CBE · Lower Primary
Grade 3 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 3 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 3
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creation
Self- Awareness · My Family · Adam and Eve
Creation Holy Bible
The Bible as the word of God
The Holy Bible
Bible Story: Moses and the Burning Bush · Bible Story; The big fish Swallows Jonah · Bible Story; Naaman is Healed · Bible Story: The three Hebrew men
| 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: identify themselves as male or female according to Genesis 1:27. | The learner is guided to: read Genesis 1:27 and state their gender. | How do you cope with emotions? | 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: describe how they cope with happy or sad feelings. | The learner is guided to: list different activities done by boys and girls; write Psalms 139:13 on flash cards and read aloud. | How do you cope with emotions? | 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: make right choices guided by the word of God. | The learner is guided to: draw and colour faces depicting various emotions. | How do you cope with emotions? | 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: appreciate his or her gender as guided by the scriptures. | The learner is guided to: in groups list good thoughts and feelings e.g. loving others, loving God, having joy, forgiving others. | How do you cope with emotions? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Creation | Self- Awareness | By the end of the lesson, the learner should be able to: identify themselves as male or female according to Genesis 1:27. | The learner is guided to: sing a song ‘I’m happy today so happy in Jesus name I’m happy……………; avoid bad thoughts which can lead to bad behaviour, such as, fights. stealing, hating others, abusing others, talking about other people behind their back. | How do you cope with emotions? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Creation | Self- Awareness | By the end of the lesson, the learner should be able to: describe how they cope with happy or sad feelings. | The learner is guided to: list results of making bad choices and share in class’. | How do you cope with emotions? | 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: name family members in the nuclear and extended family. | The learner is guided to: name members of their family. | Why should you respect family members? | 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: draw the family tree to understand family relationships. | The learner is guided to: tell how they relate with family members; draw and colour the family tree. | Why should you respect family members? | 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: desire to respect family members for harmonious living. | The learner is guided to: compose a poem to appreciate members of their families. | Why should you respect family members? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Creation | Adam and Eve | By the end of the lesson, the learner should be able to: recognise God as the creator of Adam and Eve. | The learner is guided to: picture read Genesis 2:7. | Why should you obey parents and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Creation | Adam and Eve | By the end of the lesson, the learner should be able to: describe how Adam and Eve disobeyed God. | The learner is guided to: picture read Genesis 2:16-17. | Why should you obey parents and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Creation | Adam and Eve | By the end of the lesson, the learner should be able to: state four results of Adam’s disobedience. | The learner is guided to: tell how man disobeyed God in Genesis 3:6-7; mention the result of man’s disobedience; Genesis 3:17,19 & 23. | Why should you obey parents and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Creation | Adam and Eve | By the end of the lesson, the learner should be able to: desire to exercise obedience in day-to-day life. | The learner is guided to: compose a poem on the importance of obeying parents. | Why should you obey parents and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Creation Holy Bible | The Bible as the word of God | By the end of the lesson, the learner should be able to: differentiate the Bible from other books as guided in 2 Timothy 3:16A. | The learner is guided to: in pairs tell the difference between the Bible and other Books; in groups draw and colour the Holy Bible. | Why is the Bible a Holy book? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Creation Holy Bible | The Bible as the word of God | By the end of the lesson, the learner should be able to: state the number of books in the New testament. | The learner is guided to: sing the song “My Bible and I…………………”; in groups read 2 Timothy 3:16A and say why they should respect the Bible. | Why is the Bible a Holy book? | 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 3 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The Holy Bible
Bible Story: The three Hebrew men · Bible Story; Elisha and the Boys
The Early Life of Jesus Christ
The Birth of Jesus Christ
The life of Jesus Christ
The good Samaritan · Jesus Christ walks on water · Raising of Jairus’ Daughter · Easter
The life of Jesus Christ The Life of Jesus Christ
The Little Boy with five loaves and two fish
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The Holy Bible | Bible Story: The three Hebrew men | By the end of the lesson, the learner should be able to: narrate the story of the three Hebrew men; list three lessons learnt from the story; desire to depend on God when faced with challenges. | The learner is guided to: picture read Daniel 3:15-16, 18, 23-30; watch a video on the story; tell why the three men were thrown into the fire; draw and colour the three Hebrew men and the fourth person who rescued them; mention lessons learnt from the story; dramatize the three Hebrew men being rescued; sing a song on the story. | How were the three Hebrew men rescued from fire? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The Holy Bible | Bible Story; Elisha and the Boys | By the end of the lesson, the learner should be able to: retell the story of Elisha and the boys. | The learner is guided to: read 2 Kings 2: 23-24 and retell the story of Elisha and the boys; mention the number of boys in the story. | How did Elisha respond to the boys who insulted him? | 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; Elisha and the Boys | By the end of the lesson, the learner should be able to: mention four lessons learnt from the story of Elisha and the boys. | The learner is guided to: draw ,colour and display pictures of the two bears; in pair tell why they should respect the elderly. | How did Elisha respond to the boys who insulted him? | 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; Elisha and the Boys | By the end of the lesson, the learner should be able to: desire to respect the elderly in the community. | The learner is guided to: in pars say why they should not follow their friends do to mischief. | How did Elisha respond to the boys who insulted him? | 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; Elisha and the Boys | By the end of the lesson, the learner should be able to: retell the story of Elisha and the boys. | The learner is guided to: role play the story of Elisha and the boys; compose a poem on how to respect the elderly in the society. | How did Elisha respond to the boys who insulted him? | 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: retell the story of the wise men. | The learner is guided to: in pairs read Matt 2:1-2; watch a video clip on the wise men from the East; in groups role play the story of the wise men. | Who