CBE · Upper Primary
Grade 5 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 5 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 5
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creation
My purpose Talents and abilities · Work · The Fall of Man · Family Unity
The Bible
The Bible as a Guide · Bible Stories: Peter and John in the Temple · King Solomon the wise ruler · Noah and his sons · A hand writes on the wall · Mount Carmel Contest · The Birth of Moses
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Creation | My purpose Talents and abilities | By the end of the lesson, the learner should be able to: identify God’s purpose for his or her life to live meaningfully. | The learner is guided to: brainstorm in small groups the meaning of talents, gifts and abilities; write on flash cards activities they like doing at home, school and in church; in groups discuss how the activities they have listed aid in nurturing their talents, gifts and abilities; discuss God’s purpose for his or her life; Jeremiah 29:11. | Why is it Important to know your talents, gifts and abilities?; How do you nurture your talents, gifts and abilities? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Creation | My purpose Talents and abilities | By the end of the lesson, the learner should be able to: narrate the parable of the talents; apply lessons learnt from the parable in their day-to-day life. | The learner is guided to: in pairs list what they want to become in future; discuss why it is important to live a purposeful life; in turns read Matthew 25:14-30 on the parable of the talents and narrate how different talents were used. | Why is it Important to know your talents, gifts and abilities?; How do you nurture your talents, gifts and abilities? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Creation | My purpose Talents and abilities | By the end of the lesson, the learner should be able to: participate in different activities to nurture their talents, gifts and abilities. | The learner is guided to: watch a video clip on the parable of the talents and list lessons learnt; read James 1:17A and say what they have learnt; write 1Peter 4:10 on flash cards and recite it; compose songs or poems on how they nurture their talents, gifts and abilities. | Why is it Important to know your talents, gifts and abilities?; How do you nurture your talents, gifts and abilities? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Creation | Work | By the end of the lesson, the learner should be able to: identify three responsibilities given to human beings by God; demonstrate good stewardship by taking; care of God’s creation. | The learner is guided to: read Genesis 1:26 and Genesis 2:15 and list responsibilities given to human beings by God list chores they do at home, school and in the community buzz on how they take care of the environment at home and at school, come up with different projects at school or home e.g. plant trees/ vegetables, rear chicken and nurture the projects until they get results/harvest. | Why should you work?; Why is child labour an abuse of the rights of a child? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Creation | Work | By the end of the lesson, the learner should be able to: outline their roles at; home, school and church; explain the causes of child labour today. | The learner is guided to: brainstorm on the meaning of, ‘child labour’; outline the causes of child labour list the negative effects of child labour, mention whom to report to if forced into child labour. | Why should you work?; Why is child labour an abuse of the rights of a child? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Creation | Work | By the end of the lesson, the learner should be able to: explain the effects of child labour for; protection of self and others; desire to engage in age appropriate tasks/chores. | The learner is guided to: list age appropriate tasks /chores they should engage in. | Why should you work?; Why is child labour an abuse of the rights of a child? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Creation | The Fall of Man | By the end of the lesson, the learner should be able to: describe the fall of man according to Genesis 3:1-11. | The learner is guided to: in groups brainstorm on the importance of obedience; share experiences on how they obey their parents and teachers. | Why is it important to obey God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Creation | The Fall of Man | By the end of the lesson, the learner should be able to: outline five lessons learnt from the fall of man. | The learner is guided to: read Genesis 3:1-11 in turns and explain the fall of man; brainstorm on why they should obey rules and regulations. | Why is it important to obey God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Creation | The Fall of Man | By the end of the lesson, the learner should be able to: desire to be obedient in day-to-day life. | The learner is guided to: discuss lessons learnt from the fall of man (Adam and Eve); discuss the benefits of being an obedient person. | Why is it important to obey God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Creation | Family Unity | By the end of the lesson, the learner should be able to: describe the importance of family unity. | The learner is guided to: list factors that promote family unity and share with the class; explain the importance of family unity. | Why is family unity important?; How can family unity be maintained? