2026 KICD CBC Curriculum Design6 Strands · 18 Sub-strands120 Suggested Lessons

Grade 8 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 8 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 8 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 6 Strands
Annual Lessons: 120 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Christian Religious Education 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	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) identify the origin of sin from the scriptures provided	1. Why is it important to consider the consequences of something before acting?	- brainstorm with peers the meaning of sin according to the creation accounts and share findings in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) identify the origin of sin from the scriptures provided	1. Why is it important to consider the consequences of something before acting?	- search / read about the sins young people are likely to commit today - read Genesis 3:1-13 and write short notes on the origin of sin	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) examine the consequences of sin after the fall of man	1. Why is it important to consider the consequences of something before acting?	- read Genesis 3: 14-19, 23, 4:6-12, Genesis 11:1-9 and make notes on the consequences of sin - discuss the causes of sin among young people today	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) analyse the causes of sin today	1. Why is it important to consider the consequences of something before acting?	- work with peers to buzz on how to overcome sin/temptations/tempting situations as a young person	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) discuss moral values and life skills needed to overcome temptations	1. Why is it important to consider the consequences of something before acting?	- brainstorm on moral values and life skills needed to overcome temptations/sin; write the moral values and life skills on charts and display them in class - make a prayer to God every day for grace to overcome temptations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) pray to God to overcome temptations in day-to-day life	1. Why is it important to consider the consequences of something before acting?	- repent whenever they fall into temptation as guided in 1 John 1:9 - write 1 John 1:9 on flashcards and meditate on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation	Origin and Consequences of Sin	By the end of the sub strand, the learner should be able to; a) pray to God to overcome temptations in day-to-day life	1. Why is it important to consider the consequences of something before acting?	- write 1 John 1:9 on flashcards and meditate on it	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) describe how God demonstrated His love to humankind after the fall of man	1. Why is God’s redemptive plan important to Christians today?	- in pairs buzz on the meaning of the word, ‘redemption’ and share with the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) describe how God demonstrated His love to humankind after the fall of man	1. Why is God’s redemptive plan important to Christians today?	- brainstorm on how God demonstrated his love after the fall of mankind and make short notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) examine how God’s plan of salvation is fulfilled through Jesus Christ	1. Why is God’s redemptive plan important to Christians today?	- in turns, read Genesis 3:15; Genesis 12:1-3, Isaiah 53:5-12 Isaiah 63:5, Galatians 1:3-5, Colossians 1:13- 15, 2 Peter 3:9 on God’s plan of salvation and make notes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) explain the importance of redemption after the fall of man	1. Why is God’s redemptive plan important to Christians today?	- write sensitisation/awareness messages on charts or using a digital device on God’s love and plan of salvation to mankind based on John 3:16	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) take part in sharing the love of God with others	1. Why is God’s redemptive plan important to Christians today?	- in groups discuss the importance of redemption and make a presentation in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) appreciate God’s saving grace in their day-to-day life	1. Why is God’s redemptive plan important to Christians today?	- take part in sharing God’s love through acts of mercy at school and in the community - read Ephesians 1:7 and share their reflections on God’s saving grace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation	God’s Plan for Redemption	By the end of the sub strand, the learner should be able to; a) appreciate God’s saving grace in their day-to-day life	1. Why is God’s redemptive plan important to Christians today?	- read Ephesians 1:7 and share their reflections on God’s saving grace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	The Bible	Faith and God’s Promises	By the end of the sub strand, the learner should be able to; a) describe the background to the call of Abraham	1. How do you exercise faith in relation to God’s promises?	- read Genesis 11:24-32, 12:1; discuss and make notes for presentation in class - brainstorm and share with the class the meaning of the word, ‘faith.’	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Creation

2 Sub-strands12 Lessons

1.1 Origin and Consequences of Sin

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify the origin of sin from the scriptures provided
examine the consequences of sin after the fall of man
analyse the causes of sin today
discuss moral values and life skills needed to overcome temptations
pray to God to overcome temptations in day-to-day life

Key Inquiry Questions (KIQs)

Why is it important to consider the consequences of something before acting?

