2026 KICD CBC Curriculum Design13 Strands · 23 Sub-strands122 Suggested Lessons

Grade 6 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 6 CRE. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 CRE Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 CRE under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 13 Strands
Annual Lessons: 122 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 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	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) discuss how they use their God-given talents and abilities	1. Questi How do you use your God-gi ven abilities?	- list the different talents and abilities they possess	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) explain biblical teachings on the use of talents and abilities	1. Questi How do you use your God-gi ven abilities?	- discuss how they talents and abilities, participate in different activities to nurture their talents and abilities, in turns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) identify	1. Questi How do you use your God-gi ven abilities?	- read Exodus 3 and share what they have learnt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) utilise God-given talents and abilities to serve others	1. Questi How do you use your God-gi ven abilities?	- read Romans 12:4 and discuss lessons learnt, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) utilise God-given talents and abilities to serve others	1. Questi How do you use your God-gi ven abilities?	- read Romans 12:4 and discuss lessons learnt, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creation, Talents and Abilities	My Purpose	By the end of the sub strand, the learner should be able to; a) utilise God-given talents and abilities to serve others	1. Questi How do you use your God-gi ven abilities?	- read Romans 12:4 and discuss lessons learnt, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. Why is marriage an important institution?	- brainstorm on the meaning of the word, 'marriage ' , share experiences of how they relate with other members of their families, use a digital device Or a chart to write messages on how families should relate with each other, in groups, role-play how a Christian family should relate with each other, in pairs, read Genesis 2:21	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. Why is marriage an important institution?	- brainstorm on the meaning of the word, 'marriage ' , share experiences of how they relate with other members of their families, use a digital device Or a chart to write messages on how families should relate with each other, in groups, role-play how a Christian family should relate with each other, in pairs, read Genesis 2:21	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. able to: a) b) c) d) explain the biblical teachings on marriage and fami Iy discuss the negative results of early identify?	- 24 and discuss what the Bible teaches about marriage , discuss, collaboratively, why early marriages should be discouraged in society today, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. able to: a) b) c) d) explain the biblical teachings on marriage and fami Iy discuss the negative results of early identify?	- 24 and discuss what the Bible teaches about marriage , discuss, collaboratively, why early marriages should be discouraged in society today, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. able to: a) b) c) d) explain the biblical teachings on marriage and fami Iy discuss the negative results of early identify?	- 24 and discuss what the Bible teaches about marriage , discuss, collaboratively, why early marriages should be discouraged in society today, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation, Talents and Abilities	Marriage and Family	By the end of the sub strand, the learner should be able to; a) strand, the learner should be	1. able to: a) b) c) d) explain the biblical teachings on marriage and fami Iy discuss the negative results of early identify?	- 24 and discuss what the Bible teaches about marriage , discuss, collaboratively, why early marriages should be discouraged in society today, list	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation, Talents and Abilities	Sub-strand 18	-	1. How can youths avoid misuse of leisure time?	- brainstorm on the meaning of the word, ' leisure' share with a classmate how they use their leisure time, list different activities they do during their leisure time	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation, Talents and Abilities	Sub-strand 18	-	1. How can youths avoid misuse of leisure time?	- brainstorm on the meaning of the word, ' leisure' share with a classmate how they use their leisure time, list different activities they do during their leisure time	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation, Talents and Abilities	Sub-strand 18	-	1. How can youths avoid misuse of leisure time?	- read Genesis 2: I -3 and state why God rested	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 CRE Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 CRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Creation, Talents and Abilities

1 Sub-strand4 Lessons

1.1 My Purpose

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

discuss how they use their God-given talents and abilities
explain biblical teachings on the use of talents and abilities
identify
utilise God-given talents and abilities to serve others

Key Inquiry Questions (KIQs)

Questi How do you use your God-gi ven abilities?

Suggested Experiences

list the different talents and abilities they possess
discuss how they talents and abilities, participate in different activities to nurture their talents and abilities, in turns
read Exodus 3 and share what they have learnt
read Romans 12:4 and discuss lessons learnt, list

Teaching Resources

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

Strand 2.0

Creation, Talents and Abilities

2 Sub-strands10 Lessons

2.1 Marriage and Family

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

strand, the learner should be

Key Inquiry Questions (KIQs)

Why is marriage an important institution?
able to: a) b) c) d) explain the biblical teachings on marriage and fami Iy discuss the negative results of early identify?

Suggested Experiences

brainstorm on the meaning of the word, 'marriage ' , share experiences of how they relate with other members of their families, use a digital device Or a chart to write messages on how families should relate with each other, in groups, role-play how a Christian family should relate with each other, in pairs, read Genesis 2:21
24 and discuss what the Bible teaches about marriage , discuss, collaboratively, why early marriages should be discouraged in society today, list

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:

Demonstrate understanding, skills and core competencies in Sub-strand 18.

