2026 KICD CBC Curriculum Design8 Strands · 16 Sub-strands93 Suggested Lessons

Grade 9 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 9 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 9 Christian Religious Education Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Christian Religious Education under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 8 Strands
Annual Lessons: 93 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 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	Work: God Worked	By the end of the sub strand, the learner should be able to; a) interpret the scriptures on work to foster responsibility	1. How can you develop a positive attitude towards work?	- in groups discuss why it is important to work hard at home, school and the community	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) interpret the scriptures on work to foster responsibility	1. How can you develop a positive attitude towards work?	- in pairs share experiences on the chores/roles they perform at home, school, church and the community - conduct a buzz session on; a lazy person should not eat; 2 Thessalonians 3:10-12	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) discuss virtues related to Christian work ethics	1. How can you develop a positive attitude towards work?	- in groups, read Proverbs 6:6-11, Proverbs 10:4 Exodus 20:11, Genesis 2:1-3; outline the teachings, and write them on charts or PowerPoint slides for presentation in class - conduct a library or online research on virtues related to work and share the findings with the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) choose career paths based on his/her gifts talents and abilities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- compose a poem on,’ God worked, we should also work.’ - write their career aspirations (what they want to become in the future) on flashcards and share with the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) demonstrate a positive attitude towards work in daily activities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- in groups brainstorm on requirements for the different careers and how to work towards attaining them - interview a resource person and ask question(s) on different careers and the subjects/learning areas that one should undertake to qualify (note key points)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) desire to work hard to achieve his/her goals and aspirations. Interprets the scriptures on work to foster responsibility. Discusses virtues related to Christian work ethics. Choose career paths based on their gifts talents and abilities. Often demonstrates a positive attitude towards work in daily activities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- in groups discuss the statement, ‘Having a positive attitude towards work.’; write key points in their notebooks for presentation in class - write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. Partially interprets the scriptures on work to foster responsibility. Partly discusses virtues related to Christian work ethics. Attempts to choose career paths based on their gifts talents and abilities. Sometimes demonstrates a positive attitude towards work in daily activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) desire to work hard to achieve his/her goals and aspirations. Interprets the scriptures on work to foster responsibility. Discusses virtues related to Christian work ethics. Choose career paths based on their gifts talents and abilities. Often demonstrates a positive attitude towards work in daily activities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. Partially interprets the scriptures on work to foster responsibility. Partly discusses virtues related to Christian work ethics. Attempts to choose career paths based on their gifts talents and abilities. Sometimes demonstrates a positive attitude towards work in daily activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) desire to work hard to achieve his/her goals and aspirations. Interprets the scriptures on work to foster responsibility. Discusses virtues related to Christian work ethics. Choose career paths based on their gifts talents and abilities. Often demonstrates a positive attitude towards work in daily activities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. Partially interprets the scriptures on work to foster responsibility. Partly discusses virtues related to Christian work ethics. Attempts to choose career paths based on their gifts talents and abilities. Sometimes demonstrates a positive attitude towards work in daily activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creation	Work: God Worked	By the end of the sub strand, the learner should be able to; a) desire to work hard to achieve his/her goals and aspirations. Interprets the scriptures on work to foster responsibility. Discusses virtues related to Christian work ethics. Choose career paths based on their gifts talents and abilities. Often demonstrates a positive attitude towards work in daily activities	1. Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?	- write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. Partially interprets the scriptures on work to foster responsibility. Partly discusses virtues related to Christian work ethics. Attempts to choose career paths based on their gifts talents and abilities. Sometimes demonstrates a positive attitude towards work in daily activities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) elaborate Christian moral values that a young person should uphold in day-to-day life	1. How can you live a morally upright life?	- The learner is guided	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) elaborate Christian moral values that a young person should uphold in day-to-day life	1. How can you live a morally upright life?	- brainstorm on moral values that youths should uphold to overcome sexual sins - in groups brainstorm on 1 Corinthians 15:33, 1 Thessalonians 4:3, 1Corinthians 6:13, 1 Corinthians 6:18- 20, Leviticus 11:44, and discuss the moral values outlined	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) describe forbidden sexual practices outlined in the Bible	1. Why should you maintain sexual purity as a Christian youth?	- brainstorm on sexual perversions today and how youths are lured - in groups read Galatians 5:19 and Leviticus 18:5-18, 20-23, and use PowerPoint slides or charts to list forbidden sexual practices	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) utilise Christian moral values and life skills that foster sexual purity	1. Why should you maintain sexual purity as a Christian youth?	- in pairs discuss how to avoid getting lured into forbidden sexual practises - read Romans 1:26-27 and brainstorm on how one can avoid being lured to same- sex relationships	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) utilise Christian moral values and life skills that foster sexual purity	1. Key Inquiry Question(s)?	- in groups perform a skit on how to overcome or avoid being lured into sexual perversity - talk to parents/guardians or counsellors when confronted with moral decisions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	The Bible: Selected Teachings	Christian Moral Values: Sexual Purity	By the end of the sub strand, the learner should be able to; a) desire to live a morally upright life as guided by the Bible. Specific Learning Outcomes	1. Key Inquiry Question(s)?	- share experiences on values and life skills they utilise to overcome sexual perversity such as (self-control, integrity, respect for self, self- awareness, self-esteem assertiveness, and decision-making) - pray to God always to overcome temptations (as guided by the Lord’s prayer Matthew 6:13) Suggested Learning Experiences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Christian Religious Education Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Creation

