CBE · Lower Primary
Grade 1 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 1 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 1
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 1 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creation Competencies | Self-efficacy: related to | Communication:
Self- Awareness
Creation
My Family
Creation Competencies | Learning and animals | Imagination
Creation of Plants and Animals
The Holy Bible
The Word of God
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: identity their uniqueness as guided by the word of God. | The learner is guided to: in pairs read Genesis 1:27; say why they are a special creation. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: state their gender according to Genesis 1:27. | The learner is guided to: sing songs related to their uniqueness and that of others. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate that God knows them by their names. who they are as can speak clearly and. | The learner is guided to: state their gender as guided by Genesis 1:27. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: identity their uniqueness as guided by the word of God. | The learner is guided to: draw and colour a picture of a boy and a girl; in turns read Isaiah 43:1. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: state their gender according to Genesis 1:27. | The learner is guided to: write their names on flash cards and display them in class; sing songs related to their names. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate that God knows them by their names. who they are as can speak clearly and. | The learner is guided to: watch a clip of a palm of a hand with a name on it. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: identity their uniqueness as guided by the word of God. | The learner is guided to: draw the palm of a hand and write their names. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Creation Competencies | Self-efficacy: related to | Communication: | Self- Awareness | By the end of the lesson, the learner should be able to: state their gender according to Genesis 1:27. | The learner is guided to: Sing the song, ‘I’ am fearfully and wonderfully made’; memorize Isaiah 49:16. they engage in activities such as mentioning their names effectively as they read the Bible verses and memorize the. | What makes you a special creation? and singing songs scriptures. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Creation | My Family | By the end of the lesson, the learner should be able to: name members of their family. | The learner is guided to: list names of family members on flash cards. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Creation | My Family | By the end of the lesson, the learner should be able to: pray with family members to foster unity. | The learner is guided to: draw and colour family members; demonstrate how they pray at home. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Creation | My Family | By the end of the lesson, the learner should be able to: identify items they share at home. | The learner is guided to: list the number of times they pray at home as a family. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Creation | My Family | By the end of the lesson, the learner should be able to: appreciate family members by praying with them. | The learner is guided to: mention instances they lead prayers at home. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Creation | My Family | By the end of the lesson, the learner should be able to: name members of their family. | The learner is guided to: in groups or pairs, list items they share at home; colour a picture of a family sharing a meal together. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Creation | My Family | By the end of the lesson, the learner should be able to: pray with family members to foster unity. | The learner is guided to: sing the song, ’Read your Bible pray every day’ memorize Matthew 7:7. | How do you relate with family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Creation Competencies | Learning and animals | Imagination | Creation of Plants and Animals | By the end of the lesson, the learner should be able to: name plants and animals in the environment. | The learner is guided to: picture read Genesis 1:11,24. | Why should you take care of plants and animals? more about plants and plants. | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 1 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The Holy Bible
The Word of God · Bible Story: Joseph and his brothers · Bible Story: The chariot of fire
The early life of Jesus Christ
The birth of Jesus Christ · Jesus Christ in the Temple
The life of Jesus Christ
Baptism of Jesus Christ
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The Holy Bible | The Word of God | By the end of the lesson, the learner should be able to: identify ways of handling the Holy Bible; mention the two divisions of the Holy Bible. | The learner is guided to: say how they take care of the Holy Bible; tell why they should respect the Holy Bible; role play handling the Holy Bible with care and respect; in small groups mention the two divisions of the Holy Bible (Old and New Testament). | Why should you handle the Bible with respect? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The Holy Bible | The Word of God | By the end of the lesson, the learner should be able to: name the first two books in the New Testament; desire to handle the Holy Bible with respect. | The learner is guided to: name the first two Gospel books (Matthew and Mark); listen to and sing a song about the Bible; sing a song on ‘read your Bible pray every day’. | Why should you handle the Bible with respect? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: narrate the story of Joseph and his brothers. | The learner is guided to: watch a video on Joseph’s coat of many colours in Genesis 37:3-4. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: discuss ways they treat their siblings. | The learner is guided to: draw a coat and colour it; in turns picture read Joseph’s dream in Genesis 37:5-8. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: identify values needed for peaceful co-existence. | The learner is guided to: in groups picture read Genesis 37:9-11. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: desire to live harmoniously with. | The learner is guided to: role play the story of Joseph. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: narrate the story of Joseph and his brothers. | The learner is guided to: say why Joseph’s brothers hated him; in groups share experiences of how they should treat their brothers and sisters. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | The Holy Bible | Bible Story: Joseph and his brothers | By the end of the lesson, the learner should be able to: discuss ways they treat their siblings. | The learner is guided to: list values needed to live well with others. | How did Joseph relate with his brothers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | The Holy Bible | Bible Story: The chariot of fire | By the end of the lesson, the learner should be able to: retell the story of Elijah and the chariot of fire. | The learner is guided to: picture read 2 kings 2:1,11-12; in groups draw and colour the chariot of fire. | How did Elijah honour God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | The Holy Bible | Bible Story: The chariot of fire | By the end of the lesson, the learner should be able to: list three ways of having a good relationship with God. | The learner is guided to: watch a video clip of Elijah and the Chariot of fire; in pairs, tell their friend three ways of pleasing God; sing a song about Elijah and the chariot of fire. | How did Elijah honour God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | The Holy Bible | Bible Story: The chariot of fire | By the end of the lesson, the learner should be able to: desire to respect God and parents. | The learner is guided to: write 2 