Key Inquiry Questions (KIQs)

How can youths avoid misuse of leisure time?
a) b) c) d) e) describe the biblical teaching on God's rest, explain biblical teachings on good use of leisure, describe how youths misuse leisure time today, identify?

Suggested Experiences

brainstorm on the meaning of the word, ' leisure' share with a classmate how they use their leisure time, list different activities they do during their leisure time
read Genesis 2: I -3 and state why God rested
read I Timothy 5:13 and State the importance of leisure time, list ways in which youths misuse leisure time today, list

Teaching Resources

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

Strand 3.0

The Bible

1 Sub-strand6 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:

Demonstrate understanding, skills and core competencies in Sub-strand 21.

Key Inquiry Questions (KIQs)

Questio s Why is the Bible different from Other books ?
a) b) c) d) e) explain why the Bible is the inspired word of God, name three authors who wrote the Bible, discuss reasons that led to translation of the Bible into local languages, Outline the advantages of translating the Bible into local languages, read the Bible always to get spiritual nourishment _?

Suggested Experiences

brainstorm on the meaning of 'Bible is the inspired Word of God' , compose and sing a song on 'rhe Bible as an inspired Word of God read 2 Timothy 3: 16
17 and explain the meaning of the text, name authors who were inspired to write the Old and New Testament, use digital devices to search for reasons that led to translation of the Bible into ICRaI languages, identify the advantages of translating the Bible into local languages

Teaching Resources

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

Strand 4.0

The Bible

3 Sub-strands16 Lessons

4.1 Sub-strand 23

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

outline the Ten Commandments and their Importance
identify
Outline lessons learnt from the Ten Comman d m
appreciate the importance of obeying the Ten Commandments

Key Inquiry Questions (KIQs)

Why should you obey the Ten C ommandments?

Suggested Experiences

team up to brainstorm on the meaning of the word, 'Commandment ' read Exodus and list the Ten Commandments
discuss how the Ten Commandments help Christians live well with God and others
discuss with peers the

Teaching Resources

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

4.2 Sub-strand 26

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe how Elisha recovered the axe head
exercise faith in God to Overcome challenges in life
trust in God 'spower when faced with challenges

Key Inquiry Questions (KIQs)

How did Elisha recover the axe head?

Suggested Experiences

in pairs, brainstorm on challenges they experience in life and how they deal with them
read 2 Kings 6: I -7 and retell the Story, use a digital device to watch a video clip about the story, discuss ways they exercise faith in God to in life. overcome chall

Teaching Resources

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

4.3 Jacob Wrestles an Angel

Term 14 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 Jacob Wrestles an Angel.

Key Inquiry Questions (KIQs)

Questio s Why is it good to pray always?

Suggested Experiences

in turns, read Genesis 3222-30 and retell the watch a video clip of Jacob wrestling with God, role-play the Story of Jacob wrestling with brainstorm on the meaning of 'persistence in discuss lessons learnt from the Story, discuss how they apply lessons learnt in their

Teaching Resources

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

Strand 5.0

The Bible

1 Sub-strand6 Lessons

5.1 Sub-strand 25

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

retell the story of Samson as guided by the scriptures
outline ways Christians depend on God to overcome challenges m life
list lessons learnt from the Story of
depend On God in day-to-day life

Key Inquiry Questions (KIQs)

Why should you depend on God?

Suggested Experiences

team up to read Judges 15:14-17and retell the story
retell how God gave Samson power to defeat his enemies
list ways Christians depend on God's B'wer to overcome daily challenges, work with peers to list lessons learnt from the story of Samson, compose a poem on the importance of depending on God

Teaching Resources

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

Strand 6.0

The Life of Jesus Christ

1 Sub-strand6 Lessons

6.1 Sub-strand 30

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

retell the call of the first disciples as guided by the scriptures
state how different people are called to serve God
serve God in his or her daily life to grow spiritually

Key Inquiry Questions (KIQs)

How did the disciples respond to the call of Jesus Christ?

Teaching Resources

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

Strand 7.0

The Life of Jesus Christ

5 Sub-strands25 Lessons

7.1 Sub-strand 32

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

narrate how Jesus Christ was tempted in the wildemess
identify temptations they face as young people today
desire to overcome temptations in day to-day life _

Key Inquiry Questions (KIQs)

(s) How did Jesus Christ overcome the temptations He faced in the wilderness?
How do you temptations as a young person ?

