2026 KICD CBC Curriculum Design5 Strands · 12 Sub-strands66 Suggested Lessons

PP2 Religious Education Activities 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 PP2 Religious Education Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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PP2 Religious Education Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP2 Religious Education Activities under the Kenya CBC curriculum framework.

Class / Level: PP2
Major Strands: 5 Strands
Annual Lessons: 66 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

PP2 Religious Education Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 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	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Identify God as the provider for their needs.	1. What do your parents provide for you?	- Identify things provided by parents and things provided by God (Matthew 6:26).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Sing simple songs on God as a provider to enhance knowledge of God.	1. What do your parents provide for you?	- Identify things provided by parents and things provided by God (Matthew 6:26).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Identify God as a healer for their spiritual and physical nourishment.	1. What does God provide for us?	- Sing songs in praise of God as provider and healer.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Recite short poems of God as a healer to enhance trust in God.	1. What does God provide for us?	- Observe pictures of Jesus healing people (Luke 18:35-43).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Display understanding that God is a provider and healer for spiritual growth.	1. Have you ever been sick? Who is our healer?	- Recite simple poems on Jesus as healer (James 5:14, Psalms 107:19-20).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 God's Creation	1.1 God as the provider and healer	By the end of the sub strand, the learner should be able to; a) Appreciate God as the provider and healer.	1. Have you ever been sick? Who is our healer?	- Watch video clips on Jesus healing the sick.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 God's Creation	1.2 Creation: Parts of The Body	By the end of the sub strand, the learner should be able to; a) Name parts of the body that God created in His own image and likeness.	1. Who created your body?	- Mention and point to different parts of the body as created by God (1 Corinthians 6:19).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

PP2 Religious Education Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP2 Religious Education Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 God's Creation

5 Sub-strands26 Lessons

1.1 1.1 God as the provider and healer

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Identify God as the provider for their needs.
Sing simple songs on God as a provider to enhance knowledge of God.
Identify God as a healer for their spiritual and physical nourishment.
Recite short poems of God as a healer to enhance trust in God.
Display understanding that God is a provider and healer for spiritual growth.
Appreciate God as the provider and healer.

Key Inquiry Questions (KIQs)

What do your parents provide for you?
What does God provide for us?
Have you ever been sick? Who is our healer?

Suggested Experiences

Identify things provided by parents and things provided by God (Matthew 6:26).
Sing songs in praise of God as provider and healer.
Observe pictures of Jesus healing people (Luke 18:35-43).
Recite simple poems on Jesus as healer (James 5:14, Psalms 107:19-20).
Watch video clips on Jesus healing the sick.

Teaching Resources

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

1.2 1.2 Creation: Parts of The Body

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Name parts of the body that God created in His own image and likeness.
Demonstrate some ways of caring for parts of the body as the temple of the Holy Spirit.
Appreciate parts of the body as wonderfully made by God.

Key Inquiry Questions (KIQs)

Who created your body?
How many eyes, hands, ears and legs do you have?

Suggested Experiences

Mention and point to different parts of the body as created by God (1 Corinthians 6:19).
Sing songs appreciating themselves as fearfully and wonderfully made by God (Psalms 139:13-14).
Colour pictures of body parts and recite memory verses (Romans 12:4, 1 Corinthians 12:12).

Teaching Resources

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

1.3 1.3 Plants and Domestic Animals

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Name plants and domestic animals found at home and school as part of God's creation.
State simple ways of taking care of plants and domestic animals.
Demonstrate taking care of domestic animals and plants for social responsibility.
Appreciate plants and animals found at home and school as God's creation.

Key Inquiry Questions (KIQs)

Which domestic animals do you know?
Who created domestic animals and plants?
How do we care for flowers and animals?

Suggested Experiences

Identify plants (Genesis 1:11-12, Psalms 104:14) and domestic animals (Genesis 1:20-24).
Imitate sounds made by domestic animals (cows, cats, sheep).
Role play caring for animals and watering plants in the nature corner.

Teaching Resources

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

1.4 1.4 Name of God according to catchment language

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify the name of God as used in his/her catchment area for personal knowledge.
Identify the name of God in other communities for peaceful coexistence.
Appreciate the name of God according to catchment area for self-awareness.
Desire to know the name of God as used in other communities to promote unity.

Key Inquiry Questions (KIQs)

What is the name of God in your language?
What is the name of God in other languages?

Suggested Experiences

Mention names of God according to local catchment languages (Exodus 3:13-15).
Mention names of God from other communities using flashcards.
Sing simple songs in reverence to the name of God.

Teaching Resources

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

1.5 1.5 Communicating to God through Prayer

Term 1 Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

Mention simple prayers at different times for spiritual nourishment.
Recite prayers for different times as part of spiritual growth.
Respect different times of prayer.
Appreciate prayer as one of the most important ways of talking to God.

Key Inquiry Questions (KIQs)

How do we talk to God?
What times do you pray to God?
Why do we talk to God and who answers our prayers?

Suggested Experiences

Mention different times they pray (morning, meals, bedtime) (Daniel 6:10, 1 Peter 3:12).
Practise saying prayers of thanksgiving and asking for God's protection (Matthew 7:7).
Demonstrate different postures when praying (kneeling, bowing head, closing eyes).

Teaching Resources

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

Strand 2.0

2.0 Holy Bible

2 Sub-strands8 Lessons

2.1 2.1 The Bible

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

Identify 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.
Appreciate the Bible as a Holy book.
Desire to read the Bible as a Holy book.

Key Inquiry Questions (KIQs)

What is a Bible?
What time do you read the Bible?
Why is the Bible called a Holy book?

Suggested Experiences

Identify the Bible in realia and picture form (2 Timothy 3:15-16).
Sing songs on the Bible as a Holy book.
Colour drawn pictures of the Holy Bible.
Observe pictures of people reading the Bible in church.

