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

PP1 Religious Education Activities Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Religious Education Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Religious Education Activities 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 PP1 Religious Education Activities in Term 2.

Class / Grade: PP1
Learning Area: Religious Education Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

PP1 Religious Education Activities Term 2 Scheme of Work Table

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

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70 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 God's Creation	1.4 Communicating to God through prayer	By the end of the sub strand, the learner should be able to; a) Recite simple prayers for his/her spiritual growth.	1. Who answers your prayers?	- Learners are guided to say simple prayers for different times (morning, before meals, bedtime).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 God's Creation	1.4 Communicating to God through prayer	By the end of the sub strand, the learner should be able to; a) Desire to thank and praise God through prayers.	1. How can you thank God?	- Learners listen to simple prayers from audio-visual devices and role-play short prayers.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 God's Creation	1.4 Communicating to God through prayer	By the end of the sub strand, the learner should be able to; a) Desire to thank and praise God through prayers.	1. How can you thank God?	- Learners listen to simple prayers from audio-visual devices and role-play short prayers.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 God's Creation	1.4 Communicating to God through prayer	By the end of the sub strand, the learner should be able to; a) Desire to thank and praise God through prayers.	1. How can you thank God?	- Learners listen to simple prayers from audio-visual devices and role-play short prayers.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 God's Creation	1.4 Communicating to God through prayer	By the end of the sub strand, the learner should be able to; a) Desire to thank and praise God through prayers.	1. How can you thank God?	- Learners listen to simple prayers from audio-visual devices and role-play short prayers.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Name the Bible as a Holy book used by Christians for spiritual growth.	1. What is a Bible?	- Learners are guided to identify the Bible in realia and in pictures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Name the Bible as a Holy book used by Christians for spiritual growth.	1. What is a Bible?	- Learners are guided to identify the Bible in realia and in pictures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Sing simple songs on the Bible as a Holy book of God to be respected.	1. At what time do you read the Bible?	- Learners are guided to recognize the Bible as a Holy book.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Sing simple songs on the Bible as a Holy book of God to be respected.	1. At what time do you read the Bible?	- Learners sing songs on the Bible as a Holy book (e.g. 'Read your Bible, pray every day').	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Respect the Bible as a Holy book for spiritual growth.	1. Why is the Bible called a Holy book?	- Learners are guided to observe and colour drawn pictures of the Bible.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Respect the Bible as a Holy book for spiritual growth.	1. Why is the Bible called a Holy book?	- In small groups, learners are guided to demonstrate how to handle the Bible with care and respect.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Appreciate the Bible as a Holy Book in daily life.	1. How should we handle the Bible?	- Learners are shown pictures of children reading the Bible.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Appreciate the Bible as a Holy Book in daily life.	1. How should we handle the Bible?	- Learners are shown pictures of children reading the Bible.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Appreciate the Bible as a Holy Book in daily life.	1. How should we handle the Bible?	- Learners are shown pictures of children reading the Bible.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Holy Bible	2.1 The Bible	By the end of the sub strand, the learner should be able to; a) Appreciate the Bible as a Holy Book in daily life.	1. How should we handle the Bible?	- Learners are shown pictures of children reading the Bible.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

PP1 Religious Education Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP1 Religious Education Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 God's Creation

1 Sub-strand7 Lessons in Term 2

1.1 1.4 Communicating to God through prayer

7 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Name different times of prayer for his/her spiritual nourishment.
Demonstrate postures for prayer as a way of communicating with God.
Recite simple prayers for his/her spiritual growth.
Desire to thank and praise God through prayers.

Key Inquiry Questions (KIQs)

How do you communicate to God?
How do you pray?
What times do you pray?
Who answers your prayers?
How can you thank God?

Learning Experiences

Learners are guided to name different times of prayer.
Learners are guided to demonstrate postures for prayer (kneeling, bowing, closing eyes).
Learners are guided to recite simple prayers.
Learners are guided to say simple prayers for different times (morning, before meals, bedtime).
Learners listen to simple prayers from audio-visual devices and role-play short prayers.

Teaching Resources

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

Strand 2.0

2.0 Holy Bible

1 Sub-strand7 Lessons in Term 2

2.1 2.1 The Bible

7 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Name the Bible as a Holy book used by Christians for spiritual growth.
Sing simple songs on the Bible as a Holy book of God to be respected.
Respect the Bible as a Holy book for spiritual growth.
Appreciate the Bible as a Holy Book in daily life.

