2026 KICD CBC Curriculum Design19 Strands · 31 Sub-strands186 Suggested Lessons

Grade 5 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 5 CRE. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 5 CRE Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 CRE under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 19 Strands
Annual Lessons: 186 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 CRE Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	S and	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) identify God's purpose for his or her life to live mean ingfu Ily	1. Questi s Why is it important to know your talents, gifts and abilities?	- brainstorm. in small groups, the meaning of talents, gifts and abilities, write on flash cards activities they like doing at home, school and in church, In groups, discuss how the activities they have listed aid in nurturing their talents, gifts and abilities, discuss God's purpose for his or her life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) identify God's purpose for his or her life to live mean ingfu Ily	1. Questi s Why is it important to know your talents, gifts and abilities?	- brainstorm. in small groups, the meaning of talents, gifts and abilities, write on flash cards activities they like doing at home, school and in church, In groups, discuss how the activities they have listed aid in nurturing their talents, gifts and abilities, discuss God's purpose for his or her life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) narrate the parable of the talents	1. Questi s Why is it important to know your talents, gifts and abilities?	- brainstorm. in small groups, the meaning of talents, gifts and abilities, write on flash cards activities they like doing at home, school and in church, In groups, discuss how the activities they have listed aid in nurturing their talents, gifts and abilities, discuss God's purpose for his or her life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 13	By the end of the sub strand, the learner should be able to; a) apply lessons learnt from the parable in their day-to-day life	1. How do you nurture your talents, gifts and abi lities?	- Jeremiah 29: I I, In pairs, list what they want to become in future, discuss why it is 1mvXyrtant to live a purposeful life , in turns, read Matthew 25:14-30 On the parable of the talents and narrate how different talents were used, watch a video clip on the parable Of the talents and list lessons learnt, read James I : 17 A and say what they have learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	S and	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) identify three responsibilities given to human beings by God	1. Questi s I. Why should?	- read Genesis I :26 and Genesis 2: 15 and list responsibilities given to human beings by God, list chores they do at home, school and in the community, buzz on how they take care of the environment at home and at school, come up with different projects at school or home e.g. plant trees/ vegetables, rear chicken and nurture the projects until they get results/hanesr	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	S and	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) identify three responsibilities given to human beings by God	1. Questi s I. Why should?	- read Genesis I :26 and Genesis 2: 15 and list responsibilities given to human beings by God, list chores they do at home, school and in the community, buzz on how they take care of the environment at home and at school, come up with different projects at school or home e.g. plant trees/ vegetables, rear chicken and nurture the projects until they get results/hanesr	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	S and	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) demonstrate good stewardship by taking care of God's creation	1. Questi s I. Why should?	- read Genesis I :26 and Genesis 2: 15 and list responsibilities given to human beings by God, list chores they do at home, school and in the community, buzz on how they take care of the environment at home and at school, come up with different projects at school or home e.g. plant trees/ vegetables, rear chicken and nurture the projects until they get results/hanesr	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	S and	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) Outline their roles at home, school and ch urch	1. Why is child labour an abuse Ofthe rights ofa child?	- brainstorm on the meaning of 'child outline the causes of child labour today, list the negative effects of child labour, mention whom to report to if forced into child labour, list age-appropriate tasks Or chores they should e	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	S and	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) explain the causes Of child labour today	1. Why is child labour an abuse Ofthe rights ofa child?	- brainstorm on the meaning of 'child outline the causes of child labour today, list the negative effects of child labour, mention whom to report to if forced into child labour, list age-appropriate tasks Or chores they should e	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	The Fall of Man 3 Lessons	The Fall of Man 3 lessons	By the end of the sub strand, the learner should be able to; a) describe the fall Of man according to Genesis	1. Why is it important to obey God?	- brainstorm on the Importance of obedience, share experiences on how they Obey their parents and teachers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	The Fall of Man 3 Lessons	The Fall of Man 3 lessons	By the end of the sub strand, the learner should be able to; a) describe the fall Of man according to Genesis	1. Why is it important to obey God?	- brainstorm on the Importance of obedience, share experiences on how they Obey their parents and teachers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	The Fall of Man 3 Lessons	The Fall of Man 3 lessons	By the end of the sub strand, the learner should be able to; a) Outline five lessons learnt from the fall Of	1. Why is it important to obey God?	- read Genesis 3: I -I I in turns and explain the fall of man	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	The Fall of Man 3 Lessons	The Fall of Man 3 lessons	By the end of the sub strand, the learner should be able to; a) Outline five lessons learnt from the fall Of	1. Why is it important to obey God?	- brainstorm on why they should Obey rules and regulations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	The Fall of Man 3 Lessons	The Fall of Man 3 lessons	By the end of the sub strand, the learner should be able to; a) desire to be obedient in day-to day life	1. Why is it important to obey God?	- discuss lessons learnt from the fall Of man (Adam and Eve)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	The Fall of Man 3 Lessons	Sub-strand 18	By the end of the sub strand, the learner should be able to; a) describe the importance Of family unity	1. I Why is family unity important ?	- list factors that promote family unity and share with the class, explain the importance of family unity	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 CRE Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 CRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