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Creation | Family Unity | By the end of the lesson, the learner should be able to: identify challenges faced by families today; outline ways he/she can contribute to a happy family. | The learner is guided to: read Colossians 3:13-14 and share lessons learnt; list the challenges they face as a family; in pairs, discuss ways in which they overcome challenges faced in their families. | Why is family unity important?; How can family unity be maintained? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Creation | Family Unity | By the end of the lesson, the learner should be able to: take part in doing simple chores at home. | The learner is guided to: say how they can make their family happy as young people; sing a song about family unity. | Why is family unity important?; How can family unity be maintained? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Bible | The Bible as a Guide | By the end of the lesson, the learner should be able to: outline different uses of the Bible in the society today; identify the benefits of reading the Bible. | The learner is guided to: list different uses of the Bible in the society today; brainstorm on the benefits of reading the Bible; write summary points on how the word of God guides him or her in daily life; write Joshua 1:8, and Psalms 1:1-3 on flash and say the benefits of reading the Bible always. | Why should the Bible guide us in daily life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | The Bible | The Bible as a Guide | By the end of the lesson, the learner should be able to: read the Bible always to grow spiritually. | The learner is guided to: find out from parents or guardians the importance of reading the Bible and make notes; share how the Bible helps them to relate well with others at school, home, church and in the community; sing relevant songs about the word of God. | Why should the Bible guide us in daily life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | The Bible | Bible Stories: Peter and John in the Temple | By the end of the lesson, the learner should be able to: narrate the story of Peter and John in the Temple. | The learner is guided to: in groups brainstorm on occasions they demonstrated faith in God; in turns read Acts 4:1-5, 7-13 and outline lessons learnt from the story of Peter and John. | How did Peter and John demonstrate faith in God? | 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 5 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The Bible
The call of Moses
The Life of Jesus Christ
John the Baptist
The Life of Jesus
The Baptism of Jesus Christ · Calming the Storm · Feeding the four thousand · Healing the paralyzed Man · A friend at Midnight
The Life and Ministry of Jesus Christ
Parable of the Lost Sheep
Life of Jesus
Sermon on the Mountain · The Rich Young Man
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The Bible | The call of Moses | By the end of the lesson, the learner should be able to: narrate the call of Moses in Exodus 3:1-10. | The learner is guided to: brainstorms why they should participate in Church activities; in groups read Exodus 3:1-10 and narrate the call of Moses. | Why did God call Moses?; How did Moses portray obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | The Bible | The call of Moses | By the end of the lesson, the learner should be able to: outline lessons learnt from the call of Moses; explain ways Christian leaders obey God’s instructions today. | The learner is guided to: watch a video clip on the call of Moses; role play the call of Moses; discuss lessons learnt from the call of Moses. | Why did God call Moses?; How did Moses portray obedience to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | The Bible | The call of Moses | By the end of the lesson, the learner should be able to: desire to obey God in day-to-day life. | The learner is guided to: discuss with parents or guardians how Christian leaders obey God’s instructions today; list values learnt from Moses and write them on a chart. | Why did God call Moses?; How did Moses portray obedience to God? | 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 | John the Baptist | By the end of the lesson, the learner should be able to: explain the teachings of John the Baptist. | The learner is guided to: list the causes of social injustices in the society today; brainstorm on the meaning of repentance. | Why is the message of John the Baptist still relevant today? | 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 | John the Baptist | By the end of the lesson, the learner should be able to: outline four lessons learnt from the teachings of John the Baptist; practice the values learnt from the teachings of John the Baptist. | The learner is guided to: read and respond to the repentance call in Luke 3:3; read Luke 3:9-14 and make notes on the teachings of John the Baptist; state lessons learnt from the teachings of John the Baptist. | Why is the message of John the Baptist still relevant today? | 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 | John the Baptist | By the end of the lesson, the learner