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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 7 Christian Religious Education Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Christian Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Christian Religious Education Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 Christian Religious Education in Term 2.

Class / Grade
Grade 7
Pre-Primary Level
Learning Area
Christian Religious Education
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 7 Christian Religious Education Term 2 Scheme of Work Table

Week-by-week lesson 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.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11CreationUse of Natural Resources

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

a) explain ways in which human beings use and misuse natural resources

1. Why should we conserve the environm ent?

- brainstorm on how their communities use natural resources

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationUse of Natural Resources

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

a) explain ways in which human beings use and misuse natural resources

1. Why should we conserve the environm ent?

- in small groups, discuss how their communities have misused natural resources; write the points on charts and present to the class

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationUse of Natural Resources

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

a) explore the effects of misusing natural resources

1. Why should we conserve the environm ent?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationUse of Natural Resources

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

a) discuss Biblical teachings on good use of God’s creation

1. How do human beings benefit from natural resources?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- in pairs compose songs on the beauty of God’s creation

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationUse of Natural Resources

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

a) desire to conserve the environment as responsible citizens

1. How do human beings benefit from natural resources?

- engage in cleaning the school, as a way of conserving the environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3The Early life of Jesus ChristProphecies about the Messiah

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

a) the learner should

b) be able to

1. How were the Old Testament prophecies fulfilled?

- in groups brainstorm on the meaning of the term

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4The Early life of Jesus ChristProphecies about the Messiah

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

a) the learner should

b) be able to

1. How were the Old Testament prophecies fulfilled?

- in groups brainstorm on the meaning of the term

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5The Early life of Jesus ChristThe Birth and Childhood of Jesus Christ

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

a) outline the events that took place during the annunciation and the birth of Jesus Christ

1. Why do Christians celebrate the birth of Jesus Christ?

- in turns read Luke 1:26-38 and Luke 2:1-20

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 7 Christian Religious Education Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 7 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Creation

1 Sub-strand5 Lessons in Term 2

1.1 Use of Natural Resources

5 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

The Early life of Jesus Christ

2 Sub-strands7 Lessons in Term 2

2.1 Prophecies about the Messiah

1 Suggested LessonsTerm 2
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?
Learning Experiences
  • in groups brainstorm on the meaning of the term
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.2 The Birth and Childhood of Jesus Christ

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

The Church

2 Sub-strands10 Lessons in Term 2

3.1 Selected Forms of Worship

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 Role of the Church in Education and Health

4 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

Christian Living Today

1 Sub-strand5 Lessons in Term 2

4.1 Human Sexuality

5 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 7 Christian Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Christian Religious Education showing the term-by-term distribution of all 6 strands.

Term 1View Term 1 →
  • Christian Religious Education
  • Creation
Term 2Current
  • Creation
  • The Early life of Jesus Christ
  • The Church
  • Christian Living Today
Term 3View Term 3 →
  • Christian Living Today
  • Christia n Living

Other Grade 7 Schemes of Work for Term 2

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

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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: Grade 7 Christian Religious Education Term 2

What strands and sub-strands are covered in Grade 7 Christian Religious Education Term 2?

In Term 2, Grade 7 Christian Religious Education covers the following main strands: Creation, The Early life of Jesus Christ, The Church, Christian Living Today. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 7 Christian Religious Education in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 7 Christian Religious Education Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.