1 Sub-strand6 Lessons

1.1 Work: God Worked

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

interpret the scriptures on work to foster responsibility
discuss virtues related to Christian work ethics
choose career paths based on his/her gifts talents and abilities
demonstrate a positive attitude towards work in daily activities
desire to work hard to achieve his/her goals and aspirations. Interprets the scriptures on work to foster responsibility. Discusses virtues related to Christian work ethics. Choose career paths based on their gifts talents and abilities. Often demonstrates a positive attitude towards work in daily activities

Key Inquiry Questions (KIQs)

How can you develop a positive attitude towards work?
Attempts to interpret the scriptures on work to foster responsibility. With assistance discusses virtues related to Christian work ethics. With guidance, choose career paths based on their gifts talents and abilities. Rarely demonstrates a positive attitude towards work in daily activities?

Suggested Experiences

in groups discuss why it is important to work hard at home, school and the community
in pairs share experiences on the chores/roles they perform at home, school, church and the community
conduct a buzz session on; a lazy person should not eat; 2 Thessalonians 3:10-12
in groups, read Proverbs 6:6-11, Proverbs 10:4 Exodus 20:11, Genesis 2:1-3; outline the teachings, and write them on charts or PowerPoint slides for presentation in class
conduct a library or online research on virtues related to work and share the findings with the class
compose a poem on,’ God worked, we should also work.’
write their career aspirations (what they want to become in the future) on flashcards and share with the class
in groups brainstorm on requirements for the different careers and how to work towards attaining them
interview a resource person and ask question(s) on different careers and the subjects/learning areas that one should undertake to qualify (note key points)
in groups discuss the statement, ‘Having a positive attitude towards work.’; write key points in their notebooks for presentation in class
write and keep a journal on careers they aspire to undertake and how to work towards them and share them with peers/guardians/parents/teachers. Partially interprets the scriptures on work to foster responsibility. Partly discusses virtues related to Christian work ethics. Attempts to choose career paths based on their gifts talents and abilities. Sometimes demonstrates a positive attitude towards work in daily activities

Teaching Resources

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

Strand 2.0

The Bible: Selected Teachings

2 Sub-strands12 Lessons

2.1 Christian Moral Values: Sexual Purity

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

elaborate Christian moral values that a young person should uphold in day-to-day life
describe forbidden sexual practices outlined in the Bible
utilise Christian moral values and life skills that foster sexual purity
desire to live a morally upright life as guided by the Bible. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

How can you live a morally upright life?
Why should you maintain sexual purity as a Christian youth?
Key Inquiry Question(s)?

