CBE · Upper Primary
Grade 4 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 4 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 4
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creation
My Family family members · Attributes of God
The Holy Bible Bible
Respect for the Holy Bible
The Holy Bible
Balaam’s Donkey · Joseph interprets a Dream
The Life of Jesus
Healing of Blind
The Life of Jesus Christ
Healing the 10 Lepers · Jesus raises a Widow’s Son
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Self-awareness | By the end of the lesson, the learner should be able to: mention his/her name for identification and self-awareness; recognise that he/she is unique as a creation of God; acknowledge God as the Creator of our bodies; appreciate his/her uniqueness as God’s special creation; identify good thoughts and feelings in day-to-day life; explain the importance of being joyful; Philippians 4:4. | The learner is guided to: say their names; state what is unique about them; recite and meditate on Psalms 139:13 about being fearfully and wonderfully made; read Genesis 1:27 about, ‘created in the image and likeness of God’; sing a song related to their uniqueness. The learner is guided to:; sing a song related to good thoughts and feelings. | Why are you a special creation?; How do you control your thoughts and feelings?; How do you cope with anger or sadness? What are the effects of the choices you make? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | ||
| 1 | 2 | Self-awareness | By the end of the lesson, the learner should be able to: list lessons learnt from Ephesians 4:26; apply the lessons learnt to cope with emotions in; list choices they make in day-to-day life; discuss results of choices they make in daily life; make right choices guided by Christian principles; acquire responsibility by making right choices. | The learner is guided to: list good thoughts such as sharing with others, helping parents, being happy, being thankful, respecting others; write Philippians 4:4 on flash cards and recite it; share experiences on how they The learner is guided to:; in pairs, list choices they make in day-to –day life; list results of choices that they make; sing a song about good choices; role play ‘making right choices that are acceptable to God.’. | Why are you a special creation?; How do you control your thoughts and feelings?; How do you cope with anger or sadness? What are the effects of the choices you make? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | ||
| 2 | 1 | Creation | My Family family members | By the end of the lesson, the learner should be able to: name family members in the nuclear and extended family; draw a family tree to understand relationships within the family; explain why it is important to honour parents; Ephesians 6:1-3. | The learner is guided to: sing a song related to family relationships; name family members in the nuclear family; name family members in the extended family (cousins, aunts, uncles, grandparents and great grandparents); draw a family tree and write names of family members on it; list ways of respecting family members. | Why is it important to know members of your family? Why are healthy family relationships important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Creation | My Family family members | By the end of the lesson, the learner should be able to: desire to respect family members for harmonious co-existence; take care when alone with people of the opposite sex. | The learner is guided to: type a poem on their digital devices about respect for family member; watch a video clip of family members eating or praying together; recite Ephesians 6:1-3 on respecting parents. The learner is guided to:; sing a song related to respecting their bodies as the temple of the Holy Spirit; in turns read 2 Samuel 13:4-14. | Why is it important to know members of your family? Why are healthy family relationships 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 family members | By the end of the lesson, the learner should be able to: mention ways of protecting oneself from sexual abuse; identify whom to report to if touched inappropriately or sexually abused; appreciate the body as a temple of the Holy Spirit and live a holy life. | The learner is guided to: say whom to report to if they are touched inappropriately or sexually abused; in groups tell how they should protect themselves from sexual abuse; role play ways of protecting themselves from sexual abuse; write 1 Corinthians 6:19 on flash cards and meditate on it; watch a video clip of children being tempted with gifts, but they say NO! to the strangers. | Why is it important to know members of your family? Why are healthy family relationships important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Creation | Attributes of God | By the end of the lesson, the learner should be able to: read scriptures on the attributes of God; outline the attributes of God and revere Him; appreciate God as a loving Father who knows them by their names. | The learner is guided to: in groups picture read 1John 4:7-8, Genesis 1:1-25, 1 Samuel 2:2 I turns; sort and match letters on attributes of God (S ole creator, Loving Father, Holy Father); join words about the attributes of God from a puzzle (sole creator, loving, holy); compose a poem on, ‘God our loving Father,’; sing a song about the love of God. | Why should you know the attributes of 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 | Respect for the Holy Bible | By the end of the lesson, the learner should be able to: handle the Bible with respect since it is the inspired word of God; identify the books in the Old and New Testament; play a game on naming some Books in the Old and New Testament. | The learner is guided to: The learner is guided to:; sing a song related to respecting the