Kings 2:12 on flash cards and display it in the Christian Religious Education learning corner; in groups tell ways they respect their parents or guardians at home. | How did Elijah honour God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | The early life of Jesus Christ | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: retell the birth of Jesus Christ as guided by the scriptures. | The learner is guided to: picture read the birth of Jesus according to Luke 2:4-13 and retell the story. | Why do we celebrate the birth of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The early life of Jesus Christ | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: dramatize the birth of Jesus Christ. | The learner is guided to: role play the birth of Jesus Christ. | Why do we celebrate the birth of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The early life of Jesus Christ | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: express the joy of the angels through song and dance. | The learner is guided to: listen and dance to a recorded Christmas carol ‘We wish you a merry Christmas’. | Why do we celebrate the birth of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | The early life of Jesus Christ | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: appreciate the birth of Jesus by participating in Christmas celebrations. | The learner is guided to: sing a song related to Luke 2:13-14. | Why do we celebrate the birth of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 1 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The life of Jesus Christ
Baptism of Jesus Christ · Wedding at Cana of Galilee · Healing Simon’s mother in-law
The life of Jesus Christ Christian values
Sharing
Christian values
Obedience · Thankfulness
The Church
A House of God · A house of Prayer
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The life of Jesus Christ | Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: name the place where Jesus Christ was baptized. | The learner is guided to: mention incidences of baptism they may have witnessed in their churches; in turns picture read Matthew 3:13-15. | Why is the baptism of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The life of Jesus Christ | Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: identify the person who baptized Jesus Christ. | The learner is guided to: watch a video clip on the Baptism of Jesus Christ; mention the place where Jesus was baptized and the person who baptized Him; in groups draw and colour Jesus being baptized. | Why is the baptism of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | The life of Jesus Christ | Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: practice humility in their interaction with others. | The learner is guided to: tell how Jesus showed humility during His baptism; sing baptismal songs familiar to them. | Why is the baptism of Jesus Christ important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | The life of Jesus Christ | Wedding at Cana of Galilee | By the end of the lesson, the learner should be able to: retell how Jesus changed water into wine. | The learner is guided to: in groups tell a story of a wedding that they attended and what they liked most; picture read the story of changing water into wine; John 2:1-10. | What happened at Cana of Galilee? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | The life of Jesus Christ | Wedding at Cana of Galilee | By the end of the lesson, the learner should be able to: obey instructions as portrayed in the wedding at Cana. | The learner is guided to: watch a video clip on the miracle of changing water into wine; tell how the servants responded to Jesus’ instructions in John 2:7-9. | What happened at Cana of Galilee? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | The life of Jesus Christ | Wedding at Cana of Galilee | By the end of the lesson, the learner should be able to: desire to be obedient in their interaction with others. | The learner is guided to: sing a song related to this miracle; share experiences of how they depend on God to provide for their needs. | What happened at Cana of Galilee? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | The life of Jesus Christ | Wedding at Cana of Galilee | By the end of the lesson, the learner should be able to: retell how Jesus changed water into wine. | The learner is guided to: in groups role play how they obey their parents, teachers and siblings; draw and colour the six jars of water. | What happened at Cana of Galilee? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | The life of Jesus Christ | Healing Simon’s mother in-law | By the end of the lesson, the learner should be able to: retell the healing of Simon’s mother-in-law. | The learner is guided to: The learner is guide to:; share experiences of how they help learners in need; role play an instance they helped a learner in need. | How did Simon’s mother-in-law express gratitude? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | The life of Jesus Christ | Healing Simon’s mother in-law | By the end of the lesson, the learner should be able to: show gratitude to others as portrayed by Simon’s mother-in-law. | The learner is guided to: picture read the miracle as guided in Luke 4:38-39; arrange pictures based on the miracle sequentially; retell the miracle after watching a video clip. | How did Simon’s mother-in-law express gratitude? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | The life of Jesus Christ | Healing Simon’s mother in-law | By the end of the lesson, the learner should be able to: appreciate Jesus power to heal the sick. | The learner is guided to: role play the healing of Simon’s mother-in-law; write a thank you note to parents and others who help them in their daily lives; sing thanksgiving songs to express gratitude to God. | How did Simon’s mother-in-law express gratitude? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | The life of Jesus Christ Christian values | Sharing | By the end of the lesson, the learner should be able to: identify items they share at home as a family. | The learner is guided to: identify items that can be shared at home; in pairs mention items shared at home and school. | Why is it important to share with others; How do you keep the environment clean? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | The life of Jesus Christ Christian values | Sharing | By the end of the lesson, the learner should be able to: practise the value of sharing at home and school; retell the story of the little boy with two fish and five loaves. | The learner is guided to: watch or listen to the miracle in John 6:1-14; role play the story of the little boy with two fish and five loaves; draw and colour the two fish and five loaves. | Why is it important to share with others; How do you keep the environment clean? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The life of Jesus Christ Christian values | Sharing | By the end of the lesson, the learner should be able to: desire to keep the environment clean and avoid wastage. | The learner is guided to: sing a song on sharing; keep the environment clean (John 6:12-13). | Why is it important to share with others; How do you keep the environment clean? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Christian values | Obedience | By the end of the lesson, the learner should be able to: list the importance of obeying parents. | The learner is guided to: in pairs read Ephesians 6:1-3; in groups mention why they should obey parents. | Why should you obey parents? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Christian values | Obedience | By the end of the lesson, the learner should be able to: practise obedience at home as guided by the scriptures. | The learner is guided to: say the benefits of obeying parents. | Why should you obey parents? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 1 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 1 Religious Education (CRE) so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.