Suggested Experiences

The learner is guided
brainstorm on moral values that youths should uphold to overcome sexual sins
in groups brainstorm on 1 Corinthians 15:33, 1 Thessalonians 4:3, 1Corinthians 6:13, 1 Corinthians 6:18- 20, Leviticus 11:44, and discuss the moral values outlined
brainstorm on sexual perversions today and how youths are lured
in groups read Galatians 5:19 and Leviticus 18:5-18, 20-23, and use PowerPoint slides or charts to list forbidden sexual practices
in pairs discuss how to avoid getting lured into forbidden sexual practises
read Romans 1:26-27 and brainstorm on how one can avoid being lured to same- sex relationships
in groups perform a skit on how to overcome or avoid being lured into sexual perversity
talk to parents/guardians or counsellors when confronted with moral decisions
share experiences on values and life skills they utilise to overcome sexual perversity such as (self-control, integrity, respect for self, self- awareness, self-esteem assertiveness, and decision-making)
pray to God always to overcome temptations (as guided by the Lord’s prayer Matthew 6:13) Suggested Learning Experiences

Teaching Resources

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

2.2 Woman Judge: Deborah

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

analyse qualities portrayed by Deborah as a judge in Israel
deduct lessons learnt from the leadership of Judge Deborah
appreciate those in leadership by praying for them always

Key Inquiry Questions (KIQs)

How did Deborah portray wisdom as a woman Judge?

Suggested Experiences

The learner is guided
in groups, list women leaders (at school, church or in government positions); identify and list good leadership qualities you can emulate from them
outline leadership qualities portrayed by Deborah as a woman Judge in Israel
in groups read the story in Judges 4:1-24 and make notes
watch a movie on, ‘Judge Deborah.’
brainstorm on lessons learnt from the leadership of Judge Deborah and make short notes

Teaching Resources

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

Strand 3.0

The Bible; Selected Teachings

1 Sub-strand1 Lessons

3.1 Kings David and Solomon

Term 11 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)

Why did King Solomon fail as a?

Suggested Experiences

in pairs to list names of members in their family tree

Teaching Resources

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

Strand 4.0

The Life and Ministry of Jesus Christ

5 Sub-strands30 Lessons

4.1 Raising the Widow’s Son

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

elaborate the miracle of raising the Widow’s son at Nain
interpret lessons learnt from the miracle for application in day-to-day life
model the value of compassion as portrayed by Jesus Christ
appreciate God’s power over life and death and the hope of resurrection

Key Inquiry Questions (KIQs)

Why should you trust in God when faced with challenges?
Why is it important to believe in the resurrection as Christians?

Suggested Experiences

The learner is guided
in pairs share experiences of challenges they have faced as a family (e.g. losing loved ones/close relatives)
discuss how they coped/cope with grief or loss
read Luke 7:11-16 and make notes on the raising of the widow’s son
use a digital device or write on charts how they show compassion to the needy or the suffering
visit and pray for the sick at home and school
write John 11:25 on flashcards and meditate on it
compose a poem on God’s power over sickness and death

Teaching Resources

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

4.2 Parable on prayer A Friend at Midnight

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

elaborate the parable of a friend at midnight
interpret lessons learnt from the parable of a friend at midnight for application in day- to-day life
Appreciate the parable by praying to God always

Key Inquiry Questions (KIQs)

Why should Christians pray at all times?
How do you exercise faith in prayer?