Key Inquiry Questions (KIQs)

What is a Bible?
At what time do you read the Bible?
Why is the Bible called a Holy book?
How should we handle the Bible?

Learning Experiences

Learners are guided to identify the Bible in realia and in pictures.
Learners are guided to recognize the Bible as a Holy book.
Learners sing songs on the Bible as a Holy book (e.g. 'Read your Bible, pray every day').
Learners are guided to observe and colour drawn pictures of the Bible.
In small groups, learners are guided to demonstrate how to handle the Bible with care and respect.
Learners are shown pictures of children reading the Bible.

Teaching Resources

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

Strand 3.0

3.0 Christian Religious Festivals and Rituals

3 Sub-strands20 Lessons in Term 2

3.1 3.1 Birth of Jesus Christ

7 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Narrate the story on the birth of Jesus our saviour.
Name the parents of Jesus Christ.
Name the place of Jesus’ birth.
Role-play the birth of Jesus Christ.
Demonstrate the visit by the shepherds through role-playing to signify God’s love.
Colour the drawn pictures of Baby Jesus and His parents at the manger.
Appreciate the birth of Jesus as the saviour of mankind.

Key Inquiry Questions (KIQs)

When is your birthday?
How do you celebrate your birthday?
Where was Jesus Christ born?
Who are the parents of Jesus?
Which town was Jesus Christ born in?

Learning Experiences

Learners listen to the story about the birth of Jesus Christ.
In groups, learners narrate the story of the birth of Jesus Christ.
Learners role-play the birth of Jesus.
Learners observe displayed pictures of the birth of Jesus Christ, His birthplace and parents.
Learners view video clips on the birth of Jesus.
Learners colour drawn pictures of Baby Jesus and His parents at the manger.

Teaching Resources

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

3.2 3.2 Christian festivals: Christmas

7 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Identify Christmas as a Christian festival to celebrate the birth of Jesus Christ.
Role-play a Christmas event.
Sing Christmas carols and festivals.
Appreciate Christmas as celebration of Jesus Christ’s birthday.

Key Inquiry Questions (KIQs)

When is your birthday?
How do you celebrate your birthday?
When was Jesus Christ born?
How do we call the day Jesus was born?
How do you celebrate on Christmas day?

Learning Experiences

Learners are guided to retell the story of the birth of Jesus Christ.
In small groups, learners walk around the classroom and observe pictures on Christmas events.
Learners sing simple Christmas carols.
Learners listen or watch audio-visual materials on events that take place during Christmas festivals.

Teaching Resources

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

3.3 3.3 Christian rituals

6 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Name some Christian rituals performed in church to promote spiritual growth.
Role-play the giving of offerings as a ritual in church.
Demonstrate Christian rituals associated with prayer to improve prayer life.
Appreciate taking part in Christian rituals (offerings, prayers) for spiritual nourishment.

Key Inquiry Questions (KIQs)

What do you do in church?
How should you behave while in church?
What do you do when praying?
What do you give to God in church?

Learning Experiences

Learners are guided to name simple Christian rituals (giving offerings and prayers).
Learners role-play the Christian ritual of giving offerings.
In groups, learners practice Christian rituals associated with prayer (e.g. closing eyes during prayers).
Learners observe audio-visual clips and pictures of people praying and giving offerings in church.

Teaching Resources

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

PP1 Religious Education Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP1 Religious Education Activities showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

1.0 God's Creation

Term 2Current

1.0 God's Creation
2.0 Holy Bible
3.0 Christian Religious Festivals and Rituals

Term 3View Term 3 →

3.0 Christian Religious Festivals and Rituals
4.0 Christian Values
5.0 Places of Worship

Other PP1 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in PP1.

Mathematical Activities (Term 2)Environmental Activities (Term 2)Psychomotor & Creative Activities (Term 2)Language Activities (Term 2)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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 Grade 9 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: PP1 Religious Education Activities Term 2

What strands and sub-strands are covered in PP1 Religious Education Activities Term 2?

In Term 2, PP1 Religious Education Activities covers the following main strands: 1.0 God's Creation, 2.0 Holy Bible, 3.0 Christian Religious Festivals and Rituals. 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 PP1 Religious Education Activities 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 PP1 Religious Education Activities 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.