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2026 KICD CBC Curriculum Design6 Strands · 33 Sub-strands88 Suggested Lessons

Grade 4 CRE 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 4 CRE. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 CRE Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 CRE under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
6 Strands
33 Sub-strands
Annual Lessons
88 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 CRE 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 →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) mention his or her name for identification and self-awareness

b) recognise his or her uniqueness as a creation of God

1. Why are you a special creation?

- say their names and state what is unique about them

- recite and meditate on Psalms 139:13 about being fearfully and wonderfully made

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) acknowledge God as the creator

b) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- read Genesis 1 about being created in the image and likeness of God

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) identify good thoughts and feelings

1. How do you control your thoughts and feelings?

- sing a song related to good thoughts and feelings

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) explain the importance of being joyful

1. How do you control your thoughts and feelings?

- list good thoughts such as sharing with others, helping parents, being happy, being thankful and respecting others

- share experiences on how they cope with emotions such as anger or sadness

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) list lessons learnt from Ephesians 4:26

b) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- use digital devices to draw and colour pictures of faces depicting various emotions

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) list choices they make in day-to-day life

1. What are the effects of the choices you make?

- in pairs, list choices they make in day-to-day life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) discuss results of choices they make in daily life

1. What are the effects of the choices you make?

- list results of choices that they make

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) make right choices guided by the word of God

b) portray responsibility by making right choices

1. What are the effects of the choices you make?

- sing a song about good choices

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) portray responsibility by making right choices

1. What are the effects of the choices you make?

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) portray responsibility by making right choices

1. What are the effects of the choices you make?

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 CRE Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 CRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Creation

5 Sub-strands13 Lessons

1.1 Self-awareness

Term 12 Lessons
Specific Learning Outcomes (SLOs)

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

  • mention his or her name for identification and self-awareness
  • recognise his or her uniqueness as a creation of God
  • acknowledge God as the creator
  • appreciate his or her uniqueness as God's special creation
Key Inquiry Questions (KIQs)
  • Why are you a special creation?
Suggested Experiences
  • say their names and state what is unique about them
  • recite and meditate on Psalms 139:13 about being fearfully and wonderfully made
  • read Genesis 1 about being created in the image and likeness of God
  • sing a song related to their uniqueness as children of God
Teaching Resources

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

1.2 Thoughts and Feelings

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify good thoughts and feelings
  • explain the importance of being joyful
  • list lessons learnt from Ephesians 4:26
  • apply the lessons learnt to cope with emotions in day-to-day life
Key Inquiry Questions (KIQs)
  • How do you control your thoughts and feelings?
  • How do you cope with anger or sadness?
Suggested Experiences
  • sing a song related to good thoughts and feelings
  • list good thoughts such as sharing with others, helping parents, being happy, being thankful and respecting others
  • share experiences on how they cope with emotions such as anger or sadness
  • use digital devices to draw and colour pictures of faces depicting various emotions
  • read Ephesians 4:26 and write down lessons learnt
Teaching Resources

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

1.3 Making Choices

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • list choices they make in day-to-day life
  • discuss results of choices they make in daily life
  • make right choices guided by the word of God
  • portray responsibility by making right choices
Key Inquiry Questions (KIQs)
  • What are the effects of the choices you make?
Suggested Experiences
  • in pairs, list choices they make in day-to-day life
  • list results of choices that they make
  • sing a song about good choices
  • role-play making right choices that are acceptable to God and community
Teaching Resources

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

1.4 My Family: Family Members

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • name family members in the nuclear and extended family
  • draw a family tree to understand relationships within the family
  • explain why it is important to honour parents
  • respect family members for harmonious coexistence
Key Inquiry Questions (KIQs)
  • Why is it important to know members of your family?
Suggested Experiences
  • sing a song related to family relationships
  • name family members in the nuclear family and extended family (cousins, aunts, uncles, grandparents)
  • draw a family tree and write names of family members on it
  • list ways of respecting family members
  • recite Ephesians 6:1-3 on respecting and honouring parents
Teaching Resources

