CBE · Lower Primary
Grade 2 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 2 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 2
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 2 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATION
Self- Awareness · My Family · Creation of the sky, sun, moon and stars
THE HOLY BIBLE
Bible as a Guide · Divisions of the Bible · Bible Story: The Call of Samuel · Bible Story: Daniel in the den of lions
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATION | Self- Awareness | By the end of the lesson, the learner should be able to: state what they like about themselves. | The learner is guided to: recite Psalms 139:13; in pairs mention what they like about themselves. | Why are you a special creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATION | Self- Awareness | By the end of the lesson, the learner should be able to: list five different chores they do at home. | The learner is guided to: draw pictures of what they like about their physical features; in pairs observe and state in front of the class their similarities and differences (Genesis 1:27). | Why are you a special creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATION | Self- Awareness | By the end of the lesson, the learner should be able to: appreciate their physical appearance. | The learner is guided to: be ordered from the shortest to the tallest and play games that give an advantage to both; in pairs list the chores they do at home. | Why are you a special creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATION | Self- Awareness | By the end of the lesson, the learner should be able to: state what they like about themselves. | The learner is guided to: role play different chores they do at home; sing a song about their physical appearance, ’Mwili wangu ni wa ajabu sana nani aliyeniumba mimi nashangaa…………………..’. | Why are you a special creation? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATION | My Family | By the end of the lesson, the learner should be able to: name family members to promote a sense of belonging. | The learner is guided to: in turns read Acts 10:2; name members of their extended family. | Why is family unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATION | My Family | By the end of the lesson, the learner should be able to: state items shared at home to foster family unity. | The learner is guided to: draw and colour members of their extended family; share experiences of how they relate with members of the extended family. | Why is family unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATION | My Family | By the end of the lesson, the learner should be able to: identify four items that should not be shared at home for healthy living. | The learner is guided to: mention items they share at home. | Why is family unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATION | My Family | By the end of the lesson, the learner should be able to: appreciate members of the extended family for harmonious co-existence. | The learner is guided to: list items that should not be shared at home; say why they should not share the items listed. | Why is family unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATION | Creation of the sky, sun, moon and stars | By the end of the lesson, the learner should be able to: recognise God as the creator of the sky, sun, moon and stars. | The learner is guided to: observe pictures of the sun, moon and stars (Genesis 1:14-19). | Why is God’s creation peculiar? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATION | Creation of the sky, sun, moon and stars | By the end of the lesson, the learner should be able to: draw the sun, moon and stars to appreciate God’s creation. | The learner is guided to: observe the sky and tell what they see during the day and at night. | Why is God’s creation peculiar? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATION | Creation of the sky, sun, moon and stars | By the end of the lesson, the learner should be able to: respect God as the creator of everything. | The learner is guided to: draw and colour the sun, moon and stars; cut and mount pictures of the sun, moon and stars on a chart. | Why is God’s creation peculiar? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATION | Creation of the sky, sun, moon and stars | By the end of the lesson, the learner should be able to: recognise God as the creator of the sky, sun, moon and stars. | The learner is guided to: sing a song on creation, ‘Bwana Mungu nashangaa kabisa………. | Why is God’s creation peculiar? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATION | Creation of the sky, sun, moon and stars | By the end of the lesson, the learner should be able to: draw the sun, moon and stars to appreciate God’s creation. | The learner is guided to: in groups write the verse in Genesis 1:16 on flash cards and display it in class. | Why is God’s creation peculiar? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE HOLY BIBLE | Bible as a Guide | By the end of the lesson, the learner should be able to: list the importance of reading the Bible. | The learner is guided to: in groups, list the importance of reading the Bible; list the number of times they read the Bible as a family. | Why do you read the Bible?; How regularly do you read the Bible? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE HOLY BIBLE | Bible as a Guide | By the end of the lesson, the learner should be able to: state how often they read the Bible as a family. | The learner is guided to: watch a video clip of children reading the Bible. | Why do you read the Bible?; How regularly do you read the Bible? | 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 2 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE HOLY BIBLE
The Bible Story: The Widow of Zarephath
THE EARLY LIFE OF JESUS CHRIST
