CBE · Junior School
Grade 7 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 7 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 7
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Importance of Studying Christian Religious Education
CREATION
Accounts of Creation · Responsibility over Plants · Use of Natural Resources
THE BIBLE
Functions of the Bible · Divisions of the Bible
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: analyse the importance of learning Christian Religious Education. | The learner is guided to: brainstorm in small groups the meaning of Christian Religious Education. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: discuss how Christian Religious Education promote sound moral and religious values. | The learner is guided to: search the meaning of Christian Religious Education using internet/ textbooks or the library and write short notes. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: compile five values. | The learner is guided to: discuss in teams the importance of studying Christian Religious Education and make notes. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: analyse the importance of learning Christian Religious Education. | The learner is guided to: brainstorm in small groups the meaning of Christian Religious Education. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: discuss how Christian Religious Education promote sound moral and religious values. | The learner is guided to: search the meaning of Christian Religious Education using internet/ textbooks or the library and write short notes. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION | Importance of Studying Christian Religious Education | By the end of the lesson, the learner should be able to: compile five values. | The learner is guided to: discuss in teams the importance of studying Christian Religious Education and make notes. | Why is it important to study Christian Religious Education? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: narrate the biblical accounts of creation. | The learner is guided to: identify and name features found in the natural environment; take a nature walk and explore God’s creation in the school compound or the surrounding area. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: discuss the similarities and differences between the two accounts of creation; identify five attributes of God from the biblical accounts of creation. | The learner is guided to: read in turns Genesis 1:1-50 & 2:1- 2:4a on first creation account and Genesis 2:4b-25 on second creation account; watch a video clip on the two biblical accounts of creation; summarise main points on the two biblical accounts of creation on charts and display them in class. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: appreciate God’s creative work by taking care of the environment. B y the end of the sub strand, the learner should be able to:. | The learner is guided to: discuss the similarities and differences between the two biblical accounts of creation and write short notes; in teams, use the internet or the library to search for the attributes of God, and write them on a chart; take care of God’s creation found in their environment. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: explain the biblical responsibilities given to human beings over creation. | The learner is guided to: compose and sing a song on the second creation account. The learner is guided to:; brainstorm on how they take care of animals, fish and birds and make summary notes. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: discuss ways he/she can protect animals, fish and birds; practise good stewardship by taking care of animals, fish and birds. | The learner is guided to: read Genesis 2:15-20, James 3: 7 and discuss the responsibilities given to human beings; discuss ways they can protect animals, fish and birds. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATION | Accounts of Creation | By the end of the lesson, the learner should be able to: desire to take good care of God's creation in his/her environment. | The learner is guided to: visit a zoo, animal park or farm and observe how animals, fish and birds are taken care of, and write a report for presentation in class; write sensitisation messages on charts/posters on the importance of good stewardship over animals, fish and birds and display in class or school notice board; compose a poem on how they take care of animals, fish and birds in their environment. | How is the first account of creation different from the second account?; Why is it important to learn about creation accounts?; Why should you take care of animals, fish and birds?; How can you reduce conflicts between human beings and wild animals? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: describe the biblical responsibilities given to human beings over plants. | The learner is guided to: brainstorm on different types of plants found in the environment and how they take care for them. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: apply the biblical teachings acquired to conserve the environment. | The learner is guided to: take a nature walk in their environment, observe different plants, draw them on charts and display in class. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: discuss ways responsible use of plants contribute to economic growth. | The learner is guided to: read in turns Genesis 1:29: Genesis 2:15 and Psalm 104:14, summarize the biblical teachings on charts and display in class; work with peers to list the activities they do to care for plants in their environment. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: desire to contribute to a healthy ecosystem. | The learner is guided to: brainstorm how responsible use of plants contribute to economic growth. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: describe the biblical responsibilities given to human beings over plants. | The learner is guided to: interact with a resource person (environmentalist/ forest officer/any other relevant person) and interview them on the economic benefits of plants. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CREATION | Responsibility over Plants | By the end of the lesson, the learner should be able to: apply the biblical teachings acquired to conserve the environment. | The learner is guided to: plant an income generating crop either at home or school. | Why should you take care of plants?; How do you care for plants in your environment? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CREATION | Use of Natural Resources | By the end of the lesson, the learner should be able to: explain ways in which human beings use and misuse natural resources. | The learner is guided to: brainstorm on how their communities use natural resources. | Why should we conserve the environment?; How do human beings benefit from natural resources? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CREATION | Use of Natural Resources | By the end of the lesson, the learner should be able to: explore the effects of misusing natural resources. | The learner is guided to: discuss how their communities have misused natural resources; write the points on charts and present to the class. | Why should we conserve the environment?; How do human beings benefit from natural resources? | 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 7 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