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

1.5 Attributes of God

Term 12 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify attributes of God as holy, loving and eternal
  • recite Bible verses that describe the nature of God
  • revere God for His supreme nature
Key Inquiry Questions (KIQs)
  • What are the attributes of God?
Suggested Experiences
  • read Bible verses describing God as loving (1 John 4:8), holy (Leviticus 19:2) and eternal (Psalm 90:2)
  • discuss how God shows love to humanity and nature
  • praise God in songs and prayers recognizing His attributes
Teaching Resources

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

2
Strand 2.0

The Holy Bible

6 Sub-strands16 Lessons

2.1 The Bible as the Word of God

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the two main divisions of the Bible
  • name the first five books of the Old and New Testaments
  • demonstrate respect for the Bible as God's holy Word
Key Inquiry Questions (KIQs)
  • Why is the Bible special compared to other books?
Suggested Experiences
  • examine the Bible and identify the Old Testament and New Testament
  • recite and arrange the names of the first five books (Law books and Gospel books)
  • practise proper handling and care of the Bible
Teaching Resources

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

2.2 Bible Stories: Moses and the Burning Bush

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the story of Moses at the burning bush
  • explain the lessons learnt from God's call to Moses
  • demonstrate obedience to God's instructions
Key Inquiry Questions (KIQs)
  • How did Moses respond when God called him?
Suggested Experiences
  • read Exodus 3:1-10 on the call of Moses at Mount Horeb
  • role-play Moses taking off his sandals in reverence to God's presence
  • discuss how God prepares people for leadership and service
Teaching Resources

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

2.3 David and Goliath

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • retell the story of David defeating Goliath
  • identify qualities that enabled David to overcome Goliath
  • trust God when facing difficult challenges in life
Key Inquiry Questions (KIQs)
  • How did David defeat Goliath?
Suggested Experiences
  • read 1 Samuel 17:32-50 about David and the giant Goliath
  • draw David with his sling and five smooth stones
  • discuss how courage and faith in God help us overcome fears
Teaching Resources

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

2.4 Samson Kills a Lion

Term 12 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the story of Samson tearing a lion apart
  • explain where Samson got his extraordinary strength
  • acknowledge God as the source of human strength
Key Inquiry Questions (KIQs)
  • Where did Samson's strength come from?
Suggested Experiences
  • read Judges 14:5-6 on Samson empowered by the Spirit of the Lord
  • discuss how God gives special gifts and strength to accomplish tasks
  • commit to using personal talents and strengths to serve God and others
Teaching Resources

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

2.5 Joseph Interprets Pharaoh's Dream

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • retell the story of Joseph interpreting Pharaoh's dreams
  • explain how God gave Joseph wisdom to save Egypt from famine
  • trust God's guidance during hard times
Key Inquiry Questions (KIQs)
  • How did Joseph's wisdom help the people of Egypt?
Suggested Experiences
  • read Genesis 41:14-40 on Pharaoh's dreams of fat and thin cows
  • discuss how Joseph gave credit to God for interpreting dreams
  • practise planning and saving for the future based on Joseph's example
Teaching Resources

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

2.6 Bible Patriarchs: Abraham

Term 12 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain how Abraham demonstrated faith and obedience to God
  • narrate the call of Abraham and God's promises to him
  • emulate Abraham's obedience in daily life
Key Inquiry Questions (KIQs)
  • Why is Abraham called the father of faith?
Suggested Experiences
  • read Genesis 12:1-5 and retell the call of Abraham to leave Haran
  • sing songs celebrating Abraham's faith
  • recite Genesis 12:3 and discuss God's blessings to those who obey Him
Teaching Resources

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

3
Strand 3.0

The Life of Jesus Christ

10 Sub-strands25 Lessons

3.1 The Annunciation

Term 13 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the story of angel Gabriel announcing the birth of Jesus to Mary
  • explain Mary's humble acceptance of God's will
  • demonstrate humility and willingness to serve God
Key Inquiry Questions (KIQs)
  • What message did angel Gabriel bring to Mary?
Suggested Experiences
  • read Luke 1:26-38 on the Annunciation
  • role-play angel Gabriel visiting Mary in Nazareth
  • sing Christmas carols celebrating the prophesied birth of Jesus
Teaching Resources