Suggested Experiences

brainstorm with peers the meaning of sin according to the creation accounts and share findings in class
search / read about the sins young people are likely to commit today
read Genesis 3:1-13 and write short notes on the origin of sin
read Genesis 3: 14-19, 23, 4:6-12, Genesis 11:1-9 and make notes on the consequences of sin
discuss the causes of sin among young people today
work with peers to buzz on how to overcome sin/temptations/tempting situations as a young person
brainstorm on moral values and life skills needed to overcome temptations/sin; write the moral values and life skills on charts and display them in class
make a prayer to God every day for grace to overcome temptations
repent whenever they fall into temptation as guided in 1 John 1:9
write 1 John 1:9 on flashcards and meditate on it

Teaching Resources

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

1.2 God’s Plan for Redemption

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe how God demonstrated His love to humankind after the fall of man
examine how God’s plan of salvation is fulfilled through Jesus Christ
explain the importance of redemption after the fall of man
take part in sharing the love of God with others
appreciate God’s saving grace in their day-to-day life

Key Inquiry Questions (KIQs)

Why is God’s redemptive plan important to Christians today?

Suggested Experiences

in pairs buzz on the meaning of the word, ‘redemption’ and share with the class
brainstorm on how God demonstrated his love after the fall of mankind and make short notes
in turns, read Genesis 3:15; Genesis 12:1-3, Isaiah 53:5-12 Isaiah 63:5, Galatians 1:3-5, Colossians 1:13- 15, 2 Peter 3:9 on God’s plan of salvation and make notes
write sensitisation/awareness messages on charts or using a digital device on God’s love and plan of salvation to mankind based on John 3:16
in groups discuss the importance of redemption and make a presentation in class
take part in sharing God’s love through acts of mercy at school and in the community
read Ephesians 1:7 and share their reflections on God’s saving grace

Teaching Resources

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

Strand 2.0

The Bible

3 Sub-strands18 Lessons

2.1 Faith and God’s Promises

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe the background to the call of Abraham
examine ways Abraham demonstrated faith in God
apply faith in different situations as exemplified by Abraham
analyse the promises made by God to Abraham and their importance to Christians today
apply God’s promises in their day-to-day life

Key Inquiry Questions (KIQs)

How do you exercise faith in relation to God’s promises?

Suggested Experiences

read Genesis 11:24-32, 12:1; discuss and make notes for presentation in class
brainstorm and share with the class the meaning of the word, ‘faith.’
share experiences of how they exercise faith in God
read Hebrews 11:1-6 and make notes in their exercise books or use a digital device
brainstorm on how Abraham demonstrated faith in God
in turns read and discuss Genesis 12:1-3, 15:1-6; 17:23-26, 21:1-7 and 22:1-14
team up to role-play how God tested Abraham’s faith; Genesis 22 1-19
develop a weekly journal on how they exercise faith in God
brainstorm on the meaning of the word, ‘Promises.’
list the promises made by God to Abraham
read Genesis 12: 2-3, 15:1- 6, 17:1- 8, 17:15-18 and outline the promises made by God to Abraham for presentation in class
discuss the importance of God’s promises to Christians today
brainstorm on how to apply God’s promises in day-to-day life

Teaching Resources

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

2.2 Abrahamic Covenant

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the meaning of the term ‘covenant’
identify covenants in modern life and their importance
evaluate characteristics of ungodly covenants today
explain the importance of God’s covenant with Abraham
outline the importance of circumcision to Abraham and his descendants

Key Inquiry Questions (KIQs)

Why is Abrahamic covenant important to Christians today?

Suggested Experiences

brainstorm the meaning of the term covenant and share findings with the class
team up to brainstorm on modern covenants and their importance and make notes
read and discuss Genesis 15:1-18 and make a presentation to the class using PowerPoint slides or charts
watch a video clip on God’s covenant with Abraham
buzz on characteristics of ungodly covenants today
search/read scriptures on how to distinguish between godly from ungodly covenants
read James 4:7, Mathew 4: 8-10, 1Peter 5:8-9, Mathew 7:15-20 and discuss how to resist/discern ungodly covenants
discuss the importance of God’s covenant with Abraham
read Genesis 17:1- 14 and make notes
discuss the importance of circumcision to Abraham and his descendants
buzz on how to apply faith in difficult situations and share findings with the class

Teaching Resources

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

2.3 Leadership in Israel: Saul

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

discuss reasons for kingship in Israel
examine reasons against kingship in Israel according to Prophet Samuel
evaluate King Saul’s failures and the consequences
deduce lessons learnt from the failures of King Saul
desire to be a God-fearing leader at home, school and the community

Key Inquiry Questions (KIQs)

Why did King Saul fail in his leadership?