S and

2 Sub-strands12 Lessons

1.1 Sub-strand 13

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify God's purpose for his or her life to live mean ingfu Ily
narrate the parable of the talents
apply lessons learnt from the parable in their day-to-day life
participate in different activities to nurture their talents, gifts and abilities

Key Inquiry Questions (KIQs)

Questi s Why is it important to know your talents, gifts and abilities?
How do you nurture your talents, gifts and abi lities?

Suggested Experiences

brainstorm. in small groups, the meaning of talents, gifts and abilities, write on flash cards activities they like doing at home, school and in church, In groups, discuss how the activities they have listed aid in nurturing their talents, gifts and abilities, discuss God's purpose for his or her life
Jeremiah 29: I I, In pairs, list what they want to become in future, discuss why it is 1mvXyrtant to live a purposeful life , in turns, read Matthew 25:14-30 On the parable of the talents and narrate how different talents were used, watch a video clip on the parable Of the talents and list lessons learnt, read James I : 17 A and say what they have learnt

Teaching Resources

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

1.2 Sub-strand 15

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify three responsibilities given to human beings by God
demonstrate good stewardship by taking care of God's creation
Outline their roles at home, school and ch urch
explain the causes Of child labour today
explain the effects Of child labour for protection of self and t) des ire to engage in ageapp ropriate tasks/chores

Key Inquiry Questions (KIQs)

Questi s I. Why should?
Why is child labour an abuse Ofthe rights ofa child?

Suggested Experiences

read Genesis I :26 and Genesis 2: 15 and list responsibilities given to human beings by God, list chores they do at home, school and in the community, buzz on how they take care of the environment at home and at school, come up with different projects at school or home e.g. plant trees/ vegetables, rear chicken and nurture the projects until they get results/hanesr
brainstorm on the meaning of 'child outline the causes of child labour today, list the negative effects of child labour, mention whom to report to if forced into child labour, list age-appropriate tasks Or chores they should e

Teaching Resources

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

Strand 2.0

The Fall of Man 3 Lessons

2 Sub-strands12 Lessons

2.1 The Fall of Man 3 lessons

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe the fall Of man according to Genesis
Outline five lessons learnt from the fall Of
desire to be obedient in day-to day life

Key Inquiry Questions (KIQs)

Why is it important to obey God?

Suggested Experiences

brainstorm on the Importance of obedience, share experiences on how they Obey their parents and teachers
read Genesis 3: I -I I in turns and explain the fall of man
brainstorm on why they should Obey rules and regulations
discuss lessons learnt from the fall Of man (Adam and Eve)
discuss the benefits of being an obedient on

Teaching Resources

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

2.2 Sub-strand 18

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe the importance Of family unity
identify challenges faced by families today
outline ways he/she can contribute to a happy family
take part in doing simple chores at home

Key Inquiry Questions (KIQs)

I Why is family unity important ?
How can family unity be maintained?

