| 1 | 1 | The Church 4 | The Gifts of the Holy Spirit | By the end of the sub strand, the learner should be able to; a) 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 | 1. 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? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | The Church 4 | The Gifts of the Holy Spirit | By the end of the sub strand, the learner should be able to; a) 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 | 1. 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? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Christian Living Today | Courtship and Marriage | By the end of the sub strand, the learner should be able to; a) elaborate the causes and consequences of early marriage today b) discuss moral values and life skills needed to avoid early marriage | 1. Why is courtship important before marriage? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Christian Living Today | Courtship and Marriage | By the end of the sub strand, the learner should be able to; a) analyse Christian approaches to courtship and marriage b) appreciate marriage as a sacred institution ordained by God | 1. Why is courtship important before marriage? | - 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.” | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Christian Living Today | Courtship and Marriage | By the end of the sub strand, the learner should be able to; a) appreciate marriage as a sacred institution ordained by God | 1. Why is courtship important before marriage? | - debate on the motion, “Courtship is important before marriage.” | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) describe biblical teachings on responsible parenthood | 1. How is responsible parenting achieved? | - The learner is guided | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) describe biblical teachings on responsible parenthood | 1. How is responsible parenting achieved? | - use relevant textbooks or internet sources to search for the meaning of responsible parenthood and share findings with the class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) discuss causes of irresponsible parenting today | 1. How is responsible parenting achieved? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appraise the role of parents/guardians in shaping the character of their children | 1. How is responsible parenting achieved? | - brainstorm on ways of avoiding unplanned families | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appraise the role of parents/guardians in shaping the character of their children | 1. How is responsible parenting achieved? | - conduct a buzz session on moral values needed to avoid unplanned families | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appreciate good parenting as guided by the Bible | 1. How is responsible parenting achieved? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appreciate good parenting as guided by the Bible | 1. How is responsible parenting achieved? | - in groups debate on the role of parents/guardians in instilling good moral values in children and note key points | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appreciate good parenting as guided by the Bible | 1. How is responsible parenting achieved? | - in groups debate on the role of parents/guardians in instilling good moral values in children and note key points | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Christian Living Today | Responsible parenthood | By the end of the sub strand, the learner should be able to; a) appreciate good parenting as guided by the Bible | 1. How is responsible parenting achieved? | - in groups debate on the role of parents/guardians in instilling good moral values in children and note key points | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Christian Living Today | Wealth, Money and Poverty | By the end of the sub strand, the learner should be able to; a) discuss Christian teachings on wealth, money and poverty | 1. Which vices are associated with love for money? | - in groups read; Deuteronomy 8:18, Ecclesiastes 5:10-19, Proverbs 15:27, Matthew 6:24-27, discuss and make notes | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