were the wise men? | 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: name the home town of Jesus Christ. | The learner is guided to: draw stars and colour them; mention where they come from. | Who were the wise men? | 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: desire to be led by God in their daily lives. | The learner is guided to: say what they like about their home town; name the town where Jesus grew up Luke 2: 39- 40; compose a poem about their home town of Jesus. | Who were the wise men? | 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 | The good Samaritan | By the end of the lesson, the learner should be able to: narrate the story of the Good Samaritan. | The learner is guided to: read Luke 10:30-37 in turns. | How did the Good Samaritan show kindness? | 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 | The good Samaritan | By the end of the lesson, the learner should be able to: list four lessons learnt from the story of the Good Samaritan. | The learner is guided to: watch a video on the story of the Good Samaritan. | How did the Good Samaritan show kindness? | 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 | The good Samaritan | By the end of the lesson, the learner should be able to: desire to show kindness to people in need. | The learner is guided to: role play the story of the Good Samaritan. | How did the Good Samaritan show kindness? | 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 | The good Samaritan | By the end of the lesson, the learner should be able to: narrate the story of the Good Samaritan. | The learner is guided to: mention lessons learnt from the story of the Good Samaritan. | How did the Good Samaritan show kindness? | 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 | The good Samaritan | By the end of the lesson, the learner should be able to: list four lessons learnt from the story of the Good Samaritan. | The learner is guided to: tell how they help people in need. | How did the Good Samaritan show kindness? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The life of Jesus Christ | The good Samaritan | By the end of the lesson, the learner should be able to: desire to show kindness to people in need. | The learner is guided to: sing a song about the Good Samaritan. | How did the Good Samaritan show kindness? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | The life of Jesus Christ The Life of Jesus Christ | The Little Boy with five loaves and two fish | By the end of the lesson, the learner should be able to: retell the miracle of the five loaves and two fish. | The learner is guided to: picture read John 6:1-14; watch a video of the little boy with five loaves and two fish. | Why is the story of the little Boy important to Christians today? | 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 3 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Christian Values
Honesty · Thankfulness · Forgiveness · Trust
Christia n Values
Responsibility
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 | Honesty | By the end of the lesson, the learner should be able to: narrate the story of Ananias and Sapphira. | The learner is guided to: picture read the story of Ananias and Sapphira in Acts 5:1-11. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Christian Values | Honesty | By the end of the lesson, the learner should be able to: practise honesty by taking offerings given by parents to Church. | The learner is guided to: watch a video clip about Ananias and Saphira. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Christian Values | Honesty | By the end of the lesson, the learner should be able to: explain the importance of respecting other people’s property. | The learner is guided to: mention lessons learnt from the story of Ananias and Sapphira. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Christian Values | Honesty | By the end of the lesson, the learner should be able to: desire to exercise honesty in day-to-day life. | The learner is guided to: in groups sing a song on honesty. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Christian Values | Honesty | By the end of the lesson, the learner should be able to: narrate the story of Ananias and Sapphira. | The learner is guided to: say why they should not use church offerings for other purposes. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | 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: practise honesty by taking offerings given by parents to Church. | The learner is guided to: in groups role play ways of respecting other people’s properties. | Why should you practise honesty as a Christian?; Why should you respect other people’s property? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Christian Values | Thankfulness | By the end of the lesson, the learner should be able to: list ways they thank God in day-to -day-life. | The learner is guided to: write Psalms 136:1 on flash cards and read it aloud in class; in pairs tell why they should thank God. | Why should you thank God for your family, friends and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Christian Values | Thankfulness | By the end of the lesson, the learner should be able to: state reasons for thanking God for their family, friends and teachers. | The learner is guided to: write on flash cards reasons for thanking God, family, friends and teachers; make cards to thank God and mount them at the CRE corner. | Why should you thank God for your family, friends and teachers? | 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: desire to thank God in day-to-day life. | The learner is guided to: sing songs of thanking God through singing games; role play in groups various ways of thanking God for family, friends and teachers. | Why should you thank God for your family, friends and teachers? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Christian Values | Forgiveness | By the end of the lesson, the learner should be able to: retell story of the unforgiving servant. | The learner is guided to: observe and read pictures of the unforgiving servant (Matthew 18:21-31); watch a video on the unforgiving servant. | Why should you forgive others? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Christian Values | Forgiveness | By the end of the lesson, the learner should be able to: dramatize the story of unforgiving servant. | The learner is guided to: role play the story of the unforgiving servant. | Why should you forgive others? | 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: desire to forgive others in their day-to-day lives. | The learner is guided to: always say, ‘Sorry’ when they wrong others. | Why should you forgive others? | 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: retell story of the unforgiving servant. | The learner is guided to: write Colossians 3:13 on flash cards and read aloud in turns; say what to do when wronged. | Why should you forgive others? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Christian Values | Trust | By the end of the lesson, the learner should be able to: identify people they can trust for their own safety. | The learner is guided to: list people they can trust for their own safety. | How do you ensure personal safety? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Christian Values | Trust | By the end of the lesson, the learner should be able to: mention the people to report to when molested or touched inappropriately. | The learner is guided to: mention the people to report to in case they are molested or touched inappropriately. | How do you ensure personal safety? | 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 3 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 3 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.