Suggested Experiences

brainstorm in small groups reasons why the Israelites demanded for a king
read 1 Samuel 8: 1-9 and make short notes
conduct an internet or library search on reasons against kingship in Israel
read 1 Samuel 8:10-20 and outline reasons against kingship in Israel
read and discuss king Saul’s failures and the consequences; 1Samuel 13:8-14, 15:7-25
discuss lessons learnt from the failures of King Saul
write a journal on how you exercise leadership at home, school and in the community

Teaching Resources

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

Strand 3.0

Miracles of Jesus Christ

3 Sub-strands21 Lessons

3.1 Healing of Blind Bartimaeus

Term 17 Lessons

Specific Learning Outcomes (SLOs)

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

explain the healing of blind Bartimaeus
discuss lessons learnt from the healing of blind Bartimaeus
apply lessons learnt when faced with health challenges
appreciate the healing power of God in day- to-day life

Key Inquiry Questions (KIQs)

How does the healing of Blind Bartimaeus build your faith in God?

Suggested Experiences

brainstorm on different sicknesses/challenges that face them
discuss how they involve God when faced with challenges
read Mark 10:46-52 and make notes
discuss lessons learnt from the healing of blind Bartimaeus and share findings with the class
share personal experiences of how they applied faith in difficult situations
write a prayer on healing
in groups visit people who are sick /have challenges within the school to encourage and pray for them

Teaching Resources

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

3.2 Calming the Storm

Term 1 Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

describe the miracle of calming the storm
outline lessons learnt from the miracle of calming the storm
identify challenges they face in day-to-day life
apply lessons learnt to overcome challenges in day- to-day life
desire to depend on God when faced with challenges

Key Inquiry Questions (KIQs)

How does the miracle of calming the storm relate to challenges facing Christians today?

Suggested Experiences

brainstorm on the meaning of the word, storm
share experiences of challenging situations they have faced either as individuals or family and how they can be overcome
read Mark 4:35-41 or watch a movie on calming the storm
outline lessons learnt from this miracle and make notes
choose a challenging situation affecting young people and role- play it in class (the role-play should also include solutions)
compose and sing a song about, overcoming the storms of life
write a personal journal on how they depend on God in day-to-day life
read and meditate on Psalms 91:1- 6

Teaching Resources

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

3.3 Healing of the Paralytic

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

describe the healing of the paralytic
outline lessons learnt from the healing of the paralytic
examine the Pharisees’ opposition to the healing of the paralytic
apply lessons learnt by having faith in God when faced with challenges
appreciate God’s power over sickness and disease

Key Inquiry Questions (KIQs)

How does the healing of the paralytic build your faith in God?

Suggested Experiences

brainstorm on the meaning of the word, paralysis
read and discuss Luke 5:17-26 and make a presentation in class using charts/posters or PowerPoint slides
discuss lessons learnt from the healing of the paralytic and make notes
watch a movie on the healing of the paralytic
buzz on the meaning of the word, blasphemy
brainstorm on reasons why the Pharisees accused Jesus Christ of blasphemy
share personal experiences on instances when they prayed to God for healing
write a personal reflection journal on occasions when God answered their prayers
read, write on a flashcard and meditate on Isaiah 53:4-5

Teaching Resources

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

Strand 4.0

Teachings of Jesus Christ

2 Sub-strands14 Lessons

4.1 Teachings on Prayer

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

outline the importance of prayer in the life of a Christian
discuss the importance of having faith when one prays to God
demonstrate love by praying for all people as taught by Jesus Christ
apply lessons learnt on prayer by praying to God always
desire to have faith in God whenever they pray

Key Inquiry Questions (KIQs)

How do you apply the teachings of Jesus Christ in your day-to-day life?

Suggested Experiences

share with peers how they pray to God in day-to-day life
brainstorm on the importance of having faith in God as they pray
read Mark 11:22–24 and share how to pray by faith
read, Matthew 5:44-45 and share instances they prayed for both friends and enemies
read Matthew 6:5-8, outline the main teachings and use PowerPoint slides/charts to make presentations
journal their day-to-day prayer life experiences

Teaching Resources

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

4.2 The Lost Sheep

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

analyse God’s love for the sinner as outlined in the parable of the lost sheep
take part in reaching out to the lost through mission work
desire to exemplify God’s love by serving all people

Key Inquiry Questions (KIQs)

How does the parable of the lost sheep show God’s love for the lost?

