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2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

PP2 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 PP2 Religious Education Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 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 PP2 Religious Education Activities in Term 2.

Class / Grade
PP2
Pre-Primary Level
Learning Area
Religious Education Activities
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

PP2 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.

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
111.0 God's Creation1.5 Communicating to God through Prayer

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

a) Respect different times of prayer.

1. What times do you pray to God?

- Practise saying prayers of thanksgiving and asking for God's protection (Matthew 7:7).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 God's Creation1.5 Communicating to God through Prayer

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

a) Appreciate prayer as one of the most important ways of talking to God.

1. Why do we talk to God and who answers our prayers?

- Demonstrate different postures when praying (kneeling, bowing head, closing eyes).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 God's Creation1.5 Communicating to God through Prayer

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

a) Appreciate prayer as one of the most important ways of talking to God.

1. Why do we talk to God and who answers our prayers?

- Demonstrate different postures when praying (kneeling, bowing head, closing eyes).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 God's Creation1.5 Communicating to God through Prayer

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

a) Appreciate prayer as one of the most important ways of talking to God.

1. Why do we talk to God and who answers our prayers?

- Demonstrate different postures when praying (kneeling, bowing head, closing eyes).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Holy Bible2.1 The Bible

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

a) Identify the Bible as a Holy book used by Christians for spiritual growth.

1. What is a Bible?

- Identify the Bible in realia and picture form (2 Timothy 3:15-16).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
212.0 Holy Bible2.1 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. What is a Bible?

- Sing songs on the Bible as a Holy book.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Holy Bible2.1 The Bible

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

a) Appreciate the Bible as a Holy book.

1. What time do you read the Bible?

- Colour drawn pictures of the Holy Bible.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
312.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
22.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
32.0 Holy Bible2.1 The Bible

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

a) Desire to read the Bible as a Holy book.

1. Why is the Bible called a Holy book?

- Observe pictures of people reading the Bible in church.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
42.0 Holy Bible2.2 Handling the Bible

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

a) Identify different ways of handling the Bible with respect to nurture responsibility.

1. How do we take care of the Bible?

- Guided on various ways of handling the Bible with care and clean hands (Deuteronomy 17:19).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
52.0 Holy Bible2.2 Handling the Bible

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

a) Demonstrate different ways of handling the Bible with care to promote respect for the word of God.

1. How do we take care of the Bible?

- Guided on various ways of handling the Bible with care and clean hands (Deuteronomy 17:19).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

PP2 Religious Education Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in PP2 Religious Education Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

1.0 God's Creation

1 Sub-strand5 Lessons in Term 2

1.1 1.5 Communicating to God through Prayer

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

2
Strand 2.0

2.0 Holy Bible

2 Sub-strands8 Lessons in Term 2

2.1 2.1 The Bible

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

2.2 2.2 Handling the Bible

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

3
Strand 3.0

3.0 Christian Religious Festivals and Rituals

2 Sub-strands11 Lessons in Term 2

3.1 3.1 Christian Festivals: Christmas and Easter

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

3.2 3.2 Christian Rituals

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

4
Strand 4.0

4.0 Christian Values

1 Sub-strand5 Lessons in Term 2

4.1 4.1 Greatest Commandment: Love of God and Neighbour

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

PP2 Religious Education Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 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
  • 4.0 Christian Values
Term 3View Term 3 →
  • 5.0 Places of Worship

Other PP2 Schemes of Work for Term 2

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

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Explore Schemes for Other CBC Grades

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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: PP2 Religious Education Activities Term 2

What strands and sub-strands are covered in PP2 Religious Education Activities Term 2?

In Term 2, PP2 Religious Education Activities covers the following main strands: 1.0 God's Creation, 2.0 Holy Bible, 3.0 Christian Religious Festivals and Rituals, 4.0 Christian Values. 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 PP2 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 PP2 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.