CBE · Upper Primary
Grade 6 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 6 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 6
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATION
My purpose · Marriage and Family · Leisure
THE BIBLE
Inspired Word of God · The Ten Commandments · Bible Stories Samson defeats the Philistines · Faith in God Elisha · Jacob Wrestles an Angel
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATION | My purpose | By the end of the lesson, the learner should be able to: discuss how they use their God given talents and abilities. | The learner is guided to: list the different talents and abilities they possess; discuss how they use their God given talents and abilities. | How do you use your God given talents 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 | By the end of the lesson, the learner should be able to: explain biblical teachings on the use of talents and abilities. | The learner is guided to: participate in different activities to nurture their talents and abilities; in turns read Exodus 31:3 and share what they have learnt. | How do you use your God given talents 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 | By the end of the lesson, the learner should be able to: identify values required to nurture talents and abilities. | The learner is guided to: read Romans 12:4 and discuss lessons learnt; list values that can help them develop and sustain their God given talents and abilities. | How do you use your God given talents and abilities? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATION | My purpose | By the end of the lesson, the learner should be able to: utilise God given talents and abilities to serve others. | The learner is guided to: use their God given talents and abilities to serve others; compose a poem on, ‘how I use my talents and abilities.’. | How do you use your God given talents and abilities? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATION | Marriage and Family | By the end of the lesson, the learner should be able to: explain the biblical teachings on marriage and family. | The learner is guided to: brainstorm on the meaning of the word, ‘marriage ’; share experiences of how they relate with other members of their families. | Why is marriage an important institution? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATION | Marriage and Family | By the end of the lesson, the learner should be able to: discuss the negative results of early marriage. | The learner is guided to: use a digital device or a chart to write messages on how families should relate with each other; in groups, role play how a Christian family should relate with each other. | Why is marriage an important institution? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATION | Marriage and Family | By the end of the lesson, the learner should be able to: identify values needed to avoid early marriage. | The learner is guided to: in pairs, read Genesis 2:21-24 and discuss what the Bible teaches about marriage; discuss collaboratively why early marriages should be discouraged in the society today. | Why is marriage an important institution? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATION | Marriage and Family | By the end of the lesson, the learner should be able to: desire to uphold Christian values to avoid early marriage. | The learner is guided to: list values that young people should uphold to avoid early marriage; develop posters with messages discouraging early marriages. | Why is marriage an important institution? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATION | Leisure | By the end of the lesson, the learner should be able to: describe the biblical teaching on God’s rest. | The learner is guided to: brainstorm on the meaning of the word, ‘leisure.’; share with a classmate how they use their leisure time. | How can youths avoid misuse of leisure time? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATION | Leisure | By the end of the lesson, the learner should be able to: explain biblical teachings on good use of leisure. | The learner is guided to: list different activities they do during their leisure time; read Genesis 2:1-3 and state why God rested. | How can youths avoid misuse of leisure time? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATION | Leisure | By the end of the lesson, the learner should be able to: describe how youths misuse leisure time today; identify values needed for appropriate use of leisure time. | The learner is guided to: read 1Timothy 5:13 and state the importance of leisure time. | How can youths avoid misuse of leisure time? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATION | Leisure | By the end of the lesson, the learner should be able to: desire to use leisure time responsibly. | The learner is guided to: list ways in which youths misuse leisure time today; list values which can help youths to use leisure time well. | How can youths avoid misuse of leisure time? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | THE BIBLE | Inspired Word of God | By the end of the lesson, the learner should be able to: explain why the Bible is the inspired word of God. | The learner is guided to: brainstorm on the meaning of , ‘Bible is the inspired word of God.’; compose and sing a song on ‘the Bible as an inspired Word of God ’. | Why is the Bible different from other books? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE BIBLE | Inspired Word of God | By the end of the lesson, the learner should be able to: name three authors who wrote the bible. | The learner is guided to: read 2 Timothy 3:16-17 and explain the meaning of the text. | Why is the Bible different from other books? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE BIBLE | Inspired Word of God | By the end of the lesson, the learner should be able to: discuss reasons that led to translation of the Bible into local languages; outline the advantages of translating the Bible into local languages. | The learner is guided to: name authors who were inspired to write the Old and New Testament. | Why is the Bible different from other books? | 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 6 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE LIFE OF JESUS CHRIST