should be able to: desire to be God fearing Christians as exemplified by John the Baptist. | The learner is guided to: list values learnt from the teachings of John the Baptist; say how they practice the values mentioned in the bible text. | Why is the message of John the Baptist still relevant today? | 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 | The Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: outline the events that took place during the baptism of Jesus Christ. | The learner is guided to: explain the meaning of baptism; in pairs read Luke 3:21-22. | Why was Jesus Christ baptized?; What is the importance of baptism in the life of a Christian? | 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 | The Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: state the importance of Baptism in the life of a Christian. | The learner is guided to: in groups identify the key events that took place during the baptism of Jesus Christ. | Why was Jesus Christ baptized?; What is the importance of baptism in the life of a Christian? | 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 | The Baptism of Jesus Christ | By the end of the lesson, the learner should be able to: emulate Jesus Christ by exercising humility day-to-day life. | The learner is guided to: draw pictures on the events that took place during the Baptism of Jesus Christ; in groups discuss the importance of baptism in the life of a Christian. | Why was Jesus Christ baptized?; What is the importance of baptism in the life of a Christian? | 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 | Calming 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 pairs brainstorm on challenges they face in day-to-day life; read and narrate the miracle according to Mark 4:35-39. | How is God’s power over nature portrayed in calming the storm? | 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 | Calming the Storm | By the end of the lesson, the learner should be able to: discuss lessons learnt from the miracle of calming the storm; explain challenges faced by Christians today. | The learner is guided to: watch a video clip on Jesus calming the storm; discuss how Jesus Christ showed power over nature; list lessons learnt from the miracle of calming the storm. | How is God’s power over nature portrayed in calming the storm? | 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 | Calming the Storm | By the end of the lesson, the learner should be able to: desire to depend on God to overcome daily challenges. | The learner is guided to: sing a song about Jesus calming the storm; write a poem on God’s power over nature. | How is God’s power over nature portrayed in calming the storm? | 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 | Feeding the four thousand | By the end of the lesson, the learner should be able to: list four ways of helping the needy in today’s society. | The learner is guided to: share experiences of how he or she helped a person (s) in need; in groups list ways of helping the needy in the society. | How did Jesus Christ show compassion?; Why should Christians help the needy? | 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 | Feeding the four thousand | By the end of the lesson, the learner should be able to: describe the miracle of feeding the four thousand; outline lessons learnt from the feeding of the four thousand. | The learner is guided to: in pairs read Matthew 15: 32-38 and retell the story of feeding the four thousand men; draw pictures about the miracle of feeding the four thousand men. | How did Jesus Christ show compassion?; Why should Christians help the needy? | 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 | Feeding the four thousand | By the end of the lesson, the learner should be able to: practise the value of love by helping the. | The learner is guided to: watch a video clip on the feeding of the four thousand men; in groups discuss and summarise lessons learnt from miracle of feeding the four thousand men. | How did Jesus Christ show compassion?; Why should Christians help the needy? | 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 5 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
The Church
The Early Church · The Lord’s supper · The Holy Spirit · Peter’s miraculous rescue
Christian Living
Friendship formation · Human Sexuality · Sanctity of Life · Alcohol, Drugs and Substance Abuse · Social Media
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | The Church | The Early Church | By the end of the lesson, the learner should be able to: outline the importance of Church unity today. | The learner is guided to: discuss, in groups the importance of church unity today. | 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 | |
| 1 | 2 | The Church | The Early Church | By the end of the lesson, the learner should be able to: list activities which promoted unity in the early Church; identify five values needed by Christians to promote Church unity. | The learner is guided to: in pairs read Acts 2: 42-47 and list activities which promoted unity in the early church; brainstorm on values needed to promote church unity today. | 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 | |