Suggested Experiences

The learner is guided
in pairs brainstorm the meaning of the word parable, write it on flashcards and share with the class
in pairs share experiences of how they prayed persistently for an issue/challenge
read Luke 11:5-13 and discuss in groups the parable of a friend at midnight
role-play the parable of a friend at midnight
prepare PowerPoint slides or charts on lessons learnt from the parable of a friend at midnight and make a presentation in class
write a reflection journal on how they pray daily

Teaching Resources

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

4.3 Nicodemus’ Encounter with Jesus Christ

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

explain Nicodemus’ encounter with Jesus Christ
relate the significance of the bronze serpent to the mission of Jesus Christ
deduce lessons learnt from John 3:5-7 and its relevance to the life of a Christian
desire to apply lessons learnt in day-to-day life

Key Inquiry Questions (KIQs)

How did Nicodemus’ encounter with Christ change his life?

Suggested Experiences

The learner is guided
read John 3:1-16 and make summary notes on Nicodemus’ encounter with Jesus Christ
role-play the story of Nicodemus
watch a video on Nicodemus’ conversion
sing a song on Nicodemus’ conversion
read Numbers 21:4-8 and John 3:14- 15 and brainstorm on how the bronze serpent is related to Jesus Christ and His mission on earth (Luke 4:18-21, Acts 10:38)
in groups discuss John 3:5-7 and write lessons learnt on charts/PowerPoint slides for presentation in class
read John 3:16 and write a reflection journal on how they apply it in their lives

Teaching Resources

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

4.4 Jesus’ Ministry in Jerusalem

Term 1 Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

elaborate Jesus Christ’s triumphant entry into Jerusalem
illustrate Jesus Christ’s cleansing of the temple
analyse Jesus Christ’s conflict with the Jewish leaders
desire to avoid conflicts at home, school and the community

Key Inquiry Questions (KIQs)

Why was Jesus’ triumphant entry into Jerusalem important?
Why was Jesus opposed by the Jewish leaders?

Suggested Experiences

The learner is guided
share experiences on what happens on Palm Sunday, as practiced by some churches
watch a video clip on Jesus Christ’s triumphant entry into Jerusalem
read Luke 19:38, compose and sing a song related to the scripture in class or during the Programme of Pastoral Instruction
read in turns Luke 19:28-40 and note key points on a chart or use a digital device for presentation in class
in groups brainstorm on ways the Church premise is misused today
read Luke 19:45-48 on Jesus Christ’s cleansing of the temple
discuss lessons learnt from the cleansing of the Temple and make notes
share experiences on how they resolve conflicts at home, school and the community
read Luke 20:1-8,20-39 and discuss conflicts between Jesus Christ and the Jewish leaders
outline lessons learnt from this conflict and make a PowerPoint presentation or use charts for display in class
debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Teaching Resources

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

4.5 Jesus’ Passion, Death and Resurrection

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

explain the significance of the Lord’s Supper to Christians today
describe the events that took place at Mount Olives
summarise the events that took place between the arrest and the burial of Jesus Christ
discuss the importance of Christ’s resurrection to the Christian faith
appreciate Christ’s resurrection as a sign of eternal life

Key Inquiry Questions (KIQs)

How is the resurrection of Jesus Christ important to Christians today?

Suggested Experiences

The learner is guided
in groups conduct a buzz session on the meaning of the Lord's Supper
share experiences of how they celebrate the Lord's Supper/Lord’s Table/Holy Communion/Eucharist/Sacrament in their churches
in turns read Luke 22:7-20 and make notes on the Last Supper
download and watch a video on the events that took place at Mount Olives (Luke 22:39-53) and make notes
in pairs share experiences on when they were betrayed by close friends or relatives
discuss lessons they learnt from the betrayal
take turns to read Luke 22:54-62 on Peter’s betrayal of Jesus Christ
in groups dramatise Peter’s denial of Jesus Christ
brainstorm on reasons that may have caused Peter to deny Jesus Christ
watch a video on the events that took place between the arrest and the burial of Jesus Christ and make summary notes (Luke 22:63-71, 23:1-56)
read Luke 24:1-7 and make notes on Christ’s resurrection
in groups brainstorm on the importance of Christ’s resurrection to Christians today