The Call of Disciples · The Temptations of Jesus Christ · Miracles of Jesus Christ (The Roman Officer’s servant) · Miracle of Healing · Raising Lazarus from the Dead · The Hidden Treasure · The Rich man and Lazarus
THE CHURCH
Apostles’ Creed
| 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 | The Call of Disciples | By the end of the lesson, the learner should be able to: retell the call of the first disciples as guided by the scriptures. | The learner is guided to: discuss in small groups different roles they play in Church and share in class; in turns read Mark 1:16- 20 and retell the call of the first disciples. | How did the disciples respond to the call of Jesus Christ? | 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 | The Call of Disciples | By the end of the lesson, the learner should be able to: state how different people are called to serve God today. | The learner is guided to: watch a video clip on the call of the first disciples; role play the call of the first disciples. | How did the disciples respond to the call of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE LIFE OF JESUS CHRIST | The Call of Disciples | By the end of the lesson, the learner should be able to: serve God in his or her daily life to grow spiritually. | The learner is guided to: compose and sing a song on the call of the first four disciples. | How did the disciples respond to the call of Jesus Christ? | 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 | The Call of Disciples | By the end of the lesson, the learner should be able to: retell the call of the first disciples as guided by the scriptures. | The learner is guided to: say how people are called to serve God today; share with peers activities they do in church as service to God. | How did the disciples respond to the call of Jesus Christ? | 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 | The Temptations of Jesus Christ | By the end of the lesson, the learner should be able to: narrate how Jesus was tempted in the wilderness. | The learner is guided to: in pairs brainstorm on the temptations they face in their daily lives. | How did Jesus overcome the temptations He faced in the wilderness?; How do you overcome temptations as a young person? | 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 | The Temptations of Jesus Christ | By the end of the lesson, the learner should be able to: identify temptations they face as young people today. | The learner is guided to: read Luke 4:1-13 and describe temptations faced by Christ. | How did Jesus overcome the temptations He faced in the wilderness?; How do you overcome temptations as a young person? | 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 | The Temptations of Jesus Christ | By the end of the lesson, the learner should be able to: desire to overcome temptations in day-to-day life. | The learner is guided to: discuss how Jesus Christ overcame the temptations He faced in the wilderness; watch a video clip on how Jesus was tempted in the wilderness. | How did Jesus overcome the temptations He faced in the wilderness?; How do you overcome temptations as a young person? | 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 | The Temptations of Jesus Christ | By the end of the lesson, the learner should be able to: narrate how Jesus was tempted in the wilderness. | The learner is guided to: in pairs, list the temptations they are likely to face as young people today. | How did Jesus overcome the temptations He faced in the wilderness?; How do you overcome temptations as a young person? | 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 Temptations of Jesus Christ | By the end of the lesson, the learner should be able to: identify temptations they face as young people today. | The learner is guided to: team up to discuss how they overcome temptations and share in class. | How did Jesus overcome the temptations He faced in the wilderness?; How do you overcome temptations as a young person? | 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 | Miracles of Jesus Christ (The Roman Officer’s servant) | By the end of the lesson, the learner should be able to: narrate the healing of the Roman officer’s servant. | The learner is guided to: brainstorm on the importance of praying for the sick; read Matthew 8:5-13 and narrate the miracle. | How did the Roman officer demonstrate faith in 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 | Miracles of Jesus Christ (The Roman Officer’s servant) | By the end of the lesson, the learner should be able to: discuss lessons learnt from the healing of the Roman officer’s servant. | The learner is guided to: list lessons learnt from the healing of the Roman officer’s servant. | How did the Roman officer demonstrate faith in God? | 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 | Miracles of Jesus Christ (The Roman Officer’s servant) | By the end of the lesson, the learner should be able to: emulate Christ’s example by praying for the sick. | The learner is guided to: watch a video clip on the healing of the Roman officer’s servant. | How did the Roman officer demonstrate faith in 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 | Miracles of Jesus Christ (The Roman Officer’s servant) | By the end of the lesson, the learner should be able to: narrate the healing of the Roman officer’s servant. | The learner is guided to: role play the healing of the Roman officer’s servant; share experiences on how they prayed for a sick person. | How did the Roman officer demonstrate faith in 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 | Miracle of Healing | By the end of the lesson, the learner should be able to: describe the miracle of healing the bleeding woman. | The learner is guided to: brainstorm on what they do when they are sick. | How did the bleeding woman portray faith in God? | 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 | Miracle of Healing | By the end of the lesson, the learner should be able to: identify different ways the church and government helps the sick in the society. | The learner is guided to: in turns read, Luke 8:43- 48 and retell the miracle. | How did the bleeding woman portray 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 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 6 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE CHURCH
