| 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) |
