CBE · Junior School
Grade 8 Religious Education (CRE) Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Religious Education (CRE) scheme of work for Grade 8 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 8
- Subject
- Religious Education (CRE)
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATION
Origin and Consequences of Sin · God’s Plan for Redemption
THE BIBLE
Faith and God’s Promises · Abrahamic Covenant · Leadership in Israel: Saul
MIRACLES OF JESUS CHRIST
Calming the Storm · Healing of the Paralytic
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: identify the origin of sin from the scriptures provided. | The learner is guided to: brainstorm with peers the meaning of sin according to the creation accounts and share findings in class; search / read about the sins young people are likely to commit today. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: examine the consequences of sin after the fall of man. | The learner is guided to: read Genesis 3:1-13 and write short notes on the origin of sin. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: analyse the causes of sin today. | The learner is guided to: read Genesis 3: 14-19, 23, 4:6-12, Genesis 11:1-9 and make notes on the consequences of sin; discuss the causes of sin among young people today. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: discuss moral values and life skills needed to overcome temptations. | The learner is guided to: work with peers to buzz on how to overcome sin/temptations/tempting situations as a young person; brainstorm on moral values and life skills needed to overcome temptations/sin; write the moral values and life skills on charts and display them in class. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: pray to God to overcome temptations in day-to-day life. | The learner is guided to: make a prayer to God every day for grace to overcome temptations. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATION | Origin and Consequences of Sin | By the end of the lesson, the learner should be able to: identify the origin of sin from the scriptures provided. | The learner is guided to: repent whenever they fall into temptation as guided in 1 John 1:9; write 1 John 1:9 on flashcards and meditate on it. | Why is it important to consider the consequences of something before acting? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: describe how God demonstrated His love to humankind after the fall of man. | The learner is guided to: in pairs buzz on the meaning of the word, ‘redemption’ and share with the class. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: examine how God’s plan of salvation is fulfilled through Jesus Christ. | The learner is guided to: brainstorm on how God demonstrated his love after the fall of mankind and make short notes. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: explain the importance of redemption after the fall of man. | The learner is guided to: in turns, read Genesis 3:15; Genesis 12:1-3, Isaiah 53:5-12 Isaiah 63:5, Galatians 1:3-5, Colossians 1:13- 15, 2 Peter 3:9 on God’s plan of salvation and make notes; write sensitisation/awareness messages on charts or using a digital device on God’s love and plan of salvation to mankind based on John 3:16. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: take part in sharing the love of God with others. | The learner is guided to: in groups discuss the importance of redemption and make a presentation in class. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: appreciate God’s saving grace in their day-to-day life. | The learner is guided to: take part in sharing God’s love through acts of mercy at school and in the community. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATION | God’s Plan for Redemption | By the end of the lesson, the learner should be able to: describe how God demonstrated His love to humankind after the fall of man. | The learner is guided to: read Ephesians 1:7 and share their. | Why is God’s redemptive plan important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: describe the background to the call of Abraham. | The learner is guided to: read Genesis 11:24-32, 12:1; discuss and make notes for presentation in class; brainstorm and share with the class the meaning of the word, ‘faith.’. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: examine ways Abraham demonstrated faith in God. | The learner is guided to: share experiences of how they exercise faith in God; read Hebrews 11:1-6 and make notes in their exercise books or use a digital device. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: apply faith in different situations as exemplified by Abraham. | The learner is guided to: brainstorm on how Abraham demonstrated faith in God; in turns read and discuss Genesis 12:1-3, 15:1-6; 17:23-26, 21:1-7 and 22:1-14. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: analyse the promises made by God to Abraham and their importance to Christians today. | The learner is guided to: team up to role-play how God tested Abraham’s faith; Genesis 22 1-19; develop a weekly journal on how they exercise faith in God; brainstorm on the meaning of the word, ‘Promises.’. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: apply God’s promises in their day-to-day life. | The learner is guided to: list the promises made by God to Abraham; read Genesis 12: 2-3, 15:1- 6, 17:1- 8, 17:15-18 and outline the promises made by God to Abraham for presentation in class. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | THE BIBLE | Faith and God’s Promises | By the end of the lesson, the learner should be able to: describe the background to the call of Abraham. | The learner is guided to: discuss the importance of God’s promises to Christians today; brainstorm on how to apply God’s promises in day-to-day life. | How do you exercise faith in relation to God’s promises? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | THE BIBLE | Abrahamic Covenant | By the end of the lesson, the learner should be able to: discuss the meaning of the term ‘covenant’. | The learner is guided to: brainstorm the meaning of the term covenant and share findings with the class; team up to brainstorm on modern covenants and their importance and make notes. | Why is Abrahamic covenant important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | THE BIBLE | Abrahamic Covenant | By the end of the lesson, the learner should be able to: identify covenants in modern life and their importance. | The learner is guided to: read and discuss Genesis 15:1-18 and make a presentation to the class using PowerPoint slides or charts; watch a video clip on God’s covenant with Abraham. | Why is Abrahamic covenant important to Christians today? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 8 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MIRACLES OF JESUS CHRIST