THE BIBLE
Bible Translations · Leadership in Israel: Moses
THE EARLY LIFE OF JESUS CHRIST
Prophecies about the Messiah · The Birth and Childhood of Jesus Christ
THE CHURCH
Selected Forms of Worship · Role of the Church in Education and Health
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: identify different Bible translations used in Kenya today. | The learner is guided to: discuss translations/versions of the Bible that they know. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: discuss reasons for translation of the Bible to local languages. | The learner is guided to: share the reasons that led to the translation of the Bible to local languages. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: examine the social and economic effects of translation of the Bible into local languages. | The learner is guided to: brainstorm on how people have benefited from the different Bible translations. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: appreciate the work of Bible translation in Kenya. | The learner is guided to: use digital devices to search on the different translations/versions of the Bible. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: identify different Bible translations used in Kenya today. | The learner is guided to: interview a resource person on the social and economic effects of translating the Bible to local languages. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | THE BIBLE | Bible Translations | By the end of the lesson, the learner should be able to: discuss reasons for translation of the Bible to local languages. | The learner is guided to: debate on the topic: “is Bible translation still necessary in our society today.?”. | Why is it important to translate the Bible into different languages? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: describe how God prepared Moses for leadership. | The learner is guided to: discuss in groups characteristics of a good leader. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: identify the roles played by Moses during the Exodus. | The learner is guided to: brainstorm on qualities they consider when choosing their leaders in school or church. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: outline leadership qualities he/she can emulate from Moses. | The learner is guided to: read Exodus 2:11-13, 3:1-2, 11-12, and 6:12, and list ways God prepared Moses for leadership; read Exodus 14:13-16, 21, 15:22-25, 18:5-10, 18:17-24; Deuteronomy 4:1-3, 5,6, and discuss roles performed by Moses during the Exodus. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: apply leadership qualities learnt from Moses in their daily life. | The learner is guided to: conduct an online or library search on leadership qualities portrayed by Moses and make a summary on a chart. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: desire to choose leaders of integrity for the good of the society. | The learner is guided to: write a journal on how to be a good leader in the school, church, and the community. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | THE BIBLE | Leadership in Israel: Moses | By the end of the lesson, the learner should be able to: describe how God prepared Moses for leadership. | The learner is guided to: debate on the advantages of choosing good leaders in the society today. | Why was leadership in Israel important? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: describe the Old Testament prophecies about the Messiah. | The learner is guided to: brainstorm on the meaning of the term prophecy and share findings with the class; buzz on the meaning of the word, ‘Messiah’ and write the meaning on flash cards. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: explain the fulfilment of the Old Testament prophecies about the Messiah. | The learner is guided to: read Isaiah 7:13-14, 9:6-7 and Jeremiah 23:5-6, and list prophecies about the coming of the Messiah; write the Bible texts on the coming of the Messiah on flash cards and place them in your note books for reference/revision; watch a video clip on prophecies about the Messiah. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: appreciate the fulfillment of the Old Testament prophecies about the messiah; describe the annunciation and birth of John the Baptist. | The learner is guided to: conduct an online/library search on the prophecies about the Messiah and present the points in class; read Matthew 1:18-23, Luke 1: 26- 3 and summarise how Jesus Christ fulfilled the Old Testament prophecies; read Luke 1:5-25 and summarize the main points on charts. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: relate the birth of John the Baptist to the coming of Jesus Christ. | The learner is guided to: read Luke 1:57-66 and make short notes on the birth of John the Baptist; role play the annunciation and birth of John the Baptist and record it using a digital device. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: utilize the values of sharing and integrity to form harmonious relationships. | The learner is guided to: read Luke 3:16 and John 1:29-30; and discuss what you learn from the Bible texts; compose a poem on how the birth of John the Baptist relates to the coming of Jesus Christ. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE EARLY LIFE OF JESUS CHRIST | Prophecies about the Messiah | By the end of the lesson, the learner should be able to: desire to be God fearing Christians as portrayed by John the Baptist. | The learner is guided to: read Luke 3:7-15 and discuss the message of John the Baptist; dramatize how to apply values acquired from the message of John the Baptist in their lives; brainstorm on the values needed by Christians to avoid evils condemned by John the Baptist. | How were the Old Testament prophecies about the Messiah fulfilled? How is John the Baptist a precursor to the Messiah? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE EARLY LIFE OF JESUS CHRIST | The Birth and Childhood of Jesus Christ | By the end of the lesson, the learner should be able to: analyse the events that took place during the annunciation and the birth of Jesus Christ. | The learner is guided to: read Luke 1:26-38 and Luke 2:1-20. | Why do Christians celebrate the birth of Jesus Christ? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | THE EARLY LIFE OF JESUS CHRIST | The Birth and Childhood of Jesus Christ | By the end of the lesson, the learner should be able to: describe the dedication of baby Jesus. | The learner is guided to: brainstorm on the events that took place during the annunciation of the birth of Jesus Christ; collaboratively, make a presentation on the annunciation of the Birth of Jesus Christ using Power Point slides or charts. | Why do Christians celebrate the birth of Jesus Christ? | 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 7 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CHRISTIAN LIVING TODAY
