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

Grade 3 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 3 Christian Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 3 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 3 Christian Religious Education in Term 1.

Class / Grade: Grade 3
Learning Area: Christian Religious Education
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 3 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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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)

Curriculum Design & Content

Grade 3 Christian Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 3 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

9 Sub-strands9 Lessons in Term 1

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

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

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

Teaching Resources

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

1.3 problem solving, effective communication, coping with emotions,

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 problem solving, effective communication, coping with emotions,.

Teaching Resources

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

1.4 Activities as they sing, dance ,draw and colour

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 Activities as they sing, dance ,draw and colour.

Teaching Resources

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

1.5 Languages Activities as they recite Bible verses

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

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

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

Teaching Resources

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

1.7 cohesion, patriotism

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 cohesion, patriotism.

Teaching Resources

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

1.8 family to a tree

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 family to a tree.

Teaching Resources

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

1.9 singing

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 singing.

Teaching Resources

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

Strand 2.0

1.0 Creation

8 Sub-strands11 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.

Learning Experiences

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

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

2.4 and creativity as they compose poems

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 and creativity as they compose poems.

Teaching Resources

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

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

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

Teaching Resources

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

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

Teaching Resources

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

2.7 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.

2.8 2.1 The Bible as the word of God

4 Suggested LessonsTerm 1

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?

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

Strand 3.0

2.0 The Holy Bible

1 Sub-strand4 Lessons in Term 1

3.1 2.2 The Bible Story: Moses and the Burning Bush

4 Suggested LessonsTerm 1

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?

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

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

Complete annual curriculum scope for Grade 3 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
3.0 The Life of Jesus Christ
3.0 The life of Jesus Christ

Other Grade 3 Schemes of Work for Term 1

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

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 3 Christian Religious Education Term 1

What strands and sub-strands are covered in Grade 3 Christian Religious Education Term 1?

In Term 1, Grade 3 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 3 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 3 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.