Holy Bible; role play ways of handling the Bible with respect; in pairs observe and read charts containing books in the Old and New Testament; play games on naming some Books in the Old and the New Testament. | Why should you respect the Holy Bible?; Why is it important to know the books in the Bible? Zacchaeus encounter with Jesus Christ change his behaviour? | 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 | Respect for the Holy Bible | By the end of the lesson, the learner should be able to: recite Isaiah 49:16 and desire to read the Holy Bible always. the learner should be able to:; read the story of Zacchaeus outlined in Luke 19:2-10. | The learner is guided to: recite and meditate on Isaiah 49:16; sing a song about the books in the Holy Bible; in turns, read Luke19:2-10; draw and colour Zacchaeus on a tree then share the drawings; role play the story of Zacchaeus; record the role play using their digital devices. | Why should you respect the Holy Bible?; Why is it important to know the books in the Bible? Zacchaeus encounter with Jesus Christ change his behaviour? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Holy Bible Bible | Respect for the Holy Bible | By the end of the lesson, the learner should be able to: recount how Zacchaeus changed his behaviour positively; demonstrate integrity when using money; discuss why it is important to repent sins in order to be like Christ. | The learner is guided to: retell the story of Zacchaeus; tell a friend how to turn away from bad behaviour; state three lessons learnt from the story of Zacchaeus; list ways of using money wisely; sing a song related to Jesus Christ as the saviour. | Why should you respect the Holy Bible?; Why is it important to know the books in the Bible? Zacchaeus encounter with Jesus Christ change his behaviour? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The Holy Bible | Balaam’s Donkey | By the end of the lesson, the learner should be able to: read Numbers 22:1-6, 20-34 and retell the story of Balaam and his donkey. | The learner is guided to: in groups read Numbers 22:1-6, 20- 34; in pairs list the importance of obeying God and their seniors,’. | Why did the donkey talk? | 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 4 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The life of Jesus Christ:
Forgiveness · Helping the Needy · Parable of the lost coin
The Life of Jesus Christ
Parable of the mustard seed · Nicodemus encounter with Jesus Christ
Christian Values
Trust · Obedience at home and school · Holiness
| 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: | Forgiveness | By the end of the lesson, the learner should be able to: outline the importance of forgiving others; resist vengeance as outlined in Mathew 5:39. | The learner is guided to: read Matthew 5:39 and say why it is important to forgive others; role play acts of forgiveness. | Why should you not pay evil for evil? | 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: | Forgiveness | By the end of the lesson, the learner should be able to: appreciate forgiveness by not. | The learner is guided to: say why they should not revenge when wronged; sing a song about loving others. | Why should you not pay evil for evil? | 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: | Helping the Needy | By the end of the lesson, the learner should be able to: state the importance of helping those in need; demonstrate kindness by sharing with those in need. | The learner is guided to: read Matthew 5:42 and tell what they have learnt; mention instances they helped someone at school, home or in church e.g. they gave a pencil, rubber or shared lunch with another pupil. | How do you help those in need? | 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: | Helping the Needy | By the end of the lesson, the learner should be able to: recite Mathew 5:42 and help those in need promptly. | The learner is guided to: role play sharing items with those who do not have; write Matthew 5:42 on flash cards and recite it. | How do you help those in need? | 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: | Parable of the lost coin | By the end of the lesson, the learner should be able to: describe the parable of the lost coin; list lessons learnt from the parable of the lost coin. | The learner is guided to: read Luke 15: 8-10 and retell the parable; role play the parable of the lost coin; share lessons learnt from the parable of the lost coin with a friend. | How does God show love for the sinner? | 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: | Parable of the lost coin | By the end of the lesson, the learner should be able to: recognise God’s love for the sinner and the need to live a righteous life; appreciate God’s love and lead upright lives. | The learner is guided to: say how God loves them and how to lead a righteous life; tell why it is important to live a holy life as a Christian; sing a song about God’s willingness to save the lost. | How does God show love for the sinner? | 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 | Parable of the mustard seed | By the end of the lesson, the learner should be able to: By the end of the Sub-strand, the learner should be able to; retell the parable of the Mustard seed as guided by the Bible text. | The learner is guided to: read Luke 13:18-19 and narrate the parable; in groups collect small seeds from the school compound; plant the seeds, water them and observe as the seeds sprout and grow to a big tree. | How does the parable of the mustard seed relate to the Kingdom of God? | 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 | Parable of the mustard seed | By the end of the lesson, the learner should be able to: describe how the Kingdom of God grows from a small beginning. | The learner is guided to: draw a big tree with birds resting