The birth of Jesus Christ · Kindness of the Wise Men · Jesus calms the Storm · Miraculous catch of Fish · Healing the Man with a Withered Hand · Easter
CHRISTIAN VALUES
Sharing
| 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 Bible Story: The Widow of Zarephath | By the end of the lesson, the learner should be able to: retell the story of the widow of Zarephath. | The learner is guided to: picture read 1Kings 17:7-16. | Why did Elijah go to Zarephath?; How did the widow get enough flour and oil? | 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 Bible Story: The Widow of Zarephath | By the end of the lesson, the learner should be able to: identify lessons learnt from the miracle. | The learner is guided to: watch a video clip on the miracle; 1 Kings 17:7-16. | Why did Elijah go to Zarephath?; How did the widow get enough flour and oil? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE HOLY BIBLE | The Bible Story: The Widow of Zarephath | By the end of the lesson, the learner should be able to: desire to depend on God’s provision. | The learner is guided to: mention in groups two lessons learnt from the miracle. | Why did Elijah go to Zarephath?; How did the widow get enough flour and oil? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | THE HOLY BIBLE | The Bible Story: The Widow of Zarephath | By the end of the lesson, the learner should be able to: retell the story of the widow of Zarephath. | The learner is guided to: in pairs draw and colour bread. | Why did Elijah go to Zarephath?; How did the widow get enough flour and oil? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | THE HOLY BIBLE | The Bible Story: The Widow of Zarephath | By the end of the lesson, the learner should be able to: identify lessons learnt from the miracle. | The learner is guided to: sing a song on trusting God. | Why did Elijah go to Zarephath?; How did the widow get enough flour and oil? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | THE EARLY LIFE OF JESUS CHRIST | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: relate the joy of the shepherds as guided by the scriptures. | The learner is guided to: in turns picture read Luke 2:15-20. | Why is the birth of Jesus Christ important to all human kind? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | THE EARLY LIFE OF JESUS CHRIST | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: describe the dedication of baby Jesus. | The learner is guided to: watch a video clip about the shepherds; observe pictures of shepherds worshipping baby Jesus. | Why is the birth of Jesus Christ important to all human kind? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | 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 Christ our Saviour by obeying Him. | The learner is guided to: sing songs related to the birth of Jesus Christ. | Why is the birth of Jesus Christ important to all human kind? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | THE EARLY LIFE OF JESUS CHRIST | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: relate the joy of the shepherds as guided by the scriptures. | The learner is guided to: picture read Luke 2:22-24; draw and colour pictures of a dove and a pigeon (Luke2:24). | Why is the birth of Jesus Christ important to all human kind? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE EARLY LIFE OF JESUS CHRIST | The birth of Jesus Christ | By the end of the lesson, the learner should be able to: describe the dedication of baby Jesus. | The learner is guided to: in groups role play the dedication of baby Jesus (Luke 2:22-24). | Why is the birth of Jesus Christ important to all human kind? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE EARLY LIFE OF JESUS CHRIST | Kindness of the Wise Men | By the end of the lesson, the learner should be able to: list three gifts given to baby Jesus by the wise men. | The learner is guided to: in turns read Matthew 2:11; name gifts that were brought to baby Jesus by the three wise men. | How did the wise men show kindness? | 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 | Kindness of the Wise Men | By the end of the lesson, the learner should be able to: demonstrate assertiveness by refusing gifts from strangers. | The learner is guided to: draw and colour gifts given to baby Jesus; use flash cards to role play exchange of gifts. | How did the wise men show kindness? | 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 | Kindness of the Wise Men | By the end of the lesson, the learner should be able to: appreciate Jesus Christ as a gift from God. | The learner is guided to: role play saying, ‘thank you’ after receiving gifts from friends and family members; avoid receiving gifts from strangers. | How did the wise men show kindness? | 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 | Kindness of the Wise Men | By the end of the lesson, the learner should be able to: list three gifts given to baby Jesus by the wise men. | The learner is guided to: list in groups the negative results of receiving gifts from strangers; sing a gratitude song about Jesus love, ‘Jesus love is very very wonderful……………’. | How did the wise men show kindness? | 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 | Jesus calms the Storm | By the end of the lesson, the learner should be able to: narrate the miracle of calming the storm. | The learner is guided to: in turns picture read Matthew 8:23-27; watch a video clip on the miracle of calming the storm. | How did Jesus calm the storm? | 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 2 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CHRISTIAN VALUES
Sharing · Obedience · Honesty · Thankfulness · Forgiveness · Responsibility · Work
THE CHURCH
Prayer · The Holy Spirit