Teaching Resources

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

Strand 5.0

The Life of Jesus Christ

1 Sub-strand6 Lessons

5.1 Healing the 10 Lepers

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe the healing of the ten lepers
devise ways of showing gratitude to God in day-to-day life
demonstrate faith by praying to God when faced with challenges
apply lessons learnt by showing kindness to others

Key Inquiry Questions (KIQs)

How did the 10 lepers show gratitude to God?

Suggested Experiences

The learner is guided
in turns read Luke 17:11-19 and make a presentation in class using a chart or a digital device
in groups role-play the healing of the ten lepers
in pairs discuss lessons learnt from this miracle and share with the class
share experiences of how they express gratitude to God and those who show them kindness
compose a poem to thank God, parents/guardians or a friend and recite it
in groups compose a song of thanksgiving and sing it in class, the school assembly or during the programme of Pastoral Instruction

Teaching Resources

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

Strand 6.0

The Church 4

2 Sub-strands16 Lessons

6.1 The Early Church

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the characteristics of the Early Church
describe the miracles performed in the Early Church
analyse the story of Paul and Silas and its relevance to Christians today
desire to grow spiritually by attending church. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

How can you apply lessons learnt from the Early Church in your life?
Key Inquiry Questions?

Suggested Experiences

The learner is guided
in pairs read and discuss characteristics of the early church, that is, devotion to scriptures, fellowship, prayer, worship, and giving, Acts 2:41-47
in groups visit different churches and interview the priest/pastor/church leaders on how the church today exhibits characteristics of the Early Church, write a report and present it to the class
read Acts 2:43, 5:12, 3:1-16, 5:12-16 on the miracles performed in the Early Church and outline lessons learnt
read Acts 16:16-34, outline lessons learnt and make short notes
choose and sing a worship song familiar to the class
write and keep a journal on church attendance and activities done (a church leader to sign the journal). Suggested Learning Experiences

Teaching Resources

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

6.2 The Gifts of the Holy Spirit

Term 2 Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the teachings of Jesus Christ on the role of the Holy Spirit
identify the nine gifts of the Holy Spirit
classify the gifts of the Holy Spirit according to their categories
utilise discerning gifts to avoid joining ungodly cults/idol worship/religious extremism
desire to be guided by the Holy Spirit in day- to-day life. Meets expectation Discusses the characteristics of the Early Church. Describes the miracles performed in the Early Church. Discusses the teachings of Jesus Christ on the role of the Holy Spirit. Identifies the nine gifts of the Holy Spirit. Utilises discerning gifts to avoid joining ungodly cults/idol worship/religious extremism

Key Inquiry Questions (KIQs)

How do you utilize the gifts of the Holy Spirit?
Below expectation With assistance discusses the characteristics of the Early Church. Scantily describes the miracles performed in the Early Church. With assistance discusses the teachings of Jesus Christ on the role of the Holy Spirit. Makes an effort to identify the nine gifts of the Holy Spirit. Utilises discerning gifts to avoid joining ungodly cults/idol worship/religious extremism with consistent guidance?

Suggested Experiences

brainstorm on the role of the Holy Spirit in the life of a Christian
read John 14:15-26, 16:5-15, Acts 1:7-8 on the role of the Holy Spirit; make notes for presentation in class
in groups search for the meaning of; Gifts of the Holy Spirit share and findings in class
Read 1Corithinians 12:8-11 and list the nine gifts of the Holy Spirit
in groups classify the gifts according to their three categories (Gifts of Knowledge, Power and Divine Utterance)
brainstorm on the importance of the gifts of the Holy Spirit in Church today
discuss characteristics of cults/idol worship/religious extremism/devil worship
use the word of God to discern and identify cults/religious extremism/devil worship (1 Timothy 4:1; Matthew 7:15-20, 2 Peter 2:1, Galatians 5:19-23,1Corithians 12:2-3,10
pray to God always for guidance and discernment so as not to be misled by false teachings/doctrines/cults. Approaches expectation Partially Discusses the characteristics of the Early Church. Partly describes the miracles performed in the Early Church. Partially discusses the teachings of Jesus Christ on the role of the Holy Spirit. Attempts to identify the nine gifts of the Holy Spirit. Attempts to utilise discerning gifts to avoid joining ungodly cults/idol worship/religious extremism