on its branches and compare it to the growth of God’s kingdom; role play the activities they do in Church. | How does the parable of the mustard seed relate to the Kingdom of God? | 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 | Parable of the mustard seed | By the end of the lesson, the learner should be able to: explain how we contribute to the growth of the Kingdom of God; appreciate the growth of God’s kingdom by evangelizing to others. | The learner is guided to: watch a video clip on a mustard seed; say how they respond to salvation; sing a song about the kingdom of God. | How does the parable of the mustard seed relate to the Kingdom of God? | 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 | Nicodemus encounter with Jesus Christ | By the end of the lesson, the learner should be able to: retell the story of Nicodemus encounter with Jesus Christ. | The learner is guided to: read John 3: 1-5 and say how they respond to Christ’s saving grace; role play the story of Nicodemus’ encounter with Jesus Christ. | How did Nicodemus encounter with Jesus Christ change his life? | 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 4 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Christian Values
Holiness
The Church
House of God · The Early Church · Standing Firm in Faith · The Lord’s Prayer · Fruit of the Holy Spirit · Self-control
Morality and Social Media
Use of Social Media
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Christian Values | Holiness | By the end of the lesson, the learner should be able to: 19 on the body as the temple of the Holy Spirit; desire to lead holy lives free from sin. | The learner is guided to: in pairs read 1 Corinthians 6:19-20 and mention the lessons learnt; in pairs list sins that do not please God; in groups discuss how to avoid situations that lead to sin; sing a song on holiness. | Why should you lead holy lives as young people? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The Church | House of God | By the end of the lesson, the learner should be able to: outline lessons learnt from Matthew 21:12- 14; participate in Church activities to grow spiritually. | The learner is guided to: read Matthew 21:12-14 and list lessons learnt from the Bible text; read 1Corithinians 14:26 and list activities they do in church; in groups mention ways they serve God in Church. | Why is the Church a holy place? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | The Church | House of God | By the end of the lesson, the learner should be able to: appreciate the Church as a house of worship. | The learner is guided to: in pairs list ways of respecting the church as a house of God; write a poem about respecting the Church; sing a song related to serving God. | Why is the Church a holy place? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | The Church | The Early Church | By the end of the lesson, the learner should be able to: 38- 41. | The learner is guided to: read Matthew 10:1-4 and list the disciples of Jesus Christ; sort the names of the 12 disciples by using flash cards. | How was the early church started? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | The Church | The Early Church | By the end of the lesson, the learner should be able to: desire to turn away from sins as stated in Acts 2:38. | The learner is guided to: search for the names of the disciples in a word puzzle; watch a video clip on the twelve disciples; read Acts 2:38-41on how the early church was started. | How was the early church started? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | The Church | The Early Church | By the end of the lesson, the learner should be able to: 38- 41. | The learner is guided to: role play how the early church was started; repent their sins as guided in Acts 2:38. | How was the early church started? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | The Church | Standing Firm in Faith | By the end of the lesson, the learner should be able to: name the city where believers were first called Christians. | The learner is guided to: sing a song related to standing firm in the Christian faith; read Acts 11: 26 and say where believers were first called Christians. | Why should you stand firm in your Christian faith?; Why should you not join ungodly groups? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | The Church | Standing Firm in Faith | By the end of the lesson, the learner should be able to: retell how Stephen was stoned for standing firm in his faith; explain why they should not join ungodly groups. | The learner is guided to: identify Antioch, from a Bible map; in groups read Acts 7: 54-60 about how Stephen was stoned to death; list lessons learnt form the stoning of Stephen. | Why should you stand firm in your Christian faith?; Why should you not join ungodly groups? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Church | Standing Firm in Faith | By the end of the lesson, the learner should be able to: Utilize the virtue of assertiveness and stand firm in faith. | The learner is guided to: explain why they should not join ungodly groups; radicalized groups, groups that do not recognise Jesus Christ; list ways they can stand firm in their Christian faith. | Why should you stand firm in your Christian faith?; Why should you not join ungodly groups? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The Church | The Lord’s Prayer | By the end of the lesson, the learner should be able to: read Matthew 6:9-13 on the Lord’s prayer. | The learner is guided to: sing a song related to the Lord’s Prayer read Matthew 6:9-13; discuss why it is important to pray everyday. | Why should you pray always as a Christian? | 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 4 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 4 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.