Healing of the Paralytic
TEACHINGS OF JESUS CHRIST
Teachings on Prayer · The Lost Sheep
THE CHURCH
The Holy Spirit · Acts of Compassion
CHRISTIAN LIVING TODAY
Family Relationships
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: describe the healing of the paralytic. | The learner is guided to: brainstorm on the meaning of the word, paralysis. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: outline lessons learnt from the healing of the paralytic. | The learner is guided to: read and discuss Luke 5:17-26 and make a presentation in class using charts/posters or PowerPoint slides. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: examine the Pharisees’ opposition to the healing of the paralytic. | The learner is guided to: discuss lessons learnt from the healing of the paralytic and make notes; watch a movie on the healing of the paralytic. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: apply lessons learnt by having faith in God when faced with challenges. | The learner is guided to: buzz on the meaning of the word, blasphemy. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: appreciate God’s power. | The learner is guided to: brainstorm on reasons why the Pharisees accused Jesus Christ of blasphemy. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MIRACLES OF JESUS CHRIST | Healing of the Paralytic | By the end of the lesson, the learner should be able to: describe the healing of the paralytic. | The learner is guided to: share personal experiences on instances when they prayed to God for healing. | How does the healing of the paralytic build your faith in God? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | 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: share with peers how they pray to God in day-to-day life. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | By the end of the lesson, the learner should be able to: outline the importance of prayer in the life of a Christian. | The learner is guided to: brainstorm on the importance of having faith in God as they pray. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | By the end of the lesson, the learner should be able to: discuss the importance of having faith when one prays to God. | The learner is guided to: read Mark 11:22–24 and share how to pray by faith. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | By the end of the lesson, the learner should be able to: demonstrate love by praying for all people as taught by Jesus Christ. | The learner is guided to: read, Matthew 5:44-45 and share instances they prayed for both friends and enemies. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | By the end of the lesson, the learner should be able to: apply lessons learnt on prayer by praying to God always. | The learner is guided to: read Matthew 6:5-8, outline the main teachings and use PowerPoint slides/charts to make presentations. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | By the end of the lesson, the learner should be able to: desire to have faith in God whenever they pray. | The learner is guided to: journal their day-to-day prayer life experiences. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | TEACHINGS OF JESUS CHRIST | Teachings on Prayer | 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: share with peers how they pray to God in day-to-day life. | How do you apply the teachings of Jesus Christ in your day-to-day life? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: analyse God’s love for the sinner as outlined in the parable of the lost sheep. | The learner is guided to: brainstorm on God’s love for the lost. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: take part in reaching out to the lost through mission work. | The learner is guided to: read Luke 15:1-7 and make notes on the parable of the lost sheep. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: desire to exemplify God’s love by serving all people. | The learner is guided to: outline lessons learnt from the parable of the lost sheep. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: analyse God’s love for the sinner as outlined in the parable of the lost sheep. | The learner is guided to: role-play the parable of the lost sheep; brainstorm on how to reach out to the sinner. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: take part in reaching out to the lost through mission work. | The learner is guided to: organise a class visit to the less fortunate, give them various items; as a way of sharing God’s love with them. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: desire to exemplify God’s love by serving all people. | The learner is guided to: share experiences on how to have a close relationship with God. | How does the parable of the lost sheep show God’s love for the lost? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | TEACHINGS OF JESUS CHRIST | The Lost Sheep | By the end of the lesson, the learner should be able to: analyse God’s love for the sinner as outlined in the parable of the lost sheep. | The learner is guided to: compose and sing a song on God’s love for the lost. | How does the parable of the lost sheep show God’s love for the lost? | 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 8 Religious Education (CRE) scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CHRISTIAN LIVING TODAY
Family Relationships · Human Sexuality: Responsible Sexual Behaviour · Sacredness of life · Bullying · Work Talents and Abilities · Leisure
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CHRISTIAN LIVING TODAY | Family Relationships | By the end of the lesson, the learner should be able to: outline roles played by different family members; identify practices which depict healthy family relationships. | The learner is guided to: brainstorm on the responsibilities of parents/guardians, children and other members of the family; discuss practices of a healthy family today; debate on the causes of conflicts in families today; discuss how peer pressure can cause conflict in families today. | How should family members relate with each other? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CHRISTIAN LIVING TODAY | Family Relationships | By the end of the lesson, the learner should be able to: identify causes of conflicts in families today; examine Christian teachings on healthy family relationships; desire to live harmoniously with members of the family. | The learner is guided to: find out ways to overcome peer influence/rebellion against parents; research on possible solutions to family conflicts; read and discuss Ephesians 6:1- 4, Exodus 20:12, Colossians 3:20 and outline lessons learnt. | How should family members relate with each other? | 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: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: identify forms of sexual abuse and how to avoid/overcome abuse. | The learner is guided to: discuss the meaning of human sexuality and share findings in the class; research on forms of sexual abuse and make presentations using PowerPoint slides or charts. | Why should you live responsibly as a youth? | 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: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: evaluate causes of teenage pregnancies today. | The learner is guided to: list places or settings they should avoid for their own safety; discuss ways and where to report cases of sexual abuse. | Why should you live responsibly as a youth? | 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: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: examine the consequences of engaging in irresponsible sexual behaviour. | The learner is guided to: listen and ask a child protection officer (CPO) Question(s) on what to do in case of defilement; discuss on the causes of early pregnancies among teenage girls and make a presentation in class. | Why should you live responsibly as a youth? | 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: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: discuss values and life skills needed to avoid irresponsible sexual behaviour. | The learner is guided to: brainstorm and list forms of irresponsible sexual behaviour; buzz on the consequences of engaging in irresponsible sexual behaviour. | Why should you live responsibly as a youth? | 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: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: choose to live responsibly as guided by the word of God. | The learner is guided to: read, recite and write on flashcards 1Thessalonians 4: 3-6, Romans 12:1-2, 1 Corinthians 6:18-20; brainstorm and list values and life skills needed to avoid irresponsible sexual behaviour. | Why should you live responsibly as a youth? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CHRISTIAN LIVING TODAY | Human Sexuality: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: identify forms of sexual abuse and how to avoid/overcome abuse. | The learner is guided to: write and share sensitisation messages on the importance of not engaging in irresponsible sexual behaviour (you may pin the messages on the school notice board or hang them on the classroom wall); debate on the topic, ‘Overcoming peer pressure as a youth.’. | Why should you live responsibly as a youth? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CHRISTIAN LIVING TODAY | Human Sexuality: Responsible Sexual Behaviour | By the end of the lesson, the learner should be able to: evaluate causes of teenage pregnancies today. | The learner is guided to: pray and depend on God to overcome temptations; read and reflect on 1 Peter 2:11. | Why should you live responsibly as a youth? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: explain the meaning of sacredness of life. | The learner is guided to: brainstorm on the meaning of sacredness of life; discuss how the right to life is violated today. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: discuss how the right to life is violated today. | The learner is guided to: read, Genesis 4:10-11, Genesis 9:6, Exodus 20:13, Numbers 35:11-12, and write lessons learnt for presentation in class; discuss why killing is morally wrong. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: evaluate causes of suicide in the society today. | The learner is guided to: brainstorm on reasons which cause some youths to commit suicide; discuss the negative effects of suicide to an individual and the family. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: examine causes of abortion among the youth today. | The learner is guided to: team up to debate on why abortion is a sin and a crime. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: analyse the consequences of violating the right to life. | The learner is guided to: read Jeremiah 1:5, Psalms 127:3, Psalms 139:13–15, Proverbs 6:16-17, and write lessons learnt; debate on the consequences of abortion to an individual and the family. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: desire to uphold the sacredness of life in day-to-day life. | The learner is guided to: brainstorm on values and life skills needed to uphold the sacredness of life; compose a song on how safe road use can preserve life. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CHRISTIAN LIVING TODAY | Sacredness of life | By the end of the lesson, the learner should be able to: explain the meaning of sacredness of life. | The learner is guided to: sing the song at the school assembly to sensitise other learners on safe road use; engage a resource person on how to overcome/avoid taking one’s life. | Why is human life sacred? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CHRISTIAN LIVING TODAY | Bullying | By the end of the lesson, the learner should be able to: identify causes of bullying at school and in the community. | The learner is guided to: brainstorm on the meaning and forms of bullying. | Why is bullying unacceptable? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CHRISTIAN LIVING TODAY | Bullying | By the end of the lesson, the learner should be able to: analyse the effects of bullying on the individual and the family. | The learner is guided to: share experiences of when they were bullied and the negative effects it had on them. | Why is bullying unacceptable? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CHRISTIAN LIVING TODAY | Bullying | By the end of the lesson, the learner should be able to: discuss values needed to co-exist peacefully at home, school and the community. | The learner is guided to: discuss why young people bully/dislike others. | Why is bullying unacceptable? | Textbook, charts, digital device, community resource persons | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CHRISTIAN LIVING TODAY | Bullying | By the end of the lesson, the learner should be able to: model the value of love in their interaction with others. | The learner is guided to: read Mathew 5:11-12, Romans 12:18- 20, 1 John 3:15, I Peter 3:8, Roman 14:19, Proverbs 22:10, write lessons learnt and share with others in class. | Why is bullying unacceptable? | 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 8 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 8 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.