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2026 KICD CBC Curriculum Design6 Strands · 14 Sub-strands67 Suggested Lessons

Grade 7 Christian Religious Education 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 7 Christian Religious Education. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level
Grade 7
Pre-Primary Education
Major Strands
6 Strands
14 Sub-strands
Annual Lessons
67 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 7 Christian Religious Education Term 1 Scheme Table

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

Scheme Font Size:

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
11Christian Religious EducationImportance of Studying Christian Religious Education

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

a) analyse the importance of learning Christian Religious Education

1. Why is it important to study Christian Religious Education?

- brainstorm in small groups the meaning of Christian Religious Education

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Religious EducationImportance of Studying Christian Religious Education

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

a) analyse the importance of learning Christian Religious Education

1. Why is it important to study Christian Religious Education?

- search the meaning of Christian Religious Education using internet/ textbooks or the library and write short notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Religious EducationImportance of Studying Christian Religious Education

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

a) discuss how Christian Religious Education promote sound moral and religious values

1. Why is it important to study Christian Religious Education?

- in pair discuss the importance of studying Christian Religious Education and make notes

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Christian Religious EducationImportance of Studying Christian Religious Education

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

a) compile five values needed to foster responsible living

1. Why is it important to study Christian Religious Education?

- write a personal reflection journal on how learning CRE has changed their behaviour

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Christian Religious EducationImportance of Studying Christian Religious Education

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

a) apply the values acquired in their daily interactions to lead morally upright lives

1. Why is it important to study Christian Religious Education?

- list and share five values they need to live a morally upright lives

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- use charts, posters or flashcards to write messages that promote sound moral and religious values

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Religious EducationImportance of Studying Christian Religious Education

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

a) appreciate the learning of Christian Religious Education by living responsibly

1. Why is it important to study Christian Religious Education?

- compose a poem on how Christian Religious Education promotes sound moral and religious values

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationAccounts of Creation

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

a) describe the biblical accounts of creation

1. How is the first account of creation different from the second account?

- identify and name features found in the natural environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationAccounts of Creation

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

a) describe the biblical accounts of creation

1. How is the first account of creation different from the second account?

- take a nature walk and explore God’s creation in the school compound or the surrounding area

- read in turns Genesis 1:1-50 & 2:1-2:4a on first creation account and Genesis 2:4b-25 on second creation account

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 7 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Christian Religious Education

1 Sub-strand6 Lessons

1.1 Importance of Studying Christian Religious Education

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • analyse the importance of learning Christian Religious Education
  • discuss how Christian Religious Education promote sound moral and religious values
  • compile five values needed to foster responsible living
  • apply the values acquired in their daily interactions to lead morally upright lives
  • appreciate the learning of Christian Religious Education by living responsibly
Key Inquiry Questions (KIQs)
  • Why is it important to study Christian Religious Education?
Suggested Experiences
  • brainstorm in small groups the meaning of Christian Religious Education
  • search the meaning of Christian Religious Education using internet/ textbooks or the library and write short notes
  • in pair discuss the importance of studying Christian Religious Education and make notes
  • write a personal reflection journal on how learning CRE has changed their behaviour
  • list and share five values they need to live a morally upright lives
  • use charts, posters or flashcards to write messages that promote sound moral and religious values
  • compose a poem on how Christian Religious Education promotes sound moral and religious values
Teaching Resources

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

2
Strand 2.0

Creation

4 Sub-strands23 Lessons

2.1 Accounts of Creation

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the biblical accounts of creation
  • discuss the similarities and differences between the two accounts of creation
  • identify the attributes of God from the biblical accounts of creation
  • appreciate God’s creative work by taking care of the environment
Key Inquiry Questions (KIQs)
  • How is the first account of creation different from the second account?
  • Why is it important to learn about creation accounts?
Suggested Experiences
  • identify and name features found in the natural environment
  • take a nature walk and explore God’s creation in the school compound or the surrounding area
  • read in turns Genesis 1:1-50 & 2:1-2:4a on first creation account and Genesis 2:4b-25 on second creation account
  • watch a video clip on the two biblical accounts of creation
  • summarise main points on the two biblical accounts of creation on charts and display them in class
  • in pairs discuss the similarities and differences between the two biblical accounts of creation and write short notes
  • in groups, use the internet or the library to search for the attributes of God, and write them on a chart
  • take care of God’s creation found in their environment
  • compose and sing a song on the second creation account
Teaching Resources

