1
Strand 1.0
Christian Living Today
5 Sub-strands35 Lessons in Term 3
1.1 Human Sexuality: Responsible Sexual Behaviour
7 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Sacredness of life
7 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Bullying
7 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Work Talents and Abilities
7 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Leisure
7 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.