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CHRISTIAN VALUES | Sharing | By the end of the lesson, the learner should be able to: identify five items shared at school; demonstrate kindness by sharing items with others. | The learner is guided to: in pairs list various items that can be shared at school; in groups draw and colour items they share at school; in pairs talk about instances they have shared items with those in need; list the importance of sharing with others. | Why is it important to share with others? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CHRISTIAN VALUES | Sharing | By the end of the lesson, the learner should be able to: desire to share items to promote harmonious living. | The learner is guided to: role play sharing items in class; sing a song on sharing; write Hebrews 13:16 on flash cards and read aloud. | Why is it important to share with others? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CHRISTIAN VALUES | Obedience | By the end of the lesson, the learner should be able to: list five ways they obey teachers and the children’s government. | The learner is guided to: write Hebrews 13:17 on flash cards and read aloud; share experiences of how they obey teachers. | Why should you obey teachers and leaders at school? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CHRISTIAN VALUES | Obedience | By the end of the lesson, the learner should be able to: discuss reasons for obeying teachers and the children’s government. | The learner is guided to: tell why they should obey teachers and the children’s government; compose a poem on obedience. | Why should you obey teachers and leaders at school? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CHRISTIAN VALUES | Obedience | By the end of the lesson, the learner should be able to: practise obedience in their day-to-day lives. | The learner is guided to: discuss how disobedience affects them negatively; sing a song on obedience “trust and obey for there’s no other way……………..’’. | Why should you obey teachers and leaders at school? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CHRISTIAN VALUES | Honesty | By the end of the lesson, the learner should be able to: tell reasons for telling the truth in their interaction with others. | The learner is guided to: read in groups Proverbs 12:17,19; say why they should tell the truth always; in groups tell why they should complete their homework on time. | Why should you tell the truth always?; Why is it wrong to copy other pupils work? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CHRISTIAN VALUES | Honesty | By the end of the lesson, the learner should be able to: demonstrate responsibility by completing their homework on time; practise honesty by taking lost and found items to the teacher or parent. | The learner is guided to: list the negative results of copying other pupils work; tell why they should not take other people’s property without permission. | Why should you tell the truth always?; Why is it wrong to copy other pupils work? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CHRISTIAN VALUES | Honesty | By the end of the lesson, the learner should be able to: desire to be honest by not copying other pupils’ work. | The learner is guided to: role play taking lost and found items to the teacher; write Proverbs 12:19 on flash cards and read aloud; sing a song on telling the truth. | Why should you tell the truth always?; Why is it wrong to copy other pupils work? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CHRISTIAN VALUES | Thankfulness | By the end of the lesson, the learner should be able to: list the importance of thanking others. | The learner is guided to: mention why they should thank other people; role play situations which require thankfulness. | Why should you be thankful? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CHRISTIAN VALUES | Thankfulness | By the end of the lesson, the learner should be able to: demonstrate thankfulness in day-to-day life. | The learner is guided to: in pairs exchange gifts and practice saying, ‘Thank you’; in groups write 1Thessalonians 5:18 on flash cards and read aloud. | Why should you be thankful? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CHRISTIAN VALUES | Thankfulness | By the end of the lesson, the learner should be able to: appreciate God by thanking Him always. | The learner is guided to: compose poems to thank parents for taking good care of them; sing a song on thanksgiving. | Why should you be thankful? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CHRISTIAN VALUES | Forgiveness | By the end of the lesson, the learner should be able to: practise forgiveness to foster harmonious living. | The learner is guided to: watch a video clip on the prodigal son (Luke 15:11-22. | Why should you forgive others?; What should you do when someone wrongs you? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CHRISTIAN VALUES | Forgiveness | By the end of the lesson, the learner should be able to: dramatize the story of the prodigal son. | The learner is guided to: role play the story of the prodigal son. | Why should you forgive others?; What should you do when someone wrongs you? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CHRISTIAN VALUES | Forgiveness | By the end of the lesson, the learner should be able to: desire to forgive others in their day-to-day lives. | The learner is guided to: write Matthew 18:21-22 on flash cards and read aloud; tell a friend how to avoid hurting others. | Why should you forgive others?; What should you do when someone wrongs you? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CHRISTIAN VALUES | Forgiveness | By the end of the lesson, the learner should be able to: practise forgiveness to foster harmonious living. | The learner is guided to: sing a song on forgiveness. | Why should you forgive others?; What should you do when someone wrongs you? | 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 2 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 2 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.