Apostles’ Creed · Standing firm in Faith (Apostle Paul) · Church Unity
CHRISTIAN LIVING
Friendship Formation · Human Sexuality · Sanctity of Life · Alcohol, drugs and Substance abuse
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | THE CHURCH | Apostles’ Creed | By the end of the lesson, the learner should be able to: recite the Apostles’ creed to affirm their faith in Christ; outline the teachings outlined in the Apostle’s Creed. | The learner is guided to: recite the Apostle’s creed; write the meaning of Apostles’ Creed on charts and display them in the CRE learning corner; summarise the teachings outlined in the Apostle’s creed. | Why is the Apostles’ Creed important to the Christian faith? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | THE CHURCH | Apostles’ Creed | By the end of the lesson, the learner should be able to: discuss the importance of the Creed to Christians today; list the three persons of the Holy Trinity; recognise the value of the Holy Trinity in their lives. | The learner is guided to: state the importance of the Apostles creed to Christians today; mention the three persons of the Holy Trinity; compose and sing a song related to Holy Trinity. | Why is the Apostles’ Creed important to the Christian faith? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE CHURCH | Standing firm in Faith (Apostle Paul) | By the end of the lesson, the learner should be able to: describe the suffering faced by the Apostles according to 2 Corinthians 6:3-7. | The learner is guided to: brainstorm on how Christians are persecuted in the society today. | Why should Christians stand firm in their faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | THE CHURCH | Standing firm in Faith (Apostle Paul) | By the end of the lesson, the learner should be able to: identify values/virtues in the life of Apostle Paul. | The learner is guided to: in turns read 2 Corinthians 6:3-7 and write down the main points in their exercise books. | Why should Christians stand firm in their faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | THE CHURCH | Standing firm in Faith (Apostle Paul) | By the end of the lesson, the learner should be able to: apply values from the life of Apostle Paul in day-to-day life. | The learner is guided to: outline values/virtues in the life of Apostle Paul; practice values learnt from the life of Apostle Paul in daily life. | Why should Christians stand firm in their faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | THE CHURCH | Standing firm in Faith (Apostle Paul) | By the end of the lesson, the learner should be able to: stand firm in the Christian faith in the face of persecution. | The learner is guided to: compose and sing relevant songs on standing firm in the Christian faith. | Why should Christians stand firm in their faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | THE CHURCH | Church Unity | By the end of the lesson, the learner should be able to: explain the meaning of Church unity. | The learner is guided to: in pairs list the different churches in their communities; brainstorm in small groups the meaning of Church unity and share with the class. | Why is Church unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | THE CHURCH | Church Unity | By the end of the lesson, the learner should be able to: explain the biblical teachings on Church unity. | The learner is guided to: read in turns; Matthew 16:18, Galatians 3:28 and 1Corithians 12:12 and note key points on Church unity. | Why is Church unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | THE CHURCH | Church Unity | By the end of the lesson, the learner should be able to: describe ways in which Church unity fosters harmonious living. | The learner is guided to: discuss in small groups biblical teachings on Christian unity; discuss in pairs how Christian unity is demonstrated at school and in their communities. | Why is Church unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE CHURCH | Church Unity | By the end of the lesson, the learner should be able to: desire to live harmoniously with each other. | The learner is guided to: identify ways in which different churches work together. | Why is Church unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE CHURCH | Church Unity | By the end of the lesson, the learner should be able to: explain the meaning of Church unity. | The learner is guided to: watch a video clip on churches working together; compose and sing a song on Christian unity. | Why is Church unity important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CHRISTIAN LIVING | Friendship Formation | By the end of the lesson, the learner should be able to: discuss the importance of having good friends. | The learner is guided to: state qualities to consider in choosing good friends. | Why is it important to have good friends? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CHRISTIAN LIVING | Friendship Formation | By the end of the lesson, the learner should be able to: outline biblical teachings on friendship formation. | The learner is guided to: buzz on how to avoid bad company and negative peer influence. | Why is it important to have good friends? | 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: desire to walk with morally upright friends. | The learner is guided to: brain storm on how to choose good friends. | Why is it important to have good 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 the importance of having good friends. | The learner is guided to: discuss the importance of having good friends. | Why is it important to have good 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 6 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 6 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.