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

3.2 Birth of John the Baptist

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the story of the birth of John the Baptist to Zechariah and Elizabeth
  • explain the role of John the Baptist in preparing the way for Jesus
  • appreciate God's faithfulness to answered prayers
Key Inquiry Questions (KIQs)
  • Why was the birth of John the Baptist significant?
Suggested Experiences
  • read Luke 1:5-25, 57-66 on Zechariah and Elizabeth
  • discuss how God hears and answers the prayers of righteous people
  • write down ways we can prepare our hearts to welcome Jesus
Teaching Resources

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

3.3 Healing of Bartimaeus

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • retell the miracle of Jesus healing blind Bartimaeus
  • explain how Bartimaeus' faith brought about his healing
  • show compassion to persons with visual impairments and other disabilities
Key Inquiry Questions (KIQs)
  • How did blind Bartimaeus show faith in Jesus?
Suggested Experiences
  • read Mark 10:46-52 on blind Bartimaeus calling out to the Son of David
  • role-play the healing encounter outside Jericho
  • discuss practical ways to support and include learners with visual impairment
Teaching Resources

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

3.4 Healing the Ten Lepers

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • retell the miracle of Jesus cleansing the ten lepers
  • explain the importance of returning to say thank you
  • habitually show gratitude to God and people
Key Inquiry Questions (KIQs)
  • Why did Jesus commend the one leper who returned?
Suggested Experiences
  • read Luke 17:11-19 about the ten lepers
  • discuss why only one Samaritan leper returned to praise God and give thanks
  • write thank-you notes to parents, teachers and helpers
Teaching Resources

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

3.5 Jesus Raises a Widow's Son

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate how Jesus raised the widow's son at Nain
  • explain Jesus' deep compassion for the mourning widow
  • demonstrate compassion and comfort to those grieving
Key Inquiry Questions (KIQs)
  • How did Jesus demonstrate compassion in the town of Nain?
Suggested Experiences
  • read Luke 7:11-17 about the miracle at Nain
  • discuss how Jesus restores life and brings hope to broken-hearted people
  • visit or pray for classmates and neighbours experiencing loss or sickness
Teaching Resources

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

3.6 Forgiveness

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain Jesus' teachings on forgiving others
  • demonstrate readiness to forgive peers when wronged
  • seek forgiveness when they hurt others
Key Inquiry Questions (KIQs)
  • Why is it important to forgive others?
Suggested Experiences
  • read Matthew 18:21-22 on forgiving seventy times seven
  • role-play resolving classroom disputes peacefully through apologies and forgiveness
  • recite the clause on forgiveness from the Lord's Prayer
Teaching Resources

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

3.7 Helping the Needy

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify groups of needy people in the community
  • participate in acts of charity and giving to the vulnerable
  • emulate Jesus' love for the poor and marginalized
Key Inquiry Questions (KIQs)
  • How can we help vulnerable members of our community?
Suggested Experiences
  • read Matthew 25:35-40 on feeding the hungry and clothing the naked
  • collect and donate dry foodstuffs, clothes or stationery for needy children
  • discuss how sharing brings joy and reflects Christian love
Teaching Resources

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

3.8 Parables of Jesus: The Lost Coin

Term 22 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the parable of the lost coin
  • explain the celebration in heaven when a sinner repents
  • value every person as precious to God
Key Inquiry Questions (KIQs)
  • What does the parable of the lost coin teach about God's love?
Suggested Experiences
  • read Luke 15:8-10 about the woman searching diligently for her lost silver coin
  • dramatize the search and the rejoicing with neighbours upon finding the coin
  • discuss how God seeks out and rejoices over every repentant person
Teaching Resources

