus' power in their lives to overcome daily challenges

Key Inquiry Questions (KIQs)

Who walked on water?
Why were the disciples frightened at the sea?

Suggested Experiences

Learners to read Mathew 14:22-33
Learners to mention who walked on water
Learners to discuss in pairs why the disciples were frightened, Mathew 14:26
learners to watch a video of Jesus walking on water
learners to sing a song on Jesus walking on water

Teaching Resources

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

Strand 7.0

3.0 The life of Jesus Christ

1 Sub-strand5 Lessons

7.1 3.6 Raising of Jairus' Daughter

Term 35 Lessons

Specific Learning Outcomes (SLOs)

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

analyze the miracle of raising Jairus' daughter and have faith in God
appreciate the power of Jesus Christ over death

Key Inquiry Questions (KIQs)

What happened at Jairus house?
Whose daughter did Jesus Christ raise from death?

Suggested Experiences

Learners to read Mark 5:35-43
Learners to narrate the story of raising Jairus' daughter
Learners to watch a video on raising Jairus' daughter
learners to recite Mark 5:41
Learners to sing a song on raising Jairus' daughter

Teaching Resources

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

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

Download editable schemes of work and explore strands for all terms in Grade 3 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
3.0 The Life of Jesus Christ
3.0 The life of Jesus Christ

View Term 3

Other Grade 3 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 3.

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 2 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 3 Christian Religious Education?

The official KICD strands for Grade 3 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, 3.0 The Life of Jesus Christ, 3.0 The life of Jesus Christ. 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 3 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 3 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 3 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.