Suggested Experiences

brainstorm on God’s love for the lost
read Luke 15:1-7 and make notes on the parable of the lost sheep
outline lessons learnt from the parable of the lost sheep
role-play the parable of the lost sheep
brainstorm on how to reach out to the sinner
organise a class visit to the less fortunate, give them various items; as a way of sharing God’s love with them
share experiences on how to have a close relationship with God
compose and sing a song on God’s love for the lost

Teaching Resources

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

Strand 5.0

The Church

2 Sub-strands14 Lessons

5.1 The Holy Spirit

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

describe the outpouring of the Holy Spirit on the day of Pentecost
analyse ways Christians exemplify the fruit of the Holy Spirit
take part in church activities to foster responsibility

Key Inquiry Questions (KIQs)

How do you exemplify the fruit of the Holy Spirit?

Suggested Experiences

brainstorm on the meaning of ‘the Day of Pentecost.’
share experiences about what they know about the day of Pentecost
read Acts 2: 1-11 and make notes
download and watch a video on the day of Pentecost
use a digital device or a chart to write key points on the day of Pentecost
read Galatians 5: 22-23 and write on flashcards the fruit of the Holy Spirit
sort the flashcards according to the fruits they practise
write a reflection journal on how they practise the fruit of the Holy Spirit
conduct a buzz session and list the activities they do in the church

Teaching Resources

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

5.2 Acts of Compassion

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

analyse Christian responsibility in helping the needy
take part in a community service activity in the school neighbourhood
describe the role of the church in caring for the vulnerable and needy in the society
practise the teachings of Jesus Christ’s by helping the needy

Key Inquiry Questions (KIQs)

Why should Christians show compassion to the needy?

Suggested Experiences

brainstorm and list people with diverse needs in the community
discuss ways Christians care and help the needy in the society
share experiences on occasions they have helped the needy
collect pictures of people showing acts of compassion, make a collage and display in class
read Leviticus 19:32-33, Psalms 82:3, Matthew 25:35-46, and make a class presentation on lessons learnt
as a class, organise a visit to the less fortunate, write a detailed report of your visitation, activities done, and lessons learnt and present it in hard copy or PowerPoint slides

Teaching Resources

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

Strand 6.0

Christian Living Today

6 Sub-strands41 Lessons

6.1 Family Relationships

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

outline roles played by different family members
identify practices which depict healthy family relationships
identify causes of conflicts in families today
examine Christian teachings on healthy family relationships
desire to live harmoniously with members of the family

Key Inquiry Questions (KIQs)

How should family members relate with each other?

Suggested Experiences

brainstorm on the responsibilities of parents/guardians, children and other members of the family
discuss practices of a healthy family today
debate on the causes of conflicts in families today
discuss how peer pressure can cause conflict in families today
find out ways to overcome peer influence/rebellion against parents
research on possible solutions to family conflicts
read and discuss Ephesians 6:1- 4, Exodus 20:12, Colossians 3:20 and outline lessons learnt

Teaching Resources

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

6.2 Human Sexuality: Responsible Sexual Behaviour

Term 2 Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

identify forms of sexual abuse and how to avoid/overcome abuse
evaluate causes of teenage pregnancies today
examine the consequences of engaging in irresponsible sexual behaviour
discuss values and life skills needed to avoid irresponsible sexual behaviour
choose to live responsibly as guided by the word of God

Key Inquiry Questions (KIQs)

Why should you live responsibly as a youth?

Suggested Experiences

discuss the meaning of human sexuality and share findings in the class
research on forms of sexual abuse and make presentations using PowerPoint slides or charts
list places or settings they should avoid for their own safety
discuss ways and where to report cases of sexual abuse
listen and ask a child protection officer (CPO) Question(s) on what to do in case of defilement
discuss on the causes of early pregnancies among teenage girls and make a presentation in class
brainstorm and list forms of irresponsible sexual behaviour
buzz on the consequences of engaging in irresponsible sexual behaviour
read, recite and write on flashcards 1Thessalonians 4: 3-6, Romans 12:1-2, 1 Corinthians 6:18-20
brainstorm and list values and life skills needed to avoid irresponsible sexual behaviour
write and share sensitisation messages on the importance of not engaging in irresponsible sexual behaviour (you may pin the messages on the school notice board or hang them on the classroom wall)
debate on the topic, ‘Overcoming peer pressure as a youth.’
pray and depend on God to overcome temptations
read and reflect on 1 Peter 2:11

Teaching Resources

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

6.3 Sacredness of life

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meaning of sacredness of life
discuss how the right to life is violated today
evaluate causes of suicide in the society today
examine causes of abortion among the youth today
analyse the consequences of violating the right to life
desire to uphold the sacredness of life in day- to-day life

Key Inquiry Questions (KIQs)

Why is human life sacred?

