2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons4 Strands in Term 1

Grade 9 Christian Religious Education Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Christian Religious Education Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Christian Religious Education Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Christian Religious Education in Term 1.

Class / Grade: Grade 9
Learning Area: Christian Religious Education
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Christian Religious Education Term 1 Scheme of Work Table

Week-by-week lesson 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)

Curriculum Design & Content

Grade 9 Christian Religious Education Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Creation

1 Sub-strand6 Lessons in Term 1

1.1 Work: God Worked

6 Suggested LessonsTerm 1

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?

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

Strand 2.0

The Bible: Selected Teachings

2 Sub-strands12 Lessons in Term 1

2.1 Christian Moral Values: Sexual Purity

6 Suggested LessonsTerm 1

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)?

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

2.2 Woman Judge: Deborah

6 Suggested LessonsTerm 1

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?

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

Strand 3.0

The Bible; Selected Teachings

1 Sub-strand1 Lessons in Term 1

3.1 Kings David and Solomon

1 Suggested LessonsTerm 1

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?

Learning Experiences

in pairs to list names of members in their family tree

Teaching Resources

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

Strand 4.0

The Life and Ministry of Jesus Christ

4 Sub-strands22 Lessons in Term 1

4.1 Raising the Widow’s Son

6 Suggested LessonsTerm 1

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?

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

4.2 Parable on prayer A Friend at Midnight

6 Suggested LessonsTerm 1

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?

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

4.3 Nicodemus’ Encounter with Jesus Christ

2 Suggested LessonsTerm 1

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?

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

4.4 Jesus’ Ministry in Jerusalem

8 Suggested LessonsTerm 1

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?

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

Grade 9 Christian Religious Education Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Christian Religious Education showing the term-by-term distribution of all 8 strands.

Term 1Current

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

Term 2View Term 2 →

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

Term 3View Term 3 →

The Church 4
Christian Living Today
Christian Living

Other Grade 9 Schemes of Work for Term 1

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

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)English (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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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:

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: Grade 9 Christian Religious Education Term 1

What strands and sub-strands are covered in Grade 9 Christian Religious Education Term 1?

In Term 1, Grade 9 Christian Religious Education covers the following main strands: Creation, The Bible: Selected Teachings, The Bible; Selected Teachings, The Life and Ministry of Jesus Christ. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 Christian Religious Education in Term 1?

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 9 Christian Religious Education Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.