Suggested Experiences

list factors that promote family unity and share with the class, explain the importance of family unity
read Colossians 3:13-14 and share lessons learnt, list the challenges they face as a family, In pairs
discuss ways in which they Overcome challenges faced in their families, say how they can make their family happy as young people, a son about famil uni

Teaching Resources

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

Strand 3.0

The Bible As A Guide 2 Lessons

2 Sub-strands12 Lessons

3.1 Sub-strand 21

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

outline different uses of the Bible in society today
identify the benefits of reading the Bible
read the Bible always to grow spiritually _

Key Inquiry Questions (KIQs)

should the Bible us in daily life?

Suggested Experiences

list different uses of the Bible in society today
brainstorm on the benefits of reading the Bible
write Summary points On how the word of God guides him or her in daily life
write Joshua I and Psalms I: I -3 on flash cards and state the benefits of reading the Bible, find out from parents Or guardians the importance of reading the Bible and make notes, share how the Bible helps them to relate well with others at school, home, church and in the community, sing relevant songs about the word Of God _

Teaching Resources

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

3.2 Bible

Term 16 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 Bible.

Key Inquiry Questions (KIQs)

How did Peter and John demonstrate faith in God?
The Bible Stories: Peter and in the Temple 3 lessons a) b) c) d) narrate the story of Peter and John in the Temple, outline lessons learnt from the story of Peter and John, discuss why Chnstlans should stand firm in their desire to stand firm in their Christian faith?

Suggested Experiences

brainstorm on Occasions they demonstrated faith in God, in turns
read Acts 7-13 and outline lessons learnt from the story of Peter and John
read Acts 4: 12 and state how they respond to salvation call
watch a video clip on the Story of Peter and John
brainstorm on how and why Christians should stand firm in their faith, Compose a poem On faith, sing a relevant song on faith in God

Teaching Resources

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

Strand 4.0

King T He Bible Solomon the Wise Ruler 3 Lessons

1 Sub-strand6 Lessons

4.1 Sub-strand 25

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the s tory Of King Solomon
Outline lessons learnt from the story of King Solomon
apply lessons learnt from the story of King Solomon in daily life
make wise decisions in daily

Key Inquiry Questions (KIQs)

I ui Question s How did Solomon demonstrate wisdom in his j udgement?

Suggested Experiences

discuss how they solve disputes in class, in turns
read 'Kings 3:16-28 and retell the story of King Solomon
watch a video clip on Solomon and the two women in dispute, narrate situations\scenarios when they used wisdom to solve a problem, list lessons learnt from the Story of King Solomon
read Proverbs 9: 10 and share with classmates what they have learnt
write Proverbs 9:10 On a flash card and recite it _

Teaching Resources

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

Strand 5.0

Noah and His Sons 3 Lessons

1 Sub-strand6 Lessons

5.1 Sub-strand 27

Term 16 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 Sub-strand 27.

Key Inquiry Questions (KIQs)

Why is the story of Noah still relevant in today' s society?
a) b) c) narrate the story Of Noah and his sons, explain five ways of showing respect to the elderly, respect the elderly at home, church and in the?

Suggested Experiences

read Genesis about Noah and his sons, in groups
discuss lessons learnt from the story of Noah
write the names of Noah 's sons on a paper or use a digital device, list the benefits of respecting the elderly, role-play how to show respect to the elderly at home and in public places, explain the importance Of respecting the elderly in today's society compose a poem titled, 'respect the elderly.'

Teaching Resources

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

Strand 6.0

A Hand Writes On the 3 Lessons

1 Sub-strand6 Lessons

6.1 A hand writes on the 3 lessons

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

explain the Story of a hand writing on the wall
outline lessons learnt from the story
list five benefits of humility as guided by the story
emulate Daniel's example by being faithful to God

Key Inquiry Questions (KIQs)

The learner is guided to: In ui Questio S Why did the hand appear on brainstorm on the meaning Of the the wall?
word, 'humility' , list sacred vessels used in their churches , in turns, read Daniel 25- 28 and narrate the story, list the holy vessels mentioned in the story, watch a video clip On the Story and outline lessons learnt, outline qualities portrayed by Daniel from the story, debate on the advantages Of humility , list ways in which they can sh excellence in whatever they do at home, school and in church. 17?