Suggested Experiences

brainstorm on the meaning of sacredness of life
discuss how the right to life is violated today
read, Genesis 4:10-11, Genesis 9:6, Exodus 20:13, Numbers 35:11-12, and write lessons learnt for presentation in class
discuss why killing is morally wrong
brainstorm on reasons which cause some youths to commit suicide
discuss the negative effects of suicide to an individual and the family
team up to debate on why abortion is a sin and a crime
read Jeremiah 1:5, Psalms 127:3, Psalms 139:13–15, Proverbs 6:16-17, and write lessons learnt
debate on the consequences of abortion to an individual and the family
brainstorm on values and life skills needed to uphold the sacredness of life
compose a song on how safe road use can preserve life
sing the song at the school assembly to sensitise other learners on safe road use
engage a resource person on how to overcome/avoid taking one’s life

Teaching Resources

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

6.4 Bullying

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

identify causes of bullying at school and in the community
analyse the effects of bullying on the individual and the family
discuss values needed to co-exist peacefully at home, school and the community
model the value of love in their interaction with others

Key Inquiry Questions (KIQs)

Why is bullying unacceptable?

Suggested Experiences

brainstorm on the meaning and forms of bullying
share experiences of when they were bullied and the negative effects it had on them
discuss why young people bully/dislike others
read Mathew 5:11-12, Romans 12:18- 20, 1 John 3:15, I Peter 3:8, Roman 14:19, Proverbs 22:10, write lessons learnt and share with others in class
discuss the negative results of bullying on the individual and family
discuss ways and whom to report to in case you are bullied
brainstorm on values they need to co- exist peacefully with each other

Teaching Resources

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

6.5 Work Talents and Abilities

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

identify his/her God-given talents, gifts and abilities
take part in different activities at home, school and in the community to nurture talents
apply lessons learnt from the parable of talents in day-to-day life
originate an income- generating enterprise to enhance financial literacy skills
demonstrate accountability by saving money from the enterprise

Key Inquiry Questions (KIQs)

How do you discover your talents, gifts and abilities?
How do you use your God-given talents, gifts and abilities?

Suggested Experiences

brainstorm what they enjoy doing while at home, school and in the community
share experiences of the talents, gifts and unique abilities they possess
showcase the gifts/abilities/talents they possess ( for example; they can role- play, dramatise a play or Bible story, draw, sing, paint, compose and recite poems)
read and recite James 1:17, Romans 11:29 and discuss lessons learnt from the scriptures
participate in various activities/competitions (drawing, painting, singing, knitting, sports, acting, preaching) and write a report for presentation in class
read Matthew 25:14-30 on the parable of the talents and make notes
discuss lessons learnt from the parable of the talents and make a presentation in class
brainstorm on income-generating ideas they can invest in as young people
start a project at home or school and report its performance monthly
save money from the project/business and keep records

Teaching Resources

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

6.6 Leisure

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

outline ways in which they use their free time
identify reasons that lead to misuse of leisure among youths
analyse the consequences of misusing leisure time
examine ways of using leisure time constructively
apply lessons learnt by using leisure time responsibly

Key Inquiry Questions (KIQs)

How do you use your free time?

Suggested Experiences

brainstorm on the meaning of the term, ‘leisure.’
discuss how they use their free time
debate on why and how youths misuse leisure today
read Exodus 20:11, 1 Corinthians 10:23, 1 Corinthians 10:31, Philippians 4:8; outline lessons learnt and share with the class
discuss the negative results of misusing leisure time
discuss and make notes on constructive ways of using their free time
design posters/charts on positive ways of using leisure time and display it in class or on the school notice board
outline values and life skills needed to use leisure time appropriately

Teaching Resources

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

Grade 8 Christian Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Christian Religious Education.

Term 1 Scheme13 Weeks

Creation
The Bible
Miracles of Jesus Christ

View Term 1

Term 2 Scheme14 Weeks

Miracles of Jesus Christ
Teachings of Jesus Christ
The Church
Christian Living Today

View Term 2

Term 3 Scheme9 Weeks

Christian Living Today

View Term 3

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Arabic Hub English Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Mathematics Hub Social Studies 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 6 Schemes Grade 7 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 8 Christian Religious Education?

The official KICD strands for Grade 8 Christian Religious Education are: Creation, The Bible, Miracles of Jesus Christ, Teachings of Jesus Christ, The Church, Christian Living Today. 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 8 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 8 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 8 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.