Human Sexuality · Christian Marriage and Family · Alcohol, Drugs and Substance Abuse · Gambling · Social Media
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CHRISTIAN LIVING TODAY | Human Sexuality | 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:. | The learner is guided to: brainstorm on the meaning of human sexuality; discuss healthy and unhealthy relationships. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CHRISTIAN LIVING TODAY | Human Sexuality | By the end of the lesson, the learner should be able to: explain the meaning of human sexuality for holistic development. | The learner is guided to: read I Corinthians 6:9 and 18; discuss the meaning of the Bible texts; read Philippians 4:8-9 and Galatians 5:23 reflect on it and write a journal on values and life skills they apply as they relate with others. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CHRISTIAN LIVING TODAY | Human Sexuality | By the end of the lesson, the learner should be able to: discuss healthy and unhealthy relationships for responsible living. | The learner is guided to: write 1 Thessalonians 4:3 on a flash card and recite it; discuss circumstances that can lead to sexual temptations. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CHRISTIAN LIVING TODAY | Human Sexuality | By the end of the lesson, the learner should be able to: discuss the circumstances that lead to unhealthy relationships. | The learner is guided to: brainstorm on how to avoid temptations/tempting places. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CHRISTIAN LIVING TODAY | Human Sexuality | By the end of the lesson, the learner should be able to: outline the consequences of engaging in sex before marriage. | The learner is guided to: role play on how to overcome a tempting situation; list/mention the negative effects of engaging in sex before marriage. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CHRISTIAN LIVING TODAY | Human Sexuality | By the end of the lesson, the learner should be able to: apply Christian values as they relate with others. | The learner is guided to: listen to and engage a resource person on values guiding good morals and write summarise key points; reflect on their relationships and journal their resolve to remain chaste until marriage as they depend on God’s strength/prayer. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CHRISTIAN LIVING TODAY | Human Sexuality | 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:. | The learner is guided to: carry out a debate in class on, ‘it is possible for a young person to remain chaste until marriage’; compose and sing a song titled, ‘Lord help me overcome temptations.’. | How do you utilize Christian values to maintain sexual purity? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | 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:. | The learner is guided to: brainstorm on different types of families. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | By the end of the lesson, the learner should be able to: discuss the biblical teachings on marriage and family. | The learner is guided to: read Genesis 2:23-24: Ephesians 5:22-33 in turns and summarize the main biblical teachings about marriage; read Exodus 20:12, Psalm 127:3-5, Ephesians 6:4 and note the key points. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | By the end of the lesson, the learner should be able to: explain ways the church promotes values among young people before marriage. | The learner is guided to: list values needed by young people before they enter into marriage. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | By the end of the lesson, the learner should be able to: identify values and life skills needed to maintain stability in families. | The learner is guided to: interact with a religious leader or resource person and interview them on how the church promotes values among young people before marriage. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | By the end of the lesson, the learner should be able to: appreciate the family as a sacred institution ordained by God. | The learner is guided to: carry out an online or library search on the skills that young people need to contribute towards stable families. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | 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:. | The learner is guided to: write key messages on charts or flash cards on the skills that young people need to contribute towards stable families; role play a stable Christian family. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CHRISTIAN LIVING TODAY | Christian Marriage and Family | By the end of the lesson, the learner should be able to: discuss the biblical teachings on marriage and family. | The learner is guided to: compose and recite poems on ‘God is the centre of stable families.’. | How does a good marriage contribute to stability in the society? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: identify drugs commonly abused by youths in Kenya today. | The learner is guided to: brainstorm on the meaning of alcohol, drug and substance abuse and share with the class. | Why do young people abuse drugs and alcohol today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: discuss reasons why young people abuse drugs today. | The learner is guided to: list drugs commonly abused by youths in Kenya today; discuss the causes of alcohol, drugs and substance abuse today. | Why do young people abuse drugs and alcohol today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: explore effects of alcohol, substance and drug abuse on an individual and the family. | The learner is guided to: share experiences of persons you know who abused drugs and the effects it had on them. | Why do young people abuse drugs and alcohol today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: analyse the biblical teachings on alcohol, drug and substance abuse for responsible living. | The learner is guided to: conduct an internet/library search on effects of abusing drugs and alcohol and make a presentation in class; read Ephesians 5:18, Proverbs 20:1, 1Corinthians 3:17 and 1 Corinthians 6:9-10. | Why do young people abuse drugs and alcohol today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: recommend values and life-skills needed to stay free from alcohol, drug and substance abuse. | The learner is guided to: share lessons learnt from the Bible texts and make notes. | Why do young people abuse drugs and alcohol today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CHRISTIAN LIVING TODAY | Alcohol, Drugs and Substance Abuse | By the end of the lesson, the learner should be able to: utilize values and life-skills acquired to live an alcohol, drug and substance free life. | The learner is guided to: debate on skills and values needed to avoid alcohol, drug and substance abuse; listen to a resource person sharing success stories on overcoming alcohol, drug and substance abuse as a youth. | Why do young people abuse drugs and alcohol 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 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 7 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 7 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.