Teaching Resources

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

Strand 7.0

Mount Carmel Contest 3 Lessons

2 Sub-strands12 Lessons

7.1 Sub-strand 31

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the s tory Of Mount Carmel contest
distinguish between true and false gods
Outline lessons learnt from Mount Carmel contes t
emulate prophet Elijah by worshipping the true God

Key Inquiry Questions (KIQs)

How was God's B'wer de monstrated in this story?

Suggested Experiences

brainstorm on reasons that lead to the worship of idol gods tcxlay, state why idol worship is against the Ten Commandments and avoid being lured into it, in tums
read 'Kings and narrate the story of Mount Carmel contest
watch a video clip On Mount Carmel con test, list the differences between the true and false gods from the contest, describe lessons leamt from Mount Carmel Contest
discuss why Elijah defended the worship the true God, explain why it is good to worship the true God alone, list false religions, cults, idol worship, devil worship, radicalised s m toda 's 19

Teaching Resources

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

7.2 Sub-strand 33

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the Story Of Moses according to the scriptures
Outline lessons learnt from the story of Moses
desire to depend on God ' s guidance and

Key Inquiry Questions (KIQs)

Ques s How was Moses protected by God?

Suggested Experiences

share experiences Of when and how God protected them from danger
read Exodus 2: I I O in turns and narrate the story
watch a video clip about Moses
discuss lessons learnt from the Story and write summary points, State

Teaching Resources

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

Strand 8.0

The Call of Moses 3 Lessons

1 Sub-strand6 Lessons

8.1 Sub-strand 35

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the call of Moses in Exodus
outline lessons learnt from the call of Moses
explain ways Christian leaders obey God's instructions today
desire to obey God in day-to-day life _

Key Inquiry Questions (KIQs)

Why did God call Moses?
How did Moses obedience to God?

Suggested Experiences

brainstorm on why they should participate in church activities, in groups
read Exodus 3: I-10 and narrate the call of Moses
watch a video clip on the call Of Moses, role-play the call of Moses
discuss lessons leamt from the call of Moses
discuss with parents or guardians how Christian leaders obey God's instructions today, list

Teaching Resources

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

Strand 9.0

John the Baptist 3 Lessons

1 Sub-strand6 Lessons

9.1 Sub-strand 39

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

explain the teachings of John the Baptist
outline four lessons learnt from the teachings Of John the Baptist, C) practise the
desire to be a God fearin g Christian as exemplified by John the Baptist

Key Inquiry Questions (KIQs)

Questi s Why is the message of John the Baptist still relevant today ?

Suggested Experiences

list the causes of social Injustices in the society today, brainstorm on the meaning of repe ntance
read and re spond to the repentance call in Luke 3 , read Luke 3 9-14 and make notes on the teachings of John the Baptist, state lessons learnt from the teachin
es of John the Baptist list

Teaching Resources

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

Strand 10.0

The Life of J Esus

1 Sub-strand6 Lessons

10.1 Sub-strand 41

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

outline the events that took place during the baptism Of Jesus Christ
state the importance of baptism in the life Of a Christian, C) emulate Jesus Christ by exercising humility in day-to life

Key Inquiry Questions (KIQs)

I Why was Jesus Chr ist baptised?
What is the importance Of baptism in the life of a Christian?

Teaching Resources

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

Strand 11.0

The Life of Jesus

1 Sub-strand6 Lessons

11.1 Sub-strand 43

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the miracle of calming the storm
discuss lessons learnt from the miracle of calming the storm
explain challenges faced by Christians today
desire to depend On God to overcome daily challenges

Key Inquiry Questions (KIQs)

Questio s How is God 's power over nature portrayed in calming the storm?

Suggested Experiences

brainstorm on challenges they face in day-to-day life
read and narrate the miracle according to Mark 4:35-39
watch a video clip On Jesus calming the storm
discuss how Jesus Christ showed B' wer over nature, list lessons learnt from the miracle of calming the sing a song about Jesus calming the storm
discuss challenges facing Chris tians today, Say how they depend On God to overcome challenges
write a poem on God's power over nature. 31

Teaching Resources

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

Strand 12.0

Feeding the Four Thousand 3 Lessons

1 Sub-strand6 Lessons

12.1 Sub-strand 45

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

list four ways Of helping the needy in today's society
describe the miracle Of feeding the four thousand
Outline lessons learnt from the feeding Of the four thousand
practise the value Of love by helping the needy _

Key Inquiry Questions (KIQs)

Questio How did Jesus Christ compass ion?
Why should Christians help the?