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

3.9 Parable of the Mustard Seed

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • narrate the parable of the mustard seed
  • explain how small acts of faith grow into great impact
  • faithfully practise small acts of kindness every day
Key Inquiry Questions (KIQs)
  • How does the kingdom of God resemble a mustard seed?
Suggested Experiences
  • read Matthew 13:31-32 on the tiny mustard seed growing into a large tree
  • observe tiny seeds and plant one in soil to watch it sprout and grow
  • discuss how faithful prayers and small good deeds can transform families and schools
Teaching Resources

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

3.10 Nicodemus' Encounter with Jesus Christ

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • retell the dialogue between Jesus and Nicodemus at night
  • explain the meaning of being born again of water and the Spirit
  • recite John 3:16 on God's love for the world
Key Inquiry Questions (KIQs)
  • What does it mean to be born again according to Jesus?
Suggested Experiences
  • read John 3:1-16 on Nicodemus' secret visit to Jesus
  • memorize and write John 3:16 on decorated flashcards
  • discuss how accepting Jesus transforms our thoughts, desires and actions
Teaching Resources

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

4
Strand 4.0

Christian Values

6 Sub-strands19 Lessons

4.1 Trust

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the importance of trusting God and dependable adults
  • demonstrate trustworthy behavior in school and home
  • rely on God in prayer during challenging moments
Key Inquiry Questions (KIQs)
  • Why is trust vital in our relationships with God and others?
Suggested Experiences
  • read Proverbs 3:5-6 on trusting in the Lord with all your heart
  • share stories of how trusting God brought peace during scary moments
  • practise keeping promises and guarding secrets trusted to them
Teaching Resources

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

4.2 Truthfulness

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the importance of telling the truth at all times
  • identify the consequences of telling lies
  • consistently practice truthfulness
Key Inquiry Questions (KIQs)
  • Why should we always speak the truth?
Suggested Experiences
  • read Zechariah 8:16 and Proverbs 12:22 on truthfulness
  • role-play admitting mistakes honestly instead of covering them with lies
  • discuss how honesty builds lasting trust among friends and teachers
Teaching Resources

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

4.3 Obedience

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain why children should obey parents and teachers
  • demonstrate prompt and cheerful obedience to instructions
  • appreciate the blessings associated with obedience
Key Inquiry Questions (KIQs)
  • How does obedience benefit us and our families?
Suggested Experiences
  • read Colossians 3:20 and Ephesians 6:1 on obeying parents in the Lord
  • discuss examples of biblical figures who were blessed through obedience
  • carry out household chores and class responsibilities promptly and cheerfully
Teaching Resources

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

4.4 Love

Term 23 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain how Christians demonstrate love to God and neighbours
  • show love to classmates, family members and strangers
  • appreciate God's unconditional love
Key Inquiry Questions (KIQs)
  • How can we show genuine Christian love to others?
Suggested Experiences
  • read 1 Corinthians 13:4-7 on the characteristics of true love
  • make friendship cards expressing appreciation and love for peers
  • practise sharing stationery, snacks and books with those in need
Teaching Resources

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

4.5 Responsibility

Term 33 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify personal and school responsibilities
  • carry out assigned chores and duties diligently
  • take ownership of actions and belongings
Key Inquiry Questions (KIQs)
  • What does it mean to be a responsible Christian child?
Suggested Experiences
  • read Luke 16:10 on being faithful in small things
  • make a duty roster for class responsibilities (cleaning board, arranging books)
  • care for personal learning materials, textbooks and school uniform
Teaching Resources

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

4.6 Holiness

Term 34 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain what it means to live a holy life pleasing to God
  • shun sinful habits, foul language and corrupt practices
  • desire to live in righteousness through the Holy Spirit
Key Inquiry Questions (KIQs)
  • How can we pursue holiness in our daily conduct?
Suggested Experiences
  • read 1 Peter 1:15-16 ('Be holy, because I am holy')
  • discuss guarding eyes, ears and speech from ungodly content
  • compose a prayer asking the Holy Spirit to guide personal conduct
Teaching Resources