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

2.2 Stewardship over Creation

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the biblical responsibilities given to human beings over creation
  • discuss ways he/she can protect animals, fish and birds
  • practise good stewardship by taking care of animals, fish and birds
  • desire to take good care of God's creation in his/her environment
Key Inquiry Questions (KIQs)
  • Why should you take care of animals, fish and birds?
  • How can you reduce conflicts between human beings and wild animals?
Suggested Experiences
  • brainstorm on how they take care of animals, fish and birds and make summary notes
  • read Genesis 2:15-20, James 3: 7 and discuss the responsibilities given to human beings
  • in groups, discuss ways they can protect animals, fish and birds
  • visit a zoo, animal park or farm and observe how animals, fish and birds are taken care of, and write a report for presentation in class
  • write sensitisation messages on charts/posters on the importance of good stewardship over animals, fish and birds and display in class or school notice board
  • compose a poem on how they take care of animals, fish and birds in their environment
Teaching Resources

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

2.3 Responsibility over Plants

Term 16 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the biblical responsibilities given to human beings over plants
  • apply the biblical teachings acquired to conserve the environment
  • discuss ways responsible use of plants contribute to economic growth
  • desire to contribute to a healthy ecosystem
Key Inquiry Questions (KIQs)
  • Why should you take care of plants?
  • How do you care for plants in your environment?
Suggested Experiences
  • brainstorm on different types of plants found in the environment and how they take care for them
  • take a nature walk in their environment, observe different plants, draw them on charts and display in class
  • read in turns Genesis 1:29: Genesis 2:15 and Psalm 104:14, summarize the biblical teachings on charts and display in class
  • in groups list the activities they do to care for plants in their environment
  • brainstorm how responsible use of plants contribute to economic growth
  • interact with a resource person (environmentalist/ forest officer/any other relevant person) and interview them on the economic benefits of plants
  • plant an income generating crop either at home or school
Teaching Resources

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

2.4 Use of Natural Resources

Term 25 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain ways in which human beings use and misuse natural resources
  • explore the effects of misusing natural resources
  • discuss Biblical teachings on good use of God’s creation
  • desire to conserve the environment as responsible citizens
Key Inquiry Questions (KIQs)
  • Why should we conserve the environm ent?
  • How do human beings benefit from natural resources?
Suggested Experiences
  • brainstorm on how their communities use natural resources
  • in small groups, discuss how their communities have misused natural resources; write the points on charts and present to the class
  • conduct an online or library search on how human beings have used and misused natural resources and make a PowerPoint presentation/posters to the class
  • debate on the effects of destroying the environment
  • read in turns Genesis 2:15, Exodus 23:10-11, Deuteronomy 20:19 and discuss the Biblical teachings on good use of God’s creation, write the points on charts and present to the class
  • in pairs compose songs on the beauty of God’s creation
  • engage in cleaning the school, as a way of conserving the environment
Teaching Resources

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

3
Strand 3.0

The Early life of Jesus Christ

2 Sub-strands7 Lessons

3.1 Prophecies about the Messiah

Term 21 Lessons
Specific Learning Outcomes (SLOs)

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

  • the learner should
  • be able to
Key Inquiry Questions (KIQs)
  • How were the Old Testament prophecies fulfilled?
Suggested Experiences
  • in groups brainstorm on the meaning of the term
Teaching Resources