Teaching Resources

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

Strand 7.0

Christian Living Today

3 Sub-strands16 Lessons

7.1 Courtship and Marriage

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

elaborate the causes and consequences of early marriage today
discuss moral values and life skills needed to avoid early marriage
analyse Christian approaches to courtship and marriage
appreciate marriage as a sacred institution ordained by God

Key Inquiry Questions (KIQs)

Why is courtship important before marriage?

Suggested Experiences

The learner is guided
conduct a buzz session on the causes of early marriage today
discuss the consequences of early marriage
brainstorm on moral values and life skills needed to avoid early marriage
read, write on flashcards and reflect on 1Timothy 4:12
in groups debate the meaning of the word, courtship and share findings with the class
in pairs discuss qualities to consider when choosing a marriage partner
outline virtues that both marriage partners should uphold before marriage
in pairs read 2Corinthians 6:14-15 and write what they have learnt from the text
interview a resource person on courtship and its importance before marriage and present findings in class using a poster or PowerPoint slides
discuss the role of the church in pre- marital counselling
read Hebrews 13:4, Mathew 19:4-6 write the verses on flashcards
debate on the motion, “Courtship is important before marriage.”

Teaching Resources

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

7.2 Responsible parenthood

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

describe biblical teachings on responsible parenthood
discuss causes of irresponsible parenting today
appraise the role of parents/guardians in shaping the character of their children
appreciate good parenting as guided by the Bible

Key Inquiry Questions (KIQs)

How is responsible parenting achieved?

Suggested Experiences

The learner is guided
use relevant textbooks or internet sources to search for the meaning of responsible parenthood and share findings with the class
in groups read, Exodus 20:12, Deuteronomy 11:18-21, Psalms 103:13, Proverbs 15:20, Proverbs 22:6, and Colossians 3:21, discuss and write lessons learnt on a chart or use PowerPoint slides for presentation in class
discuss the causes of irresponsible parenting
brainstorm on ways of avoiding unplanned families
conduct a buzz session on moral values needed to avoid unplanned families
come up with a play/drama on good parenting
in groups debate on the role of parents/guardians in instilling good moral values in children and note key points

Teaching Resources

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

7.3 Wealth, Money and Poverty

Term 38 Lessons

Specific Learning Outcomes (SLOs)

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

discuss Christian teachings on wealth, money and poverty
appraise how the love of money can hinder one from inheriting the Kingdom of God
assess the causes and remedies of poverty in the society today
devise ethical ways of acquiring wealth as a youth
desire to acquire wealth through credible ways. Meets expectation Elaborates the causes and consequences of early marriages. Discusses moral values and life skills needed to avoid early marriage. Describes biblical teachings on responsible parenthood. Discusses the causes of irresponsible parenting. Identifies different forms of leisure today. Evaluates the effects of alcohol, drug and substance use on an individual. Utilises Christian moral values and life skills to avoid alcohol, drug and substance use. Discusses Christian teachings on wealth, money and poverty. Assesses the causes and remedies of poverty in the society today. Devises ethical ways of acquiring wealth as a youth. Suggested Learning Experiences The learner is guided to:  brainstorm on

Key Inquiry Questions (KIQs)