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

5
Strand 5.0

The Church

5 Sub-strands13 Lessons

5.1 House of God

Term 32 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the church as a sacred place of worship and fellowship
  • demonstrate reverent behavior in the house of God
  • participate in church worship and Sunday school activities
Key Inquiry Questions (KIQs)
  • Why is the church called the house of God?
Suggested Experiences
  • read Psalm 122:1 ('I rejoiced with those who said to me, Let us go to the house of the Lord')
  • discuss respectful conduct in church (silence, attentive listening, active singing)
  • participate in Sunday school presentations, choir singing and Scripture recitation
Teaching Resources

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

5.2 The Early Church

Term 33 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe how believers in the early church lived and shared together
  • explain the role of prayer and fellowship in the early church
  • emulate the spirit of unity and generosity of early Christians
Key Inquiry Questions (KIQs)
  • What lessons can we learn from the fellowship of the early church?
Suggested Experiences
  • read Acts 2:42-47 on how believers shared meals and possessions with glad hearts
  • discuss how modern Christians can share resources with church members in need
  • organize a class fellowship sharing refreshments and songs
Teaching Resources

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

5.3 Standing Firm in Faith

Term 33 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain what it means to stand firm in faith amidst peer pressure
  • identify situations where Christians must stand for their faith
  • boldly declare their faith in Christ
Key Inquiry Questions (KIQs)
  • How do we resist negative peer pressure and stand firm in faith?
Suggested Experiences
  • read Ephesians 6:10-18 on the full armour of God
  • role-play resisting negative pressure to lie, cheat or skip church
  • draw and label the belt of truth, breastplate of righteousness and shield of faith
Teaching Resources

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

5.4 The Lord's Prayer

Term 33 Lessons
Specific Learning Outcomes (SLOs)

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

  • recite the Lord's Prayer accurately from memory
  • explain the meaning of the petitions in the Lord's Prayer
  • pray using the pattern taught by Jesus
Key Inquiry Questions (KIQs)
  • How did Jesus teach His disciples to pray?
Suggested Experiences
  • read Matthew 6:9-13 on the Lord's Prayer
  • recite the Lord's Prayer in class together
  • discuss the petitions: praising God's name, asking for daily bread, seeking forgiveness and deliverance from temptation
Teaching Resources

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

5.5 Self-control

Term 32 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the importance of self-control as a fruit of the Holy Spirit
  • demonstrate restraint in speech, temper and desires
  • seek the help of the Holy Spirit in exercising self-control
Key Inquiry Questions (KIQs)
  • Why is self-control important in our everyday lives?
Suggested Experiences
  • read Galatians 5:22-23 and Proverbs 25:28 on self-control
  • role-play taking a deep breath and walking away when tempted to fight or insult others
  • discuss how self-control prevents accidents and protects friendships
Teaching Resources

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

6
Strand 6.0

Morality and Social Media

1 Sub-strand2 Lessons

6.1 Use of Social Media

Term 32 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify common digital devices and social media platforms
  • explain safe and positive uses of social media for Christian growth
  • avoid cyber bullying and chatting with strangers online
Key Inquiry Questions (KIQs)
  • Why should you use digital devices and social media appropriately?
Suggested Experiences
  • list digital devices (phones, tablets, computers) and internet platforms
  • discuss guidelines for online safety: do not share passwords, photos or personal information with strangers
  • use digital devices to listen to gospel music, watch Bible animation clips and learn memory verses
Teaching Resources

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

Grade 4 CRE Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 CRE.

Term 1 Scheme13 Weeks
  • Creation
  • The Holy Bible
  • The Life of Jesus Christ
View Term 1
Term 2 Scheme14 Weeks
  • The Life of Jesus Christ
  • Christian Values
View Term 2
Term 3 Scheme9 Weeks
  • Christian Values
  • The Church
  • Morality and Social Media
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

Agriculture HubScience & Technology HubSocial Studies HubCreative Arts HubMathematics HubIRE HubHRE HubFrench HubGerman HubArabic HubMandarin HubEnglish HubKiswahili HubIndigenous Language Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 CRE?

The official KICD strands for Grade 4 CRE are: Creation, The Holy Bible, The Life of Jesus Christ, Christian Values, The Church, Morality and Social Media. 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 4 CRE?

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 4 CRE 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 4 CRE?

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.