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

3.2 The Birth and Childhood of Jesus Christ

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 annunciation and the birth of Jesus Christ
  • describe the dedication of baby Jesus
  • analyse the story of Jesus Christ in the Temple
  • identify values learnt from the birth and childhood of Jesus Christ
  • appreciate the dedication of Jesus Christ and relate it to similar practices in the church today
Key Inquiry Questions (KIQs)
  • Why do Christians celebrate the birth of Jesus Christ?
Suggested Experiences
  • in turns read Luke 1:26-38 and Luke 2:1-20
  • in pairs list the events that took place during the annunciation of the birth of Jesus Christ
  • make a presentation on the annunciation of the Birth of Jesus Christ using Power Point slides or charts
  • watch a video clip on the birth of Jesus Christ and write the key points on a chart
  • share experiences of how children are dedicated in various churches today
  • read Luke 2:22-38 in turns and make short notes
  • in groups discuss the importance of the dedication of baby Jesus
  • read Luke 2:41-52 and outline the story of Jesus Christ in the Temple
  • draw a picture map on the story of Jesus Christ with the elders in the Temple
  • In pairs write on flash cards values which Christians learn from the birth and childhood of Jesus Christ
Teaching Resources

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

4
Strand 4.0

The Church

2 Sub-strands10 Lessons

4.1 Selected Forms of Worship

Term 26 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain teachings on selected forms of worship
  • discuss the importance of prayer and fasting
  • describe how they practice the teachings of Jesus Christ on prayer and fasting
  • practise different forms of worship in his/her day-to- day life
  • desire to use different forms of worship to build a strong relationship with God
Key Inquiry Questions (KIQs)
  • Why is prayer and fasting important in the life of a Christian?
Suggested Experiences
  • share experiences of how worship is done in his/her church
  • in pairs, discuss the meaning of “worship”
  • in turns, read Exodus 15:20-21, Psalm 30:11-12; 96:1-2, 150:1-5, Ephesians 5:19; and outline the teachings on praise and thanksgiving
  • brainstorm, in groups, why prayer and fasting is an important form of worship
  • use a digital device or a poster to summarise points on the importance of prayer and fasting
  • in groups read Luke 4:1-2, Act 13:1- 3, Matthew 6:9-13, 1 Thessalonians 5:16-18; write lessons learnt and make a presentation using a digital device or a chart
  • in pairs read Matthew 6:16 and discuss how one should behave when fasting
  • write a journal on how they practice different forms of worship and share with a friend
  • debate on the topic, “ we were created to worship God.’’
  • in groups read and compose a song based on Psalms 150:1-5
  • sing a song on the Lord's prayer
Teaching Resources

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

4.2 Role of the Church in Education and Health

Term 24 Lessons
Specific Learning Outcomes (SLOs)

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

  • discuss the contribution of the Church towards education and health
  • identify barriers to effective Church mission work in Kenya today
  • appreciate the contribution of the Church in education and health. Meets Expectation Explains Biblical teachings on selected forms of worship Describes how they practice the teachings of Jesus Christ on prayer and fasting Discusses the contribution of the church towards education and health in Kenya Identifies barriers to effective Church mission work in Kenya today
Key Inquiry Questions (KIQs)
  • Why does the church support education and health?
  • Below Expectation Explains Biblical teachings on selected forms of worship with prompts Describes ways they practices the teachings of Jesus Christ on prayer and fasting when prompted Discusses the contribution of the church towards education and health in Kenya with consistent guidance Identifies barriers to effective Church mission work in Kenya today with guidance?
Suggested Experiences
  • in groups brainstorm on health care facilities established by churches in his/her community
  • use google maps/County maps to identify health care facilities established by the church in Kenya today
  • carry out an online search on the role of the church in education and health and present findings in class
  • in groups discuss and summarise on charts, barriers to effective church mission work in health and education
  • interview resource persons on the contribution of the Church in education and health in Kenya today Approaches Expectation Partially explains Biblical teachings on selected forms of worship Makes effort to describe how they practice the teachings of Jesus Christ on prayer and fasting Discusses the contribution of the church towards education and health in Kenya but leaves out some details Identifies barriers to effective Church mission work in Kenya today when prompted
Teaching Resources