Which vices are associated with love for money?
Why is integrity important in terms of money and wealth?
Below expectation With guidance elaborates the causes and consequences of early marriages. With prompts discusses moral values and life skills needed to avoid early marriage. Describes biblical teachings on responsible parenthood with assistance. With prompts discusses the causes of irresponsible parenting. Attempts to identify different forms of leisure today. With assistance evaluates the effects of alcohol, drug and substance use on an individual. Utilises Christian moral values and life skills to avoid alcohol, drug and substance use with guidance. With assistance discusses Christian teachings on wealth, money and poverty. With prompts assesses the causes and remedies of poverty in the society today. Devises ethical ways of acquiring wealth as a youth with guidance?

Suggested Experiences

in groups read; Deuteronomy 8:18, Ecclesiastes 5:10-19, Proverbs 15:27, Matthew 6:24-27, discuss and make notes
in groups read; Proverbs 14:23, 31:8-9, Luke 3:11, Luke 4:18 on Christian views of poverty and make a presentation using charts or digital devices
read, Matthew 6:19-21, Luke 9:25 & Luke 12:13-21; outline lessons learnt and make notes
use the internet or the library to search for information on causes of poverty and remedies; and make a presentation using a chart or a digital device
interview a resource person on how to make money using credible ways as a youth and note key points
in groups brainstorm and come up with business ideas to share with the teacher/parent/guardian; start the business venture, write a report on its progress
write and keep a journal on the progress of the business and share with the teacher/parent/ guardian to improve the business based on the feedback provided. Approaches expectation Attempts to elaborate the causes and consequences of early marriages. Partly discusses moral values and life skills needed to avoid early marriage. Makes effort to describe biblical teachings on responsible parenthood. Discusses the causes of irresponsible parenting but omits some details. Partially identifies different forms of leisure today. Partly evaluates the effects of alcohol, drug and substance use on an individual. Utilises Christian moral values and life skills to avoid alcohol, drug and substance use with prompts. Partially discusses Christian teachings on wealth, money and poverty. Makes effort to assess the causes and remedies of poverty in the society today. Devises ethical ways of acquiring wealth as a youth with prompts. Key Inquiry Questions 1. How does one determine a community need? 2. Why is it necessary to make adequate preparations before embarking on a project?

Teaching Resources

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

Strand 8.0

Christian Living

1 Sub-strand6 Lessons

8.1 Leisure

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify different forms of leisure today
analyse how youths misuse leisure today
identify Christian moral values needed to avoid alcohol, drug and substance use
evaluate the effects of alcohol, drug and substance use on an individual
utilise Christian moral

Key Inquiry Questions (KIQs)

Why do youths misuse leisure today?
How can you avoid idleness?

Suggested Experiences

in pairs brainstorm on the different forms of leisure
share experiences on how they spend their free time
in groups discuss why and how youth misuse leisure today
discuss the effects of alcohol, drug and substance use on an individual and make notes /PowerPoint slides for class presentation
in pairs write and recite poems on, ‘Alcohol drug, and substance use is detrimental to health’

Teaching Resources

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

Grade 9 Christian Religious Education Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 Christian Religious Education.

Term 1 Scheme13 Weeks

Creation
The Bible: Selected Teachings
The Bible; Selected Teachings
The Life and Ministry of Jesus Christ

View Term 1

Term 2 Scheme14 Weeks

The Life and Ministry of Jesus Christ
The Life of Jesus Christ
The Church 4

View Term 2

Term 3 Scheme9 Weeks

The Church 4
Christian Living Today
Christian Living

View Term 3

Other Grade 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

Arabic Hub Creative Arts & Sports Hub French Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin 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 8 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 9 Christian Religious Education?

The official KICD strands for Grade 9 Christian Religious Education are: Creation, The Bible: Selected Teachings, The Bible; Selected Teachings, The Life and Ministry of Jesus Christ, The Life of Jesus Christ, The Church 4, Christian Living Today, Christian 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 9 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 9 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 9 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.