Suggested Experiences

brainstorm on the temptations they face in their daily lives
read Luke 4: I 13 and describe temptations faced by Jesus Christ
discuss how Jesus Christ overcame the temptations He faced in the wildemess
watch a video clip on how Jesus Christ was tempted in the wildemess, m pairs, list the temptations they are likely to face as young people today, team up to discuss how they overcome temptations and share s in class

Teaching Resources

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

7.2 Sub-strand 34

Term 26 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 34.

Key Inquiry Questions (KIQs)

How did the Roman officer demonstrate faith in God?
a) b) c) narrate the healing of the Roman officer's servant, discuss lessons learnt from the healing of the Roman officer's servant, emulate Jesus Christ's example by praying for the sick?

Suggested Experiences

brainstorm on the importance of praying for the sick
read Matthew 8:5-13 and narrate the miracle, list lessons learnt from the healing of the Roman officer's servant, watch a video clip on the healing of the Roman officer's servant
role play the healing of the Roman officer's servant
share e xperiences On how they prayed for a sick n

Teaching Resources

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

7.3 Miracle of Healing

Term 24 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 Miracle of Healing.

Key Inquiry Questions (KIQs)

(s) How did the bleeding woman portray faith in God?

Suggested Experiences

brainstorm on what they do when they are sick
in turns, read Luke 8:43
48 and retell the miracle, discuss different ways the church and govemment are helping the sick and share in class, discuss lessons learnt from the healing of the bleeding woman, compose and sing a song about God's healing power

Teaching Resources

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

7.4 Raising Lazarus from the Dead

Term 24 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 Raising Lazarus from the Dead.

Key Inquiry Questions (KIQs)

Why did Jesus say that Lazarus was only asleep?

Suggested Experiences

share how they show empathy to those who have lost family members or friends
discuss how they cope with grief if they lose a close family member Or a relative, in pairs, read John 1 1:3245 and retell the miracle of raising Lazarus from the Outline lessons learnt from raising Lazarus from the dead
comm'se a poem on 'God 's power over sickness and death

Teaching Resources

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

7.5 The Hidden Treasure

Term 25 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 The Hidden Treasure.

Key Inquiry Questions (KIQs)

Why is the Kingdom of God compared to a hidden treas ure?

Suggested Experiences

define the meaning of the word, state what they treasure most in their lives, brainstorm On the value of the Kingdom of God, 'Why is it so valuable?' , read, in pairs, Matthew 13: 4446 and retell the parable of the hidden treasure, outline lessons learnt from the parable of the hidden treasure, role-play the parable of the hidden brainstorm On how they can be part of the kingdom of God
share how they respond to the call of salvation in their lives, share with peers the value of the Kingdom of God, compose and sing a song about how valuable the Kin dom of God is. 27

Teaching Resources

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

Strand 8.0

The Life of Jesus Christ

1 Sub-strand4 Lessons

8.1 The Rich man and Lazarus

Term 24 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 The Rich man and Lazarus.

Key Inquiry Questions (KIQs)

How should Christians use their w ealth?

Suggested Experiences

m groups, search from the internet, how Christians use their resources to help people in need, in turns
read Luke 16: 19-31 and retell the parable
watch a video clip On the rich man and outline lessons learnt from the parable of the rich man and Lazarus, role-play the parable of the rich man and Lazarusand s ummar Ise

Teaching Resources

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

Strand 9.0

The Church

1 Sub-strand6 Lessons

9.1 Sub-strand 45

Term 26 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 45.

Key Inquiry Questions (KIQs)

Why is the Apostles ' Creed Important in Christianity?
a) b) c) d) e) recite the Apostles' creed to affirm their faith in Christ, Outline the teachings outlined in the Apostle's Creed, discuss the importance of the Apostles' Creed to Christians today, list the three persons of the Holy Trinity, recognise the value of the Holy Trinity in their lives, 32?

Suggested Experiences

recite the Apostle ' s Creed
write the meaning of Apostles' Creed on charts and display them in the CRE learning summarise the teachings outlined in the Apostle's Creed, state the importance of the Apostles' Creed to Christians today, mention the three persons of the Holy Trinity, compose and sing a song related to Hol Trin

Teaching Resources

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

Strand 10.0

The Church

1 Sub-strand6 Lessons

10.1 Sub-strand 47

Term 26 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 47.

Key Inquiry Questions (KIQs)

Questi s Why should Christians stand firm in their faith in God?

Suggested Experiences

brainstorm on how Christians are persecuted in the society today, in turns
read 2 Corinthians 6:30 and write down the main points in their exercise books, outline

Teaching Resources

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

Strand 11.0

The Church

1 Sub-strand6 Lessons

11.1 Sub-strand 49

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meaning of Church unity
explain the biblical teachings on Church unity
describe ways in which Church unity fosters harmonious living
desire to live harmoniously with each other

Key Inquiry Questions (KIQs)

Why is Church unity important?