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

5
Strand 5.0

Christian Living Today

4 Sub-strands16 Lessons

5.1 Human Sexuality

Term 2 Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the meaning of human sexuality for holistic development
  • discuss healthy and unhealthy relationships for responsible living
  • discuss the circumstances that lead to unhealthy relationships
  • outline the consequences of engaging in sex before marriage
  • apply Christian values as they relate with others
Key Inquiry Questions (KIQs)
  • How do you utilize Christian values to maintain sexual purity?
Suggested Experiences
  • brainstorm on the meaning of human sexuality
  • in pairs discuss healthy and unhealthy relationships
  • in pairs read I Corinthians 6:9 and 18; discuss the meaning of the Bible texts
  • read Philippians 4:8-9 and Galatians 5:23 reflect on it and keep a journal on values and life skills they apply as they relate with others
  • write 1 Thessalonians 4:3 on a flash card recite it and display it in class
  • in groups discuss circumstances that can lead to sexual temptations
  • brainstorm on how to avoid temptations/tempting places
  • role play on how to overcome a tempting situation
  • list/mention the negative effects of engaging in sex before marriage
  • listen to and engage a resource person on values guiding good morals and write key points
  • reflect on their relationships and journal their resolve to remain chaste until marriage as they depend on God’s strength/prayer
  • carry out a debate in class on, ‘it is possible for a young person to remain chaste until marriage’
  • compose and sing a song titled, ‘Lord help me overcome temptations’
Teaching Resources

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

5.2 Christian Marriage and Family

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • discuss the biblical teachings on marriage and family
  • explain ways the church promote values among young people before marriage
  • identify values and life skills needed to maintain stability in families
  • appreciate the family as a sacred institution ordained by God
Key Inquiry Questions (KIQs)
  • How does a good marriage contribute to stability in the society?
Suggested Experiences
  • in pairs brainstorm on different types of families
  • read Genesis 2:23-24: Ephesians 5:22-33 in turns and summarize the main biblical teachings about marriage
  • in turns read Exodus 20:12, Psalm 127:3-5, Ephesians 6:4 and note the key points
  • in groups, list values needed by young people before they enter into marriage
  • interact with a religious leader or resource person and interview them on how the church promotes values among young people before marriage
  • carry out an online or library search on the skills that young people need to contribute towards stable families
  • write key messages on charts or flash cards on the skills that young people need to contribute towards stable families
  • role play a stable Christian family
  • compose and recite poems on ‘God is the centre of stable families’
Teaching Resources

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

5.3 Gambling

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify different types of gambling
  • explain the biblical teachings on gambling
  • discuss the causes of gambling in the society today
  • examine the effects of gambling on individuals and families
  • explore measures taken by Christians and the government to help young people overcome gambling
  • recommend values and life-skills needed to overcome gambling
  • apply the skills and values learnt to live responsibly
  • desire to live a gambling free life for the good of their well- being
Key Inquiry Questions (KIQs)
  • Why do young people engage in gambling?
Suggested Experiences
  • in groups share what they know about gambling
  • in pairs, brainstorm on the meaning and types of gambling
  • in turns reads 1Timothy 6:9-10; Proverbs 13:11 and 28:20-22 and summarize the key points on charts for presentation in class
  • in groups use digital devices /read relevant textbooks to identify causes of gambling and share in class
  • role play the effects of gambling on individuals and families
  • listen to a resource person give a talk/speech on the negative effects of gambling on individuals and families
  • in turns, read Proverbs 13:11; 1 Timothy 6:10; Hebrew 13:5; Galatians 5:22-24 and outline biblical teachings on overcoming gambling
  • discuss measures taken by Christians and the government to help young people overcome gambling
  • conduct an online or library search on values and life-skills needed to avoid gambling
  • brainstorm on, “skills and values we need to avoid gambling”
  • share with classmates on how one can avoid negative peer influence to gamble
  • share success stories of individuals who have overcome gambling
Teaching Resources

