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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 7 Christian Religious Education Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Christian Religious Education Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Christian Religious Education Term 3 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 3.

Class / Grade
Grade 7
Pre-Primary Level
Learning Area
Christian Religious Education
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 7 Christian Religious Education Term 3 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Christian Living TodayHuman Sexuality

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

a) apply Christian values as they relate with others

1. How do you utilize Christian values to maintain sexual purity?

- 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’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Living TodayHuman Sexuality

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

a) apply Christian values as they relate with others

1. How do you utilize Christian values to maintain sexual purity?

- compose and sing a song titled, ‘Lord help me overcome temptations’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Living TodayHuman Sexuality

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

a) apply Christian values as they relate with others

1. How do you utilize Christian values to maintain sexual purity?

- compose and sing a song titled, ‘Lord help me overcome temptations’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Christian Living TodayChristian Marriage and Family

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

a) discuss the biblical teachings on marriage and family

1. How does a good marriage contribute to stability in the society?

- in pairs brainstorm on different types of families

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Christian Living TodayChristian Marriage and Family

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

a) discuss the biblical teachings on marriage and family

1. How does a good marriage contribute to stability in the society?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Christian Living TodayChristian Marriage and Family

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

a) explain ways the church promote values among young people before marriage

1. How does a good marriage contribute to stability in the society?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Living TodayChristian Marriage and Family

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

a) identify values and life skills needed to maintain stability in families

1. How does a good marriage contribute to stability in the society?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- role play a stable Christian family

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Christian Living TodayChristian Marriage and Family

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

a) appreciate the family as a sacred institution ordained by God

1. How does a good marriage contribute to stability in the society?

- compose and recite poems on ‘God is the centre of stable families’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Christian Living TodayGambling

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

a) identify different types of gambling

1. Why do young people engage in gambling?

- in groups share what they know about gambling

- in pairs, brainstorm on the meaning and types of gambling

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Christian Living TodayGambling

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

a) explain the biblical teachings on gambling

b) discuss the causes of gambling in the society today

1. Why do young people engage in 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 7 Christian Religious Education Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 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

Christian Living Today

4 Sub-strands16 Lessons in Term 3

1.1 Human Sexuality

5 Suggested LessonsTerm 3
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.

1.2 Christian Marriage and Family

5 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Gambling

5 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Social Media

1 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Christia n Living

1 Sub-strand5 Lessons in Term 3

2.1 Alcohol, Drugs and Substance Abuse

5 Suggested LessonsTerm 3
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?
Learning 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 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 2View Term 2 →
  • Creation
  • The Early life of Jesus Christ
  • The Church
  • Christian Living Today
Term 3Current
  • Christian Living Today
  • Christia n Living

Other Grade 7 Schemes of Work for Term 3

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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 3

What strands and sub-strands are covered in Grade 7 Christian Religious Education Term 3?

In Term 3, Grade 7 Christian Religious Education covers the following main strands: Christian Living Today, Christia n Living. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 7 Christian Religious Education in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.