| 1 | 3 | The Church | The Early Church | By the end of the lesson, the learner should be able to: appreciate unity in Church today. | The learner is guided to: compose a song on church unity. | 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 | |
| 2 | 1 | The Church | The Lord’s supper | By the end of the lesson, the learner should be able to: describe the events that took place during the Lord’s Supper. | The learner is guided to: share how the Lords’ Table/Eucharist/Sacrament / Holy Communion is organized in their churches; sing a relevant song about the Lord’s Table. | Why do Christians celebrate the Lords Table/Eucharist/Sacra ment/Holy Communion today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | The Church | The Lord’s supper | By the end of the lesson, the learner should be able to: explain five significance of the Lord’s Supper to Christians today; identity the values required during the celebration of Lord’s Table/Eucharist today. | The learner is guided to: read Luke 22:14-20, in turns and describe the events that took place; watch a video clip on the Lord’s Supper; say the importance of the Lord’s Table/Eucharist to Christians today. | Why do Christians celebrate the Lords Table/Eucharist/Sacra ment/Holy Communion today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | The Church | The Lord’s supper | By the end of the lesson, the learner should be able to: desire to participate in the Lords’ Supper/Lords Table. | The learner is guided to: discuss with their parents/guardians on the importance of celebrating the Lord’s supper and report to the class; list values required when partaking the Eucharist/Lord’s/Sacrament Table/Holy Communion. | Why do Christians celebrate the Lords Table/Eucharist/Sacra ment/Holy Communion today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | The Church | The Holy Spirit | By the end of the lesson, the learner should be able to: list the nine gifts of the Holy Spirit. | The learner is guided to: read 1 Corinthians 12:1-11 in turns and list the nine gifts of the Holy Spirit. | How does the Holy Spirit inspire people to offer service to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | The Church | The Holy Spirit | By the end of the lesson, the learner should be able to: outline the fruit of the Holy Spirit from the scriptures provided. | The learner is guided to: list the fruit of the Holy Spirit outlined in Galatians 5:22-23. | How does the Holy Spirit inspire people to offer service to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | The Church | The Holy Spirit | By the end of the lesson, the learner should be able to: explain how the fruit of the Holy Spirit promote harmony among Christians. | The learner is guided to: read Galatians 5:22-23 and explain how the fruit of the Holy Spirit promote good relationships among Christians today; in pairs share how they practice values learnt from the fruit of the Holy Spirit. | How does the Holy Spirit inspire people to offer service to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | The Church | The Holy Spirit | By the end of the lesson, the learner should be able to: appreciate the role of the Holy Spirit in his or her life. | The learner is guided to: compose a song about the fruit of the Holy Spirit. | How does the Holy Spirit inspire people to offer service to God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | The Church | Peter’s miraculous rescue | By the end of the lesson, the learner should be able to: retell the story of Peter’s miraculous rescue from prison. | The learner is guided to: in pairs discuss the importance of prayers in their lives; read Acts 12:3-17 and retell the story. | How was Apostle Peter rescued from prison? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | The Church | Peter’s miraculous rescue | By the end of the lesson, the learner should be able to: list lessons learnt from the story of Peter’s rescue. | The learner is guided to: watch a video on Peter’s miraculous rescue; in pairs, list lessons learnt from this story; discuss what inspires them about Peter’s rescue from prison. | How was Apostle Peter rescued from prison? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | The Church | Peter’s miraculous rescue | By the end of the lesson, the learner should be able to: have faith in God as exemplified by Apostle Peter. | The learner is guided to: engage in activities that strengthen their faith in Christ; sing a song related to standing firm in their faith. | How was Apostle Peter rescued from prison? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Christian Living | Friendship formation | By the end of the lesson, the learner should be able to: identify five qualities/values to consider in choosing good friends. | The learner is guided to: make a list of qualities to consider when choosing good friends; share whether their friends possess the qualities listed. | How do you choose your friends? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Christian Living | Friendship formation | By the end of the lesson, the learner should be able to: discuss ways of avoiding negative peer influence. | The learner is guided to: in pairs brainstorm on how to avoid negative behaviour/ peer influence. | How do you choose your friends? | 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 5 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 5 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.