Suggested Experiences

share experience s Of how he Or she helped a person Or persons in need, In groups, list ways Of helping the needy in society, in pairs, read Matthew and retell the story Of feeding the four thousand men, draw pictures about the miracle Of feeding the four thousand men, watch a video clip on the feeding Of the four thousand men, In groups, discuss and summarise lessons learnt from miracle Of feeding the four thousand men, write a reflection journal On how to hel those in need

Teaching Resources

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

Strand 13.0

The Life Jesus

1 Sub-strand6 Lessons

13.1 Healing the Paralysed Man 3 lessons

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe the healing Of the paralysed
Outline lessons learnt from the healing ofthe paralysed man
desire to pray to God when faced with challenges in life

Key Inquiry Questions (KIQs)

Why is the healing of the paralysed man significant to Christians today?

Suggested Experiences

share experiences of challenges they face in life, brainstorm on the importance of depending on God when faced with challenges such as sickness or disease, m pairs, read and retell the miracle in Mark 2: I
5, watch a video clip on Jesus healing the paralysed man, m groups, discuss lessons learnt from the healing of the paralysed man, compose and sing a song On the healing power of

Teaching Resources

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

Strand 14.0

The Life and Ministry of Jesus Christ

1 Sub-strand6 Lessons

14.1 Sub-strand 49

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the parable of the lost sheep
outline five lessons learnt from the parable of the lost sheep
reach out to the lost as taught by Jesus Christ

Key Inquiry Questions (KIQs)

I ui Question s Why is the parable of the lost sheep significant to Chris tians today?

Suggested Experiences

The learner is guided tu brainstorm on ways they evangelise to the lost'sinners, In pairs
read Luke 15:1-7 and narrate the parable of the lost sheep, role-play the parable of the lost in groups, list lessons learnt from the parable of the lost sheep
read Luke 15:7 and say how they respond to repentance, compose a Byem on God's love for the lost

Teaching Resources

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

Strand 15.0

Sermon On the Mount 3 Lessons

1 Sub-strand6 Lessons

15.1 Sub-strand 50

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

list virtues Outlined in the Sermon on the Mountain
apply the virtues in their interaction with others
desire to live harmoniously with

Key Inquiry Questions (KIQs)

Questi s How does the Sermon on the Mount foster har monious c0- existence ?

Suggested Experiences

discuss how they should relate with their peers during interclass competitions, list the

Teaching Resources

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

Strand 16.0

The Rich Young Man 3 Lessons

7 Sub-strands42 Lessons

16.1 Sub-strand 52

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

retell the Story Of the rich young
outline lessons learnt from the Story ofthe rich young
apply lessons learnt from the story In their day-today lives
share with others as guided in

Key Inquiry Questions (KIQs)

Why was the rich young man unable to share his wealth?

Suggested Experiences

brainstorm on why it is important to share items\resources with discuss, in pairs, how they share what they have with the less fortunate In pairs
read Matthew19:16-22 and retell the story, role-play the story Of the rich young man, list lessons learnt form the Story of the rich young man
brainstorm on the meaning Of, 'eternal life' and share findings in class
read Matthewl 9:16-21 and list what one should do to inherit eternal life, compose a poem how to inherit etemal life. 40

Teaching Resources

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

16.2 Sub-strand 54

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

narrate the story of a friend at midnight
outline lessons learnt from the story Of a friend at midnight
apply lessons learnt from the parable m day-to—day life
desire to be persistent in

Key Inquiry Questions (KIQs)

(s) How does the parable Of a friend at midnight relate to Christians today?