Suggested Experiences

The learner is guided tcy in pairs, list the different churches in their communities, brainstorm, in small groups, the meaning of Church unity and share with the class, read, in turns
Matthew 16:18, Galatians 3 28 and I Corithians 12:12 and note key points On Church unity
discuss , in small groups , biblical teachings on Christian unity , discuss, in pairs, how Christian unity is demonstrated at school and in their communities, identify ways in which different churches work togeth er, watch a video clip On churches working together, e and sin a son on Church uni 36

Teaching Resources

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

Strand 12.0

Christian Living

4 Sub-strands20 Lessons

12.1 Friendship Formation

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the importance of having good
outline biblical teachings on friendship formation
desire to walk with morally upright

Key Inquiry Questions (KIQs)

uesti s Why is it important to have good friends ?

Suggested Experiences

state qualities to consider in choosing good friends, buzz on how to avoid bad company and negative peer influence, brainstorm on how to choose good friends, discuss the importance of having good friends, read I Corithians 15:33, Proverbs and Proverbs 16:28-29
discuss lessons learnt and make notes. brainstorm on the topic
'how to avoid rive erin nce'

Teaching Resources

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

12.2 Sanctity of Life

Term 34 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 Sanctity of Life.

Key Inquiry Questions (KIQs)

How can you uphold the sanctity of life?

Suggested Experiences

team up to outline pract1CeS which violate the right to life in today's society, debate on the topic, 'The effects of violating the right to life'
read Exodus 20: 13, Matthew 5-21- 24 and write lessons learnt in their exercise books, say why they should observe road safety rules, role-play observing road safety rules while crossing the road. discuss, in small groups, Virtues required to maintain the sanctity of life, compose a poem to thank God for the of life

Teaching Resources

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

12.3 Christian Living Sub-Stra nd Alcohol, Dr ugs Substance Abuse

Term 34 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 Christian Living Sub-Stra nd Alcohol, Dr ugs Substance Abuse.

Key Inquiry Questions (KIQs)

Questio s Why do young people abuse alcohol and drugs?
_ How can you avoid alcohol, drugs and s ubstance abuse?

Suggested Experiences

brainstorm, in groups, tricks used to trap young people into alcohol, drugs and substance abuse
brainstorm on the dangers of using and abusing alcohol and drugs, in pairs read Ephesians 5: 18, Hosea 4:11 and discuss Christian teachings On the dangers of alcohol, drugs and substance abuse
discuss strategies used by Christians to prevent alcohol, drugs, and substance in pairs discuss measures taken by go vemment agencies to fight drug trafficking and abuse

Teaching Resources

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

12.4 Sub-strand 62

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

areas 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 Identi and devel assessment tools Implementation of the CSL Activity Assign roles to learners. Ensure every learner actively participates in the activity observe learners as they carry out the CSL activity and record feedback Use an appropriate assessment tool to assess both the process and the product (asess learner's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills. 49

Teaching Resources

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

Strand 13.0

Christian Living

1 Sub-strand7 Lessons

13.1 Christian Liv ing SubStr and Human Sexuality

Term 37 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 Christian Liv ing SubStr and Human Sexuality.

Key Inquiry Questions (KIQs)

How can you avoid irresponsible sexual behav iOur?

Suggested Experiences

The leamer is guided to: in small groups, list physical and emotional changes that boys and girls experience during adolescence
discuss how to cope with the changes in their bodies during adolescence, in turns
read I Corinthians, 6: 18-20, 2 Timothy 2: 22, James and outline lessons learnt, list some irresponsible sexual behaviour that youths engage in and how to avoid in small groups. discuss the causes of irresponsible sexual behaviour

Teaching Resources

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

Grade 6 CRE Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 CRE.

Term 1 Scheme13 Weeks

Creation, Talents and Abilities
Creation, Talents and Abilities
The Bible
The Bible
The Bible
The Life of Jesus Christ

View Term 1

Term 2 Scheme14 Weeks

The Life of Jesus Christ
The Life of Jesus Christ
The Life of Jesus Christ
The Church
The Church
The Church

View Term 2

Term 3 Scheme9 Weeks

The Church
Christian Living
Christian Living

View Term 3

Other Grade 6 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 6.

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 5 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 6 CRE?

The official KICD strands for Grade 6 CRE are: Creation, Talents and Abilities, Creation, Talents and Abilities, The Bible, The Bible, The Bible, The Life of Jesus Christ, The Life of Jesus Christ, The Life of Jesus Christ, The Church, The Church, The Church, Christian Living, Christian Living. 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 6 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 6 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 6 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.