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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 9 Christian Religious Education Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Christian Religious Education Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Christian Religious Education Term 2 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 2.

Class / Grade
Grade 9
Pre-Primary Level
Learning Area
Christian Religious Education
Core CBC Activity
Term Duration
14 Weeks (70 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 14
Ministry of Education 2026
Full Term Timetable

Grade 9 Christian Religious Education Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

70 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) elaborate Jesus Christ’s triumphant entry into Jerusalem

1. Why was Jesus’ triumphant entry into Jerusalem important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) illustrate Jesus Christ’s cleansing of the temple

1. Why was Jesus’ triumphant entry into Jerusalem important?

- read Luke 19:38, compose and sing a song related to the scripture in class or during the Programme of Pastoral Instruction

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) illustrate Jesus Christ’s cleansing of the temple

1. Why was Jesus’ triumphant entry into Jerusalem important?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) analyse Jesus Christ’s conflict with the Jewish leaders

1. Why was Jesus opposed by the Jewish leaders?

- read Luke 19:45-48 on Jesus Christ’s cleansing of the temple

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) analyse Jesus Christ’s conflict with the Jewish leaders

1. Why was Jesus opposed by the Jewish leaders?

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- read Luke 20:1-8,20-39 and discuss conflicts between Jesus Christ and the Jewish leaders

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by 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.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2The Life and Ministry of Jesus ChristJesus’ Ministry in Jerusalem

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

a) desire to avoid conflicts at home, school and the community

1. Why was Jesus opposed by the Jewish leaders?

- debate on a motion titled, ‘Christians have a moral obligation to pay taxes to the government and tithes & offerings to God.’

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3The Life and Ministry of Jesus ChristJesus’ Passion, Death and Resurrection

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

a) explain the significance of the Lord’s Supper to Christians today

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

- The learner is guided

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4The Life and Ministry of Jesus ChristJesus’ Passion, Death and Resurrection

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

a) explain the significance of the Lord’s Supper to Christians today

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

- 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

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5The Life and Ministry of Jesus ChristJesus’ Passion, Death and Resurrection

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

a) describe the events that took place at Mount Olives

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

- in turns read Luke 22:7-20 and make notes on the Last Supper

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 9 Christian Religious Education Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Christian Religious Education. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

The Life and Ministry of Jesus Christ

2 Sub-strands16 Lessons in Term 2

1.1 Jesus’ Ministry in Jerusalem

8 Suggested LessonsTerm 2
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.

1.2 Jesus’ Passion, Death and Resurrection

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

The Life of Jesus Christ

1 Sub-strand6 Lessons in Term 2

2.1 Healing the 10 Lepers

6 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

The Church 4

2 Sub-strands16 Lessons in Term 2

3.1 The Early Church

8 Suggested LessonsTerm 2
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 The Gifts of the Holy Spirit

8 Suggested LessonsTerm 2
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?
Learning 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 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 1View Term 1 →
  • Creation
  • The Bible: Selected Teachings
  • The Bible; Selected Teachings
  • The Life and Ministry of Jesus Christ
Term 2Current
  • 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 2

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

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions: Grade 9 Christian Religious Education Term 2

What strands and sub-strands are covered in Grade 9 Christian Religious Education Term 2?

In Term 2, Grade 9 Christian Religious Education covers the following main strands: The Life and Ministry of Jesus Christ, The Life of Jesus Christ, The Church 4. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 Christian Religious Education in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.