Suggested Experiences

brainstorm on the meaning Of the word
parable in turns, read Luke and narrate the parable, watch a video clip on the parable of a friend at midnight, dramatise the Story Of a friend at midnight, outline lessons learnt from the parable, in groups, discuss the importan ce of praying pers istently, sing a relevant song about a friend at midni t _

Teaching Resources

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

16.3 Sub-strand 58

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

outline the importance Of Church unity today
list activities which promoted unity in the early Church
identify five
appreciate unity in Church toda

Key Inquiry Questions (KIQs)

Questi s Why is church unity important?

Suggested Experiences

discuss, in groups t he importance of Church unity today , in pairs
read Acts 2-4247 and list activities which promoted unity in the early Church
brainstorm on

Teaching Resources

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

16.4 The Lord' Supper 3 lessons

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe the events that took place during the Lord's Supper
explain the significance Of the Lord's Supper to Christians today
identify the
desire to participate in the Lords ' S upper/Lord 's Table

Key Inquiry Questions (KIQs)

Why do Christians celebrate the Lord's Tahle 'Euch t/Sacra ment'HoIy Communion today ?

Teaching Resources

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

16.5 Sub-strand 61

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

list the nine gifts of the Holy Spirit
outline the fruit of the Holy Spirit from the scriptures provided
explain how the fruit of the Holy Spirit promotes harmony among Chris tians
appreciate the role of the Holy Spirit in his or her life

Key Inquiry Questions (KIQs)

Questi s How does the Holy Spirit inspire people to offer service to God?

Suggested Experiences

read I Corinthians in turns and list the nine gifts of the Holy Spirit, list the fruit of the Holy Spirit outlined in Galatians 522-23 read Galatians 5:22-23 and explain how the fruit of the Holy Spirit promotes good relationships among Christians today , In pairs, share how they practise

Teaching Resources

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

16.6 Peter's miraculous 3 lessons

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

retell the Story Of Peter's miraculous rescue from
list lessons learnt from the story Of Peter's rescue
have faith in God as exemplified by Apostle Peter. 51

Suggested Experiences

discuss the importance of praying
read Acts 12.3-17 and retell the story
watch a video on Peter's miraculous rescue, m pairs, list lessons learnt from this story
discuss what Inspires them about Peter's rescue from engage in activities that strengthen their faith in Christ, sing a song related to standing firm in their faith. Suggested Inquiry Question s How was Apostle Peter rescued from prison?

Teaching Resources

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

16.7 Sub-strand 66

Term 36 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 Sub-strand 66.

Key Inquiry Questions (KIQs)

How do you choose your friends?

Suggested Experiences

The learner is guided tcy make a list of qualities to consider when choosing good share whether their friends possess the qualities listed, in pairs
brainstorm on how to avoid negative behaviour/ peer influence
write Proverbs 22 24-25 On flash cards and say the type of friends to avoid, in groups
read Proved'S 1226 and state the kind of a friend to write a reflection journal on how to choose friends

Teaching Resources

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

Strand 17.0

Human Sexuality 3 Lessons

1 Sub-strand6 Lessons

17.1 Human Sexuality 3 lessons

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify changes associated with adolescence
outline how they cope with changes in their
distinguish between healthy and unhealthy boy-girl relationships
explain the consequences Of engaging in unhealthy boy-girl relationships
discuss how to overcome unhealthy boy-girl relationships, desire to behave responsibly as a ycung 56

Key Inquiry Questions (KIQs)

I. How do you cope with changes in adolescence?
Why is it important to have healthy boy-girl relationships?

Suggested Experiences

list changes that take place in their bodies at adolescence stage
brainstorm on how they cope with changes in their bodies at this stage, in groups
brainstorm On why some sources of information about this age are ungodly and misleading, in pairs, state why they should get the right information about their bodies as they grow up, in pairs
read I Corinthians 6 18-19 and explain lessons learnt from the Bible text
discuss Christian teachings on how to

Teaching Resources

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

Strand 18.0

Christian Living

1 Sub-strand6 Lessons

18.1 Sub-strand 71

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

discuss Christian teachings On God as the only source of life
identify causes Of violation Of the right to
explain how to cope with difficult emotions to avoid violation Of right to life

Key Inquiry Questions (KIQs)

I _ Why is human life Sacred?
_ How will you encourage your classmates to respect right to life?