Teaching Resources

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

2.2 2.2 Handling the Bible

Term 24 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different ways of handling the Bible with respect to nurture responsibility.
Demonstrate different ways of handling the Bible with care to promote respect for the word of God.
Sing simple songs on how to handle the Bible.
Appreciate the importance of handling the Bible as part of self-discipline.

Key Inquiry Questions (KIQs)

How do we take care of the Bible?
Where should we keep the Bible?
How do we carry the Bible?

Suggested Experiences

Guided on various ways of handling the Bible with care and clean hands (Deuteronomy 17:19).
Sing songs and recite poems on caring for the Bible as a holy book.
Demonstrate keeping the Bible in clean, safe places at home and in class.

Teaching Resources

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

Strand 3.0

3.0 Christian Religious Festivals and Rituals

2 Sub-strands11 Lessons

3.1 3.1 Christian Festivals: Christmas and Easter

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Identify Christian festivals for spiritual growth.
Give the meaning of Christmas and Easter as important celebrations of God's love.
Sing songs in praise of Christmas and Easter.
Role play Christmas and Easter events with joy.

Key Inquiry Questions (KIQs)

Which Christian festivals do you know?
What do you do during Christmas day and Easter?

Suggested Experiences

Retell the story of the birth of Jesus Christ (Luke 2:8-20, 2:4-7).
Sing Christmas carols and Easter resurrection songs (John 19:17-20).
Colour pictures of the nativity and Jesus carrying the cross.
Role play the birth of Jesus and Christmas celebration events.

Teaching Resources

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

3.2 3.2 Christian Rituals

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

Identify simple Christian rituals for spiritual growth (giving offerings, singing, prayer).
Demonstrate Christian rituals performed in church for spiritual nourishment.
Role play Christian rituals practiced according to different churches for peaceful coexistence.
Appreciate taking part in Christian rituals to promote love, responsibility and integrity.

Key Inquiry Questions (KIQs)

Why do we go to church?
What are some Christian rituals done in church?
What do you give as offerings in church?

Suggested Experiences

Name simple Christian rituals: giving offerings and singing (Deuteronomy 15:10, 1 Chronicles 29:9, Proverbs 21:26).
Role play the ritual of giving offerings in church.
Demonstrate Christian rituals associated with prayer (kneeling, closing eyes).
Observe video clips and pictures showing Christian rituals.

Teaching Resources

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

Strand 4.0

4.0 Christian Values

1 Sub-strand5 Lessons

4.1 4.1 Greatest Commandment: Love of God and Neighbour

Term 25 Lessons

Specific Learning Outcomes (SLOs)

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

State the greatest commandment of God for spiritual growth.
Practise the love of God and neighbour to promote interpersonal relationships.
Role play on how love of God and neighbour promotes peaceful coexistence.
Sing songs of God's love and neighbour to promote spiritual growth.
Appreciate the commandment on love of God and neighbour.

Key Inquiry Questions (KIQs)

Which is the greatest commandment of God?
How do you show love to your friends and classmates?
How do you show love to your neighbour at home?

Suggested Experiences

Tell the greatest commandment of God (Mark 12:29-31).
Sing songs expressing love to God and neighbours.
Role play sharing items (pens, books, food) as a demonstration of love for one another (John 13:34-35, 15:12-14).
Discuss why we love God and our neighbours.

Teaching Resources

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

Strand 5.0

5.0 Places of Worship

2 Sub-strands16 Lessons

5.1 5.1 Places of Worship and Church Service

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

Identify the church as a place of worship.
Identify different places of worship that exist in the community for peaceful coexistence.
Demonstrate activities that take place in church (singing, praying, giving offerings).
Respect different places of worship to promote religious tolerance.
Appreciate church service for spiritual nourishment.

Key Inquiry Questions (KIQs)

Where do you go for worship?
What tells you a building is a church?
What takes place during a church service?

Suggested Experiences

Identify the church as a place of worship (Matthew 21:13, Ephesians 1:23, Isaiah 56:7).
Observe different places of worship on charts and posters.
Role play activities that take place in church (singing, praying, giving offerings).
Visit a church near school and observe worship activities.

Teaching Resources

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

5.2 5.2 Behaviour in the Church

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Identify good behaviour for desirable Christian living.
Demonstrate good behaviour in church to show respect to God.
Recite short memory verses from the Bible on good behaviour for spiritual development.
Appreciate the importance of good behaviour in church to promote love and harmony.

Key Inquiry Questions (KIQs)

How do you behave when you are in church?
What are examples of good behaviour in church?

Suggested Experiences

Guided to tell good behaviour while in church (John 2:13-16).
Demonstrate examples of good behaviour (quietness, sitting appropriately, listening to sermon).
Sing songs emphasizing desirable behaviour in church.
Observe pictures and posters on good behaviour in church.

Teaching Resources

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

PP2 Religious Education Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP2 Religious Education Activities.

Term 1 Scheme13 Weeks

1.0 God's Creation

View Term 1

Term 2 Scheme14 Weeks

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

View Term 2

Term 3 Scheme9 Weeks

5.0 Places of Worship

View Term 3

Other PP2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP2.

Language Activities Hub Mathematical Activities Hub Psychomotor & Creative Activities Hub Environmental Activities 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 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

What are the main strands in PP2 Religious Education Activities?

The official KICD strands for PP2 Religious Education Activities are: 1.0 God's Creation, 2.0 Holy Bible, 3.0 Christian Religious Festivals and Rituals, 4.0 Christian Values, 5.0 Places of Worship. 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 PP2 Religious Education Activities?

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 PP2 Religious Education Activities 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 PP2 Religious Education Activities?

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.