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

5.4 Social Media

Term 31 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify different social media platforms used by young people today
  • describe ways of using social media responsibly
  • examine ways in which social media is misused today
  • discuss ways they should respond to cyberbullying
  • recommend values and life –skills needed for responsible use of social media
  • apply Christian values as they use different social media platforms
  • desire to use social media/internet appropriately as God fearing Christians
Key Inquiry Questions (KIQs)
  • Why should you be cautious when using social media?
Suggested Experiences
  • list different social media platforms they interact with
  • brainstorm on the dangers of chatting or meeting with online strangers
  • in pairs share precautions they need to exercise as they make interactions with online strangers
  • in groups discuss how social media is misused today and make PowerPoint slides for presentation in class
  • in pairs brainstorm on cyberbullying and how to respond to it
  • write sensitization messages on charts/posters on values and life- skills needed when using social media platforms
  • interview a resource person on responsible use of social media
  • role play responsible and irresponsible use of social media
Teaching Resources

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

6
Strand 6.0

Christia n Living

1 Sub-strand5 Lessons

6.1 Alcohol, Drugs and Substance Abuse

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify drugs commonly abused by youths in Kenya today
  • discuss reasons why young people abuse drugs today
  • explore effects of alcohol, substance and drug abuse on an individual and the family
  • analyse the biblical teachings on alcohol, drug and substance abuse for responsible living
  • recommend values and life-skills needed to stay free from alcohol, drug and substance abuse
  • utilize values and life- skills acquired to live an alcohol, drug and substance free life
Key Inquiry Questions (KIQs)
  • Why do young people abuse drugs and alcohol today?
Suggested Experiences
  • in pairs brainstorm the meaning of alcohol, drug and substance abuse and share with the class
  • list drugs commonly abused by youths in Kenya today
  • in groups discuss the causes of alcohol, drugs and substance abuse today
  • share experiences of persons you know who abused drugs and the effects it had on them
  • conduct an internet/library search on effects of abusing drugs and alcohol and make a presentation in class
  • in turns read Ephesians 5:18, Proverbs 20:1, 1Corinthians 3:17 and 1 Corinthians 6:9-10
  • in pairs share lessons learnt from the Bible texts and make notes
  • debate on skills and values needed to avoid alcohol, drug and substance abuse
  • listen to a resource person sharing success stories on overcoming alcohol, drug and substance abuse as a youth
  • reflect and write a journal on ways to avoid alcohol, drugs and substance abuse as a Christian youth
Teaching Resources

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

Grade 7 Christian Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Christian Religious Education.

Term 1 Scheme13 Weeks
  • Christian Religious Education
  • Creation
View Term 1
Term 2 Scheme14 Weeks
  • Creation
  • The Early life of Jesus Christ
  • The Church
  • Christian Living Today
View Term 2
Term 3 Scheme9 Weeks
  • Christian Living Today
  • Christia n Living
View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

Arabic HubFrench HubCreative Arts & Sports HubAgriculture & Nutrition HubPre-Technical Studies HubEnglish HubIntegrated Science HubIslamic Religious Education HubMathematics HubGerman HubHindu Religious Education HubIndigenous Languages HubKiswahili HubMandarin HubSocial Studies Hub

Explore Schemes for Other CBC Classes

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

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 Christian Religious Education?

The official KICD strands for Grade 7 Christian Religious Education are: Christian Religious Education, Creation, The Early life of Jesus Christ, The Church, Christian Living Today, Christia n 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 7 Christian Religious Education?

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 7 Christian Religious Education 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 7 Christian Religious Education?

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.