Suggested Experiences

The learner is guided tcy brainstorm on the meaning Of sanctity of human life
read Genesis I :27, Genesis 9:6, Psalms and Exodus 20: 13 and list Christian teachings on sacredness of life
brainstorm on the meaning Of right to life, share examples of violation Of right to life today, debate on the causes of violation of the right to life
discuss emotions that can lead to violation of one's life, In pairs
discuss how to cope with negative emotions
discuss the consequences Of violating right to life, compose a poem on the sacredness/ sancti of life. 59

Teaching Resources

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

Strand 19.0

Alcohol, Drugs and

3 Sub-strands18 Lessons

19.1 Sub-strand 73

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

list drugs abused by young people today
state why young people engage in alcohol, drugs and substance abuse
outline the effects Of alcohol, drugs and substance abuse
identify five
avoid alcohol, drugs and substance abuse _ 61

Suggested Experiences

in pairs, gwe examples Of drugs commonly abused in Kenya today, read Proverbs 20: I , Proverbs 3 1 and Ephesians 5 18, brainstorm on lessons learnt from the Bible texts, discuss reasons that lead to alcohol, Ch--uæ
and substance abuse among young people today , explain the dangers Of alcohol, drugs and substance abuse, watch a video clip on the dangers of alcohol, drugs and substance abuse, in groups, discuss five

Teaching Resources

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

19.2 Sub-strand 75

Term 36 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 Sub-strand 75.

Key Inquiry Questions (KIQs)

I ui Question s Why should you use social media responsibly?
strand the learner should be able to: a) list social media platforms commonly used today , b) debate on the advantages and disadvantages Of social media, C) discuss safety observe when using social media, d) use social media responsibly as Godfearing Christians?

Suggested Experiences

list social media platforms commonly used today , list the advantages and disadvantages of social media
discuss safety precautions to Observe when using social brainstorm On the value Of intergrity when using social avoid visiting Inappropriate sites as they use social media, debate on the motion "Social media is ruining children and the youth use digital devices to watch educative documentaries e.g. Bible stories

Teaching Resources

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

19.3 Sub-strand 78

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

area skills for the CSL activity Identify resources required for the activity (locally available materials)
Stagger the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools 66

Teaching Resources

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

Grade 5 CRE Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 CRE.

Term 1 Scheme13 Weeks

S and
The Fall of Man 3 Lessons
The Bible As A Guide 2 Lessons
King T He Bible Solomon the Wise Ruler 3 Lessons
Noah and His Sons 3 Lessons
A Hand Writes On the 3 Lessons
Mount Carmel Contest 3 Lessons
The Call of Moses 3 Lessons

View Term 1

Term 2 Scheme14 Weeks

The Call of Moses 3 Lessons
John the Baptist 3 Lessons
The Life of J Esus
The Life of Jesus
Feeding the Four Thousand 3 Lessons
The Life Jesus
The Life and Ministry of Jesus Christ
Sermon On the Mount 3 Lessons
The Rich Young Man 3 Lessons

View Term 2

Term 3 Scheme9 Weeks

The Rich Young Man 3 Lessons
Human Sexuality 3 Lessons
Christian Living
Alcohol, Drugs and

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

Agriculture Hub Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous 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 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 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 5 CRE?

The official KICD strands for Grade 5 CRE are: S and, The Fall of Man 3 Lessons, The Bible As A Guide 2 Lessons, King T He Bible Solomon the Wise Ruler 3 Lessons, Noah and His Sons 3 Lessons, A Hand Writes On the 3 Lessons, Mount Carmel Contest 3 Lessons, The Call of Moses 3 Lessons, John the Baptist 3 Lessons, The Life of J Esus, The Life of Jesus, Feeding the Four Thousand 3 Lessons, The Life Jesus, The Life and Ministry of Jesus Christ, Sermon On the Mount 3 Lessons, The Rich Young Man 3 Lessons, Human Sexuality 3 Lessons, Christian Living, Alcohol, Drugs and. 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 5 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 5 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 5 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.